Planning the New PE National Curriculum – with confidence and creativity

Carol Gronow

Cambridgeshire Adviser for PE and Sport

13th February 2014

Aimsto develop an understanding of the

requirements of the new National Curriculum for PE at KS1 and KS2

to review your current PE curriculum andplan for the new curriculum accordingly

to explore ways the new PE curriculum will support wider learning, raise standards and link to the sport premium and the school games

to consider what progress will look like and how to monitor this

What’s New?The whole curriculum!ComputingMFLNo levelsOfsted subject-specific criteriaOfsted framework changeNew SEN code of practiceSport Premium extension

The school curriculum in England

Every state-funded school must offer a curriculum which is balanced and broadly based and which:

promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and

prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

The school curriculum comprises all learning and other experiences that each school plans for its pupils. The nationalcurriculum forms one part of the school curriculum.

Aims

The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.

Aims The national curriculum is just one element in

the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.

Structure Schools are free to choose how they

organise their school day, as long as the content of the national curriculum programmes of study is taught to all pupils.

Disapplication

In order to help the transition to the new curriculum, and to give schools more flexibility over how they prepare for it, we have 'disapplied' the majority of the current national curriculum for this academic year, 2013/14. Disapplication means that schools still have to teach the subjects of the national curriculum, but they do not have to follow the programmes of study or attainment targets.

Inclusion

Setting suitable challenges

4.1 Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard.

InclusionThey have an even greater obligation to

plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds

Teachers should use appropriate assessment to set targets which are deliberately ambitious.

Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils

A wide range of pupils have special educational needs, many of whom also have disabilities. Lessons should be planned to ensure that there are no barriers to every pupil achieving. In many cases, such planning will mean that these pupils will be able to study the full national curriculum.

ActivityTaking in to account all the previous

information, discuss what is relevant to your school/pupils and how it may shape your thinking about your new PE provision.

ActivityLook at the two wordles – one is the current PE National Curriculum and one the new.

Which is which?

ActivityIn pairs, consider what are the hallmarks of an outstanding PE curriculum.

What are the hallmarks of a great curriculum framework?

Below are the hallmarks identified by a group of successful heads from the UKAn outstanding curriculum:

1. is underpinned by aims, values and purpose

2. develops the whole person - knowledge, skills, understanding and attitudes

3. is broad, balanced and has clear progression in subject knowledge and skills

4. is filled with rich first-hand purposeful experiences

5. is flexible and responsive to individual needs and interests

6. embeds the principle of sustainability

7. has an eye on the future and the needs of future citizens

8. encourages the use of environments and expertise beyond the classroom

9.makes meaningful links between areas of knowledge across the curriculum and the major issues of our time

10. has a local, national and international dimension

New PE NC from 2014Each subject has a purpose of study; set

of aims and a statement of attainment that sets out that pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant Programme of Study (PoS) for each Key Stage

Physical Education programmes of study: key stages 1 and 2 from Sept 2014

Purpose of study A high-quality physical education curriculum inspires all pupils to succeed and

excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives.

Attainment targets By the end of each key stage, pupils are expected to know, apply and understand

the matters, skills and processes specified in the relevant programme of study.

Key stage 1 Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against

others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils should be taught to: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities participate in team games, developing simple tactics for attacking and defending perform dances using simple movement patterns.

Key stage 2 Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoycommunicating, collaborating and competing with each other. They should develop an understanding ofhow to improve in different physical activities and sports and learn how to evaluate and recognise theirown success. Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and

defending develop flexibility, strength, technique, control and balance [for example, through athletics and

gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their

personal best.

Swimming and water safety

All schools must provide swimming instruction either in key stage 1 or key stage 2.

In particular, pupils should be taught to: swim competently, confidently and proficiently

over a distance of at least 25 metres use a range of strokes effectively [for example,

front crawl, backstroke and breaststroke] perform safe self-rescue in different water-

based situations.

Key differences

1 – No 4 strands/aspects2 – No areas of activity areas. e.g. Athletics, Dance, Games, Gymnastics, OAA, Swimming 3 – No attainment target e.g. No Level 4

Implications? – discuss

4 aspects/strandsAcquiring and developing skillsSelecting and applying skills, tactics and

compositional ideasEvaluating and improving performanceKnowledge and understanding of fitness

and health

CreativeCreative

Problem solvers

Problem solvers

Independent

Independent

Perform

Know

Understand

Persevere

technique

Strengths of your current PE curriculum?

