GCSE PE League Table – Half Term Review

This guest post was written by Simon Bradbury @PeBrado.

So as mentioned in a previous post, this year I set out to devise a GCSE PE League Table based on the following areas:

Attendance to extra-curricular

This has proved a very motivational tool for the students, but also allows me to see why students were at the bottom of the table and to put in some intervention.

Needless to say the student that finished at the top of the table (by 3 points) had 100% attendance to lessons, represented the school in netball and football as well as attending gymnastics club, completed all homework on time, was always in the correct kit and showed exemplary behaviour. There were many more students like this who perhaps did not attend as many extra-curricular clubs as the student that finished top. Praise postcards have been sent home to all students who have achieved over 130 points (the winning student had 150).

However, it is at the other end of the table that I am more interested in as it identifies why the student is at the bottom. The student at the bottom of the table displayed excellent behaviour, handed their homework in on time and was always in kit. However, this student has yet to attend a single after school club and has missed 6 lessons so far in the first 8 weeks of term. In fact 8 out of the bottom 9 students have yet to attend a single extra curricular club and have all missed at least one lesson. These students will get letters sent home to parents stating that they must attend at least one club this half term due to the importance of the practical (60%) to the course pharmacie andorre viagra. I will also be discussing with these students the reasons why they have not yet attended an extra-curricular club.

I used iDoceo to collate all the information and then print the student photos from SIMS to create a league table in my classroom. At the start of each theory lesson I will show the students who was top and how many points they were all on.

I am going to continue running the points system and will keep an overall running total however I will start a new league for this half term. I would be interested to hear if any other PE teachers have used this is something similar with their students and what the response has been.

Can Games Stimulate Children To Be More Active?

Do you ever find yourself thinking nothing is the way it used to be in the past? The air is more polluted, people are more stressed, the food is less organic, technology captures our interest almost nonstop, children spend most of their days in front of a computer playing video games or with their eyes glued to a smartphone/tablet all day long. Do you recall your childhood when you used to spend endless days playing outdoors, and when a soccer ball or a water gun were your favorite toys in the world? Wouldn't you like to see your kids spend as much time as you did out of the house and away from monitors and joysticks?

Not only can games and other fun physical activities promote health, but they can also help children develop more life skills.

Playing Video Games On The Couch?

According to the World Health Organization, childhood obesity is one of the most burning public health problems we are confronting with at a global level in the current century. The prevalence of child obesity in England is as prevalent as it is in the U.S. and other parts of the world. Measurements from 2014/2015 indicate that more than 19 percent of children in ages 10 to 11 were obese and more than 14 percent were overweight. Plus, a fifth of children aged 4-5 were obese or overweight. A different study completed by the Health Survey for England indicates that more than 31 percent of children ages 2-15 are obese or overweight.

Some of the main factors that contribute to the concerning rise in these numbers refer to children spending most of their free time playing video games on a couch instead of going out and taking on physical activities. A sedentary lifestyle is dangerous as it will boost the risk for developing serious health problems such as high cholesterol levels, high blood pressure, respiratory diseases, type 2 diabetes, and other similar issues. The prevalence of obese adults is strongly tied to child obesity as well. In other words, unless we encourage children to embrace an active lifestyle from a young age, our children will eventually lose the fight against obesity.

Setting A Good Example

It is important for parents to encourage their children to become more active, and they can achieve this by doing the following:

  • Giving then toys that encourage them to become more physically active.

  • Avoid buying video game consoles and instead opt for short and simple games that kids can play without lingering too much over them. For example, when you are at the gas station and you decide yo buy lottery tickets for the upcoming Euromillions game, see that you also pick a couple of scratch card games for your children. They will enjoy the excitement of scratching off colorful tickets and discovering if they won something.

  • While not much of a physical activity in itself, playing scratch card games can turn into a desired reward at the end of a lawn mowing session for your small ones. Be creative and know what stimulates your kids the most, then put it to use.

