The New Secondary Curriculum Dissemination and implementation support Carol Gronow Cambridgeshire Adviser for PE and Spo

1. The New Secondary Curriculum Dissemination and implementation supportCarol GronowCambridgeshire Adviser for PE and SportMaximising opportunity

2. Course objectives and outline Outline; Intro and review To explore ways in which changes so far can be developed and embedded To help develop the new curriculum model across the whole key stage

3. Planning for a KS3 coherent curriculum offer Locally determined Inspires and challenges all young people Takes into account the needs of young people Engages learner voice Promotes physical education outcomes which includes sports outcomes Prepares learners for life Raises standards (disciplined innovation) New Programme of study 3

4. Disciplined Curriculum Innovation Developing and implementing the curriculum is a major investment for all involved and it is important for schools and the wider education system to be able to see the impact of the changes on learners and their learning.

6. Disciplined innovation – emerging principles Disciplined innovation underpins effective curriculum design, implementation and evaluation It focuses on the full range of learners’ achievements across the whole curriculum It is about the differences seen and heard in learners rather than on changes to the curriculum itself It makes use of reporting systems already in place such as SEFs and reports to Governors The most effective systems and processes reduce the burden on schools and colleges It requires an understanding of which aspects of curriculum change and implementation have the most impact on learners and learning in order to inform further developments of their curriculum.

7. Our learners will… Can work without assistance Able to solve problems independent enquirers Creative thinkers Be more skilful Better attendance Be more engaged and motivated Better team workers Achieve higher standards Work together harmoniously

8. What is disciplined innovation? Disciplined innovation is a process of: defining outcomes to be achieved in terms of what you want to see and hear in learners, taking action to bring about the outcomes, keeping track of emerging impact and progress towards the outcomes, and making decisions to increase the rate of progress and extent of impact.

9. The seven steps of disciplined innovation

10. What are the skills in the curriculum? The personal, learning and thinking skills (PLTS) provide a framework for describing the qualities and skills needed for success in learning and life. The PLTS framework embraces: social and emotional aspects of learning, employability, responsible citizenship, enquiry skills and creativity, self-direction and independent study, reflection on learning (learning to learn and assessment for learning). The framework comprises six groups of skills: independent enquirers creative thinkers reflective learners team workers self-managers effective participators. These generic skills, together with the functional skills of English, mathematics and ICT, are essential to success in life, learning and work.

11. How can skills be planned for? Focusing on the development of skills is one way to bring coherence to the curriculum and the entire planned learning experience. The PLTS should be viewed holistically as they are often interdependent and mutually supportive. Schools have found a range of ways in which provision for PLTS can be addressed, including: through subjects, with links across subjects separately timetabled thematic days, activity weeks and events, often including block timetabling activities integrated into the routines of the school, such as running a mini-enterprise, arranging a fundraising event through visits, assemblies, out-of-hours learning and by bringing experts into the school a combination of the above Schools will develop an approach that best suits them.

12. PLTS

13. What are we aiming to teach? Outwitting Opponents Accurate Replication Performing at Maximum Levels Identifying and solving problems Exploring and communicating ideas, concepts and emotions Exercising safely and effectively RANGE & CONTENT • Learning to outwit • Learning to replicate • Learning to excel • Learning to solve problems • Learning to express • Learning to exercise 13

14. Key themes throughout KS 3 4 and 5

15. What are we aiming to teach? Outwitting Opponents Accurate Replication Performing at Maximum Levels Identifying and solving problems Exploring and communicating ideas, concepts and emotions Exercising safely and effectively Making and applying decisions Evaluating and improving Developing skills in physical activity Developing mental and physical capacity Making informed choices about healthy, active lifestyles PROCESS DRIVEN 15

16. What are we aiming to teach? Outwitting Opponents Accurate Replication Performing at Maximum Levels Identifying and solving problems Exploring and communicating ideas, concepts and emotions Exercising safely and effectively PROCESS DRIVEN Making and applying decisions Evaluating and improving Developing skills in physical activity Developing mental and physical capacity Making informed choices about healthy, active lifestyles Invasion Games focus Compelling learning 16

17. What are we aiming to teach? Outwitting Opponents Accurate Replication Performing at Maximum Levels Identifying and solving problems Exploring and communicating ideas, concepts and emotions Exercising safely and effectively PROCESS DRIVEN Making and applying decisions Evaluating and improving Developing skills in physical activity Developing mental and physical capacity Making informed choices about healthy, active lifestyles Off road cycling Compelling learning 17

18. Year 7 195 days = 39 weeks (2 x 1 hour lessons per week) Suggest 36 weeks in reality = 72 hours Balance 72 / 6 = 12 hours per area of provision • Core Stability through Gymnastic activities • Off Road Cycling, exploring lifestyle choices • Games Principles • Building physical capacity and health through Athletic or water-based activities • Hand eye coordination through racket sports • Appreciating Aesthetic movement through Dance Making and applying decisions Evaluating and improving Developing skills in physical activity Developing mental and physical capacity Making informed choices about healthy, active lifestyles Compelling learning 18

19. Year 7 Making and applying decisions Evaluating and improving Developing skills in physical activity Developing mental and physical capacity • Games Principles • Off Road Cycling, exploring lifestyle choices • Core Stability through Gymnastic activities • Building physical capacity and health through Athletic or water-based activities • Hand eye coordination through racket sports • Appreciating Aesthetic movement through Dance Making informed choices about healthy, active lifestyles Compelling learning 19

20. KS4? Implementation from September 2009 What are the differences in the PoS? What do you want your learners to experience and achieve in KS4? What is the ‘vision’?

21. Conclusion Websites http://www.qca.org.uk/curriculum http://curriculum.qca.org.uk/subjects/pe/index.htm http://www.cfbt/nsc nsc@cfbt.com http://www.newsecondarycurriculum.org/ QCA Devon Units Hinchingbrooke case study

22. Good Curriculum Leaders see the big picture and talk about it make learning deep and profound recognise that every moment matters resist institutional habits make learning happen everywhere know it has to change stretch it to fit the child

23. Carol Gronow Cambridgeshire Adviser for Physical Education and Sport carol.gronow@cambridgeshire.gov.uk 01480 375599