zilongwang/ReadingBank huggingface dataset:
Travels demonstrating low, medium, and high levels). Travels over, under, around, and through a variety of objects. Differentiates between fast and slow speeds. Actively engages in physical education Accepts personal responsibility by using equipment and space appropriately. Follows the rules and procedures of the learning environment. Responds appropriately to feedback from the teacher. Works independently with others in small and large groups. Follow teacher directions for safe participation and proper use of equipment with minimal teacher reminders. Recognizes physical activity as a component of good health. Recognizes that challenges in physical activity can lead to success. Describes positive feelings that result from Discusses the benefits of exercising/playing and active. Actively engages in physical education class. Identifies the as a muscle that grows stronger with exercise, play and physical activity. Practices the proper protocol for each Georgia Fitness Assessment component. Accepts personal responsibility by using equipment and space appropriately. Follows the rules and procedures of the learning environment. Responds appropriately to feedback from the teacher. Works independently with Volleys an object upward with an open hand. Strikes an object with a short-handled implement using a proper grip. Differentiates between strong and light force. Actively engages in physical education class. Accepts personal responsibility by using equipment and space appropriately. Follows the rules and procedures of the learning environment. Responds appropriately to feedback from the teacher. Works independently with others in small and large groups. Follow teacher directions for safe participation and proper use of equipment with minimal teacher reminders. Recognizes physical activity as a component of good health. Actively engages in physical education Accepts personal responsibility by using equipment and space appropriately. Follows the rules and procedures of the learning environment. Responds appropriately to feedback from the teacher. Works independently with others in small and large groups. Follow teacher directions for safe participation and proper use of equipment with minimal teacher reminders. Recognizes physical activity as a component of good health. Recognizes that challenges in physical activity can lead to success. Describes positive feelings that result from physical activities. Identifies personal and dislikes regarding participation in physical activities with others.
Tentative Weekly Schedule Date Topic Reading and Assignment Due Dates 1 1/27 Introduction and Syllabus Review Benefits and Risks of Physical Activity Health Behavior Change Thompson: Chapter 1 Swain: Chapters 44, 45, and 46 2 2/3 Health Appraisal and Risk Assessment Thompson: Chapter 2 3 2/10 Assignment 1: Curves for Women Legal Issues Swain: Chapter 10 4 2/17 Introduction to Exercise Prescription Cardiorespiratory Fitness Thompson: Chapter 7 Swain: Chapters 21, 30, and 32 5 2/24 Cardiorespiratory Fitness Swain: Chapters 21, 30, and 32 6 3/3 EXAM 1 (3/3, time TBD) Musculoskeletal Fitness Swain: Chapters 22, 31, and 33 7 3/10 Musculoskeletal Fitness Assignment 2: CrossFit Swain: Chapters 22, 31, and 33 8 3/17 SPRING BREAK 9 3/24 Flexibility Body Composition Swain: Chapters 22, 31, and 33 Chapter 18 10 3/31 Body Composition Nutrition Swain: Chapter 18 Swain: Chapter 4 11 4/7 EXAM 2 (4/7, time TBD) Heart Disease Swain: Chapter 38 12 4/14 Assignment 3: The Paleo Diet Disease Swain: Chapter 38 13 4/21 Diabetes Obesity Swain: Chapter 40 Swain: Chapter 35 14 4/28 Assignment 4: Jogging, Jazzercise, and Aerobics Osteoporosis and Arthritis Swain: Chapter 42 and 43 15 5/5 Assignment 5: Your Choice Special Populations Swain: Chapter 36
If you currently work for WJEC, please log in to your Appointees Management Portal Account (using your new username) and click on the 'My Application' icon on the home screen. Please ensure you add the role of Principal Examiner for Eduqas GCE German on the 'subject area' tab and fill in all the other fields of the application. If you require any further assistance in completing the application please contact:- Rob Reynolds rob.reynolds@wjec.co.uk 0290 265 050 or Beth Edgar beth.edgar@wjec.co.uk 02920 265 476
Participate in the development, management and control of the expenditure in line with approved budget and delegation schedule in consultation with the Manager Financial Services. Participate in the development, management and control of the expenditure in line with approved budget and delegation schedule in consultation with the Manager Financial Services. Manage program evaluations so service delivery is enhanced and adjusted as required to meet needs. Program has evaluation tools and mechanisms in place that are usefully guiding practice. Feedback forms are entered into all relevant data basis. Feedback forms are utilized to improve practices at a staffing, program and agency wide level. Identify and monitor staffing needs and recruit and select staff in accordance with Agency policy and procedures Programs are successfully staffed, with appropriately qualified and trained staff. Ensure conduct and approach to work is consistent with the organizations Leadership Practice Framework and Code of Ethics and Conduct. Performance is innovative, inclusive, motivational, flexible and adaptable to meet program and agency needs. Be a part of the wider Centacare Management in discussing strategic direction for Centacare NQ and be a part of making wider Centacare NQ decisions. Attend and engagement at the Management meetings Attend and engage at events to showcase Centacare NQ Decisions made at middle Management are communicated to team in a positive and professional manner. Review Policies and Procedures and update accordingly. Organisational Roles Key Performance Indicators Positive Mental Attitude & Enthusiasm Solution Focused Takes responsibility Uses a variety of approaches and ideas to problem solve Work willingly with others to problem solve Interacts effectively with Line Manager with regard to problem solving Takes responsibility for completing work on time and of a high standard Works with others in a cooperative manner