  • If your kids learn how to ride a bicycle and they go out for daily rides for at least half an hour, you can let them pick the next online Euromillions lottery numbers.

  • Jump ropes and fun backyard swingsets are also highly recommended.

  • Children look up to their parents and try to emulate what they are doing. Try to also cut the time you spend in front of a computer – find faster alternatives for playing the lottery for example by using online sites and use the extra free time to go to the park, ride a bike, or go jogging.

GCSE PE Class Safety Assessment

Young students taking part in various sports at schools need to stay safe at all times and prevent injuries and unfortunate accidents. Teachers need to use the right techniques and make sure students are wearing the equipment, and are respecting the rules of the game according to their instructions. Chronic and acute injuries are to be avoided and prevented, and the same goes for soft and hard tissue injuries.

PE class does not have to turn into a battlefield with titans' clashes on the court or in the gym. But unfortunately students getting robbed and assaulted on the school grounds are not uncommon occurrences either.

Do Locker Rooms Need To Be Supervised?authorizedlocksmiths.com repair car and locker room locks

  • As long as students properly lock their personal items in their assigned lockers, be it with the help of the school locks or a separate lock students can purchase themselves, their belongings should be well protected. Locks can be found at hardware stores or local locksmith stores; they can also be provided or recommended by residential locksmiths who are up-to-date with the latest releases in the field.

  • Nationwide companies like authorizedlocksmiths.com work 24 hours a day, weekends and holidays included, and they cater to the needs of a wide variety of customers ranging from home, car, and business customers. They handle all types of service varying from lock installation, lock re-key, duplicate keys, car key replacement, emergency lockouts, and anything else that might come up. Take a look at their car key replacement offers here https://www.authorizedlocksmiths.com/car-key-replacement in case you have recently received your sweet 16 car as a gift and you would like to have the old keys replaced so you can be the only one driving it.

  • You can also get in touch with them to make some duplicate keys and recommend the best brake or steering wheel locks if you will use your car to drive to high school or college and you are afraid it might get stolen or broken into.

  • Opt for an electronic padlock for your locker room if allowed for extra security.

  • Report your combination and serial number or consider handing over a spare key to your teacher and have them place it in a master file. In case your key get lost or stolen, you will need to immediately let the PE teacher now.

  • Supervision inside locker rooms might be frowned upon as the privacy of students needs to be well kept. But as long as all incidents are immediately reported to a teacher and students pay attention to locker room rules, things should be in order.

PE Teachers And Gym&Locker Room Policies

PE teachers need to constantly inform students of the current rules, regulations, policies, and safety standards they need to respect. This information should be presented during the Physical Education Orientation Program that will be conducted at the start of each new school year. Additionally, all of these safety regulations will need to be displayed in gyms and locker rooms.

Students should not carry valuable items on them when in school or at gym class to prevent them from being stolen or accidentally misplaced/left behind. They also need to be well-familiarized with the specific sports rules such as no two-footed tackling when playing football, or no contact when playing netball.

Teaching Safety Skills In Real Life

GCSE Physical Education is extremely appealing to students because they can gain a more complex and practical understanding of why it is good to adopt healthy and active lifestyles. Often times, teenagers need extra pointers and advice on how grow and develop harmoniously. By knowing how to assess their performance and keep a track of their improvement, they will gain better analysis skills and make effective plans for growth. Whether you are interested in taking GCSE Physical Education courses for your personal needs or you wish to continue your studies in further education and embrace a related career, take a look at the resources on this website.

Learning Skills For The Modern World

Students taking these courses will get to develop a practical set of skills such as:

  • Knowing how to deal with different scenarios while under pressure;

  • Knowing how to make decisions in a spit second;

  • Knowing how to instantly interpret data;

  • Using various contexts to learn about the benefits of physical education and the way it can assists them in their day to day life;

  • How to mix physical performance and academic knowledge to the best use of their everyday life;

  • According go the Office for National Statistics, the latest estimates from the Crime Survey for England and Wales speak of a 6 percent drop in the number of incidents against adults (6.3 million, compared with 6.8 million in the previous year). Two million of them were computer misuse offences. Theft, rape, home and business burglaries, bullying, physical assault are just a few of the main problems we are confronted with. Having a practical and safety-oriented thinking means knowing how to rapidly assess the danger we are in at some point and knowing exactly how to act. Physical education students for example will be able to use their force and speed to escape potential assault or theft in the street.

