Teaching PE at Haselworth Primary School

Intent

Haselworth Primary School believes that physical education, experienced in a safe and supportive environment, is vital and unique in its contribution to a pupil’s physical and emotional development and health. Underpinning this is an understanding the physical education encompasses both individual self-control, discipline and effort, and a joint social endeavour, where being active alongside and in conjunction with others is a lifelong skill. It should develop a love of being active and the enjoyment of personal challenge in many different ways.

How do we teach PE?

The physical education curriculum gives every child, whatever their ability, an equal opportunity to be physically active, to develop their basic skills and physical competence and to encourage a healthy respect for exercise and fitness, underwritten by an enjoyment and love of sport and games, through offering a broad range of opportunity through a range of activities.  It aims to inspire all pupils, with the opportunity to experience individual success, competitive sports and collaborative activities.

The aims of teaching PE in our school are:

• To encourage all pupils to be physically active for sustained periods of time
• To develop control of movement, balance and coordination across a broad range of activities
• To build upon previous experiences to experiment and develop skills through practise, creativity and imagination.
• To contribute to children’s social and emotional development, promoting self-confidence, self-esteem, teamwork and leadership, celebrating qualities such as commitment, fairness, tolerance and a concern for others as well as individual success.
• To explore a broad range of activities that develop both physical and mental skills
• To enable a greater understanding of the language of physical health, and its importance to overall emotional wellbeing
• To experience the satisfaction of competition, the opportunity to excel and develop further outside of the school arena
• To build links between the PE and the rest of the curriculum
• To increase stamina when engaging in activities
• To enhance social and emotional development through promoting the values of caring, collaboration, critical thinking and creativity.
• To foster a love of being active in the broadest sense, and an understanding that there are many different ways to advance physical and mental health through being active.

• To develop and awareness of sport outside the school at local and national level, and the importance of sport in wider culture

Implementation

Due to having mixed age classes, the school has a two-year rolling programme (Cycle A and Cycle B) so that all national curriculum requirements are fully covered without children repeating the same topics. The curriculum map outlines the termly topic and in which cycle it is taught. These topics form the basis of the learning journey.  

The learning journey details previous assessment outcomes, National Curriculum links, the substantive and disciplinary skills/knowledge that are taught/practised by children, the learning objective, the learning tasks, key vocabulary, resources, links with other subjects and assessment information. The learning journeys are adapted and refined according to a teacher's assessment so that the planning is responsive to the needs of all learners. We ensure that children of all abilities have the opportunity to develop their skills, knowledge and understanding in this way, so that children are increasingly challenged as they move through school.

At Haselworth Primary School we provide a variety of opportunities for PE learning inside and outside the school.  Learning new skills, and practising learnt skills, often through competitive opportunities, provide important links between PE lessons and wider life in the community.  At Haselworth Primary School, the children have had many opportunities to experience PE on trips. 

At Key Stage 1, pupils should be taught to:

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

• master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
• participate in team games, developing simple tactics for attacking and defending
• perform dances using simple movement patterns.

At Key Stage 2, the pupils should be taught to continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

• use running, jumping, throwing and catching in isolation and in combination
• play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
• develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
• perform dances using a range of movement patterns
• take part in outdoor and adventurous activity challenges both individually and within a team
• compare their performances with previous ones and demonstrate improvement to achieve their personal best

The Foundation Stage

We encourage the development of skills, knowledge and understanding that help reception children make sense of their world as an integral part of the school’s work. As the reception class follow the Statutory Framework for EYFS, we relate the development of the children’s physical development to the objectives set out in the Early Learning Goals. These underpin the curriculum planning for children aged three to five. This learning forms the foundations for later work in PE. These early experiences include developing good control and coordination in large and small movements through the opportunity to explore space and a wide range of equipment to promote agility, balance and co-ordination. They move confidently in a range of ways, safely negotiating space, through the experience of a wide range of games and challenges, which encourage creativity, self-control and teamwork. They learn to understand and explore risk, developing a can-do attitude to new challenges.

Inclusion including Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers

At Haselworth Primary School we teach Geography to all children, whatever their ability. Through high quality initial teaching, we provide learning opportunities that enable all pupils to make progress. We do this through appropriate task design which meets each child’s individual needs. Teachers will also take into account the targets set for individual children in their Individual Education Plans and Individual Behaviour Plans as appropriate. We recognise that learners have differing needs and provide suitable learning opportunities for all by matching the challenge of the activities to the ability of the child. We achieve this through a range of strategies:

• setting common learning activities that are open-ended and can have a variety of results;
• setting learning of increasing difficulty where not all children complete all tasks;
• setting specific learning according to individual needs and targets
• grouping children by ability and setting different tasks for each group;
• mixed ability grouping which facilitates peer support
• providing a range of challenges through the provision of different resources and scaffolds;
• using additional adults to support the work of individual children or small groups.
• high attainers should be signposted to opportunities to develop further in the community

Equality

All teaching and learning of PE will ensure that every child has the right to be included and supported as far as possible in the knowledge that there is equality in terms of opportunity, social background, race, gender and disability.

Assessment and Recording

Teachers assess children’s work in PE by making assessments as they observe them working during lessons and through feedback.

Throughout the learning journey, teachers make a judgement against the National Curriculum statements as well as the substantive and disciplinary knowledge/skills identified by the school. Teachers then use the data to plan the future work of each child and to make an annual assessment of progress for each child, as part of the annual report to parents. Each teacher passes this information on to the next teacher at the end of each year as part of the school's transition processes.

Health and Safety

All activities are assessed for risk. This will include checking equipment for hazards, assessing the suitability of space for the level of activity and number of participants, whether anyone passing through poses or is at risk, and any risk inherent in the activity. Those invited into school to conduct PE activities will be checked against the school criteria for such persons. Trips outside of school will be assessed for risk against for health and safety impact against Hampshire criteria in addition to the school’s own assessment.

Impact

The monitoring of the standards of children’s work and of the quality of teaching in PE is the responsibility of the STEM and Wellbeing Curriculum Team. The team supports colleagues in the teaching of PE, being informed about current developments in the subject and providing a strategic lead and direction for the subject in the school.

The following information outlines how the Curriculum Teams monitor, evaluate and review their subjects.

• Curriculum Teams use self-evaluation and write clear action plans and ensure that they are understood by all those involved in putting the plans into practice, including staff who are new to the school. These are reviewed termly and contribute to the monitoring, review and evaluation of the school development plan.
• Curriculum Teams follow a cycle of monitoring throughout the school for the academic year, ensuring that they can make judgements about the standards within their subjects. This includes learning walks, planning, books looks and pupil conferencing.
• Curriculum Teams report their impact to Governors. 
• Curriculum Teams ensure that teachers are clear about the teaching objectives in lessons, understand the sequence of teaching and learning in the subject, and communicate such information to pupils.
• Curriculum Teams ensure curriculum coverage, continuity and progression of substantive/disciplinary knowledge and skills in their subject for all pupils, regardless of their initial starting points. This includes having high expectations of all learners with SEND, EAL and those identified as being disadvantaged. 
• Curriculum Teams establish a clear, shared understanding of the importance and role of the subject in contributing to pupils’ spiritual, moral, social, cultural, mental and physical development, and in preparing pupils for the opportunities, responsibilities and experiences of adult life.
• Curriculum Teams use data effectively to identify pupils who are underachieving in the subject and, where necessary, create and implement effective plans of action to support those pupils