January 2002

PE educates in and through the use and knowledge of the body and its movement, by promoting physical, spiritual, moral, social and cultural competences, which underpin all learning.

Children should learn to,

1. Plan their work, beginning from exploring, imagining and adapting ideas through to carrying out their individual, pair, small-group or team activities.

2. Perform with increasing personal competence and confidence, a wide variety of physical skills, including gaining control and co-ordination and learning to improvise, refine and adapt movement.

3. Evaluate their own and others work to develop their skills of observation, self-assessment and comparison, with the ability to communicate suggested improvements fairly.

4. Gain a sense of achievement and develop positive attitudes towards themselves, others and the environment through motivation, recognising individual differences and developing the skills of co-operation and fair play.

5. Understand that physical exercise and enjoyment of the activity helps improve and maintain a healthy lifestyle.

6. Implement the principles of safe practice by developing an awareness of safety issues, understanding the need for rules and taking responsibility for their actions as much as they safely can.

 

OBJECTIVES

1. To develop the aims of planning, performing, evaluating, positive attitudes, and understanding of a healthy lifestyle and safe practice through a varied and progressive programme of curriculum lessons in the core areas of activity,

ie. Gymnastics, Dance, Games and Swimming (Year 3, 4 and 5)

The skills required for athletics, swimming and/or Adventurous Activities will be introduced through the Games sessions.

During ongoing bad weather, ‘cancelled’ Games sessions will be negotiated into hall time gym/dance slots.

2. To offer an enjoyable and stimulating programme for all pupils to

work individually and in groups with the opportunity to develop individual strengths and interests as the foundation for a lifelong participation in activity.

Three lessons of PE are taught per class, per week. The three core Programmes of Study, Dance, Games and Gymnastics are taught each week (depending on which Year group is going swimming).

Teachers should monitor any lessons missed (ie. bad weather, hall in use) and use their allocated time and sessions to maintain a balance. Extra hall and outdoor sessions may be available to allow flexibility (see school timetable).

Swimming is taught one lesson per week, for ten consecutive weeks, depending on the Year group,

Year 3 – Summer term

Year 4 – Autumn term

Year 5 – Spring term

Year 6 – do not go swimming

As mentioned in Objective 1, swimming /outdoor activities will be introduced through Games lessons.

All PE lessons should be structured to include:-

Aims and preparation– the teacher should make the aims of the lessons very clear, and give initial instructions whilst the children are changing.

Warm up (5 minutes) – should be designed to focus the mind and should cover aspects of safety, spacing, stamina, stretching, strength and skills.

Teaching the task (10 minutes) – this must include the development of the key skills.

Application (10 minutes) – independent, pair or group work to apply the skills to i.e. sequences of movement, making a dance, playing a mini game, apparatus work.

Review and cool down (5 minutes) – children and teacher to demonstrate and evaluate their work according to their initial aims, teacher reviews.

 

The movement themes in the London Borough of Sutton scheme of work act as a framework giving teachers the flexibility to supplement their planning and adapt lessons in the light of:-

a) the needs of the children

b) additional resources

c) their own current INSET

d) expertise

Some of these may alter due to participation in football, rugby or cricket training. It is up to the teacher to adapt the scheme accordingly. As mentioned, when swimming is timetabled, it will replace games sessions.

Enables the children to use movement creatively and expressively, using a variety of cross-curricular links, such as language (story, poetry, drama etc) music, visual art to compose aesthetically satisfying dances.

Offers the children the opportunity to use a selection of equipment to play games which are appropriate for their age and skill. They can learn the elements of playing with and against each other and taking a variety of roles. Pupils should be introduced to different versions of invasion, net and striking games as listed below,

Invasion: soccer, hockey, netball, lacrosse and rugby.

Net: tennis, badminton and volleyball.

Striking and fielding: cricket, rounders and t-ball.

Provides children with the opportunity to develop their body management skills and challenges them to apply their skills to a range of apparatus.

Develops confidence in and around water, together with the skills and understanding of swimming, water safety and survival. Pupils should be able to swim 25m by the end of KS2.

All planning, teaching, and assessment should be based on developing the 6 strands of:-

London borough of Sutton : Primary Physical Education Guidelines.

QCA – A scheme of work for key stages 1 and 2.

