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					Hamstreet Primary School




  Physical
 Education
   Policy




            1
                                              Policy For Physical Education


Rationale
We believe that P.E is concerned with the development of physical skills, knowledge and understanding. We aim to increase children’s
self confidence in their ability to manage themselves and their bodies within a variety of movement situations. Progressive learning
objectives, combined with sympathetic and varied teaching approaches, endeavour to provide stimulating, enjoyable satisfying and
appropriately challenging learning experiences for all pupils.
We seek to ensure that all children are able to access a primary P.E curriculum that will give them general, fundamental motor and
technical /tactical skills. We believe that it is important to develop the athlete before you build the games player. Therefore our focus is
on developing a variety of basic skills such as running, jumping, throwing; catching etc that can then be built upon by teaching the
basic skills of a specific sport by specialists within secondary schools and community clubs.
Physical education provides a unique learning opportunity. It educates pupils in the knowledge of the body and physical activities; the
skill to use their body efficiently; the understanding of how their body moves and the importance of a healthy and fit lifestyle. Pupils
learn to think creatively and to work both individually and collectively to make decisions and solve problems. Physical Education
experienced in a safe and supportive environment makes an important contribution to a pupil’s physical and emotional health and well
being.

Time Allocation:
We aim to provide 2 hours of high quality PE and school sport within the curriculum timetable.

Curricular Aims:
We aim to enable children to become physically educated by giving them the opportunity to:
● Develop skilful use of the body, the ability to remember, repeat and refine actions and to perform them with increasing accuracy and
fluency (acquiring and developing).
● Develop an increasing ability to select, link and apply skills, tactics and compositional ideas (selecting and applying).
● Improve observation skills and the ability to describe and make simple judgements on their own and others work, and to use their
observations and judgements to improve their performance (improving and evaluating).
● Develop an understanding of the effects of exercise on the body and an appreciation of the value of safe exercising (knowledge and
understanding of health).
● Develop problem solving and interpersonal skills and communicate and respond positively with others (working alone and with
others).
● Promote an understanding of safe practice and develop a sense of responsibility towards their own and others’ safety and well-being
(applying safety principles).

Learning Outcomes:
The outcomes derived from the aims will guide us in the planning of schemes of work and will form the basis for assessment of pupils
and the evaluation of this policy. Pupils will have access to a broad and balanced P.E curriculum through which they will have
opportunities to develop their knowledge, skills and understanding. This will lead to pupils who are able to:

Explore, acquire and develop physical and cognitive skills and competencies:
● Pupils demonstrate a range of skills
● They are able to consolidate existing skills and gain new ones
● They show increasing control and co-ordination leading to consistency and quality

Select and apply their skills, tactics and compositional ideas in a variety of physical contexts:
● Pupils are increasingly able to plan and adapt activities both individually and when working with others
● They are able to use strategies and tactics and improve their understanding of
composition in a variety of situations.
● They will begin to develop their understanding of some of the principles underpinning their performance and are able to transfer
some basic skills and understanding from one activity to another.
● They are able to apply rules and conventions appropriate for the activity.

Analyse and evaluate their own and others performance to lead to improvement of both physical and cognitive abilities:
● Pupils are able to understand what constitutes an effective performance
● They are able to suggest improvements and comment constructively on their own and others performances




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Develop their understanding of the importance of physical activity and a fit and healthy lifestyle:
● Understanding the effects of exercise on the body in the short term
● Understanding the importance of warming up and preparing appropriately for different activities
● Selecting and engaging in regular physical activity
● Understanding why physical activity is good for their health and well being
● Being aware of opportunities both in school and in local clubs and the community which cater for primary age children

Develop problem solving skills and interpersonal skills, which will have a much wider application:
● Pupils are able to think imaginatively and demonstrate creativity in their work
● They are able to work both individually and with others to resolve problems
● They are able to express opinions and are beginning to appreciate the opinions of others
● They are developing leadership skills