  • Students should be also capable to take well-informed and responsible decisions such as asking for help from anther person such as a police officer or an emergency locksmith to avoid getting robbed. Expert locksmiths like the ones here https://www.nationwidelocksmith.org/emergency-locksmith can make the difference between a well-protected home and one often times visited by intruders. While you might think that you have the strength and abilities to handle an assault inside your home, you need to think of the fact that intruders often times have weapons or knives and other similar objects they can threaten or attack you with. It is therefore to be able to prevent them form getting into your home in the first place, instead of having to your our PE skills to work.

  • Also, burglars can sneak in through a window that has been left open or though the front door with the help of a poor quality lock.

Identifying Vulnerabilities

Never leave your windows open or your door unlocked when coming home in the evening. Have your home locks checked by a trained locksmith and rekey, repair, or replace them with higher quality locks. Opt for grade 1 or at least grade 2 locks and buy deadbolt locks with a single or double cylinder for more safety or opt for smart locks you can control with the help of your phone. Understand the importance of having a burglar alarm installed and used periodically.

Top 3 Surprising Benefits Of Playing Sports Games Online

While sport plays a huge role into the life of students of all ages, so do smarpthones, tablets, Facebook and Instagram. The so-called 'have fun after school' squad. And besides the selfie frenzy, kids and teenagers have another thing in common: they love to keep themselves busy – usually during homework hours or before bedtime – with hundreds of games online. All the candy crash, pet rescue, bouncing ball games out there could effectively keep any teen busy for hours in a row. But what about sports-themed games? Do you think they can have the slightest influence on the life on an actual athlete in school?Ladbrokes Sports promotes physical activity

Let's find out!

Games Have Come A Long Way

They are definitely now what we used to know in the seventies in terms of arcade games. The graphics, the techniques, the software the storylines, everything has chances, evolved, and grown beautifully. Thanks to the amazing technology advancements, we can now create virtual avatars and characters to personalize the gaming experience even more. The hand-eye coordination required by today's games as well as the rest of their excellent features have the ability to improve us in means we never thought possible just a while ago.

#1: Online Sports Games Don't Only Produce Jocks

There are so many amazing ways in which games can positive influence people in the medial field! According to a study of laparoscopic specialists, those physicians who play for more than three hours during a week are prone to made 32% fewer errors during surgery procedures compared to surgeons who do not have any games on their phones or computers.

#2: Your Passion For Sports Could Make You Rich

We are of course talking about the many real money games that are sports-themed out there. Ladbrokes Sports for example is one of the most popular flagship products belonging to the Ladbrokes brand and also one of the leaders of the sports betting market. The sports betting platform this successful English gaming brand has created is well-rounded, sprinkled with a variety of special deals and promotions. All of these keep passionate bettors close-by and eager for more fun and excitement every day. Among their most impressive features we can mention their bet-in-play markets,‑ as well as pool betting, fixed odds, and opportunity to choose from an impressively large display of sports events. Players who use their mobile, portable devices to gamble will enjoy specific offers that are exclusive for them. But desktop players are definitely not overlooked.

Besides the money you could win from a few well-inspired sports bets, you could also win a few extra bucks by joining the Ladbrokes Partners affiliate program. All you will need to do is find the time to promote your favorite sports betting platform to your Facebook, Twitter, and Instagram friends or blog/website visitors. Once they will decide to register their membership on the Sports platform – or any other of the platforms managed by the same brand you are promoting, you will start collecting your commissions: CPA, rev share, hybrid, or sub-affiliates.

