The National PE and School Sport by JwbDrK8


									  High Quality Physical Education School Sport in Northumberland – making a difference

         Northumberland yoUR Leaders case study proforma
What is your school's name?
 Meadowdale Middle School
Which School Sport Partnership are you in?
Local Authority / LDA?

Outline the initial impetus that caused you to embark on your pilot project
e.g. nature of the CPD experience / initiative/ support /development group etc
 I had previously spent some work with and developing our young leaders at lunchtime and saw
 yoUR leaders as an ideal opportunity to extend leadership skills into curricular PE.

Please indicate the category of your success story;
 Circle specific Key stage /phase:   3

 Secondary Curriculum innovation                 Improving participation/engagement & attendance   □
 Using HQ PE to improve attainment       □       Transforming behaviour at breaks & lunchtimes    □
 Increasing participation in PESS        □       Improving leadership and PLT skills through PE   
 Effective use of time –exceeding        □       Improving Health and Physical activity   □
 the 2hr PSA target
 Supporting & challenging G & T students in PE      □     Engaging disaffected learners   

What was your starting point – why did you select your particular pilot group?
 E.g. low attendance or engagement in KS3 group, poor behaviour, lack of staff confidence, low standards of
achievement, need to link leadership into curriculum delivery for all, need to challenge a G & T group etc

 I started with the Y7 group as they are the children who I hope will want to become
 Young Leaders at lunchtimes next year. The particular class chosen as they were the
 only Y7 class that I teach personally and they share a lesson with Y6 so there was the
 opportunity for them to work with younger children at first to build confidence.

What were your objectives? Please write your specific objectives – what were you trying to
improve in your school? e.g.

        To focus the children on achieving high standards in PE – through ownership for
         their learning they should put more effort into each lesson
        To enhance PLT strand of KS3 curriculum – increasing creativity and problem
         solving ability through practical activities.

  High Quality Physical Education School Sport in Northumberland – making a difference

What did you do?Please write notes about what you did and how you went about it. (How did you do
it? What strategies have you used in your trial / pilot))

         Y7 group identified (as above) to trial programme initially
         Dance was chosen as the first ‘season’ as it fitted into the yearly plan and Y6 plans
          could be adapted easily by pupils and staff and were fairly simple to deliver.
         Pupils were given ‘target sheets’ where they assessed their own ability in each of the
          roles on an archery style target board. They then chose which role they would like to fill
          (choreographer(responsible for choreography and warm up), Team leader(responsible
          for organising lesson plan), event manager (responsible for organising equipment,
          space, video camera etc) or performer)
         Pupils with key roles were given basic plans and I oversaw their planning i.e focussing
          on exactly how they were going to collaborate as often there was a lot of team work
          involved and they were sharing space and music. At the same time the colleague that I
          share the lesson with discussed what was going to be happening with the Y7 performers
          and the Y6 class.
         The Unit of work lasted for 14h: 2 lessons per week for 7 weeks.(though cut short due to
          school closure)
         Each group was due to be recorded in a final performance, though sadly we did not
          manage this due to school closure.
         The Programme was then rolled out across whole of KS 3- in a similar manner – with a
          hockey ‘season’ using stix skills scheme of work, as this has a very easy structure for
          pupils to follow.
         Great success was achieved with this, as most classes managed to organise their own
          tournament and a few classes even created a newspaper to report on the tournament.
          This added an administrative role, which gave incentive to engage to children who are
          not ‘the active type’ (a quote from a pupil!)

Impact / signs of success:
What difference did it make?

         Enhanced level of engagement – pupils who were leading the lessons conveyed how
          they felt when players/performers were not putting effort in and they responded.
         Much better atmosphere in lessons as pupils were eager to learn so helped to set
          up equipment and work far better as a team
         Pupils enjoyed the sense of responsibility and were pleased that they were
          helping their peers improve.
         Teachers have noticed that overall engagement has improved across KS3 and
          attainment is rising in other activities.

 What evidence do you have?
         Standard of work: a good level was achieved, recorded at end of unit assessment.
         Staff feedback & opinions.

  High Quality Physical Education School Sport in Northumberland – making a difference

Why did you succeed?Please write notes on why what you did worked. What strategies
were particularly successful? What principles underpinned the success of what you did?
      Allowing pupils to choose their roles initially worked well as they were comfortable – in future I
         would allow Y7 to do this then in Y8 get them to pick their weakest areas to improve on.
        Flexibility – realising the true ability that pupils had and working with them.
        In the dance, the use of pre-choreographed, popular dance routines to start with worked
         well in building confidence, then stepping up to choreographing their own moves
         allowed good progression.
        In the hockey the use of a simple set of lesson plans allowed pupils a clear lay out and
         allowed those who could to adapt and enhance the plans.
        Competition in the hockey also added incentive for players to work hard through the
         drills and for coaches to get the teaching delivered well.
        Reflection and feedback from teachers seemed to build confidence and pupils appeared
         to respond to it in a more positive manner than in ‘normal’ lessons.

What difficulties did you encounter and how did you
overcome them? Describe any difficulties you had and the steps you took to overcome them.
        School closing due to burst gas pipe meant that season was cut short – no real way to
         overcome it if we were to fit rest of the yearly planning in.
        Lack of hockey balls lead to confusion in setting up some of the hockey activities though
         adapting the plans meant that a compromise was met quite quickly
        One class was unhappy with their groupings – event organisers set up a transfer
         session with the coaches without players there so that no one was upset.
        Some staff lacked confidence to let pupils work by themselves but after observing one of
         my lessons they were fine.
        One class struggled to get set into a pupil lead warm up but after a whole class
         brainstorm they were fine

Success story submitted by                       Martin Cooper
Job title / Role:                                HoD PE at Meadowdale
Date:                                            06.05.10
Case study validation:e.g. - PE Consultant; School Sport Partnership Manager (PDM);
SSCo; HoD, Head teacher etc

 Following the engagement in the Northumberland pilot YOUR leaders
 programme, Meadowdale has made significant progress with embedding
 leadership in the KS3 curriculum through Your Leaders.
 The energy and commitment of Martin has been a key role in the development
 of Your Leaders within the school. A number of staff are responsible for
 delivering physical education and it has been challenging for Martin to co-
 ordinate and change the mind set of some individuals.
 Clear progress has been made during the pilot and the increased confidence
 levels of some individuals have been impressive through the programme.
 Martin will be looking to further develop YOUR Leaders next year providing
 more pupils with the opportunity to lead and take on roles of responsibility.

  High Quality Physical Education School Sport in Northumberland – making a difference

Validated by: Michael Jarvis, School Sports Co-ordinator (SSCo)
Blyth/Bedlington School Sports Partnership

Signature: Michael Jarvis            Date: 11th May 2010

Case study templates should be completed & submitted by Wed 12th May 2010
Please e mail or send to Andy Brown
PE Consultant (H & W Being team)
Education Development Centre
Hepscott Park
Northumberland NE61 6NF
Tel: 01670 533551

If you have any queries or require any further support with completion - contact
Franki Clark (Acting Partnership Development Manager - Cramlington & Seaton Valley SSP)
Mobile: 07595651980, Email:


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