Develop, recognise and ensure safe practice:
● Understand the importance of wearing the appropriate clothing for the activity
● Know the importance of basic hygiene practises with regard to their health and safety in P.E and sport
● Pupils are aware of others and their space and how they can move and work
● Pupils are able to articulate key features of safe practice

Develop positive attitudes:
● Pupils exhibit such personal qualities as perseverance, self worth and well being
● They understand the importance of fair play and etiquette associated with sport
● They are able to meet appropriate challenges and work through solutions
● They are increasing in confidence and in their approach to physical activity

Principles of teaching, learning, inclusion and entitlement:
Teachers will adopt a range of teaching styles in order to engage all pupils in the learning. The National Curriculum is the starting
point for planning the curriculum to meet the needs of the pupils. In planning the curriculum regard will be given to the following
principles:

Setting suitable learning challenges:
● Aim to give every pupil the opportunity to experience success in learning and to achieve high standards
● Take a flexible approach to take account of any gaps in learning and to meet the need of individuals

Responding to pupil’s diverse learning needs:
● Teachers will set high expectations and provide all pupils with opportunities to achieve
● Teachers will be aware that pupils bring with them a range of personal experiences and take these into account when planning the
curriculum
● Teachers will liaise with the SENCO and additional adult support will be sought if needed.

The Learning Environment
We aim to promote, support and celebrate learning in P.E through the use of displays both inside and outside of the classroom. We are
developing our confidence and skills in using I.C.T to record and assess learning.

Links with other agencies to enrich the P.E curriculum:
These include:
● Participation in local sports leagues with other primary schools
● Visits and liaison with, outdoor education centres and agencies
● Visits from, and liaison with, professional dancers and sports players

Staffing/ Staff Development:
All teachers teach P.E to their classes. Specialists may be invited in to increase subject knowledge in a specific area. We also use
J.S.L.A students from a local secondary school to support the children in our teaching of P.E. Staff development needs are met by the
co-ordinator through regular team meetings to identify any areas for development. Teachers are then allocated courses to increase their
subject knowledge.




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Use Of Adults Other Than Teachers:
We believe that it is important to involve adults other than teachers in the delivery of P.E. We use HLTA to deliver skills based
teaching during upper and lower junior non-contact time. This is planned with the class teachers. A T.A is also responsible for running
football, cricket and athletics after school clubs throughout the year.
Parents are encouraged to get involved through watching and encouraging their children during after school sporting clubs, attending
games and tournaments and also by helping with transport to and from sporting events.

Equal Opportunities:
Pupils will have equal opportunities to access, take part in and succeed in P.E and sport regardless of race, culture, gender, physical or
learning disability, social origins or physical stature are entitled to be included and to achieve. Every pupil has an entitlement to a
broad and balanced curriculum, equal curriculum time, access to extra curricular activities and use of resources and facilities. Our
policy is to enable all pupils to experience success. Sensitive and informed grouping of pupils, for example mentor, ability, social and
random groupings will ensure all pupils will contribute, be actively and physically involved and be challenged appropriately.
Resources and facilities will also support the children’s age, stage and ability.

Gifted And Talented Provision:
For pupils whose abilities exceed the expected levels of attainment teachers will plan suitably challenging work. Teachers may draw
on work from later key stages or provide extension work giving greater depth or breadth of knowledge, skills and understanding.
Where a child has a particular ability in one area it will be necessary to identify the child on the school’s identification form and hand
to the Gifted and Talented co-ordinator so that work with parents, coaches, secondary schools and specialists to help the child manage
the sporting and academic studies can be planned.

Key skills:
P.E offers an additional dimension to the whole school curriculum and the wider life of the school. P.E has particular links with health
education, personal and social education, citizenship and key skills, including literacy, numeracy, I.C.T, speaking, listening and
communication skills and working with others. The dance element of the curriculum will also enhance and enrich experiences within
the arts curriculum and across the whole school. Teachers will give pupils the opportunity to make the connections and develop these
key skills through their work in P.E.