Teaching of PE Steve Green/SLT/Arches SSP Steve Green Set up programme for and gymnastics CPD with Arches SSP Spare PE Kit across year groups sent out Supporting Nursery with PE provision taking place Evaluate CPD programme Subject evaluation week Planning, assessment, lessons, resources KS1/KS2 Participation/Competition Steve Green/Sam Howard/Emma Smith/Sam Mills Cross Country will have begun Sports Leaders will have been trained. Children will attend Sportshall athletics and Hotshots Basketball competitions. Both boys and girls will have started to compete in school leagues and Arches five a side competitions. SEND Sitting Volleyball Competition KS1 Sportshall Athletics, Y3/4 Sportshall Athletics, KS1 Cross Country, KS1 Physical Literacy KS1 World Cup Football, Arches Awards Evening, School Healthy Living Week, Cricket – Chance to Shine Assessment in PE Steve Green/Teachers/SLT Book scrutiny to check for consistent approach. Use of technology in assessment (piccollage, plickers) Update staff with feedback from book scrutiny Subject evaluation week, Planning, assessment, lessons, resources Forge developmental links with other schools to develop PE and School Sport Steve Green/SLT/ Emma Smith Set up links and offer support network. Joint visits to schools observing good practise, assessment and planning Children visit each school to take part in PE or competition
Good range of extra-curricular activities, run by members of staff. Experience a wide range of sporting trips and competitions across KS2. Improved staff subject knowledge in previously highlighted areas of weakness. Worked closely with local specialists to deliver activities. Introduced new scheme of work, ARENA. Ensure all resources are update Continue to improve knowledge through CPD Increase range and uptake of extra-curricular activities Work towards all children receiving 30 minutes a day. Key Indicator 1 : The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school children undertake at least 30 minutes of physical activity a day in school Intended Actions with impact on children Funding allocated Evidence and impact Sustainability and next steps To continue to promote the offer ‘free after school clubs’ by our staff to encourage the attendance of disaffected children. Monitor the participation level yearly. Encourage children to attend out of school clubs within the wider school community. Year 4 – 6 will have a day surfing with Perran Surf Club. £1000 As well as dodgeball being a popular new club, gymnastics was well attended in KS1- promote gymnastics KS2 and Yoga (whole school) Sport Parliament and parents indicated a martial arts club would be beneficial. Eva Miranokova (Cornwall Judo Coach) running a Judo Club with Mr McGowan assisting- encouraging another club to our wide range of extracurricular sporting clubs therefore targeting more children to attend an after school club. Increased attendance at the surfing in the local community clubs: Perran Surf, Perranporth Tennis Club and Perranporth Golf Club. We will continue to use the success of well attended new clubs in future, ensuring they are offered again. Audit children and PE and School Sport parliament on new club ideas. Continue end of term children and sport fixtures to promote new and existing sports (in new staff kits) Equipment bought can be used in PE and future extra-curricular clubs Develop relationships with local clubs to future years and expand to more where possible.
Provision for PE and Sports Premium Funding 2017-2018 Number of Pupils Eligible for PE and Sport Grant Total number of pupils eligible for SPF (Jan 2017 census) 414 Baseline allocation £15,460 Amount received 1st November 2017 £5690 Amount to be received 1st May 2018 £9770 Provision Cost (% of funding) Duration Description Intended impact Sustainability considerations Primary Schools Partnership 30% All year Support in school from specialist secondary school teachers Access to Primary Group competitions including those that feed into School Games competitions Use of specialist facilities at Sir Frederic Osborn Secondary School Support with planning and delivering lesson within school Widen opportunities through developing and expanding curriculum delivered within school Activities aimed at targeting those disengaged with PE to encourage healthier lifestyles Improved attendance on PE days due to fewer children avoiding PE sessions Increase opportunities to take part in competitive sports in both and intra events Creating a positive feeling towards PE within the school by raising awareness of PE and the wider activities it encompasses to encourage pupils to engage in active lifestyles both within and outside of school Increasing teacher knowledge to ensure that high quality lessons can be delivered across a wider range of curriculum areas
PE and Sport Apprentice 30% All Year Employment of a PE and Sports apprentice within school Raise profile of PE and Sports through a dedicated staff member Increase activities available on the Year 3/4 play ground to increase activity levels Support play leaders to increase activities available on the Year 1/2 and Year 3/4 play ground Develop quality of PE provision within PE lessons through use of collaborative practices. Support children at competitive external events Run intra-school competitions Maintain PE equipment to ensure it is safe Supporting both staff and pupils within the school environment to encourage wider participation and enjoyment of PE as a lifelong life style habit Improving staff knowledge so a wider range of activities can be delivered to a higher standard Working with vulnerable groups to add extra support Swimming 20% All Year – 3 Year groups Outstanding debt provision Support disadvantaged parents with contributions towards the cost of travel to swimming lessons. Improved attendance on days when swimming lessons take place. Creating a positive feeling towards PE within the school by raising awareness of PE and the wider activities it encompasses to encourage pupils to engage in active lifestyles both within and outside of school
