THE ROSEWOOD SCHOOL
PHYSICAL EDUCATION POLICY 2016
Member of staff responsible - Chloe Robertson
Date of Policy - September 2016
Review Date - September 2017
Description of school
Rosewood is an urban special school for boys of secondary age who have Social, Emotion and Mental Health difficulties. Pupils are drawn from all over the borough and reflect a wide social mix and very varied family backgrounds.
Entitlement
The school provides all pupils with 90 mins of high quality Physical Education a week. This is delivered through two lessons of 45 mins duration. Units of work are blocked so that for a set period of time all the lessons are mainly based on the same area of activity eg. Seven weeks on football. This is now recognised as the Most Effective way of promoting learning in PE. The facilities to some extent govern the curriculum. The flexibility of the new curriculum helps the delivery of this subject which is predominately through football.
Nature of Subject
Physical Education forms part of the National Curriculum. The school believes that Physical Education, experienced in a safe and supportive environment, is a unique and vital contributor to a pupil’s physical development and well-being. A broad and balanced physical education curriculum is intended to provide for pupils’ increasing self-confidence in their ability to manage themselves and their bodies within a variety of movement situations.
Physical education develops pupil's physical competence and confidence, and their ability to use these to perform in a range of activities. It promotes physical skilfulness, physical development and knowledge of the body in action. Physical education provides opportunities for pupils to be creative, competitive and to face up to different challenges as individuals and in groups and teams. It promotes positive attitudes towards active and healthy lifestyles. Pupils learn how to think in different ways to suit a wide variety of creative, competitive and challenging activities. They learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness. Through this process pupils discover their aptitudes, abilities and preferences, and make choices about how to get involved in lifelong physical activity.
From September 2015 the department is offering the Ed Excel PE GCSE as part of the options for year 10. After liaising with other providers it is initially envisaged that the pupils will be assessed on climbing, orienteering, aspects of fitness and table tennis. The theory will be taught by CR and where possible will be as practical as possible.
Knowledge, Skills and Understanding
Broadly the PE Curriculum will ensure that Pupils are taught
1 To promote physical activity and healthy lifestyles, pupils will be taught:-
To be physically active.
To adopt the best possible posture and the appropriate use of the body.
To engage in activities that develop cardiovascular health, flexibility, muscular strength and endurance.
The increasing need for personal hygiene in relation to vigorous physical activity.
2 To develop positive attitudes, pupils will be taught:-
To observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators.
How to cope with success and limitations in performance.
To try hard to consolidate their performance.
To be mindful of others and the environment.
3 To ensure safe practice, pupils will be taught:-
To respond readily to instructions.
To recognise and follow relevant rules, laws, codes, etiquette and safe procedures for different activities or events, in practice and during competition.
About the safety risks of wearing inappropriate clothing, footwear and jewellery, and why particular clothing, footwear and protection are worn for different activities.
How to lift, carry, place and use equipment safely.
To warm up for and recover from exercise.
4. To emphasise child protection students are taught safe techniques while moving and using equipment. They are made aware of suitable exercises and loads appropriate for their age group.
5. Pupils are expected to bring their own change of kit to lessons. ~If they cannot take part due to injury they should provide a note from their parents or carer and should take part in the lesson in another role.
The Rosewood curriculum also encompasses the National Curriculum requirements including swimming at ks2 and remedial swimming at ks3.
Key Concepts
1.1 Competence
1.2 Performance
1.3 Creativity
1.4 Healthy, active lifestyles
Key Processes
2.1 Acquiring and developing skills
2.2 Selecting and applying skills, tactics and compositional ideas
2.3 Evaluating and improving performance
2.4 Knowledge and understanding of fitness and health
Explanatory notes
Competence: This is the relationship between: skill; the selection and application of skills, tactics, strategies and compositional ideas; and the readiness of the body and mind to cope with the activity. It requires an understanding of how these combine to produce effective performances in different activities and contexts.
Whole-body skills: These enable the body to move and be agile, for example walking, throwing, balancing, rolling, bending or twisting.
Fine manipulation skills: These enable handling of equipment, use of gesture or writing.
Selecting and using skills: This includes:
· tactics – specific approaches to tackling a task or challenge, such as changing speed in a game or producing a safe jump in an athletic competition
· strategies – broad approaches to tackling a task or challenge, such as ensuring there are sufficient technically demanding techniques in a gymnastic sequence or using a specific formation in a game
· compositional ideas – the design principles that inform the composition of a sequence or the choreographing of a dance. These include the use of space, height, speed, dynamics, shape, relationships or direction.
Body and mind: This includes:
· stamina, strength and suppleness
· confidence, determination to succeed, mental alertness and dealing with emotions.
Performance: This includes:
· having a desire to achieve and improve
· being willing to take part in a range of competitive, creative and challenge-type activities, both as individuals and as part of a team or group.
2. Key processes
These are the essential skills and processes in PE that students need to learn to make progress.
2.1 Developing skills in physical activity
Students should be able to:
1. improve the range, difficulty and quality of their skills and techniques
2. develop the consistency with which they use and perform skills with precision, control and fluency.
2.2 Making and applying decisions
Students should be able to:
1. select and use tactics, strategies and compositional ideas imaginatively in complex and demanding creative, competitive and challenge-type contexts
2. design original and effective plans that improve their own and others’ performance
3. respond effectively and imaginatively to changing circumstances as they arise during a performance.
4. organise and manage the environment they are working in to ensure the health, safety and wellbeing of themselves and others.