Three questions driving curriculum design, development and implementation

WHAT are we trying to achieve?

HOW do we organise learning to achieve our aims?

HOW well are we achieving our aims?

KEY MESSAGE

1 – Keep the learning cycle at the

forefront of planning, e.g. Plan, Perform,

Evaluate

KEY MESSAGE

2 – Breadth and BalanceUse tactics, develop technique,

compare and continue to take part in

sport.

KEY MESSAGE3 – By the end of the Key stagepupils are expected to;KnowApplyUnderstandThese learning stages must be the focus of any of

assessment.Assessment purely against practical performance

must be avoided

What else?LeadershipDifferentiationFestivalsSchool gamesCompetitionsLinks across the curriculum

Teachers standardsDemonstrate good subject and

curriculum knowledge • have a secure knowledge of the

relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

Ofsted Grade descriptors – quality of the curriculum in PE Dec 2013

Outstanding (1) An imaginative and stimulating PE curriculum provides all pupils with an

outstanding range of opportunities to participate and excel in PE and sport. Participation rates are very high. Competitive sports fixtures are played at an exceptionally high level.

The PE curriculum is highly inclusive. It is skilfully designed to meet the needs and interests of all pupils, including disabled pupils or those with special educational needs, those for whom the pupil premium provides support and for the most able pupils. It is suitably adapted to enable significantly overweight pupils to engage fully in physical activity and encourage them to lead an active, healthy lifestyle.

The PE curriculum is complemented by an outstanding range of traditional and new, alternative sporting activities before, during and after school that captures pupils’ interest and enthusiasm and nurtures a life-long commitment to participation in sport and physical activity.

Ofsted Grade descriptors – quality of the curriculum in PE Dec 2013

Inadequate (4) The PE curriculum does not ensure pupils’ entitlement to the subject and

does not secure continuity in their learning. Not enough time is allocated to core PE in one or more key stages to

enable all pupils to make sufficient progress. The quality or quantity of PE, the range of qualifications and awards, and

extra-curricular activities do not promote pupils’ engagement, enjoyment or achievement in PE.

Note: These descriptors should not be used as a checklist. They must be applied adopting a ‘best fit’ approach which relies on the professional judgement of the inspector.

Use the pack sheets. What aspects of the curriculum are already well organised and working well?

What aspects of the curriculum might we need to review and develop?

Assessment We accepted the Expert Panel's recommendation to remove

level descriptors from the national curriculum and not replace them. This is because we agreed that levels have become too abstract, do not give parents meaningful information about how their child is performing, nor give pupils information about how to improve. Levels have detracted from real feedback and schools have found it difficult to apply them consistently – the criteria are ambiguous and require teachers to decide how to weight a huge array of factors. Beyond the tests at key stage 2 and GCSEs at key stage 4, it will be for schools to decide how they assess pupils’ progress. We will publish the findings of the consultation on assessment and accountability shortly.

Attainment Targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study

What does progress look like?

Use the progress sheet.

Select one aspect and create more

progressive statements that demonstrate

how you/your pupils would recognise

progress

Acquiring and developing skills

Selecting and applying skills, tactics and compositional ideas

Knowledge and understanding of fitness and health

School to school support

External auditFocus on

outcomes

Develop competence to excel in a broad range of physical activities

Engage in competitive sports and activities

Lead healthy active lives

Are physically active for sustained periods of time

Progression and assessmentRobust planning and an understanding of

unit expectationsDynamic short and medium term

planningQuality schemes of work and learning

objectives/success criteriaUse of core tasksUse of exemplar materials such as DVD

So do you …Stay the same?Develop a new cluster approach?Assess against physical confidence?Assess against aims for the subject?Assess against knowledge and understanding?A combination?Four aspects?Target setting?Progression, from EY, between KS1 & 2, to secondary

school……

Numeracy and MathematicsLanguage and Literacy

Spoken LanguageReading and Writing

Vocabulary

ActivityLook at the printouts and decide how your curriculum teaching will contribute to this.

Numeracy and Mathematics

5.1 Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.

Language and Literacy6.1 Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.

Reading and writing

Teachers should develop pupils’ reading and writing in all subjects to support their acquisition of knowledge.

