Category Archives: Lessons

@PEgeeks Socrative Shared Document (Google Docs)

PEgeeks I have set up and created a collaborative resource for us all to contribute towards, to help us as a community, track the progress of our students and make our assessment of pupils that little bit easier, through the use of the online Web 2.0 tool Socrative.

What is Socrative?
Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.

How It works?
Teachers login through their device and select from a series of activities which controls the flow of questions and games. Students simply login with their device and interact real time with the content.

Teacher view socrative<

Student responses are visually represented for multiple choice, true/false and Short Answer questions. For pre-planned activities a teacher can view reports online as a google spreadsheet or as an emailed Excel file.

Benefit to PE teachers!
Questions can be multiple choice, short answer, or a combination of the two. It’s your choice! Once the exercises are completed, you receive an aggregated report. The multiple choice will be graded for you. This will help us to save time marking once a bank of high quality tests are created and established. We can use the tests in a variety of ways when assessing pupils knowledge either through qualification based subjects GCSE PE / BTEC or through KS3 practical PE to asses students knowledge and performance at the end of a specific topic of study.

a href=””&gt;socrative
a href=””&gt;socrative classroom

The following video is an example of how I created a competitive, engaging learning environment using the Space Race feature within Socrative: @

Creating a Socrative Quiz
Design your own evaluation exercises in minutes by importing questions or inputting them on the website. The questions are then saved in your account so you can access them anytime and share them with others through the unique SOC code assigned to each quiz.

To create your own quizzes you need to click MANAGE quizzes, CREATE A QUIZ. From here you will name your quiz and have the option of creating short answer or multiple choice questions, on the multiple choice questions it is important you mark the correct answer using the boxes on the left hand side. Once you have completed and are happy with your test you need to save it, this will then automatically generate your quiz with a SOC code (it is this code other @PEgeeks will need to access your quiz)

soc code

How the shared document works (instructions)
Once you have created a teacher Socrative account you will be assigned a room number, from here you can, create and manage your own quizes and activities. There is an option that allows you to MANAGE quizes once clicked you have the option of IMPORT quiz and then IMPORT SHARED QUIZ, this is where you will then enter the SOC code of a quiz from the shared document I have created

The document that has been created has a variety of columns to input data to make it easier to search for exactly what you are after, the more detail you add to these columns the easier and more effective the document will be.

Soc columns<

Quiz Name – Name/Title of your Quiz
SOC Code- The Specific SOC code to access your quiz
Type of Activity – Is it designed to be an Exit ticket, quiz, space race etc……
Subject – PE and then the specific topic it looks at
Grade Level – KS1,2,3,4,5 Who is the quiz aimed at?
Number of Questions – Contained within your quiz
Sample or Example – A sample question from your test
Concept / Description – An idea of how you or others can use it within the context of a lesson
Author – Your twitter username
School – The school or organisation you represent

The following link will take you to the shared document created, please add and quality Socrative quizzes you have or will have when completed.

Many thanks


Methods of Training GCSE Theory Lesson #pegeeks

Year 10 GCSE Theory 30 students

Friday period 6 (graveyard shift)

WHAT ARE WE LEARNING – developing our knowledge of the different methods of training.
WHY ARE WE LEARNING – to improve your knowledge and understanding of the topic in preparation for PEP and GCSE exam
HOW ARE WE LEARNING – Teamworkers, independent enquiries

How can I deliver the topic methods of training in an innovative, exiting, independent way?

The lesson started with the students sitting in their mixed ability groups of 6 on 5 different tables in the classroom. As the students entered the room in a staggered manner due to the location of their previous lessons, I wanted students to be active straight away so I created a poll everywhere (titled “tell me what you know about Methods of Training”) that was displayed on the board for the students that entered earlier than the others, the responses to the poll everywhere provided me with a brief insight into the students current knowledge in the topic area. It was clear from the responses that some students had a better understanding than others but this was predictable. This task helped to stimulate debate amongst pupils and myself whilst all the students arrived and settled.

mot lesson poll

The lesson was then introduced and explained to the students. On each table i placed a folder containign numerous resources that would help them to learn indepentently throughouht the lesson. the first task was to complete as a group the initial solo assessment task using the MOT rubrics, students wrote their name in the level of learning they deemed themselves to be at currently. No student had wrote their name in the relational learning level and only 6 of the 30 thought they were at Multi -Structual. Most students identified their knowledge to be at either the pre structural or unistructural level.


