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PhysicalEducation
Key Stage 3 Non Statutory Guidancefor Physical Education
A CCEA Publication © 2007
1 Section01 PurposeofthisGuidance
3 Section02 PhysicalEducationintheNorthernIrelandCurriculum
5 Section03 LinkstoKeyStage2andKeyStage45 3.1 KeyStage26 3.2 KeyStage4
7 Section04 UnderstandingtheStatutoryRequirements forPhysicalEducation7 4.1 TheLayoutoftheStatutoryRequirements8 4.2 Knowledge,UnderstandingandSkills11 4.3 CurriculumObjectivesandKeyElements14 4.4 LearningOutcomes17 4.5 ThinkingSkillsandPersonalCapabilities
19 Section05 ApproachestoLearningandTeaching19 5.1 KeyMessages20 5.2 AssessmentforLearning22 5.3 ConnectingtheLearning25 5.4 ActiveLearning
27 Section06 AuditingandPlanning27 6.1 ConductingaDepartmentalAudit28 6.2 Long,MediumandShortTermPlanning
29 Appendices:29 Appendix1 Cross-CurricularSkills33 Appendix2 ThinkingSkillsandPersonalCapabilities35 Appendix3 HowKeyElementsinPhysicalEducationcanmakeadirect
contributiontotheLearningforLifeandWorkstrand36 Appendix4 ExamplesofActiveLearningStrategiesinPhysicalEducation
Contents
GuidanceforPhysicalEducationatKeyStage3
1
GuidanceforPhysicalEducationatKeyStage3
Section01
ThisguidanceispartofthesupportandimplementationpackagefortheRevisedNorthernIrelandCurriculum(hereafterreferredtoasNorthernIrelandCurriculum)alreadywithyourschoolthatincludes:
TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.
Boththeseresourcesandadditionallearningandteachingresourcesarealsoavailableatwww.nicurriculum.org.uk.
PhysicalEducationispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforPhysicalEducationinamanageableway.TheguidanceexplainsandprovidesinterpretationofthestatutoryrequirementsforPhysicalEducation.
Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.
ThequestionsandactivitiesfollowThe 4A’s Model for Planningasdocumentedinthebooklet,Planning for the Revised Curriculum at Key Stage 3,inyourschool’sCurriculumSupportandImplementationBox.WorkingthroughthisguidanceanditsaccompanyingactivitiesmeansthatyourdepartmentwillbewelloncourseforrollingouttheNorthernIrelandCurriculum.
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PurposeofthisGuidance
01
3
GuidanceforPhysicalEducationatKeyStage3
TheNorthernIrelandCurriculumaimstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsiblechoicesanddecisionsthroughouttheirlives.Itisabouthelpingallpupilsprepareforlifeandwork:
asindividuals;ascontributorstosociety;ascontributorstotheeconomyandtheenvironment.
PhysicalEducationhasasignificantroletoplayinthis.Schoolsarenowseenasthemostimportantcontextforpromotinghealthylifestylesinpupils.HealthRelatedPhysicalEducation(HRPE)inNorthernIrelandhasbeenshowntopositivelyinfluencechildren’sknowledgeofandattitudestowardsphysicalactivity.
TheNorthernIrelandCurriculumgivesahighprofiletoPhysicalEducation’srolein:
providingpupilswithregular,frequentandappropriatephysicalactivityopportunities,informationandguidance;encouragingandempoweringpupilstomakeinformedandresponsiblechoicesabouttheroleofphysicalactivityintheirlives.
MeetingCurriculumObjectivesPhysicalEducationdevelopspupilsasindividualsby:
helpingpupilsdevelopphysicalcompetence,confidenceandselfesteemthroughparticipationinarangeofpracticalcontexts;providingenjoyableandpositiveexperienceswithrealopportunitiestoachievesuccess;providingopportunitiesforpupilstolearntobecreative,expressiveandcompetitiveandtodeveloppositiverelationshipsandrespectforothers;learninghowtotakeincreasingresponsibilityforchoicesandactionsinrelationtotheirownlearning,safetyandinvolvementinphysicalactivity;learninghowtopractise,refineanddevelopspecificskillsandtechniquesandtoanalyseandimprovetheirownandothers’work.
PhysicalEducationdevelopspupilsascontributorstosocietyby:
providingopportunitiesforpupilstoworkeffectivelywithothersthrougharangeofpracticalsituationswhichrequireco-operation,creativity,problemsolving,planningandteamwork;understandingethicalissuesrelatedtosportandphysicalactivity.Forexample,drugmisuse,disabilityinsportandgenderissues;recognisingandusingacodeofconductthatpromotessportsmanshipandfairplay;appreciatingandrespectingtherangeofabilitiesandtheirimpactonparticipationandinleadingahealthylifestyle.
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PhysicalEducationintheNorthernIrelandCurriculum
02
Section02
4
GuidanceforPhysicalEducationatKeyStage3
QuestionsforDepartments
InordertocontributetothecurriculumobjectivesduringKeyStage3,whatdowewantourpupilsinPhysicalEducationto:
know(knowledgeandunderstand)?
beabletodo(skills)?
belike(attitudesanddispositions)?
Action
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PhysicalEducationdevelopspupilsascontributorstotheeconomyandenvironmentby:
providingpracticalopportunitiesforpupilstodeveloptheirpersonalskillsandcompetenciesinpreparationforfuturetraining,educationoremployment;encouragingpupilstotakeondifferentrolesinpracticaltasks.Forexample,performer,choreographer,leader,coach,official;accessingandusingsportingandrecreationalopportunitiesinthelocalandwidercommunity;recognisingtheinfluenceofthemediainsportandphysicalactivity;beingawareoftheemploymentopportunitieswithinhealthandleisure;recognisingtherelationshipbetweenphysicalhealthandwell-beingandhowitcanhaveaneffectontheeconomy.
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5
GuidanceforPhysicalEducationatKeyStage3
Section03LinkstoKeyStage2andKeyStage43.1 KeyStage2TheminimumcontentforPhysicalEducationissetoutbelow.Teachersshouldprovideopportunitiesforpupilstodevelopknowledge,understandingandskillsin:
Athletics:Pupilsshouldbeenabledto:
participateinactivitiesandphysicalchallengestolearn,understandandcontinuetodevelopthecoreskillsofrunning,jumpingandthrowinginaco-operativeandcompetitivecontextusingavarietyofequipment;progressfromsimplerunning,jumpingandthrowingactivitiestowardsbecominginvolvedinmoredifficultpersonalchallengesandthroughthem,improvingperformance;practiserunningovershortandlongdistances;practisejumpingforheightanddistance;practisethrowingactivitiesforaccuracyanddistancefromastationarypositiontoacontrolledrun-up;recordandanalysepersonalperformanceinavarietyofways.
Dance:Pupilsshouldbeenabledto:
progressfromusingsimplemovementsandgestures,towardsdevelopingtheseintoastructured,sequencedandco-ordinatedsetofmovementsusingvariablessuchasspace,directionandspeed;developtheirmovementsprogressivelyindividually,inpairs,intrios,smallgroups,andlargergroups;developmoreeffectiveuseofspacelevels,directions,speedandstrength;movewithincreasedcontrol,co-ordinationandpoise,usingavarietyofactionsandgestureswhichcommunicateideasandfeelings;create,practiseandperformmovementsequences,usingavarietyofstimuliandtoanaudience;structuredanceswithclearbeginnings,middlesandends;performaselectionofsimplefolkdances.
Games:Pupilsshouldbeenabledto:
progressfromdevelopingindividualskillsandpartneractivitiesandgamestosuitablesmall-sided,adaptedandmini-gamesthroughbothco-operativeandthencompetitiveplay;developcontrolinrunning,jumping,changingspeed,stoppingandstarting,withandwithoutsmallequipment;improvetheirskillsofhandling,hittingandkickingusingavarietyofequipmentandprogressfromdevelopingindividualskillsandpartneractivitiesandgamestosuitablesmall-sidedadaptedandminigamesthroughbothco-operativeandthencompetitiveplay;developanunderstandingof,andparticipatein,small-sided,adaptedandminigames.
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03
6
GuidanceforPhysicalEducationatKeyStage3
3.2 KeyStage4TheflexibleframeworkatKeyStage3allows:
teacherstoestablishfoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;pupilstobecomemoreindependentlearnerswhowillbemoreadeptandexperiencedinmanagingtheirownlearning.
KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedintheminimumrequirementforKeyStage3PhysicalEducationprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsoftheirpupils.
CCEAoffersarangeofqualifications,detailsofwhichareavailableontheCCEAwebsite.Atthetimeofwriting,GCSEspecificationsforallsubjectsarecurrentlybeingreviewed.
AtKeyStage4itisastatutoryrequirementthatpupilsshouldbeenabledto:planandparticipateinaregular,frequentandbalancedprogrammeofphysicalactivitythat:
developstheirinterestsandtalents;extendstheirknowledge,understandingandskills;andcontributesto,andhelpssustain,ahealthyandactivelifestyle;
evaluatetheirownperformancesandthatofothers;recogniseandmanageriskandapplysafeprinciplesandproceduresbefore,duringandafterphysicalactivity;experienceandunderstanddifferentroleswithinarangeofphysicalactivities;knowhowtoaccesssportingandrecreationalopportunitiesinthelocalandwidercommunity.
