Manor Junior School Policy for Physical Education

Introduction
This is a statement of the aims, principles and strategies for teaching and learning of Physical Education at Manor Junior School. It was developed in October 1997 through a process of consultation with teaching staff. It was approved by the governing body in conjunction with the Policy for Teaching and Learning. This policy will be reviewed annually. A schedule for the review is set out in the school's development plan.

What is Physical Education (PE)?
PE is the building block to hopefully ensure fitness for life, both in mental and a physical capacity.

Aims
Manor Junior School aims that all children will

• Enjoy P.E.
• Be physically active for sustained periods of time.
• Appreciate the importance and benefits of good health by doing P.E. on the short and long term basis.
• Experience all aspects of P.E. areas of activity.
• Develop positive attitudes towards physical activity in team and individual situations.
• Be aware of safe practice in physical activity with regards to:-
      Their body and b) Correct usage of equipment.·

Principles of the Teaching and Learning of PE

PE is a foundation subject in the National Curriculum.

It is split into six areas of activity at Key Stage 2 (as listed below) within which the underlying general requirements of P.E. (as listed in the National Curriculum) need to be practised.

Strategies for the Teaching of PE.

PE is organised into the following activities:

• gymnastics,
• games,
• dance,
• swimming,
• athletics,
• outdoor and adventurous activities
• 1.5 hours per week should be spent on P.E. each week.

Children to be taught key skills by:

• 1. Teacher demonstrations where possible.
• 2. Children observing good practice displayed by their peers.
• 3. Observation of examples of good practice recorded onto video tapes.

• Children will have access to Appropriate resources to suit the needs of all abilities.
• Children will have opportunities to plan, perform and evaluate activities.
• Children will be working individually, in paired or group situations - of mixed and / or similar abilities as and when appropriate.
• Differentiated activities to allow all children including S.E.N. to achieve.
• Pupils with particular ability and flair for P.E. will be extended by encouraging them towards organised clubs and groups in school and the community.
• Children will have opportunities to learn by exploring, experimenting, repeating, practising, refining and applying skills.
• By the support of specialist teachers e.g. staff from Barking Abbey and qualified instructors.
• Commercially available schemes of work may be used to support the schools own scheme.

Strategies for Ensuring Progress and Continuity

Planning in PE is a process in which all teachers are involved, wherein

• the foundation for curricular planning is the Development Plan, National Curriculum and Borough Guidelines for P.E.
• plans are drawn up by staff working groups and are carefully balanced to ensure full coverage of the National Curriculum in terms of programmes of study, general requirements and level descriptors
• schemes of work for PE are developed by the co-ordinator (in collaboration with the staff) and are integrated into the curriculum
• staff meetings are used to discuss the PE curriculum and ensure consistency of approach and of standards and to introduce new resources and equipment
• weekly plans are drawn up by teachers using agreed formats.

The role of the PE leader is to

• take the lead ensuring progression and continuity in PE throughout the school
• support colleagues in their development of work plans and assessment of pupil’s attainment
• monitor progress especially in terms of standards in PE and take appropriate action
• take responsibility for the organisation of resources for PE
• keep up-to-date with developments in PE education and disseminate information to colleagues as appropriate.

Assessment

Assessment is used to guide the progress of pupils in P.E. It involves identifying each child’s progress in each aspect of the subject to inform future planning. Suitable methods for assessment include:

• Observation of small groups engaged in a practical task with a focus on a small number of assessment criteria
• individual discussions in which children are encouraged to appraise their own work and progress with advice on how to improve their standard.

Strategies for recording and reporting Continuous Assessment is made on pupil’s progress in P.E.

Reporting to parents is done through interviews and annually through a written report.

Reporting in P.E. will focus on each child’s interest in P.E.

achievement in physical activity in terms of level descriptors.

Resources in P.E. are the responsibility of the P.E. leader plus staff. They include (see appendices)

Time is a resource that we value. To maximise its use in P.E. a timetable of use of the hall, playgrounds and field will operate. swimming will be organised into three termly courses according to age.

Health and safety issues in PE include

• need to wear appropriate clothing
• body hygiene
• safe storage and transportation of equipment
• regular safety checks on all equipment.
• need to follow rules and safe practices (road safety)
• importance of warm up and recovery period when exercising

Appendices may include

• lists of centrally held resources for PE
• planning sheets
• schemes of work and guidance notes for teachers on various aspects of PE teaching
• book lists and lists of available reference books for teachers on the teaching of PE