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Dance & Gymnastics PPA Cover

As PE Lessons are the only access to exercise some children have all week, it is essential that the quality of the lessons is excellent, and that the lessons are exciting and accessible for all children. A great alternative to sports during Physical Education lessons is Dance and/or Gymnastics.


Dance PPA cover

The objectives of this programme:

  • To respond with an understanding to dance and learn to create and perform pieces
  • For children to communicate proficiently in dance
  • Children will understand and evaluate dance in different contexts and cultures with cross-curricular links to history and literacy
  • To perform different styles of dance with confidence
  • For children to explore and develop emotionally through dance, topics include Mindfulness and Positivity as well as self-confidence, team work and being comfortable in our own bodies

Gymnastics PPA Cover

The objectives of this programme:

  • To understand how to use the body to perform basic gymnastic balances, shapes and weight transfers
  • To be able to understand and carry out basic sequences with and without equipment
  • To improve concentration and mental focus using basic gymnastic skills
  • Develop and understanding of the sportsmanship and discipline required in gymnastics
  • Improve flexibility, strength, technique, control and balance
  • Compare their performances with previous ones and demonstrate improvements to achieve their personal best
  • Master basic movements developing balance, agility and coordination, and begin to apply these in a range of activates
  • Understand the importance of teamwork through gymnastics
  • Excel in the compulsory elements of the PE Curriculum which must be covered through Gymnastics

Many schools choose to alternate Dance and Gymnastics over various terms and year groups so children access both variations of Physical Education, we can tailor-make a programme that suits your school – please contact us for more information

What makes our Dance and Gymnastics Provision different?

  • Quality, consistent staff
  • Performance organised to show at summer fayres, Christmas events etc.
  • All lesson plans provided; hassle-free for teachers
  • Dance and Gymnastics lessons linked with healthy eating and nutrition through Change4Life
  • On-hand support for your PE Subject Coordinator in school including help with Subject Leader Action Plan, Goal Setting and updating your school’s Physical Education Policy
  • British Gymnastics badges can be earned in PE lessons
  • Ability to enter teams into your inter-school Sports competitions for Dance and Gymnastics
  • Extracurricular clubs available such as “Rhythmic Gymnastics” and “Hip Hop” – for more information please click here

Our Dance and Gymnastics staff can teach children from the Early Years Foundation Stage right through to school leavers, and our programme enables them to pitch the lessons perfectly each time. The PhysicaLearn© Dance & Gymnastics programme promotes knowledge of dance and gymnastics alongside the importance of a healthy lifestyle and fitness. It allows children to explore and create exciting movement possibilities using the body by responding to music. This builds a foundation which enhances physical development, flexibility, core strength and movement memory. As well as physical benefits both our Dance and Gymnastics Programmes also enhance creative skills, confidence, mindfulness and positivity and gives children a better understanding of rhythm, speed and direction.

To see our Dance or Gymnastics Frameworks which outlines our Medium and Long Term Plans throughout KS1 and KS2 please contact us.

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Thursday, June 20, 2019

Why is the system changing?

  • A lack of expertise and knowledge of MFL has been found across the board
  • Curriculum is being confused with assessment and qualifications
  • Curriculum narrowing (a focus on English and Maths and therefore neglect for MFL)
  • MFL being missed out in Year 6 due to prepration of SATs
  • Social justice issues
  • Lack of teaching expertise n Inspectors found that, in over half of the schools in the sample, the lack of confidence, subject knowledge and need for training was the biggest challenge to improving the quality of their foreign language provision.  This lack of expertise was also highlighted in the questionnaire for language specialists or teachers as a particular concern for primary schools in meeting the requirements of the national curriculum
  • Confidence and subject expertise was the main concern for just under half of respondents.
  • Transition arrangements:  In half of the schools, inspectors reported that the primary schools were not working well with secondary schools to ensure that there is effective transition in foreign language learning from primary to secondary.

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What will be changing?

  • Children and students first – avoiding curriculum narrowing, even in upper KS2
  • Solid evidence for MFL
  • Quality of education – outcomes, assessment and curriculum delivery
  • Work scrutiny for MFL
  • Work should be demanding and coherently planned
  • Children to remember what they have been taught long term
  • Teachers must have good knowledge of the subjects

 

“During an inspection, if Ofsted are to “dig deep” in MFL, what can I expect?”

 

  • Discussions with senior leaders about the MFL provision and their curriculum
  • Discussions with curriculum leaders and language teachers about the depth of the curriculum and how it progresses – what should children be able to do by the time they reach Year 6?
  • Observations of lessons
  • Book scrutiny
  • Discussions between the inspector and inidivdual children about what they remember and why they are learning what they are learning
  • A look into pronunciation of teachers and children
  • A look into evidence of progression across the curriculum

Note: if MFL is not delivered on the day of inspection, all of the above will still happen other than lesson observations – book scrutiny

 

“What questions might I be asked as MFL Lead or MFL teacher in my primary school?”

 

  • How do you structure your support for non-specialist teachers?
  • How do you ensure you cover the programme of study?
  • Do all children have access?
  • How secondary and primary ?
  • What are the needs of your cohort and how has this affected your curriculum?
  • Why did you choose that scheme of work?
  • How do you ensure it builds on prior knowledge?
  • How do you ensure your progress is not just adding more vocabulary but grammatical structure?
  • How does this lesson fit within your scheme of work?
  • Can children manipulate a basic sentence by end of year 6?
  • Pronunciation of teachers and children
  • Evidence of progression across the curriculum
  • If your school is doing a carousel with 3 languages, for example: “What is the rationale behind that? What is the progress in each language? Have you thought about the phonological structure of each language? Are the languages being compared?

If MFL is evidently not a priority, Ofsted will want to see a plan of how the school will achieve the above.

 

 

 

Ofsted are asking the question: “Who is leading primary languages in primary schools?”

 

What are Ofsted looking for in primary languages?

  • Ofsted definition of curriculum: intent, implementation, impact (framework, support, progress) i.e. having clear intnetions of where the curriculum is going to achieve the desired progress
  • A curriculum with depth - developing knowledge and understanding, not memorising disconnected facts
  • Knowledge and vocabulary is at the heart of what Ofsted are looking for
  • A curriculum with clear progression: there are serious consequences for pupils when a curriculum is not sequenced or designed effectively. Gaps in pupils’ knowledge accumulate as they become layered on top of one another in a curriculum sequence.
  • Pupils learning the knowledge they need to avoid knowledge deficit (Fisher, Hnadbook kf applied behaviour)

“12 years of education should give children a solid foundation for languages” Ofsted, January 2019

 

“What if my school is an Academy?”

 

  • All pupils in maintained schools are expected to study the national curriculum. Academies must offer all pupils a curriculum of a similar breadth and ambition as the national curriculum (Ofsted school inspection update)

 

If we provide your MFL provision, what will we be changing over the summer to ensure we meet the guidelines for the new framework?

  • Assessment criteria from Y3-6 in line with the new inspection framework
  • A NEW childrens “quiz” area on our TeachTool platform to enable children to track their progress in the language
  • End of unit comments area to be emailed to our liason at your school at the end of each unit, complete with childrens progress
  • Restructure of annual reports for MFL in line with the new inspection framework

If you have any questions about your MFL provision or if you need to arrange your MFL provision for September, please get in touch with us.