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Gymnastics:Pupilsshouldbeenabledto:
extendtheirbodymanagementskillsandimprovethevarietyandqualityofmovement;progressfromworkingindividuallytoworkinginpairs,trios,smallgroupsandwholegroups;explorepractiseandrefinearangeofmovementskills,includingtravelling,flight,rolling,balancing,transferringweight,includingweightonhands,twisting,turningandstretching.
Swimming:Pupilsshouldbeenabledto:
developbasicswimmingandpersonalsurvivalskills;understandtheimportanceofpersonalhygieneinrelationtopooluse;progressfromusingaswimmingaidtodevelopingtheirconfidenceandcompetenceinbeingabletoswimwithouttheuseofanyaidsusingrecognisedswimmingstrokes.
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7
GuidanceforPhysicalEducationatKeyStage3
Section04UnderstandingtheStatutoryRequirementsforPhysicalEducation
4.1 TheLayoutoftheStatutoryRequirements
Thissectionincludesexplanationof:
TheLayoutoftheStatutoryRequirements;Knowledge,UnderstandingandSkills;CurriculumObjectivesandKeyElements;LearningOutcomes;ThinkingSkillsandPersonalCapabilities.
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Developingpupils’Knowledge,UnderstandingandSkills
(Objective1)DevelopingpupilsasIndividuals
(Objective2)DevelopingpupilsasContributorstoSociety
(Objective3)DevelopingpupilsasContributorstotheEconomyandEnvironment
Throughengagementwitharangeofstimuliincludingpeers,poetry,prose,drama,non-fiction,mediaandmultimediawhichenhancecreativityandstimulatecuriosityandimagination,pupilsshouldhaveopportunitiestobecomecritical,creativeandeffectivecommunicatorsby:• expressingmeaning,feelingsandviewpoints;
• talking,toincludedebate,role-play,interviews,presentationsandgroupdiscussions;
• listeningactivelyandreportingback;
• readingandviewingforkeyideas,enjoyment,engagementandempathy;
• writingandpresentingindifferentmediaandfordifferentaudiencesandpurposes;
• participatinginarangeofdramaactivities;
• interpretingvisualstimuliincludingthemovingimage;
• developinganunderstandingofdifferentforms,genresandmethodsofcommunicationandanunderstandingofhowmeaningiscreated;
• developingtheirknowledgeofhowlanguageworksandtheiraccuracyinusingtheconventionsoflanguage,includingspelling,punctuationandgrammar;
• analysingcriticallytheirownandothertexts;
• usingarangeoftechniques,formsandmediatoconveyinformationcreativelyand
appropriately.
Pupilsshouldhaveopportunitiesto:
Engage,throughlanguage,withtheirpeersandwithfictionalandreal-lifecharactersandsituations,toexploretheirownemotionsanddevelopcreativepotential,forexample,discusswhattheywouldhavedoneorhowtheywouldhavefeltwhenfacedwithasituationinanovel;produceadigitalportfoliohighlightingtheirpersonalqualitiesetc.(KeyElement:PersonalUnderstanding)
Exploreandrespondtoothers’emotionsasencounteredinliterature,themedia,movingimageandpeerdiscussion,forexample,inrole-playempathisewithsomeonewhoseexperienceisdifferentfromtheirown.Developtheabilitytouselanguage(includingbodylanguage)effectivelyincommunicatingwithandrelatingtoothers,forexample,exploresituationsinwhichtone,choiceofwords,gesture,facialexpressioncanaltermeaning/impact.(KeyElement:MutualUnderstanding)
ExploreissuesrelatedtoPersonalHealth:Considertheeffectivenessoflanguageincurrenthealthcampaigns,forexample,exploretheuseofimageryandemotivelanguageinposters,leafletsandtelevisionetc.Createacampaigntopromoteahealthandsafetyissuesuchasdealingwithmisuseofsubstances.Improviseascenedemonstratingpeersupportorpeerpressureaboutahealthrelatedissue.(KeyElement:PersonalHealth)
ExploreissuesrelatedtoMoralCharacter:Demonstrateawillingnesstochallengestereotypical,biasedordistortedviewpointswithappropriatelysensitive,informedandbalancedresponses,forexample,discussmoralchoicesofreal-lifeandfictionalcharacters;takeresponsibilityforchoicesandactions.(KeyElement:MoralCharacter)
Exploretheuseoflanguageandimageryinconveyingandevokingavarietyofpowerfulfeelings,forexample,commentonafilm,novel,performanceorpoemwhichhasstimulatedapersonalinsight.(KeyElement:SpiritualAwareness)
Pupilsshouldhaveopportunitiesto:
Useliterature,drama,poetryorthemovingimagetoexploreothers’needsandrights,forexample,considertheneedsofafictionalcharacter;participateinaroleplayinvolvingconflictingrightsetc.(KeyElement:Citizenship)
Explorehowdifferentculturesandbeliefsarereflectedinarangeofcommunicationmethods,forexample,investigatelocaloraltraditionsanddialectsetc;compareandcontrasthowthecultureandlifestyleofdifferentcountriesarerepresentedinstories/poems/imagesetc.(KeyElement:CulturalUnderstanding)Explorethepowerofarangeofcommunicationtechniquestoinform,entertain,influenceandpersuade,forexample,compileandjustifyalistoftoptentelevisionadvertisements/websitesforpupils;createandlaunchaninnovativelifestylearticleorfeatureforpupilsetc.Considerhowmeaningsarechangedwhentextsareadaptedtodifferentmedia,forexample,compareandcontrastafilmandbookversionofthesamestoryetc.(KeyElement:MediaAwareness)
ExploreissuesrelatedtoEthicalAwareness:Investigateandevaluatecommunicationtechniquesusedtoexplorearelevantethicalissue,forexample,trackcoverageofthesameissueinarangeofmedia;designandproduceowncurrentaffairsprogramme/newssheetforayoungaudienceetc.(KeyElement:EthicalAwareness)
Pupilsshouldhaveopportunitiesto:
Investigatetheimportanceofcommunicationskillsinlife/worksituations,forexample,participateininterviewsandself-marketing;developanadvertisingcampaignforalocalcompanyorproduct;investigatejobsincompaniesinNorthernIrelandandelsewhereinwhichgoodcommunicationisessentialtobusinessetc.(KeyElement:Employability)
ExploreissuesrelatedtoEconomicAwareness:Exploretheimpactofeconomicsonthelivesofpeople,forexample,debatewhetheryoushouldbuyitemsproducedbychildlabour;considerreasonsandconsequencesoffinancialdifficultiesofacharacterinliterature.(KeyElement:EconomicAwareness)
Planandcreateaneffectivecommunicationcampaign,forexample,producepromotionalliteraturewitheco-friendlyguidelinesforavisittoanatural/culturalheritagesite;presentthecaseforpreservingalocalsite/building;participateinamodelyouthassembly/parliamentaboutaglobalissueetc.(KeyElement:EducationforSustainableDevelopment)
LearningOutcomes
ThelearningoutcomesrequirethedemonstrationofskillsandapplicationofknowledgeandunderstandingofEnglishandMediaEducation.
Pupilsshouldbeableto:
researchandmanageinformationeffectively,usingMathematicsandICTwhereappropriate;showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,usingMathematicsandICTwhereappropriate;demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;workeffectivelywithothers;demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;communicateeffectivelyinoral,visualandwrittenformats(includingICTandthemovingimage)showingclearawarenessofaudienceandpurposeandattentiontoaccuracy.
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NB:Teachersmaydevelopactivitiesthatcombinemanyofthestatutoryrequirements,providedthat,acrosstheKeyStage,allofthestatutoryaspectshighlightedinBOLD(includingeachoftheKeyElements)aremet.
TheobjectivesaremadeupofKeyElements.Theseprovide
opportunitiesforsubjectstoconnectwithLearningforLifeandWorkandwithother
subjects.
TheKnowledge,Understandingand
SkillstobedevelopedinPhysicalEducation
duringkeystage3
ObjectivesThecurriculumobjectivesprovide
therealandrelevantcontextsinwhichPhysicalEducation
knowledge,understandingandskillsaredeveloped.Theobjectives
shouldbedevelopedthroughoutthekeystage.
LearningOutcomesThesestatetheskillsand
capabilitiespupilsshouldbeabletodemonstratethroughoutthekeystageinthecontextof
PhysicalEducation.
04
ExemplarSeebackcoverforanA3versionofthe
StatutoryRequirementsforPhysicalEducationwithadditionalguidanceandexamples
8
GuidanceforPhysicalEducationatKeyStage3
4.2 Knowledge,UnderstandingandSkillsThefirstcolumninthestatutoryrequirementforPhysicalEducationisheaded“Developingpupils’Knowledge,UnderstandingandSkills.”
Everythinginboldinthiscolumnisastatutoryrequirementforthekeystageasawhole;notforindividualyearswithinthekeystage.Itisintendedthatschoolsinterpretanddeveloptheserequirementsasappropriatetotheirowncontext.TherecursivenatureofPhysicalEducationmeansthatthebulletpointsintheknowledge,understandingandskillscolumnarelikelytobecoveredanumberoftimesineachacademicyearwithinthekeystage.