#3: Online Sports Make Tens More Physical

If your son or daughter are not the most active people in the family, you could change that through online sports games. If they are not the legal age to place sports bets on basketball, soccer, or baseball, they can at least be stimulated by playing games themed like their favorite sports. Most games promote whole-body interaction, even if we are simply talking about games that need handheld controllers. Once kids will get the taste of how fun sports can be, they will eventually strat to practice their new skills outdoors.

PE Teacher Wins Mega Millions Yet Doesn’t Quit Job

School is the place where children get to form their own conscience and awareness about the world, the past historical events and their consequences on the present days. School is also the place where children and kids begin to understand the importance of taking care of their mental skills as well as of their physical skills.

PE – A Cool School Subject

According to a recent survey among primary and high school students, it turns out that PE is the most favorite school subject for over 50% of interviewed students.

Actually, PE allows students to take awareness about their physical skills. Students come in touch to sports, namely team sports like football, rugby, volleyball, basketball and baseball, which are national sports in the US and in all English-speaking Countries.

Students usually love their PE teachers and probably this was the main reason why a lucky PE teacher in the US decided to never quit his job at the school, even after becoming a rich Mega Millions winner!

Mega Millions – 1-Dollar Ticket Opens Door To MillionsMega Millions ticket

Actually, the Mega Millions lotto is in the US a national lotto game, one of the most played along with Powerball and one of the world’s most popular and appreciated game. In fact, the numerous online lotto platforms that we can easily find in the net contribute to make Mega Millions known even outside the US.

Ice Lotto and its team of expert and dedicated members works hard to offer users an enjoyable and friendly environment where to access not only Mega Millions but also more high-level games.

Invented and launched under the name of Big Game in 1996, the Mega Millions lotto is today one of the most appealing lottos to try. Just consider that a simple 1-dollar Mega Millions ticket can open to players the door to record jackpots of over 100+ million dollars!

Rules Of Mega Millions – Ice Lottos’ Guide

On Ice Lotto, users can easily learn all the basic rules of the Mega Millions lotto as well as view all the most important tips to increase chances of winning a Mega Millions prize.

First off, let’s have a look at the very simple rules of this cool pan-American lotto game:

  • Create your account on Ice Lotto if you want to try a safe and quick way to play Mega Millions
  • Once you created your account, purchase your Mega Millions ticket at the price of 1 dollar
  • Select 5 main numbers of your choice from a 1-to-75 pool
  • Select also 1 Mega Ball number from a different pool of 1 to 15 numbers
  • Keep in mind you can use the FREE generator of random numbers to get an instant set of 5+1 numbers to use
  • Follow all the updates about the Mega Millions draw results on Tuesdays and Fridays after 11:00 PM Eastern Time

Of course, you can always get in touch to the staff of Ice Lotto by contacting the Customer Service, 24 h per day and 365 days per year at your availability for supporting you with answers, tips and specific help for your questions. The staff of Ice Lotto offers also a comprehensive guidance for winners who win the great Mega Millions jackpot as well as for winners who won smaller Mega Millions prizes.

Using Plickers in GCSE PE lessons

This guest post was written by Simon Bradbury @PeBrado.

I currently teach AQA GCSE PE and over the last 5 years or so the theory question paper always starts with 10 multiple choice questions. Now, to me this is 10 easy marks as the answer is there in front of you.

One of the key issues that all teachers seem to be talking about is managing time and not having enough time to do things. With the help of apps like Plickers the app will do the marking for you.

Essentially what Plickers is, is a simple tool for teachers to gather formative assessment without the need of any student devices. How it works is there are Plickers cards, which can be assigned to students. Therefore in my GCSE PE class I have 20 students and each one of them has their own Plickers card in the back of their exercise book. You will need to allocate cards to students (see below) on the Plickers website (www.plickers.com).



The image above is what a Plickers card looks like, so this would be given to the first student on my register, as it is number 1. You will see that each side has a letter on it. You input the multiple question that you want to ask prior to the lesson on the Plickers website and then ask the students. They then turn their Plickers card to the letter they think the answer corresponds to. Therefore taking the image above this would indicate the student thinks the answer is B.

