1. Strategies & Approaches for Implementing the Secondary Curriculum Review for Key Stage 3
Susie Fawcett

2. What is Changing? A broader range of roles;
A new categorisation of activities;
A curriculum that contributes to healthy lifestyles;
A greater emphasis on increasing specialisation.

3. The ‘Revised’ National Curriculum
How will the changes to the curriculum affect PE Departments?
What needs to happen for these changes to be implemented?

4. When will the changes take place?
The revised curriculum will become statutory as follows:
September 2008 – Year 7 pupils;
September 2009 – Years 7 & 8 pupils;
September 2010 – Years 7, 8 & 9 pupils;
In addition, changes to the Key Stage 4 curriculum will take effect from:
September 2009

5. What is happening to the National Curriculum?
All pupils will continue to study all 12 subjects of the National Curriculum.
R.E. remains statutory but without a statutory PoS at national level.

6. Curriculum models to workable timetables
Term 1, yr 7
specialist
topic
Two focus/ experiences a term
Term 1, yr 7
Flexible days with specialist/focus weeks
Term 1, yr 7
Skill builder induction weeks
Event / festival
Research skills
Teamwork
Term 1, yr 7
Specialist week e.g. Physical Education week
Specialist teaching and master classes
Focus week e.g. Healthy Lifestyles

7. What is common? Overview – Each national curriculum subject will
address:
Curriculum lenses:
Curriculum Aims;
Personal Development;
Skills.
Organising the curriculum
Personalising the curriculum;
Teaching and learning experiences;
Promoting progress through assessment.
Subjects
Programmes of Study;
Curriculum dimensions
Global dimension;
Enterprise;
Creativity;
Cultural understanding and diversity.

8. What is happening to the National Curriculum?
Each subject is divided into sections including:
Curriculum Aims;
Personal Development, including connections with Every Child Matters;
Key Concepts, Key Processes, Range of Content and Curriculum Opportunities;
Personal, Learning and Thinking Skills (PLTS).

9. Planning across the Key Stage
Implementing the ‘Range and Content’ across the curriculum.

10. Range and Content The study of PE should include activities that cover
at least four of the following:
Outwitting opponents, as in games activities;
Accurate replication of actions, phrases and sequences, as in gymnastic activities
Exploring and communicating ideas, concepts and emotions, as in dance activities
Performing at maximum levels in relation to speed, height, distance, strength or accuracy, as in athletic activities
Identifying and solving problems to overcome challenges of an adventurous nature, as in life saving and personal survival in swimming and outdoor activities
Exercising safely and effectively to improve health and wellbeing, as in fitness and health activities.

11. Range and Content Outwitting opponents as in games activities:
This includes activities in which the concept of
success is to overcome an opponent or opponents
in a face-to-face competition. Opponents can
directly affect each other’s performance and the
key is to outwit the opposition. For example:
• invasion games (eg water polo, netball, football,
rugby, Gaelic football, American football, polo and
hockey)
• net/wall games (eg volleyball, tennis, table tennis
and squash)
• striking/fielding games (eg softball, stoolball,
cricket and table cricket)
• combat activities (eg fencing, judo and karate).
2. Accurate replication…
3. Exploring and communicating ideas, concepts and emotions
4. Performing at maximum levels
5. Identifying and solving problems
6. Exercising safely and effectively

12. Range and Content
1. Outwitting opponents
Accurate replication: This includes activities in which success is judged on the ability to repeat actions, phrases and sequences of movement as perfectly as possible. Examples include: synchronised swimming, diving, rebound tumbling, ballroom dancing, gymnastics and skateboarding.
2. Accurate replication…
3. Exploring and communicating ideas, concepts and emotions
4. Performing at maximum levels
5. Identifying and solving problems
6. Exercising safely and effectively

13. Range and Content
1. Outwitting opponents
Exploring and communicating ideas, concepts and emotions: This includes activities in which success is considered in relation to how well a performer or choreographer expresses ideas, feeling, concepts or emotions to communicate artistic or choreographic intentions to an audience. Dance styles could include capoeira, contemporary dance, country dancing, ballet, Indian hand dance and street dance.
2. Accurate replication…
3. Exploring and communicating ideas, concepts and emotions
4. Performing at maximum levels
5. Identifying and solving problems
6. Exercising safely and effectively

14. Range and Content
1. Outwitting opponents
Performing at maximum levels: This includes activities in which success is measured by personal best scores or times, and in competition by direct comparison with others’ scores or times. Examples include racing in the swimming pool or on a skateboard, or having a low score in golf or a high score in archery.
2. Accurate replication…
3. Exploring and communicating ideas, concepts and emotions
4. Performing at maximum levels
5. Identifying and solving problems
6. Exercising safely and effectively

