Physical Education

 

Philosophy

 

At our school we believe that a highly active physical education curriculum inspires pupils with increasing self-confidence in their ability to manage themselves and their bodies within a variety of movement situations. We provide a safe and secure environment for pupils to become physically confident in a way which supports their health and fitness. Through these activities the pupils have the opportunities to compete in sport and other activities which helps our pupils to build character and embeds them with values such as fairness and respect. A balance of individual, paired and group activities including co-operative, collaborative and competitive situations aim to cater for the preferences, strengths and needs of every pupil. Through these activities pupils have the opportunity to develop the skills needed to work independently and to respond appropriately and sympathetically to others.

 

Aims

 

  • To develop physical skills, the ability to remember, repeat actions and to perform them with increasing control and co-ordination coinciding with the P.E Curriculum.
  • To do physical activity for sustained periods of time suitable to their ages.
  • Take part in competitive sports and activities in intraschool and interschool competitions.
  • To encourage pupils to be physically active and enjoy physical activity as well as recognise the benefits of leading a healthy, active lifestyle.
  • To develop the ability to work in pairs groups and teams and to communicate and respond positively to others.
  • To promote an understanding of safe practise and develop a sense of responsibility towards their own and others safety. Enjoyment for all children at their particular level and situation, so encouraging a positive attitude to life in general and to health and fitness in particular.
  • The development of physical and motor skills alongside problem-solving, planning, selecting, evaluating, creating and adapting.
  • Co-operation with others in a range of situations leading to a greater understanding of the importance of such qualities as commitment, fairness and tolerance, so realising the need for rules.
  • Communication with others as to what their bodies are doing and how they feel during exercise.
  • To develop AFL for P.E through self-assessment, peer assessment, mixed ability pairs/groups, video footage and two stars and a wish.

  

Success Indicators

 

We shall be succeeding when:

 

  • All children engage and enjoy physical education, shown through high levels of confidence and enthusiasm.
  • Children acquire and develop movement skills and perform with increasing physical competence and confidence, in range of physical activities.
  • Children learn how to select and apply skills, tactics and compositional ideas to suit activities that need different approaches and ways of thinking.
  • Teachers feel confident in teaching physical education through the schemes of work and have effective resources to support the curriculum.
  • We have healthy, happy, active children.

 

Attainment targets: Key Stage 1

 

  • Can perform the basic movements of catching, throwing, running and jumping.
  • Develop their balance, agility and coordination that can be applied across the whole P.E. Curriculum.
  • To take part in simple team games involving attacking and defending.
  • To take part in dance and use simple movements.

 

Key Stage 2

  • Can run, jump and throw in isolation and combination.
  • Can play basic games, developing simple tactics in attack and defence.
  • Will develop flexibility, strength, technique, control and balance.
  • Can perform dance using changes in height, speed, and direction.
  • Can perform dances using a range of movement patterns.
  • Take part in adventurous activities that are challenging to the individual and as part of a team.
  • Can evaluate their previous performance and compare this to their latest performance. Can reflect and self-assess to improve their performance.

 

 Swimming

  • To swim competently, confidently and proficiently over at least 25m.
  • Use a range of strokes effectively , front crawl, backstroke and breaststroke,
  • Perform safe self-rescue in different water based situations.
  • Children in KS2 are taken to Harrow leisure centre to have swimming lessons.

All children are expected to learn to swim as part of the National Curriculum. Children must have the correct swimwear as directed by the pool’s coaching staff. All children must wear a regulation swimming hat. One piece swimsuits for girls including leggings and hoods along with the swimwear, can be purchased from any good sports shop. Children not wearing the correct swimwear will not be allowed to participate. Children who have medical conditions are not excluded from swimming lessons. The qualified Swimming instructors will be made aware of the child prior to the session by the P.E. Teacher.

 

Entitlement 

All children are entitled to a progressive and comprehensive physical education programme which embraces statutory orders of the National Curriculum, and which takes account of individual interests and needs.

