Physical Education (PE)
Rationale
Physical Education is a statutory requirement of the National Curriculum and an essential contributor to the development of the whole child. Through a high-quality Physical Education programme, pupils develop physical competence and confidence and are given opportunities to be physically educated and become physically literate. Through a combination of entitlement and choice of activity, the Physical Education provision will contribute to the personal development, health and wellbeing, enjoyment, success and achievement of all pupils across the whole curriculum and beyond.
Physical Education provides pupils with the opportunity to be creative, competitive and face different challenges. It promotes positive attitudes towards a healthy and active lifestyle. Pupils learn how to think in different ways and make decisions in response to creative, competitive and challenging activities. They learn how to reflect, plan, perform and evaluate actions, ideas and performances to improve the quality of their work.
Physical Education helps pupils develop personally and socially. They work as individuals, in groups and teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership.
Through high quality Physical Education, pupils discover their aptitudes, abilities and preferences and make informed choices about how to get involved in lifelong physical activity. We are passionate at Howden Le Wear about supporting the physical literacy of pupils to be active, happy and engaged.
Through the inclusion of physical movement within other aspects of learning and curriculum (PE School Sport and Physical Activity), pupils maximise opportunities to develop neurological pathways, be mobile and physically active, accessing a wider range of lifelong opportunities, well-being health agendas and learning pathways. We make connections to health agendas (included within PSHE and statutory RSHE).
Defining PESSPA
We value the important difference between the Physical Education curriculum provision, Physical Activity within the school setting, and School Sport. We view Sport as an enrichment opportunity including competitive structures and platforms, to promote inclusive opportunities and social well-being. Physical Activity is used as a tool to support and enrich learning within other curriculum areas through effective pedagogical approaches (e.g.active maths) as well as a crucial requirement to improve pupils’ health and well-being as stated directly within the Chief Medical Officers Guidelines (active playtime). Physical Education involves high quality teaching and progressive learning that utilises physical movement and a broad and balanced curriculum to support pupils’ fundamental movement, physical and whole child development. It sits within a quality academic primary school provision of entitlement and inclusion of all pupils. It is important for us that ALL staff and stakeholders understand the importance and requirements of Physical Education within the school curriculum.
Impact
Through a high quality, safe and challenging Physical Education programme, the school aims to develop pupils’ independence, curiosity, resilience, ambition and community (class/school/local/regional/national identity, engagement and responsibility). Quality teaching and learning within a whole-child, multi ability approach ensures that all pupils can make good progress and develop the fundamental skills necessary to be life-long learner and movers.
Our objectives are;
· Provide a broad, balanced and relevant curriculum that satisfies the needs of the current National Curriculum and providing pupils with appropriate challenge with acceptable risk.
· Develop a whole school approach to physical development, which takes pupils through progressive stages of learning and challenge, enabling them to fulfil their potential, develop competence and control in the gross and fine motor skills that pupils need to take part in PE, sport and to access wider curriculum opportunities.
· Educate pupils about, and involve them in, the process of risk management, so that they understand their responsibility in this, in order for them to participate independently in physical activity and to establish good habits and awareness of health, safety and personal hygiene (linked to PSHE/RSHE curriculum).
· Ensure pupils understand that PE and sport are an important part of a healthy, active lifestyle and understand the contribution physical activity has on having a healthy body and mind (linked to PSHE/RSHE curriculum).
· Ensure pupils have the opportunity to demonstrate what they know and understand, applying their competence, making appropriate decisions for themselves by challenging pupils to select and use skills, tactics and compositional ideas. e.g. outwhitting opponants, linling and improving movements in gymnastic sequences.
· Provide pupils with opportunities to use imaginative ways to express and communicate ideas, solve problems and overcome challenges, both as individuals and as part of a team or group.
· Develop pupils’ stamina, suppleness, strength and mental capacity (determination and resilience) to keep going.
· Develop an environment in which pupils; have the confidence to get involved in PE and sport; can make positive decisions and are committed to make it a central part of their lives both in and out of school (the nurturing of physical literacy).
· Provide an out of school hours programme of activities which extends and enriches the curriculum provision and provides opportunity that enables all pupils to make sufficient progress as well as access curriculum sessions with greater success.
· Provide opportunities for healthy competition appropriate to the stage of the individual pupil’s personal development.
· Ensure that pupils enjoy PE and school sport and establish community links and pathways for pupils to engage in life-long participation.
· Provide links to other areas of the curriculum and wider school, county and national agendas.
Implementation
All pupils are entitled to a progressive and comprehensive Physical Education curriculum programme, which embraces current Statutory Orders of the National Curriculum PE. We take into account individual physical, educational and personal developmental needs.
Pupils should have access to all components of the current National Curriculum programmes of study, which should include developing fundamental movement and basic skills in a broad and balanced range of activities (including Dance) in both KS1 and KS2 so that a realistic attempt is made to achieve the expected levels of performance.
Our Long-Term Curriculum Map is broad and balanced, reflective of the national curriculum skills and knowledge required. It is based on the use of QCA Core Tasks & Durham Assessment Tasks.
The core tasks are designed to be used in such a way that teachers and pupils can:
- Gain an understanding of what they are trying to achieve throughout the unit of work
- Identify which skills will be needed to perform the task well
- Evaluate what they can do at the beginning of a unit of work and how they may improve
- Plan activities for groups and individuals which will enable every pupil to make progress by the end of the unit of work
- Assess what they can do at the end of the unit of work.
Impact
The curriculum attainment target for Physical Education sets out the knowledge, skills and understanding that pupils of different abilities and maturities are expected to have by the end of each Key Stage. Teachers ensure that when planning and delivering teaching and learning, pupils have opportunities to: acquire and develop skills, select and apply skills, evaluate to improve performance, and build their knowledge and understanding of health and fitness whilst performing in different roles (known as the Four Strands of PE).
The expected attainment for the majority of pupils at the end of each Primary phase (EYFS, KS1, Lower KS2 and Upper KS2) is summarised in the Education Durham, County Progression of Skills in PE resource (which link directly to the progressive skills and knowledge developed over time in and across units)
Note: in the report ‘Going the extra mile: excellence in competitive school sport‘, Ofsted found that schools with high sporting standards have similarly high expectations in the classroom. Both help to cultivate an environment in which pupils excel. For further information, please click on the link
