A Typical PE Lesson
Different lessons require different structures and these may be subject to change within lessons depending on assessment within each session. Such structure is subject to teachers’ own professional judgement within the lesson when assessing the capabilities of the class’ overall motor competence.
Each PE lesson follows a similar format both in Real PE and in Sport specific areas:
REVIEW- This provides children with the opportunity to connect to prior learning from previous PE lessons. The connection to prior learning (and comparable themes within sport specific areas) is drawn attention to by teachers and staff/children recall previous learning with links explained by pupils. This helps to ensure that items are retained by children in the longer term.
EXPLAIN- teachers then explain the focus of the lesson and what the outcomes will be. This ensures all pupils have a clear understanding of their learning goals. Small steps are then explained and demonstrated. These steps are progressive and enable children to build to a final outcome.
MODEL-Pupils are given a variety of high quality examples via teacher modelling and through the Jasmine platform for Real PE. The modelling of the example also requires lots of active practice of the pupil. In these mini ‘chunk and chew’ active elements, children are able to develop critical thinking and collaborative learning aspects which are then embedded further by the class teacher. They are given time to verbalise and refine their thinking in collaboration with others through peer critique and support.
APPLY- This is the element of the lesson where pupils/collaboration partners begin to undertake the task set. Additional scaffolds and methods of support within this aspect include peer mentoring, video review or modification of equipment or task based on individual challenge levels.
DEEPEN- throughout the lesson teachers build in opportunities for children to reason about their learning. This is particularly important in the Real PE curriculum as it allows our pupils to contextualise their learning and identify areas in specific sports and, more importantly, in their wider environment, where their skills can be applied.