Thetablethatfollowsseekstoexplain,illustrateandexpandonthebulletpointsunderknowledge,understandingandskills.
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Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
increasetheirknowledge,understandingandskillsthroughfrequentandregularparticipationinabalancedprogrammeofAthletics,Games(invasion,fielding/strikingandnet/wall),Gymnastics,Swimming;
practise,refineanddevelopskillsandspecifictechniquesandusethesewithconsistency;
experience,monitorandunderstandarangeofshort-termeffectsofexerciseonthebodysystemsincludingcardiovascularandmusculo-skeletalsystems;
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ThePhysicalEducationcurriculumshouldemphasiseabalancedapproachincorporatingallaspectsofPhysicalEducation.Itshouldencouragefrequentandregularparticipationandthedevelopmentandprogressionofskillsthroughoutthekeystage.DanceandOutdoorEducationarenonstatutory,howeverschoolsareencouragedtoofferopportunitiesintheseandotherphysicalactivities,forexample:Aerobics,JudoandYoga.
Thedevelopmentofskillswillincludethetechnicalskillsrequiredforavarietyofsportingactivities,butalsoimportantlytheskillstopromoteownlearningandunderstanding,forexamplethroughtheskillsofleadershipandcoaching.
UnderpinningallteachingofPhysicalEducationshouldbeanunderstandingofthebodyandhowdifferentlevelsofactivityimpactonhealthydevelopment.Keytothisareaisthepromotionofactivehealthylifestyles,amessagethatshouldbeinfusedthroughouttheteachingofPhysicalEducationaswellasopportunitiesthatmayexisttoaddressitdiscretely.
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GuidanceforPhysicalEducationatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
monitorandevaluatetheirownactivitylevelsoveraperiodoftimeandplanhowtheycanfulfiltheactivityrecommendationsforhealth;
developtheirknowledgeofsafepracticesandprocedureswhentakingpartinsportandphysicalactivity;
developtheskillsandcapabilitiesrequiredtoanalyseandimprovetheirownandothers’work;
developtheskillsandcapabilitiesrequiredtoworkeffectivelywithothersintaskswhichrequireco-operation,creativity,problemsolving,planningandteamwork.
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Pupilsshouldbeencouragedtotakepersonalresponsibilityformonitoringandimprovingtheirownactivitylevelsandbeawareofthelinkbetweenphysicalactivityandpersonalhealthandwellbeing.
OneoftheunderpinningprinciplesofPhysicalEducationisthedevelopmentofindependentriskassessmentbypupils.Theyneedtobefamiliarwithsafepracticeandtheimportanceofroutinessuchaswarmupandcooldownprocedures,andhowtoapplysaferoutinesatalltimes.
Theabilitytoplanandevaluatetheirownperformanceandthatofothersshouldbedevelopedbythepupilsinavarietyofdifferentrolesincludingcoach,choreographeretc.Theyshouldbeabletorecognisestrengthsandweaknessesintheirownperformanceandthatofothersandidentifywaystoaddresstheseissues,takingintoconsiderationtheparticularroletheyareplaying.
ThedevelopmentofskillsandcapabilitiesshouldbeembracedaspartofthewholecurriculumforPhysicalEducationandareinherentthroughoutthissubject.Teachersshouldplantoprovideopportunitiestodeveloptherangeofskillsandcapabilities.
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GuidanceforPhysicalEducationatKeyStage3
QuestionsforDepartments
WhatisthecurrentbalancebetweenPhysicalEducationknowledge,understandingandskillsinourdepartment’sprovision?
WhataretheimplicationsforfuturelearningandteachingatKeyStage3?
Action
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11
GuidanceforPhysicalEducationatKeyStage3
4.3 CurriculumObjectivesandKeyElementsThecurriculumobjectivesarebrokendownintokeyelements.ThekeyelementsareavehicleforensuringthatPhysicalEducationdirectlyconnectstothecurriculumobjective.ThekeyelementsalsoprovideameansforconnectinglearninginPhysicalEducationtoothersubjectsandLearningforLifeandWork.
UsingLearningforLifeandWorktomakeconnectionsisexploredfurtherin5.3ConnectingtheLearning.
Thetablebelowshowshoweachcurriculumobjectiveislinkedtospecifickeyelements.
TheNorthernIrelandCurriculumshouldproviderelevantlearningopportunitiestohelpeachpupildevelopas:
Objective1
Anindividual
Objective2
Acontributortosociety
Objective3
Acontributortotheeconomyandtheenvironment
KeyElements
PersonalUnderstandingMutualUnderstanding
PersonalHealthMoralCharacter
SpiritualAwareness
KeyElements
CitizenshipCulturalUnderstanding
MediaAwarenessEthicalAwareness
KeyElements
EmployabilityEconomicAwareness
EducationforSustainableDevelopment
Forexample,developingpupilsasindividuals(objective1)willrequireafocusonthekeyelementsofPersonalUnderstanding,MutualUnderstanding,PersonalHealth,MoralCharacterandSpiritualAwareness.
Eachsubjectmustcontributetoallkeyelementsacrossthekeystage.Somesubjectswillhavemorenaturallyoccurringopportunitiestopromotecertainkeyelements.
ThekeyelementsthatPhysicalEducationcontributestomorefullyare:
PersonalUnderstanding;MutualUnderstanding;PersonalHealth;MoralCharacter;SpiritualAwareness;Citizenship;Employability.
Forexample,PhysicalEducationwillhavealeadingroleinPersonalHealth.Althougheveryothersubjectwilladdressanaspectofit,muchofwhatisalreadycoveredinPhysicalEducationcanbelookedatthroughaPersonalHealthlens.ThisaddsrelevanceandsignificancetoexistingPhysicalEducationcontent.
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12
GuidanceforPhysicalEducationatKeyStage3
Dev
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QuestionsforDepartmentsWhatkeyelementsdowe
addresswell?needtofocusmoreon?notaddressatall?
Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?
Howcouldweusethecurriculumobjectivesorkeyelementstomoveourdepartmentalplanningforward?
Whataretheimplicationsforourresources?
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4.4 LearningOutcomesLearningoutcomesincorporatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubjectstrand.Thesearesimilaracrosseachsubjectstrandandpromotetheinfusionofthecross-curricularskills(Communication,UsingMathematicsandUsingICT)(pleaserefertoAppendix1forfurtherguidanceonthecross-curricularskills).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).
Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinPhysicalEducation.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingaboutPhysicalEducationtomeetthelearningoutcomes.
EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupilorpeerassessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.
UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwholeschoolpolicy.Learningoutcomescanbedemonstratedthroughformalorinformalassessment,formativeand/orsummativeassessment.
Evidenceoflearningoutcomescanbe:
recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreporting,forexample,inrelationtoPupilProfilerequirements.
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SkillsandtheLearningOutcomesTherelationshipbetweenthelearningoutcomesandthecross-curricularskillsandThinkingSkillsandPersonalCapabilitiesissetoutinthetablebelow.
LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities
Takeresponsibilityfortheirownsafetyinrelationtowarming-upandcooling-down,injurypreventionandclothingandequipment
Self-ManagementThinking,Problem-Solving,Decision-Making
Workindependentlytoplan,undertakeandevaluateapersonalphysicalactivityprogrammetomeetup-to-datehealthrecommendations
Self-ManagementManagingInformation
ResearchandmanageinformationeffectivelyincludingUsingMathematicsandUsingICTwhereappropriate
ManagingInformationUsingMathematicsUsingICT
Showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingMathematicsandUsingICTwhereappropriate
Thinking,Problem-Solving,Decision-MakingUsingMathematicsUsingICT
Demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough
BeingCreative
Workeffectivelywithothers WorkingwithOthersCommunication
Demonstrateselfmanagementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance
Self-ManagementThinking,Problem-Solving,Decision-Making
Communicateeffectivelyinpractical,oral,visual,writtenandICTformats,showingclearawarenessofaudienceandpurpose
CommunicationUsingMathematicsUsingICT
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QuestionsforDepartmentsHowcanweplanfortheselearningoutcomes?
Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetolearningoutcomes?
Whichlearningoutcomewillbethemostchallengingforourdepartment?
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4.5 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkillsandPersonalCapabilitiesframeworkconsistsoffiveoverlappingstrands:
ManagingInformation;Thinking,Problem-SolvingandDecision-Making;BeingCreative;WorkingwithOthers;Self-Management.
Eachstrandisbrokendownintofurtherdetail.Thesecanfacilitatelessonplanningandprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported;forexample,linkingcauseandeffect,examiningevidence,planningatask,etc.Manyoftheskillsarenotnewandarealreadybeingdevelopedacrossarangeofsubjects.ThissingleframeworkaimstomakethedevelopmentofThinkingSkillsandPersonalCapabilitiesmorestructuredandexplicit,toencourageapplicationacrossarangeofcontextsandtoprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.
ThereareanumberofteachingstrategiesthatwillpromotethedevelopmentofThinkingSkillsandPersonalCapabilitiesgenerally,forexample;settingopenendedtasks,effectivequestioning,usingthinkingframesanddiagrams,talkingaboutthinkingandlearning,providingmeaningfulopportunitiesforcollaborativelearningetc.Manyoftheseactivitiesalsosupporttheprinciplesof‘AssessmentforLearning’.
