14 Physical Education Policy – September 2000
Acknowledgements
This exemplar policy document for Physical Education in the Primary school has been compiled by a dedicated team of Primary teachers and Physical Education specialists.
Colleagues teaching infant and junior children, some of whom additionally have the curriculum responsibility for Physical Education in their school, have worked extremely hard to produce what we hope will be a helpful and informative document.
The commitment that the group have demonstrated in order to help others has been exemplary and is very much appreciated.
Dr S.R. Lloyd
Adviser/Inspector
for Physical Education
Consultative Group
Mrs Menna Sweeney - Curriculum Leader, Year 4 Teacher
Plascrug Primary School, Plascrug, Aberystwyth, Ceredigion
Ms Angharad Williams - Class Teacher – Year 2
Ysgol Gymraeg, Plascrug, Aberystwyth, Ceredigion
Mr Anthony Stevenson - Curriculum Leader, Year 6 Teacher
Formally Bigyn Primary School, Llanelli, Carmarthenshire
Now Penygaer Primary School, Llanelli (Deputy Headteacher/Y5)
Ms Helen Davies - Headteacher of Llanpumpsaint Primary School
Llanpumpsaint Primary School, Llanpumpsaint, Carmarthenshire
Dr Stephen Lloyd - Adviser/Inspector for Physical Education, Ceredigion & Carms.
County Offices, Marine Terrace, Aberystwyth
Mr Courtney Saunders - Headteacher of Rhydygors Special School
Rhydygors School, Johnstown, Carmarthen, Carmarthenshire
Mrs Catherine Deschoolmeester - Y2 Teacher, Ysgol Gymraeg Teilo Sant
Ysgol Teilo Sant, Llandeilo, Carmarthenshire
Mr John Thomas - Head of Physical Education, Tregaron Secondary School
Tregaron, Ceredigion
Mrs Wendy Heron - Curriculum Projects Officer, St Clears, Carmarthenshire
Mr Islwyn Rees - Professional Services, Felinfach, Ceredigion
TYPSETTING BY Miss Debra Davies, County Offices, Aberystwyth
TRANSLATED BY Mr Eirug Williams, County Offices, Aberystwyth
PRODUCED BY Mr Roy Davies, Education Centre, Felinfach
Contents
Page
1 / Physical Education in Cyncoed School (The Aim) / 32 / The objectives in our Physical Education work / 3
3 / The way we organise our Physical Education / 4
4 / Our schemes of work / 5
5 / The way we teach Physical Education activities / 6
6 / Equal opportunities for all our children in Physical Education / 6
7 / The special provisions we make in Physical Education / 6
8 / How we assess, record and report the successes of our children – Targets for Physical Education / 7
9 / Our resources, equipment and facilities for Physical Education / 8
10 / Transition from KS2 to KS3 / 8
11 / The ways in which we involve the wider community in our Physical Education / 9
12 / Extra-curricular activities / 9
APPENDICES:
Safety issues / 10Dress for Physical Education / 10
Exemplars l Curriculum Leader’s Planner
· Teacher’s planner· Pupil profile
· Pupil report profile
· End of Key Stage Statements / 11
12
13
14
15
1. Physical Education in Cyncoed School
Children in Cyncoed School will enjoy a rich variety of experiences in Physical Education. Opportunities will be provided which will enable them to plan, participate in and evaluate work appropriate to their age and their needs. Gaining knowledge and understanding and developing a range of social skills are considered important aspects of Physical Education, as well as improving the physical skills, health and fitness of our children.
Additionally we will encourage everyone in our care to adopt a lifelong commitment to healthy, active and enjoyable lifestyle.
2. The objectives in our Physical Education work
Cyncoed School believes the following points are an accurate list of the objectives within our Physical Education programme. (Reference: Physical Education, 5-16, HMI)
· develop an understanding of the importance of exercise in maintaining a healthy life
· develop a range of psycho-motor skills
· maintain and increase physical mobility and flexibility
· develop stamina and strength
· develop an understanding and appreciation of the purposes, forms and conventions of a selection of physical activities
· develop the capacity to express ideas in dance forms
· develop the appreciation of the concepts of fair play, honest competition and good character
· develop the ability to appreciate the aesthetic qualities of movement
· develop the capacity to maintain interest and to persevere to achieve success
· foster self-esteem through the acquisition of physical competence and poise
· develop self-confidence through understanding the capabilities and limitations of oneself and others
3. The way we organise our Physical Education
Physical Education is a vital component in the range of experiences offered to children in this school. This importance is reflected in the commitment to provide all children, in each year group, with at least two hours of Physical Education per week. It is reasonable to expect flexibility in the timing of sessions due to the complexity of the Primary curriculum. However, the following is an accurate guide to the way in which the Physical Education programme is organised.