Now this is the clever part, using the Plickers app on your phone/tablet you can then scan all the students Plickers cards as they hold up their answer. You don’t even need to press a button you just scan. It will then bring up the students answers on your phone as you scan and you can have a live feed on the website so the students can see if they are getting it right or not as this can be projected (see image below).


It does not have to be multiple choice, you can have true or false questions. You can now also add images too to the question.

This is great app for starters and plenaries but particularly for GCSE PE theory lessons as it relates to the layout of the start of their exam paper. I have recently inputted the last 4 years worth of multiple choice questions from the exam papers. Even better it saves the teacher time by marking the answers. I believe it can be used across a number of different departments for example times table in maths and spelling tests in English.

One touch, One bounce and Buzzers

This post was written by Martyn Beaumont @cantersno15.

Year 11 are now in to the home straight of GCSE PE and the relentless drive to cram in as much revision as possible has been in full swing for a good 10 weeks or so now. Being Head of KS4 as well as a PE teacher, it was becoming quite clear to me that pupils were starting to get to a point where revision was getting too much. I could see them walk into my lesson to complete some of the activities I had planned out for them and before we even started it was dead in the water. They are stressed, they are tired and they are getting close to burn out.

Sometimes as a teacher you have to take a step back and realise that may be just maybe there is another way to attack these boys that does not involve to much effort on their part (or yours), where they can have a fair bit of fun and continue to learn, revise and reinforce the subjects needed. I am a big supporter of the fact that just because pupils aren’t writing a lot, doing an all singing all dancing revision sessions does not mean they aren’t learning anything. If they can articulate what they want to say either in a relaxed manner or more importantly under pressure then this is at times more important than writing it.

Revision techniques such as board rush, table drawing, speed dating, blockbuster, million pound drop and the weakest link are all favourites of mine and are a regular part of my revision programme (not my original idea I would like to add). But lately I have been trying to find another way to get the pupils going when they clearly are starting to lack a little motivation or just had enough of revision. My school is an all-boys grammar school and I have noticed over the years that for some reason the break and lunchtime routines mainly consist of penalty shootouts and one touch, one bounce (being a rugby specialist this annoys me little!!). This was where I came up with my first revision idea:

Football Revision

I based this over the course of one week, which consisted of 3 lessons. Basically it was one big competition of exam question quizzes that cover all major topics in the syllabus but pupils never touch a pen or paper for the entire week (unless they wanted to add to their notes for particular topics).

The first competition was a very simple but very effective penalty shootout accumulator question challenge.

• Pupils were split in to 4 teams of 5. Each team member answers a series of questions on a variety of topics. Each question they get correct converts into a penalty.

• Once all rounds are complete a penalty shootout occurs with all team members taking it in turns to take the number of penalties accumulated from the quiz. Most penalties scored overall wins.

• At the insistence of the pupils we also added bonus balls and questions that were worth double points or took points/penalties away from particular teams.

• If a team missed a penalty or it was saved the goal keeper at the time (a member of a different team on rotation) was asked a bonus question to steal the points

Lots of fun and pupils really got into both parts of the challenge. Lots of revision was going ahead during and between rounds as pupils were swatting up on topics that had not been picked yet.

Dribbling challenge

• Again 4 teams of 5

• Quite simply a series of cones were laid out in a zig-zag formation.

• Pupils had to dribble a football around them to various buckets full of questions (laminated). 5 buckets in total with varying question difficulty.

• Time limit was 5 minutes

• Once teams had collected as many questions as they could within the time limit they were then asked them in a quick fire quiz format. Most correct answers wins.

One Touch, One Bounce

This is an age old game that seems to be a playground favourite amongst our year 11 pupils. To incorporate it into a revision game was a little difficult, but we managed to incorporate none the less.

• Groups of 5 in a circle with one ball (groups were differentiated and so were the questions).

• One person in the group made question master (this rotated every 5 minutes). They were given a pack of questions and marks schemes to asked and check answer.

