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The Specialism & Communications

Raising English achievement through PE Matt Barratt Jane Elam. The Specialism & Communications. The School Situated in Calderdale – a selective LA Specialist Sports College since 2001 KS3 PE – 2 hours per week KS4 PE – 4 hours per week PE now a “Core Subject ”

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The Specialism & Communications

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  1. Raising English achievement through PE Matt Barratt Jane Elam The Specialism & Communications

  2. The School • Situated in Calderdale – a selective LA • Specialist Sports College since 2001 • KS3 PE – 2 hours per week • KS4 PE – 4 hours per week • PE now a “Core Subject” • An improving picture…. • Whole School 46% A*-C PE 44% A*-C (None core subject))English 47% A*-C • Whole School- 73% A*-C PE 92% A*-C (50% A*-A)English 70% A*-C • 2006 – 9 15th Most improved school nationally

  3. Starting point • Ofsted 2007 said: ‘PE outstanding’… • …but no impact across whole school! • The challenge • Raise achievement in English through the Sports Specialism • How? • Target overachieving PE students who are underachieving in English • Ensure School maximises potential in “at risk” students • Based on FFT predicted grades and internal tracking data Image area

  4. The format The process • 3 week programme • Ran in both core PE and English lessons • Additional time gained when staff free • Tea & biscuits! • Consultation with Faculty leader, identify target groups, cross reference of data • Closed project with clear boundaries for measuring impact. • Relevant to pupils’ interests and expands on their knowledge base. The barriers • Very receptive staff but there were issues about: • Bloody PE again….. • What do they know about English? • What do I know about sport?

  5. Then... THE PROJECT AQA English Language • 20% of final GCSE • 3 tasks: • Extended individual contribution • Drama-based activity • Discussion activity

  6. Part 1 Extended individual contribution • Research and presentation on their greatest Briton • Initial presentation by me (the one in the white t shirt!!!) • Pupils, using mark scheme, grade presentation, and justify marks, why did it score highly? Image area

  7. Being the manager Part 2 Drama-based contribution (role play) • Honest discussion from former pupil Michael Collins about being dropped from team despite being Player of Year previously. • Feelings, emotions, manner of manager, evidence to support decision • Pupils dropped the PE teachers…. And enjoyed it far too much! Image area Michael Collins scoring for Huddersfield Town against Chelsea in the FA Cup

  8. Part 3 The debate….. • Pupils given the opportunity to spend £1000 of departmental money • Range of scenarios given from new kit for the staff, new equipment for teams, equipment for lunchtime use , to trophies for Sports Presentation Evening • Pupils required to debate the issues, present and justify their top 3 suggestions • Expanded- • As a school core subject we should remove core PE for more theory qualifications

  9. The impact 20 pupils FFT D Predicted A*-C – 36% FFT D Actual A*- C – 92% Speaking & Listening Coursework Grades 100% A*-A A* – 50% A – 50% Overall GCSE English Grades A – 16% B – 25% C – 51% D – 8% GCSE English A*-C 2007- 53% 2008-66%2009-70%

  10. Next steps... • Exact same programme launched to all Y9 • Issues: Changes too big: one size does not fit all • Lost the focused impact • Issues: Needed to be small focus groups

  11. Where did we go next? • Y7 & 8 Sport Education & English • Making the link • Brief:To develop the learning processes in the new English curriculum • REAL audiences, REAL purposes • Reality:6 week joint unit of work • What's played on the field is reported in the classroom. • Pupils work in same teams in both lessons • Developing:Report writing Poetry Sport based research projects

  12. 2009-10 Where we are now? Y7 PE: Sport Education Football English: Report writing and History of Sport Project ICT: Team programme design Organisational Points: All deliver at same time Same “team” in all lessons

  13. 2009-10 Where we are now? Y8 PE: Sport Education Football English: Poetry – Poet in residence / targeted intervention ICT: Web page design programme design Organisational Points: All deliver at same time Same “team” in all lessons

  14. 2009-10 Where we are now? Y9/10/11 English Language Project: Targeted groups (sport specific) Organisational Points: Use of PE staff / lessons / former pupils Assess through Sports Leadership

  15. Evidencing Impact • The hard stuff • Use the KS3 s.o.w with • target groups and check • assessment data against • achievement in whole year • assessment activities • KS4 targeted intervention • Demonstrable impact • against targeted groups, • G and T PE/ English C-D • borderline etc • Soft data • Asking the pupils • Actually addressing PLT’s • “It’s how I like my lessons”

  16. 2009-10 English - Where else are we going? Sports Journalism Awards Level 1- Key Stage 3 Level 2 – Key Stage 4 Level 3 – Key Stage 5 “Y14 Students” entering Sports Journalism to Edit Paper Year 9: Discursive /Argumentative Writing – target groups Series of presentations and optionalbriefs including: - Drugs in Sport- Football Hooliganism - Gamesmanship- Racism Year 10: Spoken language unit (new AQA GCSE) Currently being written for controlled assessment to incorporate the language of sports commentators for the ‘occupational language’ option

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