The National Curriculum Towards Outstanding Physical Education and School Sport. Sue Wilkinson

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1 The National Curriculum 2014 Towards Outstanding Physical Education and School Sport Sue Wilkinson

2 Session Outcomes By the end of this session delegates will: Be aware of the revised National Curriculum Understand the challenges Have considered solutions Connect with the contexts Be able to lead the rest of the country!

3 Contributions to, and Outcomes of High Quality Physical Education & School Sport Enjoyment Stamina, Suppleness And Strength Inclusion Achievement and Standards Commitment Desire to Improve Understanding Leadership and Management High Quality Physical Education & School Sport Personal Development And well-being Thinking and Decision-Making Healthy, Active Lifestyle The Curriculum Teaching and Learning Participation Confidence Skills

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

5 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.

6 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.

7 Key Stage One Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and co-ordination, 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.

8 Programme of Study Key Stage One Pupils should be taught to: Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, 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

9 Key Stage Two 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 enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

10 Programme of Study Key Stage Two Pupils should be taught to: Use running, jumping, throwing and catching in isolation and in combination Play competitive games, modified where appropriate (for example) and apply basic principles suitable for attacking and defending Develop flexibility, strength, technique, control and balance 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 Be able to swim competently and proficiently for at least 25 metres

11 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.

12 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

13 Solutions Complete an audit of need Respond and address needs Use the 2013 disapplication to your advantage Continually review and develop Don t throw the baby out with the bath water!

14 What can afpe offer? Quality Mark for Physical Education and School Sport A Professional Vocational Qualification for Primary School Specialism and Subject Leadership in PE & School Sport level 5-6 A bespoke advice and support service

15 Ofsted Long Report: Strengths PE is in good health Two thirds of Primary and three quarters of Secondary Schools teaching, achievement, curriculum and leadership and management are good or outstanding Significant investment in PE has raised the profile of PE through SSPs and Sports Colleges PE made a significant difference to pupils personal development and well-being and enjoyment of school Two hours of PE in Key Stages 1-3 in most schools GCSE PE and BTEC Sport results are rising year on year

16 Weaknesses PE in one third of primary schools required improvement PE in one quarter of secondary schools required improvement In primary schools subject knowledge and confidence in teaching PE is an issue One fifth of pupils can t swim by end of primary Planning/Assessment is still weak In secondary schools low expectations and challenge for the more able Physical aspect is under developed

17 Contact us Use the London afpe region network Use the National organisation Contact details Simon Leach Sue Wilkinson - Sue.wilkinson@afpe.org.uk September2013