08
Core Physical
Education
CORE
Core PE Fund Guide for Applicants
PHYSICAL
2015/2016
EDUCATION
This document is designed to support
you and set out the terms under which you
will be applying to the fund. Throughout
the guidelines you will see examples from
previous bids and the criteria you are
scored against.
Core Physical Education
Core Physical Education
CORE PE FUND GUIDE F OR APPLICANTS
Context
Education Scotland is committed to building the confidence and capacity of practitioners to improve
learning and teaching within physical education in Curriculum for Excellence, potentially linking to
national initiatives such as Women’s Football World Cup, Tour de France, Netball World
Championships, Year of Food & Drink, World Walking Initiative, Healthy Working Lives, in
schools/clusters and professional learning communities in local authorities across Scotland.
In providing the Core PE Fund, Scottish schools are being given an exciting opportunity to enhance
learning and teaching in physical education as well as making connections to physical activity and
sport.
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Core Physical Education
Fund Partners
Education Scotland is a key national body supporting quality and
improvement in Scottish education. As a new and dynamic improvement
agency, Education Scotland is able to build on the best of current
approaches to establish a more integrated, flexible and coherent national
approach to promoting improvement and providing assurance on the quality of education, working in
partnership with other agencies and organisations.
Education Scotland are building on their strong partnership with Scottish Government with a
continued commitment to high quality learning in physical education in schools/clusters and
professional learning communities in local authorities across Scotland.
sportscotland is the national agency for sport. They are the lead agency for
the development of sport in Scotland.
sportscotland invest expertise, time and money in developing a world class
sporting system at all levels. They work with partners to develop this sporting
system, investing in and joining up the people, places, partnerships and
planning that make sport happen. Ultimately, they see a Scotland where sport is a way of life and in
everything they do they act in the best interests of Scottish sport - putting sport first.
sportscotland is working with Education Scotland to support local authorities to deliver on the
Scottish Government’s commitment to 2 hours/2 periods PE in schools.
The Scottish Government is committed to ensuring all schools in Scotland:
Deliver the 2 hour/ 2 period target by June 2014
•
•
Support good quality learning and teaching in physical education through
funding a number of stakeholders to engage and work with schools to enhance
health and wellbeing and physical education in schools/clusters and professional
learning communities in local authorities across Scotland
•
Consider national initiatives such as 2015 Year of Food & Drink, Tour de France, Swimming
World Championships, Multi Sport Special Olympics, World Walking Initiative, Healthy Working
Lives, to create stimulating cross-curricular/interdisciplinary learning (IDL) opportunities and
encourage wider partnership working.
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Core Physical Education
The Overall Aim of the Fund
To support practitioners to build on existing practice in physical education across Curriculum for
Excellence, potentially linking to national initiatives, and/or to address one of the following areas:
Increase the knowledge and skills of staff delivering physical education
Sustained partnership working within the learning community to enhance physical education for
children and young people
A shared understanding of the progression of learning in physical education from early to fourth
level
Development and sharing of assessment approaches, reporting and profiling in physical
education
Exemplars of practice developed, piloted, evaluated and shared in:
o IT in physical education
o The role of physical education to overall health and wellbeing
o Physical education as part of an IDL project
o Outdoor Learning and physical education
o ASL and physical education
Education Scotland‟s vision for Scottish education includes a strong focus on improving
outcomes in ways which seek to eliminate the inequity that currently exists amongst learners
from different backgrounds and from particular vulnerable groups.
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Core Physical Education
Guidelines and Criteria
Deadline for Application
March 27th 2015 @ 12pm
Timescale for our decision
Mid June 2015 (15/6/15)
Level of Grants
Funding awards will be up to £3,000 per project. When
applying as a cluster/associated school group each
school may apply for up to £3,000. Each application
will be assessed individually and funding awarded if
successful. It may not be possible to fund every
element of each successful proposal.
