Physical Education Curriculum - Foundations for the Future
At Mitton Manor we have developed our own approach in P.E. to develop a wide range of important skills in lessons. We have named this approach 'Foundations for the Future'.
Through the P.E, sport and physical activity that we offer, we aim to develop the 'whole child' and provide them with a 'physical literacy' that will enable them to have a life long participation in sport or physical activity.
The format of our system for teaching and learning in P.E. lessons is such that we teach children fundamental skills to provide them with the foundations they need to participate effectively in sport. We also incorporate opportunities for children to develop social, creative, cognitive and personal skills in addition to their physical skills. Children coach each other and are fully involved in the progress that they make. We focus on the children improving on their own personal achievements.
Children are involved in a range of physical activities during break and lunchtime and we provide the equipment they need to engage and motivate them. Older children in the school act as leaders and help the younger children play with the equipment or set up games and circuits for them.
The school believes that physical education, experienced in a safe and supportive environment, is vital and unique in its contribution to a pupil’s physical and emotional development and health. The physical education curriculum aims to provide for pupils’ increasing self- confidence through an ability to manage themselves successfully in a variety of situations. A balance of individual, team, co-operative and competitive activities aims to cater for individual pupil’s needs and abilities. Physical education promotes an understanding in children of their bodies in action. It involves thinking, creating, selecting and applying skills and promotes positive attitudes towards a healthy lifestyle and personal development. Thus we enable children to make informed and positive choices about physical activity throughout their lives.
Purpose and Aims
Through our teaching of P.E. our aims are:
- to enable children to develop and explore physical skills with increasing control and co-ordination;
- to encourage children to develop social skills by working and playing with others in a range of paired and group situations;
- to develop the way children perform skills and apply rules and conventions for different activities;
- to increase children’s ability to use what they have learnt to evaluate and improve the quality of their own and others’ performances;
- to teach children to recognise and describe how their bodies feel during exercise;
- to develop the children’s enjoyment of physical activity;
- to motivate children to strive for personal success;
- to give children opportunities to think and to be creative.
P.E. Curriculum Planning
P.E. is taught in line with the National Curriculum, using the skills based curriculum.
The curriculum planning in PE is carried out in three phases (long-term, medium-term and short-term). The long-term plan maps out the PE activities covered in each term during the year on the SMSC wheel. Medium-term plans give details of each unit of work for each term. Short term plans for each PE lesson list the specific learning objectives, success criteria, key questions and give details of how the lessons are to be taught.
P.E. is planned to build upon the prior learning of the children. While there are opportunities for children of all abilities to develop their skills, knowledge and understanding in each activity area, there is planned progression, so that the children are increasingly challenged as they move up through the school.
Teaching and Learning Strategies
During Key Stage 1 pupils build on their natural enthusiasm for movement, using it to explore and learn about their world. They start to work and play with other pupils in pairs and small groups. By watching, listening and experimenting, they develop their skills in movement and coordination, and enjoy expressing and testing themselves in a variety of situations.
During Key Stage 2 pupils enjoy being active and using their creativity and imagination in physical activity. They learn new skills, find out how to use them in different ways, and link them to make actions, phrases and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to succeed in different activities and learn how to evaluate and recognize their own success.
Knowledge, skills and understanding are taught through four main strands:
- Acquiring and developing skills.
- Using and applying skills.
- Evaluating and improving performance.
- Knowledge and understanding of fitness and health.
The specific skills taught in P.E. are outlined in the skills based curriculum.
Physical Education is taught through dance, games, gymnastics, swimming in Key Stage 1 and 2. Athletics and Outdoor and Adventurous activities are taught in Key Stage 2.
We aim to teach two hours of P.E. per week in line with government guidance.
Early Years Foundation Stage
Children are given the opportunity to improve skills of co-ordination, control, manipulation and movement.
The P.E. curriculum leader will work with the EYFS Leader to ensure that resources are appropriate to the needs of the pupils in order to enhance life skills and support the seven areas of the Early Years Curriculum.
We aim to provide a programme of extra-curricular sporting activities, which will give children the opportunity to develop their skills and open new avenues of interest. These activities are open to all children regardless of gender or ability, although club size is limited. Teachers, teaching assistants, parents and specialist coaches are used to run the clubs. Children are encouraged to increase their participation in physical activities. Achievement is celebrated through reports and presentations in assemblies, in the newsletter and through displays around the school. We encourage children to celebrate their talents and achievements outside of school during assembly time.
