Curriculum Policy: Physical Education

Curriculum Policy: Physical Education

Introduction: At Vranch House we map the Key stage 1 and Key stage 2 curriculum around the seven areas of learning as it is outlined in the Early Years Foundation Stage (EYFS) curriculum EYFS 7 areas of learning National Curriculum Prime areas Communication and language Listening and attention Understanding Speaking Foreign language (KS2) Specific areas Physical development Personal, social and emotional development Literacy Mathematics Understanding the world Expressive arts and design Moving and handling Health and selfcare Self-confidence and selfawareness Managing feelings and behaviour Making relationships Reading Writing Numbers Shape, space and measures People and communities The world Technology Exploring and using media and materials Being imaginative Physical education English (Core) Mathematics (Core) Science (Core) Computing Geography History Religious Education Art and design Design and technology Music This enables the Early Years Foundation Stage (EYFS), Key stage 1 and Key stage 2 teachers to adapt a whole school curriculum according to their class' age group and the pupils' individual needs and goals. This way the whole school can work on joint projects, share resources and topic books, attend visitors' talks and demonstrations and take part in external visits based on the topic. Two years of rolling curriculum are planned with four years of rolling topic cycle. This ensures that all areas of the curriculum are taught and repeated regularly using a different topic as an interesting 'vehicle'. The nature of the topic determines the area of the curriculum enhanced during that period of time -- eg: Space - understanding the world/science; Knights, kings and castles - understanding the world/history.the following policy relate to teaching physical education under the umbrella of Physical development.

POLICY FOR PHYSICAL EDUCATION Pupils at Vranch House All the pupils at Vranch House have a physical or movement difficulty and many have communication difficulties, visual perceptual difficulties and other related difficulties. A large percentage of pupils also attend mainstream schools for part of the week. The majority of the pupils have learning difficulties associated with their other difficulties and need modifications to the curriculum. Many of the pupils are working at the P levels within level 1 of the National Curriculum. As well as modifying the curriculum many different learning strategies are used to enable the pupils to access the curriculum. At Vranch House we call this access learning. Strategies include the use of communication books, boards and voice output communication aids; Makaton signing; powered mobility; adapted computer access using switches, touchscreens and eye gaze, roller/tracker balls; multisensory presentation of materials and adult facilitation through trained teaching assistants. The role of therapy is very important in physical education at Vranch House. The pupils all have individual risk assessments and moving and handling plans associated with their movement difficulties. All of the P.E. lessons, including hydrotherapy, are planned and monitored by teachers, physiotherapists and/or therapy assistants. The pupils have physical movement programmes and postural management designed by their therapists and these programmes are carried out during P.E. as well as in individual therapy sessions and facilitation during classroom lessons. Document Purpose This document reflects the values and philosophy of Vranch House in relation to the teaching and learning of Physical Education (PE). It provides a basic framework within which staff can approach PE, and gives guidance on planning, teaching and assessment. Teachers and therapists design a programme of activities that is responsive to the pupils skills and needs in PE at that particular time. Audience This document relates to pupils in Key Stages 1 and 2. The pupils in the Early Years Foundation Stage follow the Areas of Learning and Development, which can be found in the school s Policy for the Early Years Foundation Stage. This policy is intended for all teaching staff and staff with classroom responsibilities, the School Governors, parents, inspection teams and LA/other Advisory Body Advisers/ Inspectors. This policy document, after presentation to, and agreement by, the staff and Governing Body, is available to all teaching and non-teaching staff and the School Governors. Copies of policy documents are kept in the Boardroom and electronic copies are on the intranet in the Hub. Such distribution ensures the accessibility of the document to visiting teachers and to parents. Extra copies are available from the Head Teacher.

Philosophy PE is an essential part of the curriculum. It develops pupils physical competence and confidence, and their ability to use these to perform in various activities. It promotes physical skill, physical development and knowledge of the body in action. PE provides opportunities for pupils to be creative, competitive and to face different challenges as individuals, in groups, and teams. It engenders positive attitudes towards an active and healthy lifestyle. Pupils learn to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness. Through this process, pupils discover their aptitudes, abilities and preferred physical activity. Within the school there is a strong commitment to the belief that movement experience and control of movement play an integral part of the learning process. The relationship of movement, language and function (skill organisation) are firmly interlinked and this belief is reflected within the physical programmes implemented throughout the school and timetable. Subject Aims PE offers the following opportunities for pupils. To become skilful and intelligent performers, and to develop a range of skills with increasing competence and confidence, in varying physical activities and contexts. To develop their ideas in a creative way and learn how to select and apply skills, tactics and compositional ideas to suit activities needing different approaches towards developing stamina and strength. To take the initiative, lead activities and focus on improving their performance, while setting targets for themselves and competing against each other, individually and in teams. To discover the notion of fair play, honest competition and being a good sport. To develop an appreciation of the aesthetic qualities of movement and to develop physical and mental co-ordination, self-control and confidence. To learn how to co-operate with each other and work successfully in pairs, groups and teams. To develop self-confidence through the understanding of one s own capabilities and limitations. To be motivated, so that they retain a lifelong interest in all aspects of PE and recognise the importance of living and maintaining a healthy life. By participating in PE, pupils will have the opportunity to achieve the following objectives. Key Stage 1 At Key Stage 1 pupils will have opportunities to: develop a simple single action repertoire increase the range of movement in single actions develop basic control and coordination of single actions develop a small range of consistent reactions to different stimuli begin to develop an element of purpose or intent in some actions.

