Charlton Kings Infants School

Transcription

1 Charlton Kings Infants School PE Policy Written by: Laura Jarvis Last reviewed: September 2016

2 CONTENTS No Title Page 1 Subject Definition 3 2 Statutory and non-statutory requirements 3 3 The school focus 3 4 Aims and objectives 3 5 Organisation at CKIS 3/4 6 Teaching and learning 4/ 7 Cross-curricular links 5 8 Assessment 5 9 SEND and able, gifted and talented provision 5 10 Resources 5 11 Staff roles, responsibilities and professional development 6 12 Cross phase links and links with outside agencies 6 13 Dissemination and review 6 2

3 1. Subject Definition Physical education provides for the acquisition and application of motor skills and the development of human movement through the process of planning, creating, performing and evaluating a variety of physical activities. 2. Statutory and non-statutory requirements To fulfil Key Stage One and Early Years Foundation Stage requirements that all pupils will be involved in a continuous programme of planning, performing and evaluating across the three areas of activity. 3. The school focus At Charlton Kings Infants School we acknowledge the importance of physical education as a foundation subject. Through this we aim to provide effective learning opportunities for all pupils and encourage active lifestyles. 4. Aims and objectives To deliver a broad, balanced, inspiring and progressive curriculum using the Lancashire scheme of work. To promote the needs and interests of all pupils, regardless of gender, culture or ability. 5. Organisation at CKIS In the EYFS and Kindergarten children experience physical education through activities linked to the EYFS curriculum. In PE lessons the children develop their fundamental movement skills through activities linked to their termly topic. In Key stage 1 (Year 1+2) teaching and learning objectives are supported by the Lancashire scheme of work. The three strands of the P.E breadth of study (dance, games and gymnastics) are taught as whole class activities. Each class is timetabled for two hall sessions per week. The field and playground are use by the whole school for games when weather permits. 3

4 Our curriculum plan shows when each unit will be taught in each year group Long-term over view YR Y1 Y2 Autumn1 Autumn 2 Spring 3 Spring 4 Summer 5 Summer 6 Ourselves Dance Dance The Train Ride Three Little Pigs Competitive athletics Dance Space Growth Dance Dance Gymnastics Dance/ FMS assessment Underarm throw Rolling a ball Catching/striking with a hand Overarm throw Competitive athletics Dance Dance Gymnastics Dance/ FMS assessment Athletics Honey pot Piggy in the middle Athletics Colour match Net Wall Striking and fielding Competitive athletics 6. Teaching and learning All physical education activities are taught by the class teacher, to the whole class, using a range of methods. Pupils learn through working individually, with a partner and in small groups. They are given information and instructions and have the opportunity to practise and improve the quality of their movement. Children observe one another and are encouraged to describe, question and comment on their observations. A level of differentiation is achieved by the setting of open-ended tasks and use of a range of apparatus. Medium term planning by the co-ordinator gives a weekly overview of the lesson at Key Stage 1. Extra curricular activities are also made available to the children. There are a number of weekly sports clubs run after school by members of staff for Year Two children. Year Two children take part in creativity afternoon once a week. On a rota system, children have access to a 45 minute session of sports. Creativity afternoon gives children access to sports they would not normally experience as part of PE lessons. In addition to this, all children have experience of a range of outside coaches teaching them different sports at different times across the school year. Key Stage One children also have opportunities to attend events outside of school, such as dance festivals and multi-skills festivals. 4

5 7. Cross-curricular links Physical education can help to support learning in other areas through use of poetry and music as dance stimuli, sequence planning (design), space and direction work (math/geography/ict), and co-operation / self-esteem (PSHE). It also makes a significant contribution to Health Education. The children are taught to begin to understand the effect of exercise on their bodies and the need for a healthy lifestyle. These cross-curricular links are identified in Medium Term Plans. 8. Assessment All teachers complete an assessment of the progress of children s fundamental movement skills. Children s are assessed against Key Progress Indicators using a whole school assessment system. Written / pictorial evidence of pupils work is kept by class teachers. 9. SEND and able, gifted and talented provision AGT children are identified in lessons as well as extra-curricular clubs. These children are given the opportunity to take part in outside clubs and are encouraged to demonstrate and lead activities. We ensure that every child with a talent or specific need is catered for, whether it is a learning or physical need. The subject co-ordinator works collaboratively with the SENCO and teachers. We: ensure identification of a child s learning needs and that these needs are catered for. set appropriate challenges for children with SEN. adopt a variety of teaching and learning methods. 10. Resources The school is well resourced for PE. Children have access to a rope bar and wall bars in order to further enrich gymnastics lessons. All staff are aware of how to use the wall bars. When using the wall bars, gymnastic mats are not to be used, as advised by baalpe, guidelines of safety in physical education. All apparatus, including games equipment, gymnastic equipment and resources for teachers, are clearly labelled and stored in the hall or PE shed. 5

6 11. Staff roles, responsibilities and professional development Pupil interviews are carried out annually and findings are fed back to staff. Planning is reviewed annually and advice is given where necessary. The coordinator attends relevant subject training and feeds back to colleagues. The coordinator organises inset and model lesson from experts (e.g. gym instructor) according to identified needs. The coordinator monitors the spending of the School Sports Premium to ensure the funding has the most effective and sustainable impact on children s attainment and participation in PE. 12. Cross phase links and links with outside agencies The school has strong links with outside agencies in PE. Outside clubs are often invited into school as part of demonstrations and children are encouraged to attend sports clubs. The PE coordinator meets with members of staff from both CKJS and Balcarras as part of cluster meetings. The school is an active member of Cheltenham and North Tewksbury School Sports Network. 13. Dissemination and review This policy has been written to reflect current practice at Charlton Kings Infants' School. A copy can be found on the website. The policy will be reviewed annually and any amendments will be discussed with staff and governors. 6