This post was written by Chris Bailey @MrCwBailey.
There is a large cross over between Practical Sports Performance (Unit 2) and Leading Sports Activities (Unit 6) of the Level 2 BTEC Sport NQF qualification. It would then seem obvious that these units should be taught either alongside or following each other. Getting this structure right is very important in making sure the students get the best possible learning experience and come away from both units with the vocational skills that the qualification looks to develop.
I have often found that my Btec Sport students complete the units well and meet the required criteria, however months down the line when we have moved on to other units, or when they have progressed onto Level 3 BTEC Sport, they have forgotten a lot of the skills they are supposed to have learnt. This was the case for my current year 11 class, who had been taught Unit 2 before I joined the school (in year 9), but could not effectively explain or demonstrate the core skills in the same sports when we moved on to the coaching aspects of unit 6.
Therefore, for my year 10 class I have adjusted the way these two units are delivered. We will be completing Unit 2 in our lessons and Unit 6 will be introduced as a homework task to run alongside this. The main focus of Unit 2 will be on developing the skills in our chosen sports and the homework task will be to gather experience of these skills from a coaching perspective. The students will be more likely to make progress and remember the skills if they are exposed to the process of teaching the skills as well as performing them.
How it will be delivered
Unit 2 will begin with a task to research the rules, regulations, scoring systems and roles/responsibilities of officials for two of our chosen sports. This will then feed into our formative assessment where the students will be given a scenario for each of the sports, from which they need to apply their knowledge and understanding to answer questions (similar to the AQA GCSE pre-release and new Level 3 assessment tasks). We will have one lesson in the classroom and one lesson performing practically, this will allow the students to put what they are learning into practice. Once complete the students will complete their BTEC assignment, which is to create an animated video (using Powtoon) to explain the rules, regulations and scoring systems for two sports and a booklet to explain the roles and responsibilities of officials. The reason I am going to get the students to create a video is so that they have to be creative when presenting their information which will hopefully mean that the learning will be longer lasting.
Following on from this the students will begin to practice the skills within our chosen sports; a good amount of time should be spent on this so that the students are in the best possible position to complete the practical assessment. To evidence their knowledge of the two sports the students will complete a logbook that will need to explain the skills and tactics of the sport and have pictures of them completing the skills. A final performance is recorded in both sports, which will also be put into their logbook, and used to evaluate performance for the Learning Aim C assignment.
While completing this in lessons, the students will begin their homework tasks based around Unit 6. Through helping at extra-curricular clubs or their own sports clubs the students will complete a coaching passport that gradually introduces them to attributes and responsibilities of a successful coach. The idea being that when we come round to completing Unit 6 the students will be in a strong position to handle the daunting task of coaching another group of students.
Example of Coaching Passport
Unit 6 will begin in the same way as Unit 2, with a research task on the attributes and responsibilities of a sports leader, and then a scenario task based around two contrasting successful sports leaders. The final assignment in Learning Aim A will be to create a Sports Coaching Company where the students have to create a sports leader job advert and description to show understanding of what makes a successful sports leader (plus a video advert that compare and contrasts for distinction – we will use Powtoon again).
The coaching passport will help with Learning Aim B, where the students will be planning and justifying two coaching sessions before delivering one session to a KS3 core PE group. Through completing the passport the students would have already observed, team taught and independently led coaching sessions so should be more confident with the whole process. The session will be recorded and, like Unit 2, this will be watched in order to review coaching performance for Learning Aim C.
I should note here that in my school the students complete the Level 2 BTEC Sport qualification over three years with the students getting two hours a week. Therefore, I am in a fortunate position where more time can be dedicated to the learning process and as a result I can make sure that my students are as prepared as possible for the final assignments in each of the Learning Aims. I know this is not the case in all schools and would be interested to hear how other teachers are structuring these two units under tighter time constraints, tweet @SubjectSupport and @MrCwBailey.