15. Range and Content
1. Outwitting opponents
Identifying and solving problems: This includes activities in which success is judged on how efficiently and safely challenges are overcome. Examples include orienteering, personal survival, life saving and expeditions involving walking or using transport such as boats and canoes.
2. Accurate replication…
3. Exploring and communicating ideas, concepts and emotions
4. Performing at maximum levels
5. Identifying and solving problems
6. Exercising safely and effectively

16. Range and Content
1. Outwitting opponents
Exercising safely and effectively: This includes activities such as aqua aerobics, weight training, jogging and power walking, in which success is related to improving feelings of health, fitness and wellbeing. Goals might include emotional wellbeing, healthy weight management, toned muscles, healthy skin and a healthy heart.
2. Accurate replication…
3. Exploring and communicating ideas, concepts and emotions
4. Performing at maximum levels
5. Identifying and solving problems
6. Exercising safely and effectively

17. Organising the Curriculum
• How can your curriculum planning reflect the changes in the revised National Curriculum?
How will your lessons vary as a result of these changes?

18. Changing the PE Curriculum?
3 Possible models:
Begin with key concepts.
Begin with key processes.
Begin with the importance statement and curriculum opportunities.

19. Planning using key concepts as the starting point
Plan schemes, units and lessons based on one or more
5.Importance statement
Check the pupil experience alongside the importance statement
4. Curriculum opportunities
Devise contexts and experiences that can deliver
3.Range and content
Build in relevant content
2. Key processes
Select appropriate processes
A curriculum based around key concepts

20. Key Concepts Competence; Performance; Creativity;
Healthy, active lifestyles.

21. Healthy Active Lifestyles
Key Concepts
Competence
a Developing control of whole-body skills and fine manipulation skills.
b Selecting and using skills, tactics and compositional ideas effectively in different types of physical activity.
c Responding with body and mind to the demands of an activity.
d Adapting to a widening range of familiar and unfamiliar contexts.
Competence
Performance
Creativity
Healthy Active Lifestyles

22. Healthy Active Lifestyles
Key Concepts
Performance
a Understanding how the components of competence combine, and applying them to produce effective outcomes.
b Knowing and understanding what needs to be achieved, critically evaluating how well it has been achieved and finding ways to improve.
c Appreciating how to make adjustments and adaptations when performing in different contexts and when working individually, in groups and teams.
d Understanding the nature of success in different types of activity.
Competence
Performance
Creativity
Healthy Active Lifestyles

23. Healthy Active Lifestyles
Key Concepts
Creativity
a Using imaginative ways to express and communicate ideas, solve problems and overcome challenges.
b Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes.
Competence
Performance
Creativity
Healthy Active Lifestyles

24. Healthy Active Lifestyles
Key Concepts
Healthy, active lifestyles.
a Understanding that physical activity contributes to the healthy functioning of the body and mind and is an essential component of a healthy lifestyle.
b Recognising that regular physical activity that is fit for purpose, safe and enjoyable has the greatest impact on physical, mental and social wellbeing.
Competence
Performance
Creativity
Healthy Active Lifestyles

25. Planning using key processes as the starting point
Build the curriculum around the skills and experiences you intend to deliver
5. Importance statement
Check the pupil experience alongside the importance statement
4. Curriculum opportunities
Devise contexts and experiences that addresses content
3. Key concepts
Organise teaching and learning so that it develops concepts
2. Range and content
Select content that fits the skills and experiences needed
A curriculum based around key processes

26. Key Processes Developing skills in physical activity;
Being creative and making decisions;
Developing physical and mental capacity;
Evaluating and improving;
Making informed choices about healthy, active lifestyles.

27. Key Processes Developing skills in physical activity
Pupils should be able to:
a refine and adapt skills into techniques;
b develop the range of skills they use;
c develop the precision, control and fluency of their skills.
Developing skills in physical activity
Being creative and making decisions
Developing physical and mental capacity
Evaluating and improving
Making choices about Healthy Active Lifestyles

28. Key Processes Being creative and making decisions
Pupils should be able to:
a select and use tactics, strategies and compositional ideas effectively in different creative, competitive and challenge-type contexts
b refine and adapt ideas and plans in response to changing circumstances
c plan and implement what needs practising to be more effective in performance
d recognise hazards and make decisions about how to control any risks to themselves and others.
Developing skills in physical activity
Being creative and making decisions
Developing physical and mental capacity
Evaluating and improving
Making choices about Healthy Active Lifestyles