Given these opportunities in PE at key stage 1, all pupils with learning difficulties (including those with the most profound disabilities) will: learn to control and coordinate a small range of single actions, control some of their spontaneous movement and develop a small repertoire of actions and whole body movements. respond to some stimuli and produce actions or movements as reactions to them in a consistent manner and begin to be aware of what they want to do and move with some intent. produce a wider range of actions and whole body movements with greater control, use two or more single actions consecutively, respond to stimuli more clearly and consistently and have greater intent in their actions. Key Stage 2 At Key Stage 2 pupils will have opportunities to: use a number of single actions consecutively improve control and coordination of actions and movements respond more consistently to a range of stimuli and situations repeat actions and movements with consistency vary their response to situations and stimuli though feedback, help and copying begin to realise that activity and movement change the way their body feels. Given these opportunities in PE at Key Stage 2 all pupils with learning difficulties (including those with the most profound disabilities) will have opportunities to: acquire a wider range of skills, actions and whole body movements. Begin to develop a range of skills, select skills, actions and movements for a purpose, and be aware that familiar situations or stimuli need specific types of responses. They will have opportunities to experience or take part in games and to use equipment. start to move and use skills with greater intent and purpose. Recognise that responses they make achieve their intentions and repeat these with increasing control, coordination and consistency. Become aware of a few possible variations and begin, with help, to try out alternatives. start to use whole body movements to travel with greater coordination and purpose. Recognise familiar stimuli and situations and react to these in a consistent manner. Use single actions and skills with greater intent and perform them consecutively with greater fluency and control. Begin to vary actions and skills with help. Carry out basic sequences of movements and collaborate in simple games or partnered activities with other pupils. Curriculum and School Organisation In order to achieve the aims outlined, the teaching of PE at Vranch House is organised into the following areas: Movement sessions (focused on developing skills) and including: Games skills use of small apparatus (e.g. balls, beanbags) Gymnastic skills balance and co-ordination, use of space and body parts Large apparatus

Movement to music Sherborne movement groups- majority of staff are appropriately trained Positioning groups- wedge, standing, box sitting etc. Resonance board Stretches to maintain flexibility and prevent contractures Hydrotherapy. The Halliwick Hydrotherapy programme is followed. Cycling Walking regularly Games (e.g. Boccia and target games, parachute games) Hand function groups Individual physiotherapy and occupational therapy The PE programme aims to enhance: Physical development Cognitive development Social and emotional development Physical Development Realisation of full movement potential. Understanding and learning to use movement towards purposeful, creative, enjoyable ends. Heightened awareness and control of the body. Development of co-ordination skills. Healthy development of heart, circulation, pulmonary function, muscles and joints. Social and Emotional Development Development of peer relationships co-operation and sensitivity towards others. Taking responsibility leading and following and turn-taking. Facing success and failure. Recognising authority and learning acceptable codes of behaviour. Building confidence in one s own ability and that of others. Encouraging decision-making. Cognitive Development Understanding development and use of language. Communication of ideas and desires. Perception and Maths. Problem solving. Judgement. Progression and Continuity Learning activities are carefully planned and implemented in sequence to ensure continuity and progression. Progress in PE can be characterised by: the advancement from early movement exploration to acquiring and developing a range of skills that show improved control and co-ordination, then refining and extending these skills so that they can be performed with greater accuracy, consistency and fluency

the graduation from simple selection and application of skills in a series or combination of movements to the planning and use of more complex sequences, games strategies and compositional principles the progress from describing what they see being performed to making simple evaluations of performance and being able to use this information to improve the quality of their work the development from knowing that exercise makes them out of breath and hot to reaching an understanding of why activity is good for them and how important it is for general health and well-being. Health and Safety The teachers and therapists have the safety of the pupils at the forefront of their mind. There is a risk element to PE of which Vranch House is aware. Moving and handling plans are followed by all staff. Health and safety guidelines are followed as stated in the Health and Safety Policy. Resources and Accommodation A wide variety of shared PE resources are available at Vranch House, including teachers resource books and PE and games equipment. The majority of PE equipment is kept in the hall including large apparatus and small apparatus. Additional equipment is available. When appropriate pupils have an allocated tricycle and/or walking frame. Equal Opportunities All teaching and non-teaching staff at Vranch House are responsible for ensuring that all pupils, irrespective of gender, ability, ethnic origin and social circumstances, have access to the whole curriculum and opportunities to make the greatest progress possible in all areas of the curriculum.

Further Information Useful Documents and resources DfES/QCA QCA QCA The National Curriculum: Handbook for Primary Teachers in England 2000 Planning, teaching and assessing the curriculum for pupils with learning difficulties, general guidelines Planning, teaching and assessing the curriculum for pupils with learning difficulties, Physical Education DfE Statutory Framework for the Early Years Foundation Stage 2012 Standards and Assessment and Reporting Arrangements (EYFS) 2014 Testing Agency Standards and EYFS Profile (Handbook) 2014 Testing Agency DfES/QCA Supporting the Target Setting Process (revised March 2001) Revised March 2014 Review 2017