Thebigshift,however,istofocusonopportunitiesinPhysicalEducationwhereaspecificthinkingskillorpersonalcapabilitycanbeusedtodeepenunderstandingofaparticularPhysicalEducationconceptorcontext.Thecontextusedprovidesopportunitiesforthedevelopmentandpracticeofthethinkingskill/personalcapability.Thispromoteslessonswherethereistheparalleldevelopmentofsubjectknowledgeandunderstandingaswellasthedevelopmentofaparticularmodeofthinking.Thisapproachisknownasinfusion;addingonethingtoanothertogiveitanewsignificance.
Planningforinfusioninvolves,forexample:
(a)lookingacrossaseriesofunitsofworkinaparticularyeargroupandidentifyingwherethemostappropriatecontextsaretointroduceanddevelopspecificskills,suchas;evaluatingmostappropriateinformation,justifyingopinions,reachingagreementwithinagroupetc.;
(b)identifyingthespecificskillsandcapabilitiesbestdevelopedthroughPhysicalEducationandsettingupcontextstointroduceandpracticethem,suchas;comparingandcontrasting(technique),examiningoptionsandweighingupprosandcons(lifestyle),takingturns,sharingandcooperating(games)etc.
ThisexplicitapproachtodevelopingtheThinkingSkillsandPersonalCapabilitiesprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopmentinThinkingSkillsandPersonalCapabilities.Italsoenablespupilstotransferparticularthinkingskillsorpersonal/interpersonalcapabilitiestoothercontexts.
ProgressionintheThinkingSkillsandPersonalCapabilitiesisonlymadethroughtheirpracticeandapplicationinarangeofcontextsandatincreasinglevelsofchallengeanddemand.
ContinuingprofessionaldevelopmentmaterialshavebeendevelopedtopromotetheinfusionofThinkingSkillsandPersonalCapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.
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QuestionsforDepartmentsHowcanPhysicalEducationmeaningfullydevelopeachstrandoftheThinkingSkillsandPersonalCapabilitiesframework?
WherearekeyopportunitiesinPhysicalEducationforinfusion?
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Section05ApproachestoLearningandTeaching
5.1 KeyMessagesFlexibilityTeachersnowhavetheopportunitytousethestatutoryrequirementstodeviseschemesandunitsofworkinPhysicalEducationthatfollowtheneedsandinterestsofthepupil.Thisdoesnotmeanthrowingoutschemesofworkthathavebeencarefullydevelopedovertheyears.Itprovidesopportunitiesforteacherstobuildonthoseunitsthatbestengageanddeveloptheirpupilsandreplaceorrevitalisethoseunitsthatdidnotengagethepupilssomuch.
RelevanceTeachershaveopportunitiestolookforthemesorissuesthatarerealandrelevanttothelivesofpupilstoday.ThePhysicalEducationskillsandtheconceptsinthefirstcolumnofthePhysicalEducationstrandcanbedevelopedthroughmanycurrenthealthrelatedissueslocallyorinthemediathatpupilsexpressaninterestin.
IntegratedThestatutoryrequirementsforPhysicalEducationarewrittentohelpteachersseealternativestotheteachingofdiscretePhysicalEducationtopicssuchasgymnasticsorgamesetc.,andtoformunitsofworkthatintegratetheknowledgeandunderstandingfromdiscreteactivityareastohelppupilsdeveloptheirtransferableskillsandcapabilitiesthrougharangeofcontexts.
ValueBasedThekeyelementsprovideopportunitiesforpupilstoreflecton,forexample,moral,ethical,spiritual,socialandculturaldimensionsofphysicalhealthissuesrelatingtorealpeopleandrealsituationsandtoconsidertheirownviewsandopinionsaboutthem.
ActionOrientatedTherearealsoopportunitiesforpupilstobechallengedaboutindividualandcollectivesocialandhealthrelatedresponsibilities.Furthermoreopportunitiesaresignpostedforpupilstoact,individuallyorasawholeclass/school,onthoseareasofconcern.
FutureFocusedPupilsarechallengedtothinkaboutthetypeoflifestyletheywouldliketoexperienceinyearstocomeandhowbesttoachieveit.TheywillalsohaveopportunitiestoexplorehowtheskillsdevelopedthroughPhysicalEducationmighthelptheminthefuture.
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ContinuousprofessionaldevelopmentmaterialshavebeendevelopedtopromoteAssessmentforLearning.
5.2 AssessmentforLearning‘AssessmentforLearning’isanapproachthatcansupporteffectivelearningandteaching.AssessmentforLearningfocusesonthelearningprocess(ratherthantheendproduct)andattemptsnottoprovelearning,butratherimproveit.Itisformativeassessment.Itisawayforustotakestockoflearningduringtheprocessanditcanhelpinformusofhowthelearningisprogressing.
In‘AssessmentforLearning’:
thereisahighemphasisontransferable learning;assessmentbecomesamuchmoretransparentprocessbecauseitisbasedoncriticalinformationthatissharedwiththelearnersand;learnersareabletotakeresponsibilityfortheirownlearning,andeventuallyfortheirownassessment,too.
‘AssessmentforLearning’isnotsomethingextraor‘boltedon.’Itintegrateswithexistingclassroompractice.AssessmentforLearninginvolvesthefollowingkeyactions:
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Sharinglearningintentions
Alearningintentionisadescriptionofwhatteacherswantpupilstoknow,understandorbeabletodobytheendofanactivity.Ittellspupilswhatthefocusforlearningisgoingtobe.Ithelpsbothteachersandpupilstofocusonthelearningratherthantheactivity,forexample:Identifywhatpupilswillbelearning(Wearelearningto…..)Explainthereasonforlearning(Wearelearningthisbecause…….)
Sharingandnegotiatingsuccesscriteria
Successcriteriaarestatementsthathelppupilsrecogniseiftheyhavebeensuccessfulintheirlearning.Pupilsmaybeinvolvedindecidingthese.Theysummarisetheprocessesorcharacteristicsneededforsuccess,andtheyalwayslinkdirectlytothelearningintention.Theyessentiallyspelloutthestepsoringredientsrequiredtoachievethelearningintention,offeringspecificguidanceonhowtobesuccessful.
Givingfeedbacktopupils
Qualityfeedbackisessentialforeffectivelearningandteaching.Feedbackcanmotivatepupilsbybuildingself-esteemandreinforcingthepositive.Tobetrulyformativethefeedbackmustinformthenextstepsinthelearningprocess.Forexample,whenofferingwrittenfeedback:1.Findtwooccasionswheretheyhaveachievedsuccess(symbolscanbe
used);2.Identifyanaspectoftheirworkthattheycanimmediatelyimprove;3.Providethemwithapromptorstrategyonhowtoimprove;4.Givethemtimetomakethisimprovement.
Effectivequestioning Effectivequestioningisaboutaskingquestionsinawaythatelicitsmaximumfeedbackfrompupils,whichcanthenbeusedtoevaluate,planandextendlearning,forexample:
Askbetterquestions:ask‘open’questionsorreframequestionswherethereisnosinglecorrectanswerandpupilsarerewardedforexploringoptionsandsharingpossiblesolutions;Askquestionsbetter:providepupilswithtimetothink;byincreasingthewaittimeto3or5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.
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Selfandpeerassessment
Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.
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QuestionsforDepartments
WhatarethebenefitsforAssessmentforLearningactionsinourlearningenvironments?
WhichoftheseAssessmentforLearningkeyactionsarepartofourexistingpractice?
Whichdoweneedtogivemoreattentionto?
Howdowedothis?
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5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexist,althoughtheymaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,informedandpurposeful.Opportunitiestoconnectthelearningcanrangefromsmallandinformalopportunitiestowholeschoolandformallyplanned.Anyofthefollowingmaybeusedasdriversforconnectinglearningbetweentwoormoresubjects:
Skills/LearningOutcomes;KeyElements;Themes;Knowledge;Concepts;Learningexperiences;LearningforLifeWork;Othersuitableapproaches.
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QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithothersubjects?
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ExamplesofconnectinglearningacrosssubjectsareexemplifiedintheThematicandCollaborativeUnitsandareavailableaspartoftheCurriculumSupportandImplementationBoxandatwww.nicurriculum.org.uk.
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ConnectingtoLearningforLifeandWorkOnewayofbeginningtomakeconnectionsistouseLearningforLifeandWork.ThefoursubjectstrandswithinLearningforLifeandWork(PersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEmployability)contributedirectlytothethreecurriculumobjectives.
TheotherareasoflearningalsocontributetothecurriculumobjectivesandLearningforLifeandWork.WellplannedandorganisedworkwithinsubjectsmakeadistinctiveandnaturalcontributiontoLearningforLifeandWorkandhelptostrengthenandenrichitsprovisionasawhole.
RelevantkeyelementswithinsubjectscansupportlearningrelatedtoPersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEmployability.
ExamplesofhowkeyelementsinPEcancontributetoLearningforLifeandWorkareprovidedinAppendix3.
Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Subjectteacherscantherefore:
raiseawarenessabouttheLearningforLifeandWorkkeyconcepts;developmoredetailedunderstandingabouttheLearningforLifeandWorkkeyconceptswithintheirsubjectcontext;exploreparticularLearningforLifeandWorkkeyconcepts.Whendeliveredinsufficientdepth,anareaoflearning/subjectstrandcantakefullresponsibilityformeetingaparticularstatementofrequirement.
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QuestionsforDepartmentsWhichaspectsofourcurrentpracticepromoteconnectedlearning?
Whataretheissuesaroundthemanagementofconnectedlearning?
Howwillweknowthatpupilsarelearningtomakeconnections?
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5.4 ActiveLearningEngagingpupilsmoreactivelyintheirlearningandprovidingthemwithopportunitiestodemonstrateThinkingSkillsandPersonalCapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.
TheglossaryActive Learning and Teaching Methodsisavailablefromwww.nicurriculum.org.ukandcontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.
PhysicalEducationprovidesparticularlyrichcontextsforusingarangeofactivelearningstrategies.FurtherdetailscanbefoundinAppendix4.
QuestionsforDepartmentsWhatactivelearningstrategiesmightworkforus?
Howdoestheclimateinourlearningenvironmentssupporttheuseofactivelearning?
Whatarethemanagementimplicationsintherangeoflearningenvironments?
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Section06AuditingandPlanning
6.1 ConductingaDepartmentalAuditWhenplanningtocarryoutadepartmentalaudit,refertothetrainingmaterialsPlanning for the Revised Curriculum at Key Stage 3availableonwww.nicurriculum.org.ukandaspartoftheCurriculumSupportandImplementationBox.Usedinconjunctionwiththefollowingguidance,departmentscandecidehowtoevaluateexistingandplannedprovision.
Auditsareastartingpointforthelongtermplanningprocess.Thereareanumberofpossible‘ways-in’tocarryingoutanaudit.Someoftheseareoutlinedinthetablebelow.Furtherdetailsareavailableatwww.nicurriculum.org.uk.
ItisimportanttoevaluateexistingschemesofworkinrelationtothestatutoryrequirementforPhysicalEducation.DepartmentalplanningfortheNorthernIrelandCurriculumshouldbeinformedbyanevaluationprocessandmayresultinacompletelyfreshapproach.
06
StartingPointforAudit DescriptionofProcess
CurriculumObjectives Whatdoweteachandwhy?Lookathowthetopicscurrentlytaughtaddressthebroadcurriculumobjectives.Theobjectivesprovidearationaleforthetopic.Thekeyelementscanprovidethefootholdsintotheobjectives.
KeyElements Checkwhereunitsofworkcontainaspectsofthekeyelements,orcouldbere-focusedtosuit.CheckforcoverageacrosstheKeyStage.Removeexcessiveduplication,addmaterialtoaddressanyomissions.
ThinkingSkillsandPersonalCapabilities
StartingwithcurrentunitsofworkitispossibletoaudittheprovisionofThinkingSkillsandPersonalCapabilitiesusingthestatementsfromthe“From–ToProgressMap”.Aftercompletinganauditinthisway,gapsinprovisioncaneasilybedetectedanditwillthenbepossibletodevelopopportunitiestoensureoverallcoverageinayearandprogressionacrosstheKeyStage.
LearningExperiences Listthecategoriesoflearningexperiencefromthe‘BigPicture’documentinacolumn.Besideeach,matchtheunitsofworkinyourschemewhichfitwiththecategory.Assessthecoverage:isthereagoodmixtureandvarietyofexperienceplanned?
‘BlueSkies’ Beginwithaspirationsforacompletelynewschemeofwork,andworkupdetailssoastomatchplannedexperienceswithrevisedcurriculumrequirements.
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6.2 Long,MediumandShortTermPlanningLongTermPlanningInproducinglongtermplansorschemesofworkyouneedtothinkabout:
howPhysicalEducationisdeliveredacrossthekeystage;howPhysicalEducationlinkswiththewidercurriculumobjectives;howandwhentodevelopspecificskillsandcapabilities;whatrangeoftopicswillbestudied;howPhysicalEducationcanactivelylinkwithothercurricularareas;howPhysicalEducationalignswithwholeschooldevelopment/circumstances.
MediumTermPlanningInplanningunitsofworkyouneedtothinkabout:
identifyingbigquestions/issuestoengagepupils;theteachingandlearningactivitiesandstrategiestobestdeveloptheskills;howtobuildintimeforreview,reflectionandremediation.
ShortTermPlanningInplanningalessonorseriesoflessonyouneedtothinkabout:
makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandand/orbeabletodo;agreeingandnegotiatingwiththepupilswhatsuccessinthistaskoractivitywilllooklike;usingalaunchactivitytoengagethepupilsanddeveloptheirsenseofenquiry;usingarangeofactives/challenges;supportingandpromptingpupilperformance;planningplenariestoprovidefeedback,reflectonthinkingandlearning,makeconnectionstootherlearningandsetupnextlesson(s).
Curriculumdevelopmentisaprocessandrequiresongoingevaluation.Tryfiguringoutwhysomelessonswork,whileothersdon’tsucceedaswewouldlike.
Foranyschemeofworkitmightbeusefultoask:
Howwelldidthepupilsrespondtothat?didtheyenjoyit?didtheyseetherelevance?weretheymotivatedtolearn?
Howwelldidtheyachieve?whatevidenceofachievementwasthere?wasthereevidenceofdeeplearning?howdidIcollectit?
WhatmodificationscouldImake?inthecontent?inthelearningmaterials?inthelearningactivities?
Whendidyoulastexperiencea“buzz”intheclassroom?whatplace/theme/issuewerethepupilslearningabout?whatwasthebiginquiry/keyquestion?whatactivityweretheydoing?whatwasthepurposeoftheirlearning?whyhadyouchosentheseparticularresourcestouseinthissessionwiththosepupils?
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Appendix1
CommunicationAcrosstheCurriculumCommunicationiscentraltothewholecurriculum.Pupilsshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,todevelopasindividuals,engagewithothersandcontributeasmembersofsociety.Pupilsshouldbegivenopportunitiestoengagewithanddemonstratetheskillofcommunicationandtotransfertheirknowledgeaboutcommunicationconceptsandskillstoreal-lifemeaningfulcontextsacrossthecurriculum.
Themodesofcommunicationincludetalkingandlistening,readingandwriting.However,effectivecommunicationalsoincludesnon-verbalmodesofcommunication,widerliteracyandtheuseofmultimediaandICTtechnologieswhichmaycombinedifferentmodes.Pupilsarethereforeencouragedtobecomeeffectivecommunicatorsbyusingarangeoftechniques,formsandmediatoconveyinformationandideascreativelyandappropriately.
TherequirementsforCommunicationaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:
TalkingandListeningPupilsshouldbeenabledto:
listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;structuretheirtalkandspeakclearlysothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;usenon-verbalmethodstoexpressideasandengagewiththelistener.
ReadingPupilsshouldbeenabledto:
readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;useevidencefromtexts*toexplainopinions.
*Textsrefertoideasthatareorganisedtocommunicateandpresentamessageinwritten,spoken,visualandsymbolicforms.
WritingPupilsshouldbeenabledto:
talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;writewithincreasingaccuracyandproficiency.
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Cross-CurricularSkills
Appendices
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UsingMathematicsAcrosstheCurriculumUsingMathematicsistheskillofapplyingmathematicalconcepts,processesandunderstandingappropriatelyinavarietyofcontexts.Ideallytheseshouldbeinrelevantreallifesituationsthatrequireamathematicaldimension.
Pupilsarelikelytoacquireandconsolidatetheirmathematicalknowledge,conceptsandskillswithintheareaoflearningforMathematicsandNumeracy.However,theyshouldbegivenopportunitiestotransfertheirunderstanding,asappropriate,toothercontextsacrossthecurriculum.Pupilscandemonstratetheirmathematicalknowledge,understandingandskillsinavarietyofwaystocommunicate,manageinformation,thinkcritically,solveproblemsandmakedecisions.
TherequirementsforUsingMathematicsaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:
choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwayofworking;developfinancialcapability;useICTtosolveproblemsand/orpresenttheirwork.
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UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsingInformationandCommunicationsTechnology(ICT)providespowerfultoolsandcontextstosupportmeaningfullearningandhasthepotentialtotransformandenrichpupils’learningexperiencesandenvironmentsacrossthecurriculum.ThecreativeuseofICTcanempowerlearnerstobecomeindependent,self-motivatedandflexible,helpinginturntodevelopself-esteemandpositiveattitudestolearning,withwhichtorealisetheirfullpotential.Italsoprovidesopportunitiestocollaboratewithinandbeyondtheclassroomtoposequestions,takerisksandrespondpositivelyto‘whatif’questions.
Tohelpdevelopskillsinresearching,handlingandcommunicatinginformationpupilsshouldhaveopportunities,usingICT,toengageingenuineresearchandpurposefultaskssetinmeaningfulcontexts.Theyshouldbeencouragedtore-workinformation,presentandexchangetheirideasandtranslatetheirthinkingintocreativeproductsandproductionswhichshowanawarenessofaudienceandpurpose.
TherequirementsforUsingICTaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsto:
ExplorePupilsshouldbeenabledto:
accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools;understandhowtokeepsafeanddisplayacceptableonlinebehaviour.
