Physical Education

POLICY STATEMENT FOR PHYSICAL EDUCATION

Physical Education has a major role to play in the development of children. It is thought that Physical Education contributes to the all round development of the mind and body and therefore children should be provided with the opportunity to be creative and competitive and to experience all aspects of the Physical Education curriculum irrespective of special educational needs, gender, race or background. All children should experience achievement, satisfaction and enjoyment.

Through Physical Education, children should be encouraged to experience the challenge of working independently, and, as part of a team, to develop their communication and skills of co-operation, personal achievement, understanding of fair play as well as developing the notion of sportsmanship.

To achieve this, the programme must be broad and there should be a balance between the physical and creative; specialist involvement and social participation and between team and individual activities.

Aims

At Twickenham, we aim

1 To develop physical co-ordination and competence by pupils gaining a positive attitude and sense of achievement.

2 To promote the physical and psychological benefits of participation in various activities whilst at school and throughout life.

3 To gain a fair sense of play, based on rules and develop positive sporting behaviour.

4 To develop artistic and aesthetic appreciation within and through movement.

5 To help children develop socially through competition and co-operation between individuals and groups, providing personal commitment, loyalty and teamwork.

6 To promote positive attitudes towards healthy lifestyles and physical fitness and an understanding of the biological aspects of the body in relation to fitness and well-being. (i.e. by encouraging walking to school)

7 To provide equal opportunity for all pupils to enjoy, achieve and reach their full potential, regardless of their race, gender, cultural background or physical ability.

Entitlement

In Physical Education there is only one attainment target with differentiated levels. The programmes of study for both KS1 and KS2 state that all children should be given the opportunity to plan, perform and self-evaluate their work with the main emphasis being upon participation at all times.

Key Stage 1 Programme of Study

In the KS1 programme of study the following areas of activity are outlined:

· Dance: Travelling in different ways, direction, different body movements.

· Games: Footwork – skipping, hopping etc … Jumping and landing, spatial awareness, ball games, team games.

· Gymnastics: Use of space – direction, pathways. Linking movement – supporting body weight. Transfer of weight.

· Outdoor and

Adventurous: (Safety during outdoor play – use of equipment)

Key Stage 2 Programme of Study

In the KS2 programme of study the following areas of activity are outlined:

· Athletics: Running – short/long distances. Throwing – rounders – cricket. Jumping – long/high/standing. Competitive – spots day.

· Dance: Creative dance – develop body movements and actions. Use of space – develop paths. Use of dance related to projects – e.g. Egyptians, Romans, Country Dance – Folk Dance.

· Games: Net/wall games, striking/fielding games, invasion games.

· Outdoor and

Adventurous: Opportunities take part in instructor led adventurous activities on school residentials

· Swimming: Weekly swimming lessons for all children in Years 5 and 6 – water safety and confidence – stroke development, Years 3 and 4 – 3 half terms each year – water safety and confidence – stroke development

· Gymnastics: Skills laid down are introduced in each year group and built upon. Each child will improve and refine their movements as they mature, building up to sequence work.

Movement Objectives

· The development of gross motor skills through crawling, walking, running, jumping, skipping, hopping etc.

· The development of the ability to move, stop, change direction, change speed, with or without apparatus/equipment.

· The development of basic skills; for example, throwing for accuracy/distance, catching, striking and balancing

· The development of bodily strength, flexibility and agility

· The development of movement control

· The development of fine motor skills when handling equipment

Non-Movement Objectives

· To develop positive relationships with other children through working with them in a class or group situation

· To develop communication and language skills through verbal discussion and feedback

· To develop environmental awareness through the use of space around them

· To develop self control through listening and responding to set tasks

· To present children with a variety of enjoyable situations through which they can all achieve success and recognition

Lesson Observation

When planning for Physical Education it is necessary to give opportunities for:

· Emotional development – the expression of feelings and ideas with words and actions, improved self image and confidence

· Social development – responsibility, co-operation, leadership, health and hygiene as well as an awareness of safe practice-behaviour

· Intellectual development – speaking, listening and viewing skills, decision making and spatial awareness

Cross Curricular Links

As well as making its own distinctive contribution to the whole school curriculum, there are many opportunities for Physical Education to be linked with other curriculum subjects in order to further enhance a child’s learning.

Maths: The area of ‘space’ for example can be related to Physical Education and other mini topics such as symmetry can be related to gymnastics.

Literacy: The development of language – understanding the meaning of words and having the ability to recap a performed sequence.

ICT: Extracting information from the internet about where children can go to get involved in physical activities and sport.

Progression

Physical Education involves the development and progression of co-ordination, knowledge, skills and understanding. This is achieved in our teaching by following our scheme, careful planning evaluation of a child’s performance and using the Attainment targets for physical education.

Differentiation

Differentiation will take place by outcome and task depending on the activity. The organisation of the children will reflect this as there may be individual tasks, mixed ability groups or groups based on ability.

Assessment

Observation (visual, photographs and video recordings) are the main forms of assessment in PE. Through them teachers can then plan for progression to suit the needs of the individual child.

Assessment in PE can be used for several purposes:

· To identify pupil achievement and to inform future teaching

· To identify learning difficulties and adopt certain strategies to aid future teaching

· To record the child’s achievements

In addition to on-going observations, teachers should refer to the level descriptions for Physical Education (see below) and decide which best fits the pupil’s performance.

Attainment Target for Physical Education

Level 1:

Pupils copy, repeat and explore simple skills and actions with basic control and co-ordination. They start to link these skills and actions in ways that suit the activities. They describe and comment on their own and other’s actions. They talk about how to exercise safely, and how their bodies feel during an activity.