This initial self assessment would provide the platform for students to build on throughout the lesson and once again created a sense of competition against their peers as it was very visual for each student to not only see there own current attainment but also that of their peers.

The next stage in the lesson had a literacy focus embedded within it, I want to get my students use to reading text quickly to ensure when there exam comes around they have more time to answer the questions. The task required students to work in small groups, I explained that they were about to see a slide of information for 10 seconds, on the slide would be 6 pieces of information (See Below). You will have 3 minutes after seeing the slide to replicate the information and complete the BLANK on 1 piece of paper.
• __________________is a form of training that uses progressive resistance either weights or reps against a muscle group.
• __________________This training involves periods of work followed by periods of rest.
• __________________Involves training at steady but regular pace.
• __________________Using different training methods to enhance fitness levels
• __________________is a series of exercises completed one after another.
• __________________It is a combination of fast and slow running, varying distances and terrain.

Students were then asked to re-evaluate their knowledge and add to their SOLO sheet to highlight any progress made. Every student had within the first 10 minutes of the lesson moved to at least the unistructual level of understanding with the majority in the multistructual.

Next came the main learning episode of the lesson and it required the students to work independently within a groups situation to complete a group PowerPoint on the different methods of training. The students were provided with various resources that would aid each group member to complete their task, the HELP resource sheet can be seen here.


The criteria for the group task:
• Find out the 6 different Methods of Training (MOT). (Name of MOT, What do you do?)
• Research what improvements each MOT has on the body, i.e. What does Interval training aim to improve? What does weight training aim to improve? (answer in full sentences).
• Research what sports are best suited to each MOT. Can you go as far as identifying specific positions?
• Come up with one example for each MOT. (How or what you what do, design your own version of that MOT)
• Explain how specific MOT improve Specific components of fitness and the effects they have on the body.
• Research an Olympic Athlete, 1) Name them, 2) Introduce their event, 3) Say what fitness components are important for their event, 4) State what MOT best suits them and why?

Students then went away and begin planning their task; the final PowerPoint was to be completed for homework and uploaded to Edmodo.
To conclude the lesson the students revisited their A4L SOLO sheet, and every student had now moved into the multistructual level of understanding at least, 12 students thought they were at the Relational stage and 2 students were at the extended abstract stage. The progress within a 50 minute lesson was clear to see and the work produced for homework was phenomenal. One of the students PowerPoint’s can be found here;


Year 9 OUTSTANDING Swimming Lesson #pegeeks #edchat

Swimming Year 9, 28 students, 4 non participants. (see bottom of post for linked video and pictures)

A recent swimming lesson of mine will go down as one of the most successful, enjoyable lessons I have taught. The lesson started by dividing the students into 4 groups of 6 based on swimming ability (groupings were pre planned using assessment data from the groups swimming unit last year, group 1 high ability to group 4 low ability). Each non participant was then assigned a specific group to work with throughout the lesson. The non participant was solely responsible for tracking progress (describe/explain level 4, demonstrate/create level 5, analyse/evaluate level 6) within the group and recording any new information the group had learnt. alongside this task, as another group of 4 they had to produce a comic based on the lesson using comic life on the iPad.

I didn’t set learning objectives or outcomes at the start of the lesson as I wanted the students to be independent in their learning and come up with the objectives and outcomes themselves. The first task each group had was to work together for 1 minute and identify anything they knew about the backstroke technique, this was then noted down on a specific group window in the swimming pool area with a whiteboard pen. This would then provide the base from which progress throughout the lesson could be measured against as hopefully information will keep getting added to the window each time they learn something new.

Through initial assessment of the windows the groupings I had pre planned were spot on with regards to ability against work output. The higher ability group identified 3 teaching points and features of the back stroke as opposed to the lower ability who only identified that ” the stroke must be done on your back”. Any further, improved knowledge by the group would now be recorded by the non participant who would note down the initials of the group member suggesting the information.

The first water based task that also provided the literacy links to the lesson was a card sorting relay game. I had pre laminated and attached to specific objects, some weighted and some that would float, some of the correct and incorrect teaching points of the Backstroke. What students had to do was swim out and retrieve the different pieces return to their group and place them in order to make a correct sentence (teaching point), groups 1&2 could only collect the pieces that were on the bottom of the pool and groups 3&4 could only collect the ones floating on top of the pool.

