Holy Family Catholic Primary School Physical Education Policy
PURPOSE OF STUDY
A high-quality physical education curriculum inspires 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.
The national curriculum for physical education aims to ensure that all pupils:
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives.
Schools are not required by law to teach the example content in[square brackets].
Key stage 1
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 co-operative 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.
Key stage 2
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.
Pupils are 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.
Swimming and water safety
All schools must provide swimming instruction either in key stage 1 or key stage 2.
In particular, pupils should be taught to:
- swim competently, confidently and proficiently over a distance of at least 25 metres
- use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
- perform safe self-rescue in different water-based situations.
- Physical Activity: Where children will be taught how to be physically active and to develop their personal fitness. By expressing themselves through actions; to have knowledge of relevant equipment and to develop whole body movement with flexibility, strength and stamina.
- Independence: Where children will become independent learners through solving problems and evaluating and modifying their work. By developing their skills through repetition and practice and being able to work co-operatively with self-discipline.
- Positive Attitudes: Where children will develop the concepts of fair play, success and failure relating to both independent activities and cooperative games. Where they are aware of the effects of their actions, and their own and others' strengths and weaknesses. Children will develop as confident learners who enjoy physical activity.
- Safe Practice: Children should develop an awareness of safety with regard to themselves and others, in relation to the preparation of equipment, response to instructions; posture, clothing and personal hygiene.
The Educational Reform Act gives children entitlement to all areas of the National Curriculum, including P. E.
Sanctions should therefore not be used which would affect a child’s participation in P.E. However, if a child’s behaviour or action is considered by the teacher to be a danger to either themselves or others then, for reasons of safety, that child will be withdrawn. The child, where possible, should continue to observe the lesson.
Each child will have the opportunity to fulfil their own potential. A wide range of extra - curricular activities exist to extend and develop specific skills and this may include selection for school team events. Written or verbal permission will be obtained from parents or guardians for such occasions.
ASSESSMENT AND RECORDING
Standardised assessments across Y1 to Y6 measuring strength, stamina and balance will be carried out during the Autumn and Summer terms. The end of Key Stage statements for Assessment at Key Stages 1 and 2 include the following statements of attainment:
IN ADDITION KEY STAGE 1
Children must be able to:
- Plan and perform simple actions and sequences, safely.
- Practice and improve performance.
- Describe what they are doing.
- Know the effects of exercise on their body.
IN KEY STAGE 2
Children must be able to:
- Plan, practise, improve and remember more complex sequences.
- Perform effectively, and make quick decisions.
- Evaluate self and peer performance.
- Keep up energetic activity and understand the effect it has on their bodies.
SPECIFIC REQUIREMENTS FOR KEY STAGES 1 AND 2
The elements of Physical Education that children should experience in our school are:
- Athletic Exercises
- Gymnastic Activities
- Outdoor and adventurous activities
SCHEMES OF WORK
The PE Coordinator has produced a scheme of work to be followed by Y2 -5. Y1 and Y6 have access to a scheme via the School’s resource drive. The PE coordinator is responsible for It is essential that each teacher follows the particular schemes for their year group in order that maximum continuity and progression is achieved throughout the school.
THE PHYSICAL EDUCATION LESSON
Below is a general outline for the basic Physical Education lesson.
Each lesson should include:
- Warm up
- Opening activity
- Individual work - main theme
- Pair/group work - main theme (if applicable) with or without apparatus
- Conclusion - a sequence, small sided game or skills challenge
As part of our school’s ongoing promotion of physical fitness all children in KS1&2 are required to take part in a daily run during curriculum time. The length of the run is dependent upon age, with younger children running for no less than eight minutes while older children will run for a mile or fifteen minutes, whichever is the shorter.
As part of the assessment procedures children will complete a timed ‘Cooper Run’ twice in each academic year and the distance covered will be recorded.
- In this school the emphasis will be on Educational Gymnastics, where children are given a task and determine their own movements to meet that task's requirements. The teacher's role is to improve a child's natural movements e.g. jumping, rolling, balancing, and climbing, in terms of quality and control, with specific reference to:
- Type of activity - run, jump, rock, step, twist.....
- The body - what it does or is working on
- Body weight management
- Personal space; width, symmetry, height; direction; general direction i.e. forward, up; levels; high, medium, low; time; stop, start, quick, slow.
- Games should promote the following experiences for all pupils:
- Practice of skills.
- Co-operative learning.
- Skill acquisition.
- Sense of fair play.
- Experience of success and failure.
- These should include:
- Individual practice.
- Direct and less direct instructions.
- Partner and group work.
- Varied games.
- Movement off the ball.
- Experiment and expression.
- In KS1The children experience this by way of the outdoor area, the trim trail and adventure playground. It can also be achieved through simple orientation games and, will include maximum use of the school's extensive grounds.
- In KS2 residential trips to Alton Castle (Y5) and Plas Doly Moch (Y6) provide children with the opportunity to experience trekking, cycling, problem solving, climbing, abseiling, kayaking, orienteering, and archery