The New National
Curriculum for PE
Kevin Barton, Head of Achievement
Youth Sport Trust
Heading
The new national curriculum
“What are the key changes in the 2014
National Curriculum?
How can schools design a Physical
Education curriculum that helps all
pupils make progress?
How can the whole school impact of
Physical Education be maximised?”
Heading
“What are the key changes in the
Text National Curriculum?”
2014
Purpose of study
A high-quality physical education curriculum
inspires all pupils to succeed and excel in
competitive sport and other physicallydemanding activities. It should provide
opportunities for pupils to become physically
confident in a way which supports their
health and fitness. Opportunities to compete
in sport and other activities build character
and help to embed values such as fairness
and respect.
Aims
The national curriculum for physical
education aims to ensure that all pupils:
develop competence to excel in a broad range of
physical activities
are physically active for sustained periods of time
engage in competitive sports and activities
lead healthy, active lives
Key Stage One
Pupils should develop fundamental movement skills,
become increasingly competent and confident and access a
broad range of opportunities to extend their agility, balance
and coordination, individually and with others. They should
be able to engage in competitive (both against self and
against others) and co-operative physical activities, in a
range of increasingly challenging situations.
Pupils should be taught to:
master basic movements including running, jumping,
throwing and catching, as well as developing balance, agility
and co-ordination, and begin to apply these in a range of
activities
participate in team games, developing simple tactics
Key Stage One
Fundamental movement skills - agility,
balance & co-ordination
An introduction to competition, with self &
others - preparing pupils’ ability to cope with
competition
Simple, structured, scaffolded
Developmental, challenging, engaging
PHYSICAL EDUCATION
(Taught, not coached)
Physical Literacy
fundamental building blocks of movement - adaptable,
flexible, creative, intelligent
Learning
Physical literacy can be learned and taught like literacy systematically, progressively, exposed to a wide range of
learning environments & experiences
Inclusion
All young people are entitled to a high quality PE
experience & all young people are capable of progress
Key Stage Two
Pupils should continue to apply and develop
a broader range of skills, learning how to use
them in different ways and to link them to
make actions and sequences of movement.
They should enjoy communicating,
collaborating and competing with each other.
They should develop an understanding of
how to improve in different physical activities
and sports and learn how to evaluate and
recognise their own success.
Key Stage Two
Pupils should be taught to:
use running, jumping, throwing and catching in
isolation and in combination
play competitive games, modified where appropriate,
such as badminton, basketball, cricket, football,
hockey, netball, rounders and tennis, and apply basic
principles suitable for attacking and defending
develop flexibility, strength, technique, control and
balance, for example through athletics and
gymnastics
perform dances using a range of movement patterns
take part in outdoor and adventurous activity
challenges both individually and within a team
compare their performances with previous ones and
demonstrate improvement to achieve their personal
best.
Key Stage Two Skills
Broader range of skills
Linked to make sequences of movement
Communicating, collaborating and competing
Understand how to improve
Know how to evaluate and recognise their
own success
Fundamental physical literacy
Key Stage Two Activities
Modified competitive games
Athletics and gymnastics
Dance
Outdoor and adventurous
activity
National Curriculum or Your Curriculum?
Heading
“How can schools design a
Text
Physical
Education curriculum
that helps all pupils make
progress?”
Curriculum Design
1. What do
we want to
achieve?
3. How do we
know we’ve
been
successful?
2. How do we
organise
learning?
What do we want to achieve?
What will our students look
like after six years of
Physical Education?
Skills, knowledge &
Understanding
Dispositions
Behaviours
Wider attributes
How do we organise learning?
How do we deploy our resources effectively?
Are we using a variety of learning & assessment
methods?
Are we meeting the needs of all of our learners?
Are we thinking about the entire planned learning
experience?
Is the curriculum constantly evolving to meet the
changing needs of our learners?
Are we treating our staff as our most valuable
asset?
How do we know we’re successful?
Is assessment an integral part of teaching
& learning?
Are we finding ways of measuring what we
really value?
Are we collecting evidence from a wide
range of sources?
What is the impact of Physical Education
on whole school priorities?
Heading
“How can the whole school impact
Text
of
Physical Education be
maximised?”
PE and school sport support
whole school improvement
Physical & mental wellbeing
Culture & ethos
Engagement & motivation
How will Ofsted inspect PE?
The impact of the
funding will be considered in terms
of:
•
•
•
•
achievement in weekly PE lessons
increased participation in competitive
school sport
personal health and well-being
improved attitudes and behaviour
towards learning
Be mindful of national picture
•
•
•
•
•
•
lack of subject knowledge
superficial lesson planning and limited use
of assessment
not enough opportunities for pupils to
participate and compete in school sport
insufficient focus on promoting physical
fitness
no strategy to improve the health and
well-being of all pupils
not all pupils could swim 25 metres
unaided by the end of Key Stage 2
What do we want to achieve?
1. Improved whole school outcomes
2. Improved teacher confidence,
competence & subject knowledge
3. High quality PE provision for all
pupils
4. Increased range & quality of
competitive opportunities
How will we organise provision?
1. Complete an audit of current
provision - balance school &
national picture
2. Provide leadership of the subject
3. Collaborate across the school
4. Collaborate beyond the school
How will we know if we’re
successful?
1. How well is PE monitored &
evaluated?
2. Talk to pupils, parents &
governors
3. What has been the whole
school impact?
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