Powers Hall Junior School
Physical Education Policy
In a school there are always children who for one ‘reason’ or another cannot access the day to day curriculum in the same way as the majority of their peers. These children are at a distinct disadvantage when it comes to learning situations, and could be said to be excluded from the curriculum. The ‘reason’ may be a physical, emotional, behavioural, communication, or learning difficulty. It can be, and this is so in the majority of cases, a combination of these.
Inclusion at Powers Hall seeks to remove this disadvantage by providing a package of support for these children, individually, in small groups and as a whole class that enables them to be fully included in all areas of the curriculum. Inclusion is not merely having the physical presence of a child in the classroom. It is ensuring that he/she is actively involved in the learning process.
Physical Education is the part of the curriculum that can contribute most to the physical development and experience of the pupils. It makes a unique contribution to a pupil’s experience by providing opportunities for the acquirement and development of manipulative and motor skills, co-ordination, control, mobility and strength. Physical Education also offers opportunities to select and apply appropriate skills, evaluate and improve these skills. It also allows for the development of knowledge and understanding of the quality and purpose of movement and attitudes towards it. Pupils are provided with knowledge of how the body works and an awareness of the importance of a healthy and active life.
At Powers Hall Junior School we believe that Physical Education is a very important part of the curriculum. P.E develops pupils’ physical competence and confidence, and their ability to use these to perform in a range of activities. It promotes skilfulness, physical development and knowledge of the body in action. Physical Education provides opportunities for pupils to be creative, competitive and face up to challenges as individuals, in groups and in teams.
Physical Education shares the responsibility, with other curriculum areas, to provide an effective style of teaching which supports our school aims to develop lively and enquiring minds, give satisfaction, pride and enjoyment in doing tasks well, offer challenges appropriate to age and aptitude, and encourage imagination and powers of reasoning. It also makes a significant contribution to the moral skills necessary for an individual to be able to operate independently, or interact and work with others in a group.
Through Physical Education lessons pupils will be given opportunities to become skilful and intelligent performers by acquiring and developing skills to perform with increasing physical competence and confidence, in a range of physical activities and contexts. They will learn how to select and apply skills, tactics and compositional ideas in order to respond to activities and challenges that need different approaches and ways of thinking. Opportunities will be given for pupils
Physical Education is concerned with movement, gymnastics and games. Children are given the opportunity each week to develop physical skills. This is through structured gymnastic or games lessons and through outdoor play.
• We will give all children an equal opportunity to develop their physical potential
• To help children develop an appreciation of sports and games that will lead to lifelong active participation
• To give children the opportunity to develop a variety of skills and techniques
• To encourage children to work together in team games and to learn to take turns
• To give children confidence in their abilities and physical skills
During the week the children play outside on large apparatus, such as the adventure playground (weather permitting) and the SNUG equipment and on the games activities marked on the playground
We aim to develop: -
• Social skills, taking turns, working together in groups
• New experiences through different equipment
• Fine and gross motor skills
In our weekly dance and gymnastic lessons we aim to: -
• Develop spatial awareness
• Promote healthy exercise
• Respond to music
• Explore the way the body moves
• Develop awareness of different part of the body
Teaching and Learning
Through a broad and balanced curriculum, that considers the whole development of the pupil, we aim to provide high quality opportunities for all pupils to learn and succeed. We have high expectations and encourage pupils to take pride in themselves and what they do. If they are proud to share their achievements they will be successful learners and fulfil their potential; they will also be confident and social beings.
Powers Hall Junior School curriculum statement
Physical Education is, by nature, a very practical activity where pupils learn through first hand experience. In view of this, pupils should be physically active for a substantial majority of all their P.E. lessons.
It is the policy of this school that pupils are encouraged for their achievements and that all feedback is as positive as possible. Constructive comments are made to support pupils who are struggling to achieve. In encouraging a positive environment the children will have the confidence to attempt, and therefore develop their skills.
Using a variety of teaching styles we intend to incorporate in our lessons a balance between:
The teaching of P.E. involves the development of co-ordination, knowledge, skills and understanding through an inter-related process covering: planning, performing and evaluating. When considering progression, it is important to encourage independence and interaction, which relate to pupils’ personal, emotional and social development.
