planning the new pe national curriculum – with confidence and creativity carol gronow...
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Planning the New PE National Curriculum – with confidence and creativity
Carol Gronow
Cambridgeshire Adviser for PE and Sport
18th June 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
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.
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.
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?
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
ActivityIn pairs, consider what are the hallmarks of an outstanding PE curriculum.
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
2 – Breadth and Balance
KEY MESSAGE
3 – By the end of the Key stage
pupils are expected to;KnowApplyUnderstand
These learning stages must be the focus of any of assessment.
What else?LeadershipDifferentiationFestivalsSchool gamesCompetitionsLinks across the curriculum
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.
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
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
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
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
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.
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/financialma
nagement/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
01480 379690
www.pe.learntogether.org.uk