Applications for funding will be assessed under 2
categories:
1. Early years, ASN & Primary
2. Secondary
Early Years, ASN & Primary applications will receive
2/3 of the total grant fund available and Secondary
applications will receive 1/3 of the total grant fund
available. We aim to split the fund in this manner,
however this may be reviewed once the number of bids
from each sector is known.
Eligibility
Applications are invited from practitioners in schools/
clusters/associated schools groups across Scotland.
If you have any queries regarding your eligibility or the
application process, please contact your PE lead officer
in your local authority or alternatively Education
Scotland
If you were successful in the 2012/13, 2013/14 or
2014/15 grant scheme you are not permitted to bid
for the same project or a continuation of that
project.
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How we assess applications
Once the closing date has passed we will start to assess all applications submitted.
We seldom have enough funds to support all the applications we would like to. When this happens
we need to make some difficult decisions.
We have a scoring system that helps us to do this. Please see the tables below for further
information on how we do this.
Applications will be scored 0-4 based on the following criteria:
Unacceptable
Nil or inadequate response. Fails to demonstrate an ability to meet the
requirement.
1
Poor
Response is partially relevant but generally poor. The response addresses
some elements of the requirement but contains insufficient/limited detail or
explanation to demonstrate how the requirement will be fulfilled.
2
Acceptable
Response is relevant and acceptable. The response addresses a broad
understanding of the requirement but may lack details on how the requirement
will be fulfilled in certain areas.
3
Good
Response is relevant and good. The response is sufficiently detailed to
demonstrate a good understanding and provides details on how the
requirements will be fulfilled.
4
Excellent
Response is completely relevant and excellent overall. The response is
comprehensive, unambiguous and demonstrates a thorough understanding of
the requirement and provides details of how the requirement will be met in full.
0
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Core Physical Education
Applications will be scored using the following headings:
Criteria
Score
Weighting
(0-4)
(1-5)
Max
Score
available
Does the bid address all of the Aims and Objectives?
5
20
Does the bid address the quality of the learning experience in
physical education?
4
16
Does the bid display innovative/creative approaches to physical
education?
4
16
Does the bid connect to a national initiative e.g. Healthy
Working Lives, 2015 Year of Food & Drink etc?
3
12
Does the bid represent value for money?
3
12
Total
76
Monitoring your grant
If we fund your project we will need you to complete an end of grant report to confirm how the grant
has been spent and what you achieved.
We may also visit you to check how the grant has been spent and talk with practitioners, parents
and pupils to gain their views on the impact of the project and the funding.
We may ask you to hold an in-service or best practice event at your educational establishment or
invite you to present at a national event.
If you are successful
If you are successful, we will inform you by email by mid June 2015 (15/6/15) so that you can
proceed with project plans as soon as possible.
Once we have awarded a grant we cannot give any more funding for the project.
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If your application is unsuccessful
If your application is unsuccessful we will inform you of this via email. If you wish to receive
feedback on your application, you can request this by sending an email to
pepas@educationscotland.gov.uk
Since we seldom have enough funds to support all the applications we would like to, if you send us
the same application again our experience is that it is likely to be unsuccessful.
Your time may be better spent seeking funds from other sources. We suggest you only apply again
for the same project if you can make a much stronger case.
Important points to note
Your application must arrive no later than the given deadline; failure to do so
may render your application invalid.
You should assume that we have no knowledge about any previous funding
you have received.
If any sections are incomplete then this may impact on the assessment of your
application.
You only need to send in the completed application form. Supporting
documents are not required.
Please ensure that you retain a copy of the application form for your own
records.
We will assess your application based on the criteria detailed above.
Partnership Funding
There is no requirement to find partnership funding but it may be beneficial to your project if you
were able to find additional cash or in kind funding to develop your project. The following gives
guidance on what income can be used as partnership funding, and gives examples of what counts
as cash and in kind.
Cash contributions might include, for example:
Earned income from your activities, for example ticket sales and fees charged.
Funding from public organisations and local enterprise companies.
Grants from trusts and foundations.
A contribution from your own authority.
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In Kind contributions might include:
Voluntary labour (but any time or services „donated‟ should be additional and
not part of the person„s normal job).
