Revitalising our subject:
In 2008/9 we will be moving from delivering 'big picture' messages, developing thinking about overall planning and changes to the Programme of Study to more detailed planning.  This will mean developing thinking, conversation and resources around:

• The entire planned learning experience - a relevant, purposeful and coherent curriculum (2+3) offer for physical education and 11-19 coherence including qualifications;

• Compelling learning in a range of content centred on learner's needs so that learner's commit and engage;

• A baseline of outcomes we want to achieve for 2011 and beyond (developing our vision);

• Assessment and progress in terms of key processes, PLTS and the 3 new aims.

It will also mean seizing opportunities for linking with other government agendas, for example Physical Education Sport Strategy for Young People (PESSYP) and Learning Outside the Classroom (LOtC) manifesto.    

Revitalising and building support networks:
It is important to continue to support and revitalise existing networks of subject leaders and to encourage the development of new regional and local networks.  

Evaluations from the first phase of the project have told us that the key messages are generally well received; PLTS and cross-curricular dimensions are being enthusiastically embraced; and schools are beginning to implement the process of change, albeit in isolated groups at the moment.  Many subject leaders however are still nervous about assessment and Ofsted's view and they are often reticent to change – waiting to be told what to do or waiting to see how other schools are implementing the changes.  

The Plan:
There are three key underpinning principles of the plan:

• Our actions are strategic
• We capacity build  for sustainability
• Our work is quality assured and enhanced

1.  Strategic actions:
Regional autonomy:  Our Lead RSAs are required to produce an outline of the regional support from April 08 – March 09.  An Action Plan will be produced quarterly and progress reported monthly. 

Proactive versus reactive:  Requests from an individual, a department, cluster or even partnership may not be an effective use of our time given the level of contract funding and deliverables we have to meet.  Lead RSAs (who are part-time) will coordinate support, liaising with other bodies and Local Authorities to ensure a coherent proactive programme that reaches a far greater percentage of teachers than a reactive approach.  An audit has been sent out to Las/LDAs to begin this process.

Cross regional/cross subject working:  There is no reason why we cannot work across regions, especially where geographical location allows or plan cross-subject sessions.

Targeted support:  Working with LAs/LDAs to target areas in the region that have not engaged with the NSC key messages.

2. Capacity building:
Identifying key people:  Facilitating a support session for key LA personnel or even for example ASTs, helps build capacity to provide support in the region.

Developing/revitalising networks:  Communities of practice are promoted as part of government policy.  They are a key feature in promoting sustainability.

Examples of best practice:  Sourcing best practice examples, is a useful stimulus for developing thinking about curriculum design.  We are looking for effective curriculum offer planning, not detailed units of work.  We have to produce a further 2 video case studies as part of our second phase contract so case studies may be used nationally as well as regionally.

3. Quality assurance and enhancement:
Permeation:  Strategic actions and capacity building decisions will be made in collaboration with other partners.  These will be monitored by the National Subject Lead, CfBT and ASPECT.

Self/peer-review:  It is important that we constantly strive to effectively deliver key messages and support successful curriculum planning even when individuals misinterpret or often seemingly do not want to hear these messages.

Impact:  Vital to ensuring impact on this project is remembering that in supporting the leading and managing of curriculum implementation we are supporting a three part process that is based on learners' needs and a baseline of outcomes schools want learners to achieve.  This is distinct from supporting the implementation of a curriculum focused on content and coverage.

Disciplined innovation:  Just as schools are required to ensure any innovation is evidenced based so are we.  Before advocating the use of any resources produced or examples of practice we have collected, these should be shared with the National Subject Lead and Local Authority colleagues.  If we are simply using a resource to promote thinking about practice rather than exemplify practice then this process does not need to be followed, but the distinction needs to be shared with colleagues.  As part of the project we have to report monthly and this helps us to reflect on practice, evaluate progress and reset priorities etc., as well as just reporting what we have put into action.  

CfBT New Secondary Curriculum support materials

www.newsecondarycurriculum.org

afPE have authored the support materials on this website as part of our new secondary curriculum contract.

Resources include a planning wizard; key messages about the curriculum changes and video case studies.

You will need to register to access these pages, but this also means you receive alerts when new information is posted.

http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/

This link takes you to a QCA subject index where you can download the new programmes of study for physical education.

Use the links on the left of the page to navigate to curriculum design support and skills information (PLTS).

Local Authority/Local Delivery Agency audits

Lead Regional Subject Advisers (RSAs) are currently required to produce a regional audit of need to inform a coherent and strategic approach to supporting new secondary curriculum implementation in the next contract phase to March 2008.

If you have not received information from your regional RSA please complete the audit and send it to your appropriate contact. The RSA contacts are listed above.