Gospel Oak School PE Policy – page 1
Physical activity not only improves health, reduces stress and improves concentration, but also promotes correct physical growth and development. Exercise has a positive influence on academic achievement, emotional stability and interaction with others. Therefore both teachers and children should be aware of its importance.
At Gospel Oak School each class will be timetabled to have two Physical Education periods per week. The lessons will contain elements required by the National Curriculum of:
Key Stage 1: Games, Dance, Gymnastics, Swimming.
Key Stage 2: Games, Dance, Gymnastics, Athletics, Outdoor Education and Swimming.
1. To promote a healthy and fulfilling lifestyle by developing self-motivation to take part in physical activity outside school as recreation:
; by developing a positive attitude and interest in a wide range of physical activities.
; by raising awareness of issues regarding Health Related Fitness.
2. To contribute to the physical development of each child: size, strength, fitness, speed, gross and fine motor skills.
3. To contribute to the intellectual development of each child:
; aesthetic appreciation and understanding of Dance and Gymnastics.
; knowledge of the 6 areas of P.E. eg. the rules of different games.
4. To help establish the individual child's self esteem and confidence. To develop social skills (co-
operating in groups, playing fairly to rules, mixing with children from other schools).
Gospel Oak School will:
; Follow a broad and balanced PE curriculum fulfilling the demands of the National Curriculum.
; Aim to ensure every child moving on to secondary school can swim 25m and has basic water
; Ensure every child has to opportunity to represent Gospel Oak in a competitive sports fixture.
; Aim to develop the fitness of the individual, by ensuring a good pace in lessons and
incorporating fitness activities into physical education lessons as appropriate.
; Integrate, where possible, into other curriculum area (eg use of athletics data in ICT).
; Develop programmes that meet the needs of all the children, providing equal opportunities.
; Involve the community where possible - e.g. Sports Day, clubs, inter-school matches, outside
coaching personnel and resources.
; Ensure children wear a designated P.E. kit. for all lessons.
; Make allowances for children with disabilities and medical conditions, taking into account
children with special needs, through modified classroom programmes.
; Provide enjoyable experiences, where positive attitudes of sensitivity, co-operation,
competition and tolerance may develop
Gospel Oak School PE Policy – page 2
THE PE CURRICULUM
Teachers should use the curriculum framework (see appendix) as a starting point when planning their work in Physical Education. The framework has been devised to ensure adequate coverage of the National Curriculum six activity areas specified by the National Curriculum and a progression of skills. All classes will be expected to to have covered the 2 activity areas for their specific year group in each half-term block. Currently, one of these half term units of work is covered by the PE specialist in the class teacher’s non-contact time. The class teacher is responsible for the remaining unit of work. Time Allocation
Government stipulates all children should have a “Five hour offer” of PE and Sport. This is: 2 hours of
PE lessons per week in curriculum time, an additional 1 hour through clubs and extra-curricular activities on the school site (80% by July 2011), and a further 2 hours through a mixture of school and community/club organised sport (40% by July 2011). Each class is timetabled 2 sessions (Reception and KS1 – 1 hour 40mins, KS2 – 2 hours) in which they have priority of access over hall or
playground. Reception and KS1 classes are expected to timetable an additional 20 minutes during the week for short physical activity sessions. Teachers may choose to do PE work beyond the 2 hours but should ensure the hall or playground are not in use by another class.
Units of Work
The class teacher should identify from the curriculum map the 5-7 week unit of work their class will be following. In Swimming, the teacher should plan with the subject leader the targets for each group and these will be passed on to the instructors. In Gymnastics, Dance and Games these units of work are from the Val Sabin scheme of work. Staff should identify the key learning objectives from each lesson and identify these on their submitted Medium Term Planning.
Individual lesson plans may be taken directly from available resources (e.g. Val Sabin Folders) and adapted to suit the class. If the class teacher is confident he/she may choose to plan the lessons in their entirety. This is, in many ways, preferable, but teachers should ensure they plan to the weekly learning intentions of the unit of work. This will ensure logical progression throughout the unit of work and means skills will not be taught in isolation and there is a clear end objective. This objective may be realised explicitly in the final lesson. For example, with a performance in Dance, or a full (age appropriate) rules tournament in Games.
Basic Lesson Plan
1. Warm up - 3 to 5 mins gentle exercise or stretching.
2. Introduction (or Revision) - individual or pair work.
3. Development - more challenging tasks in small groups.
4. Conclusion - transfer of skill/s learnt to final activity e.g. playing small sided games or
performing a sequence in Gymnastics.
Further Points to Consider
; Insist on correct and safe PE kit - see section in Health and Safety.
; Use both teacher and pupil demonstrations rather than verbal explanation wherever possible -
make an effort to vary the children chosen.
; Generally, sit the class down when showing demonstrations. Make sure they are watching and
; Teach boys and girls together - in general insist on mixed groups and sometimes mixed pairs.
; Select a mixture of competitive and non-competitive activities.
Gospel Oak School PE Policy – page 3
; Provide for lots of activity and maximum involvement - do not play full-sided games (eg 11-a-
side football) where the weaker players will have little contact with the ball.
