Gymnastics KS2 - KS3 Transition.

The past!

In the last 3 years OFSTED have commented that standards in PE in most primary schools have enabled the pupils to make satisfactory or good progress in the major activities, including Gymnastics.

“The main obstacle to progress is the repetition of known skills rather than the improvement of them”

“Resources are generally adequate, but the need to renew expensive gymnastic mats or apparatus is beyond the budget of some schools”

“Rarely do schools make use of teachers with a main or specialist qualification in PE to best advantage. Where a PE co-ordinator is given time to observe other teachers at work and to work alongside them, improvement in the expertise of colleagues is significant”

The Present

Pupils in transition from KS2 to KS3 face many difficulties and uncertainties adjusting to new routines and procedures.

They look forward eagerly to moving on to secondary school and yet they are often underestimated in terms of ability and experience. Evidence suggests that some secondary schools repeat Y5 and Y6 work and employ a variety of teaching styles.

We need to prepare and deliver a meaningful programme of activity for Y6 into Y7 for pupils to reinforce not repeat experiences. We need to challenge, enthuse and engage the pupils at all times, but especially at KS2/3 transition.

Examples of good practice exist when teachers at feeder and transfer schools are fully involved in the planning of transition work, and observe and team teach lessons in Yr6 and Yr7.

Secondary PE specialists can learn much from their primary colleagues in respect of vocabulary used and teaching styles adopted.

There is limited evidence of secondary PE teachers spending time in the primary school and we must reverse this trend by observing primary lessons during the summer term in the post Y11/Yr13 and Yr6 SAT’s tests period.

A better understanding of pupil capabilities will be achieved and the setting of future work at too low a level will be avoided.

We must always ask ourselves “where is the evidence from KS2 that helps us to make decisions about what to implement/plan at KS3?”

Exemplar material:

In primary schools where good practice and good teaching are evident the gymnastics programme is;

Year 3 - two terms of gym)

Year 4 - two terms of gym)6 week unit of work

Year 5 - three terms of gym)in each term

Year 6 - three terms of gym)

Primary schools where good practice exists appear to use the ‘best bits’ of QCA, Val Sabin and ‘ToPs’ material to create their own schemes of work and inform their gymnastics planning.

There is increasing evidence that primary school teachers are re-appraising their approach to gymnastics and the role it plays in the PE programme.

In schools where high quality teaching exists, planning for gymnastics includes a unit of work in the summer term. This helps with the KS2/3 transition where increasingly complex and creative work is covered.

The following two units of work are current examples of good practice being used in some primary schools.

Primary school PE co-ordinators are becoming more informed about gymnastics, ToPs gymnastics, sports coach UK courses and AST teachers are delivering an improved understanding of

  • The importance or muscular strength and flexibility.
  • Warm ups requiring systematic body preparation.
  • The need for pupils to consistently work for high quality execution of all movements and positions, no matter how technically simple or difficult they may be.
  • The blending of body actions in which the recovery of one movement is the preparation of the next.
  • Observational skill, enabling technical problems to be identified and corrected.
  • Skill development, how to practice safely and efficiently.
  • How to use the resources of the gym/hall safely and imaginatively.

Unfortunately. PE co-ordinators are not always given time to support or work alongside their colleagues.

Secondary PE teachers must accept that some children transfer with high levels of ability in gymnastics and repeating Yr5 and Yr6 work does nothing for progression and challenge.

All gymnastic lessons, but especially at KS2/3 transition, should be planned and taught with proper regard for progression.

Progressive demands should be placed upon the pupils;

  • Extending the variety of each child’s movement vocabulary.
  • Mastering movements of increasing difficulty.
  • Extending the quantity of movement.
  • Extending and refining the quality of execution.

KS3 gymnastics teachers need to learn successful teaching styles from primary teachers and be prepared to use a variety of teaching and learning procedures, including innovative, part directed and guided discovery teaching.

What about the future?

With the prospect of an increasing number of sports colleges, the introduction of school sport co-ordinators and a climate of collaboration and co-operation the development of PE in Hertfordshire looks very positive.

We have three areas of development to help with our KS2/3 transition programme and future PE curriculum planning.

  • Discussion forums and planning sessions for secondary and primary PE teachers to formulate a consistent programme of activity in gymnastics, enabling good progression from KS2 to KS3.
  • Curriculum support at KS2, especially for gym and dance.
  • Enhanced web site to incorporate PE work and activities for pupils at feeder schools to do during the summer holidays (piloted and developed by Goffs school).

The time is right for secondary schools to enhance their links with feeder schools

and PE can play an important and innovative part in the KS2 to KS3 transition.

Alan Ridgway

Queens’ School

Head of Year 7 / PE specialist

June 2003

Acknowledgements and thanks to;

Marianne Richards, AST, Crabtree JM School, Harpenden

Staff at Highwood JMI School, Watford

Material from BAALPE

Ofsted Reports