• Pupils play one touch one bounce trying to get pupils to mess up

• When this happened pupils had to answer a question. If they got it wrong they accumulated a letter. This is normally accompanied by the word ARSE and a game of it, but as it was a lesson I changed it to SCHOOL. If they got it right they did not get the letter and the game carried on.

• Interestingly some of the group changed the game (after asking) to a very similar version but had to hit the ball against a target on the wall. If they missed, the same sequence of events occurred.

We ended up with about 6 rounds in the lesson, but it was not without faults. The top end of the group games seem to go on for a very long time, but that meant more revision. Those that were not quite as good at football answered a lot of questions. This was counteracted by be randomly asking questions as times to make sure everyone got a decent amount of questions. Again good fun and the majority got really involved. Was it perfect, no, did it work, I think so.

Three lessons with lots of topics covered in a very informal but fun fashion. Pupils were revising without really realising and we had a lot of fun while doing it.


The last (and not linked to the football challenges) was my most surprising and easy revision game. Our school has terrible facilities, including technology in every way shape or form but I found a little gem hidden away amongst all of our staging and microphone equipment. A set of 10 working quiz buzzers and quiz station.

This was set up easily within a lesson with a buzzer on a table per pair.

Put simply I arranged the simplest of quizzes where I was the question master.

Pupils had to buzz in if they knew the correct answer, buzzers lit up and blocked other pupils from taking part.

There was a massive sense of urgency in all that we did and pupils were really concentrating on the questions and the answers. If answers were incorrect then the buzzers were reset and all started again to steal the question

To make it fairer and ensure everyone was taking part pupils were arranged into differentiated pairs.

One member of the pair was asked to revise a topic (which was going to be the next set of questions) while the other took part in the buzzer round.

We swapped over a number of times and also chucked in a couple of music rounds, guess who and famous quotes to keep it interesting.

I would highly recommend getting a set of buzzers (if possible) or working out a way of creating buzzers to add to the atmosphere of a normal quiz. Pupils seemed a lot more engaged, concentrated more and we were really trying hard to answer the questions. It was a massive surprise to me that it worked so well, with one of the more ‘difficult’ pupils even calling it ‘sick’. Another very simple but effective twist on a strategy, with lots of revision going on, even if they did not realise it.

If you have any questions regarding the above, then please feel free to contact me on @canterno15 or @pembeaumont

GCSE PE Edexcel Exam analysis using ResultsPlus

This guest post was written by Dave Woodward @dwoodward11.

Since the introduction of the GCSE PE (2009) specification, I have been intrigued to see the changes and developments that have taken place within the exam paper.


The most notable, being the removal of bullet points/ prompt on the 6 mark questions and also, the increased frequency of 3 and 4 mark questions (Extended questions). I am also extremely interested about getting the little things right (Marginal Gains)

I have been doing a lot of work with my students on the 6 mark questions and highlighting areas of specific weakness. I wanted to see if I could dig a little deeper though, and by further analysis, try to identify any ‘marginal gains’ that would better prepare my students for the exam in May 2015.


I have been using ResultsPlus from Edexcel over the past few years, as it is a huge database of information for results analysis about cohorts and even specific students. For those who are unsure what ResultsPlus is, this is what Edexcel say:

“ResultsPlus is a free online results analysis tool for teachers that gives you a detailed breakdown of your students’ performance in Edexcel exams. Widely used by teachers across the country, ResultsPlus provides the most detailed analysis available of your students’ performance and helps you to identify topics and skills where your students could benefit from further learning, helping them gain a deeper understanding of their subject”

The specific area I looked at for this research was the skills mapping of each theory paper from June 2011 until June 2014.


I downloaded the skills map reports from Edexcel then cross referenced them with each year and the range and content of questions that have appeared. That left me with this spreadsheet.

I have found that the following areas have never appeared:

Screen Shot 2015-03-09 at 07.06.01

The following have appeared every year:

Screen Shot 2015-03-09 at 07.06.23

So what does this show me?

