To provide children with the opportunities to:
- participate in at least 2 hours high quality PE each week
- develop enjoyment and confidence with all forms of physical activity
- develop fine and gross motor skills
- understand the importance of and learn about competing fairly
- develop a positive attitude towards physical activity and apply it to their own life-style
- be aware of the need for personal hygiene in relation to physical activity
- view physical activities as open and accessible to all
- be aware of issues of safety surrounding physical activity
We aim to equip children with a positive attitude towards physical activity that they may take to their lives outside school. We aim to ensure that during 2 hours of high quality PE, children are enthused and stimulated by purposeful and challenging activities, appropriate to their level of skill.
Purpose, planning and preparation
All classes are allocated 2 hours per week of PE time. This includes use of the field / playground and / or hall.
All staff follow the QCA scheme of work which has been planned carefully within our mixed age classes to ensure continuity and progression.
There are also opportunities for teachers to use a variety of other relevant materials (e.g. TOPS, Rawsmarsh gymnastics etc.), being free to interpret and use what is appropriate for their particular class, whilst ensuring proper coverage of each strand.
We ensure that children have the opportunities to:
- acquire and consolidate new skills in all areas of the PE curriculum
- develop skills and knowledge to perform with consistency and quality
- plan and carry out activities, selecting and applying skills acquired
- cooperate with others and work as part of a team, considering rules and tactics
- evaluate and improve performance by comparing and commenting with others performance
- develop a healthy body and understand the effect of exercise, including the importance of warm-ups and cool-downs
All children at Hankham School , including those with any form of special needs are entitled to, and will be included in a full range of physical activities. We will provide equal opportunities for participation and achievement during lessons and in after school activities. We aim to promote an unbiased attitude towards traditionally gendered activities. (refer to Equal Opportunities policy).
We will ensure that all activities are matched to pupils' different abilities, needs and interests by balancing challenge with the possibility of success. We will ensure that all children are making progress and achieving whenever possible.
We will do this (where appropriate), by:
· providing a range of tasks matched to different levels of skill
· challenging the more able children
· using a variety of equipment
· allowing children to work at a pace suited to them
· providing additional support
· using small groups / pairs where needed – mixed ability or setting where appropriate
Inclusion of those with specific disabilities and / or health conditions
We will aim wherever possible, to include all children in a full and active physical education curriculum, both in lessons and after school activities. We will attempt to modify any activities or provide parallel or alternatives to ensure inclusion.
Health & Safety
We are careful to ensure that all activities take place with optimum safety in mind. All equipment is checked by the teacher before each session to ensure safety. An equipment inspection and maintenance check is carried out annually.
Rules are set by each teacher concerning behaviour and safety and these are adhered to by the children. (These will include rules about not using any equipment until told to do so, stopping as soon as a whistle is blown etc.).
Pupils are taught how to move and carry equipment carefully and safely. Pupils should be responsible for getting out and putting equipment away from a young age. This also teaches them about respect and consideration for the belongings of others.
All staff are aware of those carrying first aid certificates and will call on them whenever necessary to assist.
Teachers and children should be aware of the importance of adopting safe exercise procedures. These include warming-up and cooling-down from exercise. Discussion of health implications and the effects of exercise on the body should be included in physical education sessions.
Teachers and support staff are aware of children in their class with medical conditions and ensure that pupils with asthma are able to quickly obtain inhalers during physical activity. (see Medicines in School policy)
All children are expected to wear suitable clothing – this should not be restrictive or too baggy. Footwear should be conducive to each activity, for example bare feet for dance and gymnastics.
All jewellery should be removed (except for stud earrings) and all long hair should be tied back.
Children are encouraged to wear a school t-shirt and shorts / tracksuit bottoms for activities. They are all required to wear appropriate footwear, including trainers / plimsolls for outdoor work. No pupils will take part in outdoor activity without appropriate footwear.
Staff are all required to wear appropriate footwear before teaching any physical activity and should preferably be dressed in suitable attire – having changed from daily clothes.
Any children failing to remember kit will be reprimanded and may incur loss of privileges.
We employ a range of teaching styles in order to suit the different learning styles of the children. These include command, practice, reciprocal, self-check, inclusion, guided discovery and divergent (See Appendix 2).
We ensure that tasks are differentiated, matched to pupils abilities, needs and interests to enable them to answer tasks at their own level.
We consistently reinforce children positively in order to improve their self-confidence and belief, commenting on skill, effort, enthusiasm and behaviour.
Children are grouped appropriately for activities using a range of ability, friendship and gender groupings. All activities are taught in mixed gender sessions.
Breadth, balance and progression:
During Key Stage 1, children build on their natural enthusiasm for movement, using it to explore and learn about their world. They start to play and work with other children in pairs and small groups. By watching, listening and experimenting with movement and ideas, they develop their skills in movement and coordination, and enjoy expressing and testing them selves in a variety of situations.
