birmingham - mayfield school · mayfield school physical education handbook 2015 | subject leader:...

Mayfield School

Birmingham

Mayfield School Physical Education Handbook 2015 | Subject Leader: Sarah Davis 2

January 2015


Contents

Page

An Introduction to Physical Education 4

Physical Education Subject Policy 5

Early Years Foundation Stage 7

Key Stage 1 Curriculum 10




Key Stage 4 Accreditation 14

Key Stage 5 Accreditation 15

P Level Assessment Criteria 16

National Curriculum Assessment Criteria 17

Glossary of Terms 18


An Introduction to Physical Education

Physical Education is delivered to all pupils at our Heathfield Road and HML sites. Each class learns through a wide breadth of study, dependent on their Key Stage. Pupils partake in schemes of learning covering a range of activity areas. PE is also used to reinforce learning across other subjects within the curriculum and develop pupils’ communicative skills through the incorporation of Intensive Interaction, PECS, group discussions and peer and self-assessment within lessons.

The government is currently providing Sports Premium funding for primary schools, which is calculated by the number of primary-aged pupils (between the ages of 5 and 11) as at the annual schools census each January. All schools with 17 or more primary-aged pupils will receive a lump sum of £8000 plus a premium of £5 per pupil. The funding is being jointly provided by the Departments for Education, Health and Culture, Media and Sport, and will see money going directly to primary school Headteachers to spend on improving the quality of sport and PE for all their children. At Mayfield this has been used to employ a specialist PE teacher, which has allowed for high quality and varied Physical Education to be delivered as part of every child’s curriculum. The breadth of study provided for each class is tailored depending on the needs of each child within and is designed to develop all pupils holistically. All children are appropriately challenged as a result of consistent, on-going assessment and personalised learning outcomes. As a result of employing a specialist PE teacher we are now able to offer trampolining and rebound therapy as part of our PE curriculum.


Physical Education Subject Policy

Aims and Objectives Physical Education is delivered to pupils in a safe and engaging environment that is designed to meet the individual needs of all who participate. Physical Education is fundamentally used as a tool to encourage;

• a physically active and healthy lifestyle • cooperation, teamwork and social and communicative skills • the building of self-confidence and self-esteem • an awareness of the body in relation to both space and others and changes that

occur during physical activity • imagination and exploration • developing control and coordination • the incorporation of pupils’ physiotherapy programmes where applicable

Planning Mayfield School uses the National Curriculum 2014 for England as a basis for the planning, delivery and assessment of Physical Education. Long term planning demonstrates a whole-school overview for PE, highlighting the activity area to be covered by each class every half term. Children participate in a wide breadth of study, based on Mayfield’s half-termly topics where applicable, to reinforce wider learning and allow for holistic development. Medium term planning uses schemes of work that are designed and based on progressive and challenging learning objectives and that ensure consistently high expectations of all pupils are maintained. Medium term plans are extremely detailed and contain differentiated plans for several ability groups, per lesson. Plans are annotated post-delivery and reviewed as a result. Delivery All pupils receive at least one hour of Physical Education per week, exclusive of swimming/ hydrotherapy/ rebound therapy/ soft play/ fitness suite allocations. At least one lesson across the school’s two week timetable is delivered to each class by the subject specialist, with the majority of classes receiving one lesson weekly from the subject specialist. Safe practice is paramount when delivering PE to all pupils. Constant dynamic risk assessments are conducted by all staff involved in the delivery of PE and pupils are encouraged to develop an awareness of personal safe practice. In addition to this the auditing, maintenance and replacement of equipment is monitored continuously by both the subject leader and an external company.


Assessment Pupils’ attainment and progress is continuously and consistently assessed through formative and summative means. Both staff and pupils are encouraged to maintain high levels of expectation with regards to attainment. Assessment is evidenced each half term upon the completion of an activity area. Evidence contributes to pupils’ progress folders. Extra-Curricular Opportunities During the Spring/ Summer terms pupils in Key Stages 1 and 2 have the opportunity to participate in lunch time sports activities in a designated area of the playground. Pupils in Key Stages 3, 4 and 5 have the opportunity to attend a fitness club in addition to their PE lesson. The purpose of this is to increase the provision of extra-curricular physical activity during the school day, thus increasing pupils’ participation in sport. Annually, during the Summer term, all pupils have the opportunity to participate in Mayfield’s sports day. Pupils attend various inter-school competitions for a range of activities throughout the calendar year. Accreditation Pupils in Key Stage 4 and undertake the following qualification affiliated by WJEC; WJEC - Entry Pathways – Physical Education within Healthy Living and Fitness (Entry 2/3). Pupils will receive an award or a certificate dependent upon the number of credits gained. Pupils in Key Stage 5 complete the UK Sports Leaders Level 1 Award in Sports Leadership.


