PE at key stages 3 and 4

The 'use of language across the curriculum' requirement in the national curriculum for 2000 states that:

1. Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding. Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use standard English.

2. In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. They should also be taught to organise their writing in logical and coherent forms.

3. In speaking, pupils should be taught to use language precisely and cogently.

4. Pupils should be taught to listen to others, and respond and build on their ideas and views constructively.

5. In reading, pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading.
   
6. Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. These include the construction of sentences, paragraphs and texts that are often used in a subject (for example, language to express causality, chronology, logic, exploration, hypothesis, comparison, and how to ask questions and develop an argument).

This requirement encourages pupils to use language, both spoken and written, to think, learn, express their ideas and use information and evidence to support their analysis, ideas and views. Pupils also need to be able to read texts with understanding, evaluating their usefulness and reliability.

The underlying messages of the requirement are that:

• enhancing pupils' language skills enhances their subject learning;
• using subject-specific vocabulary and patterns of language contributes to developing pupils' language skills;
• all teaching contributes to pupils' development of language since speaking, listening, reading and writing are, to varying degrees, integral to all lessons.

Pupils are likely to be more successful if there are consistent approaches to speaking, listening, reading and writing across the curriculum that build on the work of primary teachers who have been implementing the National Literacy Strategy: Framework for teaching. Coordinated whole-school policies should promote effective and coherent approaches to the teaching and learning of language. To assist schools in this process, QCA/DfES have developed a set of expectations in language and learning for each of years 7, 8 and 9. These language objectives have been built into the schemes of work for all subjects. They are highlighted in 'Language for learning' in each unit, along with specialist vocabulary, and integrated into the work in each unit.

Throughout the scheme of work pupils have opportunities to:

• develop their language skills through talking about and discussing options open to them, describing what they do and see, explaining what they intend to do and how they intend to achieve it;
• use correct terminology to pass information on to others.

Pupils will have opportunities to use ICT to extract information about techniques and skills from databases and CD-ROMs and to extract information from the internet on how to get involved in physical activities and sports. CD-ROMs are currently available with examples of drills and simple team plays.

ICT can help pupils to learn by providing information about their performances. Digital tracking devices on video can help pupils to analyse movement. Software for this is currently being developed in dance.

The use of an interactive whiteboard enables pupils to compare their movements with those of other pupils or that of a good model. Data on individual contributions to a game, or patterns of play, can help pupils to make decisions about tactics and what may need practising. Examples of these are used in TV sports coverage. Data collected on performance in an athletic activity can help them to recognise and plot progress or to plan their approach to an event.

Opportunities to use the internet are highlighted in 'Resources' and 'Points to note' in the units. Teachers will need to check the content of websites used by pupils to make sure it is appropriate. Teachers may want to bookmark sites in advance. Web addresses listed were correct at the time of publication, although teachers need to be aware that web addresses and site content can change.

Key skills

The scheme of work provides a foundation for the common areas of learning defined as key skills, namely:

• communication;
• application of number;
• information technology;
• working with others;
• improving own learning and performance;
• problem solving.

Communication

In all units there are suggestions for how pupils can plan and work together. The teaching framework for the units provides opportunities for pupils to listen and talk. Although the emphasis is predominantly on using speaking and listening skills, there are also opportunities to record in writing. The development of non-verbal communication skills is enhanced through signalling in games, while dance activities create numerous opportunities for communicating ideas, emotions and feelings.

Application of number

There are some opportunities identified in the units to develop this key skill, particularly in the areas of athletic activities and outdoor and adventurous activities. Activities of an orienteering type develop the skills of using grid references and bearings. Collecting data on times, distances and the analysis of games, and interpreting it to help understanding of performance, is important in both athletic activities and games activities. In advanced units, pupils' understanding of the principles of movement is enhanced by using number to understand concepts related to applying forces to produce momentum, poise and stability.

Information technology

There are opportunities identified in all units for the use of IT. These include word processing, the use of databases and the use of performance-analysis software. Using the internet to research information will help pupils to discover where they can take part in activities locally, and it will also enable them to access the databases of national governing bodies. There are also CD-ROMs available that give ideas for drills and practices and information on how the body functions during physical activity.

