Woodlane High School. Subject Policy: Physical Education

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1 Woodlane High School Helping pupils prepare for future life Du Cane Road London W12 0TN Tel: Fax: Headteacher: Claire Maynard EMPOWERMENT ACCESS OPPORTUNITY Woodlane High School Subject Policy: Physical Education Update: September 2015

2 1. Introduction to the Policy for Physical Education 1.1 This policy is a statement of the aims, principles and practices of teaching and learning as they relate to Physical Education (PE) teaching at Woodlane. This policy supports the aims of the school mission statement, SEN policy and the whole-school approach to teaching and learning. 1.2 Students have access to Physical Education at KS3 and KS4 and both a BTEC Sports and Sports Leadership course in Years 10 and A high-quality physical education curriculum is maintained to inspire all pupils to succeed and excel in competitive sport and other physically-demanding activities. It provides 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. 2. Physical Education at Woodlane 2.1 The National Curriculum 2014 provides a guide on the activities and opportunities that should be afforded to all pupils through Physical Education. 2.2 Healthy lifestyle options are promoted throughout the school particularly at lunch and break times. This is done through lunchtime sports clubs every day and the availability of sports facilities before school at break time and after school. 2.3 PE aims to show pupils that everyone needs exercise and that we can all enjoy one variety or another. Students are given the opportunity to experience a wide variety of sports and games to help promote an active and healthy life. Pupils participate in: Fitness based activities, the value of keeping fit including the necessity to warm-up / warm-down, designing and implementing a personal fitness programme, understanding and making healthy food choices, Striking and fielding games e.g. Softball, Handball and Rounders, Golf and Cricket, developing team based strategies, Invasion games such as 5-a-side football, basketball and indoor hockey promoting teamwork and individual achievement, 2 of 9 Net/wall games such as table tennis and badminton, Gymnastics, creating and performing patterns of simple movements in different gymnastic styles, on the floor and using apparatus, Various forms of dance, creating sequences and exploring dance concepts, Athletics, including improving running, jumping and throwing skills,

3 A range of alternative sports including boccia, new age curling, handball, tag judo and various skill and social based games, Outdoor education and problem solving skills such as map reading, residential and camping skills, learning about equipment and safety, Leadership activities where pupils set up and manage activities, developing leadership and coaching skills and appropriate goal setting, Swimming, (year 7 only) basic swimming confidence, front crawl, floating, propulsion, Multiskills a broad range of basic physical skills such as balance, travelling, accuracy etc., Social skills, working together as a team, importance of participation and self awareness. 2.4 All pupils at Woodlane have opportunities to engage in competitive sports and activities, such as: regular in-school competitive house sports, activities outside school through community links or sports clubs, regular inter and intra school competitions. 3. Aims & Objectives 3.1 We consider that a meaningful PE education should enable pupils to: Learn about their own bodies through physical activity and challenge, Develop key physical competencies enabling them to engage safely in physical activities, Promote health awareness and the value of adopting a healthy lifestyle, Instil a greater artistic and aesthetic understanding within and through movement, Support the development of self esteem through the development of physical confidence and helping pupils to cope with both success and failure in competitive and co-operative activities, Instil a sense of good sportsmanship, and encourage recognition of other pupils contribution, Support the development of problem solving and inter-personal skills, Encourage links with other schools and community groups, Develop leadership skills, responsibility and self awareness 3.2 To promote physical activity pupils are encouraged to: Be active physically, demonstrating knowledge and understanding mainly through physical actions, 3 of 9