2.3 Developing physical and mental capacity
Students should be able to:
1. analyse how mental and physical capacity affects performance
2. maintain and develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities and active lifestyles
3. prepare mentally for successful involvement in physical activity, performance and engagement in healthy, active lifestyles.
2.4 Evaluating and improving
Students should be able to:
1. critically evaluate, analyse and judge the quality and effectiveness of performances
2. make informed decisions about how to improve the quality and effectiveness of their own and others’ performances
3. develop and implement imaginative action plans to improve the quality and effectiveness of performances
4. design original and effective plans that improve the quality of their own and others’ involvement in healthy, active lifestyles.
2.5 Making informed choices about healthy, active lifestyles
Students should be able to:
1. identify the types of physical activity available to them and the rolesthey would like to take on
2. link physical activity with diet, work and rest for personal health and wellbeing
3. make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs.
Explanatory notes
Techniques: These include whole-body skills and fine manipulation skills that need refining and adapting for:
· dynamically challenging environments, such as adjusting body position in the air in response to a poor bounce, or adjusting a move at the very last minute to compensate for an error in timing, speed or use of space
· sport-specific techniques defined by the rules of the sport and its equipment, such as how to strike a ball when using a tennis racket, cricket bat, rounders bat or golf club
· different purposes, such as running in a sprint race, for a vault or in a dance.
Physical strength, stamina, speed and flexibility: This includes:
· strength to deal with the efforts and loads placed on the body
· stamina to maintain effort (both cardiovascular and muscular)
· speed to contract muscles quickly and slowly
· flexibility to move joints through their full range
· balance to maintain control, shape and alignment
· coordination for balanced and effective interaction of movements
· agility to move quickly and nimbly
· using aerobic and anaerobic body systems
· understanding what their bodies can and cannot do as they go through periods of change and development
· understanding the benefits of training and preparing for activity and the types of general and specific training methods.
Prepare mentally: This includes:
· the place of motivation, anxiety, arousal and tension in effective performance
· the confidence to get involved
· the determination to face up to challenges and keep going
· expressing and dealing with emotions
· the desire to achieve success for oneself and others.
Effectiveness of performances: This includes critically analysing:
· the quality of a performance in relation to the range and quality of skills and the range and effectiveness of tactics, strategies or compositional ideas used
· how effectively the body and mind respond to the challenges.
It also includes identifying what actions are needed and either communicating these to others or carrying them out in order to improve their own performance.
Healthy, active lifestyles: This includes maintaining and increasing their involvement in PE, sport, dance and healthy physical activity to meet government targets for PE school sport and club links.
Roles: These include performer, leader and official. They also include different performance roles within an activity, for example an attacking rather than a defending role, supporter rather than supported in a gymnastic or dance activity.
3. Range and content
This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.
The study of PE should include activities that cover at least two of the following:
1. outwitting opponents, as in games activities
2. accurate replication of actions, phrases and sequences, as in gymnastic activities
3. exploring and communicating ideas, concepts and emotions, as in dance activities
4. performing at maximum levels in relation to speed, height, distance, strength or accuracy, as in athletic activities
5. identifying and solving problems to overcome challenges of an adventurous nature, as in life saving and personal survival in swimming and outdoor activities
6. exercising safely and effectively to improve health and wellbeing, as in fitness and health activities.
Explanatory notes
Outwitting opponents: This includes activities in which the concept of success is to overcome an opponent or opponents in a face-to-face competition. Opponents can directly affect each other’s performance and the key is to outwit the opposition. For example:
· invasion games (eg water polo, netball, football, rugby, Gaelic football, American football, polo and hockey)
· net/wall games (eg volleyball, tennis, table tennis and squash)
· striking/fielding games (eg rounders, softball, stoolball, cricket, table cricket)
· combat activities (eg fencing, judo and karate).
Accurate replication: This includes activities in which success is judged on the ability to repeat actions, phrases and sequences of movement as perfectly as possible. Examples include: synchronised swimming, diving, rebound tumbling, competition ballroom dancing, gymnastics and skateboarding.
Exploring and communicating ideas, concepts and emotions: This includes activities in which success is considered in relation to how well a performer or choreographer expresses ideas, feeling, concepts or emotions to communicate artistic or choreographic intentions to an audience. Dance styles could include capoeira, contemporary dance, country dancing, ballet, Indian hand dance and street dance.
Performing at maximum levels: This includes activities in which success is measured by personal best scores or times, and in competition by direct comparison with others’ scores or times. Examples include racing in the swimming pool or on a skateboard, or having a low score in golf or a high score in archery.
Identifying and solving problems: This includes activities in which success is judged on how efficiently and safely challenges are overcome. Examples include orienteering, personal survival, life saving, and expeditions involving walking or using transport such as boats and canoes.
Exercising safely and effectively: This includes activities such as aqua aerobics, weight training, jogging and power walking in which success is related to improving feelings of health, fitness and wellbeing. Goals might include emotional wellbeing, healthy weight management, toned muscles, healthy skin and a healthy heart.
4. Curriculum opportunities
During the key stage students should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.
The curriculum should provide opportunities for students to:
1. get involved in a broad range of different activities that, in combination, develop the whole body
2. experience a range of roles within a physical activity
3. specialise in specific activities and roles, taking accredited courses and qualifications where appropriate
4. follow pathways to other activities in and beyond school and, where possible, work with sportsmen and women, coaches and other specialists
5. perform as an individual, in a group or as part of a team in formal competitions or performances to audiences beyond the class