PE & Sport Budget - WATERWELLS PRIMARY ACADEMY ALLOCATION OF FUNDING: £18,400 Objective (What we want to achieve) Actions and Responsibility (How we will achieve it and who will be involved) Success Criteria (How do we know we have achieved it) Planned funding/Resources Evidence of Impact Leadership of PE To ensure that the leadership and management of PE & is managed effectively. Clear communication between PE team Make sure PE & Sport budget is monitored closely to have the greatest impact on PE. All staff to understand the importance of PE & Sport across the school. Regular staff meetings highlight changes and new information regarding PE. Lead to meet with PE team and SLG to discuss PE & budget and review how spending is enhancing PE & Sport across the school. Lead to attend regular CPD and cluster meetings in order to stay up-to-date with new initiatives and feedback to PE team and other staff. Leadership staff release time to organise events/ attend training and cluster meetings/monitor T&L in PE: 1 x 6 days = £1000 Staff meeting time CPD To continue to develop staff confidence and skills when teaching a wide range of sports in PE. Audit of staff skills to be given out in September in order to identify a focus for support/development Lead to arrange CPD opportunities specific to the needs of staff highlighted from audit. Members of PE team to complete observations throughout the year monitoring teaching PE and identify areas of development. Contact GSP/SSN in order to arrange training for staff in specific areas of PE. Use of sports coaches in Reception (supported by teaching assistant for CPD opportunities. TA to then oversee lunchtime activities with younger pupils (Reception and Year 1 at lunchtimes) based on training received Outcomes of end of year audits regarding highlight changes in staff confidence and skill level. Lesson observations throughout the year identify increased confidence amongst staff and areas of good practice (to be shared with other staff for future development and support) Staff attend training through GSP/GSSN and feedback regarding their experiences is positive Enhanced sport/PE opportunities for Reception and KS1 Identified teaching assistants more confident in delivering high quality activities for younger pupils Use of SSN for individual training. GSSN subscription: £3,300 Cost of sports coaches: £2,000
POINTS OF INTEREST The playing field is 100 yards long. down markers are 10 yards apart. Each belt consists of three yellow flags or three red flags. A play that starts the game and after each touchdown is called a kick off. All must be announced to the official as well as the other team. A team has four downs to advance the ball past the first down marker. Each team consists of 5 to 11 players. A touchdown is worth six points. Field goals are not allowed. After a touchdown, your conversion point is worth two points. It is a safety when an offensive player causes the ball to go behind opponent’s goal line. Flag guarding is not permitted. All players are eligible to receive or carry the ball. Before rushing the quarterback, the defense must count out loud to five Mississippi. All shirts must be tucked inside the waist line in order to wear a flag belt. Blocking is allowed but in a non-aggressive manner. The offensive lineman who hikes the ball to the quarterback is the center. A pass that is caught by a defensive player is an interception. A sack occurs when the quarterback gets their flag pulled behind the line of scrimmage. A passing formation in which the quarterback stands five to seven yards behind the center before the snap is called shotgun.
Spending Record 2016-17 PE and Sport Premium Key outcome Indicator School planned impact on pupils Actions to achieve Funding Actual impact (following review) on pupils Sustainability/Next The engagement of all pupils in regular physical activity – kick-starting healthy active lifestyles To improve the quality and quantity of resources/ equipment to ensure participation of all within lesson time. Resources purchased based on the audit carried out in July 2017, in line with the PE scheme of work. £600 Increased confidence, knowledge and skills of all staff in teaching PE and sport To improve quality first teaching throughout the school through whole school professional development for bespoke groups or individuals. Staff skills audited to provide CDP to meet needs of all staff, particularly new staff. Lancashire CPD courses booked: Teaching high quality dance and gymnastic activities in Primary schools - LH (Year 2) & MC (Year 5) Getting to grips with Physical Education for NQT’s and Class teachers at KS2 - AN (Year 3), KC (Year 4), EB (Year 5) & TA (Year 6) Getting to grips with Physical Education for NQT’s and Class teachers at KS1 - PM (year 2) & CL (year 1) Supply teachers booked to classes on course days. £1320 £2000
Bolton Council coaches booked to deliver coaching sessions – to provide CPD/model quality teaching £360 The engagement of all pupils in regular physical activity – kick-starting healthy active lifestyles To improve the outcome of swimming by the end of KS2 Swimming lessons organised for an additional year group (Year 4) £2900 Broader experience of a range of sports and activities offered to all pupils To provide all children with ‘WOW’/different sporting experiences responding to pupil interests/ class questionnaires. The following sporting experiences have been booked and will take throughout the year: Rock climbing (Reception) – £600 Skateboarding (Year 5) – £160 Ice Skating (Year 2 & Year 3) - £816 Martial Arts (Year 1 & Year 4) – £240 Skiing (Year 6) - £900 Hothersal (Year 3) Scoot Fit (Year 1 & Year 2) Bikeability (Year 5) – Free of charge (Children will benefit from free taster sessions we provide throughout the year) £2716 £1600 £350
