Preparing for a

Deep Diveinto PE

Intent ImpactImplementation

Learning Nutrition Framewor

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Learning Pointsl Keep feet shoulder width apart.

l Bend knees on take-off and landing.

l Swing arms to gain height and use them to help balance on landing.

l Keep head up and back straight.

Questionsl Why do we bend our knees when we land?

l Why is it important to land softly?

l What sports can you think of that require the ability to jump, turn and land with balance?

Dynamic Balance to Agility: Jumping and Landing

Success?l Good take-off and height

l Balance and control on landing

l Soft, ‘quiet’ landings

Yellow challengesMaintaining balance: 1. Jump from 2 feet to 2 feet forwards, backwards and side-to-side.

Green challengesMaintaining balance: 1. Jump from 2 feet to 2 feet with a quarter turn in either direction. 2. Jump from 2 feet to right/left foot and freeze on landing.

Red challengesMaintaining balance: 1. Jump from 2 feet to 2 feet with

180° turn in either direction. 2. Complete a tucked jump. 3. Complete a tucked jump with 180° turn in either direction.

(Jump 2 feet to 2 feet)

(Tucked jump)

(Jump 2 feet to 2 feet with quarter turn)

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UNLOCK Blue challenges

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Here’s a sample of questions that you may be asked at a Deep Dive into PE which typically lasts for 15-30 minutes. The Ofsted Inspector will also observe a lesson/s to find evidence to support this.

Can you share and describe the PE provision that your school currently offers?This is the opportunity for the PE Subject Leader to share:l Long term visionl PE action planl Long term curriculum map. Whilst it is not going to be requested to produce one, a version to hand would be beneficial. A curriculum map that demonstrates core real PE as the core PE curriculum with an additional lesson that aligns to the real PE approach. The Jasmine platform would demonstrate the intent and implementation of the core real PE curriculum.

Can you share and describe how your children make progression in PE?l Explore medium term planning and approaches - with a focus on its design and ‘why’ we chose this approach. l Discuss in more depth how the physical skills (FUNS) are a ‘progressive journey’ to unlock potential of our learners as well as developing their confidence in their physical abilities.l Share the progressive skills documents and the FUNS videos on Jasmine to further demonstrate the intent and implementation. We can then turn the discussion.l With your core real PE assessment documents and/or core real PE assessment Wheel ready, share how the initial baseline by the teacher demonstrates the beginning of the journey. l Explore the Wheel and the journey of the class as they have progressed sharing the evidence that’s been collected.

What support/training have you given to staff and how do you support those that need further training?l Explain the CPD journey that you have started and what its benefits are (Ofsted slides on Jasmine under ‘Supporting docs’). It’s sustainable – if the whole school has received core real PE training. l Jasmine provides ongoing support: planning, teaching and learning. l real legacy schools are able to allocate school support days and identify areas for further support and development.l Use the Learning Nutrition framework (implementation) and discuss how we are transforming teaching and learning habits through it by peer learning walks and support.

How does PE align with other subjects? Is it the same approach? Does it look the same? Can they see progression? l Whole child focus across the board.

What other strategies do you have within the curriculum to challenge sedentary behaviours and engage your least active?l Share and discuss the other activity strategies the school may use e.g. using young leaders at break and lunch times in activity zones that they run to encourage identified children that are least active to play and take part. l At the end of each lesson each class is encouraged to try the ‘Home Challenge’ on Jasmine.l Other strategies might include the real play clubs with specially identified families to change family habits. An opportunity to explore real play in greater depth and its impact. Sample Session Plans are available on jasmineactive.com

What’s your long-term vision?l Discuss tracking progress. l It’s about supporting children to develop the physical literacy, emotional and thinking skills’ which underpin not just activity and sport but are transferable life skills that support whole school development.

How do you measure the impact of the curriculum?l real PE and real legacy impact reports celebrate improvements in: - staff confidence - pupil engagement - pupil progress - the broader impact of real PE across the school l The core real PE assessment Wheel shows progression, next steps and evidences the impact.l Have your staff and pupil audits to hand as this will support you to talk about the ‘why’.

You may be asked directly about fundingThey may not ask for planning but are likely to check the school website ahead of your meeting to see how you are spending/you plan on spending the PE and Sport Premium.l You have to say WHY you are doing things. This is our outcomes and this is what they’ll learn. l Make sure your evidence of spend for the PE and Sport Premium is accurate, is reflective on the key 5 indicators and what you say is backed up in the lesson. Teachers need confidence to deliver lessons to show that. You will need to show evidence of sustainable CPD.

What am I likely to see when I walk around PE lessons later?l They will expect to see as much PE as possible and will ask a selection of children during their lesson some questions: - What are you learning? - Has PE helped you in other areas of your learning? - What do you like about your PE? - Is this PE lesson a normal lesson? - Do you have PE with your class teacher every week? Is the <name of PE Subject Leader> also present? - What do you think about PE? - If you get really good at this, what is your next challenge? - What do you do to make sure you complete this challenge?

PE lessons observationsThey may also speak to a selection of staff and most probably NQTs. They will explore if they feel adequately supported in their development of teaching PE and whether they have been given opportunities to improve their skills to teach the subject.

Questions they may ask class teachers when observing lessons:l Explain the standard of PE here to mel Is the PE specialist/Subject Leader useful?l Explain how the Scheme of Work helps ALL children to progressl Have you got better at teaching PE at this school?l Would you be confident to teach PE independently now?

Other questions:l Tell me about your subject?l What have the staff been doing?l How do you structure your swimming? What is the % of children hitting the requirements by the end of Year 6?l Do children get to choose their topic?

Possible questions an Ofsted inspector may ask at a Deep Dive into PE

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Celebrate and evidence the impact PE is having at your schoolCreate your school impact report…Schools that have received core real PE whole school training or are real legacy schools can complete their impact reports instantly using our simple, step by step guides.

Create Development WheelsCreate and communicate a shared vision for PE, Sport and Health across the school using the PE and Sport Premium and Health Wheel. It will support you to establish where you are, where you want to be and how to get there and identify appropriate solutions to meet your vision.

Coming soon…

l Log in to Jasmineactive.coml View the real PE menu pagel The step by step impact report documents can be found in the Supporting docs folder.

impact report

impact report

l Log in to your real legacy Wheell The impact report guide can be found in the central files.

Assessment Wheel will be available from Spring 2020!Access will be automatic and through jasmineactive.com (no separate password required).