The use of I.C.T:
We believe I.C.T to be an important part of pupils self evaluation in P.E and use video and digital camera recordings of movements,
sequences and dances to compare ideas, quality and evaluate progress. The use of video and CD Roms of actions, balances and body
shapes will help children to improve their performance and may also be used during a cancelled outdoor activity.

Scheme Of Work / Continuity And Progression:
The LCP scheme of work will be used as recourse for teachers to either follow or use as an additional planning resource. Teachers will
ensure that there is appropriate progression within their year group and also for the ability range in their class. Both the National
Curriculum and the scheme of work assessment opportunities will be used by teachers for assessment purposes. Teachers will notate
their evaluations of children’s learning on their medium term plans and use this assessment to inform their future planning.

Assessment For Learning:
Opportunities for assessment will be identified during planning and pupils will receive ongoing teacher assessment in the form of
sharing the success criteria for the lesson with the children so that they are then able to evaluate their progress at the end of each lesson
(see A4L policy). These assessments will be directly related to learning objectives and will be recorded in schemes of work and / or
lesson plans. They will be used to inform future planning.
Information will be shared with pupils, teachers and parents in written and oral form. Essential feedback is essential in supporting and
developing pupil’s knowledge, skills, understanding and consolidating their learning.

Leadership:
The core purpose of the subject leader is to provide professional leadership and management for the subject and to secure high quality
teaching, improved standards of learning and achievement for all pupils.

The subject leader will:
Provide strategic direction and development of physical education:
● Ensure that the policies and plans reflect the ethos of the school
● Be responsible for developing a long term curriculum plan based on the national curriculum programmes of study
● Support other staff to develop and build their confidence in teaching P.E
● Evaluate the effectiveness of the physical education curriculum




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Secure and sustain effective teaching of P.E and evaluate the standards of learning and achievement:
● Monitor standards of teaching and learning using a range of strategies including lesson observations, reviewing planning and talking
with staff and pupils
● Ensure curriculum coverage, continuity and progression, taking into account the needs of pupils
● Ensure that teachers are clear about teaching objectives in lessons and can communicate this to all pupils
● Set expectations and targets for all staff and pupils in relation to standards of achievement and the quality of teaching
● develop effective links with parents and the local community in order to extend and enhance the understanding and development of
the subject

Lead and manage staff:
● Help staff to build constructive working relationships when working in P.E and sport
● Support staff to evaluate and develop their practice
● Lead professional development of the subject and help identify opportunities for continuing professional development to meet the
needs of staff in the school
● Ensure that staff and governors are informed and involved in developments, policies, plans and priorities and the success in meeting
these

Identify and support efficient and effective deployment of staff and resources:
● Establish staff and resource needs
● Have a P.E development plan, which will support the school development plan
● Ensure effective management and organisation of the learning resources
● Support the development of the learning environment to create a stimulating climate for teaching and learning
● Work to ensure there is safe practice and that risks are assessed and managed

Please refer to the P.E Co-ordinator’s job description.

Monitoring And Evaluation:
The P.E Co-ordinator will monitor and evaluate the teaching and learning in P.E on a regular basis throughout the year. Types of
monitoring may include: Monitoring of planning
                                                           Monitoring of progression (in scheme)
                                                           Discussions with groups of children
                                                           Lesson observations / Team Teaching
                                                           Monitoring of extra-curricular provision
The evaluations made as a result of monitoring will then be fed in to the action plan for the next academic year and assessed at a later
date. Standards in the subject should rise as a result of this ongoing monitoring cycle.

