However, some pupils were less sure about the physical benefits of participating in physical activity. Of the 25 schools, 21 met the AfPE’s recommendation of teaching PE for 2 hours per week. However, not all schools spent timetabled PE lessons on high-quality instruction, practice and feedback to improve all pupils’ competence. In nearly all schools, all pupils had access to the same curriculum being taught at the school and were taught PE through the same range of physical activities and sports.
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This meant that it was not always possible to identify which pupils were benefiting from the extracurricular activities. In schools where the teaching of physical development was stronger, staff carefully planned how to explain and model to the children different movements and movement patterns. Staff based their approach to teaching on what pupils demonstrated they knew and could do. They organised play-based activities and targeted activities so that all pupils could purposefully practice and receive feedback to help them improve the range and quality of their movement. Children were encouraged to try their best and given praise for their efforts and successes. Knowledgeable staff helped children to see the similarities and differences between different contexts.
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In these schools, meeting the breadth and ambition of the key stage 4 curriculum was less likely. Beyond timetabled lessons, many schools complement their curriculum with extracurricular activities that provide additional breadth and depth to timetabled lessons. However, not enough schools have effective systems in place to monitor the inclusivity of their extracurricular provision.
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Many schools had built their curriculum by planning experiences rather than what pupils needed to learn through those experiences. The curriculum was intended to give pupils exposure to a wide range of sports or physical activities. However, it often did not give pupils enough teaching time to build their knowledge and develop fluency before moving on to a new activity or context. This meant that many pupils were unable to apply their prior knowledge successfully to new contexts, because it was not secure. In many schools, the curriculum matched the breadth and ambition of the national curriculum.
Some pupils with SEND showed a secure understanding of the curriculum that they were taught. In these schools, pupils received the precise support that they needed and their progress and attainment were closely monitored. Staff collaborated effectively with the special educational needs coordinator (SENDCo) to develop specific strategies to support pupils with SEND so that they could learn the curriculum. For example, a pupil who might benefit from a writing slope in the classroom might not need this in a PE lesson but might benefit from other forms of adapted equipment. A school shared some of their planning for teaching physical development in Reception.
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As in the primary schools visited, the average number of sports and physical activities that pupils were exposed to within an academic year was 10. They had carefully considered the physical, mental and social aspects of health and wellbeing to be taught within the PE curriculum. In these schools, the knowledge to be taught had been clearly sequenced with connections and comparisons between different activities that featured in the curriculum. For example, pupils were taught some of the mental and social benefits of participation during each activity that featured within their curriculum.
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- In schools where the teaching of physical development was stronger, staff carefully planned how to explain and model to the children different movements and movement patterns.
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The knowledge to be taught is set out clearly and precisely, and sequenced carefully to give pupils opportunities to revisit and secure prior learning. Teachers give pupils high-quality explanations with relevant real-life examples. This means that the planning and teaching of PE qualifications are stronger than the teaching of compulsory PE at key stage 4. One school used attendance data from extracurricular activities and anonymised pupil questionnaires to identify possible barriers to participation. The school identified that girls’ participation was significantly lower than boys.
A school had carefully planned out what would be taught in athletics. They had prioritised athletics within the curriculum so that it was taught each year. Year on year, specific techniques were revisited and developed.
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As a result, many pupils did not competently and confidently learn what was taught or understand why what they were being taught was important. However, in many schools, decisions on which physical activities and sports to include in the curriculum was heavily informed by extracurricular competitions. This meant that some of the sports and physical activities included were not always the most appropriate for teaching the knowledge that leaders wanted all pupils to know and remember. As a result, some curriculums did not support all pupils to make progress because what was taught was often not meaningfully connected to other content in the curriculum. Pupils’ verbal recall of what they had learned in PE lessons was inconsistent.
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In some schools, teaching was based on assumptions about what pupils had been taught rather than what they had demonstrated they had learned. What pupils knew and could do was not always checked before moving on in the curriculum. This meant that some pupils were being taught more complex content without having learned the foundational knowledge necessary to understand it. In some schools, time allocated for PE had been sacrificed to provide additional interventions or help pupils to catch up with missed teaching in other subjects. For example, just over a third of pupils and staff told us that PE was sometimes missed to support reading, for example. Leaders explained that often the subject missed was rotated and so this was not a deliberate decision to miss muscle building workout app PE.
In one school, the pupil-elected ‘school sports council’ played an active role in getting the whole school community involved in PE and sport-related activities. With the support of staff, pupils designed and set up a whole-school ‘active calendar’. Pupils visited classes across the school to share their plans with the school community. In another school, pupils designed and led a parent workshop to provide important information on how to make healthy, active lifestyle choices in the local community. Many schools told us the overall percentage of their pupils who met the swimming and water safety outcomes set out in the national curriculum. Across the schools, by the end of Year 6, 63% of pupils could swim proficiently over a distance of at least 25 metres, and 72% could perform safe self-rescue in different water-based situations.
Remember, the magic of group fitness happens during those moments in class, not by your new choreography or exercise selection. Use a chart-building tool to help you graphically design your construct. Programs like Google Slides and Canva can help you put your thoughts into a plug-and-play chart. This chart will be vital to the next stages of your class planning. While it’s not as easy as a two-word sentence, it can be fairly simple once you have the right tools and a system.
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In schools where pupils were taught in single-sex or attainment groupings, they were all taught through the same sports and activities, although sometimes in a slightly different order. For example, as with the primary schools visited, if football was part of the PE curriculum, it was present for all in their timetabled PE lessons. In many schools the slight differences in order did not negatively impact what pupils demonstrated they had learned in PE.