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This column focuses on the progression of physical education (PE) from Foundation Stage (FS) to Key Stage 3 (KS3), in schools that follow the National Curriculum (NC) (DFE, 2013a) and (DFE, 2013b). When looking at progression in PE, I have used the Get Set 4 PE (GS4PE, 2023) scheme of work that Monkleigh Primary School (School A) use for their planning. I will include key theories that underpin children's physical development, followed by key concepts and skills, specifically looking at throwing and catching from the Early Years Foundation Stage (EYFS) (DfE, 2021d) to KS3.

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WRM (2022a) Progression map for place value from Year 1 to Year 6

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Above I have attached the White Rose Maths (WRM) progression of place value from Year 1 to Year 6. Looking at this progression map, it has been taken from the NC (DfE, 2013a) and compartmentalised into which skills and concepts need to be introduced and then continued throughout education. However, the progression map only shows place value for the above year groups, there is no mention of EYFS or how this then progresses to KS3.

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Capella Systems (2022) Curriculum Intent Implementation Impact. 

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I will approach geography, my foundation subject, using the three I's: Intent, Implementation, and Impact, which is the method that Ofsted follows when inspecting a school. I have chosen to focus on how students are prepared for the next stage of their education (Ofsted, 2022b). I will be mainly focusing on schools’ understanding of progress in Geography and how it informs their approaches to the curriculum, and the effectiveness of the assessment used.

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References

Ashbee, R. (2021) Curriculum theory, culture, and the subject specialisms. London: Routledge.

Barlow, A. and Whitehouse, S. (2019) Mastering Primary Geography. New York: Bloomsbury.

Barnes, J. (2015) Cross-Curricular learning 3-14. 3rd edn. London: Sage.

Barnes, J. (2018) Applying cross-curricular approaches creatively. London: Sage.

Blakemore, C. L. (2003). Movement is essential to learning. JOPERD, 74(41), 22-25.

Bland, K. (2014) Subject teaching in primary education. 1st edn. Edited by P.Smith and L.Dawes. London: Sage.

Bruner, J. (1960). The process of Education. Harvard University Press.

Bruner, J. (1966). Toward a theory of Instruction. MA: Harvard University Press.

Bruner, J (1977). The process of Education. 2nd Edn. Cambridge, MA: Harvard University Press.

Capella Systems (2022) Curriculum Intent Implementation Impact. Available at: https://capella.systems/apprenticeship-curriculum-intent-implementation-impact/ (Accessed: 20th February 2023).

Catling, S. and Willy, T. (2009) Teaching Primary Geography. Glasgow: Bell & Bin Ltd.

Department for Education (2013a). The National Curriculum in England. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf   (Accessed: 14th February 2023).

Department for Education (2013b). The National Curriculum in England. Available at:https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/840002/Secondary_national_curriculum_corrected_PDF.pdf(Accessed: 16th February 2023).

Department for Education (2021a). Development Matters Non-Statutory Curriculum Guidance for the Early Years Foundation Stage. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1007446/6.7534_DfE_Development_Matters_Report_and_illustrations_web__2_.pdf. (Accessed: 11th February 2023).

Department for Education (2021b). Mathematics. Number. Available at: https://www.youtube.com/watch?v=xfyX4pm-QeA&t=12s (Accessed: 19th February 2023).

Department for Education (2021c). Personal, social, health and economic (PSHE) education. Available at: https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe/personal-social-health-and-economic-pshe-education (Accessed: 22nd February 2023).

Department for Education (2021d). Statutory framework for the early year’s foundation stage. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf (Accessed: 22nd February 2023).

Dolan, A. (2020) Powerful Primary Geography: A Toolkit For 21st-Century Learning. Oxon: Routledge.

Forster, C. and Eperjesi, R. (2020) Teaching the Primary Curriculum. London: Sage.

Freeland, I. (2021) Geography in outstanding primary schools. Ofsted blog. Available at: https://educationinspection.blog.gov.uk/2021/05/11/geography-in-outstanding-primary-schools/ (Accessed: 19th February 2023).