PRIMARY SPORTS FUNDING – WHAT THE MONEY IS BEING USED FOR 2016-17 ACTIVITY WHEN COACH NUMBERS (approx. per session) COMPETITIONS/EVENTS/ REASON FOR CLUB COST IMPACT SGO ALL YEAR CAROLINE SMITH MANY COMPETITIONS THROUGHOUT THE YEAR £1500 (total) VARIOUS GIRLS RUGBY LUNCH MARK TOLLEY (RFU COACH) 30 Increase girls participation, tournaments throughout the year £20PH Total: £600 National finals 2 years in a row TAG RUGBY/GIRLS RUGBY CURRICULUM TIME MARK TOLLEY 30-40 CPD for VM Activity specific specialised coaching £20PH £480 County finals 3 years in a row NETBALL AFTER SCHOOL KAREN CARE 20 Various throughout the year £20PH Total: £600 Continue to enter Burton leagues TABLE TENNIS AFTER SCHOOL X 2 SIMON PRICE 16-20 FOR BOTH Various £25PH Total: £1500 County and National finals 2 years in a row DANCE AFTER SCHOOL ESSDC 30 Various events £30PH £900 85 pupils attended this year and last year BOYS DANCE LUNCH 10 Boys dance, participation, Brew house event £30PH £900 10 boys attended last year, 12 this year BOYS DANCE CURRICULUM ESSDC 6 LESSON PW (FOR 4 WEEKS) 35 approx per group CPD – JS NEW COMPULSORY PART OF THE NC £30PH Total: £450 Improve teaching of Dance GIRLS FOOTBALL AFTER SCHOOL BURTON ALBION FC 20 Girls participation £25PH £500 Entered 3 events this year TRAVEL VARIOUS TRAVEL COSTS FOR EVENTS THROUGHOUT THE YEAR £2000 Amount received - £9325 Total spent: £9430
PRIMARY SPORTS FUNDING – EXTRA INFORMATION Headline data from our past 4 years PESSYP information: NO FUNDING 1ST YEAR FUNDED 2ND YEAR FUNDED 3RD YEAR FUNDED NO FUNDING 1ST YEAR FUNDED 2ND YEAR FUNDED 3RD YEAR FUNDED 2012/13 Yr 5 2013/14 Yr 5 2014/15 Yr 5 2015/16 Yr 5 2012/13 Yr 6 2013/14 Yr 6 2014/15- Yr 6 2015/16 Yr 6 Number on roll 131 129 130 135 128 131 133 130 % that take part in at least 1 Extracurricular club 57% 62% 62% 70% 57% 65% 64% 66% % involved in intra competition 100% 100% 100% 100% 100% 100% 100% 100% % involved in inter competition (2-6 times) 49% 56% 52% 58% 48% 57% 56% 61% THESE FIGURES INCREASE IN YEAR 7 & 8: NUMBER ON ROLL – Yr 7 & 8 - 15/16 % that take part in at least 1 Extracurricular club % involved in intra competition % involved in inter competition (2-6 times) 259 75% 100% 65% Since the introduction of activities such as boys Dance and Table Tennis (since Sept 2015), the number of Pupil Premium pupils has risen who are taking part in extracurricular clubs: ACADEMIC YEAR PUPIL PREMIUM ON ROLL (YR 5 & 6) % INVOLVED IN AT LEAST 1 EXTRA CURRICULAR CLUB 14/15 52 34% 15/16 42 64%
Football Rugby Cricket Activity Afternoons (KS1) Athletics Tennis Pupils’ value being a member of a team and work hard to achieve this. attended by school teams Y3 orienteering Year 1,2,3 and 4 have all received a weekly swimming lesson for a term. Attended football tournament Y3/Y4 and Y5/Y6 PE/Sport Day Basketball workshop Tennis Subscription Race for Life climbing Sports Relief £400 Climbing £5 each x 24 = £120 All children have the opportunity to participate
and/or uncomfortable (What are some factors that might make a situation unsafe and/or uncomfortable?) situations Develop and demonstrate respectful behaviour when participating in activities with others Identify caring behaviours (How do caring behaviours make people feel?) among classmates and within families Mental well-being Identify and describe practices (What are some practices that help you feel good about yourself?) that promote mental well-being Identify and describe feelings and worries BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Learning about ourselves and others helps us develop a positive attitude and caring behaviours, which helps us build healthy relationships. Knowing about our bodies and making healthy choices helps us look after ourselves. Good health comprises physical, mental, and emotional Questions to support inquiry with students: Why is it important to eat from a variety of food groups and stay hydrated throughout each day? What types of choices can you make for your health and What are some factors that might make a situation unsafe and/or uncomfortable? What are some practices that help you feel good about yourself? Practices (getting adequate sleep; participating in physical activity; making healthy eating choices; participating in relaxing activities; illness prevention through washing hands and proper hygiene) that promote health and well-being names for parts of the body (male and female private parts; arms; legs; heart; muscles), including male and female private parts appropriate (could include touches that feel welcome and safe (medical checkups, and inappropriate (could include touches that hurt or make us feel uncomfortable (touching of private parts)) ways of touched different of substances (poisons; medications; psychoactive substances) and how to safely use or avoid them hazards and potentially unsafe situations (cars on the road; strangers) caring behaviours (nurturing; providing guidance; loving; respecting) in groups and families emotions and their causes and effects reliable sources (medical professionals; safety/medical parents) of health information Evidence of Experience (Show)
Identify personal skills, interests, and preferences BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Questions to support inquiry with students: Evidence of Experience (Show)
