Guidance for Observing Primary Physical Education Lessons

Students are taught to offer all children opportunities to learn within an inclusive and appropriately challenging learning environment.

Students learn within games, gymnastics, dance and athletic activities. Competitive games are a key focus of the 2014 curriculum and are introduced through a `Teaching Games for Understanding’ approach where children learn through playing modified versions of games first and are introduced to the skills as they become relevant, dependent upon their level of ability.

Emphasis is also placed on the need for children to be as active as possible in PE lessons. Safety should always be a primary consideration. We suggest that PE lessons have the following structure.

Getting Ready Phase

• Are the learning objectives/success criteria shared with the children?
• Is the `warm up’ age/activity related and linked to the focus of the lesson?
• Does the warm up raise heart rate and mobilise the major joints and muscle groups?

Getting Ready Phase (warm up)

This is not just physical. It should be mentally stimulating alongside active and appropriate. Focus the children and engage them in the activity – leading or directing one another. It should be linked to the main concepts of the lesson, linked to last week’s (yrs.) learning and accessible by all children – no one should be ‘out’ in the first five minutes of a lesson. Dynamic stretching is encouraged if necessary

Main Content Phase

• Are children given the opportunity to learn, practice and develop new skills, techniques and concepts?
• Are skills demonstrated and explained by the student or children?
• Are teaching points (TPs) given? Key words? TPs = the `how to do’ words (subject knowledge).
• Do children understand how to perform the skill? Can they demonstrate their learning or say the key words?
• Are children given an opportunity to practise and progress?
• Is there differentiation? (STEPS acronym* adapted from Youth Sport Trust)
• Are children given a chance to choose a particular skill and use it appropriately within an activity, gym sequence or dance?
• Is there a focus on quality of performance?
• Is there evidence that children are learning through doing, rather than just being occupied? (No queues waiting for their turn to take part = limited inclusion, access to practice and participation.)
• Are children given feedback by the student to improve their performance?
• Are criteria given for children to evaluate performance?
• Do children observe their own work or that of their peers – Self or peer evaluation?
• Are criteria given for children to evaluate performance?
• Is there any opportunity for self-evaluation?
• Is time given for children to refine their performance and improve it? Plenary (Calm or Cool Down Phase)
• This should be linked to the whole lesson – not an abstract activity or party game. Try not to use this time to peer share activities – all children should have had opportunities to share their learning with others during the lesson
• Are children given the opportunity to cool down and/or calm down Physically and or mentally?
• Are the learning objectives/success criteria revisited?
• Can children explain their learning and provide key words or teaching points (visually or verbally)?
• Does the student look ahead to the next lesson?