29. Key Processes Developing physical and mental capacity
Pupils should be able to:
a develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities
b develop their mental determination to succeed.
Developing skills in physical activity
Being creative and making decisions
Developing physical and mental capacity
Evaluating and improving
Making choices about Healthy Active Lifestyles

30. Key Processes Evaluating and improving Pupils should be able to:
a analyse performances, identifying strengths and weaknesses
b make decisions about what to do to improve their performance and the performance of others
c act on these decisions in future performances
d be clear about what they want to achieve in their own work and what they have actually achieved.
Developing skills in physical activity
Being creative and making decisions
Developing physical and mental capacity
Evaluating and improving
Making choices about Healthy Active Lifestyles

31. Key Processes Making informed choices about healthy, active lifestyles
Pupils should be able to:
a identify the types of activity they are best suited to;
b identify the types of role they would like to take on;
c make choices about their involvement in healthy physical activity.
Developing skills in physical activity
Being creative and making decisions
Developing physical and mental capacity
Evaluating and improving
Making choices about Healthy Active Lifestyles

32. Planning using the importance statement as the starting point
Reflect on what the subject aims to try to achieve
5. Range and Content
Select content relevant to the context
4. Key processes
Select appropriate learning processes
3. Key concepts
Organise content and concepts
2. Curriculum opportunities
Create the contexts and experiences which can achieve this
A curriculum based around the importance statement

33. Organising the Curriculum Promoting independent learning
• Curriculum Aims:
What are we trying to achieve?
What type of curriculum will enable us to achieve these aims?
How will we know if our curriculum is appropriate?

34. Curriculum Aims • What are we trying to achieve?
We want our pupils to be:
Successful learners who enjoy learning, make progress and achieve;
Confident individuals who are able to live safe, healthy and fulfilling lives;
Responsible citizens who make a positive contribution to society.
2. How do we achieve these aims?
3. How do we know if our curriculum is appropriate?

35. Curriculum Aims
1. What are we trying to achieve?
• What type of curriculum will enable us to achieve these aims?
A curriculum that is:
Relevant and appropriate to meet their needs and the needs of today’s society;
2. How do we achieve these aims?
3. How do we know if our curriculum is appropriate?

36. Curriculum Aims How will we know if our curriculum is appropriate?
We will know if our curriculum is appropriate if our pupils:
Participate in physical activity;
Know about the value of healthy, active lifestyles;
Make informed decisions about lifelong physical activity.
1. What are we trying to achieve?
2. How do we achieve these aims?
3. How do we know if our curriculum is appropriate?

37. Personal Development Strategies for promoting learning
Pupils develop if they have the opportunity to:
Work as individuals; in groups and teams;
Appreciate concepts of fair play along with personal and social responsibility;
Take on different roles and responsibilities, including leadership, coaching and officiating;
Learn how to be effective in competitive, creative and challenging situations.

38. Planning using key concepts as the starting point
Plan schemes, units and lessons based on one or more
5.Importance statement
Check the pupil experience alongside the importance statement
4. Curriculum opportunities
Devise contexts and experiences that can deliver
3.Range and content
Build in relevant content
2. Key processes
Select appropriate processes
A curriculum based around key concepts

39. Planning using key processes as the starting point
Build the curriculum around the skills and experiences you intend to deliver
5. Importance statement
Check the pupil experience alongside the importance statement
4. Curriculum opportunities
Devise contexts and experiences that addresses content
3. Key concepts
Organise teaching and learning so that it develops concepts
2. Range and content
Select content that fits the skills and experiences needed
A curriculum based around key processes

40. Planning using the importance statement as the starting point
Reflect on what the subject aims to try to achieve
5. Range and Content
Select content relevant to the context
4. Key processes
Select appropriate learning processes
3. Key concepts
Organise content and concepts
2. Curriculum opportunities
Create the contexts and experiences which can achieve this
A curriculum based around the importance statement

41. Planning across the Key Stage
Implementing Curriculum Opportunities.

42. Curriculum Opportunities
During the key stage pupils should be offered the following
opportunities that are integral to their learning and enhance
their engagement with the concepts, processes and content
of the subject.
The curriculum should provide opportunities for pupils to:
get involved in a broad range of different activities that, in combination, develop the whole body;
experience a range of roles within a physical activity specialise in specific activities and roles;
follow pathways to other activities in and beyond school;
perform as an individual, in a group or as part of a team in formal competitions or performances to audiences beyond the Class;
use ICT as an aid to improving performance and tracking Progress;
make links between PE and other subjects and areas of the curriculum.