I can see that the impact of rest on the Cardiovascular and muscular system hasn’t been tested for 4 years. I can also see that Describing, explaining and applying the principles of SMART targets has appeared each year.

But what impact will it have?

It is a tough one to measure, the true test will be on the afternoon of Friday 15th May 2015. One thing is certain however; I won’t change the way I will do my revision but when going through the topics that haven’t been tested I may spend a little longer than I have previously on them. I may set extended questions based upon topics that haven’t been tested. I think you can play a dangerous game second guessing the exam boards on trying to look for patterns, I will just use this information along with the existing information about how my students have done in mock papers, extended questions and homework over the last 2 years to plan a balanced revision package for them. Ultimately for my students’ to feel in the best possible mental shape ready for the exam paper, anything I can do to help is time well spent.

“It’s the little details that are vital. Little things make big things happen.” John Wooden

Thanks for reading and I hope it helps you and your students. If you have any questions or want more information please get in touch.

Using Foldable lap books to improve theory retention in GCSE PE

This guest post was written by Dana Abdulkarim @DanaABDUL.


In September 2014 we moved to whole cohort GCSE PE study, in order to preserve and ensure a high quality curriculum including PE at Key Stage 4. Previously whole cohorts studied the BTEC First award – the inclusion of the online exam has made this no longer a viable option. We have over 220 students in present Y10 and whilst a great number would have selected GCSE PE as an option, we have a varied spectrum of physical and theoretical competence. At the highest level, we have students who have surpassed 4 levels progress at Key Stage 3 and play sport to a high level (ideal PE candidates) and at the lowest, students without a ‘love’ for practical PE and entry level data below level 3 from Key Stage 2 SATs. Students have 2 hours of GCSE PE a week, one practical and one theory (Edexcel syllabus).

I teach two classes, one with 26 girls and the other with 31. Target grades within these groups range from A* – G, with 15% Pupil Premium. The challenges in theory lessons have been enabling access to the learning for all to ensure maximal learning and retention; supporting reluctant learners to organise their notes more coherently and tackling the very poor literacy levels within the group (some learners have reading comprehension ages below 11 years). As a teacher I try to teach using various methods and strategies, I am open to the use of technology and use a number of recognised ‘best practice’ techniques that are common place in sound pedagogy. I had come across the idea of foldable lap books via a colleague @jk_graves in Science 12 months ago; she presented their use and merit with nurture group Key Stage 3 science lessons and was able to demonstrate the impact on learning, engagement and retention for testing successfully with a small group of educationally vulnerable students. Besides being impressed by their impact I chose not to include this strategy in my teaching at the time. The move to whole cohort classroom teaching forced me to look at my own practice in the classroom and question the appropriateness of my approach with groups not 100% sold on studying my subject. In end of unit tests prior to trying this method, those students that would’ve opted to study PE performed as expected, they were highly engaged and motivated to demonstrate their theoretical competence; students more reluctant were performing below target level consistently and their work showed a lack of clarity in their knowledge and ability to link theory ideas. I also teach these classes Monday period 1 and Monday period 5, so enthusiasm and positivity can sometimes be still in bed or thinking about post school naps!

What are Foldable lap books?

There is a lot of information online about foldable learning, a great slideshow is available here; but essentially it is a 3D learning tool that encourages creative, interactive learning resources that organises student work to be something that they can use to refer back to. The key ‘hook’ is their ability to generate independent learning and the malleability to create any design necessary given the content. They are a kinaesthetic learning task and the use of colour and ‘folds’ supports the pedagogy needs of vulnerable learners.

