Getting to Grips with the New Secondary Curriculum: Physical Education

1. Getting to Grips with the New Secondary Curriculum:Physical Education Sue Wilkinson February 2014

2. Session Outcomes By the end of this session delegates will: • Be aware of the revised National Curriculum • Understand the challenges of outstanding teaching and learning • Have considered solutions • Connect with the contexts • Be able to lead on developments February 2014

3. Outcomes and ContributionsHigh Quality Physical Education & School Sport

4. Context A changing landscape: • Ofsted framework and self review • National Curriculum Review • The Ofsted 2013 physical education -report • Teachers’ Standards • Quality Mark • Olympic Legacy • Physical Education and School Sport Premium • Education Select Committee report • Government’s response to the select Committee report February 2014

5. Incursion Games – the challenge! February 2014

6. Physical education Programme of Study Purpose of study : A high-quality physical education curriculum which 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. February 2014

7. Physical Education Programme of Study 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. February 2014

8. Key Stage Three Pupils should build on and embed the physical development and skills learnt in Key Stage 1 & 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity. February 2014

9. Programme of StudyKey Stage Three Pupils should be taught to: • Use a range of tactics and strategies to overcome opponents in direct competition through team and individual games • Develop their technique and improve their performance in other competitive sports • Perform dances using advanced dance techniques within a range of dance styles and forms • Take part in outdoor/adventurous activities which present intellectual and physical challenges; be encouraged to work in a team, building on trust and developing skills to solve problems, individually or as a group • Analyse their performances compared with previous ones and demonstrate improvement to achieve their personal best • Take part in competitive sports and activities outside school through community links or sports club

10. Key Stage Four Pupils should tackle complex and demanding physical activities. They should get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle February 2014

11. Programme of StudyKey Stage Four Pupils should be taught to: • Use and develop a variety of tactics and strategies to overcome opponents in team and individual games • Develop their technique and improve their performance in other competitive sports or other physical activities • Take part in further outdoor/adventurous activities in a range of environments which present intellectual and physical challenges, which encourage pupils to work in a team, building on trust and developing skills to solve problems, individually or as a group • Evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best • Continue to take part regularly in competitive sports and activities outside school through community links or sports clubs February 2014

12. So what is different? • Reference to core knowledge and skills only. • Overall there is far less prescription. • A base line on which to build a personalised bespoke school PE curriculum. • Greater emphasis on physically demanding activities and sustained physically activity. • Greater emphasis on fundamental movement skills: movement, agility, balance and co-ordination. • Schools can choose the range of activities through which children acquire and develop skills. • The place of swimming has been strengthened. It must be taught. February 2014

13. Challenges – what do you think? • Ensuring a sustainable curriculum • Up skilling teachers • Use any additional funding appropriately • Plan for your pupils • Senior Leadership Commitment • Getting assessment for learning right February 2014

14. Solutions • Complete an audit of need • Respond and address needs • Use the disapplication to your advantage • Continually review and develop • Don’t throw the baby out with the bath water! • Think 2007 February 2014

15. Outstanding Achievement Indications of outstanding achievement: • Pupils working independently • Pupils’ skills, knowledge and understanding • Pupils’ techniques, tactics and composition • Pupils’ leadership, health and safety • Pupils evaluating their own work • Pupils’ attitudes and behaviour February 2014

16. Challenging Teaching • How well teaching promotes learning and progress for all pupils: • What impact does teaching have on learning in the lesson? • What impact does teaching have on learning over time • How well is formative assessment used to support learning for all pupils? February 2014

17. Outstanding Teaching Teachers should: • Have high expectations/enthusiasm/passion • Have confidence and expertise • Use appropriate range of imaginative strategies/teaching styles • Have excellent subject knowledge • Use time effectively • Use resources including ICT/other adults very effectively • Include non performing pupils purposefully and effectively • Plan effectively with clear learning objectives • Make excellent use of a range of questioning • Use assessment for learning/formative assessment • Enable the development of wider core skills • Develop SMSC • Be inspirational February 2014

18. Assessing without levels So do we jump through hoops….or model good practice? • Explore a progressive future that involves assessing without levels • Develop ideas for teaching physical education and assessment evidence • The Curriculum underpins assessment February 2014

19. Effective PE (Ofsted 2014) Schools must achieve the following: • participation • competition • inclusion • range of provision • partnerships • cross-curricular links • Health well being February 2014

20. The curriculum should aim to develop • Friendship • Excellence • Respect • Courage • Determination • Equality • Inspiration February 2014

21. February 2014

22. Assessment – fit for purpose Task – to agree a definition of • Assessment of Learning and Assessment for Learning • Assessment of Learning - how much pupils have learnt at a particular moment in time - the end of a unit / end of a year / end of a key stage • Assessment for Learning – how can we use assessment to help pupils learn more and progress quicker? February 2014

23. The difference and why • Effect of previous practices – pupils levelled for each activity, sub-levelled and ‘datarised’ • ‘New’ expectation – assure competence, competition, activity, healthy active lifestyles • Implication – information gleaned from assessment should help all learners succeed

24. Assessment (14th June) • Removal of ‘levels’ • Prescription does not fit with freedoms • Introduce own approaches to formative assessment • Report as to whether on track to meet expectations at the end of a key stage • Curriculum and assessment systems must meet the needs of your pupils • Work with Subject Associations (and others) to produce a range of approaches

25. Compare and Contrast Informal Assessment is: • Flexible • Dynamic • Individualized • Continuous • Process-Based • Progress Measuring February 2014

26. Compare and Contrast Formal Assessment is • Structured • Static • Standardized • Episodic • Product-Based • Knowledge Testing February 2014

27. Assessment for Change requires • The articulation of higher achievement standards • The transformation of those expectations into progressive assessment criteria • The expectation of accountability on the part of teachers for pupil achievement February 2014

28. Significant Factors • Prior achievement • AfL (feedback) • Clear learning intentions • Teacher competence • Learning climate • Collaborative learning • Appropriateness of tasks February 2014

29. Become assessment literate • Understand and articulate achievement targets in advance of teaching • Transform your expectations into assessment exercises that accurately reflect pupil achievement Build pupils’ confidence • Use frequent key communicative actions providing insight as to how to improve versus judgemental feedback • Involve pupils in taking responsibility for their own learning - knowing how to – to lay a foundation for lifelong learning February 2014

30. Summary Adjust teaching and curriculum • Make improvements to your teaching and curriculum as a result of pupil achievements Remember : “One test of the correctness of an educational procedure is the happiness of the child.” Maria Montessori February 2014

31. What can afPE offer? • Support to achieve Quality Mark for Physical Education and School Sport or use as a review tool • Vocational qualifications for Adults Supporting learning in PE • A bespoke advice and support service to raise standards • A regionalised membership network with access to experts and support mechanisms February 2014

32. Contact us • Use the local and afPE region network • Use the National organisation Contact details Simon Leach – simon.leach@afpe.org.uk 01905 85584 Sue Wilkinson - Sue.wilkinson@afpe.org.uk 07887 681678 February 2014