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Physical Education

Introduction

‘A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.’ (DFE 2014) At Woodcote we have worked hard to ensure that our curriculum caters for all learners and their own unique learning style, sporting interests and personalities. We have developed our curriculum to provide every child with a range of sporting activities that enable all our leaners the opportunity to successfully develop the skills outlined in the programme of study.

Aim

At Woodcote our aim is to create a positive attitude towards physical challenge and development of skill through high quality and enthusiastic PE lessons. Our scheme of work has been tailored to allow each individual to develop their knowledge and skills, showing steady progression across each year group and key stage. We hope that, through the range sporting opportunities and physical activity we offer, the children will potentially develop a love and passion for sport and continue this into their later lives. We aim to provide the children with at least 2 fun, exciting and active PE lessons every week and to keep the children healthy and active every day and by educating them on a healthy, balanced diet and lifestyle.

At Woodcote, we also strive to give as many children as possible the opportunity to compete in a variety of competitions, during school time or by representing the school at local events. We hope that in doing so the children will develop greater confidence, team work and learn to win or lose with grace and sportsmanship. It is also of paramount importance that we create sporting leaders during the children's time at Woodcote. We aim to offer lots of children the opportunity to lead sporting activities, organise games and events and learn to lead by example. By emphasising leadership, we hope the children learn the importance of communication, organisation, team work, resilience, perseverance and a respect for rules.

PE and Sport are a proud part of the Woodcote experience and we hope that this continues to grow in the future and prepare our children for life after their time here.

The national curriculum for physical education aims to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Key stage 1

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

Key stage 2

Pupils should 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 with each other. 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

Swimming and water safety

All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:

  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
  • perform safe self-rescue in different water-based situations

Curriculum/Scheme of Work

At Woodcote we have created our own scheme of work based upon progressive learning objectives across KS1 and KS2. These have been carefully written to provide in depth coverage of the key aims for each key stage found within the national curriculum. Our scheme of work is focused on teaching our children the benefits of a physically active, healthy lifestyle, without neglecting the sports science that drives the majority of high level sporting performance today.

Instead of focusing exclusively on having children move constantly to log activity time, which is a key factor in outstanding delivery, a new curricular approach emphasizes teaching them the science behind why they need to be physically active in their lives. The curriculum is designed so that the children are engaged in physical activities that are developmentally appropriate and allow the opportunity to demonstrate relevant scientific knowledge. The goal is the development and maintenance of individual student fitness. In contrast with more traditional movement education and sport education models, the underlying premise is that physical activity is essential to a healthy lifestyle and that students' understanding of fitness and behaviour change result from engagement in a fitness education program. The conceptual framework for the model is designed around the health-related components of cardiorespiratory fitness, muscular strength and endurance, and flexibility.

The DFE suggests there are common ‘characteristics’ demonstrating the outcomes of sustained, high quality physical education. Our curriculum has been developed having considered these characteristics, along with the school values embedded within the learning culture here at Woodcote. These characteristics are defined as seeing young people who;

  • show a strong commitment to making PE and school sport an important and valuable part of their lives in both school and the community
  • know and understand what they are trying to achieve and how to go about it
  • have an understanding of how what they do in PE and school and community-based sport contributes to a healthy and active lifestyle
  • have the confidence to get involved in PE and school and community sport
  • have the skills to take part in PE and school sport and are in control of their movement
  • respond effectively to a range of different competitive, creative and challenge-type activities both as individuals and as an integral part of teams and groups
  • are clearly thinking about what they are doing and making appropriate decisions for themselves
  • show a desire to improve and achieve in relation to their abilities and aspirations
  • have the stamina, suppleness and strength to participate in competitive situations
  • enjoy PE and school and community sport

(Department for Education and Skills, 2003, p.3)

Planning

Planning is saved into each year group’s medium term planning folder within the ‘physical education’ curriculum folder on the teacher Shared drive. Please ensure you have read the plan during PPA the week before, this will give you the opportunity to clarify anything with ample time. Any equipment required will be highlighted in the planning and it can be collected from the PE shed the day before and must be returned on the day the lesson has been taught use to ensure immediate access for all.

Teaching

Ofsted states that when ‘PE is well planned with a clear vision over the short and medium term, teachers are free to intervene and change, challenge or direct pupils; this is when real progress happens, and deeper connections between the teacher and pupils are made.’ We believe that the scheme we have developed and the planning provided will allow our staff to more frequently facilitate those deeper connections and generate consistent progress in all our children.

All PE lessons at Woodcote follow the same 6 part structure throughout in all year groups. This is as follows:

Pulse raising activity

Stretch (review previous/ share current learning objectives and discuss what success may look like)

Skill introduction activity (assessment opportunity)

Skill development activity (assessment opportunity)

Cool down activity

Stretch (discuss learning objectives – assessment opportunity)

High Expectations

A common pitfall for many teachers is that they don’t apply their teaching skills to PE as they would other subjects.  Just as you would for English or maths, set high expectations for pupils; this starts with progressive and inclusive lesson objectives that set the tone for the lesson.