Gallahue, D., Ozmun, J. and  Goodway, J. (2012) Understanding Motor Development. Seventh Edition. New York: McGraw-Hill.

Get set 4 PE (2023) Progression Map for Physical Education. Available at: https://getset4education.co.uk(Accessed: 21st February 2023).

Hayes, D (2010) 'The seductive charms of a cross-curricular approach', Education 3-13, 38(4). Available at: https://www-tandfonline-com.plymouth.idm.oclc.org/doi/full/10.1080/03004270903519238 (Accessed: 22nd February 2023).

Howells, K., Carney, A., Castle, N and Little, R. (2018) Mastering Primary Physical Education. London: Bloomsbury Academic.

Kerry, T. (2015) Cross-Curricular Teaching in the Primary School. 2nd edn. Oxon: Routledge.

Kidd, D. (2020) A curriculum of hope. Wales: Crown house publishing.

Lane, R. & Bourke, T. (2019) 'Assessment in geography education: a systematic review'. International research in geographical and environmental education, 28 (1), pp. 22-36.

Skemp, R. (1976) Relational Understanding and Instrumental Understanding. Mathematics Teaching 77, 20–26. Available at: https://www.atm.org.uk/write/MediaUploads/Resources/Richard_Skemp.pdf                    (Accessed: 14th February 2023).

Ofsted (2021a) Research review series: Mathematics. Available at: https://www.gov.uk/government/publications/research-review-series-mathematics

(Accessed: 18th February 2023).

Ofsted (2021b) Research review series: Geography. Available at: https://www.gov.uk/government/publications/research-review-series-geography (Accessed: 19th February 2023).

Ofsted (2022a) Research review series: PE. Available at: https://www.gov.uk/government/publications/research-review-series-pe/research-review-series-pe (Accessed: 15th February 2023).

Ofsted (2022b) Education inspection framework. Available at: https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework (Accessed: 19th February 2023).

Piaget, J (1971). The theory of stages in cognitive development. In D. R. Green, M. P. Ford, & G.B. Flamer, Measurement and Piaget. McGraw-Hill.

Rosenshine, B. (2012) ‘Principles of Instruction: Research Based Strategies That All Teachers Should Know’, American Educator, 36(1), pp. 12-10. Available at: https://files.eric.ed.gov/fulltext/EJ971753.pdf(Accessed: 21st February 2023).

School A, no date. Available at: https://www.monkleigh-primary.devon.sch.uk/ (Accessed: 22nd February 2023).

Sherborne, V. (2001) Developmental movement for children: Mainstream, special needs, and pre-school (2nd edition). Cambridge University Press.

Skemp, R. (1976) Relational Understanding and Instrumental Understanding. Mathematics Teaching 77, 20–26. Available at: https://www.atm.org.uk/write/MediaUploads/Resources/Richard_Skemp.pdf               (Accessed: 18th February 2023).

Smith, C. L., Wiser, m., Anderson, C. W., & Krajcik, J. (2006). Focus Article: Implications of Research on Children’s Learning for Standards and Assessment: A proposed Learning progression for matter and the Atomic-molecular theory. Measurement: Interdisciplinary Research and Perspectives, 4(1–2), 1–98. \

Tes (2017) ‘Fire’ Topic web – Medium Term Autumn 1. Available at: https://www.tes.com/teaching-resource/-fire-topic-web-medium-term-autumn-1-11719281  (Accessed: 22nd February 2023).

White Rose Maths (2020). Available at: https://whiterosemaths.com/resources?year=year-7

(Accessed: 19th February 2023)

White Rose Maths (2021). Available at:  https://assets.whiterosemaths.com/Resources/early-years/guidance/wrm-reception-scheme-guidance-for-teachers-and-FAQs-autumn-2021.pdf                       (Accessed: 19th February 2023).

White Rose Maths (2022a). Available at: https://assets.whiterosemaths.com/Content/new-schemes/NC%20RTP%202022.3%20November%202022%20version.pdf (Accessed: 19th February 2023).

