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The PE Curriculum Support programme (PECS), is a sustainable and effective way for your school to use your PE and School Sport Premium. It is different to other primary PE CPD programmes and addresses DfE Professional Development Standards.

It is not a one day training course or a stand-alone activity and it is not your stereotypical ‘team teaching’ programme which so many sports coaching providers offer. PECS is a development programme for the whole school.
PECS has been developed by Aspire Training Solutions and is recognised by the Association for Physical Development (afPE) as a programme that assures high quality learning for teachers.

Mentoring Process

PECS is led by expert mentors and is focused on improving and evaluating pupil outcomes. The programme involves regular and ongoing support with opportunities for participants to self reflect. It involves activities designed to sustain and embed practice, including collaborative teacher activity, formative planning and assessment and expert primary school PE input.
PECS is designed by primary school teachers for primary school teachers and is underpinned by robust impact data.

Outcomes

We recognise that teachers are highly skilled and experts in the classroom. The PECS programme helps your teachers transfer their skills from the classroom and into the PE environment. As a result, your staff will become more confident to teach PE to a high standard and improve outcomes for your pupils.

The Big Numbers

99% of teachers who have been guided by PECS felt they had improved their ability to plan a PE lesson

98% felt they had improved their ability to track pupils in PE and improved their confidence in delivering PE lessons

97% felt they had improved their subject knowledge in PE

94% felt they had improved their ability to write reports in PE

How does PECS address the DfE Standards?

Professional development should have a clear focus on improving and evaluating pupil outcomes

  • Pre programme delivery assessment to match needs, experience and knowledge to PECS activity and delivery

  • Reflective practice model evaluates impact on pupil outcomes

  • Differentiate lessons to help pupils achieve their potential and make rapid progress

 

Professional development should be underpinned by robust evidence and expertise

  • Pre and post evaluation

  • Impact data reports 

  • Curriculum progress mapping

  • Quality assurance through regular observations and training

  • Evidence reported on portal

  • Each member of staff has their own personal development folder to help develop, support, reflect and evidence progress

 

Professional development should include collaboration and expert challenge

  • Mentors provide ongoing support, modelling and challenge

  • Regular feedback to help create, achieve and reflect on goals

 

Professional development programmes should be sustained over time

  • Delivered on site in your lesson with your pupils

  • Mentoring relationship pre, during and post lesson delivery

  • Ongoing support for all teachers taking part

  • Mentor can help engage children in sustained physical activity opportunities e.g. Extra curricular or leadership

“I am finding our PECS training really useful – I like the resource bank and have used a range of games to support skill development. I also have benefitted from our PEAK Mentor showing me the expected skill development and outcomes. For example; she guides me as to how to demonstrate skills. It means that we are very clear in the expected outcomes for the children and I feel more confident in demonstrating the skills to them. She has also supported me in differentiating activities for the children. We have used a range of strategies to do this – for example varying the resources used, the challenge of the activity and the accuracy of their skill development. I am now starting to be able to identify those children who excel in PE and those who have poor co-ordination and need additional support, and to differentiate accordingly. I am really starting to be enthusiastic about teaching PE I feel the children are starting to demonstrate clear progress in their skill development and that they are enthusiastic about PE too”

Jane Merrin, Teacher, Cleadon Church of England Academy