Time on activity

There’s no substitute for time on an activity which generates commitment to learning.  Aim to reduce your teacher talk time to 10-15% and allow children to be ‘doing’ for 85-90% of the time.  Appropriate organisation, explanation and demonstration is key to making this a success.

Check understanding/progression

Show what ‘good’ looks like through clear modelling. In PE terms this could be a specific skill, a passage of play, or a compositional idea. Defined teaching points are necessary to check for understanding and show progress. These should be used for each skill or concept taught.

Use mini-plenaries to check pupils’ progress; don’t wait till the end of the lesson to find out what they have or have not achieved.  Assessment for learning in PE is an absolute must for outstanding teaching, including concise questioning related to the learning objectives.

Teaching Strategies

Ofsted says outstanding lessons have ‘well-judged and often inspirational teaching strategies’… with a little planning, this can be achieved. Show children what is possible (what good looks like), show them how to achieve it (key teaching points and demonstration), allow them to experience, explore and learn for themselves (time to practice and make mistakes/refine).

Differentiation

PE lessons at Woodcote are designed to be inclusive experiences for all students. As Physical Education teachers, it is our responsibility to make sure our lessons are barrier-free and meet the diverse needs of our student.

By planning for differentiation and integrating all pupils we ensure every student’s fundamental right to access this most wonderful subject, whilst also modelling a socially inclusive society which is based upon mutual understanding and respect for individual diversity. Thus, it is essential that we acknowledge students as individuals that learn in different ways and that we need to plan for differentiation by setting suitable learning challenges for all.

The STTEP principle is not the be-all and end-all of differentiation, but it useful when you need to make changes for a lesson. Nevertheless, within the STTEP principle, we can find all other differentiation strategies fall under. For example, if we look in detail at ‘Task’ from the STTEP principle, we can find numerous approaches such as:

Differentiation by Outcome

All students participate in the same activities with the teacher expecting a range of different results from students. Essentially, every activity can be considered differentiation by outcome as it doesn’t require any additional planning. Therefore, it is obvious why it has received criticism as the teacher will tend to teach to the mid-level, thus potentially neglecting two-thirds of class as the content would be either too difficult or too easy for most students.

Differentiation by Task

At its most simplest is planning different tasks (or versions of the same task) for individuals or groups within the class. This could also be considered as Differentiation by Level as students can work on tasks with varying levels of challenge.

Differentiation by Roles

This is essentially assigning different positions or responsibilities to students depending upon their ability. These could include designating leadership responsibilities (i.e., captain, coach, and referee) or even positions within a sport (i.e. Point Guard in basketball would go to the team’s best ball handler and passer).

Differentiation by Teaching Style

This means utilizing different teaching approaches that best suit the student’s ability or the activity. For more independent learners, a student-centred approach would be more appropriate, whilst another group may need a more teacher-centred approach. Also, for activities where safety is paramount (e.g. javelin) a teacher-centred approach is best.

Differentiation by Response

Is planning for different activities particularly with regards to assessment. Students should be able to demonstrate their understanding in a variety of ways, such as speaking or writing, physically demonstrating a skill whether on their own or part of a group.

Differentiation by Interaction

Means selecting tasks with different focuses such as competitive, co-operative or individual in accordance with student’s maturational and emotional needs. Competitive games can be high-stress situations for young people and a student with Emotional Behavioural Difficulties (EBD) may find them overwhelming if they have built enough confidence in the required skills.

Assessment

Effective assessment in physical education engages, supports and motivates pupils to become competent, confident, creative and reflective movers. It can support and encourage young people to work together in order to excel in physically demanding and competitive activities.

At Woodcote we use an informal formative assessment approach. Using AFL in order to tailor lesson input and/or activities in order for each child to experience success and develop their skillset throughout their time at the school. When used effectively and consistently this approach encourages young people to engage in metacognition, allowing the opportunity for children to become more a more complete, well-rounded athlete.

There are five main processes that take place in assessment for learning:

  • questioning enables a student, with the help of their teacher, to find out what level they are performing at
  • The teacher provides feedback to each student about how to improve their ability and performance
  • students understand what success looks like for each task they are doing
  • students become more independent in their learning, taking part in peer assessment and self-assessment
  • summative assessments (e.g. end of year reports) are also used formatively to help them improve

When completing any form of assessment the Learning objectives highlighted within the planning for that lesson must be considered. All of the learning objectives from years 1-6 can be found within the ‘physical education’ folder on the ‘teacher shared’ drive. These learning objectives have been broken down into three categories; ‘acquiring’, developing’ and ‘mastering’. An explanation of these can be found underneath the learning objectives highlighted on the medium term plan for each year group.

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