PE

INTENT:

Physical Education lessons will develop pupils’ physical competence and confidence, providing opportunity for pupils to be creative, competitive and to face up to different challenges as individuals and in groups or teams. Our lessons at St Stephen’s promote positive attitudes towards active and healthy lifestyles. As a school, we promote and adopt a ‘daily mile’ initiative, ensuring all children are involved in exercise on a daily basis. We aim to uphold our Healthy Schools Status, which not only focuses on physical exercise but also focuses on mental health, healthy eating and lifestyles.

IMPLEMENTATION:

 Curriculum Coverage and Organisation

Teachers create a positive attitude to PE learning within and outside their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in PE. Our whole school approach to the teaching and learning of PE involves the following;

• PE is delivered through lessons developed by Jasmine Active. Each year group programme consists of 12 units of 6 lessons, which are taught for a minimum 2 hours per week. One session per week is delivered by external sports coaches whilst the other is taught by the class teacher. Every unit includes a strong focus on the core movement skills as detailed by the Jasmine Active programme.
• Jasmine Active provides a broad but comprehensive experience of primary PE that systematically covers the objectives of the National Curriculum for England.
• Planning involves teachers and external coaches creating engaging lessons, often involving high-quality resources to aid understanding and skill acquisition.
• Teachers use precise questioning during PE lessons to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up.
• Through our planning, we involve problem solving opportunities that allow children to apply their knowledge, and find out answers for themselves. Children are encouraged to ask their own questions and be given opportunities to use their PE skills and take risks in a safe environment to discover the answers. This curiosity is celebrated within and outside the classroom.
• Teachers ensure that the quality and variety of language that children hear and speak are key factors in developing their PE vocabulary and articulating PE concepts clearly and precisely.
• Activities should be planned to meet the needs of all pupils. Differentiation is achieved through careful planning and organisation. Learners should be supported and challenged to progress within PE. Differentiation enables all students to engage in the curriculum by providing learning tasks and activities that are tailored to their needs and abilities. Pupils are encouraged to work in groups or individually, where appropriate.
• We build upon the knowledge and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using appropriate skills and techniques and developing their own tactics in competitive situations.
• Regular events, such as Multi-Sports Week or themed days and trips, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills.

IMPACT:

Physical education provides opportunities for pupils to develop the key skills of:

• Communication, through promoting verbal and non-verbal communication skills when explaining what they intend to do, giving feedback to others, planning and organising group or team work, giving instructions and signals in a game, using gesture in dance, and through responding to music and other sounds in dance.
• Application of number, through collecting and analysing data, using different forms of measurement such as calculating the distance jumped against the percentage of their body height, understanding and using grid references and bearings in outdoor and adventurous activities, using a variety of measuring and recording equipment to take pulse, heart rates and temperatures, and using stopwatches and tapes to measure performance in running, jumping and throwing.
• Working with others, through taking on a variety of roles in groups and teams in cooperative activities, working in a group with collective goal and deciding on strategies to meet it, co-operating with others by observing rules and conventions when competing against them.
• Improving own learning and performance, through recognising what they do well and in what they need to improve, observing a good performance and to imitate it, and developing the confidence to try something new.
• Problem solving, through recognising the nature of the task or challenge, thinking of different ways to approach the task and changing their approach as the need arises, understanding and applying the principles of movement, strategy, and composition to the task.