PE at key stages 3 and 4

The scheme of work draws together parts of the programmes of study to create a framework that shows how pupils might be helped to progress. In PE, this includes progression in:

• acquiring and developing skills;
• selecting and applying skills, tactics and compositional ideas;
• evaluating and improving performance;
• knowledge and understanding of fitness and health.

These four aspects are closely linked and are developed through the physical activity pupils carry out. For example, the evaluating and improving of performance should take into account the relationship between developing, selecting and applying skills, tactics and compositional ideas, and fitness and health. The quality of a performance and the selection of skills, tactics and compositional ideas are affected by the range and level of skills, the type and degree of fitness and the understanding of the concept of the activity. For further guidance see 'Planning for progression in PE'.

Building on pupils' earlier experiences

In PE at key stages 1 and 2, pupils will have studied:

• dance;
• games;
• gymnastic activities;
• swimming activities and water safety.

In addition, at key stage 2 they will have studied either athletic activities or outdoor and adventurous activities.

Transfer from primary to secondary

The scheme builds on the knowledge, skills and understanding developed through the key stage 2 programme of study. Although the expectation is that pupils starting key stage 3 are working at level 4, the units take account of the fact that some pupils will be working at level 3.

There are three link units within the scheme: in dance activities, gymnastic activities and games activities. The games activities units contain material for invasion games, net/wall games and striking/fielding games. These units are provided as a common point between key stage 2 and key stage 3. Some primary schools will wish to cover all or parts of these units and they may also provide a good starting point for key stage 3. The development units, aimed at years 7 and 8, are pitched at a more appropriate level for the beginning of key stage 3.

In all units there are suggested core tasks that are pitched at a level of demand to enable the expectations in the unit to be met. Each key task has adaptations and variations linked to them. These allow the task to be adapted to make it easier or harder. It also allows the task to be varied but kept to the same pitch.

For pupils who have not reached level 4 at the end of key stage 2, it is appropriate to ask them to work within the link units at the pitch of the adapted tasks. It may also be appropriate for some pupils to take material from some of the key stage 2 units focused on years 5 and 6. Units in each area of activity have been designed so that there is some overlap with both the previous and subsequent units. This allows for pupils to work in the same activity area but to different demands.

All units have titles that identify which area of activity they cover and for what year group(s) they are intended to be used. At transfer from one key stage, class or school to another, the identification of the specific units covered in the previous year could be made available to the teacher. This information, accompanied by an assessment stating whether the pupil(s) have reached the expectation for the unit, or made less or more progress in the unit, will help teachers to decide where to pitch the work.

Expected levels of attainment

Level 4 is the expected attainment of pupils at the end of key stage 2. This is the starting point for this scheme of work. So, by the beginning of key stage 3, pupils should be able to:

• link skills, techniques and ideas and apply them accurately and appropriately;
• show precision, control and fluency;
• understand tactics and composition;
• compare and comment on skills, techniques and ideas used in their own and others' work and use this to improve their performance;
• explain and apply basic safety principles in preparing for exercise;
• describe what effect exercise has on their body and how it is valuable.

Some pupils will have progressed further and should be able to:

• select and combine their skills, techniques and ideas and apply them accurately and appropriately;
• consistently show precision, control and fluency;
• draw on what they know about strategy, tactics and composition when performing;
• analyse and comment on skills and techniques and how these are applied in their own and others' work, modifying and refining these to improve their performance;
• explain how the body reacts during different types of exercise and choose warm-up and cool-down activities to suit the exercise;
• explain why regular, safe exercise is good for their health and fitness.

By the end of key stage 3, most pupils who started at level 4 will have progressed and should be able to:

• select and combine skills, techniques and ideas and apply them in ways that suit the activity and with consistent control, precision and fluency;
• draw on what they know about strategy, tactics and composition to respond to changing circumstances and others' strengths and weaknesses;
• analyse and comment on how skills, techniques and ideas have been used in their own and others' work, on compositional and other aspects of performance and on ways to improve performance;
• explain how to prepare for and recover from activities and how different types of exercise contribute to their fitness and health;
• describe how they might get involved in other types of activity and exercise.

Pupils who have progressed further should be able to:

• select and combine advanced skills, techniques and ideas, adapting them accurately and appropriately to the demands of the activity;
• consistently show precision, control, fluency and originality;
• draw on what they know of the principles of advanced tactics and compositional ideas and apply these in their own and others' work, modifying them in response to circumstances and other performers;
• analyse and comment on their own and others' work as individuals and team members, showing they understand how skills, tactics or composition and fitness relate to the quality of the performance;
• plan ways to improve their own and others' performances;
• explain the principles of practice and training, and apply them effectively;
• explain the benefits of regular, planned activity on health and fitness and plan their own appropriate exercise and activity levels.

