Physical
Education
The school believes that;
·
PE is vital to the physical, metal and social well-being of all
children. We endeavour to provide our pupils with an enjoyment of physical
activity that they will carry with them for the rest of their lives.
·
Through PE pupils will be provided with the opportunity to
develop and acquire new skills; select and apply appropriate skills; evaluate
and improve performance; gain knowledge and understanding of health and
fitness.
·
Our school will provide an inclusive approach to PE that will
lead to the improvement of vital life skills such as: self-esteem, confidence,
communication, teamwork, leadership and dealing with success and failure.
Aims
1. To develop, through the teaching of specific skills, competence
and confidence in a wide range of Physical Education activities.
2. To promote physical development and, through successful and
enjoyable participation in physical activities, teach children the social and
recreational benefits of such activities whilst at school and throughout life.
3. To develop the ability to understand and appreciate the artistic
and aesthetic quality of movement, thus enriching the powers of imagination,
sensitivity and rhythm of the children.
4. To develop an appreciation of the concepts of fair play, honest
competition and good sportsmanship.
5. To develop physical competence so that pupils are able to move
efficiently, effectively and safely in all physical activities.
6. To develop the child’s ability to work co-operatively with
others, encouraging qualities such as commitment, integrity, sportsmanship,
fair play, team work, tactics and enthusiasm.
7. To encourage self esteem through the acquisition of physical
competence and poise, and develop self confidence and the ability to cope with
success and failure in activities through understanding the capabilities and
limitations of oneself and others.
8. To promote a healthy lifestyle and encourage children to
participate in lifelong physical activity, and to understand the importance of
exercise on the body.
9. To provide and encourage participation in extra
curricular activities.
10. To promote safe practice in all sporting activities inside and
outside curriculum time.
The children will participate in
the following activities:-
Dance, gymnastics and
games and enrichment athletics.
The children will participate
in the following activities:-
Dance, gymnastics, games,
swimming activities and water safety, athletic activities and outdoor and
adventurous activities.
There is a curriculum coverage
plan that shows when the above activities are taught.
In PE lessons children will learn:-
1. To be physically active and demonstrate their knowledge and
understanding mainly through physical actions rather than verbal explanation.
2. To be aware of the terminology relevant to the activities
undertaken.
3. To be engaged in activities that involve the whole body,
maintain flexibility and develop strength and endurance.
4. They learn to plan, perform and evaluate actions, ideas and
performances to improve their quality and effectiveness.
5. To consolidate skills through repetition and practice.
6. To observe the conventions of fair play, honest competition and
good sporting behaviour.
7. To cope with success and failure and be aware of the strengths
and weaknesses of themselves and others. They will discover their aptitudes,
abilities and preferences, and make choices about how to get involved in
lifelong physical activity.
8. To be aware of their own, and other children’s safety.
Dance
is an art form that is concerned with developing control, co-ordination and
versatility in the use of the body. It helps to maintain flexibility, develop
strength and aesthetic awareness and the appreciation of beauty and quality in
movement. Composition, performance and appreciation are the three components of
dance. All are inter-related and will usually be taught together.
·
To develop control, co-ordination, balance and poise in basic
actions of travelling, elevation and stillness.
·
To enable children to learn, to enrich movements by varying
shape, size, direction, level, speed, tension and continuity.
·
To experience and respond to a variety of stimuli, including
music.
·
To explore moods, express feelings and ideas and create simple
characteristics and narratives in movement.
·
To create dances with clear beginnings, middles and ends.
·
To use techniques and styles to communicate meanings and ideas.
·
To give children the opportunity to describe, interpret and
evaluate all aspects of dance, choreography, performance and content
production.
·
To experience examples of
traditional/folk dances from different countries.
Games
and competitive sports are an essential part of the physical education
programme. They involve children participating individually, in a team,
co-operatively and are concerned with skills, tactics and principles of play.
·
To provide experience of a variety of different games including
invasion games such as football, netball and hockey, net and ball games such as
tennis and volley-ball and striking and fielding games such as cricket and rounders.
·
To gain understanding of common skills and principles including,
attack and defence in all types of game.
·
To provide games practices that help improve skills.
·
To develop own games, rules and scoring systems.
·
To experience a variety of rules in each game including
umpiring.
·
To play and understand small-sided versions of recognised games.
·
To learn more advanced techniques and tactics in selected games
and how to analyse them in order to improve performance.
·
To experience the full-sided
version of a game and play in different positions in competitive situations.
In gymnastics the focus is on
the body. We are concerned with acquiring control, co-ordination and
versatility. Strength is developed and flexibility is maintained. The natural
actions involved include, leaping, balancing, inverting, climbing, rolling and
swinging. Pupils work alone, with partners and in small groups, sharing ideas,
carefully sharing space and helping one another to lift, carry, place and use
apparatus.
·
To experience many ways of performing basic actions.
·
To improve control of individual actions through repeated
practice.
