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Rationale for a unit of work as a whole covering its aims and how it links with the rest of the physical education curriculum.

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Rationale for a unit of work as a whole covering its aims and how it links with the rest of the physical education curriculum. Unit of work - Invasion games - Football Content - Attacking and defending strategies Year group - 9 Key Stage 3 Duration - 5 weeks (5 lessons) To provide pupils with effective teaching, it must be clear what is being taught and the aim of the teaching. This can be summed up in the question "What do we (teacher/pupil) want to achieve?" This question can be addressed in a number of ways; in school terms the National Curriculum has clear objectives that are aspired to by all teachers. However if we look at just long term aims over the space of a key stage or year (schemes of work) then individual lessons can lose focus and meaning. To avoid this we break our long-term aims into more manageable objectives known as units of work (medium term planning), and this is from where we draw our individual lesson aims/objectives. Short-term objectives create a focus that can be achieved in a lesson and are part of a logical progression that lead to the achievement of medium term objectives (unit of work) stated in the National Curriculum. Planning If the National Curriculum for Physical Education is to be implemented successfully into schools then detailed planning (schemes of work, units of work and individual lesson plans) is an essential part of any p.e. department. Clark & Yinger (1987) stated "...planning influences learning opportunities, content and organisation." The unit of work I created, developed and implemented was constructed using the schools scheme of work for games activities, with specific reference to football. The scheme of work was derived from the National Curriculum programmes of study and end of key stage descriptions. A set of coherently planned programmes of learning experiences for the pupils were provided by the scheme of work and it also provided me with the knowledge and skills to be learned in the area of football. ...read more.


The guided discovery task involved pupils working in groups to create a game using a circle and other resources (balls, cones etc) that would involve marking a range of players. Certain questions were put to the class such as "How do you score?" " Do you score?" "Can one player mark more than one opponent?" This style of teaching involved the pupils in the convergent process of thinking about a particular conceptual and movement problem that had more than one solution. Guided discovery was used throughout the unit as it facilitates the learning of 'selecting and applying skills, tactics and compositional ideas' as pupils have to think to solve different problems using different solutions just as they would in a game of football. This is emphasised by Thorpe, Bunker and Almond (1986) who argued that guided discovery approaches are designed to help pupils understand the 'principles' of playing games, and to encourage appropriate decision making within games. As a result of assessing the success of the first task I was able to adapt and modify the lesson to increase pupil learning and interaction without sacraficing the lesson objectives. At times the guided discovery task was moving away from the lesson objective and so intervention at certain intervals and providing teaching points was necessary, this proved enough for pupils to move in the right direction again. If after the intervention pupils were still unsure or moving away from the objective of the lesson then I would of reverted back to the original task to reinforce the main teaching points, I was pleased that this was not necessary during the lesson. I feel both my lesson plan and my teaching skills were flexible enough to alter the lesson to achieve greater results with respect to pupils learning and understanding of the defensive principles the lesson was focussing on. According to Silvermann and Ennis this is a sign of effective teaching; "...Effective teaching involves knowing when and how to apply a principle of teaching to accomplish particular objectives in particular settings." ...read more.


By the end of the unit I felt I had assessed the whole class and could provide the department with a level (1 - 8) and a sub level (A - C) for each pupil in football. I then compared this level to the level each pupil had received the previous year in football, I was pleased to find the same range between levels, that most pupils had improved at least a sub level and that the levels they attained corresponded to the proportional progression they shoul make in this space of time. The formative planning I carried out implemented ICT worksheets, these enabled pupils to demonstrate their knowledge of strategic and tactical principles through providing fellow pupils with written feedback. I collected all the worksheets in and made comments on them that the pupils received the following lesson. Conclusion My evaluation of the unit was that it was successful in meeting its objectives in most respects. I was disapointed not to cover everything I had planned but realised this is due partly to my inxperience in planning units of work, not knowing the group I was to teach and other factors which are part of everyday school life, such as exams and lack of facilities. Each unit objective was met, all pupils made clear progress with their ability to provide effective feedback using the correct terminology. Pupils have learned how to be objective and consistent when applying their knowledge inorder to give effective feedback and make correct observations. Each pupil took the responsibility of observing another pupil seriously and endevoured to improve performance by making focussed observations. This unit objective prepares pupils for some of the key skills they will use throughout key stage 4 physical education. After 5 weeks all pupils could discuss the importance of tactical and strategical principles in football, offer justification for their answers. However the one weakness of some pupils was to do with their implementation of such principles. Philip Stock Curriculum Assignment PGCE Physical Education 6 1 ...read more.

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