What we did

I wanted students to create a foldable that would include all the key knowledge and underpinning theory that they needed for the respiratory system (1.2.4). In order to do this the first task was to design a WAGOLL including the essential content. Given the concept of a foldable was new to most students in the room I made the decision to be somewhat didactic with the design, in future I hope to allow more open license to the design after agreeing the content (success criteria). Students created a shutter fold with four mini doors.

image 4

The syllabus asks for students to understand the respiratory system in four key areas:

1. Functions of the system and key definitions
2. Immediate effects of exercise on the system
3. Long term adaptations of exercise and the benefits to the system
4. The effects of smoking

Students also need to know and understand Oxygen debt and lactic acid. That is it! It is a very basic expectation, however the syllabus expects students to also ‘know and appreciate’ a great deal of underpinning theory:

• Mechanics of breathing
• Gaseous exchange
• Aerobic respiration
• Anaerobic respiration

The latter theory above is crucial in being able to appreciate the subtle differences of the former essential ‘syllabus content’ – it was here with the underpinning expected baseline knowledge that vulnerable learners were coming unstuck. They were finding the scientific application confused their notes and they found it hard to organise their ideas.

All underpinning supporting theory was added to the back of the foldable (mechanics of breathing and gaseous exchange) and the inside middle space (aerobic and anaerobic respiration), which was linked to oxygen debt and identifying sports and sporting actions that utilise different respiration. The doors were for the essential ‘syllabus content’.

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Following my instructions, students cut out their own doors and folds and got creative with the presentation. Students were encouraged to use imagery in place of text on doors with text beneath thus creating an immediate learning tool. The content, whilst I had decided upon the structure was left to students to create after discussions/ direct teaching/ demonstrations/ role play to draft in their work books and transfer to the foldable. I used all the resources I would normally use but in a way that demanded students listen, note take, select and manipulate to make sense personally. Peer checking of content happened after each mini stage of design. More able students were selected as ‘foldable experts’ to help teach theory or suggest content design to those struggling.

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Impact and reflection

Normally I would teach this area of the syllabus over 3 or 4 lessons with a test at the end. Using the foldable took the same amount of lesson time, 4, with the test at the start of the 5th lesson. Student voice during the learning was positive with the groups highly motivated. Many of the more able students in the group at first questioned the method, but found that they enjoyed it with comments like, ‘this is already making my revision notes’ and ‘I am going to do this with the cardiovascular system we just did’ commonplace. Similarly, they enjoyed taking on roles to help others, I think they enjoyed that the usually reluctant and poorly motivated students were engaged. Students that were more vulnerable also praised the strategy, they too valued the creativity element and some commented that they knew ‘a bit more about how they learn better with pictures rather than words now’ achat de viagra belgique.
As a school we encourage using images in place of words a lot, but it wasn’t until the foldable task that they ‘got it’! In terms of the impact on test results, the data suggests that it was on the whole positive. Most students improved their test average grade by 10% or more from the previous cardiovascular system test (similar content expectation). The area where this strategy had most impact was with those students that often scored between 40-50% in tests, C-E grade students. In this band some students improved by up to 40% from previous tests. The most able benefitted from the clarity of their notes to learn from as they too improved by an average 6%. Where the foldable appeared to make little or no significant impression was for students averaging 10 – 25% in tests, F-U grade students. Whilst they were better in the multiple choice recall questions, they still struggled where they had to consider the underpinning knowledge and apply this to a sporting scenario. Interventions have been put in place for these students working alongside in-house learning support strategies to increase access to learning by challenging their literacy gaps. A subject specific dictionary and definition cards are one example.
Obviously student achievement in the test cannot fully demonstrate the impact of the foldable, students are becoming more ‘test savvy’ and are starting to understand how to approach the question (BUSY exam question preparation). We have also done lots of work to improve their ability to tackle the 6 mark question using ‘IDEA answering’ developed from work by David Fawcett. I think as a learning tool it has merit, I am using it with my Y11 GCSE option group as they start to prepare for the summer examination. For some more complicated elements of the curriculum I might look to use this again to help students organise their ideas, similarly if I set a ‘choice presentation’ homework ‘creating a foldable’ might now be an option. I am adapting the ‘interactive learning tool’ idea to the display wall – I am presently recreating the respiratory system foldable as a display, who knew pizza boxes could be the perfect shape to create doors?!