September Term
/January Term
/ April TermINDOOR / OUTDOOR / INDOOR / OUTDOOR / INDOOR / OUTDOOR
N / General skills / General skills / General skills / General skills / General skills / General skills
R / Gymnastics/
Dance / Games / Dance/ Gymnastics / Games / Athletic Activities * / Games/ Swimming
Y1 / Dance/ Gymnastics / Games / Gymnastics/ Dance / Games / Athletic Activities * / Games/ Swimming
Y2 / Dance/ Gymnastics / Games / Gymnastics/
Dance / Games / Athletic Activities * / Games/ Swimming
Y3 / Dance/ Gymnastics / Games / Gymnastics/ Dance / Games/ Swimming / Games * / Athletic activities/ Outdoor & Adventurous Activities
Y4 / Dance/ Gymnastics / Games / Gymnastics/ Dance / Games/ Swimming / Games * / Athletic activities/ Outdoor & Adventurous Activities
Y5 / Dance/ Gymnastics / Games/ Swimming / Gymnastics/ Dance / Games / Games * / Athletic activities/ Outdoor & Adventurous Activities
Y6 / Dance/ Gymnastics / Games/ Swimming / Gymnastics/ Dance / Games / Games * / Athletic activities/ Outdoor & Adventurous Activities
* Where combined nursery / reception classes are taught a more flexible approach will be required.
* If the weather is appropriate these activities can be undertaken outside
In addition to the overleaf, all children including Nursery/Reception (if these are enough adults available) will have the opportunity to swim in the local pool. The sessions will be of the intensive type, that is, each child will swim for 25 minutes, every day for 4 weeks. Further details of this programme are available on request.
4. Our schemes of work
The following schemes of work have been adopted by this school for Physical Education. Individual teachers are encouraged to develop the aspects of the scheme in line with their topic work but this is not a requirement. The curriculum co-ordinator for Physical Education ensures through a Curriculum planner* the sections of the scheme to be used by each teacher. This ensures progression and continuity for the children, provides content and guidance for individual teachers and aids the assessment, recording and reporting of childrens’ successes.
v Dyfed Comprehensive Scheme of Work for all Areas of Activity
v Athletic Activities: Athletics in the National Curriculum Key Stages 1 and 2 (Couling and Dickinson)
v Dance: Let’s Dance (Harlow and Rolfe)
v Games: Games 5-16 (BCPE/Sports Council)
v Gymnastic Activities: ILEA Infant and Junior Gymnastics (ILEA)
v Gymnastic Activities (Nursery/Reception): Physical Activity in the Early Years (Hertfordshire)
v Outdoor and Adventurous Activities: Start Orienteering Key Stages 1 and 2 (McNeil and Renfrew)
v Swimming: ASA National Curriculum Resource Pack
v Physical Education for Children with Special Education Needs in Mainstream Education (BAALPE)
* Curriculum planner available from the Curriculum Co-ordinator.
5. The way we teach Physical Education activities
Good teaching and learning is a shared experience. Both the teacher and the child have much to offer and it is the experience, wisdom and skill of the teacher which can make every opportunity a worthwhile and valuable one.
Teaching in the school generally is through an integrated curriculum in the form of a topic approach. Where it is helpful to the teacher and the child Physical Education is included in the topic planner.
The variety of activities for children in Physical Education will by necessity require a wide range of teaching styles. Each and every appropriate method will be skillfully used by the teacher to maximise the possibilities for the children in our care. Fundamentally, the aspect of safety, participation, challenge, creativity, spontaneity, sensitivity, persistence, fun and enjoyment to name but a few, will feature in the repertoire of the caring teacher.
“Key Skills”
In every subject we recognise and value the importance of the key skills of literacy, numeracy and ICT. In Physical Education, teachers will make every effort to develop these aspects of the curriculum when, and where, this is appropriate.