43. Examples of Curriculum Opportunities
Range of different activities: This includes
activities that develop the strength, stamina,
suppleness and speed of the upper body and
arms, and lower body and legs. This can be
achieved through at least two hours of focused
weekly activities in curriculum time.
1. Range of activities.
2. Roles
3. Follow pathways
4. ICT

44. Examples of Curriculum Opportunities
Roles: These include performer, leader and
official.
This relates to:
Experience
Specialise
1. Range of activities.
2. Roles
3. Follow pathways
4. ICT

45. Examples of Curriculum Opportunities
Follow pathways: This may involve:
regularly getting involved in PE, sport, dance and healthy physical activity
taking part in school and community sport and dance opportunities
deciding to become a performer, leader or official and working towards accreditation
being involved in increasingly complex and challenging tasks and activities.
1. Range of activities.
2. Roles
3. Follow pathways
4. ICT

46. Examples of Curriculum Opportunities
ICT: This includes using ICT to:
record and review performances
record data for the purposes of personal improvement.
1. Range of activities.
2. Roles
3. Follow pathways
4. ICT

47. Implementing Good Practice
It is important to ensure the organisation of the curriculum allows the key concepts and key processes to be effectively implemented.
It is also very important to promote learning through effective assessment.

48. Promoting progress through approaches to assessment
This section includes:
day-to-day assessment;
peer assessment and self-assessment;
periodic assessment;
gathering evidence for periodic assessment.

49. Promoting progress through approaches to assessment
Assessment should/could:
Inform learners about themselves;
Produce personalised feedback so that the learner knows what to do next;
Promote success and increase achievement.
As well as:
Inform others about the learner;
Produce standardised feedback so the performance of one learner can be compared with others;
Gauge success and document achievement.

50. Personal Learning and Thinking Skills
The QCA has developed a framework for describing personal, learning and thinking skills (PLTS). These apply to all young people aged The skills are embedded in the revised key stage 3 programme of study so that they form an integral part of subject teaching and learning.
These generic skills, together with the functional skills of English, mathematics and ICT are essential to success in life, learning and work.

51. Personal Learning and Thinking Skills
Independent enquirers
Independent Enquirers:
Learn how to be successful in:
Competitions;
Creative activities;
Challenging activities.
Plan how they are going to achieve this when working alone and with others.
Make informed decisions;
Take responsibility and apply their ideas.
Creative thinkers
Reflective learners
Team workers
Self-managers
Effective participators

52. Personal Learning and Thinking Skills
Independent enquirers
Creative Thinkers:
Use their imagination to come up with their own solutions to tasks and activities.
Select and apply their own ideas in order to be successful.
Respond and improvise their skills, tactics and techniques according to the circumstances found in their environment.
Creative thinkers
Reflective learners
Team workers
Self-managers
Effective participators

53. Personal Learning and Thinking Skills
Independent enquirers
Reflective Learners:
In order to improve pupils need to able to:
Evaluate their own and others performances;
Evaluate the strengths and weaknesses of a performance;
Identify and find ways of refining the quality of a performance.
Creative thinkers
Reflective learners
Team workers
Self-managers
Effective participators

54. Personal Learning and Thinking Skills
Independent enquirers
Team workers:
Applying tactics, strategies and compositional ideas requires pupils to work with others to plan and perform in creative, challenging and competitive situations;
Work cooperatively with others taking into account their strengths and weaknesses;
Take responsibility for their own part in an activity;
Listen to the ideas of others;
Take collective responsibility for the groups successes and failures.
Creative thinkers
Reflective learners
Team workers
Self-managers
Effective participators

55. Personal Learning and Thinking Skills
Independent enquirers
Self-managers:
PE promotes independence and responsibility for participating in sporting activities to promote a healthy lifestyle.
Pupils can set themselves goals and targets, determine priorities, including setting targets, managing risks and working safely to achieve their goal.
Creative thinkers
Reflective learners
Team workers
Self-managers
Effective participators

56. Personal Learning and Thinking Skills
Independent enquirers
Effective Participators:
The programme of study allows pupils to choose the activities they get involved in.
Become competent in PE requiring active participation.
Engage in the life of the school and in the wider community.
Learn how to provide constructive feedback and realise how their contributions play a part in the success of others.
Creative thinkers
Reflective learners
Team workers
Self-managers
Effective participators

57. Teaching and learning experiences
The entitlement should include opportunities for:
specialised learning - where young people experience the power and the passion of expert subject teaching
themed learning - where young people experience learning that makes links across and beyond subjects, applying skills in relevant contexts
student-initiated learning - where young people are able to contribute and pursue their own ideas and interests
learning to learn - where young people are coached and mentored to help them reflect on their own learning. This would include helping them understand how they learn, set targets and overcome barriers to build their capacity to learn in the future.

