Gareth.Johnson@Calderstones.co.uk @caldiesPE
The National PE Climate Only 8% of girls aged Rates of depression and between 11 and 18 anxiety among meet the teenagers have Since coming back from the summer term 14 year eleven students have Only 22% of children dropped GCSE PE at Calderstones. Below are their reasons, these were taken recommendation of increased by 70% in the aged 5 to 15 in England 60 mins active per past 25 years. 1 in 10 from a student voice questionnaire: meet the day. Twice as many children have a recommended 60 mins boys meet the target. diagnosable mental “Pressure, didn’t like it…a lot of stress and anxiety caused” per day of moderate to health disorder. 80% of vigorous activity young people say exam “There was a lot of pressure to do these exams and the coursework stressed pressure has me out a lot and I did this for my mental well-being” One in 5 children significantly impacted (20%) are obese “I feel as though I am under too much pressure in general from all of my by the end of on their mental health. Teenagers are less likely exams and I would like to restrict how many I do. Also saw PE as an enjoyable primary school. to take part in sport if subject but as me course has gone on, I have found it less and less enjoyable they are from a black, There are 35000 fewer and more patronising” Asian or minority students taking GCSE 33% 0f 11-16 background (55%) than PE than 3 years ago I have chosen to drop GCSE PE as I feel that due to the amount of pressure Yr olds have if they are white British from the upcoming exams. Also PE is not part of my desired career path” poor body (64%) BAME groups are confidence also less likely to volunteer in sport.
MyPB Implementation and Impact Rationale for My Personal Best Education: skills for learning DfE: “Character Education” Employment: skills for work BCC: “88% of firms believe school leavers are not prepared for work” Society: skills for citizenship DfE: “British values” as part of SMSC and Ofsted Inspection Framework Life: skills for personal health and wellbeing PHE: links between health and wellbeing and attainment
My PB Life Skills - 3 sets
The 8 principles for My Personal Best 1. I ntegrate life skills learning in core PE 2. Share purpose with learners so they see the relevance and transferability of skills developed in PE 3. I ntentionally make links to wider school/life examples to reinforce relevance and transferability 61% of businesses are not satisfied 4. Predominantly use learner-centred teaching methods with resilience/self-management 5. Use authentic learning experiences that have real (albeit managed) consequences skills. A third of businesses (31%) for learners report poor team working skills 6. Differentiate according to stage not age of learners among young people. 7. Be personalised to individual learners so they have ownership of their own PB goals/improvement/measures of success 8. Be an explicit part of assessment for learning , particularly in terms of teacher-feedback and self- and peer-review
Curriculum Plan year 7 and 8
Curriculum Plan year 9 and 10
Impact • Initial pilot was ran using an OAA scheme of work focussing on problem solving and life skills • After the success of that I put it on the timetable for years 7/8 in one of their lessons a week throughout the next year. • Student voice questionnaire after 6 months told us that set 1 classes did not find it as useful as lower sets as they preferred competitive sport. We therefore chose to run MyPB with set one classes for two half terms instead of all 6. • On the timetable for two years now and students demonstrate more creativity in their MyPB lessons. Its also really flexible for staff as they have more freedom to design lessons that are not restricted by sport. • Improved Physical Literacy • Improved vocabulary • Made students more aware of others and more likely to play games fairly • Improved leadership skills in preparation for later years. • Backed up with question sheets for non-doers and homework Year 9 Leadership on Year10/11 core – Leadership Year 7/9 My PB curriculum through sporting activity
Resources
Leadership, Coaching and Volunteering update • Official launch on Thursday 28 th March in conjunction with Claremont College (lead inclusion school) • This included a young athlete role model who presented to a range of different schools about her life in sport so far. • The LCV funding is to focus on girls leadership and being a part of the community This should also extend to other schools in the North West. Provided those who attended the launch with a multi skills kit bag for use with their own girls activators • Set up a girls activators cohort to run events with younger students (runs along with our sports leaders) • 4 lead activators went on a paid trip to Loughborough University Fri 5-7 th April – will branch out to other schools • They will now lead the other activators in extra-curricular clubs for the younger students • Looking to lead the yr3/4 Multi-skills festival for the school games as an end project Gareth.Johnson@Calderstones.co.uk @caldiesPE
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