White Rose Maths (2022b). Available at:  https://assets.whiterosemaths.com/new-schemes/Year%201%20Scheme%20of%20Learning%20Small%20Steps.pdf (Accessed: 19th February 2023).

White Rose Maths (2022c). Available at: https://secure-assets.whiterosemaths.com/secure/resources/new-schemes/year-1/autumn-block-1/Y1%20Autumn%20Block%201%20WO2%20Count%20objects%202022.pdf (Accessed: 19th February 2023).

White Rose Maths (2022d). Available at: https://secure-assets.whiterosemaths.com/secure/resources/new-schemes/year-3/autumn-block-1/Y3%20Autumn%20Block%201%20WO13%20Order%20numbers%20to%201000%202022.pdf (Accessed: 19th February 2023).

White Rose Maths (2022e). Available at: https://secure-assets.whiterosemaths.com/secure/resources/new-schemes/year-6/autumn-block-1/Y6%20Autumn%20Block%201%20WO6%20Compare%20and%20order%20any%20integers%202022.pdf(Accessed: 19th February 2023).

White Rose Maths (2022f). Available at: https://whiterosemaths.com/resources?year=year-6-new (Accessed: 19th February 2023).

White Rose Maths (2022g). https://assets.whiterosemaths.com/resources-2022/year-7/autumn-block-4-place-value-ordering/Year-7-Autumn-Block-4-Place-Value.pdf    (Accessed: 12th February 2023).

White Rose Maths (2022h). Available at:  https://assets.whiterosemaths.com/new-schemes/Y2%20Autumn%20SOL.pdf (Accessed: 19th February 2023).

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Skills and Key Concepts in Physical Education

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Skills and Key Concepts in Physical Education

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The development matters (DfE, 2021a) for children in reception, state that children will be learning to further develop and refine a range of ball skills, including throwing and catching, alongside the development of their confidence and accuracy when engaging in ball activities. Sherborne (2001) conceived a way of using movement that allows children to experience self-awareness and the quality of their motion. These provide opportunities for children to boost their self-confidence and awareness of others (Sherborne, 2001). It is vital that children develop secure foundations for movement, and their development of adequate levels of fundamental movement skills (FMS) in the early years (Ofsted, 2022) consolidates this.

Piaget’s (1971) theory of cognitive development recognises the important role of movement, particularly during the early years of life (Gallahue and Ozmun, 2012). Despite educational practices having evolved significantly, his views are maintained today, and I agree with his theory. Nevertheless, they aren’t modern and therefore may not be as accurately representative of how children move through cognition now. Blakemore (2003) states that movement is a crucial component of both learning and thinking, as well as of mental processing.

When specifically focusing on throwing in the PE curriculum, for EYFS the aim is for children to throw and roll beanbags and bigger balls into an open area (DfE, 2021d). When they move up to KS1, this skill that they have learned in reception is further built upon by throwing and rolling again, now towards a target rather than a space. Therefore, children must achieve this skill in EYFS, to help them progress and achieve the skills required in KS1. Student’s current and future participation in physical exercise and sports may be restricted without strong foundations in motor skills (Ofsted, 2022).

When pupils progress to KS1, their fundamental movement skills continue to advance, mastering basic movements and progress in their throwing. The PE curriculum is very broad with little guidance on the progression that pupils should follow (DfE, 2013a), unlike the core subjects which have aims for each year group.

To ensure that the skills children learn are embedded, introducing games involving ball skills, such as field games is something I have first-hand experienced to be effective. Games can be made fun, and involve children doing PE and developing skills, without them realising they are doing physical activity. However, this may mean that these skills get lost, and children lose the understanding of these skills, Bruner (1960) believed it was important that learners obtain the most ‘fundamental understanding’ of a subject by having a solid grasp of the underlying principles of that subject.

In the NC (DFE, 2013a), KS1 focuses on pupils developing fundamental motion skills and mastering basic movements. In KS2, pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and link them to create actions and sequences of movement. Bruner’s (1960) spiral curriculum theory talks about the benefits of repeating and adding complexity over time. He believes that learning is seen as a spiral that ascends from fundamental to advanced concepts, revisiting themes as the spiral loops around at progressively more complicated levels (Bruner, 1960). Although Bruner’s (1960) theory is over 60 years old, the NC (DfE, 2013a) is heavily influenced by it.

