High Ercall School recognises the vital contribution of physical education to a child’s physical, cognitive, social and emotional development as well as the role it can play in a child’s spiritual, moral and cultural development.
We aim to provide a broad and balanced P.E. curriculum to aid children’s increasing self-confidence in their ability to manage themselves and their bodies within a variety of movement situations. Through a balance of individual, paired and group activities, we aim to cater for the different strengths, needs and preferences of each child, using differentiated activities where appropriate. We believe that through the variety of opportunities that PE offers, children can develop a sense of personal achievement, emotional resilience, fair play, teamwork and an understanding of the ways in which sport can transcend social and cultural boundaries. We plan a range of activities that aim to provide children with a broad base of movement knowledge, skills and understanding, which they can refine and expand throughout their primary school years. All children are encouraged to join clubs and extend their interest and involvement in sport.
We encourage children to develop their creative and expressive abilities, through improvisation and problem-solving. Children are taught to appreciate the importance of a healthy and fit body, and begin to understand those factors which affect health and fitness.
Through the Government Funding for sport, where possible, the school will provide opportunities for pupils to work with PE specialists. The funding will support PE training by providing opportunities for teachers to work alongside specialist teachers.
Through the teaching of physical education and school sport we intend to equip our learners to:
Develop physical competence and confidence by acquiring and developing a range of fine and gross motor skills.
Promote fitness and a healthy lifestyle by understanding the effects of exercise on the body and the importance of developing strength, endurance and flexibility.
To realise that the right exercise for you can be fun and will give you energy for other things in life.
To develop decision making and problem solving skills.
To develop a positive, resilient attitude to themselves and others.
How is the curriculum for physical education organised?
We aim to provide a well-balanced curriculum which covers the statutory requirements for the Early Years Foundation Stage (EYFS) and the PE National Curriculum. In the Reception Class (EYFS), opportunities are provided for children to be active and to develop their co-ordination, control and movement through moving and handling activities which involve the use of a range of equipment and involve different spatial experiences. Structured lessons and opportunities for outdoor physical activity amount to at least two hours each week.
Pupils in both KS1 and KS2 engage in two hours of high quality PE during the course of each week. In KS1 the curriculum focuses on fundamental movement skills to develop agility, balance and co-ordination. Curriculum content includes ball skills and team games, gymnastic and dance activities. At KS2, pupils continue to apply and develop a range of skills, and units of work include a range of invasion, net / wall, fielding and striking games, gymnastics, dance, athletics and swimming. We also enrich children’s experiences through opportunities for outdoor and adventurous activities. A range of resources are used to support progression across the curriculum. Specialist coaches are provided through the school’s sport partnership and through PE and school sport premium funding.
During the summer term, KS2 pupils have a weekly swimming session at Short Wood Primary School. Lessons are differentiated to meet the needs of the individual, and it is our aim that all pupils can meet the 25 metres National Curriculum target by the end of year 6.
The school provides many competitive and non-competitive P.E. activities in and out of school time. These encourage children to further develop their skills in a range of the activity areas. The school sends details of the current club activities to parents at the beginning of each term and will provide as much notice as possible of forthcoming sports competitions. The school also plays regular fixtures against other local schools. This introduces a competitive element to team games and allows the children to put into practice the skills that they have developed in their lessons. These opportunities foster a sense of team spirit and co-operation amongst our children.
PE can link to other subjects, e.g. Literacy, (recount/report/ instructions), Science (body parts/pulse rates) and Maths (shape/position/directions/counting and graphical representation of data). ICT is also recognised as a potential tool for recording movements and actions to develop children’s ideas as well as the appropriate use of audio visual and data logging equipment.
How do we review learning in physical education?
Teachers assess children’s work in PE by making assessments as they observe them working during lessons. These observations enable the teacher to assess the attainment and progress for each child as part of the annual report to parents.
As opportunities arise, the children will take part in sporting activities with other schools, through the School Sport Partnership. Pupils who perform well in competitions are given the opportunity to compete in Shropshire Games competitions and further develop their skills through other sporting community links.
The monitoring of the standards of children’s work and of the quality of teaching in PE is the responsibility of the PE subject leader and senior management team. The work of the subject leader also involves supporting colleagues in the teaching of PE, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. The impact of the curriculum offer and pupil progress is monitored by the physical education subject leader, senior management and governors. Through lesson observations, the pedagogy and quality of teaching and learning can be assessed. As part of the school’s monitoring cycle, governors are encouraged to talk to pupils about their learning. These are shared in full governors’ meetings and contribute to future planning.