Introduction

Physical Education develops the children’s knowledge, skills and understanding, so that they can perform with increasing competence and confidence in a range of physical activities. These include dance, games, gymnastics, swimming and water safety, athletics and outdoor adventurous activities. Physical education at Green Park School promotes an understanding in children of their bodies in action and of our school values through different individual and team activities. It involves learning, practising, applying, and mastering skills. Through a wide variety of sports we promote positive attitudes towards a healthy lifestyle and participation in physical activities. Through teaching Physical Education within a values framework we teach and encourage our children to make informed choices about physical activity throughout their lives.

Aims

The school’s aims for Physical Education at Green Park School are:

To provide a wide range of physical activities for children within the PE curriculum and beyond.

  • To develop skilful use of the body, the ability to remember, repeat and refine actions and to perform them with increasing control, co-ordination and fluency (acquiring and developing).
  • To develop an increasing ability to select, link and apply skills, tactics and compositional ideas (selecting and applying).
  • To 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 performance (improving and evaluation).
  • To develop an understanding of the effects of exercise on the body and an appreciation of the value of safe exercising, and the need to sustain this throughout life (knowledge and understanding of fitness and health).
  • To teach within a values system to develop the ability to work independently, and communicate with and respond positively towards others whilst making a positive contribution to their own and others learning (working alone and with others).
  • To promote an understanding of safe practice, and develop a sense of responsibility towards their own and others’ safety and well-being (applying safety principles)
  • To work with Milton Keynes College to provide support the development of young coaches within the local community through the ________ course.

Teaching and Learning

At Green Park School we have two specialist Sports Coaches to teach and up‐skill staff across the school. This ensures confident classroom teachers who teach PE 50% of the allotted PE time to their own classes. Teachers who are Newly Qualified at Green Park benefit from additional support and mentoring from our Sports Coaches.In all classes there are children of differing physical ability. Whilst recognising this fact, we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies:

  • Differentiating any task through STEP (space, task, equipment, people)
  • Using AFL throughout and adapting lessons where needed.
    setting common tasks that are open-ended and can have a variety of results, e.g. timed events, such as a 60m sprint.
  •  Setting tasks of increasing difficulty.
  • Grouping children by ability and setting different tasks for each group, e.g. different activities; varying space.
  • Celebrating small step achievements;
  • Giving children the opportunity to be creative, competitive, co-operative and to face challenges as individuals and in small groups or teams.
  • Using photos and video footage of children’s own techniques, and time to improve;
  • Using video footage of Olympic athletes to observe correct technique;
  • Encourage all children to set their own challenges where safe and appropriate.
  • Encouraging Higher Ability children to coach others and provide them with useful feedback;
  • Encouraging Higher Ability children to improve their coaching technique and subsequently, improve their own skills technique;
  • Allowing opportunities for children to demonstrate techniques learnt at local clubs.
  • Revisiting skills during playtime, after the lesson in a smaller context where necessary. E.g. Small group in KS1 mastering throw and catch with PE staff as a booster group.

Planning and Assessment

As required in Key Stage 1, we teach dance, games and gymnastics, encouraging competence in fundamental movement skills. In Key Stage 2 we teach dance, competitive games, athletics and gymnastics, plus swimming and water safety, and outdoor and adventurous activities.At Green Park we use a range of schemes from local specialists and national programmes. These are adapted and supplemented where needed to ensure differentiation in lessons allows successful outcome for all learners.  Long term planning is mapped out and reviewed within the PE Team to ensure coverage and sufficient time is spent on each unit to promote greater depth of understanding, developing of skills, contextual application of these skills and the ability to perform reflectively. Planning is linked to Cornerstones Topics where possible.  Termly assessment specifies key skills in each area of the PE curriculum and will be used to inform planning and promote greater learning. Each Year group will have a folder to profile each cohort as they progress through the school. The assessment will account for all children, with a particular focus on those who are working below, or above the national average. SMSC and British Values. Our values are the framework for all teaching at Green Park School. Children are given opportunities and encouragement to practise and demonstrate the school values in every lesson. VBE – Pupils face challenges to demonstrate the school values of tolerance, respect, positivity, empathy, perseverance and equality.

Spiritual – Pupils develop their knowledge and understanding of the body’s performance when exercising; this leaves pupils amazed at the body’s ability. Through Dance and sports such as Gymnastics pupils are being creative, expressing feelings and emotions in their performances. Allowing pupils’ reflection time to evaluate their experiences allows them to build a positive mindset. Pupils will also see a sense of awe and wonder when observing elite performance from professional athletes and their peers.

