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Please have a look through our latest news and stories

‘The big one’ is coming! Assessment and evidence-based practice

Posted on November 6, 2017

 The big one! The phrase ‘the big one’ is often used to refer to the next big thing, or a big disaster. It has been used to describe a Blackpool Pleasure Beach roller coaster and as a Comic Relief slogan for Red Nose day. It has also been used to describe earthquakes and a crash involving 5 or more cars in NASCAR racing. An obsession with labelling differential performance in schools, superficial teaching to a level, statement or test has resulted in a plateau in standards illustrated pertinently with worryingly low scores on 6+ mark GCSE questions that require candidates to demon

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How do we use PE & Sport Premium to achieve beyond age related expectations?

Posted on November 1, 2017

Background On 31st October 2017 all state primary schools received 7/12 of their PE & Sport funding allocation, which this year amounts to £16,000 per school and an additional payment of £10 per pupil for schools with 17 or more eligible pupils. The Department for Education (DfE) require schools to use the funding to make additional and sustainable improvements to the quality of PE and sport they offer. The use of premium monies must develop or add to the PE and sport activities already offered and must build capacity and capability within the school to ensure that improvements made

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How do we use the National Curriculum Physical Education Programme of Study for (NCPE PoS) as a reference point to design a physical education programme that supports inclusive mastery learning?

Posted on April 18, 2017

The NCPE PoS (2013) specifies not only the range of contexts and to some degree the content, but it also specifies the criteria for assessment. It is a minimum entitlement. In planning an appropriate PE programme for all learners, teachers will set objectives, select content, learning tasks and activities, and then select teaching methods and resources, all of which should promote deep or mastery learning.   One thing is certain; teachers must take ownership for designing the curriculum as the NCPE is not specified in six activity areas or range of content as previously. The old framework

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Issues with ‘I can’ statements

Posted on December 5, 2016

Are we there yet?: Standards based assessment for mastery learning in physical education – issues with ‘I can’ statements.   When working with primary schools or running primary assessment courses since level descriptors were removed from the system, I have become increasingly concerned at the number of schools continuing to use or starting to use ‘I can’ statements.  Not only does this approach increase teacher workload, potentially prevent a growth mind set for children, and create what is essentially a checklist, but it also totally ignores the complexity and

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Uninformed use of 9-1 flight paths for assessment

Posted on November 28, 2016

Plus ça change, plus c’est la même chose – uninformed use of 9-1 flight paths for assessment Secondary Schools that are using 9-1 GCSE summative grades to somehow demonstrate progress against curriculum standards through key stages 3 and 4 are deluded. This is just a copycat approach to the previous system of National Curriculum Attainment targets and level descriptors. Flight paths were a phenomena developed when levels were central to the system and FFT estimates. This system was flawed and the reason why legislation removed levels from the system. Companies were tasked to develop

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