SE 392 Professional Studies 3: Accreditation or Recreation The Future of PE at Key Stage 4

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SE 392 Professional Studies 3Accreditation or
Recreation? The Future of PE at Key Stage 4

• Gary Stidder Andy Theodoulides
• Chelsea School
• University of Brighton

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The Future of PE at KS 4?

• GCSE PE courses have been identified as a
  positive means to raising attainment
• A move away from recreational activity
  programmes is raising achievement
• GCSE short courses are highly motivating for
  pupils of low ability
• 52 of all pupils gain a grade A - C
• Many pupils find the theoretical aspects of GCSE
  PE difficult
• One third of all schools offer a certificate of
  achievement in PE for low attaining pupils

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The growth of GCSE PE

• 1988 - First GCSE PE examination (18,831
  candidates)
• 1992 - 38,000 candidates entered for GCSE PE
• 1994 - 56,449 candidates entered
• 1995 - 69,035 candidates entered
• 1997 - 87,000 candidates took a GCSE PE
  examination course
• 1998 - 90,000 candidates entered
• A rise of 71,000 entries over 10 years
• (Data supplied by OFSTED 1998 Revell 1999
  Hodgson 2001)

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GCSE PE (2000)

• 2000 - 117,294 candidates were entered for a GCSE
  PE course
• 78,433 males 38,691 females
• More entries than Business Studies, drama, IT and
  music (Data supplied by JCGQ 2000)
• A Rise of nearly 100,000 entries for GCSE PE
  courses in twelve years !
• 2005 ? 2010?

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GCSE PE entries 1988 - 2000
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Time Allocation

• Pupils who follow GCSE PE courses can expect up
  to 3 hours of PE a week
• Pupils who follow recreational activity
  programmes can only expect 80 minutes or 5 of
  curriculum time for PE, half of which is taken up
  with changing and moving between lessons
• Some Sports College have included all PE
  examination time within the core allowance
  making as much as 20 in the taught week

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Benefits to the PE Dept

• Increase the status of PE in the school
• Improve the credibility and kudos of PE with
  parents, pupils, staff and governors
• Strengthen the case for PE to become an
  autonomous faculty
• PE staff teach ONLY PE and do not have to fill in
  their timetable with a few periods of another
  subject
• Bring the staff incremental points allowance into
  line with other faculties
• Dont end up with pupils that nobody else wants

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Benefits to the School

• Make a significant contribution to the schools A
  - C GCSE grades
• Can contribute to the marketing of the school
• Makes a significant contribution to the schools
  recruitment of potential pupils
• Can support and enhance a schools application
  for specialist sports college status

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Benefits to Pupils

• Pupils come to expect to have a practical
  assessment at the end of each block of work
• Pupils in KS 4 are taught not supervised
• They work much harder to get a good grade
• The quality of the work is much higher
• GCSE Grades in PE can be cross-referenced with
  other subjects and contribute to the academic
  profile of a pupil
• Combat high levels of non- participation,
  particularly girls
• Gives pupils something to show at the end of two
  years

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Monitoring, Reporting and Recording

• Systematic assessment procedures consistent
  amongst staff
• Reporting of pupil achievement relevant and
  informative
• Easier to monitor pupils, record their
  achievements and write their ROAs
• Greater quality of feedback to parents at parents
  evenings
• Increase in the amount of parents seen !!

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Assessment

• Standardised assessment for all pupils
• Assessment procedures more clearly defined by the
  exam board
• Helps in the moderation of assessment both within
  and between schools
• Assessment is more objective rather than
  subjective
• Strategies and target setting for pupils learning
  can be more clearly defined based on results
• CAT SAT scores can be used to determine
  predicted outcome of pupil achievement

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Accountability

• KS 4 PE Co-ordinator able to quantify pupil
  performance at the annual board of governor's
  meeting
• Governors provided with more substantial data on
  pupil performance
• Performance of boys and girls can be clearly
  demarcated
• Predicted grades can be provided and staff can
  moderate against actual grades achieved

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Junior Sports Leaders Award

• Launched in 1994 by the CCPR
• Response to teachers who desired a nationally
  recognised leaders award for under 16s
• In 1999/00 537 courses were accredited for
  training in excess of 16,000 pupils
• Pupils can progress to the CSLA , GNVQ, A level
  and HSLA
• Causes minimal disruption to a normal PE lesson
• The introduction of the JSLA into KS 4 and the
  CSLA in the sixth form is a real strength within
  a PE dept

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Junior Sports Leaders Award

• Recognised by OFSTED (2000) as having a positive
  impact on motivation of pupils in key stage 4
• JSLA Designed to assist in delivering aspect of
  NCPE involving pupils in the processes of the 4
  core strands
• JSLA is integrated into KS 4 PE teaching with no
  added time required !!!!!
• Can be an alternative or complimentary to GCSE PE
  courses
• May be more appropriate for pupils who find
  theoretical aspects of GCSE PE difficult

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NGB Awards

• Some NGBs provide a range of young leadership
  awards developed as bolt-on extras to the CSLA
• Pupils can apply leadership skills to specific
  sports and qualify them to assist in the delivery
  of sports specific sessions
• Prepares pupils for a role within sports clubs as
  paid or voluntary leaders, coaches and officials
• Pupils gained nationally recognised
  qualifications
• Prepares pupils for intermediate and advanced
  awards

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QUESTION !

• Is there still a place for core non- accredited
  programmes of Physical Education at Key Stage 4
  within the modern secondary school curriculum?

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Why I am against accredited course for everyone

• Lets celebrate the essential nature of PE - PE
  is about the physical
• accreditation - assumes that only factual
  knowledge is worthwhile
• PE should not get drawn into playing the
  academic game
• KNOWING HOW is just as important as knowing that

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Is accreditation the way forward?

• Some accreditation is valuable
• accreditation or recreation? - Im against
  recreation too
• Accreditation is beneficial to the status of PE -
  short sighted
• why does the profession feel it needs to
  validate pupils physical education?
• Physical knowledge is valuable for its own sake

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The Way Forward

• PE does have a status problem - this needs
  addressing
• are the claims made by the PE profession too wide
  and varied?
• the body - our way of interacting with the
  world - we are embodied (Armour, 1999 Whitehead,
  2002)
• focus on the unique physical experience of PE and
  human movement