Health and Safety:
All routine procedures relating to safe practice are agreed and will be consistently adhered to by all teachers and support staff. These
procedure will include, organisation within the lesson as well as before and after the lesson when changing and moving to and from the
working area; pupils’ kit and equipment, resources including storage and safety, pupils responsibilities and management of safe
practise and withdrawal of pupils.
It is essential that pupils are taught essential life skills to enable them to participate safely and confidently in physical activity. Pupils
are expected to work in a safe manner and be aware of what this means. The NCC Physical Education non-statutory guidance June
1992, states that within all activities at whatever stage, “Pupils should be taught to:
● Be concerned with their own and others safety in all activities undertaken.
● Lift, carry and place equipment safely.
● Understand why particular clothing, footwear and protection are worn for different activities.
● Understand the safety risks of wearing inappropriate clothing, footwear and jewellery.
● Respond to instructions and signals in established routines and follow relevant rules and codes.”

Children should be helped to:
● Perform movements safely.
● Warm up and cool down properly.

Teachers will:
● Be aware of any medical conditions which may restrict or inhibit participation.
● Send a sensible child to accompany an injured child to the office and/or to ask for assistance.

When lifting and carrying equipment safely Children will lift together and all face in the same direction: Also:
● Carrying mats a minimum of 4 children.
● Carrying benches there should be a minimum of 2 children.
● Carrying wooden box: Minimum of 4 children.
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● Large stool: Minimum of 2 children.
● Large balance beam: Minimum of 4 children.

All teachers will plan their work with the safety of pupils in mind. The P.E co-ordinator will support staff and governors in
undertaking a risk assessment of activities and plan INSET for teachers if needed.
Guidance will be sought from “Safe Practice in Physical Education”, BAALPE and “The Leadership and Management of Offside
Work” Kent CC which can be found in the staffroom.
Apparatus is checked annually by the local authority to ensure safe use in P.E.


Health And Safety Guidelines For Use Of The School Pool:

    1)  Never leave any children in the pool area without adult supervision.
    2)  The pool area is accessed via the padlocked gate – the code is should not be disclosed to pupils.
    3)  Before entering the water with the children their must be at least one other adult on the poolside.
    4)  The maximum number of children in the pool at one time is 20.
    5)  The minimum temperature for swimming is 63 degrees Fahrenheit (displayed on the board daily) this temperature is a bit cold
        for non swimmers.
    6) If the bottom of the pool is not visible then swimming should not take place.
    7) The children must access the pool via the steps and enter through the footbath at the bottom of the steps.
    8) An adult must be present at the steps as the children enter and leave the pool.
    9) The correct method for entering the pool is to climb the steps, turn round at the top and descend backwards.
    10) No child should be allowed to jump from the steps into the pool.
    11) No child should be permitted to sit on the edge of the pool and jump or dive off it.
    12) Long hair should be tied back and/or a swimming cap worn.
    13) Wearing of jewellery is strictly forbidden.
    14) Goggles should not be worn during teaching sessions.
    15) Children with the following should be excluded from using the pool:
       ● Infectious diseases
       ● Cold sores
       ● Open wounds
       ● Coughs, colds and related infections such as sinusitis and catarrh
       ● Sore eyes
       ● Ear infections
In an emergency there is a safety pole on the side wall.

More details can be found within the swimming pool policy kept in the staffroom.

Further guidance:
Encourage the children to use the toilet before entering the pool area.
Avoid swimming within an hour of eating.
There are a variety of aids which can be used such as- weighted rings and hoops which are kept in the black plastic bins within the
pool area. (Children are permitted to bring their own arm bands etc)
Benches are provided for children not swimming and those waiting their turn in the pool. These children should be encouraged to sit
quietly whilst waiting.
For younger children there is a five stage programme which leads to an award. Other documents which are extremely useful are the
QCA units in the P.E scheme of work and the ASA National Curriculum Resource Pack. There are also sets of challenge cards for
older children.

In line with KCC guidance, staff are in the process of training to national standards of teaching swimming. In addition to this staff are
being trained in the required life saving skills NARS qualification.
                                                                                                                   Updated Spring 2011




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