Teachers who use this scheme of work may find they need to adapt it to ensure it takes account of the different experiences, strengths and interests of their pupils. In doing this, they will need to take account of the statutory requirements and guidance on inclusion set out in the national curriculum.

The statutory inclusion statement sets out three principles that are essential to developing a more inclusive curriculum:

• setting suitable learning challenges;
• responding to the diverse needs of pupils;
• overcoming potential barriers to learning and assessment for individuals and groups of pupils.

The scheme of work is designed to cater for pupils working at levels 3-8. It is also designed to be challenging and raise expectations. The expectation is that the average attaining pupil will be working at level 4 in year 7, level 4 or 5 in year 8 and level 5 or 6 in year 9. The pitch in year 9 intermediate units is towards level 6. The pitch in year 11 advanced units is towards level 8/GCSE A-C. The purpose is to provide challenging targets for pupils while recognising that not all pupils will reach this standard. For pupils whose attainments are significantly above or below these expected levels, a much greater degree of differentiation will be necessary. Further guidance on this can be found in Guidance on providing for gifted and talented pupils and Guidance on providing for pupils with learning difficulties, produced by QCA in 2000.

To provide suitable learning challenges for all pupils to achieve as high a standard as possible, teachers may wish to modify the whole scheme of work, or parts of units.

If modifying the whole scheme, teachers may wish to consider whether:

• particular parts of the scheme should be emphasised or expanded;
• pupils should be given more time for particular aspects of the scheme or given opportunities to progress more rapidly;
• particular pupils need opportunities to revisit knowledge and skills in different contexts;
• the attainments of pupils in the school are such that modification alone will provide a relevant structure for teaching PE. If this is not the case, eg for pupils who have significant learning difficulties or groups able to work at a particularly challenging level, schools may wish to use the scheme as a resource for developing an alternative. The alternative must offer pupils opportunities to experience a range of work across key aspects drawn from the programme of study.

If adapting particular units, teachers may wish to consider whether:

• the expectations and learning objectives need modifying;
• there is a need to add challenge by increasing the requirements;
• there is a need to provide small steps, short, guided and more focused tasks and supporting structures to enable pupils working below the demands of learning objectives to undertake the activity;
• the outcomes need to be changed to take account of revisions to the objectives and activities, or because pupils will operate on different levels;
• to vary contexts, resources, or teaching and learning styles to take account of the different learning needs of boys and girls, and the needs of pupils from different social and cultural backgrounds and with different lifestyles;
• support needs to be provided, and the activities adapted, for pupils with sight or hearing impairment or difficulties in communication or literacy;
• the activities need to be adapted for pupils with specific medical conditions or restricted movement;
• the material can be selected from earlier or later units in the same area of activity.

The 'Points to note' give suggestions for a range of possible teaching approaches that could be used, including suggestions for using ICT to support and enhance teaching and learning. Some of these suggestions will help teachers to meet the specific needs of different groups of pupils.

Listed under 'Core tasks' are suggestions for adapting the tasks to make them easier or harder. This will help teachers to set appropriate challenges for all the pupils, including the least able and the most able.

The type of support provided for pupils with difficulties in communication, language and literacy could include:

• using alternative and augmentative communication;
• giving pupils the opportunity to clarify their ideas through discussion, modelling, role play and the use of tape recorders, video and photographs.

The section called 'Possible teaching activities' provides suggestions of activities that will enable pupils to meet learning objectives related to the four aspects of knowledge, skills and understanding in PE outlined in Planning for progression.

Pupils with special educational needs

PE lessons can pose a challenge to some pupils who have special educational needs. There are a number of ways to deliver physical activity with the aim of including young people who have a range of abilities. These are shown in the following table.

Open activities	All pupils are involved in the same activity
Modified activities	The task as a whole is adapted to make the challenge easier or harder to suit the needs of individuals
Parallel activities	Pupils are presented with different activities from the same activity area, and use rules, structures and equipment that suit their needs. For example, in net games, some pupils might play with short tennis equipment while others play 'polybat'
Included activities	Pupils take part together in an activity but different conditions apply to members of the group or class
Separate activities	Pupils need activities specific to their needs, and these are not the same as those given to the rest of the class

Teachers need to decide on the most appropriate way to engage and involve pupils so they learn and make progress. All of the above approaches are appropriate at different times. No one approach should be used to the exclusion of others. Decisions should be made on what best suits the needs of the individual and the class.