; Mix abilities where appropriate. In games, this will develop the skills of the weaker players and
ensure fair competition. In Dance and Gymnastics, this will encourage less confident children
to be more involved in a group activity.
; Encourage honest competition and the idea of doing one's best - work towards children
refereeing their own games.
; Choose suitable equipment for the age and ability of the pupils - eg in rounders progressing
from: throwing the ball, to using wide tennis bats, to using rounders bats.
; Count equipment in and out but use pupils, where possible, to help.
; Question pupils and encourage the class to develop an awareness and understanding of how to
use the skills they have learned appropriately - eg when to use a bounce pass in netball rather
than an overhead pass.
; Encourage independence by ensuring pupils have opportunities to express and develop their
own ideas. For example, children creating their own games with their own rules and scoring
How is PE teaching monitored?
PE is monitored once each year - primarily by lesson observations, but also by looking at planning, work scrutiny and talking to children.
HEALTH AND SAFETY
Foundation and KS1
Infants should be encouraged to bring trainers and shorts/track-suit bottoms for outdoor games. However, unless children have obviously dangerous footwear (eg. high heeled boots) all should take part. Indoors, infants should be encouraged to bring shorts but should otherwise take part in underwear and bare feet.
In the interests of safety and hygiene teachers must insist on children changing into the following kit for PE lessons. This will ensure consistency and avoid confusion for the children: Games and Athletics: Shorts and T-shirt for indoors lessons in the halls (track-suit bottoms and sweatshirts should only be necessary in the playground on a cold day). Properly fitting trainers or plimsolls
Dance and Gymnastics: As for Games but bare feet.
Swimming: Swimming costume, children are NOT allowed to swim in underwear. Some pools insist on trunks rather than shorts.
Outdoor Activities: Generally as Games, but otherwise clothing appropriate to the activity. General Points
; Teachers, if participating, should also wear appropriate clothing.
; Jewellery (except stud earrings) must be removed (loose religious items may be taped down).
Teachers will not take responsibility for looking after jewellery.
; Children should bring a note if they are unable to participate through illness or injury. Staff
should be vigilant if a pattern is non-participation is established for a variety of reasons
(including child protection issues).
; Children not going swimming through illness or injury should go to their split class.
Gospel Oak School PE Policy – page 4
; In all other PE lessons children not participating should remain with their class: helping in the
lesson or doing PE related work.
Children Without Kit
At the beginning of the academic year parents will be informed by letter of PE kit requirements and they will have the opportunity to discuss any serious reservations with the Head. If shorts, T-shirts or plimsolls are required these are available to borrow from the junior hall PE cupboard. Swim kit can be borrowed but must be: taken home, washed, dried and returned. A child who has forgotten their kit should first be reminded by the teacher. If it is a ongoing problem an informal conversation with the parents would be appropriate.
For minor injuries (bruises and bumps) children should be encouraged to continue where possible but sit and watch if necessary. For small cuts or grazes a friend should be sent with the injured pupil to go to the school office for a plaster if necessary.
For serious accidents (head injuries, serious cuts or suspected fractures) the teacher should stay with the child and send a responsible child to inform the school office. After the incident the teacher must complete an accident report form which is available in the office.
It is the responsibility of the teacher to take note of any medical conditions of individual children in their class (such as asthma, diabetes or epilepsy) so they can participate safely and as fully as possible. It should be noted that cold dry weather will exacerbate breathing problems for asthmatics and they should have their inhalers at hand if necessary.
The regular swimming sessions have been risk assessed and there is a guidance sheet (see appendix) which all staff should have and should be given to supply teachers taking classes swimming by their SMT first point of contact. The premises have been risk assessed by the site manager. All playgrounds and halls (including apparatus) are safety checked annually by a specialist company (Gymfix). Equipment is dealt with below.
EQUIPMENT AND RESOURCES
Small equipment is checked by the subject leader on an ongoing basis. If any defect is found in any of the PE equipment this must be reported immediately to the PE co-ordinator and taken out of use. Children should be made aware of safe handling of the PE equipment and should be taught the established Gospel Oak method of carrying Gymnastics apparatus (to ensure consistency throughout the school).
Gymnastics equipment for the KS1 classes is kept in the Infant Hall. Core Games equipment is kept in the PE cupboard in the Infant Hall (the key is available from the School Office). KS1 staff may also use KS2 equipment.
Gymnastics apparatus and equipment for the KS2 classes is kept in the Junior Hall. Most other equipment for the KS2 classes is kept in the PE store in the junior hall (the key is available from the
Gospel Oak School PE Policy – page 5
School Office). Any losses should be reported to the subject leader.
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Any new equipment required can be ordered through the PE coordinator.
Val Sabin lesson plans and other literature related to PE are kept in the Staff Room. All the music to accompany Dance lessons is stored as mp3 files to play through both halls computer/hi-fi system.
Inclusion in Physical Education means that all children have access to and are given confidence in the 6 activity areas, regardless of race, gender and ability. We should aim to create an environment in which all children learn to respect and value each other and each other's interests. This can be achieved by employing the following strategies:
; Mixing groups in terms of gender and ability.