58. Teaching and learning experiences
Teachers also need to consider when it is
appropriate to use different approaches to
learning such as:
active learning - where young people are actively engaged in practical tasks
problem-based learning - where young people are presented with problems to solve
enquiry-based learning- where young people are encouraged to investigate and find out for themselves

59. Continuity across the key stages in PE
The PE programme of study for KS3 builds on the knowledge, skills and understanding pupils acquire at KS 2.
During the key stage pupils become increasingly
physically competent by:
Developing the range and quality of their physical skills;
Improving their ability to use tactics, strategies and compositional ideas;
Improving their capacity to perform effectively;
Improving their ability to analyse performance and make judgements about what makes a performance successful.

60. Continuity across the key stages in PE
Through the range of activities and variety of roles that pupils experience, they begin to make informed decisions about their own commitment to leading a healthy active life. They begin to identify the types of activities and roles they prefer and are best suited to.

61. Continuity across the key stages in PE
By the end of the key stage most pupils are able to select and combine their skills, techniques and ideas, applying them to different activities with consistent precision, control and fluency.
When planning and performing most draw on their knowledge of strategy, tactics and composition in order to help them work independently, in groups and in teams to achieve success.
Most pupils are able to analyse and comment on their own and others’ work, modifying and refining their skills and techniques to improve their own performance.
Most know the types of roles they want to take on and are beginning to express performances about the types of activities they might pursue both in and out of school.

62. Curriculum Dimensions - Global Dimension
‘If we are serious about bringing learning to life, we must set it within a global context. …. A curriculum for the 21st century should encourage the development of critical thinking so that learners are aware of global issues and events from different viewpoints.
In 2005 the DfES published a guidance paper, Developing the global dimension in the school curriculum, which outlined eight aspects that are crucial to developing global understanding in our learners.
These were:
conflict resolution
social justice
values and perceptions
sustainable development
interdependence
human rights
diversity
global citizenship.
Global Dimension
Creativity
Enterprise
Cultural Understanding and Diversity

63. Curriculum Dimensions - Creativity
Learners should have opportunities across the
curriculum to:
Be curious;
Question and challenge;
Make connections and see relationships;
Envisage what might be;
Speculate about possibilities;
Explore ideas;
Think laterally, ‘outside the box’;
Keep options open;
Reflect critically on ideas, actions and outcomes.
Global Dimension
Creativity
Enterprise
Cultural Understanding and Diversity

64. Planning for Creativity
When planning lessons and work teachers should:
Build creativity objectives into their planning;
Promote creativity e.g. they offer more open ended, novel and original answers;
Devise activities that build on learners’ interests and experiences;
Plan to use a range of teaching and learning styles so they can show e.g. role play, problem solving, discussions, collaborative work;
Give learners the tools to enable them to be creative and purposeful in the learning.
Global Dimension
Creativity
Enterprise
Cultural Understanding and Diversity

65. Curriculum Dimensions - Enterprise
Enterprise education is about helping learners develop enterprise capability, financial capability and economic and business understanding.
Global Dimension
Creativity
Enterprise
Cultural Understanding and Diversity

66. Curriculum Dimensions Cultural Understanding and Diversity
Learners should have opportunities to explore:
..the origins of diversity in the UK and how different cultures have formed the UK.
..the similarities and differences within different racial, ethnic, cultural and religious groups.
provide skills to challenge discrimination including racism.
..and appreciate the art, artefacts, literature and music of different cultures.
..the role of technology in sharing ideas and information and enabling people to work together in new ways to create knowledge.
develop an understanding of how diverse people, places and economies and environments in the global community are interconnected.
Are you offering a predominantly ‘White, English’
curriculum? Could you draw on a more diverse range of
examples and activities?
Global Dimension
Creativity
Enterprise
Cultural Understanding and Diversity

67. A well designed curriculum will..
have clear aims and purposes that reflects:
the needs of the learners;
local priorities;
national priorities.
be organised in a way that is likely to achieve the aims:
manages time, staffing, space, approaches to teaching, learning and assessment to best effect;
makes links across subjects, skills and cross-curricular dimensions.
be evaluated and developed in response to changing needs:
is self-evolving and improving

68. Curriculum Organisation
Personal Development
Every Child Matters:
be healthy,
stay safe
enjoy and achieve,
make a positive contribution,
achieve economic wellbeing.
Social and Emotional Aspects of Learning (SEAL)

69. References and Acknowledgements
All QCA material is available on their
website:
Acknowledgements:
Andy Frapwell – PEITT Network
Jill Goulder - Plymouth