Physical Education Development Meeting. Richard Light HMI. 11 September 2014. Bournemouth.
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Transcript of Physical Education Development Meeting. Richard Light HMI. 11 September 2014. Bournemouth.
Physical Education Development Meeting.
Richard Light HMI.
11 September 2014. Bournemouth
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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?
Aims
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Coping with change
1997 ?
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.
2014 All change – new national curriculum
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NCPE Coping with change
2014 September onwards.
What’s new What’s not
20-3 pagesSportCompetitive sport*Excellence*
Movement skills, agility, balance, coordination, running, jumping, throwing, catching, linking actions
Physically demanding* Fitness and HealthSustained periods of time
Dance, Gym, Athletics, OAA games, swimming
Get into community clubs*
PPE, compare, PB
No Attainment target
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Key Stage 2 PE
What are national expectations?
What are your expectations?
What are you doing about it?
Transition arrangements
SWOT.
NCPE – hitting the ground running
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Key Stage 3 PE
Where do you begin? How do you build on an embed learning in KS2?
Balancing games with other areas of activity
Balancing participation and performance
Club links
Assessing attainment and progress.
NCPE – building on KS2
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Key Stage 4 PE
3 years on, standards should be high
Students should be fit, interested and fully engaged
Accredited awards in PE, sport, coaching and leadership
Included and involved, in and out of school.
NCPE – Healthy, active lives
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NCPE summary:
1.Articulate a clear vision and rationale for what you want your students to know, understand and be able to do.
2.Teach it with confidence and competence – back yourselves, trust your instincts, justify your curriculum.
3.Ensure that what’s happening in PE lessons (the standards achieved) illustrates the impact you are having.
Keeping physical educationPhysical
Beyond 2012. Outstanding PE
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2013 Report:
Not enough physical education in PE
Fitness training was often taught as a discrete unit of work, but was not reinforced in other PE lessons
Opportunities to observe and evaluate were overdone at the expense of high-intensity, sustained physical activity
Only a few schools had coherent plans to tailor PE to support overweight and obese pupils.
Coping with strenuous physical activity
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Making Physical Education physical
Put the pens away
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
Do drills and practises at pace, full-tilt, unopposed then opposed to replicate match conditions
Don’t flit from activity to activity, take time (30-40 minutes or more) to consolidate and reinforce learning.
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Ofsted’s role
Your role
What does Outstanding PE look like?
Summary
Improving the quality of teaching
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No more subject inspections
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
Specific – subject knowledge, kit, jewellery, hair, use of other adults, safety, progress in lessons, achievement over time of ALL students
Ofsted. My 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
Your role:
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PE subject leaders
1. Monitoring and evaluation are rigorous. The subject leader knows PE very well, resulting in an accurate, well-focused 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.
10. The subject leader lacks a thorough understanding of all of the department’s strengths and weaknesses. Self-evaluation 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.
Outstanding teaching of PE
High levels of confidence and expertise – specialist knowledge
Use of wide range of innovative and imaginative resources and teaching strategies
ICT used very effectively to support observation and analysis
Ensure that pupils learn new skills and find out how to use them in different ways – repeat actions, sequences or team tactics
Frequent opportunities to assess their own performance.
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An outstanding PE curriculum
Provides an extensive range of opportunities to participate, and excel in.
Complimented by a wide range of traditional and alternative activities before, during and after-school that engage pupils of all abilities and interests
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