STRAWBERRY FIELDS PE POLICY

RATIONALE

Physical education, when experienced in a safe and supportive environment, is a vital and unique contributor to a pupil’s physical and emotional health development and well-being.

Physical education develops pupils physical competence and confidence and their ability to use these to perform in a range of activities. It promotes physical skillfulness, physical development and knowledge of the body in action. It provides opportunities for pupils to be creative, competitive and to face up to different challenges as individuals and in teams. It promotes positive attitudes towards active and healthy lifestyles.

KEY CONCEPTS

Physical education involves pupils in the continuous process of acquiring and developing skills; selecting and applying skills, tactics and compositional ideas; knowledge and understanding of fitness and health; and evaluating and improving performance. Through the programme pupils should have the opportunity to meet the physical education and school sport high quality outcomes:

¨       Learners show commitment to PE and school sport

¨       Learners know and understand what they are trying to achieve

¨       Learners understand that PE and school sport are part of a healthy, active lifestyle

¨       Learners have the confidence to get involved

¨       Learners willingly participate in a range of activities

¨       Learners think about what they are doing and make appropriate decisions

¨       Learners show desire to improve and achieve

¨       Learners have stamina, suppleness and strength

¨       Learners enjoy PE and school sport

TIME ALLOCATION

The Government recommends the following minimum PE requirements to meet the National Curriculum demands:-

Two hours of high quality PE a week

Three hours OSHL (out of school hours learning) offered

Swimming to be taught during lower key-stage 2

In addition, all children have the opportunity to join in a variety of extra-curricular sports clubs run by staff and outside agencies. This gives them the opportunity to develop their skills, enjoy performance and encourage sport as part of a healthy lifestyle.

HEALTH RELATED ACTIVITY

Pupils should be taught:-

1. How exercise affects the body in the short term.

2. To warm up and prepare appropriately for different exercises.

3. Why physical activity is good for their health and well beingPupils should be encouraged to develop active lifestyles that can be maintained throughout adult life.

EQUAL OPPORTUNITIES

Differentiation should enable all pupils to achieve the nest of their ability.

Differentiation can be catered for in a range of ways, such as;

-       Setting common tasks that are open-ended and can have a variety of answers

-       Setting tasks of increasing difficulty, where not all children can complete all tasks

-       Grouping children by ability and setting different tasks for each group

-       Providing a range of challenges through the provision of a variety of appropriate                                                        resources / equipment, individual, paired and group work

-       Consulting with young people about their needs and interests

SEN

In the case of SEN pupils, activities and equipment will be modified where necessary to enable maximum participation. Individual teachers will consult with the parent/carer with regard to the specific needs of their pupils, which will be supported where possible with due regard to health and safety. Intervention will be planned through School Action and School Action Plus.

G&T

The whole school register for Gifted and Talented pupils should include those talented in PE. Provision for these pupils in both curriculum, OSHL and beyond the school environment (such as multi skills academies) should be mapped and planned appropriately in partnership with those with G&T / subject expertise, parents/carers and the pupil.

Physical difficulties

Children who cannot in the short term be physically active such as those with injuries, long- term illness etc. should be involved in the non-performance aspects of the activity. They can work with individuals or groups helping with the evaluating and improving aspects of the tasks. Non-participants should change into suitable footwear (where appropriate) and be involved in consultative mechanisms i.e. focus group, questionnaires to identify barriers to participation.