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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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Paediatric First Aid Update

Posted on November 23, 2016

Following on from the Department for Education’s (DfE) consultation on Paediatric First Aid requirements for Early Years Foundation Stage (EYFS) staff, the Level 3 Paediatric First Aid qualifications have been updated. There have been some changes to Learning Outcomes and Assessment Criteria of the two units.  We are developing our scheme of work to ensure that the assessments meet the updated assessment criteria. One of the key changes is that CPR now includes “correct placement of AED pads” and “follows AED instructions.”  We are developing our training units

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Use of the PE and sport premium for staff training

Posted on November 18, 2016

Use of the PE and sport premium for staff training – SLUK Level 5 Primary PE Specialism / Level 6 Subject Leadership View the course details > The results of a two year research programme was published last year into the use of PE and Sport Premium monies. Schools welcomed the introduction of the PE and sport premium, reporting that the funds made available across 2013/14 and 2014/15 had increased the school focus on curricular and extra-curricular provision and had provided new opportunities to increase the quality of PE and sport provision in primary schools. The premium has enabled

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