·
To learn to link together a series of actions on floor and
apparatus and to be able to repeat them.
·
To learn how to lift, carry and position apparatus.
·
To learn to emphasise elements such as changing shape, speed and
direction in a longer series of actions in response to a task.
·
To understand and be able to show how body tension, clarity of
shape and extension influence quality.
·
To understand and develop aesthetic qualities such as contrast,
variety and repetition in more complex sequences.
·
To develop sequences with or
without contact in partner work – to learn and be able to analyse more advanced
techniques.
Swimming
is a crucial survival skill and an essential prerequisite for a range of
activities in and around water. It provides an excellent form of all round exercise
and can contribute to the development of flexibility, strength and stamina.
·
To develop safety and confidence in the water.
·
To know and understand the basic principles of water safety.
·
To learn the fundamentals of recognised strokes and a variety of
general water skills.
·
To ensure that all children at
the end of Key Stage 2 can swim at least 25 metres.
In
athletics the focus is upon developing a variety of natural physical actions like
running, jumping and throwing. The activities provide excellent opportunities
for promoting physical fitness and understanding of how the body works.
·
To experience and participate in running, jumping and throwing
activities.
·
To develop and practise the basic skills leading to the
different athletic events.
·
To learn how to measure, compare and improve performance.
·
To experience competition.
·
To learn about the effects of
exercise upon physical health and fitness.
Outdoor
and adventurous activities have the potential to satisfy the need for
excitement and challenge in a positive way. They also provide opportunities for
learning about our environment and ourselves. This
area is chiefly addressed at Carlton Outdoor Centre.
·
To explore the potential for physical activities within the
immediate environment.
·
To understand simple orientation activities.
·
To learn the principles of safety in the outdoors and how to
avoid danger.
·
To experience at least one exciting and challenging activity in
an unfamiliar environment and learn the skills necessary for the activity.
·
To experience the need for mutual
support/reliance on others in a challenging environment.
The
role of the PE co-ordinator is to;
·
Take the lead in policy development.
·
Take responsibility for the purchase and organisation of central
resources for PE.
·
Give support to colleagues where appropriate.
·
Keep up to date with developments in PE through attending
relevant INSET.
·
Assist in organising an annual sports day for each Key Stage.
·
Provide trainees with training
and support.
Planning
in PE is a process in which all teachers are involved. Each class teacher follows
the school curriculum map and is supported by relevant schemes of work in order
to produce short-term plans that relate to weekly activities for pupils and the
co-ordinator and the Headteacher monitor these.
In
planning, the following must be considered;
·
Warm up / cool down.
·
Differentiation.
·
Depth and breadth of work.
·
Progression and continuity.
At school, we believe that it
is crucial to monitor each child’s progress in each aspect of the subject and
as such, formative assessment is used to determine what each child has learned
and what therefore should be the next stage in their learning.
Suitable tasks for assessment
include;
·
Practical tasks directly observed by the teacher.
·
Small group discussions related to a practical task.
·
Specific assignments for
individual children.
A written report is given
annually to parents/guardians.
Reporting in PE will focus on
each child’s;
·
Control, co-ordination and mobility.
·
Skill and confidence in a range of physical activities.
·
Awareness of the physical capabilities of the body.
·
Co-operative skills.
Through suitable
differentiation in the nature of tasks, teachers will ensure that PE is
accessible to all pupils. It is recognised that PE, as a means of self
expression, can play an important part in developing positive attitudes and
providing a sense of achievement which can raise self esteem and so benefit
other areas of learning. Although differentiation will often be by outcome,
there will be occasions when differentiation by task is appropriate for pupils
with particular learning difficulties or physical disabilities. Where children
have disabilities, the school recognises the need to support these children
through their IEPs.
Equal Opportunities
The school aims to provide equal
opportunities for all children, regardless of gender, ethnic origin or ability,
in lesson time and extra-curricular activities.
Ref: Equal Opportunities
Policy.
Health and Safety
Safe practice will be adopted
in all physical activities by;
1. Being concerned with their own and others safety.
2. Understanding the importance of warming up and cooling down to
prevent injury.
3. Adopting good posture and the correct use of the body at all
times.
4. Lifting, carrying. Placing and replacing equipment safely.
5. A member of staff checking the apparatus and equipment before
use.
6. Wearing appropriate clothing, footwear, footwear and protection
for the different activities.
7. Responding readily to instructions and signals within
established routines and follow relevant rules and codes.
Members of staff are required
to wear appropriate footwear during indoor and outdoor PE lessons.
No jewellery is to be worn
during PE lessons. Parents are reminded (in the School Prospectus and by
letter) what our policy clearly states.
All large equipment is checked on an annual basis by a qualified firm of inspectors. Repairs are made as necessary. Members of staff are asked to report any item of equipment that is considered to be unsafe for use. Such equipment will be withdrawn until a suitable repair or replacement is made.
Cleveland
School Athletics 2008