6. Equal opportunities for all our children in Physical Education
In our school we believe strongly that all children regardless of race, gender or ability deserve, and are entitled to, equal opportunity.
Throughout every activity within the Physical Education curriculum, children will have the opportunity to participate, and in so doing, develop their personal skills, knowledge and enjoyment.
7. The special provisions we make in Physical Education
The staff of Cyncoed School believe that all children are special. Each individual child has particular needs and all are at different stages of their personal development. We also recognise that for some children, access to the curriculum is problematical because of physical, intellectual or emotional difficulties. Every attempt, often with the valued assistance of additional staff, will be made to ensure that all children experience the richness and breadth of a full Physical Education curriculum.
8. How we assess, record and report the successes of our children
It is recognised by all teachers in Cyncoed School that assessment, recording and reporting are important elements in ensuring that sound progress is made by children in Physical Education. It is also acknowledged that individual teachers possess considerable skills in assessing their children, and by working with them closely on a daily basis, sound judgements can easily be made.
In order to facilitate the transmission of information from teacher to child, teacher to teacher, from school to parent and from school to school, some simple forms have been devised.* Additionally, a comment by the teacher at the end of each Key Stage will provide useful and comprehensive information on how well children have progressed in Physical Education during their time in our school.
Targets in Physical Education
The staff of the school have discussed the needs of the children and have agreed that the following targets are appropriate for the next academic year. (In School Development Plan)
Age Group / TargetNursery/Reception / 100% of children to participate in structured physical activities, indoors and outdoors.
KS1 / 100% of children to participate in individual and group activities.
100% of children to participate in swimming
Provide opportunities for children to attend the new ‘tiny tots’ gym club after school.
KS2 / 100% of children to participate in every P.E. session.
100% of children to be able to swim 25meters by the end of year 6.
To increase the percentage of children participating in extra-curricular activities from 20% to 50%.
* Please see appendices
9. Our resources, equipment and facilities for Physical Education
FacilitiesIndoor / School hall
Outdoor / Infant and Junior playgrounds (with variety of markings).
Field area (with appropriate marking).
An Adventure Playground for the nuresery (bought from funds secured from the Sportsmatch scheme.)
Equipment / A wide variety and good number of individual and team games equipment is available.
An appropriate range and sufficient number of pieces of gymnastic and dance equipment is available.
The school is currently developing its equipment for other areas of the Physical Education curriculum.
Resources / A good number of information packs, video tape, music tapes and additional materials are freely available from the curriculum leader.
10. Transition from KS2 to KS3
The school recognises the importance of continuity and progression in the physical education curriculum. In order to secure childrens’ development, the curriculum leader for physical education meets the specialists teachers from the local secondary school on a regular basis to discuss relevant matters (once per term).
In addition, the specialist teachers also visit our school in the summer term (May) to teach our children, our children visit the secondary school to participate in a range of sports (June), and as a staff we ensure that a brief record of our childrens’ achievements are collected, discussed and used for planning by our secondary colleagues.
11. The ways in which we involve the wider community in our Physical Education
This element of our Physical Education has only recently been developed. As a school we believe in sharing our facilities with the community and where appropriate we invite friends of the school to assist us in expanding our opportunities for the children. (Reference; Adults Other Than Teachers)
The following is a list of our current activitiesSchool hall / Available on Tuesday evenings – Brownies and Cubs.
Available on Thursday evenings – Local keep fit club.
School field / Used by local U10 and U11 rugby and football teams
Junior playground / Used by local netball team
Year 5 / Mr Jones (ex-Physical Education teacher) comes in to assist with games activities.
Year 2 / Mrs Lloyd comes in to help with Dance.
Year 6 / Mr Hiker helps to teach the children at the new Outdoor and Adventurous Activities Centre (July)
Year 3/4 / Mrs Tackle, Welsh Rugby Union Development Officer comes in to assist with games teaching. (Sept to October ½ term).
12. Extra Curricular Activities
In Cyncoed Primary School we believe that opportunities for children to participate in and enjoy a variety of extra-curricular activities is very important. In a sporting context the school has decided to organise these into two discrete sections.
i) Participation Sport – In these activities we will arrange a variety of opportunities in order to ensure that all children can participate in the sports that they wish to experience.