In our planning we intend to show differentiation through:
Differentiation by outcome can be achieved by setting tasks which are suitable and appropriate for all pupils’. We also feel it is important to provide opportunities for the more able pupils to be challenged and encouraged to reach their potential.
Whilst the teacher may tactfully group pupils by ability, we feel that pupils should never be asked to pick teams. This can be a humiliating experience for the pupils who are picked near to the end and reinforce their feelings of failure and inadequacy.
The agreed PE SoW is to be revised yearly to include LCP, BBC dance, Essential Ballroom Dance, Music and Movement Units, new activities as appropriate and the Durham scheme of work.
Pupils should be encouraged to change for P.E quickly and quietly. In order to save time this should take place in their classroom or in the hall. Teachers should also change for P.E into suitable footwear and a tracksuit* (optional) as a model, to show that appropriate clothing is needed for these activities.
For pupils, the dress code is as follows:
Although bare-foot work is to be the rule for indoor P.E there may be occasions when, for reasons of safety, footwear needs to be worn. In such cases, plimsolls or training shoes may be worn.
Long hair must be tied back at all times.
Children must remove all jewellery before participating in any P.E lessons. A container may be brought in for storage of removed jewellery which is not the responsibility of the class teacher. Plasters or white tape may be provided by parents, for children who have to wait six weeks before removing studs when ears have been pierced.
Children must keep all loose clothing tucked away during P.E lessons.
· To make children increasingly aware of how exercise positively affects their bodies, performance and fitness.
The assessment of P.E. at Powers Hall is a continuous process. In assessing the children’s progress teachers may include strategies such as:
The P.E. Co-ordinator is responsible for the monitoring and implementation of the P.E. curriculum and the management of PE resources. The co-ordinator will also advise and promote confidence and good practice among staff and pupils.
Health and Safety
All teachers are responsible for safety in their own lessons and should, therefore, be familiar with the procedures associated with the teaching of particular activities.
It is imperative that good discipline is maintained throughout a P.E lesson. The children should always be aware of what is expected of them; the reason for that expectation and what will happen if they do not follow instructions. The noise levels in the Hall should always be such that pupils can hear the teacher’s instructions/signals. Class teachers should always position themselves in the Hall so that they are able to observe the whole class. They must constantly be watching pupils’ actions and never become ‘engrossed’ in one group of pupils and neglect the rest. Class teachers should be able to highlight areas of good practice, using them as examples to others.
· Pupils are taught a safe code of practise in the carrying and setting up of equipment.
· Appropriate activities are planned according to the physical development of each year group.
· A warm up is given as physical preparation to the body before each lesson and a cool down activity to conclude all physical activity.
· In all weather pupils will be allowed to have a water bottle
· In adverse weather conditions activities are carefully considered and safety assessed.
· Some asthmatic pupils may need to keep their inhaler at hand during a P.E lesson. Pupils are responsible for the provision and use of their inhalers.
· Teachers are aware of all medical conditions of pupils they are teaching and know what to do if a pupil requires assistance.
· During class football sessions studded boots will not be worn.
If any damage occurs to apparatus this should be reported to the P.E Co-ordinator. The P.E Co-ordinator is responsible for carrying out a periodical check of apparatus. It is the responsibility of the Head teacher to ensure that the large apparatus in the Hall is checked at least once a year by a specialist. This is undertaken by an LEA appointed specialist. (Last checked January 2011)
Extra Curricular Activities
There is a healthy tradition in the School for after school activities supervised by teachers and support staff in their own time.
These activities include:
Some of these activities provide opportunities for more advanced coaching and competition with children from other schools and, in some instances, larger scale teams. This is a valuable part of the life of our school and a useful supplement to the National Curriculum. Pupils with sporting ability are encouraged to take part in extra curricular activities, which are voluntary.
Reviewed: Autumn 2004
Ratified by Governing Body: 11.2.05
Minor updates 19.12.2007, 13.1.2010
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