POLICY. Physical Education
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1 Abbey Academies Trust Every Child Matters POLICY For Physical Education Amended January 2008 October 2011 June 2014 Every Child Matters within a loving and caring Christian environment 1
2 1. Introduction 1.1 Physical Education is a Foundation subject within the national curriculum. This policy outlines the purpose, nature and management of the physical education taught and learned in our Academy. It is intended to be used as a working document and beneficial to our Academy. 1.2 The implementation of this policy is the responsibility of all the teaching staff. 2. The Nature of Physical Education 2.1 Physical Education is about developing children s enjoyment, confidence, and skill in physical activity and introducing them to the pleasures of sport. It is a practical subject which gives all children, irrespective of age, gender, culture or disability, opportunities for participation. 1 Physical Education promotes personal, social, intellectual and physical skills and at our school it attempts to foster co-operation, tolerance and self esteem. Our aims are to promote a positive attitude and enjoyment in undertaking exercise in all children, that will, hopefully, be continued into adulthood as part of a healthy lifestyle. 2 Entitlement 2.1 Key Stage One Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and cooperative physical activities, in a range of increasingly challenging situations. Pupils should be taught to: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities participate in team games, developing simple tactics for attacking and defending perform dances using simple movement patterns. 2.2 Key Stage Two Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. 2
3 Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best Children in years 3, 5, 6 have weekly swimming lessons in the 2nd half of the summer term Children in year 4 will have a weekly swimming lesson throughout the year Children who have not achieved 25m by year 6 will have the opportunity of an extra swimming session in term There will be opportunity for children to attend physical activity clubs at lunch times and after school All children have the opportunity to participate in an annual multi- activity Sports day. 3. Implementation All children throughout each Key Stage will be given opportunities to plan, perform and evaluate during physical education lessons All children in Key Stage 2 will have the opportunity to participate in dance, gymnastics, games, swimming, athletics and a great majority have the opportunity to participate in outdoor adventurous activities throughout the year. All children in Foundation and Key Stage 1 will have the opportunity to participate in dance, gymnastics and games throughout the year A thematic approach will be the basis for the teaching of Gymnastics. There will be a skill-based emphasis as a basis for the teaching of Games. Progression will be addressed within each area of study through careful planning of the coverage of the relevant skills and vocabulary All physical education activities should be enjoyable, safe and yet challenging. The ideals associated with fair play and good sporting behaviour will be encouraged at all times. 3
4 3.2.2 Children will have the opportunity to work in a variety of ways through directed, exploratory and improvised activities. Children will work in groups, pairs and as individuals and will use language appropriate to physical education when talking about their work Whenever the weather permits and the activity is appropriate children should be given the opportunity to undertake physical education outdoors Opportunities to link physical education with work in other areas will be identified and used within each year group Dance lessons will provide an opportunity for children to gain an appreciation of music. The music chosen may reflect different cultures and represent as a wide range of types of music as possible. 3.4 Children may be taught in their normal class group in years 3 and 4. They will be taught in ability groups in years 5 and 6 and in swimming. 3.5 All teachers will be responsible for the planning and teaching of physical education. 3.6 Developing physical skills is a very important part of the education of young children. Reception children have the same access to the physical education curriculum as Key Stage 1 children. 3.7 Activities are planned in such a way as to encourage full and active participation by all children irrespective of ability. 3.8 All physical education lessons will ensure an equal interest level for both boys and girls. Teachers will choose activities, themes, music etc that will be of equal interest to both boys and girls. 3.9 Health education, particularly those areas addressing the effect of exercise on the heart and the need for exercise to keep us healthy, will be addressed during the appropriate physical education lessons Children are trained to collect and return small equipment from the store with the permission of a teacher Specialist sports providers will be used in KS1 during Planning, Preparation & Assessment (PPA) time. 4. Health and Safety Aspects 4.1 Guidance on safety can be found in Safe Practice in Physical Education, a BAALPE publication. 4.2 The health and safety policy gives clear guidance on the response and reporting of accidents, however small. 4.3 During physical education, children will be encouraged to discuss safety implications concerning themselves and others. 4
5 4.4 All children must change into shorts and T-shirts for dance, gymnastics. These will be conducted in bare feet in the hall. All children get changed in classrooms, Years 5 and 6 in single sex groups. Plimsolls or trainers must be worn outdoors for athletics and games, boots to be encouraged when appropriate. Children are encouraged to wear tracksuit or warm clothes for outdoor winter activities. Any child not participating in a PE lesson must bring a note from a parent. No jewellery or watches are to be worn for physical education. Long hair should be tied back. 4.5 The safe use of equipment will be encouraged at all times and children will be trained to move and store equipment in a safe manner. All equipment will be checked by a teacher before the children use it. All adults working at the school have the responsibility to report any defects in equipment which need attention. Activities which involve children working above floor level may require mats, especially if they offer the possibility of further extension work. 4.6 Swimming Concerns: All those involved in the teaching of swimming must have successfully completed the Royal Life Saving Society s Swimming Teacher s Life Saving Certificate examination Children must wear appropriate clothing in and around the pool as instructed by their swimming teacher. Similarly, sensible outdoor clothing should be worn both to and from the individual swimming pool to take account of the seasonal and daily weather conditions. All adults escorting children should wear high visibility jackets The pupil teacher ratio will be strictly controlled and based on advice received/confirmed by the individual swimming teacher taking into account both the ages and ability of the children involved Where practical/appropriate, children will be taught in ability groups Account will be taken of the children s ability/confidence when deciding upon the appropriate pool depth for both instruction and free expression Unless specifically taught or instructed, children are not to be permitted to dive or jump into the water Children are to be made aware of and follow individual pool-side instructions. 5