Rosenshine states the advantages of starting a class with a brief review of prior knowledge (Sherrington, 2019). Sherrington (2019) considers Rosenshine's theory, which states that connections are far more likely to be made when prior knowledge is fresh in human working memory. Howells (2018) emphasises the value of giving students the chance to engage in individual practice and that assessment follows from observation. By giving teachers these opportunities, it enables them to stand back and observe children's growth, positively influencing their responses so they can assess children's movement and skill when they are being observed. In practice, I noticed how vital Rosenshine’s theory is, in that when I started a lesson with a flashback, this massively helped jog the children’s memory. Students are progressing if they are remembering and therefore understand more of the material (Ashbee, 2021).

In KS3 the NC (DfE, 2013b) states that pupils should build and embed the skills they have learned In KS1 and KS2. Such as becoming more confident and expert in their techniques. When pupils reach KS2 and KS3, the skills they have learnt in PE up to this will help build on to when they begin playing team games, such as netball and basketball. However, some children will need to revisit these skills to help them achieve their progress.

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School A, no date. Placement school’s intent policy for Geography

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Catling and Willy (2009) believe that geography is enlightening, stimulating, and interesting to study. It is essential to our comprehension and appreciation of the environment due to how it impacts us. Dolan (2020) states that, as learners in the 21st century, children must be able to comprehend their world and how they contribute to it. Ofsted (2021b) outlines that if students are to advance towards becoming subject experts, a clearly defined journey, beginning in the early years and developing through the curriculum, is essential; this has been referred to as working towards ‘abstract clarity’. The above figure is my placement school’s intent policy for geography. I agree that it is essential to teach a high-quality geography curriculum that sparks students' curiosity for learning about the world and acquiring these skills outside of the classroom through fieldwork and educational trips. Ofsted (2021b) emphasise that fieldwork is one geography curricular component that particularly inspires and interests students. However, pupils must have a comprehensive understanding of the procedures and methods used by geographers, and the circumstances under which they can be used before they engage in this ‘medium’ (Ofsted, 2021b).

The NC (DfE, 2021a) for geography is quite Anglocentric, which may be a beneficial thing that the teaching of this begins close to home. However, it may also be negative if we don’t expand and instead, schools should be broadening their teaching of a variety of countries and cultures.

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School A, no date. Unit Overview - Comparing the UK to a contrasting country

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Above, I have attached a unit overview for geography, that I taught whilst on placement, where the school have listed what prior learning the children will have. For children to be able to move on and get new knowledge, it is important to go back and revisit their previous knowledge. Ofsted (2021b) states that students must use existing understanding to learn more complicated concepts. The unit overview also breaks down the ‘I cans’ for each lesson. From there, you can see how the learning progresses each lesson, for this unit of learning, and how these then meet the endpoints which are taken from the NC (DfE, 2013a). Teaching is intended to support students' long-term retention of the material they are taught during their studies and their integration of new information into more comprehensive ideas (Ofsted, 2021b). This method prepares the children for future learning and progression into lower KS2, meaning that pupils develop detailed knowledge and skills across the curriculum and, as a result, achieve well (Ofsted, 2022). Bruner (1960) suggests that it is important that teachers make these links within the spiral curriculum, as it is futile to teach content and skills that don’t directly link to Year 3 or allow them to progress from Year 1. Looking at the school’s unit overview, they have considered prior knowledge, beginning with a review of prior learning which evidences the emphasis on revisiting in line with Rosenshine’s principles (2012). I witnessed first-hand the benefits this had on children’s learning.

Ofsted (2021b) highlights that the geography curriculum must be divided into manageable chunks that students may initially understand on their own before merging different chunks to develop a deeper conceptual understanding. However, it could be argued that the lack of structure evident in the NC (DfE, 2013a) makes it difficult for teachers to plan. According to Bruner (1977, p. 13) ‘a curriculum as it develops should revisit the basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them’. Barlow and Whitehouse (2019) argue that, although this is a fairly negative view, the limited instruction teachers receive in individual subjects during their training years must be a barrier to geographical mastery because revisiting the fundamental concepts requires an excellent comprehension of these ideas.

