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Unit 24: PE and the care of children and young people

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courtney kelly

on 24 March 2015

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Transcript of Unit 24: PE and the care of children and young people

Unit 24: PE and the care of children and young people
The structure of the physical education curriculum
Early years, foundation stage- opportunities that provide young children to be physically active and interact with others. The development of coordinarion, control and movement is required. Children should be taught and helped to understand the importance of physical activity.

National curriculum
National curriculum
The structure of the physical education curriculum:
The purpose of the study of physical education should provide oppourtunites for pupils to become physically confident which supports their health and fitness. The national curriculum provides the pupils with opportunites that allows them to compete in sport, this helps the pupils to understand the importance of fairness and respect.
National curriculum
Early years, foundation stage- pre school- reception (ages 3-5)
Key stage 1- years 1&2 (ages 5-7)
Key stage 2- years 3-6 (ages 7-11)
Key stage 3- years 7-9 (ages 11-14)
Key stage 4- years 10-11 (ages 14-16)
Key stage 1
Development of fundamental mobement skills. They should be provided with opportunities to improve their agility, balance and coordination. Pupils should be engaging in competitive and cooperative activities.
Key stage 1
Pupils should be taught: basic movements, such as running, jumping, thowing and catching. Pupils should be taught tactics for defending and attacking which will improve from participation in team games. They should also be taugh how to perform dances using easy and simple movement patterns.
The structure of the physical education curriculum:
Key stage 2
A continuation of developing a broader range of skills is required. Pupils should then learn how to use the skills if different ways and link thrm to make actions and sequences of movement. Communication, collaberation and competeing with others is also required. Pupils are required to learn how to evaluate and recognise their own success.
Key stage 2
Pupils should be taught how to use running, jumping, throwing and catching in isolation and combination. They should be taught to play competitive games, develop flexibility, strength, technique, control and balance. They are required to perform dances and tske part in outdoor and adventerous activities.
Key stage 3
Key stage 3
Development of confidence and competence to take part in a range of physical activities. The pupils are required to develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform effectively. Whilst performing they should be able to analyse the situation they are in and make decisions based on the situation.
Key stage 3
Pupils should be able to reflect on theirs or someone elses performances and figure out ways in which would improve their performace. They will learn about the importance of a healthy and active lifestyle. Pupils will work in groups, on their own and in teams developing the concept of fairness and responsibility.
Key stage 4
Pupils will develop what is essential in key stage 3. They will start to take on different roles and responsibilities. This includes, leadership, coaching and officiating. Pupils will learn how to be effective in competitive, creative and challenging situations.
Impact of stakeholder views
Stakeholders
Stakeholders
the goverment- " there is an urgent need to raise UK skills levels to help drive productivity, growth and job creation."
the UK CES- encourage investment in the skills on young people.
skills active- helps design the curriculum- help to ensure 1 level 3 qualifircation is at the same level as another level 3 eg. BTEC
NGBs- aim to increase participation in sport, design and deliver coaching programmes to teachers and students.
How the curriculum is implemted
Different ways learning providers meet requirements
PESSCL & PESSYP
NGB
Different ways learning providers meet requirements
Youth sport trust
Dame Kelly Holmes legacy trust
The difference in the national curriculum in home countires
Differences
Differences
The difference in the national curriculum in home countires
http://www.leeds.ac.uk/educol/documents/00003560.htm


Stakeholders
QCDA- qualiforcations and curriculum development agency.
these are like businesses amd unviersities and they make sure kids get the correct skills they need to proceed in life
Full transcript