Does your SOW have?Learning objectives/outcomesLearning tasksKey vocabularyResourcesH&SKUFH integratedContinuity and progression

PHYSICALEDUCATION

Bupa Start 2 Move (KS1)

Matalan TOPs(KS2)

Sky Sports Living for Sport(KS3/4)

Lead your generation

HEALTHY ACTIVELIFESTYLES

Change 4 Life Sports Clubs

LTSB NSSW

(KS2)COMPETITIVE SCHOOL SPORT

Sainsbury’s School Games

COMMUNITYPROVISIONSportivate

Pay and play

Leisure and recreation activities

CLUB SPORT(NGBs)Satellite Clubs

Clubs and teams

Coaching

Talent development

PE School Sport

Purpose of FundingSchools must spend the additional funding on improving their provision of PE

and sport, but they will have the freedom to choose how they do this.

Possible uses for the funding include: hiring specialist PE teachers or qualified sports coaches to work with

primary teachers when teaching PE supporting and engaging  the least active children through new or

additional Change4Life clubs paying for professional development opportunities for teachers in PE and

sport providing cover to release primary teachers for professional development

in PE and sport running sport competitions, or increasing pupils’ participation in the School

Games buying quality assured professional development modules or materials for

PE and sport providing places for pupils on after school sports clubs and holiday clubs pooling the additional funding with that of other local schools. (Source DfE)

DfEWe will require schools to include details

about their sporting provision on their school website, alongside their curriculum details. 　 This will enable parents to compare sporting provision across and between schools, both within and beyond the school day.

Investing your primary school sport funding Consider the overall PE and sport provision across the school with

respect to all pupils. Identify how best to maximise the impact of PE, physical activity and

competitive school sport on young people and school standards. This may include the targeting of specific pupils e.g. using PE and sport as a vehicle to develop numeracy and literacy.

Embed the investment within the school development plan to ensure that there is a strategy for the development of teacher confidence and competence in PE and wider outcomes for young people.

Build on the generic teaching skills of classroom teachers, giving professional development opportunities, and therefore further expertise, in how to develop physical literacy and the breadth of learning that comprises physical education.

Identify a subject co-ordinator for PE and sport, if not in place.

Investing your primary school sport funding cont. Work collaboratively, or in clusters, to develop a creative and

higher quality provision. This may allow for a sustainable, local structure to be developed. If adopting this model, do you need to appoint a cluster co-ordinator?

Develop physical literacy by focusing on your pupils’ fundamental movements, then their generic sport skills and ultimately small-sided games.

Use qualified and suitably trained coaches to improve the quality and range of school sport offered. By working alongside classroom teachers, coaches can build confidence and competence in your workforce.

National Governing Bodies of Sport, sports professionals and coaches create solid links with local community sports clubs, enriching the physical education curriculum (but not replacing it).

With thanks to YST

Local supportSSP – packages of support and organisation of activity

for School Games level 1 & 2 competitions.CSP – Living Sport – supporting pathways for young

people and training coachesCAS – full PE subject leader and PE specific training

courses and in school training through the year for teachers and TAs.

NGBs – offer recognised, trained coachesCoaching companiesSelf supporting cluster

Useful websites

www.pe.learntogether.org.uk http://www.cambridgessp.com/ http://huntsssp.org/ http://www.scssp.co.uk/ http://www.witchfordssp.co.uk/ www.afpe.org.uk http://www.youthsporttrust.org/ https://www.yourschoolgames.com/ http://www.livingsport.co.uk/ http://www.education.gov.uk/schools/adminandfinance/financi

almanagement/b00222858/Primary-school-sport-funding http://webarchive.nationalarchives.gov.uk/20090605235408/qca.or

g.uk/qca_14057.aspx http://webarchive.nationalarchives.gov.uk/20090605235408/http://

www.teachernet.gov.uk/teachingandlearning/subjects/pe/

www.pe.learntogether.org.uk

In summaryDelivering good and outstanding PE lessonsEnsuring staff are confident, knowledgeable

and competent to deliver PE A well planned appropriate curriculum for ALLHaving a varied out of hours programme that

meets the needs of all pupilsHaving a wide range of support resources

available Adults other than teachers deployed

strategically

Questions?

Thankyou

Keep in touch and safe journey home

Carol Gronow

Adviser – Physical Education

and Sportcarol.gronow@cambridgeshire.gov.uk

01480 379690

www.pe.learntogether.org.uk

Admin: Steph Boothroyd

stephanie.boothroyd@cambridgeshire.gov.uk

01480 379668