In addition, it may be necessary to use specialist equipment to give motivating and relevant experiences to pupils with sensory and physical disabilities. For pupils with emotional and behavioural difficulties, there may be a need to emphasise short-term goals and provide highly specific outcomes.

Assessing progress

Opportunities for assessing pupils' progress are built into each unit. The learning objectives are pitched at an appropriate level for the year groups identified. The learning outcomes can be used to review progress and check whether pupils are ready to move on to the next activity or need more support or challenge. They also provide a framework for giving feedback to pupils. The expectation statements for each unit are related to the level descriptions in the national curriculum. They describe attainment in the core tasks, and allow pupils' overall progress to be monitored.

The core tasks in each unit require pupils to select and apply their knowledge and skills in increasingly demanding situations. Each set of core tasks enables pupils to demonstrate their competence and effectiveness at a higher level than in the previous unit, and provides a stepping stone for the tasks in the subsequent unit.

The learning objectives are written primarily for teachers, but can be adapted and given to pupils as the objectives of a lesson or sequence of lessons. The objectives and expectations can also be used to help pupils review their own progress. Feedback to pupils, which can range from providing informal oral comments to a whole class to closely focused comments on individual work, should relate to the objectives set.

The work pupils do will provide evidence of what they have been taught and their progress. It is not necessary to make detailed records for each pupil or activity, or to keep detailed portfolios of pupils' work. A grade, comment or mark can be used to indicate achievement. A judgement based on these, and in some circumstances on a summative piece of work or test, can be used when considering how individual pupils are achieving in relation to the end-of-unit expectations. Some pupils may need more help or extension activities.

Pupils' responses to the demands, particularly of the year 9 units, will provide evidence for teachers to make end-of-key-stage assessments against the level descriptions.

Work at home and outside lessons

Each unit suggests some 'out-of-school' activities, which can be completed outside teaching time. Most of these are homework or extension work. Suitable and worthwhile tasks for PE can include:

• extra-curricular activities involving both competition and performance, or more social activities;
• interschool matches, tournaments and festivals;
• involvement in community-based clubs;
• opportunities to practise skills and techniques during recreation time or at home;
• finding out about opportunities to get involved in community-based clubs using the Sport England website;
• researching information using coaching books, CD-ROMs and the internet;
• carrying out preparation tasks so that pupils can lead others in activities such as warming up or practising skills in lessons;
• analysing and interpreting data collected in lessons about performance, ie comparing recovery rates from pulse readings to get an indication of cardiovascular fitness, analysing the percentage of successful shots in netball to identify areas of strength and weakness.

The time given to pupils to practise has a significant impact on their skilfulness, confidence, and speed of thought and action. Effectively set tasks and activities, which meet the needs of pupils, will lead to them making better progress. The benefits of extra-curricular activities to pupils in terms of raising their activity levels, improving their skilfulness, and helping them to develop a sense of identity with a community are great. These opportunities contribute to the ethos of the school. They provide a focus for pupils from which they derive satisfaction and enjoyment, and provide goals for many to aspire to.

Most schools offer a range of extra-curricular activities in PE. Some pupils need to be encouraged to attend. The extra-curricular activities can provide a range of different opportunities for pupils. For some the need to get involved in competitive intramural or interschool activities will enhance and extend their learning. Others may wish to take part in 'club' activities for fun or at more gentle levels of competition. Some will want to take part in creative activities, and activities that help develop their feelings of fitness and wellbeing. Schools might consider how to provide opportunities for as many pupils as possible that will promote higher activity levels, develop their skilfulness and enable them to be challenged. Schools need to recognise the effect that engagement in activity out of lessons has on pupils' skilfulness, confidence, self-esteem and feelings of competence.

Pupils could be encouraged to attend clubs in the community to enhance their experiences. Schools need to develop good links with local providers and local authority officers. If schools are promoting links with specific providers and groups, they must ensure that the provision is safe and the quality of provision good. Enormous benefits can be derived from good communication and links.

Break times can provide good opportunities for pupils to practise and extend their skills. Where the hard-play area and other areas are set up, so that purposeful activities that help their learning are organised, not only the skill level of many pupils, but also their behaviour is improved. In schools that have adopted policies of this type, a range of resources and ideas are set out from which pupils can choose.

Schools may wish to consider how older pupils and adults other than teachers can, under the direction of a teacher, be given roles of organising and overseeing activities that give other pupils opportunities for focused practice.