Barbara Lipscomb – "Primrose PE Policy Guide" Primrose Education 2000

Barbara Lipscomb – "Physical Education Syllabus for Primary Schools"

Primrose Education, 2000

All staff resources marked with * are stored in the PE co-ordinators cupboard, the remaining are stored in the resource cupboard. Each class teacher will have their own zipper bag with equipment necessary for each PE lesson.

See attached lists for available resources and where they are sited.

See attached sheets for storage plan and handling policy. It is essential that all staff use the agreed policy for the children’s safety and to maximise activity time.

Colour coded crates containing a range of equipment enables:-

the parent. Medical certificates must be provided to cover repeated requests.

Pupils unable to participate actively should be involved through;

Planning – eg. assisting a group or individual with decision making.

Evaluating – eg. observing in order to help another pupil to

improve their skill.

Positive attitudes – eg. acting as a referee, choreographer etc.

Healthy lifestyle – eg. recording the levels of activity of class

peers.

Safe practice – observing for safety issues.

The non-participants may engage in, worksheets on health and the body, make a list of drawings of the tasks the class are carrying out.

 

In the event of an emergency, the teacher must remain with the class and send two pupils to the office with the appropriate emergency card.

It is advised that each class practice this procedure regularly.

When taking sessions in the field, the class teacher must have the correct adult supervision. It is also advised that a mobile phone be taken to the field to cover in an emergency.

To have the appropriate knowledge, skills and understanding to deliver

the PE curriculum and to differentiate activities for the individual needs.

To be a positive role model, ie. be suitably dressed in order to move quickly, show enthusiasm, knowledge and interest in the lesson.

To observe the conventions of safety.

To position themselves for safety, observation and ease of intervention, ie. at the edge of the activity area, keeping all of the children in view as much as possible.

To use the voice effectively for control, commentary and encouragement.

To assess children’s progress.

To manage individuals, pairs, groups and equipment effectively.

Opportunities for the children to work alone, in pairs and in small groups (preferably no more than four in each group and mixed gender.) However, group work should only be encouraged where it improves, rather than hinders the childrens’ learning experience and development.

Opportunities to:

PLAN – initiative, imagination and decision making skills.

PERFORM – control, co-ordination, range of dynamics, and spatial awareness.

REVIEW – observe, compare, make decisions, demonstrate and comment constructively.

DEVELOP POSITIVE ATTITUDES – co-operation, competition, aware of self and others.

UNDERSTAND A HEALTHY LIFESTYLE – relation of activity and health.

UNDERSTAND SAFE PRACTICE – awareness of rules, responsibility and others.

 

Individual pupils to be assessed for progress in the six strands:

PLANNING

PERFORMING

EVALUATING

POSITIVE ATTITUDES

UNDERSTANDING OF HEALTHY LIFESTYLE

UNDERSTANDING SAFETY PRINCIPLES

(See attached sheets).

 

Significant progress or difficulties are to be noted by the class teacher. Review of assessment sheet will show;

Assessment sheets will significant evidence for reporting to parents.

The need to differentiate within each of the six strands is met by;

a) ranging the group work from individual, pair or small group

b) varying the apparatus and equipment

eg. Dance – the range of music, length of dance/sequence

Gym – range of slopes, heights, surfaces, distances

Games – range of sizes of balls, bats, playing areas, rules

Swimming – range of aids, depth, distances.

 

Pupils with physical or sensory impairment should be accommodated

within the PE programme through the differentiation strategies, unless medical advice specifies.

Pupils with specific difficulties in learning to swim should be considered to have Special Needs and allocated staff support as necessary.

Pupils with behavioural difficulties who can be accommodated without prejudicing their own or others’ safety, should take part in all activities

See the school’s policy on Equal Opportunities. Gender issues play an important part in PE and can affect children’s attitudes and development. Teachers should be aware of this during PE sessions and should teach a programme which focuses on non-gender specific activities.

PE can offer an excellent opportunity to reinforce aspects of other areas of the curriculum, such as,

a) teaching and learning strategies based on the six strands which form a basis of skill development common to learning.

b) through content,

eg. Numeracy – number, space, direction in gymnastic and games

lessons.

Literacy – expressive and communication skills, narrative,

poetry, drama in dance lessons.

Science – movement, forces, levers, the structure and

function of the body in gym, games, dance and swimming

lessons.

 

Teachers who are able to offer extra-curricular activities should adopt the same policy and promote the principles upon which PE is taught in the school.