The Government has announced £320 million in PE funding for the 2020-21 academic year.
Along with the announcement, the Department for Education also confirmed that any funding not spent during the 2019-20 academic year can be used next year – giving leaders the opportunity to add to their existing provision.
But who is the funding available to and how should it be spent? This blog post explains.
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Measuring the progress of pupils has been performed in a manner of different ways over the years.
As different governments have come into power and the Department of Education looks to develop new strategies, the approach to assessments have been modified.
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Obesity, technology, evolving curriculums, ever tighter school budgets – they’re all influencing and impacting the role of the PE teacher.
Make no mistake – the role of the PE teacher seems set to change beyond recognition. But what should be expected of this 22nd century PE teacher? Let’s explore a range of expert opinions…
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Integrating maths with PE is yet another way schools and academies can seek to develop interdisciplinary lessons for children, and it doesn’t have to be as difficult as it first sounds.
With a few simple tips you can have a rugby lesson that is not only teaching them about the game itself, but also gets them to participate in maths lessons without them even realising it.
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Is your school sports budget being reduced as part of wider school funding restrictions?
81% of schools have been hit hard by cuts, with 14% reporting the need for teacher redundancies; almost four years after the ring-fenced funding for the national School Sport Partnerships (SSPs) ended alongside the necessary two hours of PE in schools each week, we’re really beginning to witness the disastrous aftermath on PE departments up and down the country.
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PE Office has spoken of assessment without levels before, if we rewind to April 2014 we stated that ‘we all have to accept that level descriptors are no more and embrace the new challenge of assessment without levels…Embrace the new curriculum, because any short term pain from adapting to the new system will result in long term gain. I believe that change may prove to be a good thing for PE, provided we get it right.’
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It goes without saying that effective planning is of the utmost importance in PE.
There are certain factors that need to be considered during the planning process; if the teacher gets these wrong, the lesson will fail to be effective and will negatively influence the students’ learning
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Consciously or unconsciously, everyone who takes part in sport at whatever level will use both literacy and numeracy skills.
From PE lessons of all Key Stages, to grassroots clubs of different sports, all the way to elite level athletes and their coaches, literacy and numeracy skills are utilised to a greater or lesser degree.
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In order to perform effective assessment in PE, we have to overcome specific barriers that do not arise in other subject. Firstly, it is harder to spot if the knowledge being taught has been understood and implanted by the students in a PE lesson. This differs due to technicalities of each individual sport, from the tactics, to technique, to reading of the game.
Assessing the children practically is about personal perspective, as two individuals may have contrasting ideas on how best to assess one pupil in the lesson.
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