Physical Education Development Meeting. Richard Light HMI.

1. Physical Education Development Meeting. Richard Light HMI. 11 September 2014. Bournemouth

2. Aims • Coping with change – NCPE • Assessment • Coping with strenuous physical activity • Meeting the needs of vulnerable groups • What does outstanding look like? Add presentation title to master slide | 2

3. 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 Add presentation title to master slide | 3

4. NCPE Coping with change 2014 September onwards. Add presentation title to master slide | 4

5. NCPE – hitting the ground running Key Stage 2 PE • What are national expectations? • What are your expectations? • What are you doing about it? • Transition arrangements • SWOT. Add presentation title to master slide | 5

6. NCPE – building on KS2 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 participationand performance • Club links • Assessing attainment and progress. Add presentation title to master slide | 6

7. NCPE – Healthy, active lives 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. Add presentation title to master slide | 7

8. NCPE summary: • Articulate a clear vision and rationale for what you want your students to know, understand and be able to do. • Teach it with confidence and competence – back yourselves, trust your instincts, justify your curriculum. • Ensure that what’s happening in PE lessons (the standards achieved) illustrates the impact you are having. Add presentation title to master slide | 8

9. Keeping physical educationPhysical

10. Beyond 2012. Outstanding PE Add presentation title to master slide | 10

11. Coping with strenuous physical activity 2013 Report: • Notenough 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. Add presentation title to master slide | 11

12. Making Physical Education physical • Put the pens away • Get students doing PE, not just talking or writing about it • Maximise time for physicalactivity – 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. Add presentation title to master slide | 12

13. Improving the quality of teaching • Ofsted’s role • Your role • What does Outstanding PE look like? • Summary Add presentation title to master slide | 13

14. Ofsted. My role: • 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 Add presentation title to master slide | 14

15. Your role: • 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 Add presentation title to master slide | 15

16. 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. Add presentation title to master slide | 16

17. 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. Add presentation title to master slide | 17

18. 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. Add presentation title to master slide | 18

19. Make teaching outstanding