Gareth.Johnson@Calderstones.co.uk @caldiesPE The National PE - - PowerPoint PPT Presentation
Gareth.Johnson@Calderstones.co.uk @caldiesPE The National PE - - PowerPoint PPT Presentation
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
The National PE Climate
Only 22% of children aged 5 to 15 in England meet the recommended 60 mins per day of moderate to vigorous activity Teenagers are less likely to take part in sport if they are from a black, Asian or minority background (55%) than if they are white British (64%) BAME groups are also less likely to volunteer in sport. Only 8% of girls aged between 11 and 18 meet the recommendation of 60 mins active per
- day. Twice as many
boys meet the target. One in 5 children (20%) are obese by the end of primary school. Rates of depression and anxiety among teenagers have increased by 70% in the past 25 years. 1 in 10 children have a diagnosable mental health disorder. 80% of young people say exam pressure has significantly impacted
- n their mental health.
33% 0f 11-16 Yr olds have poor body confidence There are 35000 fewer students taking GCSE PE than 3 years ago Since coming back from the summer term 14 year eleven students have dropped GCSE PE at Calderstones. Below are their reasons, these were taken from a student voice questionnaire: “Pressure, didn’t like it…a lot of stress and anxiety caused” “There was a lot of pressure to do these exams and the coursework stressed me out a lot and I did this for my mental well-being” “I feel as though I am under too much pressure in general from all of my exams and I would like to restrict how many I do. Also saw PE as an enjoyable subject but as me course has gone on, I have found it less and less enjoyable and more patronising” I have chosen to drop GCSE PE as I feel that due to the amount of pressure from the upcoming exams. Also PE is not part of my desired career path”
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
MyPB Implementation and Impact
My PB Life Skills - 3 sets
The 8 principles for My Personal Best
1. Integrate life skills learning in core PE 2. Share purpose with learners so they see the relevance and transferability of skills developed in PE 3. Intentionally make links to wider school/life examples to reinforce relevance and transferability 4. Predominantly use learner-centred teaching methods 5. Use authentic learning experiences that have real (albeit managed) consequences for learners
- 6. Differentiate according to stage not age of learners
- 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
61% of businesses are not satisfied with resilience/self-management
- skills. A third of businesses (31%)
report poor team working skills among young people.
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 7/9 My PB Year 9 Leadership on curriculum Year10/11 core – Leadership through sporting activity
Resources
Leadership, Coaching and Volunteering update
- Official launch on Thursday 28th 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 5-7th April – will branch out to
- ther 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