Physical and Health Ed 3 - Planning KDU CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Physical Literacy Develop and apply a variety of fundamental movement skills in a variety of physical activities and environments Apply a variety of movement concepts and strategies (What types of strategies can help you succeed in different physical activities?) in different physical activities methods of monitoring exertion levels (activities with or without equipment. Example of a method of monitoring exertion levels in physical activity: using a 1-5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot,; Choose the number that you feel best describes how you are feeling in relation to your exertion level) in physical activity Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our Movement skills and strategies help us learn how to participate in different types of physical activity. Questions to support inquiry with students: How does daily physical activity affect all aspects of well-being? What types of strategies can help you succeed in different physical activities? proper technique for fundamental movement skills, including non-locomotor (movement skills performed “on the spot” without travelling across the floor or surface; could include: balancing; bending; twisting; lifting), locomotor (movement skills that incorporate travelling across the floor or surface; could include: rolling; jumping; hopping; running; galloping), and manipulative (movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; skills could include: bouncing; throwing; catching; kicking; striking) skills movement concepts (body awareness (parts of the body, weight transfer); spatial awareness (general spacing, directions, pathways); effort awareness (speed, force); relationships to/with others and objects) and strategies (include a variety of approaches that will help a player or team successfully achieve a movement outcome or goal (moving into space away from an opponent to receive a pass)) ways to monitor physical exertion levels (could include using a 1-5 rating scale where
Physical and Health Ed 4 - Planning KDU CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Physical Literacy Develop and apply a variety of fundamental movement skills in a variety of physical activities and environments Apply a variety of movement concepts and strategies (What types of strategies can help you succeed in different physical activities?) in different physical activities Apply methods of monitoring exertion levels (heart rate monitors; rate of perceived exertion scales; talk test) in physical activity Develop and demonstrate safety, fair play, and leadership in physical activities Identify and describe preferred types of physical activity (indoor or outdoor activities; team games or recreational activities) Healthy and active living Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our Knowing what we enjoy doing and knowing about our opportunities to participate in those activities helps us develop an active lifestyle. Questions to support inquiry with students: How does daily physical activity affect all aspects of well-being? What types of strategies can help you succeed in different physical activities? proper technique for fundamental movement skills, including non-locomotor (movement skills performed “on the spot” without travelling across the floor or surface; could include: balancing; bending; twisting; lifting), locomotor (movement skills that incorporate travelling across the floor or surface; could include: rolling; jumping; hopping; running; galloping), and manipulative (movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; skills could include: bouncing; throwing; catching; kicking; striking) skills movement concepts (body awareness (parts of the body, weight transfer); spatial awareness (general spacing, directions, pathways); effort awareness (speed, force); relationships to/with others and objects) and strategies (include a variety of approaches that will help a player or team successfully achieve a movement outcome or goal (moving into space away from an opponent to receive a pass)) ways to monitor physical exertion levels (could include: using heart rate monitors;
Teacher: ____________________ Grade Level: _________________ Student Name I start and stop on command. I perform various locomotor patterns. I perform various locomotor patterns while maintaining personal space. I can feel my beat. I can determine if my heart beat is fast or slow. I can make the connection between my rate and the tempo of the exercise. I cooperate with others. I share with others. I am courteous towards others. I follow directions immediately once I understand them. I can give directions for an activity. Notes B = Beginning D = Developing P = Proficient M=Mastery
30. Employer Name and Job Title: 31. Contact Person: 32. Contact Person’s Phone Number: 33. Contact Person’s Address: 34. Employer Address: Company: Address: City: State: ZIP: 35. Start Date of Employment (mm/dd/yyyy): 36. End Date of Employment (mm/dd/yyyy): 37. What percentage of this position is safety related? 38. Describe Safety Responsibilities and Activities in this Position: 39. Describe Overall Job Duties in this Position: Office Use Only Length of experience in this job (years/months): Complete this Section to Substitute Education or Professional Certification for Two (2) Years Work Experience 40a. COLLEGE DEGREE – PROOF REQUIRED 40b. PROFESSIONAL CERTIFICATION – PROOF REQUIRED
Dress & Participation Requirement Full Dress & Participation 20 points Partial Dress & Participation 5-10 points No Dress or Participation 0 points Dressing Out Student dresses out completely. Correct Shirt, shorts, & tennis shoes DOES NOT APPLY Student does not dress out and is not able to participate in class. Class Attitude Student has a positive attitude during class and is encouraging and respectful. Student has a poor attitude during class. Student has a poor attitude, is disrespectful and/or is sent to see an administrator. Completion of Activities Student completes ALL activities in class to the best of their ability. Student completes class activities with a poor attitude and little effort. Student does not complete class activities. Locker room conduct Student follows all the rules of the locker room. Student misbehaves in the locker room and breaks the rules of the locker room. Student misbehaves in the locker room and/or is sent to see an administrator. Academic Portion of Class Participation Student is fully prepared with binder, pencil and paper. Fully participates. Student is not fully prepared and partially participates. Student is not prepared and does not participate.
