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Physical Education

Physical Education

I find lots of different ways to be physically active. I am an athlete, a dancer, a gymnast and a team player. I move my body in different ways and challenge myself to increase my agility, coordination and balance. I am determined and I am learning to compete with myself and others. I communicate and collaborate, challenge and celebrate. I enjoy exploring different sports and discovering what I enjoy. I am proud of my own and others successes.

Our PE Champions

Intent

(Curriculum design, coverage and appropriateness)

 

Physical Education, School Sport and Physical Activity (PESSPA) at St Petroc’s School is an integral part of our curriculum that aims to be inclusive and engage all pupils. We believe that Physical Education (PE), experienced in a safe and supportive environment, is essential to ensure that pupils attain optimum physical and emotional development and good health. We intend to deliver high-quality teaching and learning opportunities that inspire all children to succeed and develop valuable life skills. At St Petroc’s School, we want to teach children how to cooperate and collaborate with others as part of an effective team, for them to understand fairness and be resilient to challenges they may face. Our curriculum aims to improve the physical literacy, wellbeing, and fitness of all our children not only through the sporting skills taught, but also through the underpinning values and disciplines PE promotes to ensure a lifelong love of PESSPA.

 

Implementation

(Curriculum delivery, teaching and assessment)

Curriculum Planning

  • Pupils will participate in high quality P.E. each week. In addition to this, we encourage regular movement breaks within the classroom setting as well as opportunities to do the ‘Daily Mile’.
  • P.E. is organised by a P.E. specialist who ensures that the teaching is consistent and progressive throughout the school.
  • P.E. lessons follow a broad and balanced curriculum delivered in a safe and supportive environment, which covers all areas of the P.E. National Curriculum; Invasion Games, Net and Wall games, Striking and Fielding, Gymnastics, Dance, Swimming and Outdoor adventure activities.
  • All lessons should be evaluated to inform planning and ensure differentiation.
  • Swimming will be taught to all pupils in Year 3. Additional support and lessons will be given to pupils in Year 6 who are unable to swim 25 metres.

 

Teaching and Learning

  • Lessons are blocked in to ‘half-termly’ units of work to promote greater depth of understanding, developing of skills, contextual application of these skills and the ability to perform reflectively.
  • Children will be presented with opportunities to be creative, competitive, co-operative and to face challenges as individuals and in small groups or teams. They will learn how to think in different ways to suit the different challenges. They will be given the opportunity of demonstrating their learning, using a range of communication styles, allowing for effective assessment.
  • The curriculum plan and schemes of work will promote teaching and learning as it provides both continuity and progression. Each scheme of work specifies progression of skills, knowledge and understanding.

 

Differentiation

  • Physical education in the school will comply with the three basic principles for inclusion; set suitable learning challenges, respond to pupils’ diverse learning needs and strive to overcome potential barriers to learning.
  • The teacher will take the action necessary to respond to an individual’s requirements for curriculum access through greater differentiation of tasks and materials using the S.T.E.P principle. However, some pupils may need specialist equipment and approaches or alternative/adapted activities, consistent with school-based intervention improved by advice and support from external specialists, or in exceptional circumstances, with a statement of special educational needs.
  • Any classroom support provided must extend into physical education lessons as appropriate. Teachers and Adults Other Than Teachers (AOTTs) working with the children will be made aware of any pupils who have special educational needs or medical conditions. The SENCO will liaise with staff to ensure all pupils’ needs are met in relation to teaching and learning in PE.

 

Impact

At St Petroc’s School, we ensure that our PE curriculum is progressive and it allows children to develop fundamental movement skills (physical literacy) and apply them to a variety of sports and activities. Our pupils are physically active, and this has positive implications on their learning in the classroom. Children understand how to lead a healthy lifestyle and understand the importance of exercise. We aim for pupils to enjoy PE and to develop a love of sport and physical activity, which they pursue outside of school and in a future life beyond primary school. All pupils understand the values and importance of fair play and being a good sportsperson. Year 6 pupils leave school with the skills to self-rescue in the water and swim 25 metres competently.

 

Assessment and Recording

  • The teacher will assess each pupil throughout each unit of work throughout the year. The pupils’ progress will be monitored by the teacher who will use these methods to set realistic targets for the pupils, based on strengths and weaknesses. Individuals will also be set challenges appropriate to their attainment and will be involved in making judgements on their own progress – suggesting how they need to improve.
  • During the unit, staff with make some notes which indicate levels that pupils are working at (according to LO’S). This will allow staff to monitor pupils’ progress over that academic year. Any pupils regularly not achieving the baseline (Bronze) level can be put forward for Funfit.
  • Pupil conferencing is used to assess the pupils’ knowledge and skills of what they have learnt during their P.E. lessons and their engagement and enjoyment within the subject.
  • The P.E. lead will analyse this data throughout the year, the results of this will influence planning for the future.
  • Data will also be used to analyse attendance at extra-curricular clubs, the results of this will impact planning for the future.
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