Sporting Initiatives

Rewarding quality in physical activity

The Youth Sport Trust is a registered charity established in 1994 to build a brighter future for young people in sport.

Their mission is to develop and implement, in close partnership with other organisations, quality physical education (PE) and sport programmes for all young people aged 18 months to 18 years in schools and the community.

The Youth Sport Trust believes that all young people have the right to:

• Experience and enjoy PE and sport.
• A quality introduction to PE and sport suited to their own level of develpment
• Progress along a structured pathway of opportunities.
• The best teaching, the best coaching and the best resources
• Experience and benefit from positive competition.
• Develop a healthy lifestyle.
• A sound foundation for a lifelong physical activity.

For further information contact the Youth Sport Trust Website: www.youthsport.net

  Contact:

Youth Sports Trust Headquarters
Rutland Building
Loughborough University
Loughborough
Leicestershire
LE11 3TU

Top Skill has been developed to support teachers in delivery of the PE National Curriculum at Key Stage 3. The first phase of TOP Skill will focus on games, gymnastics and athletic activity.

Training

The focus of the induction and training programme will be to provide;

• Ideas on how to use TOP Skill to support the delivery of the revised National Curriculum in Physical Education at KS3
• An opportunity to reflect on current practice, revisit and restructure knowledge and understanding.

This training will be undertaken by a TOP Skill National Faculty of Trainers to be established in partnership with BAALPE.

The induction and training of teachers and whole department attendance will be encouraged.

• Curriculum review - improving continuity between KS2 and KS3, breaking down the barriers between activity areas and mapping pupil experience.
• Using TOP Skill to foster National Curriculum requirements including: incorporating the 4 strands,
  • -Promoting the thinking curriculum.
  • Developing pupil autonomy.
  • Supporting evaluation to improve doing.
  • Managing varied rates of learning and extension of opportunity.
• Giving teachers opportunities to raise pertinent issues and share good practice, e.g. How do we make practice more effective? How do we motivate pupils to learn? How do we help pupils support each others learning? How do we help pupils get some measure of their own progress?
• Use of ICT.
• Inclusion of young disabled people.

 

 

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This page was last updated on Wednesday, 28 September, 2005