Transcript NATIONAL CURRICULUM

NATIONAL
CURRICULUM
 LESSON
22 – 1970 AND 1980s
(SOME THINGS THAT HAVE
HAPPENED)




Candidates should :
Explain the impact of industrial action on
opportunity and provision for young people
to participate in physical activity in state
schools as part of a life long involvement in
a balanced, active and healthy lifestyle;
impact on extra-curricular activities;
Describe the aims of the National
Curriculum for Physical Education;
Evaluate critically the impact of the National
Curriculum on Physical Education in state
schools.
 HOW
DID INDUSTRIAL ACTION
BY TEACHERS IN THE 80S
AFFECT THE OPPORTUNITY FOR
PUPILS TO PARTICIPATE IN
PHYSICAL ACTIVITY? (STRIKES
AND WORKING TO RULE)- 1265
HOURS
TEACHERS WERE RELUCTANT TO STAY
AFTER SCHOOL FOR EXTRACURRICULAR CLUBS. THEREFORE
PUPILS DID NOT HAVE THE
OPPORTUNITY TO PARTICIPATE
 THIS IN TURN MEANT THAT PUPILS
DID NOT DEVELOP A NATURAL
INTEREST IN SPORTS AND
THEREFORE WERE NOT INTERESTED
IN JOINING SPORTS CLUBS OUTSIDE
SCHOOL.




THIS WAS A TIME WHEN THE GOVERNMENT
WERE SELLING OFF SPORTS LAND, PLAYING
FIELDS IN ORDER TO BUILD HOUSES. THIS
LIMITED RESOURCES FOR PHYSICAL
ACTIVITY.
THE FOUNDATION OR GRASS ROOTS OF UK
SPORTS CLUBS ARE BASED ON VOLUNTARY
WORK BY INTERESTED PARTIES.
OVER THE PAST 10 YEARS THERE HAS BEEN
AN ATTEMPT TO RECTIFY THIS WITH A
NUMBER OF INITIATIVES – WHAT ARE
THEY?



DIMENTIONS OF PHYSICAL EDUCATION IN SCHOOLS
Introduction
Physical education is a compulsory subject in the
national curriculum and should be taught in all
schools throughout the four key stages from 5 to 16.
Physical education is an academic discipline ( an
organised formal body of knowledge ) which has, as
its primary focus, the study of human movement. To
educate pupils through the physical, thus using
sporting activities as its medium. It is an educational
process which aims to enhance total human
development and performance through movement
and the experience of a range of physical activities
within an educational setting. We can learn :
 Physical
skills – enabling us to
take part in a variety of sporting
activities
 Personal skills – useful lessons,
qualities or values such as
cooperation, self- confidence and
leadership.
 There
are many constraints on
PE teachers and departments,
which means that they cannot
always provide a broad and
balanced curriculum – for
example?

Physical education is now studied at GCSE and ALevel – this has raised the status of the subject. We
also now have a National Curriculum for PE which
has given the subject more formality and has
attempted to bring uniformity to PE across the
country. ( The national curriculum is issued by the
government, this sets out what schools should teach
pupils, including PE – it’s a way of having a tighter
grip on what is being taught in schools.) – We have
OFSTED inspections to gauge its implementation.
There are six identified areas which should be
studied in the different key stages. These are
athletics, dance, gymnastics, games, swimming and
adventurous activities.
Extra-curricular sport is undertaken
in schools but outside of normal
lesson time- for example, playing for
a school team after school. What
constraints are there on extracurricular activities?
 We are trying to have greater links
with clubs and coaches in order to
help support extra curricular
activities.






WHAT ARE THE CRITICISMS OF THE NATIONAL
CURRICULUM AND ITS INFLUENCE ON
PARTICIPATION?
SOME SCHOOLS IN THE PAST HAVE NOT BEEN ABLE
TO FULLFIL THE NATIONAL CURRICULUM BECAUSE
OF RESOURCES AND LACK OF QUALIFIED PE
TEACHERS
TEACHERS HAVE TO PROVIDE A BROAD AND
BALANCED CURRICULUM REGARDLESS OF
SPECIALISMS AND PERSONAL INTERESTS – I’M NOT
REALLY INTERESTED IN OUTDOOR PURSUITS SO
OPPORTUNITIES MAY BECOME LIMITED.
PRESSURE OF OFSTED
TEACHERS ARE HELD ACCOUNTABLE TO OUTSIDE
INTERESTED PARTIES.
 LIST
POSITIVE AND NEGATIVE
IMPACTS OF THE NATIONAL
CURRICULUM – P97