Planning the New PE National Curriculum – with confidence and creativity

1. Planning the New PE National Curriculum – with confidence and creativity Carol Gronow Cambridgeshire Adviser for PE and Sport 13th February 2014

2. Aims to 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

3. What’s New? The whole curriculum! Computing MFL No levels Ofsted subject-specific criteria Ofsted framework change New SEN code of practice Sport Premium extension

4. 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 national curriculum forms one part of the school curriculum.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. Inclusion • They 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.

11. 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.

12. Activity • Taking 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.

13. Activity Look at the two wordles – one is the current PE National Curriculum and one the new. Which is which?

16. Activity In pairs, consider what are the hallmarks of an outstanding PE curriculum.

17. What are the hallmarks of a great curriculum framework? Below are the hallmarks identified by a group of successful heads from the UK An 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

18. New PE NC from 2014 • Each 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

19. 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.

20. 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 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. 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.

21. 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.

22. Key differences 1 – No 4 strands/aspects 2 – No areas of activity areas. e.g. Athletics, Dance, Games, Gymnastics, OAA, Swimming 3 – No attainment target e.g. No Level 4 Implications? – discuss

23. 4 aspects/strands • Acquiring and developing skills • Selecting and applying skills, tactics and compositional ideas • Evaluating and improving performance • Knowledge and understanding of fitness and health

24. Know Understand Problem solvers Independent Problem solvers Independent Creative Creative Persevere technique Perform

25. Strengths of your current PE curriculum?

26. 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?

27. KEY MESSAGE 1 – Keep the learning cycle at the forefront of planning, e.g. Plan, Perform, Evaluate

28. KEY MESSAGE 2 – Breadth and Balance • Use tactics, develop technique, compare and continue to take part in sport.

29. KEY MESSAGE 3 – By the end of the Key stage pupils are expected to; • Know • Apply • Understand These learning stages must be the focus of any of assessment. Assessment purely against practical performance must be avoided

30. What else? • Leadership • Differentiation • Festivals • School games • Competitions • Links across the curriculum

33. Teachers standards • Demonstrate 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

34. 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.

35. 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.

36. 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?

37. 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.

38. 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

39. 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

40. Selecting and applying skills, tactics and compositional ideas Acquiring and developing skills Knowledge and understanding of fitness and health Evaluating and improving performance

41. Engage in competitive sports and activities Develop competence to excel in a broad range of physical activities Lead healthy active lives Evaluating and improving performance • School to school support • External audit • Focus on outcomes Are physically active for sustained periods of time

42. Progression and assessment • Robust planning and an understanding of unit expectations • Dynamic short and medium term planning • Quality schemes of work and learning objectives/success criteria • Use of core tasks • Use of exemplar materials such as DVD

43. 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……

44. Numeracy and Mathematics Language and Literacy Spoken Language Reading and Writing Vocabulary

45. Activity Look at the printouts and decide how your curriculum teaching will contribute to this.

46. 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.

47. Language and Literacy 6.1 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.

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

49. Does your SOW have? • Learning objectives/outcomes • Learning tasks • Key vocabulary • Resources • H&S • KUFH integrated • Continuity and progression

50. COMMUNITY PROVISION Sportivate Pay and play Leisure and recreation activities PHYSICAL EDUCATION Bupa Start 2 Move (KS1) Matalan TOPs (KS2) Sky Sports Living for Sport (KS3/4) Lead your generation HEALTHY ACTIVE LIFESTYLES Change 4 Life Sports Clubs LTSB NSSW (KS2) COMPETITIVE SCHOOL SPORT Sainsbury’s School Games CLUB SPORT (NGBs) Satellite Clubs Clubs and teams Coaching Talent development PE School Sport