Children also take part in physical activities such as ‘Wake and Shake’, ‘Huff and Puff’ and using the trim trail.
All children take part in intra school competition within P.E. lessons and as part of whole school activities such as sports day. Some children also represent the school in inter school competition at local and district competitions and tournaments.
Organisation of P.E.
Class teachers teach P.E. and it is timetabled and taught in all available spaces in school; the hall, the infant and junior playground and the field. Swimming is currently taught at Tewkesbury High School by their swimming teachers. Class teachers are present during swimming lessons to support the High School staff.
The use of P.E. is not to be withdrawn as a punishment or offered as a reward for good work or behaviour - it is offered as an entitlement to all pupils.
Children are expected to bring in their own P.E. kit and this is listed for parents in the home school information pack.
Cross curricular links are made where appropriate. Elements of the P.E. curriculum may be taught through science and C.P.S.H.E. lessons. A sporting theme may also be used for a writing activity. Links to P.E. may be made in maths lessons through use of data or problem solving activities. Links may be made within R.E. and music through the use of dance. Teachers may use I.C.T. as part of a lesson such as use of cameras, music and interactive whiteboards.
Reporting and Monitoring
Class teachers are responsible for monitoring pupil achievement. Assessment opportunities will be planned throughout the year and recorded on a topic assessment planner. Teachers will record the standards that children have reached on an individual and class skills tracker. It will be used both formatively and diagnostically, helping teachers to meet the developmental needs of each pupil.
Differentiation in set tasks, as well as the outcome from pupils will enable the teacher to assess whether a pupil needs extra time to consolidate skills or whether the pupil is ready to acquire more.
In the Foundation Stage, P.E. is monitored through continuous assessment against the 17 early learning goals and learning characteristics. A profile of achievement is completed and evidence of P.E. is collected within the children’s learning journals and through observation.
All pupils, regardless of race, gender, culture or disability shall have the opportunities to develop their P.E. skills to the best of their ability. Teachers will set suitable learning challenges, adapting tasks where necessary. Teachers will also respond to pupils’ diverse learning needs. Cultural development is addressed by helping pupils experience and understand the significance of activities from their own and other cultures (for example dance from around the world and traditional games).
Provision for Special Educational Needs
Pupils with Special Educational Needs will be catered for and addressed in teachers’ planning.
P.E. equipment and resources are kept centrally in the P.E. cupboard and outdoor garage. The Early Years class also keep some equipment in their own storage area. Teachers are responsible for ensuring equipment is returned and stored safely.
Health and Safety Issues
Risk assessment is carried out on equipment by an external company.
Teachers make on-going risk assessment before, during and after P.E. lessons. Children are also taught how to manage risk and how to use equipment safely. Children are taught how to lift, carry and store equipment correctly.
Issues relating to health and safety in P.E. lessons and extra-curricular activities are discussed where appropriate in staff meetings. The following have been agreed by the staff:
- Watches, jewelry and wristbands must be removed.
- Earings must be covered if there is a medical reason why they cannot be removed.
- Children should wear correct kit for indoor and outdoor P.E.
- Long hair must be tied back with the use of soft hair bands.
- Suitable footwear should be worn outside; spikes should not be worn where some children have soft topped trainers.
- Children requiring inhalers should keep these at hand.
- Children who are missing P.E. sessions for health reasons should join in the lesson in a non-physical way.
- Children will be introduced to new skills in a progressive manner, suitable for their abilities.
Role of the Co-ordinator
The P.E. Curriculum Leader will ensure that the subject is being taught effectively in the following ways:
- By updating the Policy and reviewing P.E. within the skills curriculum.
- Identifying the need to update resources, using the P.E. budget to do so.
- By coordinating and/or providing INSET.
- To keep staff abreast of new developments.
- Monitoring the teaching and learning in P.E. via lesson observation and looking at teachers’ plans.
- Gaining an overview of the coverage of P.E. throughout each key stage.
- Monitoring teachers’ assessment of P.E.
This is carried out in close collaboration with Senior Management and as directed in the subject leader handbook.