- find out what they can do as they explore a range of basic skills, actions and ideas, such as running, jumping and turning, throwing or kicking a ball and responding to music in dance;
- learn to practise by repeating what they have done in ways that make it better, such as making movements more controlled, effective or expressive;
- use movement imaginatively to communicate ideas and feelings
- watch, copy and describe what they and others have practised, to build their awareness of how to improve the way they move and play;
- recognise that their bodies feel different when they run short or longer distances, move slowly or suddenly, and life heavy objects or float in water;
- learn to use space safely when they work alone and with other, showing increasing control over their movements.
· create and play simple games
· be aware of and follow simple safety procedures
· experience a range of equipment
· be taught to sequence movements, demonstrating changes in direction, level, speed
and rhythm to increase bodily control
· develop spatial awareness
· know the basic workings of the body
· be encouraged to work individually, with a partner and when ready in a group
· begin to comment on the performance of others
During key stage 2, children enjoy being active and using their creativity and imagination in physical activity. They learn new skills, find out how to us them in different ways, and link them to make actions, phrases and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop and understanding of how to succeed in different activities and learn how to evaluate and recognise their own success.
- enjoy being active, showing what they can do;
- practise new skills across a range of activities that may include dance, gymnastics, games, swimming, athletic and outdoor and adventurous activities;
- learn consistency by repeating their movements and linking their skills until their performance is clearer, more accurate and controlled over time;
- pace themselves in challenging activities such as swimming and athletic activities;
- use their creativity in performing dances, making up their own games, planning gymnastic sequences, responding to problem-solving and challenge activities;
- know how to improve aspects of the quality of their work, using information provided by the teacher and information and communication technology (ICT) opportunities, and increasingly help themselves and other perform effectively'
- know why activity is important to their heath and well-being;
- understand the rules and conventions of taking part in activities safely.
Throughout KS2, pupils should:
- refine and develop skills from KS1
- acquire and develop a wider range of skills in all areas
- select and apply skills, rules and tactics to various situations with co-ordination and control
- evaluate their own, and others' work to improve performance
- understand the implications of physical activity in life
- understand safety issues and behave accordingly
- be encouraged to adopt good sporting behaviour
- design and perform their own sequences alone or with a partner
- create and play more complex games involving rules and tactics
- perform a range of skills with quality and consistency
- develop understanding of their roles within a team or group
Assessment / recording and reporting
The teacher (and any other staff involved), should regularly monitor children's skill development / enthusiasm and participation through observation. They should immediately feedback whenever possible in a positive manner in order to promote effective learning and skill acquisition.
Children are encouraged to assess their own and other's work through specific questioning and guidance from staff. Through this, children develop observational skills and social development. Children are encouraged at all times to make constructive comments in a sensible and thoughtful manner and respond graciously. Children are encouraged to make positive comments about others performances and then comment on any areas for improvement.
Physical education at Hankham is also monitored and evaluated by:
· teacher and support staff feedback
· pupil feedback
· feedback from Governors
· end of year reports
· pupil participation in out of hours learning
· special events offered
· parental feedback
· staff review and feedback
· courses attended by members of staff
Out of Hours Learning
At Hankham, we endeavour to offer all children a wide range of extra-curricular activities. These mainly take place after school and all after school clubs are lead by teaching staff and sometimes assisted by parents.
There are a wide range of seasonal activities offered to children at Key Stage 2 over the year (approximately 3 / half term), including football, netball, athletics, cricket, stoolball and dance.
Children in Key Stage 1 have the opportunity to take part in either gymnastics or country dancing during the year.
All sessions are offered to any children in the appropriate year groups. From these clubs, children are chosen to take part tournaments for football and netball.
All children from Years 2 – 6 have the opportunity to take part in year group sports festivals throughout the year, organised in collaboration with our cluster and secondary link college.
We are very keen to include provision by outside agencies to enhance children's learning, for example tennis coaching courses for all of Key Stage 2 led by a coach from the lawn tennis association.
We have also had students in from our local link secondary school to assist with running clubs such as dance, athletics and tag rugby.
We also aim for all children to be actively involved during lunchtimes in various activities offered through our lunchtimes zoning system. This research for the QCA (PESS) has allowed us the opportunity to enhance active involvement at lunchtime for all.
The majority of our practical sports equipment is located in the PE shed. It is the responsibility of members of staff to ensure that all equipment is organised for sessions, treated respectfully and returned at the end of sessions in an orderly manner.
The PE co-ordinator(s) are responsible for ensuring that the shed is kept tidy by checking regularly.
Other equipment is treated respectfully and an equipment inspection and maintenance check is carried out annually.
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