2017-2018 Degree Map: Department of Health and Physical Education School of Health Sciences & Professional Programs | York College | CUNY Room HP-203 | (718) 262-2607 The following is a suggested plan of for completion of this degree program. The goal of a Four-Year Plan is to ensure that students graduate with no more than 120 credits and in four years. All students should speak with an academic advisor about their academic programs. This document is not a substitute for academic advisement. Students are encouraged to take Winter and Summer courses to facilitate their progress towards graduation. Transfer students do not need to take all courses in the plan; they should consult with an academic advisor. Course Credit Credit First Year – Fall 15 First Year – Spring 16 English Composition (EC): English 125 3 English Composition (EC): English 126 3 Life & Physical Sciences (LPS) course 3 Math & Quant Reasoning (MQR): MATH 111 4 US Experience in its Experience (USED) course 3 College Option (CO): Foreign Language+ 3 College Option (CO): Health Education 111 3 Scientific World (SW): Biology 120 3 World Cultures & Global Issues (WCGI) course 3 Physical Education 150 2 Physical Education Skills courses 1 Course Credit Credit Second Year – Fall 16 Second Year – Spring 15 Biology 281 4 Individual & Society (IS) course 3 College Option (CO): Foreign Language+ 3 Physical Education 350 2 Creative Expression (CE) course 3 Education 230 2 Health Education 210 2 Education 280 3 Physical Education 215 3 Sociology 202 or Philosophy 202 (WI) 3 Physical Education Skills courses 1 Physical Education Skills courses 2 Course Credit Credit Third Year – Fall 17 Third Year – Spring 17
strokes effectively [for example, front crawl, backstroke and breaststroke] and be able to perform safe self-rescue in different water-based situations. 7. Assessment, Monitoring and Recording All assessment should be part of normal teaching. On your planning sheet, note down any significant achievements or problems encountered by the children. This is your record of evidence. Give feedback to the children during and after the performance. Assessment may also include video recordings, discussing and listening to the children’s observations of their peers performances and assessment of their own work. Assessment will be on a continuous basis and children will be working towards appropriate year stages and recorded termly by each class teacher. 8. Health and Safety All teachers are always responsible for safety in their own lessons and should, therefore, manage their environment to ensure health and safety of themselves and others, particularly by always checking that equipment is secure. All children need to become increasingly aware of safety and should be taught the importance of good discipline throughout a PE lesson. The teacher needs to ensure that all children, at all times, are listening and understand instructions accurately. Teachers should ensure that the children set up and put away apparatus and equipment that they have used, carefully. The equipment should be stored in the appropriate, labelled place. It is the responsibility of the teacher to ensure that all children know how to lift and move apparatus safely. Teachers must make sure that every child has warmed up and cooled down properly. Teachers should also help their children notice how, when they play a game, their bodies become warmer and their heart beats faster. Children that require medication during a PE lesson e.g. an asthmatic, should be taught to take responsibility of their medication by remembering to take it when required and keep it close at hand. 9. Dress Children should change out of their school uniform, into more appropriate clothing that allows freedom of movement and is suitable to the activity. If children are expected to change, then a good example is set if the teacher changes too. Pupils should change quickly and quietly, in their classrooms, however, if privacy is required, both boys and girls should be allowed to change in the toilets.
Physical Education Planning Guide Domain Level Skill Assessed Date of Point A Date of Point B Evidence Collection 1 Perform Circle One 5th Grade 2nd Grade Evidence Collection 2 Perform Circle One 5th Grade 2nd Grade Evidence Collection 3 Perform Circle One 5th 2nd Grade Evidence Collection 4 Perform Circle One 5th Grade 2nd Grade
P.E. Premium Evaluation 2016 – 2017 Funding allocated £8,658 Action Cost Impact Proposed Future Actions ALP tournaments and festivals £825 Every child from Year 1 to Year 6 took part in sports festivals. This was an opportunity for children to learn new skills alongside children from six other local schools. Children across KS2 were able to take part in competitive tournaments in 13 different sports. There are plans in place to continue this provision. This service will be provided by the PE department at Ansford Academy. Premier Sports £3055 The coaches from Premier Sports provide valuable CPD for class teachers, they also provide PPA cover and SEN release time. Year 5/6 access specialist sports coaching for 1 games lesson per week. Finally sports coaches provide lunchtime cover where children can engage in different sporting activities throughout the lunchtime period. We hope to continue with this provider assuming the same standard of coaching is provided. After School Sports clubs subsidised £2780 The cost of a club is not a barrier to children attending after school sports clubs. PE premium has provided a wide range of after school sports for all children, regardless of income. (These include football, cricket, netball, archery, Wherever possible we hope to continue offering free sports clubs to all children to ensure the highest possible uptake.