4 Develop independence through problem-solving physical challenges, evaluating and modifying attempts at action and consolidating skills through practice and repetition, Engage in activities that develop cardiovascular health, flexibility, muscular strength and endurance. 3.3 To develop positive attitudes pupils will be taught to: Develop skills as a team player, including praise for others and motivation skills, Observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators, Use a range of strategies in order to cope with success and failure including appreciating the strengths and weaknesses of both themselves and others in relation to different activities and being aware of the consequences of their actions and responses. 3.4 To ensure safe and healthy practice the pupils will be taught to: Listen to instructions, Follow instructions promptly and in an appropriate way, Recognise and follow relevant rules, laws, codes, etiquette and safety procedures for different activities or events, in practice and during competition, Understand the importance of wearing appropriate clothing. Why particular items of clothing, footwear and protection are worn for different activities, Appreciate the importance of personal hygiene, How to warm-up and recover from exercise, Carry and use equipment safely and appropriately. 4. Racial Equality Statement 4.1 We believe that the process of ensuring equal opportunities and racial equality is central to the development of a fair, holistic learning environment in which all pupils can thrive, work and learn together. Through the PE curriculum we work to create a learning environment where the diversity, needs and achievements of all pupils are recognised, valued and celebrated. All pupils have an opportunity to participate in all activities unless a medical or other condition makes it potentially dangerous for them to do so. The aim is to try to not exclude any pupils access to PE-based experiences through inadequate resources or provision. Tto ensure this is possible we work with other professional partners such physiotherapists on devising appropriate programmes to address pupils individual needs, as required. 4.2 We undertake positive action to counter any form of stereotyping related to gender, race or ability. 4 of 9

5 4.3 We are sensitive to the individual physical and emotional needs of pupils. All pupils are treated with respect and are treated fairly and consistently. Their contributions to the lesson are actively acknowledged, valued, and rewarded in a number of ways including focused praise, the school merit award system and certification recognising achievement.. 5. Access and Inclusion 5.1 In PE we believe that curriculum access is principally about entitlement, equal opportunity and equal value. 5.2 The content and mode of delivery of the curriculum will be modified to help support all pupils in accessing the curriculum. We aim to develop increasingly independent learners and provide opportunities for pupils to extend their experience and knowledge outside their immediate world experience to help support them in preparing for future life. 5.3 Pupils progress is monitored through the B Squared assessment tool to ensure their access to the curriculum is appropriately supported and, where necessary modified to reflect changing circumstances. 5.4 The PE curriculum recognises that pupils have individual learning styles and interests; it aims to take into account pupils age, cognitive, social and emotional level of functioning in the design and delivery of the curriculum offer. 5.5 The PE curriculum aims to encourage a climate in which all pupils can learn to the best of their ability and where all pupils special educational needs are addressed positively and sensitively. 6. Equal Opportunities 6.1 We are determined to ensure that all pupils have an equal opportunity to learn and achieve success appropriate to their needs and abilities. In PE to ensure all pupils have the opportunity to achieve their potential we: Use adult support appropriately to prevent pupils with additional barriers to learning being disadvantaged, Work to establish a learning ethos that challenges discrimination, aggression, racism, gender bias or loss of opportunity and consistently celebrates all pupils achievements, Provide a curriculum that promotes independence and addresses issues of self-esteem and self-confidence, Consistently implement the school s Promoting Positive Behaviour Policy, Work with other professional s to enable pupil s to access to PE curriculum, 5 of 9

6 Ensure that teaching styles and approaches to teaching are appropriately matched to the learning needs of pupils, Offer extra curricular opportunities to all students in a range of sporting activities. 7. Health & Safety 7.1 Pupils are taught to use PE equipment safely and sensibly and respect the learning environment, in line with the school Health & Safety and Promoting Positive Behaviour policies. 8. The structure of the lesson 8.1 There are 6 half-termly activities each year. The activities vary over the year depending on the year group. 8.2 Each PE session follows a similar structure with: approx 5 minutes changing time; 10 minutes warm-up; 30 minutes skill development in a game; 5 minutes class discussion; minutes using the skills in a game; 5 minutes warm-down; 5 minutes class discussion/questioning; approx 5 minutes changing time. 9. Schemes of work 9.1 Schemes of work and activity outcomes are identified for each half termly activity using the B Squared descriptors. The schemes of work reflect the requirements of the National Curriculum, the Healthy Schools Standards and the QCA curriculum documents. They have detailed activities and opportunities for assessment. 9.2 Pupil progress is measured against differentiated learning objectives, and these are recorded on the B squared, connecting steps programme. This information is available on the school network for the Annual Subject Report. Assessment summaries which include the level and percentage of progress of each student are recorded at the end of each term. 10. Maintaining pupils folders and storing work 10.1 All pupils have a PE folder of work, which stores PE related advice, internal certification and/or rewards etc Pupils are encouraged to maintain their own folders to a high standard. All work that is completed is marked according to the school s AMRR policy. 11. Record keeping 6 of 9