ExpressPupilsshouldbeenabledto:
create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;createinformationandmultimediaproductsusingarangeofassets.
ExchangePupilsshouldbeenabledto:
communicateusingarangeofcontemporarymethodsandtools;share,collaborate,exchangeanddevelopideasdigitally.
EvaluatePupilsshouldbeenabledto:
talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;considerthesourcesandresourcesused.
ExhibitPupilsshouldbeenabledto:
manageandpresenttheirstoredwork;showcasetheirlearningacrossthecurriculum.
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Exam
ples
ofc
onte
xts
inP
hysi
calE
duca
tion
Plan
ning
how
toc
omm
unic
ate
info
rmat
ion
clea
rly
toa
gro
up/
part
ner
whe
nin
volv
edin
lead
ersh
ip
task
s(g
ames
/dan
ce/g
ym/a
thle
tics/
swim
min
g/O
AAa
ndh
ealth
yac
tive
lifes
tyle
s)
Expr
essi
ngc
reat
ive
idea
sth
roug
hda
nce
(dan
ce)
Rev
iew
ing
prog
ress
oft
heir
ph
ysic
ala
ctiv
ityp
rogr
amm
ew
itha
nap
prop
riat
epe
rson
(hea
lthy
activ
elif
esty
les)
• • •
Org
anis
ing
and
pres
entin
gda
ta(f
or
exam
ple
grap
hs,t
able
s,c
hart
s)in
or
der
toh
elp
mon
itor
the
succ
ess
ofa
pe
rson
ala
ctiv
ityp
rogr
amm
e(h
ealth
yac
tive
lifes
tyle
s)
Org
anis
ing,
pre
sent
ing
and
man
agin
gth
esc
orin
gda
tafo
ra
tour
nam
ent
orc
ompe
titio
n(g
ames
,ath
letic
s,
swim
min
g)
• •
Usi
ngh
eart
rat
em
onito
rsto
mon
itor
the
inte
nsity
ofw
orki
nga
tdiff
eren
tpe
rcen
tage
with
inth
eir
hear
trat
eta
rget
zon
e(h
ealth
yac
tive
lifes
tyle
)
Usi
ngd
igita
lcam
eras
toe
valu
ate
perf
orm
ance
ofg
ymna
stic
ski
lls
and
dete
rmin
efo
cus
for
futu
re
impr
ovem
ents
(gym
nast
ics)
Usi
ngD
VDs
ofp
rofe
ssio
nald
ance
w
orks
as
ast
imul
usfo
rex
plor
atio
nan
dde
sign
ofm
ovem
ent(
danc
e)
• • •
Cros
s-Cu
rric
ular
Ski
llsin
Phy
sica
lEdu
catio
n
33
GuidanceforPhysicalEducationatKeyStage3
Appendix2
Thinkingskillsaretoolsthathelppupilstogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.
Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatpupils’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.
TeachersshouldhelppupilstodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.
ThinkingSkillsandPersonalCapabilities
34
GuidanceforPhysicalEducationatKeyStage3
Thin
king
ski
llsa
nd
Pers
onal
Cap
abili
ties
stra
nds
Man
agin
gIn
form
atio
nTh
inki
ng,P
robl
em-
Solv
ing
and
Dec
isio
n-M
akin
g
Bei
ngC
reat
ive
Wor
king
with
Oth
ers
Self
-Man
agem
ent
Purp
ose
Tod
evel
ople
arne
rs’
abili
ties
ina
nin
form
atio
nin
tens
ive
envi
ronm
ent
Toe
ngag
epu
pils
ina
ctiv
ele
arni
ngs
oth
atth
eyc
an
gob
eyon
dm
ere
reca
llof
fa
ctua
linf
orm
atio
nan
dth
ero
utin
eap
plic
atio
nof
pr
oced
ures
Toe
ncou
rage
per
sona
lre
spon
seo
fthe
lear
ner
byp
rom
otin
gdi
spos
ition
sfo
rcu
rios
ity,e
xplo
ratio
n,
expe
rim
enta
tion
and
inve
ntio
n
Toe
nabl
ele
arne
rsto
en
gage
inc
olla
bora
tive
activ
ities
and
tom
ake
the
mos
toft
heir
lear
ning
w
hen
wor
king
with
oth
ers
Toh
elp
lear
ners
to
beco
me
mor
ese
lf-di
rect
eds
oth
atth
eyc
an
man
age
thei
rle
arni
ngin
ne
ws
ituat
ions
and
inth
elo
nger
term
Exam
ples
ofp
roce
sses
in
whi
chp
upils
are
in
volv
ed
Aski
ng,a
cces
sing
,se
lect
ing,
reco
rdin
g,
inte
grat
ing,
co
mm
unic
atin
g
Sear
chin
gfo
rm
eani
ng,
deep
enin
gun
ders
tand
ing,
co
ping
with
cha
lleng
es
Imag
inin
g,g
ener
atin
g,
inve
ntin
g,ta
king
ris
ksfo
rle
arni
ng
Bei
ngc
olla
bora
tive,
be
ing
sens
itive
too
ther
s’
feel
ings
,bei
ngfa
ira
nd
resp
onsi
ble
Eval
uatin
gst
reng
ths
and
wea
knes
ses,
set
ting
goal
san
dta
rget
s,m
anag
ing
and
regu
latin
gse
lf
Exam
ples
ofc
onte
xts
inP
hysi
calE
duca
tion
Mon
itori
ngh
ealth
,act
ivity
an
dfit
ness
ofs
elfa
nd
othe
rs(h
ealth
yac
tive
lifes
tyle
s)
Usi
ngd
iffer
ents
ourc
es
ofin
form
atio
nto
im
prov
ean
othe
rpe
rson
’sp
erfo
rman
ce
(gam
es/d
ance
/ath
letic
s/gy
mna
stic
s/sw
imm
ing/
OAA
)
Inte
rpre
ting
data
co
llect
eda
bout
per
sona
lfit
ness
and
hea
lths
tatu
s(h
ealth
yac
tive
lifes
tyle
s)
Anal
ysin
gho
wto
impr
ove
chan
ces
ofw
inni
ng/
atta
ckin
gst
rate
gies
/de
fens
ive
stra
tegi
es
(gam
es)
Eval
uatin
ga
pers
onal
ex
erci
se/a
ctiv
ity
prog
ram
me
(hea
lthy
activ
elif
esty
les)
Find
ing
solu
tions
to
prob
lem
s(O
AA)
Des
igni
nga
nae
robi
cs
rout
ine/
circ
uit(
hea
lthy
activ
elif
esty
les)
Des
igni
ngn
ewg
ames
or
prac
tices
(gam
es)
Chor
eogr
aphi
nga
dan
ce
org
ymna
stic
sse
quen
ce
(dan
ce)
Obs
ervi
nga
nda
naly
sing
pe
rfor
man
cea
ndg
ivin
gfe
edba
cka
bout
ano
ther
pe
rson
’sp
erfo
rman
ce
(gam
es/d
ance
/ath
letic
s/gy
mna
stic
s/sw
imm
ing/
OAA
)
Taki
ngo
nth
ero
le
ofa
coa
ch/le
ader
/ch
oreo
grap
her
(gam
es/
danc
e/a
thle
tics/
gym
nast
ics/
swim
min
g/O
AA/
heal
thy
activ
elif
esty
les)
Des
igni
nga
gro
up
wor
kout
tom
usic
/cir
cuit
(hea
lthy
activ
elif
esty
les)
Plan
ning
and
set
ting
goal
sfo
ra
pers
onal
ex
erci
se/a
ctiv
ity
prog
ram
me
(hea
lthy
activ
elif
esty
les)
Des
igni
ng,p
erfo
rmin
gan
dev
alua
ting
agy
mna
stic
sse
quen
ce
(gym
nast
ics)
Impr
ovin
gow
npe
rfor
man
ce/t
echn
ique
(g
ames
/dan
ce/a
thle
tics/
gym
nast
ics/
swim
min
g/O
AA/
heal
thy
activ
elif
esty
les)
Thin
king
Ski
llsa
ndP
erso
nalC
apab
ilitie
sin
Phy
sica
lEdu
catio
n
35
GuidanceforPhysicalEducationatKeyStage3
Appendix3HowKeyElementsinPhysicalEducationcanmakeadirectcontributiontoLearningforLifeandWorkstrand
KeyElementinPhysicalEducation
LearningforLifeandWorkstatement
Developthroughpracticaltasks,theirpersonalskillsinpreparationforfutureeducation/training/employment,forexample,using initiative, enterprise, creativity and skills in problem-solving, decision-making, leadership and co-operation.(KeyElement:Employability)
Developpositiverelationshipsandrespectforthedifferingcapabilitiesofothersthroughparticipationinarangeofcompetitiveandco-operativephysicalactivities,forexample,showrespectforandempathisewithpeersinarangeofgroupactivitieswithinschoolandwithotherschools.(KeyElement:MutualUnderstanding)
Experienceandevaluatethehealthandfitnessbenefitsofarangeofdifferentphysicalactivities,includingtheirphysical,socialandpsychologicalwell-beingforexample,feeling energetic, enjoyment, increased self – esteem, positive self image. (KeyElement:PersonalHealth)
(Employability;CareerManagement)Assesspersonalskillsandachievementstodate;identifyareasofinterestandsettargetsforself-improvement.(PersonalDevelopment;SelfAwareness)Developskillsandstrategiestoimproveownlearning.