Fundamentally, the expertise and professional development of teaching staff has a significant impact on the curriculum and its implementation. This is especially true in geography because few primary teachers and a substantial proportion of secondary teachers have not studied geography beyond A level (Ofsted, 2021b). Moreover, the impact this may have, is that teachers may not have the correct subject knowledge to further support students with their learning. Freeland (2021) highlights that very few teachers had been trained in teaching geography, although some could remember a brief session as part of their initial teacher training. Therefore, this led to teachers not drawing out important geographical concepts or introducing errors (Freeland, 2021).

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Unit Overview -- Comparing the UK to a contrasting country

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(DfE, 2021b) EYFS - The video above talks about why an early understanding of numbers is important.

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In EYFS, counting and comparing objects is focussed on, alongside using the language of ‘more’ and ‘less’ to introduce place value. Number bonds are similarly introduced, including skipping numbers, such as ‘1,2,3,5’ (DfE, 2021d).

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WRM (2022h). Year overview for Year 1 pupils.

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Students begin KS1 looking at place value with numbers under 10, continuing until week 4. They then look at addition and subtraction and then revisit place value in week 10, now focusing on numbers up to 20, evidencing the progression for place value in Year 1 and why it matters what order the lessons are delivered. Knowledge must be built from the ground up with sturdy foundations and structural supports (Ashbee, 2021). The ability of students to apply their knowledge of place value will grow as a result of this (Aubrey and Riley, 2019), allowing them to be prepared to progress into Year 2. In accordance with this, Skemp (1976) believes it is important for children ‘knowing both what to do and why’ and ‘building up a conceptual structure’ was the process of learning relational mathematics.

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In KS1, place value progresses to working with bigger numbers and being able to ‘count, read and write numbers to 100 in numerals’ (DfE, 2013a). By the end of KS1, pupils should be able to recognise the place value of each digit in a two-digit number (tens, ones). This is done by using materials and representations, as written methods are not formally introduced until Year 3 (DfE, 2013a). Piaget (1971) and Bruner (1966) both acknowledge the importance of representation for developing mathematical thinking. Sherrington (2019) also expresses that physical representations allows children to hold the items and therefore enhance their learning by helping students visualise and understand numbers, allowing them to comprehend what is occurring. Nonetheless, there are drawbacks to manipulative use in mathematics. Children are urged to use resources to support their comprehension of mathematics, but when it comes the time for a test, they are not permitted to use any concrete-pictorial-abstract materials (Bruner, 1966). I have personally witnessed the impact this has on children who can excel in a lesson with resources but find it difficult to show their mathematics abilities on an assessment because they don't have access to any resources.

In KS2, pupils develop the skills they have been taught with larger numbers and determine the value of each digit. Pupils also solve number and practical problems that involve the skills they have been previously taught. To successfully solve problems and become excellent mathematicians, students must methodically grasp the fundamental mathematical facts, concepts, methods, and strategies (Ofsted, 2021a).

Looking at the NC (DfE, 2013a), there is a clear progression from EYFS to KS1 and KS2 as the skills and how these are then applied, become increasingly complex. The skills are revisited through the key stages (Bruner, 1960). In KS3, pupils are taught to understand and use place value for decimals and measures. Therefore, pupils will be applying the skills and knowledge they have previously learnt to support their understanding of place value in new contexts.

During placement, my school followed the WRM scheme, and the teachers thoroughly enjoyed using this resource. I found the scheme very helpful when teaching mathematics as it included step-by-step lessons, and you could see how these progressed. The only issue that I noticed was that the school wasn’t yet on the spring term topics and instead was still on the autumn term, due to having to repeat some lessons to ensure the children had a clear understanding. There is also so much on the curriculum that needs to be taught, especially in upper KS2, that teachers felt they were having to rush the learning to ensure all topics were covered before the children reached KS3. If this essential material has been taught to students thoroughly and in good order, they are more likely to retain it and won't need to ‘re-learn’ it later (Ofsted, 2021a). Although now, some of the children may not have the necessary skills required, especially as lower attaining students would have needed much more support and time with these lessons.