7 11.1 The subject co-ordinator keeps a record of pupil attendance and general effort on the daily lesson plan held in a teaching file A teaching file, maintained by the subject co-ordinator, contains the daily lesson plans and the current schemes of work for each teaching group. 12. PE & cross-curricular skills - Literacy 12.1 The PE curriculum aims to reinforce the principles of the KS3 Strategy - literacy and works to ensure that pupils literacy development is supported and encouraged through: Identifying and reinforcing key technical words in each module of work, Teaching key words in context, Modelling and encouraging appropriate speaking and listening skills and encouraging pupils to interact with one another and extend and reflect on their responses, Encouraging focused questioning and discussion skills, Widening pupils repertoire of reading materials and use of different writing genres, Enabling group/team work, 13. PE & cross-curricular skills - Numeracy 13.1 The PE curriculum reinforces the principles of the KS3 Strategy - Numeracy and works to ensure that pupils numeracy development is supported and encouraged through: Improving pupils reasoning and problem solving skills, Using sequences of questions to foster conjecture, Using an open questioning style and encouraging collaboration, Allowing pupils to repeat and reprocess responses, including key vocabulary, Using visualisation exercises to help pupils create and talk about mental images using precise language, Students scoring and refereeing games, Using numeracy skills such as adding and subtracging to work out results of a game. 14. PE & cross-curricular skills Computing 14.1 Through PE we aim to develop pupils Computing capability through: Developing pupils skills in handling information effectively and using the internet appropriately as a learning tool to find things out, develop ideas and exchange and share information and using 7 of 9

8 computer based programmes to present homework or assignments. 15. Differentiation 15.1 All schemes of work are differentiated to include the every child matters policy and a curriculum level the individual child is trying to achieve. This is to address the diversity of abilities which exists in each class. Differentiated learning objective are identified on the daily lesson plan To enable all pupils to gain access to the curriculum the supporting teacher is responsible for deploying the teaching assistant(s) to support those pupils who may need additional help to access the curriculum offer. Initial TA support is identified on the daily lesson plan A range of differentiation strategies are used in PE to enable all pupils to access the curriculum, these include differentiation by: Task tasks will vary in difficulty and in style, materials may be varied or pupils allocated specific tasks within group work to ensure all pupils are able to access the learning opportunity in an appropriate way, Interests activities may be differentiated by interest to stimulate pupils engagement and enjoyment, it may involve pupils in making choices, Outcome where teachers require pupils to undertake a common task, such tasks will often have an open-ended outcome in order to allow pupils to work at their own pace and level of attainment and yet provide opportunities for extension and challenge, Support support may exist in many forms, but in PE includes reference materials, human resources (TA, peer group, teacher support), templates, step-by-step or small step instruction, display materials & learning environment, key words, model answers etc. Process some pupils are very capable of following instructions to solve a problem, others are more comfortable drawing on strategies of their own. In PE we recognise pupils learn in different ways and we encourage pupils to develop their meta-cognitive skills through helping them to share ideas about the ways in which they might solve problems, take risks, make decisions, justify responses etc., Grouping In PE different tasks might be best achieved through different types of grouping, including: task groups, pairings, 1-1 support groups etc., 15.4 Further information on our whole school approach to differentiation is included in the Teaching and Learning policy. 16. Evaluation 8 of 9

9 16.1 This policy will be reviewed by the subject co-ordinator as part of an annual review of subject development in line with the school s Continuing Professional Development and Performance Management Review process. Last review date: September 30 th 2015 Reviewed by: R Morgan Last SMT review: January 6 th 2016 Reviewed by: T Heapy 9 of 9