1. Active Dorset Physical Education and School Sport Conference 2014 ‘Exploring the New Curriculum' Sue Wilkinson September 2014

2. Outcomes By the end of this presentation delegates will be aware of the inextricable links between The revised National Curriculum The Ofsted framework and understanding the challenges of outstanding teaching and learning Connect with the contexts Be able to lead on developments September 2014

3. Outcomes and Contributions High Quality Physical Education & School Sport September 2014

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

5. Planning a curriculum for your context Designing an assessment for learning strategy that is simple, effective and manageable Embedding all the strategies to deliver the curriculum including Ofsted/examinations September 2014 Critical Foci

6. Incursion Games – the challenge! September 2014

7. 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. September 2014

8. 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. September 2014

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. September 2014

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. September 2014

11. 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. September 2014

12. Programme of Study Key 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 September 2014

13. 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. September 2014

14. Challenges – what do you think? Ensuring a sustainable curriculum. Up skilling teachers. Use any additional funding appropriately – working with primary colleagues. Plan for your pupils. Senior Leadership Commitment. Getting assessment for learning right. September 2014

15. Solutions: Continually review using a good audit tool. Develop and practice. Respond and address needs. Use the creative openings you now have. Don’t throw the baby out with the bath water! September 2014

17. 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. September 2014

18. 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? September 2014

19. 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 September 2014

20. afPE – How can we help? Work in alliances to support the schools workforce. Support schools to achieve the Quality Mark for Physical Education and School Sport or to use it as a review tool to raise standards. Vocational qualifications for Adults Supporting learning in PE to up skill colleagues. A bespoke advice and support service to raise standards. Optional regionalised membership network with access to experts and support mechanisms e.g. health and safety. September 2014

21. Contact us Use the local and afPE region network Use the National organisation Contact details Simon Leach – simon.leach@afpe.org.uksimon.leach@afpe.org.uk 01905 855 584 Sue Wilkinson - Sue.wilkinson@afpe.org.ukSue.wilkinson@afpe.org.uk 07887 681678 Website: www.afpe.org.ukwww.afpe.org.uk Twitter: afPE_PE September 2014