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Progression in Mathematics .(Column 2) EPCM601 assignment

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I will be examining the benefits and drawbacks of a cross-curricular approach in this column, and demonstrating my comprehension of how cross-curricular connections may be established between subjects. Kerry (2015) emphasises that, by providing a justification and structure for teaching across the topics in understandable language, cross-curricular teaching aids teachers in developing a more creative, integrated curriculum. Kerry (2015) also posits how children learn more effectively when their knowledge is connected in multiple ways. Also, this mode helps students to develop fresh conceptual frameworks, new relationships, and new models. So, it is not limiting the child in any manner; rather, it fosters the development of their creative potential. Barnes (2018) proposes that successful curriculum integration results in measurable growth within and across subjects.

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tes (2017) Cross-curricular topic plan - The Great Fire of London

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Above I have attached a cross-curricular topic plan, according to Barnes (2015) this would be a theme-based topic plan, as all subjects relate to the theme of fire. Hayes (2010) believes that children's learning can be motivated and stimulated through topic work, encouraging engagement. Focusing on English, this area focuses on writing a range of different texts. From my experience, I therefore believe that it may not be achievable for Year 2 students to write a newspaper article. This plan was created in 2017, before covid, which has impacted children and their learning. The English column includes a lot of different areas to look at, such as diaries, newspaper articles, poetry, and information texts. However, these all link to the topic of ‘The Great Fire of London’. From all these, children will develop their handwriting and ‘develop positive attitudes towards writing about real events’.

In science, the topic focuses purely on ‘everyday materials’ and one of the lessons involves looking at houses in 1666, linking to history. This lesson would allow children to have a more visual idea of what houses looked like back then. This lesson could be expanded by looking closely into similarities and differences and comparing their houses to our houses now. Kidd (2020) emphasises, that when done successfully, cross-curricular learning offers pupils a great opportunity to connect learning inside and across knowledge domains. It can enhance schemas, serve as a way of content interleaving, and result in effective and fulfilling learning.

The topic plan doesn’t have an area for Music. I feel that this wouldn’t fit and therefore would be forced in. In agreement with Barnes (2015), this would be tokenistic which is when a subject is put in, but it hasn’t been thought about. According to Barnes (2015), they are just cross-curricular in name and while two or more subjects may be involved in an activity, there are never any real links created between them. Languages are also not included in the plan. However, language isn’t introduced in the NC (DfE, 2013a) until KS2. I also don’t feel that it could be added in, in any way to be able to provide the children with some experience before KS2 as it doesn’t fit in with the topic and this too would be a tokenistic cross-curricular approach (Barnes, 2015).

While Personal, social health and economic education (PSHE) is a non-statutory subject, it is still a crucial part of all pupils’ education (DfE, 2021c). It is included in the above topic plan and involves a week where children learn about fire safety. This links to Barnes's (2015) thematic approach, which is when a school week is dedicated to a topic.

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For Art/Design and Technology the activities focus on using a range of materials creatively to design and make products. However, when teaching art and design it is vital to emphasise the value of process, rather than product, focusing on the development of children’s knowledge skills and understanding (Forster and Eperjesi, 2020). This makes a good link to science, where they will be learning about materials. The children will have prior learning on a range of materials and their components.

Computing is a subject that is also covered and has multiple activities that link to fire. One of these lessons involves using multimedia resources to investigate facts about the Great Fire of London. This links well to English, where the children have to produce an information book regarding this topic because they can apply the facts they have learnt here. The lessons for this require using a lot of ICT/media, this may need to be narrowed down as Year 2 children will require support in how to manage the use of this media.

In the NC (DfE, 2013a) for history, one of the aims for KS1 children is to learn about ‘significant historical events’ (DfE, 2013a). The topic for this links to the NC (DfE, 2013a) as the Great Fire of London is a historic event.

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Cross-curricular links (Art, science and History)