Final version of PE curriculum presentation (1)

Report
PE Curriculum Workshop
27.3.14
New curriculum (CC)
• What’s in what’s out?
What’s in:
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All chn to develop competence to excel in a broad range of activities.
Be physically active for sustained periods of time.
Engage in competitive sports and activities.
Lead healthy active lives.
KS1
Competitive element.
No specific gymnastics reference.
KS2
Communicating, collaborating and competing
Expectation that the PE curriculum will enable children to become ‘physically confident’ as opposed to just
knowing what is happening to their body.
Emphasis placed on fairness and respect – sportsmanship
What’s out:
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No programmes of study
Non-statutory requirement of swimming at KS 1 removed – now required to swim in either KS1 or KS2.
KS1 - No breadth of study mentioned – it is now motor skills, team games and dance.
KS2 –Breadth of study – no specific titles but content refers to athletics, competitive team games, athletics/gym
skills, dance performance, OAA (individual and team) and strategies for improving personal bests.
New curriculum (CC)
KS1 and 2 overviews
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Pupils should be taught about: (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
coordination, individually and with others. They
should be able to engage in competitive
(both against self and against others) and cooperative 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.
Pupils should be taught about: (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.
Pupils should be taught to:
use running, jumping, throwing and catching in isolation and in
combination
play competitive games, modified where appropriate
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.
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
perform safe self-rescue in different water-based situations.
New curriculum (CC)
Major changes
• Breadth/Programs of study labels removed.
• Swimming requirements are now so specific
and higher level i.e. 25m, self rescue and a
variety of specified strokes competently.
• Aims – wide number of teams competing on
various levels – intra, inter and wider.
• Sustained periods of time of being active
within the lessons.
Why is PE so important? (TJ)
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Improved Physical Fitness
Skill Development
Regular, Healthful Physical Activity
Support of Other Subject Areas
Self Discipline
Improved Judgment
Stress Reduction
Strengthened Peer Relationships
Improved Self-confidence and Self-esteem
Experience Setting Goals
The Power of 10!!!
Fitness Planning (CC)
KS1
Session
Number
1
2
3
4
5
6
LO
Activity
LO: To understand what they are capable Warm up: movement to
of achieving with their bodies by gaining a music.
baseline level of fitness.
Main: assessment session.
Plenary: putting equipment
away safely.
LO: To understand the term speed and
Warm up: Animal
what different activities we can do to
movement.
make us faster.
Main: speed stations.
Plenary: re-test cheetah
sprint.
LO: To understand the term stamina and
Warm up: Bean game.
what different activities we can do to
Main: stamina stations.
improve our stamina.
Plenary: re-test Hare
shuttle runs.
LO: To understand the term co-ordination Warm up: Cups and Cones.
and what different activities we can do to Main: co-ordination
increase our co-ordination.
stations.
Plenary: re-test Flamingo
Fling.
LO: To understand the term agility and
Warm up: video recorder.
what different activities we can do to
Main: agility stations.
make us more agile.
Plenary: re-test Bunny
Bench Hops.
LO: To investigate whether practise has
Warm up: movement to
improved our performance.
music.
Main: final assessment of
all stations.
Plenary: assessment and
results discussions.
Resources
Resources: stop watches, class record
sheet, cones, benches, bean bags, variety
of different sized balls.
Resources: cones, bean bags, stop
watches.
Resources: stop watches, bean bags,
quoits, mats, cones.
Resources: cones, bean bags, buckets,
small balls, quoits, hoops, various size
balls.
Resources: cones, stop watches, hoola
hoops, balance beams (low and higher),
benches.
Resources: stop watches, class record
sheet, cones, benches, bean bags, variety
of different sized balls.
Fitness Planning (CC)
KS2
Session
Number
LO
Activity
Resources
1
LO: To understand what they are capable of
achieving with their bodies by gaining a
baseline level of fitness.
Resources: stop watches, class record sheet,
cones, benches, bean bags, variety of
different sized balls, music for aerobics warm
up.
2
LO: To understand the different activities we
can do to improve speed.
3
LO: To understand the different activities we
can do to improve our stamina.
4
LO: To understand the different activities we
can do to increase our co-ordination.
5
LO: To understand the different activities we
can do to make us more agile.
6
LO: To investigate whether practise has
improved our performance.
Warm up: Cups and Cones.
Main: assessment session.
Plenary: putting equipment
away safely and prediction
discussions.
Warm up: Bean Game.
Main: speed stations.
Plenary: re-test sprint
assessment.
Warm up: Bleep Test.
Main: stamina stations.
Plenary: re-test shuttle runs
assessment.
Warm up: aerobics to music.
Main: co-ordination stations.
Plenary: re-test target ball
assessment.
Warm up: aerobics to music.
Main: agility stations.
