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How Can Bikeability Contribute to Whole School Outcomes? Will Swaithes – Head of Physical Education (YST) Mark Tournier- Partnership Development Manager (Chesterfield School Sport Partnership) & Development Coach (YST) Outcomes 1. To understand some of the language of Education and the complexities of the school landscape 2. To understand how bikeability can contribute to National curriculum and whole school outcomes. The Language of Education and Schools Education & Schools Language 1. FSM Free School Meals 2. SGO School Games Organiser 3. IEP Individual Education Plan 4. KS2 Key Stage 2 (Age 7-11, School years 3 to 6) 5. Ofsted Office for Standards in Education 6. SMSC Spiritual, Moral, Social and Cultural (development) 7. SEN Special Educational Needs Confusing Landscape Curriculum flexibility...... What is physical literacy? Competition... with no assessment levels.. Social, Moral, Cultural, Spiritual Development Health and Well Being..... Pupil Premium.... KS3 Readiness Sport Premium... Transition KS3 Readiness... Task One: What will our young learners look like after six years of Primary education? •What elements can PE offer? Head (Cognitive) Physical (Hands) Emotional/ Social (Heart) National Context – How Bikeability can contribute to the National Curriculum & wider educational remit of schools PE- 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. Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Schools are not required by law to teach the example content in [square brackets]. PE: Key Stage 2 PE: Key stage 2 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. Pupils should be taught to: •use running, jumping, throwing and catching in isolation and in combination •play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending •develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] •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. How does Bikeability contribute to… 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. How does Bikeability contribute to… 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. How does Bikeability contribute to… Pupils should be taught to: •use running, jumping, throwing and catching in isolation and in combination •play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending •develop flexibility, strength, technique, control and balance How does Bikeability contribute to… Pupils should be taught to: •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. Personal Development, behaviour & welfare Under the New Ofsted Common Inspection framework from September 2015 The Inspectors will look for evidence of a culture or ethos of exercise and healthy eating throughout their entire inspection visits, in class as well as the canteen. “Inspectors will also speak to school leaders about how they help to ensure healthy active lifestyle for pupils by helping them gain knowledge of a good diet, physical exercise and mental & physical wellbeing” Where does bikeability fit with this? LINKING HEALTH & EDUCATION OUTCOMES • Pupils with better H&WB likely to achieve better academically • A positive association exists between academic attainment and physical activity levels of pupils • Effective social and emotional competencies are associated with greater health & wellbeing, and better achievement • The culture, ethos & environment of a school influences the health & wellbeing of pupils and their readiness to learn www.gov.uk/government/publications/the-link-between-pupilhealth-and-wellbeing-and-attainment LINKING HEALTH & EDUCATION OUTCOMES The large majority of university-based, internationally published research in this field has found a positive association between children’s physical activity participation and academic achievement. Evidence indicates that physical activity enhances children’s cognitive functioning, concentration and on-task behaviour. http://www.dsr.wa.gov.au/docs/default-source/file-support-andadvice/file-research-and-policies/brain-boost-sport-and-physicalactivity.pdf?sfvrsn=0 Multi Ability Model: Moving from Skills to Education Physical development Health Thinking Social outcomes Thank you! Contacts: Mark Tournier email: [email protected] Will Swaithes email: [email protected]