Donated equipment.
Services donated from other companies or organisations.
Use of premises or office space for the project.
Carer support for people with disabilities.
In Kind contributions may not include:
The time or services of any employee for whom the funded activity would be
within the usual scope of their job.
Spending which forms part of the core costs of your organisation.
The value of discounts on equipment.
Complying with Conditions of Grant
You must keep to the grant conditions shown in both our offer letter and any accompanying
documents. In particular:
You must not make changes to your project without notifying us first and
providing an explanation of why changes need to be made.
You must carry out your project in line with the timescales given in your application, and within
the time limits shown in our offer letter. It is very important that you let us know about any
delay or difficulties in keeping to the conditions so that we can give advice and help as
necessary.
You will be required to acknowledge our funding in any publicity relating to this project.
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Additional Important Information
Please note that Education Scotland may, by giving at least 7 days written notice, assign any of its
rights and obligations under a grant award, either wholly or in part, to any other person.
Publicity
Information on grants awarded will be made public by Education Scotland.
Images submitted in support of your application may be stored electronically by us. If we later seek
to use these for publicity purposes, we will contact you in order to obtain permission to do so.
Openness and Accountability
Reports from information you supply within your application and from comments made on your
application by external assessors and staff members will be held digitally. The information you
supply will be made available to those assessing your grant application.
For the purposes of the Freedom of Information (Scotland) Act 2002 (FOISA) Education Scotland is
obliged, as a Scottish public authority, to make your information (which will include your application)
available to anyone making a Freedom of Information request.
By submitting your application you waive any right to raise any type of legal proceedings against
Education Scotland as a consequence of, or in contemplation of, any disclosure of the contents of
your application in response to an information request made under FOISA.
Information that we may release
If your application is successful we will release the following information from your funding
application if we receive a FOI request:
Your name
The amount of funding requested
Your project description
If more detailed information is requested, we will consider this request under FOISA and apply the
Act‟s exemptions and the public interest test appropriately.
If more detail from your funding application is to be disclosed we will contact you and advise you of
this.
For further information on FOISA please see the Scottish Information Commissioners website:
www.itspublicknowledge.co.uk
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Data Protection
Information supplied by you in support of your application will be stored on our records system. The
data we hold may be used for the following purposes:
To report statistics
To assess applications
For accounting purposes
For contacting you.
Your name, address and contact details will be held on our records system. We will use this
information to correspond with you. We will not forward your details onto any other organisations.
The details of your application may become public information (see Openness and Accountability
above). However, your personal details will be held by us and only our staff, appointed auditors and
those involved in assessing or monitoring grants will have access to them.
You have a right under the Data Protection Act 1998 to see the information we hold on you. By
signing your application form you are agreeing that we can use your information as shown above.
For more information on the Data Protection Act 1998 see: www.informationcommissioner.gov.uk
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Case Study 1
Abercorn Secondary
Yoga
Abercorn Secondary School is a very diverse school which aims to
meet the needs of all of our students who experience a variety of
additional support needs who come from a range of backgrounds and
areas in Glasgow.
o
o
o
o
60% of our students - Living in the 20% most deprived data zones
25% of our students - Looked after children
5 % of our students - Young carers
100 % of our students - Children/young people with additional support needs.
The PE department aim for our students to develop positive self-worth, good body image and the ability to
relax. We believe that Yoga in education has the potential to address some of the health and esteem issues
causing concern for our young people and will enable us to build and nurture strong, holistic foundations of
wellbeing
The “Core PE Fund” made it possible for a member of staff to attend a training course through “TeenYoga”
over three weekends in 2014. For this member of staff the opportunity was invaluable. The knowledge and
skills gained in teaching yoga for teenagers particularly, physical postures, relaxation and mindfulness will
continue to be valuable throughout her teaching career and allow her to pass on the benefits of this activity to
students and others staff.
Students are already experiencing the benefits of this activity during lunch time Yoga classes and dynamic
youth afternoons and requesting for there to be more yoga on the timetable.
