1. Planning the New PE National Curriculum – with confidence and creativity Carol Gronow Cambridgeshire Adviser for PE and Sport 18 th June 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 and plan 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

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. 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.

9. 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.

10. 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.

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

14. 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

15. 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.

16. 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.

17. 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.

18. 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

19. 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

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

21. Creative Problem solvers Independent Perform Know Understand Persevere technique

22. Strengths of your current PE curriculum?

23. 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?

24. KEY MESSAGE 1 – Keep the learning cycle at the forefront of planning, e.g. Plan, Perform, Evaluate 2 – Breadth and Balance

25. 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.

26. What else?  Leadership  Differentiation  Festivals  School games  Competitions  Links across the curriculum

27. 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.

28. 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.

29.  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?

30. 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.

31. 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

32. Acquiring and developing skills Selecting and applying skills, tactics and compositional ideas Knowledge and understanding of fitness and health

33.  School to school support  External audit  Focus 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

34. 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

35. 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……

36.  Numeracy and Mathematics  Language and Literacy  Spoken Language  Reading and Writing  Vocabulary

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

38. 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.

39. 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.

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

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

42. So what …  What is your vision for the subject/area?  Do you have a school policy for the subject/area?  Does it reflect this vision?  What outcomes for learning do you value?  Do these reflect your vision?

43. PHYSICAL EDUCATION HEALTHY ACTIVE LIFESTYLES Change 4 Life Sports Clubs NSSW (KS2) COMPETITIVE SCHOOL SPORT Sainsbury’s School Games COMMUNITY PROVISION CLUB SPORT (NGBs) Satellite Clubs Clubs and teams Coaching Talent development PESchool Sport

44. Purpose of Funding Schools 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)

45. DfE  We 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.

46. Investing your primary school sport funding  Consider the overall PE and sport provision across the school with respect to all pupils.  Identify how best to maximise the impact of PE, physical activity and competitive school sport on young people and school standards. This may include the targeting of specific pupils e.g. using PE and sport as a vehicle to develop numeracy and literacy.  Embed the investment within the school development plan to ensure that there is a strategy for the development of teacher confidence and competence in PE and wider outcomes for young people.  Build on the generic teaching skills of classroom teachers, giving professional development opportunities, and therefore further expertise, in how to develop physical literacy and the breadth of learning that comprises physical education.  Identify a subject co-ordinator for PE and sport, if not in place.

47. Investing your primary school sport funding cont.  Work collaboratively, or in clusters, to develop a creative and higher quality provision. This may allow for a sustainable, local structure to be developed. If adopting this model, do you need to appoint a cluster co-ordinator?  Develop physical literacy by focusing on your pupils’ fundamental movements, then their generic sport skills and ultimately small- sided games.  Use qualified and suitably trained coaches to improve the quality and range of school sport offered. By working alongside classroom teachers, coaches can build confidence and competence in your workforce.  National Governing Bodies of Sport, sports professionals and coaches create solid links with local community sports clubs, enriching the physical education curriculum (but not replacing it). With thanks to YST

48. Local support  SSP – packages of support and organisation of activity for School Games level 1 & 2 competitions.  CSP – Living Sport – supporting pathways for young people and training coaches  CAS – full PE subject leader and PE specific training courses and in school training through the year for teachers and TAs.  NGBs – offer recognised, trained coaches  Coaching companies  Self supporting cluster

49. Useful websites  www.pe.learntogether.org.uk www.pe.learntogether.org.uk  http://www.cambridgessp.com/ http://www.cambridgessp.com/  http://huntsssp.org/ http://huntsssp.org/  http://www.scssp.co.uk/ http://www.scssp.co.uk/  http://www.witchfordssp.co.uk/ http://www.witchfordssp.co.uk/  www.afpe.org.uk www.afpe.org.uk  http://www.youthsporttrust.org/ http://www.youthsporttrust.org/  https://www.yourschoolgames.com/ https://www.yourschoolgames.com/  http://www.livingsport.co.uk/ http://www.livingsport.co.uk/  http://www.education.gov.uk/schools/adminandfinance/financi almanagement/b00222858/Primary-school-sport-funding http://www.education.gov.uk/schools/adminandfinance/financi almanagement/b00222858/Primary-school-sport-funding  http://webarchive.nationalarchives.gov.uk/20090605235408/qca.or g.uk/qca_14057.aspx 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/ http://webarchive.nationalarchives.gov.uk/20090605235408/http:// www.teachernet.gov.uk/teachingandlearning/subjects/pe/

50. www.pe.learntogether.org.uk

51. In summary  Delivering good and outstanding PE lessons  Ensuring staff are confident, knowledgeable and competent to deliver PE  A well planned appropriate curriculum for ALL  Having a varied out of hours programme that meets the needs of all pupils  Having a wide range of support resources available  Adults other than teachers deployed strategically

53. Questions? Thankyou Keep in touch and safe journey home

54. Carol Gronow Adviser – Physical Education and Sport carol.gronow@cambridgeshire.gov.uk 01480 379690 www.pe.learntogether.org.uk