Physical Literacy – Teaching and Learning by Jonny Penman, Physical Education Officer.

1. Jonny Penman
Physical Education Officer
PEPASS
Glasgow City Council
Physical Literacy – Teaching and Learning

2. PE Lead Officer Impact
Physical Literacy – Teaching and Learning
Andrea Crawford
Jonny Penman
Andrea Robertson
David Weir

3. Overview
• 3 PELOs
• 70 schools
• Over 6000 pupils (p1-p3)
• Over 500 teachers and SfLW

4. Priorities
Physical literacy programme
• Develop practitioners knowledge and understanding, confidence and delivery in the physical
literacy programme.
• Practitioners’ will provide enhanced learners’ experiences (Target group P1-3 SIMD 1&2)
• through Physical Education Physical Activity School Sport
• The provision will support and build capacity among practitioners to evaluate the potential of
the learning to help learners build and perform skills transferable to other areas.
Developmental Physical Education
• Develop awareness of practitioners to the possibilities of the range of physical factors
impacting on learners.

5. Tasks
• Plan required support, resources and delivery model in order to support schools in closing
the attainment gap.
• Provide high quality CPD opportunities for primary teachers to improve their confidence
and knowledge of current good practice.
• Develop and promote the use of the progression framework to support primary staff in
the delivery of high quality Physical Education.
• Through an Inter Disciplinary Learning (IDL) approach, staff will connect learning in
Physical Education to current, local, national and international events.

6. Impact on Teaching
• Most (88.8%) 33 out of 36 practitioners reflected they had improved their knowledge and
understanding, confidence and delivery. (3 practitioners reflected they their first evaluation was
too high).
• Through coaching in context and peer observation, PELOs have reported an increase in staff
confidence in delivery and knowledge, enhancing the learner’s experience.
• City CPD sessions were delivered with an attendance of 178 practitioners. Almost all (over 90%)
of practitioners evaluated they have improved their knowledge and understanding, confidence
and delivery.
• Evaluations from cluster twilight support from a further 90+ practitioners has evidenced that
almost all (over 90%) practitioners have evaluated they have improved their knowledge and
understanding, confidence and delivery.

7. Impact on Learning
• HTs have observed enhanced learners experience due to growth in practitioner’s
knowledge and confidence. This has resulted in increased motivation and engagement in
pupils to engage and participate both during and out of school activity.
• This change in pedagogy has resulted in learners being more physically challenged and
being more physically engaged throughout lessons. Learners are active and developing
skills to work independently, developing creativity and imagination.

8. Impact on Teaching and Learning
• Almost all (91.6%) of the 41 practitioners (14 practitioners am/27 practitioners pm) expressed
an improvement in current knowledge and understanding/confidence/practice in linking
learning in PE to other curricular areas or aspects of learning.
• All staff recognise the importance of IDL. Staff have expressed more confidence in designing
the PE lessons to consider transferable skills to other areas of the curriculum.
• “We tried the red plane stories and rhymes cards for the solo session…Then we made little
red planes from red paper and the children used them to fly and push and pull. They also
used directions to fly North, South East and West” (STEM)
• “This (The Physical Literacy programme) has resulted in a greater learner experience for all
learners”

9. Impact on Families
• “I’ve learned how gym has changed since I left school. Curriculum seems very strong and I can see it has
put a sense of confidence in K…..”
• “Physical Literacy is an important part of the curriculum. School should continue to support it and teach
it”
• “That PE doesn’t just benefit a child physically but also has a positive impact on their learning ability”
• “How much fun the children were having and how the games were centred around an inclusive
approach”
• “I liked seeing how the children are learning to use their minds along with the physical side of it”

10. Impact on After School Uptake
• Almost all, (13 of the 14) schools in cohort 4 (Aug-Dec 2017), have shown an increase in the number
of individual children participating in out of school hour activity clubs.
• Across 4 sample schools, where family sessions were also delivered, improving children's health and
wellbeing through a nurturing approach, more individual children are attending out of school hour
clubs demonstrating an increased levels of physical activity.
• Sandwood Primary has shown an increase from 38% to 46%
• Cardonald Primary has shown an increase from 59% to 70%
• St.Joseph’s Primary has shown an increase from 39% to 45%
• St.Marnock’s Primary has shown an increase from 52% to 71%
• The National average figure in 2016/17 for individual children attending out of school hour clubs
delivered was 43% (Provided by sportscotland July 2017) Compared to Glasgow’s average in 2016/17
figure of 49% (Pri 65%/Sec 30%/ASL 79%)

11. Conclusion
Recurring themes
• Increase
• Improvement
• Confidence
Next Steps
• Cohort 7, 8, 9 (2018-19)
• Developing pedagogy to impact
attainment
• Networking – Staff Support
• Further Support
• “now for the rest of the school”
• Jigsaw