“Yoga has helped me with my head, it
makes me calmer and I recommend it
to you, everyone should do yoga”
(Jack, S3)
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Case Study 2
Wishaw Nursery Centre:
Bikeability in the Early Years
Before applying for the Education Funding we had a multitude
of trikes and push toys and we recognised that children
needed a challenge in their learning. The success of the
application enabled us to purchase a range of balance bikes,
pedal bikes and also a few bikes for staff/parents to cycle
alongside children.
Our children now have daily access to a bikeability
programme, enhanced by our cycle trainer, which actively supports and encourages children to develop their
physical capacity to ride a two wheeled pedal bike without ever requiring stabilisers. The children can now talk
knowledgeably about being safe and recognise and name the main parts of a bike.
Parents are delighted that their children are so enthusiastic about the experience and regularly talk about it in
the nursery and at home. One parent commented
‘Cara likes to give me a lesson about bikeability. She sits me down and explains ‘this is the wheels, they go
around, these are the brakes, and they are for stopping’ she is so funny and a lot more confident. I am so
proud of her!”
Our outdoor curriculum has been brought to life. When observing children at play it is evident that peer
learning is an integral part of the learning process for children. They are heard talking together about their own
and each other’s achievements and can make decisions about what they will do next in learning:
„I am not riding the balance bike today I can pedal now‟ Destiny Age 4.
They also remind each other of their personal safety:
„I wear my helmet and I like the cycle bikes with the two
brakes, they are for stopping. The balance bike only has one brake
for stopping‟ Ben Age 3
As a Nursery Centre we have planned a „pedal and push day‟ which
will involve all children from the nursery, along with a parent or carer,
using their own or a nursery bike to cycle around the local area. We
will also have a cycle event in our end of term sports day to showcase
the children‟s learning and celebrate this with their parents/carers.
“Cara likes to give me a lesson about bikeability, she sits me down and
explains „this is the wheels, they go around, these are the brakes, they
are for stopping‟ she is so funny and a lot more confident, I am so proud
of her!”
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Core Physical Education
Case Study 3
Tollcross Primary School:
Canal QR Project
Our proposal involved using our local area (Union Canal)
for outdoor PE, pupils used QR codes to design and
make an outdoor PE route with instruction for developing
core PE skills. The route consists of 8 stations with 3
levels of difficulty at each station. The outdoor PE route
was used by pupils at Tollcross primary, local families and
local cluster primary schools.
Learners had to identify core skills in PE and link
movements in sequence. Pupils had to change and adapt
their movement sequences. Pupils had to provide clear
instructions for each PE activity and increase the level of
difficulty for each PE station. Pupils used technology to
make QR codes to provide instructions for each activity.
Pupils used the iPod touch devices to scan the QR codes
and follow the instructions for each station. Pupils tried
out the PE route and made necessary changes. Pupils
worked with groups from local cluster primary schools,
explaining and leading the activities at the Union Canal.
Pupils used feedback to develop the project.
Evidence of impact on learners can be found on our PE
Project Blog - http://tollcrosspeproject.wordpress.com
Dr Alasdair Allan MSP, Minister for Learning, Science & Scotland‟s Languages and Shona Robison MSP,
Minister for Commonwealth Games & Sport visited Tollcross Primary. During their visit, ministers met our P6/7
pupils and shared the Outdoor PE Route our pupils have created
at the Union Canal.
This is what the ministers said about the Outdoor PE Project …
“Great to see the school so involved in designing and using
something that helps you learn and keep fit at the same time.
Sure other schools will want to copy.”
Alastair Allan, Schools Minister
“Really impressed with the use of technology
in this project. Kids really enjoyed the activities
and were “puffed” by the end, which is what I
like to see! Would be good to see this idea
shared with schools across Scotland.”
Shona Robison, Sports Minister
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Case Study 4
Earlston HS Mountain Biking
Project
A recognition that outdoor education provision was
lacking in the PE programme, led Earlston HS to apply
for an Education Scotland core PE grant. Two years in
to setting up the project, over 800 children have
experienced a basic cycling block in core PE and there
is now an oversubscribed cycling club run in the school.
