“Physical literacy is as important to children’s education and development as numeracy and literacy. PE is the only educational experience where the focus is on the body, its movement and physical development. It helps children learn to respect and value their own bodies and abilities, and those of others. It positively enhances self confidence and self esteem through confidence in being physically active. It provides the skills, understanding and confidence for engagement in activity which is the basis for healthy, enjoyable, active lifestyles. It contributes to integrated development of mind and body, and enhances social and cognitive development.”
Physical Education Association UK
British Association of Advisors and Lecturers in Physical Education.
Physical Education, experienced in a safe and supportive environment, can make a positive contribution to every pupil’s personal development.
It provides every pupil with the opportunity to develop physical competence and confidence. It allows pupils to learn how to think in different ways, responding to creative, challenging or competitive activities, by planning, performing and evaluating their own performances in order to improve the quality of their work and decision making. Physical Education contributes towards the development of a pupil personally and socially as they work individually, in groups or in teams, developing their understanding of fairness, communication, cooperation, teamwork and responsibility. It promotes positive attitudes towards a healthy and active lifestyle, and contributes to their wellbeing, providing pupils with enjoyment and a sense of achievement.
Through a high quality physical education programme, the school aims to enable pupils to become successful learners, confident individuals and responsible citizens who develop as creative thinkers, reflective learners, team workers, self-managers and effective participators.
Provide a curriculum that satisfies the needs of the National Curriculum and fulfils the recommendations of the PESSYP (Physical Education, School Sport & Young People) stategy.
Provide an out of hours programme of activities which extends and enriches curriculum provision, and offers pupils the opportunity to enable themselves to make progress.
Establish community links and pathways for pupils, to encourage continuous, long lasting participation in physical activities and sport.
- Provide staff with opportunities to continue their professional development in delivering quality P.E. lessons.
- Provide adequate resources for the effective delivery of the curriculum.
- Develop knowledge of safety and an appreciation of the principles of safe practice, through the correct handling of P.E. equipment, the importance of listening and responding to instruction, and by following safe and effective exercise procedures.
- Provide an environment in which pupils can:
- become skilful and intelligent performers;
- acquire and develop skills, performing with increasing physical competence and confidence, in a range of physical activities and contexts;
- learn how to select and apply skills, tactics and compositional ideas to suit activities that need different approaches and ways of thinking;
- develop their ideas in a creative way;
- set targets for themselves and compete against others, individually and as team members;
- understand what it takes to persevere, succeed and acknowledge others' success;
- respond to a variety of challenges in a range of physical contexts and environments;
- take the initiative, lead activity and focus on improving aspects of their own performance;
- discover their own aptitudes and preferences for different activities;
- make informed decisions about the importance of exercise in their lives;
- develop positive attitudes to participation in physical activity.
Teaching and Learning Style
A variety of teaching and learning styles are used in P.E. lessons to suit each given situation. Our principal aim is to develop the children’s knowledge, skills and understanding and we do this through a mixture of individual or pair work, group work and whole class teaching. Activities introduced are differentiated and distributed according to ability where appropriate; lessons will be planned to enable all pupils to develop while also providing a sufficient challenge for more able pupils. Teachers provide instructions, with demonstrations where appropriate, and draw attention to good examples of pupil performance as a model for other children. In this way learners will have the opportunity to respond to auditory, visual and kinaesthetic cues. Teachers also encourage pupils to evaluate their own performance as well as that of other children, in order to refine and improve future performances.
When planning P.E. lessons, teachers will differentiate by task or outcome, to meet the needs of every child, taking into account the S.T.E.P. principles:
S – SPACE. Alter the size of the area pupils have – restricting space
increases the challenge for example - or the size of a target
(like a goal).
T – TIME. Differentiate the time given to complete a task; or
differentiate the number of times a task is to be successfully
completed – to encourage consistency.
E – EQUIPMENT. Provide different equipment to suit differing
levels of ability (eg. provide a smaller ball or one with
unpredictable bounce for someone who is
very good at catching or a ball with a bell inside for a pupil who
is visually impaired).
P – PEOPLE. Change the number of pupils who work together. For
example: group them according to ability or mix ability; separate
pupils into pairs; create uneven numbered sides to encourage
the development of attacking skills during invasion activities.
Equality, Diversity and Inclusion
All pupils can access a broad and balanced P.E. curriculum, which meets the specific needs of individuals and groups of pupils, including those who have diverse special educational needs, disabled youngsters, gifted and talented children and those who have English as an additional language.
Lesson planning, delivery and assessment tries to ensure that children are provided with appropriate and effective opportunities to actively participate and succeed in the whole range of learning opportunities offered within the curriculum.
The needs of individuals are met by providing dedicated support staff, a range of equipment, parallel activities or adapted games, appropriate groupings, safe spaces in which to work and differentiated tasks.
Safe practice in P.E. and School Sport is of great importance. The P.E. policy is in line with school and LEA guidance. We encourage children to consider their own safety and the safety of others at all times, ie: appropriate conduct within the lesson.
Teachers expect pupils to change for P.E. into the agreed clothing for each specific activity. Teachers have the appropriate training to deliver lessons effectively and set a good example by dressing accordingly. No jewellery should be worn for any physical activity. If earrings cannot be removed they should be safety covered with tape.
P.E. equipment, and its storage, is monitored by the co-ordinator, though staff and children are asked to use equipment sensibly and maintain effective storage of it to prevent any accidents. Gym equipment in the hall is checked annually by an outside contractor, recommended by the LEA.
There are sufficient qualified first aiders in school who are known to the staff. Detailed records are kept of all pupils with medical conditions which are taken into account when planning lessons.