The National Curriculum 2013/14 with Dr Barry Costas AfPE

Legislation governing change: attainment targets - the new attainment target(s) have been written integral to the programmes of study (Look at your copies- any comments?)

A different perspective?

Statutory Instrument 2232 Implementation from 1 st September 2014 Levels have been removed and they will not be replaced

Key messages The DfE WILL NO LONGER use levels of progress to measure school performance. Ofsted WILL NOT be looking for 2 levels of progress between KS1 & 2 or 3 levels of progress between KS2 & 4

UNDERSTANDING KEY CHANGES Promote awareness of the National Curriculum 2014 framework and the rationale for change

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

Key Messages New Purpose New Aims Entitlement Opportunity Inclusive Values

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 The school curriculum comprises all learning and other experiences that each school plans for its pupils - interests, needs, aspirations - The national curriculum forms one part of the school curriculum

Structure Schools are free to choose how they organise their school day, as long as the content of the national curriculum programmes of study are taught to all pupils

Disapplication You are allowed to disapply from the national curriculum 2013/14.

Inclusion Setting suitable challenges Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard

Key differences No areas of activity (Primary)???? No range of content (Secondary)???? Your choice as a school No 4 aspects or 5 key processes No Level descriptors Attainment target integral to PoS Purpose and aims

An Inclusive curriculum The challenge for (you – us) our schools is to now design a curriculum on a whole school basis where we can track curriculum pathways So what might this look like in practice?

Task Key Stage One KS1 “Pupils should develop fundamental movement skills and become increasingly competent and confident and access a broad range of opportunities to extend their agility balance and co-ordination” How could you design a curriculum to enable all children to cross this threshold and move on?

Key Stage Two “Pupils should continue to implement 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 succeed in different activities and sports and learn how to evaluate and recognise their own success”

Year Autumn Term (1) Autumn Term (2) Spring Term (1)Spring Term (2) Summer Term (1) Summer Term (2) Year 1 Master Basic Movement Skills through simple games Statues –Traffic lights - Beans Year 2 Master Basic Movement Skills developing simple tactics for attacking and defending Domes & Dishes Year 3 Play Competitive games- Small sided Invasion Netball Year 4 Play Competitive games- Small sided Invasion Football Basic principles Year 5 BasketballFootball Year 6 Netball FootballRugby

Effective PE (Ofsted 2014) £750 million 2020 Schools must increase and improve: –participation –competition –inclusion –range of provision –partnerships –cross-curricular links –health

What are we trying to do? Transform practice to Improve Learning

Modernisation or Transformation? Modernisation Transformation

Our chance to do something different?

So what do we need to do now?

Step 1 Become familiar with the new National Curriculum & Attainment Target(s) Become familiar with the Primary Schools premium funding circa 13k per annum and how it can be used to support PE curriculum delivery and content

Step 2 Develop / Design Curriculum Activities that meet learners’ needs and map them A requirement for the awarding of the Primary funding is that a) you post on the school website what your PE curriculum is and b) how you are spending your money………

Step 3 Set Annual Targets / Expectations

Step 4 Align assessment criteria – the language of learning in PE – in your planning (Do-Head-Heart) = Physical- Understand-Feel Develop and use assessment for Learning Strategies (Hayley in follow up session)

“One test of the correctness of an educational procedure is the happiness of the child.” Maria Montessori (Italian Physician and Educator )

Thank you Dr Barry Costas for and on behalf of AfPE John I’Anson and Andrew Frapwell at the Thinking and Learning Company

Let us not forget who the chief stake holders are in all of this?