The students did this successfully and upon competition I gave the groups a further 2 minutes to discuss any new knowledge gained and work with the assigned non participant to record their information. Through these exercises and the use of a group window, progress was rapid and clear to see both as a group and as individuals due to comments being Initialled.

The next learning episode focused on peer assessment and analysis of the stroke, each group had to nominate one swimmer to perform a width of backstroke, whilst other group members assessed their technique against the teaching points already identified. This exercise worked really well as the differing abilities and techniques were clear to see. All students were able to identify the stronger techniques of individuals with some students specifically identifying what needed to be done to correct the stroke technique. The use of open ended questioning was crucial here to ensure progress was maintained and encourage more detailed answers, questions such as “WHY is Tom not moving through water as good as Daniel?, HOW can Tom correct his technique to perform better?” Before answering specific questions I got students to use the Think, Pair, Share concept I had learnt about through reading the work of @headguruteacher. The concept was a great success with a hive of discussion taking place between the groups and when I came to ask the questions around 90% of students suggested answers as they felt secure in my opinion and had the opportunity to rehearse what they were going to say with their group.

Students were then responsible for their own learning throughout the main lesson task. Each group had specific teaching points to work with and develop their own technique independently as a small group. Group 1 focused on all aspects of the back stroke whilst also looking at turning, group 2 focused on all aspects of the technique alone, group 3 focused on the correct body position, arm action and leg action during the stroke and group 4 concentrated on just the arm action and leg action of the stroke. By setting up the groups like this it once again facilitated rapid progressions, each group had something they could move onto and focus on next once they had perfected their initial tasks, with Group 1 progressing onto coaching and helping Group 4 out with their basic technique.

Once the students had been working independently for about ten minutes, i called all the students together again next to the progress windows. As a group we then evaluated the progress made during the lesson so far by looking who (through their initials) had achieved what level up to this point. This put an indirect pressure on the students to ensure they then went and hit the criteria to meet each specific level within the lesson, by allowing the students to see each others levels and progress I found that it created a sense of competition between the group with each student wanting to better their friends attainment.

The final task in the pool was to peer asses performance once again but only within their own group. Group 1 members then dispersed and help to asses the other groups attainment.

The lesson finished with me assessing once again the progress each group had made through evaluating the group windows, 26 of the 28 students had achieved a level 5 or above during the lesson and I am convinced that this is down to the unique A4L technique I used that stimulated competition amongst students throughout the lesson. By setting the non participants the task of tracking progress, they were constantly involved in the lesson and developed a solid understanding for the success criteria during it. The progress made by them was clear to see in the comic they produced.



I recently used the video analysis app, Ubersense formally Excelade, as a tool to assist in the learning and evaluation of badminton skills in my KS3 lessons. I can’t tell you how amazed I was with how the students responded, how it helped their learning, how it created a student-centered environment, and how easy Ubersense was to use.

Students were working on improving their low serve in badminton; however two students were injured and unable to take part in the lesson practically so I turned them into videographers for the lesson. Their role was to use the IPad I provided and the app Ubsersense to provide video analysis for students who were involved practically in the lesson. I spent no more than ten minutes showing the students how to use Ubsersense and set them on their way. The work they produced was beyond my expectations.

Ubersense created some fantastic discussion and evaluation between students and the progress they made as a result of the video analysis was rapid.

QR Codes In PE

qr code in action

Recently we have started to see more and more of these QR codes appearing all around us, shops, restaurants, magazines.

What are they?
QR stands for quick response, they are a form of barcode, that links you instantly (when scanned) to a document, image or website.

How can they be beneficial to teaching?
With Ofsted now stating they want to see more independent learning taking place within lessons, it got me thinking as to how this could be best achieved.

I have been using the QR codes in a number of ways providing resources for students to use within lessons that focus on developing specific skills within lessons. These resources meet each Learning style (VAK) through the clear text, pictures and QR code that links to visual demonstrations of the skill being carried out on YouTube.

Students can work independently on developing thier own skills through the learning resource, I try to provide resources with at least 3 differentiated QR code tasks on the sheets, this enables students to work at thier own pace and at thier own desired level.

How have students taken to the QR codes?
I have found with the two groups so far I have introduced these worksheets too, they have responded and taken to the QR concept extremely well, the students are instantly hooked at the innovative way they can go about thier own learning. Some students naturally work through the resources quicker than others, however thier is no limit to the ampunt of activities you could place on the resource.


GCSE Theory Skill Related Fitness Prezi

GCSE Theory Skill Related Fitness Prezi