South Gloucestershire PE Working Party

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South Gloucestershire PE Working Party
New Key Stage 3 Curriculum

• Steve Revett gt King Edmund School
• David Beesley gt Downend School

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The timeline The New Secondary Curriculum
First Key Stage 3 assessment 2011
Statutory for Yr7 from September 2008
Phased implementation from 2008
2008
2009
2010
2011
First Diplomas introduced from 2008
Changes to KS4 start from September 2009
http//www.qca.org.uk/curriculum http//www.cfbt/n
sc nsc_at_cfbt.com
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3 Curriculum Aims
Confident individuals
Compelling learning experience
Successful Learners
Responsible Citizens
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4 Key Concepts
Performance
Compelling learning experience
Competence
Healthy Active Life Style
Creativity
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5 Key Processes
Developing Skills in physical activity
Making and applying decisions
Compelling learning experience
Developing mental andphysical capacity
Evaluating and improving
Making informed choices about healthy, active
lifestyles
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6 Range of Processes
Outwitting opponents
Performing at maximum levels
Accurate replication
Compelling learning experience
Identifying and solving problems
Exercising safely and effectively
Exploring and communicating ideas, concepts and
emotions
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The PE Experience
SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALSRESPON
SIBLE CITIZENS
Compelling learning experience
Cross Curricular LinksPersonal Learning
Thinking Skills
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Planned learning experience

• Lessons, locations, events, routines (lunch time
  and break time), visits and activities
• Consider trips, festivals, off-site learning
  locations, enrichment, extended hours, out of
  school hours learning

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Physical Education Opportunities
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Traditional Method

• Content

session length
x teacher availability
x spaces
x pupil group
x lessons
the hurried curriculum, which
Prioritises content proficiency over learning
for understanding Eliminates students voices
from the learning process
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Suggested Method

• staff

lessons, events, routines extended hours
resources
content
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What are we aiming to teach?
Outwitting Opponents Accurate Replication Performi
ng at Maximum Levels Identifying and solving
problems Exploring and communicating
ideas,concepts and emotions Exercising safely and
effectively
RANGE OF ACTIVITY
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What are we aiming to teach?
Outwitting Opponents Accurate Replication Performi
ng 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
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What are we aiming to teach?
Outwitting Opponents Accurate Replication Performi
ng 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
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Year 7
2 lessons per week 39 weeks 78 lessons Balance
78/8 9.5 lessons per activity
1 Core Stability through Gymnastic activities 2
Developing Sports Leadership Skills 3 Invasion
Games Principles 4 Health, Leisure and
Fitness 5 Striking and Fielding Games
Principles 6 Building physical capacity through
Athletic based activities 7 Hand eye
coordination through racket sports 8
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
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Year 7
Making and applying decisions Evaluating and
improving Developing skills in physical
activity Developing mental and physical capacity
1 Core Stability through Gymnastic activities 2
Developing Sports Leadership Skills 3 Invasion
Games Principles 4 Health, Leisure and Fitness 5
Striking and Fielding Games Principles 6 Building
physical capacity through Athletic based
activities 7 Hand eye coordination through racket
sports 8 Appreciating Aesthetic movement through
Dance
Making informed choices about healthy, active
lifestyles
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Mapping provision

KEY PROCESSES
Making and applying decisions Evaluating and
improving Developing skills in physical
activity Developing mental and physical
capacity Making informed choices about healthy,
active lifestyles
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Downend Model
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Key questions

• What do you currently do well?
• What would you like to include?
• Is the curriculum right for us as a faculty?
• Do we teach single or mixed set groups?
• What do we do in Yr 8 and 9?
• How will this help us achieve the 5 hour offer?
• What will the extra curricular programme look
  like?
• Are the local community and external
  clubs/coaches involved?
• Next steps
• New SoW for Year 7