Thomas Reade Primary School
Physical Education Policy
S Moulster – Feb 2016
Next review Feb 2020
CONTENTS
Page
Introduction 3
Aims and Objectives 4 - 6
Assessment, marking and recording 7
Classroom management, beginning and end of lessons 8
Communication within the department 9
Continuity and progression 9
Differentiation 10
Equal Opportunities 10
Discipline Plan 11
Lesson planner and record 12
Setting work for absence 12
Staff development and INSET 12
Health and Safety 13 - 14
Accidents 14
Special Educational Needs Policy 15
Cross Curricular Themes and I.C.T. 16
Extra Curricular Activities 17
Declaration of Sportspersonship 18
Curriculum and pupil organisation 19 – 21
Inventory 22 - 23
The main purposes of this handbook are:-
• To provide all staff in the School with information regarding the curriculum, organisation and management of P.E. in our school and a set of agreed policies.
• To identify a common set of goals for P.E. in our school.
• To enable any new members of staff, interns, governors, interviewees, and other visitors to gain an insight into P.E. in our school.
1. INTRODUCTION
Physical Education at Thomas Reade Primary School has in the past been co-ordinated by the curriculum coordinator with support from staff and senior management. Staff have taught the Physical Education programme to their own class. Swimming has been taught at Key stage 2 by external swimming instructors. The decision was made in September 2004 to appoint a specialist Physical Education Teacher who would also take over the co-ordination of Physical Education with in the school.
Thomas Reade is one of 10 schools which make up the Abingdon Primary Schools partnership and we have wider connections with the Vale of White Horse Primary Schools and various District Sports Associations. From September 2005 we will become part of a partnership of schools linked to King Alfred’s Sports Collage, Wantage; via our partnership secondary school, John Mason. Over recent years Thomas Reade Primary School has enjoyed competing in a wide range of sporting activities at local, district, county level.
Physical Education at Thomas Reade Primary School is delivered as a foundation subject in the core of the National Curriculum. We adhere to the Central Council for Physical Recreation recommendation of a minimum of two hours of physical activity per pupil per week. Lessons are taught in mixed ability and mixed gender groups.
Staffing in the department consists of one part-time member, Mrs. S. Moulster, Curriculum Co-ordinator. We are also able to offer a full and flourishing range of extra-curricular activities which involves other members of staff from outside the P.E. department.
The indoor facilities we have to offer at Thomas Reade Primary School include a school hall and The White Horse Leisure and Tennis Centre. Outside we benefit from a playing field, which accommodates during the autumn and spring terms, a soccer or hockey pitch, and a five a side pitch for practice and training. During the summer there is an athletics track, throwing and jumping areas; and rounders pitches. We also benefit from a hard-court area which can accommodate a netball court. Plans for 2005 include the marking out of four short tennis courts on the hard court area and grids for practice and training on the field.
AIMS AND OBJECTIVES FOR P.E.
This section will describe the aims and objectives for the teaching of P.E. that the department has endorsed.
The physical education curriculum is the learning and experience the subject provides for our children.. It facilitates the learning and development of the knowledge, concept, skills, qualities, values and attitudes reflected in the subject’s policy statement and curricular aims.
Physical education contributes to the development of a wide range of physical, social and personal skills and helps prepare all pupils for a healthy active lifestyle. It builds on children’s natural need for, and enjoyment of, activity and movement. Through the medium of physical education pupils can acquire and develop:
Skills / Knowledge / Concepts / Attitudes/valuesmotor
social
problem solving
choreographic
officiating
observational
recording
organisational
decision-making
co-operation
movement memory
etc. / rules
anatomy/physiology
sport history
influence of culture
health and fitness
principles
regulations
first aid
safety principles
etc. / spatial
tactical
defence/attack
continuity
healthy lifestyle
team work
individual differences
motif development
speed
patterns of play
artistic expression
etc. / fair play
honesty
responsibility
courage
confidence
tolerance
self control
positive active lifestyle
co-operation
etc.