Cultural – Pupils are given the opportunity to explore and enjoy dances and learn games from different traditions and cultures including their own. Pupils also recognise and celebrate the achievements of Sportspeople at both elite and amateur levels.

Social – The nature of PE allows all pupils to develop the necessary skills to work in teams or pairs, as the majority of activities are based around team games or creating sequences in groups, co-operation with others is paramount to success. Giving the pupils roles, such as leaders, coaches, or umpires, offers pupils the opportunity to develop their communication skills.

Moral – Pupils develop the ability to tell between right and wrong through fair play in sporting events and participating in competitive situations, giving pupils a sense of justice, and how to respond appropriately when they feel there is an injustice. The opportunity is sometimes given to pupils to umpire and referee. This supports the importance of abiding by rules.

Children with special educational needs

At our school we teach PE to all children, whatever their ability. PE forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our PE teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child’s different needs. Assessment against the National Curriculum allows us to consider each child’s attainment and progress. Intervention through PLOPS (Personalised Learning Outcome Plan) may include targets based around PE e.g. sensory breaks/movement breaks/gross motor control programs. We enable pupils to have access to the full range of activities involved in learning PE. Where children are able to participate in activities outside our school, a risk assessment is carried out prior to the activity to ensure that the activity is safe and appropriate for all pupils.

Resources and Equipment

There are wide range of resources to support the teaching of PE across the school. We keep most equipment in the PE store to be accessed by adults only. The hall contains a range of large apparatus, and we expect the children to help set up and put away this equipment as part of their work. By so doing, the children learn to handle equipment safely. The children use the school playground and the playing field for games and athletics activities, and the local swimming pool for swimming lessons. PE schemes and planning documents are kept in the PE cupboard in the staff room and saved by individual teacher on the staff drive. Extra-Curricular Clubs:At Green Park school approximately 30% of children take part in extra-curricular clubs each year. We aim to provide as wide a range of clubs as our facilities allow to give our children as many different positive experiences in physical activity as possible. Letters, permission, registers and admin for extra-curricular clubs are managed by Sharn Baxendale and the Administrative team. Some clubs are run by school staff and some are delivered by outside agencies under supervision of the SLT. Prior to working at Green Park School, outside agencies and any coaches delivering clubs to the children must meet with Head Teacher, read and sign the school safeguarding policy the and provide a valid CRB prior to be photocopied and kept on file prior to the clubs start date. SGG have been asked to provide an overview for all clubs to keep the school informed.

Safe Practice

Risk Assessment

The general teaching requirement for health and safety applies in this subject. It is the responsibility of the Teacher to be vigilant, recognise hazards, assess the consequent risks and take steps to control the risks to themselves and others in every lesson. We encourage the children to consider their own safety and the safety of others at all times. We expect them to change for PE into the agreed clothing for each activity area. The governing body expects the teachers to set a good example by wearing appropriate clothing when teaching PE. No jewellery should be worn for any PE activity, unless it cannot be removed in exceptional circumstances. Stud earrings are to be taped up with micro pore tape, or removed completely.An individual risk assessment will be carried out for every competition whether on or off site specifying a comprehensive overview of each event/competition and children participating.

Medical Conditions

It is the responsibility of the class teacher or teaching Assistant to take note of any medical conditions of individual children in their class (such as asthma, anaphylaxis or epilepsy) so they can participate safely and as fully as possible. It should be noted that cold dry weather will exacerbate breathing problems for asthmatics and they should have their inhalers at hand if necessary.

Accidents

For minor injuries (bruises and bumps) children should be encouraged to continue where possible but sit and watch if necessary. For small cuts or grazes children will be taken to the first aider on duty. For serious accidents (head injuries, serious cuts or suspected fractures) the teacher should stay with the child and send the teaching assistant or two responsible children to inform the school office. After the incident the teacher must detail in the first aid book.

Monitoring and review

The monitoring of the standards of children’s work and of the quality of teaching in PE is the responsibility of the PE subject leader as well as the teachers. The work of the subject leader also involves supporting colleagues in the teaching of PE, observing 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 PE subject leader gives the Head Teacher an annual summary report in which he evaluates the strengths and weaknesses in the subject and indicates areas for further improvement.