Application For Employment Job applied for: Physical Education Teacher Suffolk Paradigm Trust Reference May 2018 It is important that you read the guidance notes before completing this application form. Please fully complete this form using type or black ink. A curriculum vitae is not an acceptable form of application unless stated otherwise. Applications received after the closing date will not normally be considered. The information you supply on this form will be treated in confidence. Personal details Last name: First name(s): Address: Post code: Email: Home telephone: Daytime telephone: Mobile telephone: National insurance no: Are you able to take up employment in the UK with no current immigration restrictions? Yes No Do you hold Qualified Teacher Status If yes please give date of award. Yes No Date: QTS certificate number:
Statement to be signed by the applicant The Trust is committed to an anti-fraud culture and participates in statutory anti-fraud initiatives. I acknowledge that the and its Academies are under a duty to protect the public funds it administers and to this end I agree they may use information provided on this form for the prevention and detection of crime and may share this information with other bodies solely for these purposes. I have read, and, if appointed, am prepared to accept the conditions set out in the conditions of employment and the job description. I hereby give consent to the collection, storage and processing of my personal data. Are you either on the Children Barred List (previously list 99 PoCA list), have ever been disqualified from working with children or been subject to any sanctions imposed by a regulatory body? Yes No Please note it is a criminal offence for barred individuals to seek or undertake work with children. If you have answered yes to the above you will be required to provide details. Please note: If you are returning this form by e-mail, you will be asked to sign your application upon being called for interview. I confirm that to the best of my knowledge, the information given in this application form is true and correct and gives a fair representation of my skills and work experience. I understand that giving false or misleading statements or withholding information may result in disciplinary action including dismissal from the Trust or withdrawal of an offer of employment. Signed: Date:
PERSON SPECIFICATION: Teacher of PE Essential Desirable Evidence QUALIFICATIONS Good Physical Education Degree/Degree containing substantial Physical Education element   A, C Qualified Teacher status   A, C Recent professional development/teaching placement relevant to the post  A, I EXPERIENCE Proven track record of good / outstanding teaching and excellent outcomes (not relevant for NQTs)  A, I, R Development of good working relationships with parents and carers, and other stakeholders  A, I, R Ability to use IT effectively to transform learning.   I, R High quality teaching to students of all abilities.   A, O, R Excellent skills in managing student behaviour positively   A, O, R Experience as a form tutor and or/ pastoral work   A, I Commitment to assisting with the development of Curricular Activities  A, I The leading of prayer and worship as a form tutor  I SKILLS Excellent communication and organisational skills   A, I, R The ability to inspire and motivate students  A, I, R Ability to work hard under pressure while maintaining a positive, professional attitude   I Ability to organise and prioritise workload and work on own initiative   I Commitment to personal professional development  I KNOWLEDGE & UNDERSTANDING The latest curriculum developments across all Key Stages  I How to engage students in learning, creating curious and independent learners  O, I Developing differentiated schemes of learning, that prepare students effectively for linear examinations  A, I Understanding of effective progress monitoring and intervention strategies  I Safeguarding requirements, processes and strategies  I PERSONAL QUALITIES Resilience, commitment, ability to work under pressure and a sense of humour  I, O, R An excellent attendance and punctuality record  I, R Commitment to actively supporting the distinctive ethos of the school  A, I A = Application, I = Interview, C = Certificates, O = Observation , R = References
Physical Examination Equipment Checklist ☐ Restraint devices Towels Pillow cases Snake tube, hook and/or tong Gloves ☐ Exam gloves ☐ Weight scale (appropriately sized) ☐ Focused light source ☐ Oral speculum ☐ Otoscope ☐ Stethoscope ☐ Thermometer & lubricant ☐ Patient or procedure specific supplies Blood collection supplies Grooming supplies Venipuncture Equipment Checklist ☐ Alcohol swab ☐ Blood tubes Green – Heparin Purple – EDTA Red – Sterile Blue – Sodium citrate ☐ ☐ Electric clippers (mammals) Cotton ball or gauze square ☐ Needle & syringe of appropriate size Murray J. Physical examination and venipuncture equipment checklists. LafeberVet.com. October 7, 2013. Available at http://www.lafebervet.com/forms-and-questionnaires/.