Plenary: re-test step ups
assessment.
Warm up: aerobics to music
Main: re-assess children for
all fitness stations.
Plenary: results discussions.
Have we improved?
Resources: cones, bean bags, stop watches,
skipping ropes.
Resources: stop watches, exercise weights,
tape measure, mats, cones, Bleep Test.
Resources: cones, bean bags, buckets, small
balls, quoits, hoops, various size balls.
Resources: cones, stop watches, hoola hoops,
balance beams (low and higher), benches,
mats.
Resources: stop watches, class record sheet,
cones, benches, bean bags, variety of
different sized balls, Target.
Basketball Planning. (TJ)
KS1
Warm Up:
Fundamental skills and Movement Literacy.
What is Movement Literacy?
‘The identification and understanding of the building blocks
of movement’.
‘The build up of core FUNdamental skills that go into the make
up of any specific movement’.
All movements are made up of basic FUNdamental ‘skills’ or
actions. These skills are the basis for learning more difficult
practises later on.
Session Structure:
Ball Familiarisation - Game – Skill – Game – Cool Down (pg. 7)
Ball Familiarisation and skills:
To master basic movements including throwing and catching.
Games:
Enter the Jungle and Islands (pg. 7)
Competition: (Big push!)
To apply skills within game situations, develop tactics for
attacking and defending and improving on their own
performance on a weekly basis e.g. Bade of honour.
KS2
Warm Up:
FUNdamental skills and familiarisation skills (developing the
basics to build upon).
Lesson Structure:
Fundamental Skill > Ball Familiarisation> Game > Skill > Game >
Cool Down
Session 2 example:
SAQ drills > Ball Familiarisation Skills > Skill – Passing > Game –
‘Piggy in the Middle’ 3 Vs. 1 and 4 Vs. 4 game (Pg. 11 – 13)
Competition
Increased Competition – personal and team.
Evaluation and Recommendations
Evaluate performance and make recommendations for
improvement.
No more ‘Study Labels’
You do not have to teach to specific ‘Study Labels’. Therefore,
Basketball could be combined with Volleyball and Benchball for
example.
Other considerations for successful
Planning and Teaching of PE (TJ)
Teaching Outstanding PE Lessons using the New Ofsted Criteria:
• Planning (Clear Learning Objectives and Differentiated)
• PMA – Positive Mental Attitude
• Warm Ups – Effective (Getting them ready for the activity they are going to do).
• Pace – Cut away, lines and grids for smooth transitions and time trials for success
• Progress – is everybody being challenged?
• Games and competition- Applying learning to a real life context – ‘game like
context’
• Assessment - Assessing and Intervening to have notable impact (Improve and
Evaluate one of the 4 strands of PE).
• Time - Choose words carefully! (Children must be active for 80% of the lesson).
• Finish strongly – children to demonstrate what they have learnt and celebrate the
achievements of individuals or groups of pupils.
• Evaluate – what needs to be recapped, did the level of challenge meet every
child’s ability level and based on your reflections, what are the implications for the
next session.
• Pupil voice – what sports or activities do the children want to learn?
Competition – The ‘New’ focus! (TJ)
Competition has a stronger focus in PE.
National Governing Bodies of Sport have created new sports formats for intra and inter-school
competition to encourage all young people to participate. TO INSPIRE EVERY PUPIL.
Level 1: Intra School Competition
Creating competition in every school with every lesson.
The intra-school competition formats for primary schools are designed as competitive challenges
leading to a recognisable competition in that sport, helping pupils to learn the skills of the game – and
how to win and lose.
Examples: Class Vs. Class, House Vs. House and Own Events (Lunchtime or Afterschool).
Can the competitions be organised, run and officiated by pupils with adult supervision?
Level 2: School Sport Tournament / League
More competition between schools at district level.
Level 3: School Sports Festivals
A competition showcase for each county’s schools.
Level 4: School Sport National Games
Annual High Profile National Event.
Money (CC)
• How are you spending yours?
Has your school bought in to a scheme e.g. Julia’s from Solent or are you spending it
yourself?
If you are spending it yourself as a school, is your head just spending it on PPA cover?
This is not really what it is intended for. You need to look to using it for CPD
opportunities for your staff, equipment for your children etc.
• OFSTED want to know!
My school had OFSTED last week and I was interviewed by an inspector as to how our
PE funding was being spent.
She wanted to know if I thought I had got my school good value for money, exactly
how much my school had received etc. I was able to have the excel printout to hand
(as well as my own scribblings) and talk her through exactly where my money was
going and where I would like it to go in the future. I was also able to talk about the fact
that it had had a big impact on our pupil premium children’s attendance to after
school clubs i.e. all in R – 4 have been to multi-skills so far this year.
If you don’t know already, you need to know!
Questions?
• Any questions?

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