National Curriculum 2000

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National Curriculum 2000

• Sid Hayes and the PS team

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Learning intentions for this session

• To be aware of how the National Curriculum has
  come about
• To develop an awareness of the structure of the
  new proposals
• To identify the aims of the new proposals
• To provoke professional discussion

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Historically

• Prior to 1990s no set guidelines
• For the last ten years or so schools have been
  following the present N/C
• This has been reviewed hence the new document.
• What we are doing here is beginning to up pick
  the new orders

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Why do we need a N/C

• To identify what we value in society with regards
  to learning in our subject area
• To develop consistency in the experiences of all
  children
• A tool for measuring progress and attainment.
• Measure of the effectiveness of schools.

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What the N/C is

• A minimum entitlement
• A description of what is expected of the
  majority of pupils.
• A guide to schools in the construction of the
  curriculum.
• Centralized guidance
• It is not a centralized system

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N/C identifies a rational for PE

• Perform reflectively with increasing physical
  competence
• Range of physical activities
• Promotes physical skills and physical
  development
• Positive attitudes towards activity
• Involve pupils

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The Importance of PE

• Physical education develops physical competence
  and confidence, and the ability to use these to
  perform in a range of activities. It promotes
  physical skilfulness, physical development and a
  knowledge of the body in action. Physical
  education provides opportunities to be creative,
  competitive and to face up to different
  challenges as individuals, in groups and in
  teams. It promotes positive attitudes towards
  active and healthy lifestyles.

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• Compete against themselves
• Compete against others
• Compete in teams
• Overcome a variety of challenges
• In a range of physical contexts
• Get involved in active and healthy lifestyles

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The Teachers Handbook

• Containing non-statutory guidance on
• Ministers aspiration for 2 hours
• Importance of PE statement
• Guidance on assessment and reporting
• Learning across the curriculum
• Supporting text in each key stage
• Guidance on inclusion

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Areas of activity

• Dance
• Gymnastics
• Swimming
• Outdoor and Adventurous Activities
• Games (sub divided)
• Athletics

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Key strands across all the areas of activity

• Acquiring and developing skills
• Selecting and applying
• Evaluating and improving
• Knowledge and understanding of fitness and health
• http//www.qca.org.uk/

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Knowledge, Skills, Understanding
Acquiring and developing skills
Selecting and Applying Skills
Knowledge and Understanding of Fitness and Health
Evaluating and Improving performance
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Connecting the Aspects

• Teaching should ensure that when evaluating and
  improving performance, connections are made
  between developing, selecting and applying
  skills, tactics and compositional ideas, and
  fitness and health.

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5-16

• A child's learning is broken down into 4 sections
• Key stage 1 (4-7)
• Key stage 2 (7-11)
• Key stage 3 (11-14)
• Key stage 4 (14-16)

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Key stage 3

• Develop skills knowledge and understanding in
  FOUR areas of activity
• Games
• Dance and/ or Gymnastic activities
• Athletic activities and /or OAA activities and
  /or swimming activities and water safety.
• Statements about what should be taught generally
  are in the document.

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By the end of Key stage 3

• Adapt and modify motor manipulative skills
• Apply principles of effective performance
• Work individually and in groups and in teams
• Take on roles e.g leader, official.
• Make decisions for themselves and how to progress
  their own learning.

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Key stage 4

• Develop skills knowledge and understanding in TWO
  of the six areas.

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By the end of Key stage 4

• Pupils make choices about whether to become
  involved in competitive activity or activity
  promoting personal and social health or activity
  focused on personal fitness and self image.
• Decide which roles they are best suited to ,
  performer, official, choreographer etc.

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Attainment target in PE

• This is broken down into 8 level descriptors that
  are progressive.

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Levels and key stages

• By the end of key stage 1 the majority of pupils
  should be within levels 1-3
• End of KS2 2-5
• End of KS3 3-7
• The level descriptors only apply up to KS3
• There is an exceptional performance statement also

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Level 5 end of Ks3

• Level 5 Pupils select and combine their skills,
  techniques and ideas and apply them accurately
  and appropriately, consistently showing
  precision, control and fluency. When performing,
  they draw on what they know about strategy,
  tactics and composition.

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Level 5

• They analyse and comment on skills and techniques
  and how these are applied in their own and
  others' work. They modify and refine skills and
  techniques to improve their performance.

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Level 5

• They explain how the body reacts during different
  types of exercise, and warm up and cool down in
  ways that suit the activity. They explain why
  regular, safe exercise is good for their fitness
  and health.

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Other considerations

• There is a general requirement to promote ICT at
  KS3 4.
• Appropriate provision should be made for pupils
  who need activities to be adapted to enable them
  to be included and participate actively in PE
  lessons.

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• Provide appropriate activity at times of fasting
• enable participation in physical activity in
  clothing appropriate to beliefs and customs that
  promotes safety
• allow lesson to take place in appropriate
  settings and groupings

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NCPE aims to

• Plan and build a coherent whole
• Actively use, apply and adapt prior learning
• Recognize similarities across the areas of
  activity not differences.

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• Congratulations you know know as much as I do.
• To deliver all this we need
• You.