1c Peacehaven Community School

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Information about 1c Peacehaven Community School
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Published on November 22, 2007

Author: GenX

Source: authorstream.com

Slide1:  Part 3 “Motivating pupils with tailor-made pathways” Jay Tostevin – Peacehaven Community School Slide2:  Opened in September 2001 to serve the needs of pupils aged 11 to 16 in the local East Sussex community. Proportion of pupils eligible for free school meals broadly in line with the national average, although the school is in an area with significant levels of social deprivation. Pupils from ethnic minority backgrounds speaking English as an additional language is low. School has a special facility to support pupils with speech or communication difficulties and has a higher than average proportion of pupils with special educational needs. The school has gained Sportsmark Award and Ofsted report rated provision in PE as ‘very good’. Slide3:  culmination of thinking started with the revision of the national curriculum findings from QCA information gathering emerging framework for recognising achievement willingness of the awarding bodies to embrace development the need to improve what is available to young people especially in light of the national strategy Why are we doing this work? New School – Blank Canvas!:  New School – Blank Canvas! Objective - to maintain pupils’ interest in, and positive attitudes towards PE throughout key stage 4. Establish a high quality curriculum from the outset? Key Stage 3 curriculum working well? What did happen?:  What did happen? In a questionnaire given to all 180 year 10 pupils at the end of the year: 82 per cent said that they enjoyed PE more than in key stage 3 12 per cent said that they did not enjoy PE more 6 per cent said that they felt the same about PE. Where we started!:  Where we started! What do young people learn in PE?:  What do young people learn in PE? Four Aspects acquiring and developing skills selecting and applying skills, tactics and compositional ideas evaluating and improving performance knowledge and understanding of fitness and health 4 Sporting Pathways:  4 Sporting Pathways Wanted to develop 4 sporting pathways Followed through 14-16 Continued post 16 Leads to lifelong participation (emphasis) Task:  Task What 4 pathways/routes would you identify and choose to develop? Putting yourself in the position I was in….. 4 Sporting Pathways:  4 Sporting Pathways Competitive Individual Performance Social Recreation Leadership – JSLA Not something totally new – post 16 continuation (life long learning) and pupil consultation is the key. Slide11:  A well-designed PE and sport curriculum: focuses on young people and what they want to achieve links their learning in school to their own lives both now and in the future provides authentic contexts in which to learn builds competence and confidence is seen as useful as well as interesting and exciting Designing the routes:  Designing the routes Seek the views of the students Do they know what they want Seek the views of PE staff Do we know what they want/need. Individual needs – SEN/G&T etc. Pathways beyond school. The Consultation Process – part i:  The Consultation Process – part i What type of participant? Year 9 “feedback for learning” sessions. Letters sent home Individual Mentoring – Discussions Pupil Questionnaire/Audit Slide14:  Key Stage 4 Core PE Physical Education is a compulsory part of the curriculum until students leave us at the end of Year 11. However, engaging in a fit and active lifestyle continues to be important beyond your child’s school years. Therefore, PCS is developing a programme that students can opt into based on their own individual involvement in fitness and sport and how they see this involvement continuing into their adulthood. Students will need to consider the following three statements and decide which most suits their motivation towards PE. Competing & Performing – To perform in sport, challenge or dance type activities to reach as high a level of performance as possible. Promoting health & well being – To take part in a variety of physical activities for physical and social satisfaction, health and growth. Developing personal fitness – To take part in physical fitness activities to improve body image and self-esteem. JSLA – Junior Sports Leaders Award - A national qualification in leadership and coaching. We will be seeking the views of students regarding the types of activities they would be keen to pursue within these programmes via the Sports Council next term. Some activities will inevitably incur a small charge for use of other facilities or qualified coaches and we would like your views regarding this. Obviously, there will always be a range of activities available on site that do not incur a cost of any sort. Please would you complete the attached slip and return it to the school office as soon as possible. The more replies we receive the easier it will be for us to reach a decision that reflects your views. Childs Name:……………………………………………………………... I would / would not be happy to pay a small fee for some activities in order to enhance the provision of PE at Key Stage 4. (Please delete as appropriate) Parent / Guardian Signature:…………………………………………….. Slide15:  Key Stage 4 Core PE We would like you to complete this questionaire so that we know the types of activities you would like to be able to do in core PE in years 10 and 11. This is nothing to do with GCSE PE. At this stage, you are not opting for anything, we are just gathering information to help us to decide what to offer so some of your choices may not even run. Read the three statements below and think about which one best suits you. Please tick the statement that you feel describes how you want to participate in PE. Competitive– To perform in sport, challenge or dance type activities to reach as high a level of performance as possible. Individual Performance – To take part in physical fitness activities to improve body image and self-esteem. Social Recreation – To take part in a variety of physical activities for physical and social satisfaction, health and well being. Leadership – To undertake a leadership qualification and help coach in the community. PLEASE TICK YOUR TEN FAVOURITE CHOICES WHERE YOU SEE THE TICK SYMBOL. THEN NUMBER IN THE NEXT COLUMN WHICH OF THESE ARE YOUR TOP 3 CHOICES, - 1 BEING YOUR FAVOURITE. * These activities may cost money to take part in. The Consultation Process – part ii:  The Consultation Process – part ii Routes are designed Year 9 Assembly GCSE Option Booklets sent home Year 9 Option evening – parents and students Slide17:  KEY STAGE 4 CORE PE CURRICULUM The programme covers both years 10 & 11. Each activity runs for one module however, the order of activities may be subject to change. Slide18:  KEY STAGE 4 CORE PE CURRICULUM Rugby The programme covers both years 10 & 11. Each activity runs for one module however, the order of activities may be subject to change. Curriculum Content:  Curriculum Content All routes focus on where students are heading, now, 6 months, 1 year, leave school. Competitive – Sport Education Model Individual Performance – Fitness, Shows Social Rec – Real life situations JSLA – work with feeder schools, tournament organisation What difference did we make?:  What difference did we make? Pupils’ enthusiasm was excellent 100 per cent participation. They came to lessons on time and with kit, Talking about what they were going to do. Their commitment to the courses they chose was high. Allowing pupils to choose courses and pathways had a major effect on the quality of their participation. Wanted to be there. The standard of work from some of the JSLA pupils was described by the local primary schools as very good. Both their commitment and the quality of their leadership were of a high standard. Measuring the Impact:  Measuring the Impact We collected information to show the success of this work by: observing pupils in lessons videoing pupils’ performance Interviewing students taking attendance registers. Slide23:  Things to think about….. what are the current strengths / weaknesses of your 14-19 curriculum? what would your priorities be for change? Specific Objectives Strategies Signs of Success Evidence what, if any, are the constraints?

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