Salford Priors C. of E. Primary School
This school policy reflects the consensus of opinion of the teaching staff and has the full agreement of the Governing Body. This policy is reviewed tri-annually.
“Physical education educates young people in and through the use of the body and its movement. It aims to develop physical competence so that pupils are able to move efficiently, effectively and safely, and understand what they are doing. It is essentially a way of learning through action, awareness and observation.”
Taken from Physical Education for ages 5-16, DES/Welsh Office 1991
At Salford Priors Primary School we aim “to provide maximum opportunities for each child to
develop to his/her full potential to form satisfying relationships with others”. Through P.E. we
hope to provide children with the background skills and motivation to enjoy physical activities and to incorporate this with their lifestyle.
The orders for Physical Education in the National Curriculum provide a basis for us to deliver a broad and balanced Physical Education programme enabling us to fulfil our main aims which are:
; To gain in confidence and have a sense of security and identity.
; To become independent
; To provide children with opportunities to promote physical development and
competence and to develop artistic, aesthetic and linguistic understanding through
; To give all children the opportunity to extend their range of physical skills and develop
their proficiency as well as appreciating the benefits of participation.
; To develop problem solving skills and personal qualities such as self-esteem, confidence,
tolerance and empathy, and to promote relationships between each other, the school and
; To promote physical activity, physical development, and a healthy, active lifestyle.
; To develop social co-operation and positive attitudes, and to compete with a sense of fair
; To promote and develop safe practice in physical activities.
; To provide opportunities for all children to achieve their full potential.
All pupils should have an equal entitlement to become independently active regardless of sex, race or cultural background.
All should be given the opportunity to develop capability in the attainment target for physical education.
Children identified as having special educational needs will be educated in accordance with the Code of Practice.
T Green 1 PE Policy July 2007
Quality and excellence to one’s own capability should be the target for all.
In order to become independently active the children need to develop the knowledge, understanding and skills to:
1. Be able to plan and prepare for activity
2. Carry out or perform the activity to the best of their ability
3. Review and critically appraise their own and others’ planning and performance of an
4. Have an understanding of the contribution of activity towards healthy living and lifelong
effective exercise which includes access and use of community opportunities; 5. Identify and apply safe practice principles to activity;
6. Develop personal and inter-personal skills in order to interact with others and gain
personal meaning from participation.
At Salford Priors Primary School we encourage the development of this knowledge in contexts which ensure:
1. Equality of opportunities – (hall timetabling, balanced programme, staff skills, grouping
of children, differentiation, challenging stereo-types)
2. A safe environment (sound risk assessment, concern for health and safety) 3. A well managed and organised framework (well taught, clear objectives, high standards,
good levels of activity, encouraging pupil independence and involvement, opportunities
to succeed and attain to the highest possible personal standards of achievement.) 4. Opportunities are provided for a range of activities, including playing for school teams
where children are able to.
1. Each class is timetabled for 2 sessions of P.E. per week with indoor and outdoor
facilities available. All children go swimming from Reception to Year 6, alternating
every half term. Therefore each child will swim for a term and a half in total each year.
Provision is also being made to incorporate the Year 6 Top up swimming scheme,
allowing additional opportunity for weaker swimmers in Year 5 and 6 to swim all year
round. After school clubs (KS1 and 2) an outdoor activity day (Year 3 and 4) and an
outdoor activity long weekend ( Isle of Wight,Y6) are also available to the children. 2. When setting out a balanced programme it is not necessary for each area of activity to
have an equal share of curriculum time provided that the programmes of study are
completed by the end of the key stage.
3. Children work individually in pairs, in small groups and whole class groups and when
attending clubs may do activities with different age groups.
4. Activities are planned to allow pupils to participate at their level of ability. 5. Religious and cultural conventions are respected.
6. Success and enjoyment through achievement are fundamental.
7. Opportunities for teamwork and competition are provided through school teams in
football, cricket, netball, rounders, athletics and swimming.
Timetabled P.E. activities are included in appendix.
Timetabled after school clubs activities are also included in the appendix.
T Green 2 PE Policy July 2007
A range of styles is used in most lessons including:
; Teaching the children as a class, small groups, pairs and individuals
; Children performing tasks to an audience i.e., to a partner, a group (small or large) or the
whole class for the purpose of evaluating their own and each others work.
; Problem-solving activities and open-ended tasks.
; Skill repetition.
; Use of work cards.
; Working independently.
; Use of appropriate vocabulary and subject specific language.
; Children planning their own games.
P.E. is a foundation subject and the National Curriculum requires programme of study opportunities for various areas of physical education to be taught within each key stage. In KS1 these are divided
into three areas (games, gym and dance) and in KS2 six areas (games, gym, dance, athletics, outdoor adventure activities, swimming).
1. Water confidence - personal safety
- enjoying activities in pool
2. First actions - leg kicks with float
3. Initial stroke - anything that covers 5m
4. Developing stroke - suitable style (usually crawl) to cover 10m 5. Widening stroke - introduction of backstroke and breaststroke, starting
with leg actions
6. Improving style - skills action, leg action, body position
7. Consolidating style - breathing patterns
8. Introducing distance - style points combined for 25m
9. Developing stamina - staying in control for longer periods using timer
(2 – 5 mins)
10. Extending skills – water based challenges, personal survival activities etc. 11. Advanced Safety - Water skills programme
12. Stroke Development – continued development work and some preparation for
competitive swimming skills and timed swimming activities.
The teaching of athletics at KS2 concentrates on acquiring skills in running, jumping and throwing. Lessons therefore provide children with opportunities in:
a) running- sprinting, relays, pacing over distance and hurdling
b) jumping- long jump, combinations of jumps and controlled landings. c) throwing- distance, targets and preparation of throws.
There are also chances to improve on one another’s throws and jumps, to time one another and be aware of personal achievements and goals.
Provision will also be made for children in KS2 to be taught and given time to develop indoor athletics skills as well
T Green 3 PE Policy July 2007
Outdoor and Adventurous Activities
At Salford Priors Primary we take Year 3/4 on an outdoor adventure day at a local outdoor adventure centre. We also take Year 6 to Little Canada PGL for a long weekend of outdoor adventurous activities.
The teaching of dance concentrates on acquiring and developing specific dance skills.
KS1 and Foundation Stage children experience jumping, turning, gesture, travelling and pause through use of Top Dance cards. They also respond to music and poetry as it arises in other areas of the curriculum.
Children are offered the chance to do maypole dancing in the spring term.
KS2 children remember and practise sequences, explore speed and tension, pattern, group work and partner work. This is often cross curricular, e.g., linked to science – Shadow Dance. They also
respond to music and poetry.
Children are offered the chance to do maypole dancing in the spring term.
The foundation stage use the BT Top Start games pack which introduces key learning objectives of basic motor skills, spatial awareness, co-ordination, control and estimation through fun activities.
Key stage one use and teach key skills required in games through individual, group and team exercises.
Key Stage Two use Val Sabin scheme games pack which teaches specific games skills through individual sport topics.
Key Stage One and Foundation Stage use the Val Sabin gymnastics programme alongside ideas from Top Gymnastics and Dudley Gymnastic plans.