One school had decided that gymnastics was an important activity to prioritise within their curriculum to teach all pupils about balance, agility and coordination. They decided to teach gymnastics each year between year 1 and year 6. They had thought carefully about which balances and methods of travel they would teach and how they would develop pupils’ knowledge securely. For instance, in one unit of gymnastics, pupils were taught how to demonstrate 4 different rolls. For each roll there were clear success criteria to support staff in teaching high-quality movement. Pupils were taught how to link their movements and include each roll in a short sequence.
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All pupils have opportunities to experience different activities and also get better at what they are learning in PE. However, over half of the schools do not monitor attendance at extra-curricular clubs and activities. This means that it is not always clear whether their extracurricular programme is inclusive for all. In most of the secondary schools, the compulsory key stage 4 PE curriculum lacks rigour, balance and depth. It rarely matches the ambition of the national curriculum. The important knowledge to be taught is not always clearly identified, and teaching is not supporting all pupils to make progress in compulsory PE.
Annex A: Key terms used in this report
- Knowledgeable staff monitor practice carefully so that they can make timely adjustments.
- They decided to teach gymnastics each year between year 1 and year 6.
- In most of these, the PE-specific knowledge to be taught was not clear and not prioritised.
- This meant that some pupils with SEND struggled in PE because they did not receive the support that could have helped them, such as more time to practise, additional step-by-step demonstrations or visual prompts.
- Some pupils discussed ‘being athletic’ and some discussed ‘being a team player’.
- There are, however, significant differences in how assessment is used in PE.
As a result, teachers had secure subject knowledge across the range of topics that featured in their curriculum. However, in some schools, despite the presence of available CPD, the curriculum did not match the ambition of the national curriculum. In most schools visited, there were high ambitions for pupils, but these were not always translating into consistently high-quality lessons. Lower attainers were often not well supported, because the pedagogical approaches selected to teach important content did not account for their gaps in prior learning or misconceptions.
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If you are using a chart builder like Google Slides, you can simply create a new slide within the document so that all class plans are saved in one location. If you are printing your class plans, you can store them in a binder or folder. Many diets can help you lose weight and offer unique health benefits.
For example, one badminton lesson included a pupil who was a wheelchair user. The shuttlecock was replaced with a balloon to enable the pupil to practise personalized fitness coaching moving and making contact with the racquet during an activity. After doing this successfully, the pupil moved onto receiving a shuttlecock from a peer before attempting to hit the shuttlecock over the net. The outcomes for pupils with SEND varied within and between schools.
This meant that some pupils’ recall was unbalanced, and they lacked the foundational knowledge required to participate fully in other activities that they were taught. In a very small number of schools, what should be taught in key stage 1 and key stage 2 had not been precisely set out. Staff were free to choose the sports or physical activities to be included in the curriculum, and their decisions were often not reviewed. An unintended consequence was that pupils in different classes were not taught the same knowledge and different groups of pupils had a varying experience of the subject. Most clubs did not require a fee to attend and, often, where a fee was required to participate, schools paid for disadvantaged pupils to attend.
Although many pupils enjoy PE and have a positive attitude to learning in lessons, particularly at primary school, fewer pupils report feeling confident or competent in PE. This is partly because the pedagogical approaches selected are not always well matched to pupils’ prior learning. Many staff have sufficient subject knowledge to provide effective explanations and demonstrations. However, too often teaching is not quickly adapted in response to pupils’ misconceptions and gaps in knowledge. This means that too many pupils do not have the secure foundational knowledge they need in order to meaningfully participate in lessons and meet ambitious outcomes. Pupils are often expected to learn knowledge rapidly and demonstrate success with very little purposeful practice and feedback to help them to improve.
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The clarity and specificity of the curriculum helpfully informed teacher planning, pedagogy decisions and assessment. In many key stage 1 and key stage 2 lessons, pupils were well supported to use accurate declarative knowledge. Staff frequently modelled key vocabulary when describing and explaining and also during their feedback to pupils. They encouraged pupils to use ambitious vocabulary and praised them for doing so accurately.
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However, not all school curriculums matched the ambition of the national curriculum. In just over a third of schools, dance in key stage 3 was not taught at all, or was not taught to all as part of the PE or performing arts curriculum. In over half of the schools, OAA was not taught at all, or was only taught to some pupils. In our research review, we highlighted that it is important to allocate sufficient time in the curriculum to secure pupils’ declarative and procedural knowledge before they move on to more complex knowledge. The average time spent on one ‘topic’ or activity in each year is 5 hours.
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In around half of the schools, pupils benefited from high-quality and timely physical demonstrations. These gave pupils a clear mental model of what they needed to do. In schools where these demonstrations were very successful, teachers had broken them down into smaller, manageable segments when required. In addition, teachers frequently asked questions to check pupils’ understanding. However, in other schools, what pupils needed to do to be successful was not always clearly communicated and understood by all pupils. Some lower-attaining pupils would also have benefited from more frequent demonstrations.
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Most pupils could confidently recall the shared and specific rules, strategies and tactics for different invasion games. In many schools, these had been taught more effectively and given more time in the curriculum than other activities. In some cases, pupils could confidently and competently discuss the relationships between different activities. They could refer to important knowledge that they had been taught, such as methods of restarting games when the ball leaves the playing area. However, their knowledge of rules, strategies and tactics for other activities beyond invasion games was limited.
Little research is available about the health benefits of the Mayo Clinic Diet. Rather than banning certain foods, the Mayo Clinic Diet uses a pyramid to encourage exercise and illustrate quantities of foods you should be consuming. Meals on the Volumetric diet consist mostly of foods from categories one and two, with limited amounts of food from categories three and four. WW, formerly Weight Watchers, is one of the most popular weight loss programs worldwide. Research also shows that the MIND diet can help slow cognitive decline and improve resiliency in older adults (22). The flexitarian diet is a less strict version of a plant-based diet that allows for minimal meat and animal product consumption.
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Some of the schools were following a trust- or hub-wide curriculum; however, most schools had designed their own curriculum. Most schools provided equitable opportunities within their curriculum. Many pupils with SEND were taught the same curriculum with support and adaptations in lessons.
Physical activity guidelines: UK Chief Medical Officers’ report
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