Physical education focuses on the body and physical activity. Learning in both curricular and non-curricular time takes place through a planned variety of active movement experiences, it is this which distinguishes it from other areas of the curriculum and from play. Its unique contribution to the totality of education emerges from a sequential programme of physical activity, which is not necessarily confined to the years of compulsory schooling, or time spent in school. Physical education is about learning how, understanding why and knowing when to move.
The physical education National Curriculum order states:
“The programmes of study identify the aspects of physical education in which pupils make progress:-acquiring and developing skills, selecting and applying skills, tactics and compositional ideas, evaluating and improving performance, knowledge and understanding of fitness and heath. These activities are developed through a range of activities at different key stages.”
(DFEE & QCA 1999)
The aims of physical education reflects the aims of the school, and reflects the processes of planning,
performing and evaluating as well as the strands permeating to the end of key stage descriptions
relating to safety, health and exercise and the ability to work independently and with others.
Physical education should provide an enjoyable, satisfying, challenging and balanced programme which offers a range of experiences to meet the needs of individual children. The development of positive attitudes and the appreciation of each individual’s strengths and weaknesses should be considered essential elements of the learning process.
Breadth does not necessarily mean increasing the number of activities, but ensuring that curricular experiences are sufficiently wide and flexible to meet the needs of all children and support the full range of curricular aims.
“A school’s curriculum is judged by the extent to which its content, structure, organisation
and implementation contribute to high standards in learning and give a true reflection of
the school aims.” (The Handbook for the Inspection of Schools, OFSTED.
THE PHILOSOPHY OF THE P.E. DEPARTMENT
"Physical Education should provide the opportunity for all young people to become involved and to realise fully their potential." (Sports Council Young People in Sport 1992).
Work within the Physical Education department is designed to complement, support and foster the general aims of the school and to provide enjoyment and participation whilst at school and throughout life.
All children should receive a broad and balanced programme of P.E. which is differentiated to meet the needs of all children irrespective of their abilities, race, gender or culture. To help children achieve success in both co-operative and competitive physical activities.
Through variety in teaching styles opportunities are provided for children to work co-operatively and confidently as individuals and in group situations. The understanding of and the skills necessary to do this will be learnt through a developmental and progressive Physical Education Curriculum, encompassing key stages 1 and 2 of the National Curriculum, and the early learning goals of the curriculum at the foundation stage.
Movement appreciation and understanding of one's own and others strengths and weaknesses are developed through the provision of problem solving activities and experimental learning situations.
It is intended that children should be made aware of leisure opportunities within the community and are equipped with the necessary skills and attitudes to make full use of them.
OBJECTIVES
• To develop and understand the importance of physical fitness and to be able to monitor it in order to stay fit and healthy for life.
• To develop self-esteem through the development of physical confidence.
• To develop co-operation communication and social skills.
• To provide opportunities for the development of artistic and aesthetic movement and appreciation.
• To develop the ability to remember, adapt and apply knowledge, skills and concepts in a variety of movement - related activities.
• To develop an understanding of the basic strategies and terminology associated with individual, team, co-operative and competitive activities.
• To develop a knowledge of safety factors and an appreciation of the principles of safe practice.
• To provide an awareness of caring for equipment, facilities and each other.
ASSESSMENT AND MARKING POLICY.
This section will set out the policy on assessment of children’s progress.
RECORD KEEPING ASSESSMENT AND REPORTING
A register and teacher planner will monitor participation and progress.
Procedures for record keeping, assessment and reporting will be continuous and on going and will follow whole school policy. Children are given grades according to the school reporting system. Assessment will be based on teacher observation, programmes of study and level descriptions which will be regularly used throughout the Key Stage. Levels/grades will be recorded at each half term for the areas of activity completed.
Assessment follows the four strands inherent in Physical Education.
1. Acquiring and developing skills.
· Consolidate their existing skills and gain new ones.
· Perform actions and skills with more consistent control and quality.
2. Selecting and applying skills, tactics and compositional ideas.
· Plan, use and adapt strategies, tactics and compositional ideas for individual pair, small group and small-team activities.