A fleet of 15 mountain bikes and the necessary safety
equipment is supplemented by enough tools to
complete basic repairs and adjustments by a group of
enthusiastic Senior pupils.
Commenting on the opportunities this initiative has
brought, Headteacher Michelle Strong emphasised that “this funding has allowed our young
people to challenge themselves in an unfamiliar environment and they have really
responded to this opportunity”.
Head of Faculty, Malcolm Changleng agreed, observing that “I have been particularly
pleased that cycling in our PE programme has
broadened the range of activities on offer and
challenged the pupils to learn about how to
interact in the environment that surrounds them
in the Borders”. Clare, an S1 student summed
her thoughts up by saying “I love being in High
School PE because of all of these new activities I
had never tried before and biking is my
favourite!!”
“ This funding has allowed
our young people to challenge themselves in an
unfamiliar environment and they have really responded
to this opportunity.”
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Case Study 5
St Thomas of Aquins’ RC High School,
Edinburgh
Golf Project
The Golf Project came from a desire to introduce a new activity into the core
PE programme at St Thomas’ that could draw on a number of things. Pupil
feedback consistently highlighted golf as an activity that they would like
included in their core PE experience, having had a positive experience at
primary via the Club Golf programme.
The project allowed us to increase the places where outdoor learning took
place. On this occasion we have formed a partnership with Bruntsfield Links
short-hole golf course in Edinburgh City centre. This has given us the
opportunity to use the Ryder Cup as a stimulus for further learning opportunities.
Staff attended Golf Extreme training provided by Clubgolf development staff where the session highlighted a
range of appropriate practices and approaches that staff could use to create a positive, safe and engaging
environment.
The project has been delivered in 2 different ways. Firstly, the entire S2 year group had the opportunity to take
part through their additional Health and Wellbeing time. Secondly, pupils with additional support needs have
been given 1 extra period of Physical Education per week to develop their golf skills and knowledge in a
relaxed and supportive environment.
Devon in S2 said: “Golf has been great, especially today when we got to go outside. We got to hit the ball
really far.”
Hannah said: “Golf is helping me to work on my patience.”
Golf as a new activity and the small class size has allowed additional support needs pupils to flourish by
experiencing enjoyment whilst developing holistically. By
starting with fun and engaging games to help pupils
understand the basic techniques required, we created an
environment that allowed them to progress from the class to
the course with confidence.
“Golf has been great, especially
today when we got to go outside.
We got to hit the ball really far.”
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Reasons why applications were unsuccessful:
Aims and Objectives
When the impact of the proposal on developing attributes and capabilities of learners was not
exemplified in detail.
For Example
Your proposed project doesn‟t show how it will support the learner to achieve in line with the
PE experiences and outcomes.
Having clear objectives that will ensure that you are able to measure impact, they are clearly
laid out and In line with current educational policy.
Building Capacity
When the proposal did not relate to building confidence/capacity for teachers to deliver 2 hours/
2 periods of core physical education each week.
For Example
Writing that they will be attending a training course or buying new equipment is not enough
information. It is essential that the impact on staff and then the learners is understood and
demonstrated in the bid.
This could have been done by highlighting the impact of a gymnastics course on a teacher’s
confidence to deliver gymnastics or the effect that attending a trampolining course would have on
developing a teachers understanding of the context and their ability to support the learners needs.
Quality of Experience
When the proposal did not exemplify how the quality of learning experience in core physical
education would be improved.
For Example
• As a result of the CLPL opportunity or equipment purchase, what improvements would you
expect to see from the learners and how would you know that the CLPL/equipment has been
the contributing factor in the learning experience.
• It is also worth considering how you might gather the evidence of this and use it to feed back
the success of the project.
Project Budget
When expenditure was not exemplified in detail.
For Example:
If the bid simply requested £3,000 and made no attempt to break down the spend.
If some attempt was made to break down the amount requested but was not itemised.
This will be time consuming, but careful attention in this area is essential if a bid is to be
successful.
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