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 1 Blue -Val Saben Green- Resource File Year 1 Gym Unit D Flight Bouncing Jumping and landing Unit E Points and patches Year 1 Dance Unit 1 Streamers Conkers Playing with a ball Unit 3 Fod and sunshine Washing Day Handa’s Surprise Winter Festivals Year 1 Games Unit 1 Large Ball skills and games Unit 2 Throwing and Catching or Energy Cards Year 1 Gym Unit F Rocking and Rolling Unit G Year 1 Unit 3 Bat and ball skills and games Unit 4 Developing partner work or Energy Year 1 Dance Unit 2 MarchMarchMarch Jack and the beanstalk The Rainbow Fish We’re going on a bear hunt. Year 2 Blue -Val Saben Green- Resource File Year 2 Gym Unit H Parts High and Parts Low Unit I Pathways Striaght,zig-zag, curving Year 2 Dance Unit 1 The cat Balloons Reach for the stars Friends Bubbles Shadows Year 2 Games Unit 1 Throwing and catching Inventing individual games Unit 2 Year 2 Gym Unit J Spinning, twisting and turning Unit K Year 2 Games Unit 3 Dribbling, kicking and hitting Unit 4 Group Games and Inventing rules or Year 2 Dance and word messages The Three Little Pigs Unit 4 Dances Leaver’s Assembly
LESSON 2 INDOOR GYMNASTICS Val Bridges KS2 Unit T (Bridges) DANCE African Dance (based on skills and progression in Val Sabin, KS2 Y5 What a Card) (Stories from another Culture) Val Symmetry and Asymmetry KS2 Unit M (Communication - Newspapers) GYMNASTICS Val Sabin Spinning and Turning KS2 Y5 Unit W (Flight) Val Sabin City Life KS2 Y5 Unit 3 GAMES Val Sabin Striking and Fielding/Athletics Training KS2 Y5 Unit 4 (Build up to mini ‘Oakfield Olympics’) Oakfield Junior School - PE Scheme of Work Yr 6 AUTUMN TERM SPRING TERM SUMMER TERM LESSON 1 OUTDOOR GAMES Val Sabin Rugby KS2 Y6 Unit 4 (Attacking and defending play) GAMES Val Netball KS2 Y6 Unit 4 SPORTSHALL ATHLETICS COACHING Val Sabin Basketball KS2 Unit (Invasion- support play and formations) GAMES Val Sabin Tennis KS2 Y6 Unit 2 (Invasion – Shooting/keeping) GAMES Val Sabin Striking and Fielding/Athletics Training KS2 Y6 Unit 3 (Build up to mini ‘Oakfield Olympics’) OUTDOOR EDUCATION Orienteering and team building SEE JR for activities FORD CASTLE
LESSON 2 INDOOR GYMNASTICS Val Sabin Partnerwork, synchronisation and canon KS2 Y6 Unit Y (Matching and Mirroring) DANCE Country Dance KS2 Y6 p. 249 (Commercial Dance/Video) GYMNASTICS Val Sabin Holes and Barriers KS2 Y6 Unit Z DANCE Val World of Sport KS2 Y6 Unit 1 (Shakespeare – The Tempest) GYMNASTICS Val Sabin Counter and Balance KS2 Y6 Unit A (Counter Balance/counter tension) GAMES Val Sabin Football/ Athletics Training
PE13 Fast Food/Supersize Me Project For this project you are going to examine the role of fast food companies in the obesity epidemic. You are going to watch the movie “Supersize Me”, a 2004 American documentary film directed by and starring Morgan Spurlock, an American independent filmmaker. Spurlock's film follows a 28-day period (February 2003) during which he eats only McDonald's food. The film documents this lifestyle's drastic effects on Spurlock's physical and psychological well-being, and explores the fast food industry's corporate influence, including how it encourages poor nutrition for its own profit. Once you have watched the documentary you are required to answer the following questions here for a link to the word document of the questions). SUPERSIZE ME VIDEO QUESTIONS 1. How many Americans eat a meal in a fast food restaurant daily? 2. If we consider this project an experiment, why did Morgan make several doctors’ visits before he started this project? 3. In general what is Morgan’s health status at the beginning of this project? 4. What effects do the doctors think this diet will have on Morgan? 5. What is Morgan’s starting weight and body fat percentage? weight: body fat 6. How many calories should Morgan eat each day to maintain his weight? 7. How many calories does Morgan eat each day on his McDonald’s diet?
(1 credit) Physical Education (PE) (1 credit) P.E. or P.E. equivalent P.E. or P.E. equivalent P.E. or P.E. equivalent P.E. or P.E. equivalent P.E. or P.E. equivalent Health (Kermit ISD Local .5 credit) .5 Health .5 Health .5 Health .5 Health .5 Health Electives A coherent sequence of courses for four or more CTE credits (see below) A coherent sequence of four credits (see below) A coherent sequence of three additional credits (see below) STEM Endorsement Requirements (SBOE Rules Chapter 74) All MUST include Algebra II, Chemistry, and Physics (A) A coherent sequence of courses for four or more CTE credits including at least two courses in the same career cluster, and at least one advanced CTE course, which includes any course that is the third or higher course in a sequence. The final course in the sequence must be obtained from one of the CTE career clusters relating to Science, Technology, Engineering, and Mathematics. (B) A coherent sequence of four credits in computer science. (C) Three credits in mathematics by successfully completing Algebra II and two additional mathematics courses for which Algebra II is a prerequisite. (D) Four credits in science by successfully completing chemistry, physics, and two additional science courses. (E) In addition to Algebra II, chemistry, and physics, a coherent sequence of three additional credits from no more than two of the categories or disciplines represented by subparagraphs (A), (B), (C), and (D).