Level 2:

Pupils explore simple skills. They copy, remember, repeat and explore simple actions with control and co-ordination. They vary skills, actions and ideas and link these in ways that suit the activities. They begin to show some understanding of simple tactics and basic compositional ideas. They talk about differences between their own and others’ performance and suggest improvements. They understand how to exercise safely, and describe how their bodies feel during different activities.

Level 3:

Pupils select and use skills, actions and ideas appropriately, applying them with co-ordination and control. They show that they understand tactics and composition by starting to vary how they respond. They can see how their work is similar to and different from others’ work, and use this understanding to improve their own performance. They give reasons why warming up before an activity is important, and why physical activity is good for their health.

Level 4:

Pupils link skills, techniques and ideas and apply them accurately and appropriately. Their performance shows precision, control and fluency, and that they understand tactics and composition. They compare and comment on skills, techniques and ideas used in their own and others’ work, and use this understanding to improve their performance. They explain and apply basic safety principles in preparing for exercise. They describe what effects exercise has on their bodies, and how it is valuable to their fitness and health.

Level 5:

Pupils select and combine their skills, techniques and ideas and apply them accurately and appropriately, consistently showing precision, control and fluency. When performing, they draw on what they know about strategy, tactics and composition. They analyse and comment on skills and techniques and how these are applied in their own and others’ work. They modify and refine skills and techniques to improve their performance. They explain how the body reacts during different types of exercise, and warm up and cool down in ways that suit the activity. They explain why regular, safe exercise is good for their fitness and health.

Health and Safety

All teachers are responsible for safety in their own lessons. Therefore all should be familiar with the procedures associated with the teaching of particular activities.

It is important that good discipline is maintained throughout the PE lesson. A teacher must be aware of the whole class, not just one group or one pupil, neglecting the rest.

If an accident occurs during a PE lesson the teacher should make sure that the whole class stops, and if necessary, sends for assistance.

Asthmatic pupils must keep their inhaler at hand during a PE, swimming lesson and out of school competitions. The pupils are taught to be responsible for their own medication.

Any damage occurring to apparatus should be reported to the Headteacher or PE co-ordinator. The apparatus is checked once a year by a specialist.

Sports Specialists

Adults other than teachers coming in to Twickenham School to deliver coaching sessions MUST ALL have a recent CRB check carried out on them prior to entering the school.

Agencies that work with the school will be monitored termly, to assess how effectively they are at helping the children to progress and develop their PE skills.

Equipment

All teachers should encourage the safe use and storage of equipment and apparatus as part of each lesson.

· All children must be taught to move and store equipment/apparatus in a safe manner

· All equipment must be checked by the teacher prior to the lesson

· All teachers have a responsibility to report any defects in equipment which need attention to the PE co-ordinator so that it can be clearly labelled, repaired or replaced.

· Children should be escorted to and from the lesson in an orderly manner

· Any child not taking part must be involved in observing/evaluating the lesson

Dress

Pupils should be encouraged to change for PE quietly in the classroom. However, in Year 6, the girls and boys may change in the toilets to allow some degree of privacy. Teachers must also change for PE into suitable footwear and, where appropriate, tracksuit.

For pupils the dress code is as follows:

• White T-shirt

• Black plimsolls – pumps

• Black shorts

• White socks

In addition, add a sweatshirt, tracksuit or jumper in cold weather outside. Long hair must be tied back at all times.

Pupils should not wear any jewellery at any time in school because it is potentially dangerous.

Equal Opportunities

All pupils will be given access to the full PE Curriculum regardless of gender, race, cultural or financial background. (For example, all children learn football and netball skills in line with our scheme).

Everyone will be able to experience and understand activities, from their own, and other cultures.

To know that activities, and public performances, give a sense of cultural identification.

All children are encouraged to participate in a full range of after school activities.

To give pupils the necessary experience in Outdoor Education we arrange residential trips at Woodlands Camp every year for years 3, 4, 5 and 6 and Boreatton Park PGL Centre. We also have links with Birmingham Outdoor Education Centre and take our Year 6 children to the ‘Stables Centre’ to participate in outdoor teambuilding activities and problem solving. Although parental contributions are encouraged a child will not be excluded for financial reasons.

Extra Curricular Activities

There is a healthy tradition in the school for after school and lunch time activities supervised by teachers in their own time. These include:

Some of these activities provide opportunities for more advanced coaching and competition with other schools, but many provide opportunities for all children to participate in activities after school regardless of ability – e.g. cycling proficiency classes for children in Year 6 in the summer term. This is a valuable part of the life of our school and is a useful supplement to the National Curriculum. All pupils are encouraged to take part in voluntary extra-curricular activities in Key Stage 2.

Playtime

KS1 and KS2

· The use of balls will be allowed in designated areas in each playground. All children will be able to bring their own footballs for use at playtimes. (They must be light weight and NOT hard or leather), these must be appropriately named. School will not be responsible if they are lost or kicked onto the school roof or gardens of surrounding houses.

· Children may bring their own skipping ropes. Each playground (Year 1 and 2, Years 3 and 4, Year 5 and 6) will also be provided with 2 extra sports equipment which is their own responsibility to look after. Misuse of equipment will result in its removal.

· Two teachers on play duty – one as an observer and one to interact with children

In addition, Years 1 and 2, Years 3 and 4 playground will have four trained Year 6 ‘Play Leaders’ by spring term 2012 who will help children play appropriately.