Thomas Reade Primary School
Physical Education Policy
S Moulster – May 2016
Next review May 2020
CONTENTS
Page
Introduction 3
Aims and Objectives 4 - 6
Assessment, marking and recording 7
Classroom management, beginning and end of lessons 8
Communication within the department 9
Continuity and progression 9
Differentiation 10
Equal Opportunities 10
Discipline Plan 11
Lesson planner and record 12
Setting work for absence 12
Staff development and INSET 12
Health and Safety 13 - 14
Accidents 14
Special Educational Needs Policy 15
Cross Curricular Themes and I.C.T. 16
Extra Curricular Activities 17
Declaration of Sportspersonship 18
Curriculum and pupil organisation 19 – 21
Inventory 22 - 23
The main purposes of this handbook are:-
• To provide all staff in the School with information regarding the curriculum, organisation and management of P.E. in our school and a set of agreed policies.
• To identify a common set of goals for P.E. in our school.
• To enable any new members of staff, interns, governors, interviewees, and other visitors to gain an insight into P.E. in our school.
1. INTRODUCTION
Physical Education at Thomas Reade Primary School has been taught and coordinated by a Specialist Physical Education teacher since January 2005.
Thomas Reade is one of 23 Primary and 3 Secondary schools which make up the Abingdon Partnership of Schools, we have wider links with the Vale of White Horse School Sports Partnership for festivals and School Games events, and from this we link into the Oxford Sports Partnership as part of the Sainsbury’s School Games Competition network. We also have links with other District Sports Associations and Sports Venues. These links provide a huge range of participation and competition opportunities for our children. Over recent years Thomas Reade Primary School has enjoyed competing in a wide range of sporting activities at local, district, county level.
For the past three years we have applied for and been awarded the following School Games Mark:
2012/13 Gold Award
2013/14 Silver Award
2014/15 Gold Award
Physical Education at Thomas Reade Primary School is delivered as a foundation subject in the core of the National Curriculum. We adhere to the Central Council for Physical Recreation recommendation of a minimum of two hours of physical activity per pupil per week. Lessons are taught in mixed ability and mixed gender groups.
Staffing in the department consists of one part-time member, Mrs. S. Moulster, Curriculum Co-ordinator. We are also able to offer a full and flourishing range of extra-curricular activities which are well supported by other members of staff and where necessary outside coaches.
The indoor facilities we have to offer at Thomas Reade Primary School include a school hall and we use The White Horse Leisure and Tennis Centre for swimming lessons. Outside we benefit from a playing field, which accommodates during the autumn and spring terms, a soccer or hockey pitch, and a five a side pitch for including marked grids for practice and training. During the summer there is a 200m athletics track, throwing and jumping areas; and rounders pitches. We also benefit from a hard-court area which has markings for two netball courts with portable posts, two basketball courts with 4 portable posts and eight short tennis courts with removable nets, allowing the courts to be set up to accommodate the different sports.
AIMS AND OBJECTIVES FOR P.E.
This section will describe the aims and objectives for the teaching of P.E. that the department has endorsed.
Physical education focuses on the body and physical activity. The physical education curriculum is the learning and experience the subject provides for our children both in curricular and non-curricular time. It facilitates the learning and development of the knowledge, concept, skills, qualities, values and attitudes reflected in the subject’s policy statement and curricular aims.
It is this which distinguishes it from other areas of the curriculum and from play. Its unique contribution to the totality of education emerges from a sequential programme of physical activity, which is not necessarily confined to the years of compulsory schooling, or time spent in school. Physical education is about learning how, understanding why and knowing when to move.
The National Curriculum for Physical Education 2014 states:
“A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.”
(DFE 2014)
Physical education contributes to the development of a wide range of physical, social and personal skills and helps prepare all pupils for a healthy active lifestyle. It builds on children’s natural need for, and enjoyment of, activity and movement. Following the 2014 PE curriculum all children will be given opportunities to:
· develop competence to excel in a broad range of physical activities
· are physically active for sustained periods of time
· engage in competitive sports and activities
· lead healthy and active lives.
Purpose of Study / Key Stage 1 / Key Stage 2Movement / Develop competence to excel in a broad range of physical activities / Develop fundamental movement skills, becoming increasingly confident and competent.
Master basic jumping, running, throwing and catching. / Continue to apply and develop a broader range of skills
Use running jumping, throwing and catching in isolation and combination
Using Skills and Techniques / Access a broad range of opportunities to extend their agility, balance and coordination
Begin to apply basic movements in a range of activities, perform dances using simple movement patterns. / Learn how to use skills in different ways and to link them to make actions and sequences of movement, perform dances using a range of movement patterns. Develop flexibility, strength, technique, control and balance.
Cooperation/
social / Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. / Work individually and with others.
Engage in cooperative physical activities / Enjoy communicating and collaborating
with each other and within a team
Competition/
challenge / Engage in competitive physical
activities.
Participate in team games
Develop simple tactics for attacking
and defending
Range of increasingly challenging
situations. / Play competitive games, modified where appropriate,
Apply basic principles
suitable for attacking and defending.
Develop an understanding of how to improve in different physical activities and sports
Analysis and evaluation / Learn how to
evaluate and
recognise
their own
success.
Compare
their
performances with previous ones and demonstrate improvement to achieve a personal best,
Preparation for life. / It should
provide
opportunities for pupils to become physically confident in a way, which supports their health and fitness / Provide
Opportunities to be
physically active for
sustained periods of
time. / Lead healthy active
lives.
The aims of physical education reflect the aims of the school, and reflects the processes of planning,
performing and evaluating as well as the strands permeating to the end of key stage descriptions
relating to safety, health and exercise and the ability to work independently and with others.