6 4.6.8 Accidents in and around the pool must be treated immediately and recorded in the appropriate Accident Book. Where appropriate, school must be informed and, if necessary, proper action taken. 5. Identifying Talented Pupils 5.1 Our Academy is committed to the principle of providing the best possible learning opportunities for all its pupils. Within the context of this broad aim, it is important to: Cater for the specific needs of pupils who show a particular aptitude in physical education (PE) and sport. Work with external partners to cater for those pupils who have a high level of aptitude made upon their time as a result of their improvement in high level sporting activities outside school. 5.2 Aims To identify, challenge and support able pupils through the organisation of the PE curriculum and extended curriculum. To encourage the expression of talent and to encourage pupils to recognise the benefits and challenges of being a talented performer. To set able pupils targets which encourage them to work to their potential. To identify and support those pupils who are potentially able to perform at a level that substantially exceeds that which is expected for their age. To help more able pupils develop the personal qualities which will enable them to maximise their potential. 5.3 Pupils who are talented in PE are likely to show many or all of the following characteristics in their performance and approach to PE, sport and dance Approach to Work They may Be confident in themselves and in familiar contexts Take risks with ideas and approaches, and be able to think outside the box Show a high degree of motivation and commitment to practice and performance Effective Performance They may: Be intelligent, independent, thoughtful performers, actively forming and adapting strategies, tactics or compositions Be able to reflect on processes and outcomes in order to improve performance, understanding the close and changing relationships between skill, fitness and the tactics or composition of their performance Be good decision-makers and able to take the initiative, often showing high levels of autonomy, independence and leadership Be creative, original and adaptable, responding quickly to new challenges and situations, and often finding new and innovative solutions to them Body Skilfulness and Awareness They may: Have a high degree of control and coordination of their bodies Show strong awareness of their body in space Combine movement fluently, precisely and accurately in a range of contexts and activities. Some pupils may have unusual abilities in specific aspects of the programme of study or areas of activity, such as: Evaluating and improving performance through leadership 6
7 Acquiring, developing and performing advanced skills and techniques Conceptual understanding, shown through the sophisticated selection and application of advanced skills, tactics and compositional ideas for their age Particularly high levels of fitness for their age, in both specific and general areas Specific strengths in general areas, such as games activities or dance activities. Some pupils perform at high levels in sport or dance in the community, for example basketball, high jump, jazz dance or sailing. In some cases, these pupils performance may be too specific to be easily related to the national curriculum level descriptions for PE. Teachers should be aware that age and physical maturation can lead to better performance at certain ages and stages, but they are not a characteristics of talent of PE and sport. 5.4 Implementation Schemes of work include extension material Curriculum enrichment opportunities are provided A register of talented sports people in the school is compiled and updated on a regular basis A lifestyle management programme is provided for those pupils on the register, that is, Junior Athlete Education (JAE) Parents/carers are consulted and involved in the implementation of strategies to support their child External individuals and agencies are involved in the planning and implementation of these strategies, where appropriate. 5.5 Strategies for Provision Allow pupils to miss stages when evidence demonstrate their performance substantially exceeds that of their peers. Provide opportunities for pupils to find creative solutions to challenges, take risks and cope with failure. Encourage independent work. Provide extension work which is exciting and challenging. Work with the school G&T co-ordinator to implement a strategy, that is, individual education plan (IEP) that supports talented putpils This might include an alternative to PE lessons for talented pupils, e.g. study for other subject areas, fitness and conditioning work etc. 6 ASSESSMENT 6.1 All pupils in both key stages will be assessed on their ability to plan, perform and evaluate all areas of the physical education curriculum. The assessment will take the form of allocating children into three categories Expected, Emerging and Exceeding with regard to end of unit expectations. These assessments will be completed on the completion of each unit and shall be recorded on an assessment database. The assessments will be used to identify the gifted and talented and those pupils who do not attain the expected levels. 7.2 The assessments will be collated by the physical education co-ordinator and 7
8 forwarded to the next class teacher at the start of each academic year. 7.3 Attainment criteria from each of the areas of the curriculum will be reported to parents in the end of year report. Sport Premium Funding The academy has used the Sport Premium Funding to Employ specialist PE teacher 0.5 FTE (academy funding majority of salary with other local schools buying in CPD and organised sports competitions. This is allowing us to raise the profile of PE - developing further the quality of teaching and learning within our broad, rich and engaging PE Curriculum; enhancing CPD for our school and other local schools; running sports competitions across our school and local schools as well as developing the quality and increasing participation of pupils in our after school clubs. As a RRS (Rights Respecting School UNICEF) this upholds the following articles from the UNCRC (United Nations Convention on the Rights of the Child): Article 28: Every child has the right to an education. Article 6: All children have the right to life and to be healthy. Article 15: Every child has the right to join clubs and groups. Article 20: Children who are disabled have the right to care and support. Article 29: Every child has the right to be the best they can. Article 31 : Every child has the right to relax and play. 8
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