 

Our aim is to have an average of two hours a week of high-quality Physical Education for all children in KS1 and KS2. This may vary depending on the time of year, and any special events.

 

Each Reception class has a one hour slot per week for Physical education. They also have additional time through Outdoor Curriculum for physical activity involving gross motor play and bikes. In the first half of the Autumn Term, second half of the Spring Term and for the whole of the Summer Term games are taught. During this time it is hoped that the weather is fine and if it is teachers are expected to deliver games lessons outside. During these times of the year the teaching of physical education is increased to 2 hours per week.

 

The PE curriculum is organised into units of work which are blocked and covered over half term periods by class teachers and during creative curriculum once a fortnight.

 

Lessons, Assessment and Recording

Lessons should be conducted in a secure, supportive and disciplined manner. Pupils should learn the rules, etiquette and expectations for the various activities. Lessons should begin with an appropriate warm-up followed by individual skills, small group or team practice and a warm-down to finish. Opportunities should be created for observation, evaluation, demonstration and discussion.

 

Evaluation and assessment undertaken in PE is primarily of a verbal nature, and through a continuous process of observation. A formal assessment is given in the end of year reports to parents and guardians.

 

Equipment and Resources

Resources are regularly reviewed in order to ensure they are appropriate to the range of ages, abilities and needs of the children.

 Resources for gymnastics and dance are stored in the hall.

Resources for outdoor games are stored in the outside shed by the nursery building.

PE books and the original schemes are kept in the small hall.

 

All members of staff need to ensure that:

Equipment is returned tidily to the correct place after it has been used.

  • Children are taught the correct way of carrying or handling equipment.
  • They use a variety of resources to promote learning.
  • Any breakage or loss of equipment is reported to the PE co-ordinator. A safety inspection of the apparatus in the hall is carried out annually by a maintenance firm.

 

Health and Safety

  • All teachers should make themselves aware of the health and safety arrangements for each of the areas of PE. The school follows the “Safe Practice in Physical Education” guidance provided by Baalpe. A copy of the Baalpe manual is kept in the staff room.

 

Clothing

  • For gymnastics and dance, all children should have bare feet.
  • Pupils and children should wear appropriate clothing for PE. Children should get changed into their PE kits for gymnastics and games. For dance they are required to remove jumpers and shoes and socks. 
  • Staff should ensure that all equipment is safe for children to use. All staff must be fully conversant with the setting up of apparatus, particularly the large gymnastics equipment, and wall bars. If staff are unsure, they should check with the PE Co-ordinator. Pupils should be taught to lift, carry, place and use equipment safely. They should be taught to recognize hazards and risks and encouraged to develop a sense of responsibility for their own safety and that of others’.

 

Equipment

Staff should ensure that all equipment is safe for children to use. All staff must be fully conversant with the setting up of apparatus, particularly the large gymnastics equipment, and wall bars. If staff are unsure, they should check with the PE Co-ordinator. Pupils should be taught to lift, carry, place and use equipment safely. They should be taught to recognize hazards and risks and encouraged to develop a sense of responsibility for their own safety and that of others’.

 

Clothing

Pupils and children should wear appropriate clothing for PE. Children should get changed into their PE kits for gymnastics and games. For dance they are required to remove jumpers and shoes and socks.

For gymnastics and dance, all children should have bare feet.

 

Equal opportunities/Inclusion

 As in all aspects of school life, inclusion for everyone is very important in Physical Education. This inclusion should incorporate the full age, and range of ability. Learning opportunities should be matched to the children’s needs and take into account Individual Educational Plans.

All children are expected to succeed and are provided with appropriate opportunities to do this. Learning is broken down into manageable steps ensuring that children can access the curriculum at an appropriate level, thus ensuring progression and differentiation for all, including children with SEN. Our PE uniform is appropriate for all children to wear regardless of gender, religion and culture.

Boys and girls are to be taught in mixed groups, and a conscious effort should be made to address gender and ability attitudes, encouraging the children to understand that team-work is about the whole team and not just the best individuals. Teaching strategies should always support PSHE.