1. South Gloucestershire PE Working Party Steve Revett > King Edmund School David Beesley > Downend School New Key Stage 3 Curriculum

2. The timeline: The New Secondary Curriculum 2008200920102011 Statutory for Yr7 from September 2008 Phased implementation from 2008 First Key Stage 3 assessment 2011 First Diplomas introduced from 2008 Changes to KS4 start from September 2009 http://www.qca.org.uk/curriculum http://www.cfbt/nsc nsc@cfbt.com

3. [3] Curriculum Aims Confident individuals Successful LearnersResponsible Citizens Compelling learning experience

4. [4] Key Concepts Competence Performance Creativity Healthy Active Life Style Compelling learning experience

5. Developing Skills in physical activityMaking and applying decisions Developing mental and physical capacity Evaluating and improving Making informed choices about healthy, active lifestyles [5] Key Processes Compelling learning experience

6. Outwitting opponents Accurate replication Exploring and communicating ideas, concepts and emotions Performing at maximum levels Identifying and solving problems Exercising safely and effectively [6] Range of Processes Compelling learning experience

7. Content Range Processes Concepts SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS RESPONSIBLE CITIZENS Compelling learning experience Cross Curricular Links Personal Learning Thinking Skills The PE Experience

8. Lessons, locations, events, routines (lunch time and break time), visits and activities Consider: trips, festivals, off-site learning; locations, enrichment, extended hours, out of school hours learning Planned learning experience

9. Physical Education Opportunities PE Lesson OSHL Trips Events Routines Competition Accreditation Club Links In & beyond school Perform as individual/team or group Different roles Broad range of activities ICT Links to other subjects Pathways Specialise

10. Traditional Method Content session lengthx teacher availability x pupil group x spaces x lessons = the hurried curriculum, which Prioritises content – proficiency over learning for understanding Eliminates students’ voices from the learning process

11. + staff lessons, events, routines extended hours content + resources { { Suggested Method

12. What are we aiming to teach? Outwitting Opponents Accurate Replication Performing at Maximum Levels Identifying and solving problems Exploring and communicating ideas,concepts and emotions Exercising safely and effectively RANGE OF ACTIVITY

13. What are we aiming to teach? Outwitting Opponents Accurate Replication Performing at Maximum Levels Identifying and solving problems Exploring and communicating ideas, concepts and emotions Exercising safely and effectively PROCESS DRIVEN Making and applying decisions Evaluating and improving Developing skills in physical activity Developing mental and physical capacity Making informed choices about healthy, active lifestyles

14. What are we aiming to teach? Outwitting Opponents Accurate Replication Performing at Maximum Levels Identifying and solving problems Exploring and communicating ideas, concepts and emotions Exercising safely and effectively PROCESS DRIVEN Making and applying decisions Evaluating and improving Developing skills in physical activity Developing mental and physical capacity Making informed choices about healthy, active lifestyles INVASION GAMES

15. 1 Core Stability through Gymnastic activities 2 Developing Sports Leadership Skills 3 Invasion Games Principles 4 Health, Leisure and Fitness 5 Striking and Fielding Games Principles 6 Building physical capacity through Athletic based activities 7 Hand eye coordination through racket sports 8 Appreciating Aesthetic movement through Dance 2 lessons per week 39 weeks = 78 lessons Balance 78/8 = 9.5 lessons per activity Making and applying decisions Evaluating and improving Developing skills in physical activity Developing mental and physical capacity Making informed choices about healthy, active lifestyles Year 7

16. 1 Core Stability through Gymnastic activities 2 Developing Sports Leadership Skills 3 Invasion Games Principles 4 Health, Leisure and Fitness 5 Striking and Fielding Games Principles 6 Building physical capacity through Athletic based activities 7 Hand eye coordination through racket sports 8 Appreciating Aesthetic movement through Dance Making and applying decisions Evaluating and improving Developing skills in physical activity Developing mental and physical capacity Making informed choices about healthy, active lifestyles Year 7

17. ACTIVITY AREA OOARPMLSPCIES 1 Gymnastic activities YYY 2 Developing Sports Leadership Skills YYY 3 Invasion Games Principles YYYY 4 Health and Fitness YYY 5 Striking and Fielding Games Principles YYYY 6 Building physical capacity through Athletic based activities YYY 7 Racket Sports Principles YYY 8 Movement through music/Dance YYY Making and applying decisions Evaluating and improving Developing skills in physical activity Developing mental and physical capacity Making informed choices about healthy, active lifestyles KEY PROCESSES Mapping provision

18. Activity area(OO)(AR)(ECI)(PML)(SP)(ES) Gymnastics 78/9X Problem solving activities Desert Island scenarios > OAA > Orienteering > Noughts & crosses 7/8/9X Games principles 1 1 on 1 > Movement off the ball > 3 v 2 v 1 > Court positioning “How do you deal with this scenario?” 7/8/9X Games principles 2 Tennis (Pete) > Shooting > Principles of attack and defence 7/8/9X Athletics Throwing > Jumping (height and distance) > Running (acceleration, distance, estimations, individual/team) 7/8/9X Net sports Tennis > Badminton > Volleyball > Quoits sports 7/8/9X Exercise to music Aerobics > Skipping > Step > Individual/group dance> Circuit training 7/8/9X Target sports Extreme golf > Boules > New age curling > Boccia > Archery (Club link) 78/9X House Competitions Choose sports and activities 7/8/9X Sport Education Leadership > Leadership model 7/8/9X Health, leisure and fitness sportID > Skipping > Boxercise > Aerobics > Exercising to music > Grip test > Height > Weight > BMI > VO 2 max > Pilates > Yoga 7/8/9X Downend Model

19. Key questions  What do you currently do well?  What would you like to include?  Is the curriculum right for us as a faculty?  Do we teach single or mixed set groups?  What do we do in Yr 8 and 9?  How will this help us achieve the 5 hour offer?  What will the extra curricular programme look like?  Are the local community and external clubs/coaches involved? Next steps  New SoW for Year 7