Physical education should provide an enjoyable, satisfying, challenging and balanced programme which offers a range of experiences to meet the needs of individual children. The development of positive attitudes and the appreciation of each individual’s strengths and weaknesses should be considered essential elements of the learning process.
Breadth does not necessarily mean increasing the number of activities, but ensuring that curricular experiences are sufficiently wide and flexible to meet the needs of all children and support the full range of curricular aims.
Physical Education and Sports Premium funding.
The government is providing funding to maintained primary schools and academies that is specifically targeted at improving the provision of physical education (PE) and sport.
At Thomas Reade our funding is used for the following:
· Employment of a specialist PE teacher to ensure teaching is of a high quality.
· Pupils have access to 2 hours of high quality PE in curriculum time and access to a range of extra-
curricular and sporting clubs.
· Appropriate professional development for staff.
· Support pupils to take part in extra curricular clubs and encourage longer-term participation in sport and physical activity, via community club links.
School Games Award
The curriculum coordinator should ensure paperwork for the award is completed via the School Games website between June and September. All supporting evidence should be retained.
THE PHILOSOPHY OF THE P.E. DEPARTMENT
Work within the Physical Education department is designed to complement, support and foster the general aims of the school and to provide enjoyment and participation whilst at school and throughout life.
All children should receive a broad and balanced programme of P.E. which is differentiated to meet the needs of all children irrespective of their abilities, race, gender or culture. To help children achieve success in both co-operative and competitive physical activities.
Through variety in teaching styles opportunities are provided for children to work co-operatively and confidently as individuals and in group situations. The understanding of and the skills necessary to do this will be learnt through a developmental and progressive Physical Education Curriculum, encompassing key stages 1 and 2 of the National Curriculum, and the early learning goals of the curriculum at the foundation stage.
Movement appreciation and understanding of one's own and others strengths and weaknesses are developed through the provision of problem solving activities and experimental learning situations.
It is intended that children should be made aware of leisure opportunities within the community and are equipped with the necessary skills and attitudes to make full use of them.
OBJECTIVES
• To develop and understand the importance of physical fitness and to be able to monitor it in order to stay fit and healthy for life.
• To develop self-esteem through the development of physical confidence.
• To develop co-operation communication and social skills.
• To provide opportunities for the development of artistic and aesthetic movement and appreciation.
• To develop the ability to remember, adapt and apply knowledge, skills and concepts in a variety of movement - related activities.
• To develop an understanding of the basic strategies and terminology associated with individual, team, co-operative and competitive activities.
• To develop a knowledge of safety factors and an appreciation of the principles of safe practice.
• To provide an awareness of caring for equipment, facilities and each other.
ASSESSMENT AND MARKING POLICY.
This section will set out the policy on assessment of children’s progress.
Class record sheets will monitor participation and progress.
Procedures for record keeping, assessment and reporting will be continuous and on going and will follow whole school policy. Children are given grades according to the school reporting system. Assessment will be based on teacher observation, programmes of study descriptions which will be regularly used throughout the Key Stage. Grades will be recorded at each half term for the areas of activity completed.
“Approaches to assessment must be meaningful and embedded throughout a high quality physical education curriculum; which enables learners to make progress and improve their attainment.” AfPE June 2015
Assessment takes place within every lesson and includes clear objectives for learning (WALT). All lessons contain a range of activities including: skill development and use and transference of skills that enable pupils to meet the learning objectives. This is assessed by clear success criteria that challenges pupils to achieve Bronze, Silver or Gold within the school assessment for learning structure.
Assessment approaches can include pupil-led assessment, peer assessment, self-assessment, use of video, whole-class discussion as well as teacher assessments.
Key areas for learning and assessment in Physical Education
Key Stage 1 / Key Stage 2Develop fundamental movement Physically motivated and confident Socially engaged / Applies and develops movement Effective in working together Reflective learners
· Fundamental movement skills
· Agility, balance and coordination
· Competes with self
· Competes with others
· Cooperates with others
· Physical confidence
· Can evaluate and recognise success / · Apply skills in different ways
· Link and sequence actions
· Communicate
· Collaborate
· Compete
· How to improve in sports and activities
· Evaluate and recognise success
CLASSROOM MANAGEMENT, STARTS AND ENDS OF LESSONS.
This section describes expectations of staff and children regarding lessons.
1. Change into kit in Classroom/Cloakroom.
2. Leave school uniform neatly on table/in cloakroom
P.E. Kit. Sky blue PE polo shirt
Royal blue shorts
Socks
Training shoes
Football boots (optional)
A hat for protection from sun (summer)!
A sweatshirt/tracksuit/extra pullover will be helpful for the cold weather.
3. Children should remove all jewellery and tie back hair.
4. Walk to field or playground. Or proceed in a line to the hall for indoor lessons. Where possible equipment is made easily accessible or pupils are assisted or supervised when collecting equipment from outside shed or inside cupboard.
5. Warm up.
6. Complete lesson.
7. Put equipment away.
8. Return to classroom and get changed into school uniform.
9. Return PE kit to cloakroom/ storage box.
COMMUNICATION WITHIN THE SCHOOL
This section should describe how effective communication will occur in the school.
· The curriculum co-ordinator will communicate with other staff members via staff room notices.
· Dates for fixtures, inset, clubs, or special events will be noted in the school diary held in the school office.
· Staff are not expected to leave lessons to take or make phone calls, in accordance with the school policy. The office staff take messages or ask callers to ring back.
COMMUNICATION WITH PARENTS/CARERS
· The curriculum coordinator will ensure information is sent to parents regarding dates for fixtures, clubs and special events with reply slips where necessary via parent mail.
· The curriculum coordinator will ensure information is sent out to parents regarding changes to the Physical Education curriculum and changes to kit requirements.