Working with others

This key skill is critical to effective performance in all areas of physical activity. The rules and conventions of all activities require pupils to work together even when competing against each other. All games units provide clear opportunities to work in teams, planning and implementing game plans and tactics. Significant elements of dance activities and gymnastic activities require cooperative and collaborative group work.

Improving own learning and performance

The essential features in PE of evaluating performance and making improvements require the extensive use of this key skill. All units provide clear opportunities for pupils to identify aspects of their own and others' performance that need improving, and opportunities to suggest ideas or make decisions about the action that needs to be taken. In intermediate and advanced units in particular, pupils are required to take the initiative in implementing action to improve performance, as well as analysing, monitoring and adjusting the programmes they have initiated to improve fitness and performance.

Problem solving

This key skill is central to much of the work in units in the area of outdoor and adventurous activities, as well as being a key part of the learning process in all other areas of activity. In outdoor activities, pupils are always faced with challenges presented by changing conditions and situations, where they need to weigh up options before carrying out decisions. In games activities, pupils need to evaluate situations quickly and respond appropriately to any problems that arise. In dance activities, the nature of creative composition means having to find ways to realise one's design idea.

Intermediate and advanced units identify opportunities to generate additional evidence of acquiring key skills, particularly in communication, working with others, improving own learning and performance, and problem solving.

Thinking skills

All the units in this scheme of work provide opportunities to promote the following thinking skills.

Information-processing skills

These enable pupils to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyse part-whole relationships. In PE units pupils have the opportunity to use the information they receive in a variety of ways, to identify and evaluate what they have done and to make decisions about what to do.

Reasoning skills

These enable pupils to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think and to make judgements and decisions informed by reasons or evidence. In PE units pupils have opportunities to explain what is required, why something is effective, or how and why their body is affected by exercise. They can also observe, develop and explain tactics or compositional ideas. In intermediate and advanced units, the design and implementation of activity, fitness and exercise programmes require careful reasoning.

Enquiry skills

These enable pupils to ask relevant questions, to pose and define problems, to plan what to do and how to research, to predict outcomes and anticipate consequences, and to test conclusions and improve ideas. In PE units the initial stage of learning in each area of activity is about exploring possibilities and trying out ideas, skills and different rules and approaches. Pupils form hypotheses that they put into action and then review the results of their work. In many units, especially in athletic activities and outdoor and adventurous activities, pupils are required to carry out investigations. The analysis and evaluation of information from several trials can help pupils to understand performance.

Creative-thinking skills

These enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination, and to look for alternative innovative outcomes. In the units related to dance and gymnastic activities there are opportunities for pupils to develop creative-thinking skills through composing and creating dances and sequences of movement. In games activities pupils can make up and adapt rules and devise practices, and in athletic activities they can devise competitions. Creative thinking is very important if pupils are to perform independently and with improving quality.

Evaluation skills

These enable pupils to evaluate information, to judge the value of what they observe, read, hear and do, to develop criteria for judging the value of their own and others' work or ideas and to have confidence in their judgements. There are opportunities to develop these skills in the 'Evaluating and improving performance' section of each unit. This gives pupils the opportunity to observe, copy, describe and comment on what they and others do, and to use the information gained from watching and listening to understand what works and what is not successful. They can make judgements about the quality and effectiveness of their own and others' work and make decisions about what they need to do to improve. In particular, some units in the areas of dance activities and gymnastic activities require pupils to identify criteria against which to judge performance. All advanced units require a process of evaluation in informing the decisions to improve performance.

Citizenship

The national curriculum requirements for citizenship became statutory in September 2002. Schools need to consider how the citizenship programme of study should be taught. This scheme does not provide a model for an approach to citizenship, but does suggest where links between PE and citizenship might be made.

In all units, opportunities to take on a variety of roles, including that of leader, have been identified. In all advanced units pupils are asked to work in groups, taking on different roles, to organise competitions, displays or festivals. These roles, and the ways pupils are asked to work cooperatively, contribute significantly to their understanding of the value of the views of others and of decision making through democratic processes, as well as of the importance of identifying with a group.