(PersonalDevelopment;Relationships)Explorethequalitiesofrelationshipsincludingfriendship.(Citizenship;DemocracyandActiveParticipation)Investigatethebasiccharacteristicsofdemocracy;Investigatevariouswaystoparticipateinschoolandsociety.
(PersonalDevelopment;PersonalHealth)ExploretheconceptofHealthasthedevelopmentofawholeperson;Investigatetheinfluencesonphysicalandemotional/mentalpersonalhealth.
ThistableprovidesasampleofLearningforLifeandWorkstatementsthatcanbesupportedbyPhysicalEducation.
36
GuidanceforPhysicalEducationatKeyStage3
Appendix4
Activ
eLe
arni
ngS
trat
egy
Appl
icat
ion
ofs
trat
egy
Task
sw
ille
nabl
ech
ildre
nto
:
Appl
icat
ion
ofs
trat
egy
Exam
ples
ofP
hysi
calE
duca
tion
task
s.O
ppor
tuni
ties
for
pupi
lsto
:
Rel
evan
tfor
the
deve
lopm
ento
fth
efo
llow
ing
Thin
king
Ski
llan
dPe
rson
alC
apab
ility
Sett
ing
open
-end
ed
chal
leng
esR
espo
ndc
reat
ivel
y,co
nstr
uct
thei
row
nm
eani
nga
ndo
ffer
reas
oned
dec
isio
nsa
nd
solu
tions
.
Gym
nast
ics:
mak
ea
plan
to
impr
ove
your
gro
ups
eque
nce.
Hea
lthy
activ
elif
esty
les:
mak
ea
plan
toe
nsur
eth
aty
oua
dher
eto
you
rac
tivity
pla
n.
Thin
king
,Pro
blem
-Sol
ving
and
D
ecis
ion-
Mak
ing;
Self-
Man
agem
ent;
Wor
king
with
Oth
ers.
Mak
ing
thin
king
im
port
ant
Hav
etim
eto
thin
kin
ord
erto
gi
vem
ore
cons
ider
edre
spon
ses
toq
uest
ions
.
Gam
es:D
iscu
ssin
sm
all
grou
ps:w
hen
wou
ldit
be
appr
opri
ate
tou
sea
zon
ede
fenc
e?–
sha
rey
our
idea
sw
itha
noth
erg
roup
and
pre
pare
to
sum
mar
ise
and
shar
eyo
ur
thou
ghts
with
the
rest
oft
he
clas
s.
Thin
king
,Pro
blem
-Sol
ving
and
D
ecis
ion-
Mak
ing;
Wor
king
with
Oth
ers.
Effe
ctiv
equ
estio
ning
Answ
erq
uest
ions
whi
ch:
gob
eyon
dre
call
ofk
now
ledg
ean
dun
ders
tand
ing;
invi
tee
xpla
natio
nan
dju
stifi
catio
n;pr
ompt
furt
her
ques
tions
and
en
quir
y.
• • •
Dan
ce:w
hatc
hang
esw
ould
you
re
com
men
dto
mak
eth
isD
ance
pe
rfor
man
cem
ore
inte
rest
ing?
Hea
lthy
activ
elif
esty
les:
Can
yo
uth
ink
ofw
ays
ofo
verc
omin
gba
rrie
rsto
bei
nga
ctiv
e?
Thin
king
,Pro
blem
-Sol
ving
and
D
ecis
ion-
Mak
ing;
Bei
ngC
reat
ive.
ExamplesofActiveLearningStrategiesinPhysicalEducation
37
GuidanceforPhysicalEducationatKeyStage3
Activ
eLe
arni
ngS
trat
egy
Appl
icat
ion
ofs
trat
egy
Task
sw
ille
nabl
ech
ildre
nto
:
Appl
icat
ion
ofs
trat
egy
Exam
ples
ofP
hysi
calE
duca
tion
task
s.O
ppor
tuni
ties
for
pupi
lsto
:
Rel
evan
tfor
the
deve
lopm
ento
fth
efo
llow
ing
Thin
king
Ski
llan
dPe
rson
alC
apab
ility
Mak
ing
thin
king
exp
licit
Hel
ppu
pils
toth
ink
abou
tth
inki
nga
ndto
reco
gnis
ew
hat
thin
king
ski
llsa
rea
ndth
eir
rele
vanc
e.
Swim
min
g:h
owd
idy
oum
ake
your
dec
isio
nab
outw
hich
pe
rson
als
urvi
valt
echn
ique
w
asa
ppro
pria
tein
the
give
nsi
tuat
ion?
Thin
king
,Pro
blem
-Sol
ving
and
D
ecis
ion-
Mak
ing;
Self-
Man
agem
ent.
Enab
ling
colla
bora
tive
lear
ning
Talk
with
oth
ers
abou
twha
tand
ho
wth
eya
rele
arni
ng.
Athl
etic
s:d
iscu
ssw
ithy
our
part
ner
wha
tis
need
edto
im
prov
eyo
urp
erfo
rman
ce.
Thin
king
,Pro
blem
-Sol
ving
and
D
ecis
ion-
Mak
ing;
Wor
king
with
Oth
ers.
Prom
otin
gin
depe
nden
tle
arni
ngB
em
ore
self-
dire
cted
.Pl
an,m
anag
ean
dm
onito
rth
eir
own
prog
ress
.
Hea
lthy
activ
elif
esty
les:
pl
an,c
arry
out
and
mon
itor
ape
rson
ala
ctiv
ityp
lan.
Self-
Man
agem
ent;
Man
agin
gIn
form
atio
n.
Mak
ing
conn
ectio
nsTr
ansf
erth
eir
lear
ning
abo
ut
Thin
king
Ski
llsa
ndP
erso
nal
Capa
bilit
ies
acro
ssc
onte
xts
both
with
ina
ndb
eyon
dth
ecu
rric
ulum
.
Can
you
appl
yw
haty
ouh
ave
lear
nta
bout
pro
blem
sol
ving
to
anot
her
situ
atio
n?
Man
agin
gIn
form
atio
n.
Phys
ical
Edu
catio
n: P
hysi
cal E
duca
tion
The
min
imum
con
tent
is s
et o
ut b
elow
. The
sta
tuto
ry re
quir
emen
ts a
re s
et o
ut in
bol
d un
der
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
in c
olum
n 1,
und
er th
e Cu
rric
ulum
Obj
ectiv
es a
nd K
ey E
lem
ents
in
colu
mns
2, 3
and
4 a
nd in
the
Lear
ning
Out
com
es a
t the
bot
tom
. Add
ition
al n
on-s
tatu
tory
gui
danc
e an
d su
gges
tions
are
set
out
in p
lain
text
and
ital
ics.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
(Obj
ectiv
e 1)
Dev
elop
ing
pupi
ls a
s In
divi
dual
s(O
bjec
tive
2)D
evel
opin
g pu
pils
as
Cont
ribu
tors
to S
ocie
ty
(Obj
ectiv
e 3)
Dev
elop
ing
pupi
ls a
s Co
ntri
buto
rs to
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
incr
ease
thei
r kn
owle
dge,
und
erst
andi
ng a
nd s
kills
th
roug
h fr
eque
nt a
nd r
egul
ar p
artic
ipat
ion
in a
bal
ance
d pr
ogra
mm
e of
Ath
letic
s, G
ames
(inv
asio
n, fi
eldi
ng/
stri
king
and
net
/wal
l), G
ymna
stic
s, S
wim
min
g, D
ance
and
O
utdo
or E
duca
tion;
prac
tise,
refi
ne, d
evel
op a
nd m
ake
cons
iste
nt u
se o
f ski
lls
and
spec
ific
tech
niqu
es, f
or e
xam
ple,
usi
ng s
trat
egie
s,
tact
ics,
cho
reog
raph
ic a
nd/o
r co
mpo
sitio
nal p
rinc
iple
;
expe
rien
ce, m
onito
r an
d un
ders
tand
a r
ange
of s
hort
-te
rm e
ffec
ts o
f exe
rcis
e on
the
body
sys
tem
s in
clud
ing
card
iova
scul
ar a
nd m
uscu
lo-s
kele
tal s
yste
ms;
mon
itor
and
eval
uate
thei
r ow
n ac
tivity
leve
ls o
ver
a pe
riod
of t
ime
and
plan
how
they
can
fulfi
l the
act
ivity
re
com
men
datio
ns fo
r he
alth
;
deve
lop
thei
r kn
owle
dge
of s
afe
prac
tices
and
pro
cedu
res
whe
n ta
king
par
t in
spor
t and
phy
sica
l act
ivity
;
deve
lop
the
skill
s an
d ca
pabi
litie
s re
quir
ed to
ana
lyse
and
im
prov
e th
eir
own
and
othe
rs’ w
ork;
deve
lop
the
skill
s an
d ca
pabi
litie
s re
quir
ed to
wor
k ef
fect
ivel
y w
ith o
ther
s in
task
s w
hich
req
uire
co
-ope
ratio
n, c
reat
ivity
, pro
blem
sol
ving
, pla
nnin
g an
d te
am w
ork.
