Transcript pptPresTmplt_1_39347

Physical Education
Development
Meeting.
Richard Light HMI.
11 September 2014. Bournemouth
Aims
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Coping with change – NCPE
Assessment
Coping with strenuous physical activity
Meeting the needs of vulnerable groups
What does outstanding look like?
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Coping with change
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1997 ?
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2014 All change – new national curriculum
1988 NC introduced, prescribing what should be taught, GCSE exams introduced
1990 SATs for all seven year olds
1994 A* grade introduced at GCSE. SATS are also introduced for 11 year olds
1996 The Education Act 1996 requires all schools to offer RE and sex education
1997 SATs for all 14 year olds. Careers education for older pupils
2000 A-levels broken down into six modules, three sat earlier at AS level
2002 all schools to offer pupils at least one course in GCSE arts, DT, HU, MFL
2007 Labour remove Churchill and Hitler from the History syllabus
2008 A level includes a new A* grade
2009 SATs for 14 year olds scrapped, along with the science SAT for 11 year olds
2011 The coalition announces an overhaul of the curriculum, with more focus to be
placed on British history and great works of literature.
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NCPE Coping with change
2014 September onwards.
What’s new
What’s not
20-3 pages
Sport
Competitive sport*
Excellence*
Movement skills, agility,
balance, coordination,
running, jumping, throwing,
catching, linking actions
Physically demanding*
Fitness and Health
Sustained periods of time
Dance, Gym, Athletics, OAA
games, swimming
Get into community clubs*
PPE, compare, PB
No Attainment target
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NCPE – hitting the ground running
Key Stage 2 PE
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What are national expectations?
What are your expectations?
What are you doing about it?
Transition arrangements
SWOT.
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NCPE – building on KS2
Key Stage 3 PE
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Where do you begin? How do you build
on an embed learning in KS2?
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Balancing games with other areas of
activity
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Balancing participation and performance
Club links
Assessing attainment and progress.
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NCPE – Healthy, active lives
Key Stage 4 PE
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3 years on, standards should be high
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Accredited awards in PE, sport, coaching
and leadership
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Included and involved, in and out of
school.
Students should be fit, interested and
fully engaged
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NCPE summary:
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Articulate a clear vision and rationale for what you want
your students to know, understand and be able to do.
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Teach it with confidence and competence – back
yourselves, trust your instincts, justify your curriculum.
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Ensure that what’s happening in PE lessons (the standards
achieved) illustrates the impact you are having.
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Keeping physical education
Physical
Beyond 2012. Outstanding PE
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Coping with strenuous physical activity
2013 Report:
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Not enough physical education in PE
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Opportunities to observe and evaluate
were overdone at the expense of highintensity, sustained physical activity
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Only a few schools had coherent plans to
tailor PE to support overweight and obese
pupils.
Fitness training was often taught as a
discrete unit of work, but was not
reinforced in other PE lessons
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Making Physical Education physical
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Put the pens away
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Do drills and practises at pace, full-tilt, unopposed then
opposed to replicate match conditions
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Don’t flit from activity to activity, take time (30-40 minutes
or more) to consolidate and reinforce learning.
Get students doing PE, not just talking or writing about it
Maximise time for physical activity – at least half time
Make warm-ups vigorous and sustained – 75% VO2 max
Challenge all to work hard for extended periods of time, and
to keep going even when they are tired
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Improving the quality of teaching
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Ofsted’s role
Your role
What does Outstanding PE look like?
Summary
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Ofsted. My role:
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No more subject inspections
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Specific – subject knowledge, kit,
jewellery, hair, use of other adults,
safety, progress in lessons, achievement
over time of ALL students
S5 / S8 inspections, some surveys
30 mins, start or part-way through lesson
Feedback provided
No prescription, no grades
Generic - expectations, challenge, pace,
use of questioning, discussion, modelling,
1:1 / group support, behaviour
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Your role:
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Observe often – informal and formal
Lead and share best practice
Do not accept second best
Use the subject-specific guidance.
And……
‘Favouring a particular style’– too much
teacher talk, lack of differentiated
activities, matched to specific needs of
individuals, independent learning,
collaborative learning, group-work,
passive learners
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PE subject leaders
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1. Monitoring and evaluation are rigorous. The subject
leader knows PE very well, resulting in an accurate, wellfocused and comprehensive development plan with clearly
defined roles and responsibilities. Staff are highly focused
on raising standards. Staff morale, commitment and support
for each other are high.
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10. The subject leader lacks a thorough understanding of all
of the department’s strengths and weaknesses. Selfevaluation is accurate in parts but some key judgements,
such as the quality of teaching, are too generous.
Monitoring is regular but the analysis of the performance of
different groups of pupils lacks rigour.
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Outstanding teaching of PE
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High levels of confidence and expertise – specialist
knowledge
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Use of wide range of innovative and imaginative resources
and teaching strategies
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ICT used very effectively to support observation and
analysis
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Ensure that pupils learn new skills and find out how to use
them in different ways – repeat actions, sequences or team
tactics
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Frequent opportunities to assess their own performance.
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An outstanding PE curriculum
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Provides an extensive range of opportunities to participate,
and excel in.
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Complimented by a wide range of traditional and alternative
activities before, during and after-school that engage pupils
of all abilities and interests
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Competitive sport is played to a high level
Partnerships facilitate participation outside of school
Sufficient time enables pupils to achieve well
The vast majority of pupils take up opportunities for at least
one additional hour of school sport each week.
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Make teaching outstanding