Sports, Leisure and Recreation

The Vision of the Bradford Academy Sport Leisure and Recreation Department is to offer learners the opportunity to build upon existing skills, knowledge and understanding in a supportive environment. The curriculum we provide offers a broad range of activities that not only aim to increase sporting ability but also offers learners the opportunity to develop their CLIPS and PLT[1] Skills in a practical way. Combining these two broad areas our ultimate aim is to ensure learners leave school equipped with the confidence, knowledge and skills to be lifelong participants in an active lifestyle.

 Sport, Recreation and Leisure  Staff

DHH – David Haworth
  • Director of Sport & Recreation
KMH – Katie Matthews
  • DOPL Sport & Recreation
RPE – Rachel Price
  • Subject Leader
MTD – Matthew Todd
  • PE Teacher
  • Head of House Competitions
ASE – Andrew Sutcliffe
  • PE Teacher
  • Head of House
KMA – Kirsty Matthews
  • PE Teacher

 

Quality First Teaching and Learning.

In Sport, Recreation and Leisure  we are clear from the start about the most important aspects of our lessons, and the core gains that we want learners to make in area of learning.  We discard irrelevant diversions and make secure judgements about the best way to meet individual needs. We think about how we are going to monitor the learners’ progress as an integral part of our units. We use our summary planning to jot down comments about individuals as they occur to us. 

We engage learners in an on-going dialogue about; what they are working on and how it links to the other elements of our area of learning, in addition to how they think they are progressing.   All this informs our medium and long term planning.

Once we have the beginnings of a profile for our learners, we build sufficient flexibility into our work to allow for their differences.   We ask these questions as we plan:

  1. Am I respecting the broader needs of the learners?  Is the material of the lesson appropriate and does it motivate the learners?
  2. Across the unit of work, have I built in enough exit and entry points? If I see problems on the horizon how can I change tack and keep the learners motivated and on track?
  3. Can I arrange activities in tiers, so that all learners experience a sense of achievement and evidence progress?
  4. What’s the best way of grouping the learners?  In some circumstances it may be appropriate to group the most able together; in others, carefully arranged mixed-ability groups may bring the most benefit to all learners.
  5. Are my questioning techniques sufficiently flexible?  Can I move each learner forward with my questions so that all experience a sense of achievement and progress?

Finally in the Sport, Recreation and Leisure department we create an ethos in the lessons where all contributions are valued and understood.  We, as quality practitioners, are constantly aware that we need to adapt to the moment-to-moment situations that our lesson may create and reshape the activities to meet the needs of our learners as they present themselves.  Above all, we have the highest expectations and expect all tasks to be completed to the very best of the individual’s capability.

Sport Recreation and Leisure – Focused Assessment

  • involves pupils in the process
  • is understood by pupils and staff
  • is consistent between all staff
  • does involve target setting for pupils, target in planners for every learner
  • needs to be carried out by staff, pupils’ peers, and the pupils themselves
  • does tie into the Bradford Academy policy on assessment

Ways in which we address this are:

Formative assessment

Task assessment

Inherently the tasks we design for learners will have specific observable techniques that we can use as success criteria. This criterion will be shared with the learners at the start of each task. This criterion will then be used on an on-going basis by learners to self-assess their performance as they are practicing. As they become more proficient class we will move on to getting peers to assess performances. These methods of assessment will inform future planning.

Performance assessment

Teachers will constantly observe performance during the lessons to help inform future planning and add to the summative assessment process. This ensures we grade learners on what they can do instead of penalising them if they have an off day on the day of their final assessment.

Summative Assessment

Activity Grades

For each module learners will be given a performance grade, these are kept on a departmental spread sheet so the following two things can happen:

  • we can use this data to give activity specific targets next time that learner participates in that activity making the target setting process more accurate and realistic.
  • The grades for the year can be averaged out to give a true reflection of their ability across this broad subject, again making the grading system more accurate and progressive.
Pupil Grouping

Classes are ability set but within those classes all work is carried out within a range of friendship and/or teacher-selected groups with a view to ensuring that less able performers work with more able/extra-curricular performers and all levels of ability are challenged within a safe environment.

Literacy

Staff give learners good opportunities to practice their literacy skills through discussion based tasks on tactics, techniques and knowledge.

Numeracy

Staff continue to work hard on providing numeracy opportunities within the lesson. Different ways of scoring, measuring and estimating distances, converting data into statistical information to analyse performances. For more information on this go to our on-going forum on numeracy in the PE department’s web pages.

Curriculum Organisation

All learners receive 2 hours of PE lessons per week.  The content spans the full range of activities and enables learners to experience individual and team sports, experiencing invasion games, striking and fielding activities, fitness-based activities and problem solving opportunities. All units of work aim to develop skill and ability alongside leadership, communication, co-operation and healthy lifestyles knowledge.

Learners in year 9 can opt for a ‘making learning irresistible’ module which gives learners the opportunity to develop their knowledge of the sporting opportunities in the community, jobs which are based in sport, whilst at the same time preparing them for the rigours of BTEC should they choose it in year 10.

At Key Stage Four and Key Stage Five learners can opt to do BTEC Sport level 2 and level 3 respectively. These courses look to deliver modules that prepare learners to pursue sport based employment or a degree course that is linked to sport.

Extended curriculum

Our electives programme changes to meet the demands of the competition programme set by the Heads of PE in Bradford Committee, but we aim to put on a at least one club each night; an example is given below.

DAY MON TUE WED THUR FRI
Field KS 3 & 4 Rugby Emerge = Active living KS 4 / 5 Football KS 3 Football
Sports Hall Trampolining Netball Badminton 5 aside
Fitness Suite Girls only Fitness Fitness (KS 4 +5) Girls only Fitness Fitness (KS 4 +5)

All break times we also offer basketball to those who wish to come down as an ‘active break’ initiative

Citizenship

In Sport, Recreation and Leisure there has always been a natural element of delivering key concepts of citizenship :

  • All work is carried out within friendship and teacher selected groups with a view to ensuring that less able performers work with more able/extra-curricular performers.
  • Sport, Recreation and Leisure  contributes to school events providing pupils with the opportunity to represent their school in the community and regional  settings. This also promotes their own responsibilities and the need to work towards the common good.
  • Within the schemes themselves pupils look at the notion of fair play and being good ‘sports’ and use situations to discuss issues raised in professional games as they occur.

[1] CLIPS (Citizenship, Learning, Information Management, Relating to People, Managing Situations) PLTS (Personal Learning Thinking Skills)