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Mak
e de
cisi
ons
abou
t wha
t the
y w
ant t
o ac
hiev
e an
d ho
w to
impr
ove
the
qual
ity o
f the
ir w
ork,
for
exam
ple,
an
alys
ing
thei
r st
reng
ths
and
iden
tifyi
ng a
reas
for
impr
ovem
ent.
(Key
Ele
men
t: Pe
rson
al U
nder
stan
ding
)
Dev
elop
pos
itive
rel
atio
nshi
ps a
nd r
espe
ct fo
r th
e di
ffer
ing
capa
bilit
ies
of o
ther
s th
roug
h pa
rtic
ipat
ion
in a
ra
nge
of c
ompe
titiv
e an
d co
-ope
rativ
e ph
ysic
al a
ctiv
ities
,fo
r ex
ampl
e, s
how
res
pect
for
and
empa
this
e w
ith p
eers
in a
ra
nge
of g
roup
act
iviti
es w
ithin
sch
ool a
nd w
ith o
ther
sch
ools
.(K
ey E
lem
ent:
Mut
ual U
nder
stan
ding
)
Expe
rien
ce a
nd e
valu
ate
the
heal
th a
nd fi
tnes
s be
nefit
s of
a r
ange
of d
iffer
ent p
hysi
cal a
ctiv
ities
, inc
ludi
ng
thei
r ph
ysic
al, s
ocia
l and
psy
chol
ogic
al w
ell-
bein
g,
for
exam
ple,
feel
ing
ener
getic
, enj
oym
ent,
incr
ease
d se
lf –
este
em a
nd p
ositi
ve s
elf i
mag
e.(K
ey E
lem
ent:
Pers
onal
Hea
lth)
Dev
elop
pos
itive
spo
rtin
g be
havi
our
and
a se
nse
of fa
ir
play
,for
exa
mpl
e, k
now
how
to c
ondu
ct th
emse
lves
in
spor
ting
com
petit
ions
; acc
ept a
utho
rity
and
dec
isio
ns o
f re
fere
es, j
udge
s an
d um
pire
s.Pl
an, p
erfo
rm a
nd e
valu
ate
thei
r co
mm
itmen
t to
a pe
rson
al a
ctiv
ity p
rogr
amm
e, fo
r ex
ampl
e, p
artic
ipat
ein
an
activ
ity o
ver
a pe
riod
of t
ime
and
revi
ew p
rogr
ess
and
com
mitm
ent.
(Key
Ele
men
t: M
oral
Cha
ract
er)
Expl
ore
the
aest
hetic
qua
lity
of m
ovem
ent,
dedi
catio
n,
pers
ever
ance
and
str
engt
h of
hum
an s
piri
t, fo
r ex
ampl
e,
iden
tify
and
expl
ore
a pe
rson
ally
mea
ning
ful s
port
ing
mom
ent o
r pe
rfor
man
ce.
(Key
Ele
men
t: Sp
iritu
al A
war
enes
s)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Wor
k w
ith o
ther
s to
sol
ve p
robl
ems
in a
ran
ge o
f pra
ctic
al
situ
atio
ns,f
or e
xam
ple,
by
liste
ning
to o
ther
s, r
espo
ndin
g to
them
and
bui
ldin
g co
nstr
uctiv
ely
on th
eir
idea
s an
d vi
ews;
un
ders
tand
ing
the
need
for
rule
s.(K
ey E
lem
ent:
Citiz
ensh
ip)
Expl
ore
issu
es r
elat
ed to
Cul
tura
l Und
erst
andi
ngPa
rtic
ipat
e in
phy
sica
l act
iviti
es fr
om o
ther
cul
ture
s, fo
r ex
ampl
e, T
ai C
hi, k
abad
i, tc
houk
ball,
kor
fbal
l, et
c.(K
ey E
lem
ent:
Cult
ural
Und
erst
andi
ng)
Expl
ore
issu
es r
elat
ed to
Med
ia A
war
enes
sEx
plor
e th
e in
crea
sing
influ
ence
of t
he m
edia
on
spor
t, fo
r ex
ampl
e, in
vest
igat
e an
d di
scus
s w
hich
spo
rts
rece
ive
the
grea
test
med
ia c
over
age;
the
impa
ct o
f spo
rtin
g ce
lebr
ity
endo
rsem
ent a
nd a
dver
tisin
g; s
pons
orsh
ip d
eals
.(K
ey E
lem
ent:
Med
ia A
war
enes
s)
Expl
ore
issu
es r
elat
ed to
Eth
ical
Aw
aren
ess
Dev
elop
aw
aren
ess
of e
thic
al is
sues
ass
ocia
ted
with
ph
ysic
al a
ctiv
ities
, for
exa
mpl
e, lo
cal o
ppor
tuni
ties
for
girl
s an
d w
omen
or
spec
ific
targ
et g
roup
s to
par
ticip
ate
in
spor
t and
/or
phys
ical
act
ivity
on
a re
gula
r ba
sis;
the
use
of
drug
s to
enh
ance
per
form
ance
; the
use
of c
hild
labo
ur in
the
prod
uctio
n of
bra
nded
spo
rt g
oods
.(K
ey E
lem
ent:
Ethi
cal A
war
enes
s)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Dev
elop
, thr
ough
pra
ctic
al ta
sks,
thei
r pe
rson
al s
kills
in
prep
arat
ion
for
futu
re e
duca
tion/
trai
ning
/em
ploy
men
t,fo
r ex
ampl
e, u
sing
initi
ativ
e, e
nter
pris
e, c
reat
ivity
and
ski
lls
in p
robl
em-s
olvi
ng, d
ecis
ion-
mak
ing,
lead
ersh
ip a
nd c
o-op
erat
ion.
(Key
Ele
men
t: Em
ploy
abili
ty)
Expl
ore
issu
es r
elat
ed to
Eco
nom
ic A
war
enes
sPa
rtic
ipat
e in
and
eva
luat
e th
e be
nefit
s of
a r
ange
of l
ow-
cost
spo
rts
and
phys
ical
act
iviti
es, f
or e
xam
ple,
wal
king
,jo
ggin
g, s
wim
min
g, e
tc.
(Key
Ele
men
t: Ec
onom
ic A
war
enes
s)
Expl
ore
issu
es r
elat
ed to
Edu
catio
n fo
r Su
stai
nabl
e D
evel
opm
ent
Inve
stig
ate
how
the
scho
ol g
roun
ds a
nd lo
cal c
omm
unity
pr
omot
es o
utdo
or a
ctiv
ities
, whi
le im
prov
ing
the
envi
ronm
ent,
for
exam
ple,
mor
e or
a g
reat
er r
ange
of a
fter
/be
fore
sch
ool c
lubs
, sec
ure
bike
sto
rage
to p
rom
ote
cycl
ing
to s
choo
l, m
ore
cycl
e la
nes
or p
layg
roun
d m
arki
ngs.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Lear
ning
Out
com
es
The
lear
ning
out
com
es r
equi
re th
e de
mon
stra
tion
of
skill
s ap
plyi
ng k
now
ledg
e an
d un
ders
tand
ing
of P
hysi
cal
Educ
atio
n.
Pupi
ls s
houl
d be
abl
e to
:
take
res
pons
ibili
ty fo
r th
eir
own
safe
ty in
rel
atio
n to
war
min
g-up
and
coo
ling-
dow
n, in
jury
pre
vent
ion,
clo
thin
g an
d eq
uipm
ent;
wor
k in
depe
nden
tly to
pla
n, u
nder
take
and
eva
luat
e a
pers
onal
phy
sica
l act
ivity
pro
gram
me
to m
eet u
p-to
-dat
e he
alth
rec
omm
enda
tions
;re
sear
ch a
nd m
anag
e in
form
atio
n ef
fect
ivel
y, in
clud
ing
Usi
ng M
athe
mat
ics
and
Usi
ng IC
T w
here
app
ropr
iate
; sh
ow d
eepe
r un
ders
tand
ing
by th
inki
ng c
ritic
ally
and
flex
ibly
, sol
ving
pro
blem
s an
d m
akin
g in
form
ed d
ecis
ions
, dem
onst
ratin
g U
sing
Mat
hem
atic
s an
d U
sing
ICT
whe
re
ap
prop
riat
e;de
mon
stra
te c
reat
ivity
and
initi
ativ
e w
hen
deve
lopi
ng id
eas
and
follo
win
g th
em th
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
f man
agem
ent b
y w
orki
ng s
yste
mat
ical
ly, p
ersi
stin
g w
ith ta
sks,
eva
luat
ing
and
impr
ovin
g ow
n pe
rfor
man
ce;
com
mun
icat
e ef
fect
ivel
y in
pra
ctic
al, o
ral,
visu
al, w
ritt
en a
nd IC
T fo
rmat
s, s
how
ing
clea
r aw
aren
ess
of a
udie
nce
and
purp
ose.
• • • • • • • •
NB
:Te
ache
rs m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
PhysicalEducation
Key Stage 3 Non Statutory Guidancefor Physical Education
A CCEA Publication © 2007