· Develop and use their knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness.
· Apply rules and conventions for different activities.
3. Evaluating and improving performance.
· Identify what makes a performance effective.
· Suggest improvements based on this information.
4. Knowledge and understanding of fitness and health.
· How exercise affects the body in the short term.
· To warm up and prepare appropriately.
· Why physical activity is good for their health and well-being.
· Why wearing appropriate clothing and being hygienic is good for their health and safety.
CLASSROOM MANAGEMENT, STARTS AND ENDS OF LESSONS.
This section describes expectations of staff and children regarding lessons.
1. Change into kit in Classroom/Cloakroom.
2. Leave school uniform neatly on table/in cloakroom
P.E. Dress. White School T- shirt
Royal blue shorts
Royal blue socks (winter)
White socks (summer)
Training shoes
Football boots
Towel
A hat for protection from sun (summer)!
For both boys and girls a sweatshirt/tracksuit/extra pullover will be helpful for the cold weather.
3. Children should remove all jewellery and tie back hair.
4. Registration / Present and Participating
A Absent
N Note
NK No Kit
K Incorrect Kit
* Unexplained
5. Collect equipment from outside store and walk to field or playground. Or proceed in a line to the hall for indoor lessons.
6. Warm up.
7. Complete lesson.
8. Put equipment away.
9. Return to classroom and get changed into school uniform.
10. Return PE kit to cloakroom/ storage box.
COMMUNICATION WITHIN THE SCHOOL
This section should describe how effective communication will occur in the school.
· The curriculum co-ordinator will communicate with other staff members via pigeon holes.
· Information regarding sporting fixtures and clubs will be communicated to staff via notice boards in the staff room.
· Dates for fixtures, inset, clubs, or special events will be noted in the school diary held in the school office.
· Staff are not expected to leave lessons to take or make phone calls, in accordance with the school policy. The office staff take messages or ask callers to ring back.
COMMUNICATION WITH PARENTS/CARERS
· The curriculum coordinator will ensure letters are sent out to parents regarding dates for fixtures, clubs and special events with reply slips where necessary.
· The curriculum coordinator will ensure letters are sent out to parents regarding kit and changes to the Physical Education curriculum.
CONTINUITY AND PROGRESSION.
This section will describe how effective continuity and progression is achieved within the
department.
• There is one part time P.E. specialist who teaches throughout the school and is able to monitor and achieve continuity and progression as a result.
• There is a structured curriculum planned over seven years across the foundation stage, Key Stages 1 and 2. Continuity and progression are achieved by revisiting and broadening areas of activity and units of work across the foundation stage and Key Stages 1 and 2. The first visit is an introduction to the unit encompassing low key skills and activities. The second visit is a basic course building on the previous skills. Subsequent visits are intermediate ones concentrating on more advanced movements, tactics and skills.
• Links with main secondary schools to establish progression at Key Stage 3.
• Extra-Curricular activities to promote and expand upon what is learnt in the classroom.
DIFFERENTIATION ACCORDING TO AGE, ABILITY, TASK & OUTCOME
This section will describe how the department ensures that a differentiated curriculum is provided.
• All activities are suitable for participation regardless of the competence of the participants.
• The department will use a range of appropriate strategies to differentiate work according to the various ability groupings.
• Common tasks which allow for different outcomes will be used. On occasions different tasks will be set within a class to enable each child to work at the appropriate level as described in the scheme of work.
• Children may work individually to improve personal skills.
• Children may also work in small groups (2's 3's 4's 5's) to improve their skills.
• Children may co-operate together.
• Children may compete 1 v 1 2 v 1 2 v 2 3 v 1 etc.
• Tasks may be teacher led.
• Tasks may be child centred.
• Tasks will vary according to the ability of the child or group.
EQUAL OPPORTUNITIES
We believe that Equal Opportunities is about ensuring that every member of the school community is regarded as being of equal worth and importance, irrespective of culture, race, religion, gender, sexual orientation, learning abilities, sensory or physical impairment, social class or lifestyle.
CLASS ROOM MANAGEMENT