Early Years Foundation Stage

Pupils in the EYFS experience Physical Education predominantly through the second of the three prime areas of learning; physical development. All of the characteristics of effective learning contribute to such experiences and pupils’ overall progress in PE.

Statutory Framework for EYFS (2012) The EYFS Profile summarises and describes children’s attainment at the end of the EYFS. It is based on ongoing observation and assessment in the three prime and four specific areas of learning, and the three characteristics of effective learning, set out below:

The prime areas of learning: • communication and language • physical development • personal, social and emotional development The specific areas of learning: • literacy • mathematics • understanding the world • expressive arts and design Characteristics of effective learning: • playing and exploring • active learning • creating and thinking critically In Nursery there are daily opportunities for outdoor play / Physical Development activities. The children have access to equipment and resources including slides, climbing frames, bikes, scooters, cars, tunnels and balls, which encourage gross motor movements- including running, jumping, climbing, kicking, throwing, cycling, pushing, pulling, rolling and crawling. There are also enhancement resources used regularly which may be connected to a particular topic or the children's particular interests for fine and gross motor skill development such as; mark making opportunities on a large or small scale, dancing (accompanied by instruments, scarves etc.), dressing up, building blocks and puzzles. All of these activities contribute towards meeting the EYFS development statements and the children have regular access to them in order to work towards the early learning goals.


The Prime Areas of Learning (Statutory Framework for EYFS, 2012) Prime areas of learning Communication and language development involves giving children opportunities to speak and listen in a range of situations and to develop their confidence and skills in expressing themselves.

ELG 01 Listening and attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events, and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

ELG 02 Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

ELG 03 Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical development involves providing opportunities for young children to be active and interactive, and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

ELG 04 Moving and handling: Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

ELG 05 Health and self-care: Children know the importance for good health of physical exercise and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Personal, social and emotional development involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

ELG 06 Self-confidence and self-awareness: Children are confident to try new activities, and to say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or do not need help.

ELG 07 Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

ELG 08 Making relationships: Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.


Assessment and Attainment (Statutory Framework for EYFS, 2012) Playing and Exploring - Engagement Finding out and exploring is concerned with the child’s open-ended hands-on experiences which result from innate curiosity and provide raw sensory material from which the child builds concepts, tests ideas and finds out. Using what they know in their play describes how children use play to bring together their current understandings, combining, refining and exploring their ideas in imaginative ways. Representing experiences through imaginative play supports the development of narrative thought, the ability to see from other perspectives, and symbolic thinking. Being willing to have a go refers to the child finding an interest, initiating activities, seeking challenge, having a ‘can do’ orientation, being willing to take a risk in new experiences, and developing the view of failures as opportunities to learn. Active Learning - Motivation Being involved and concentrating describes the intensity of attention that arises from children concentrating on following a line of interest in their activities. Keeping on trying refers to the importance of persistence even in the face of challenge or difficulties, an element of purposeful control which supports resilience. Enjoying achieving what they set out to do refers to the reward of meeting one’s own goals, building on the intrinsic motivation which supports long-term success, rather than relying on the approval of others. Creating and Thinking Critically - Thinking Having their own ideas covers the critical area of creativity - generating new ideas and approaches in all areas of endeavour. Being inventive allows children to find new problems as they seek challenge, and to explore ways of solving these. Using what they already know to learn new things refers to the way in which children develop and link concepts, find meaning in sequence, cause and effect and in the intentions of others through both narrative and scientific modes of thought. Choosing ways to do things and finding new ways involves approaching goal-directed activity in organised ways making choices and decisions about how to approach tasks, planning and monitoring what to do and being able to change strategies.


Key Stage 1 Curriculum The National Curriculum in England (Key Stages 1 and 2 framework document, September 2013) Purpose of study A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. Aims The national curriculum for physical education aims to ensure that all pupils:

• develop competence to excel in a broad range of physical activities

• are physically active for sustained periods of time • engage in competitive sports and activities • lead healthy, active lives.

Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Subject content - Key stage 1 Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils should be taught to:

• master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

• participate in team games, developing simple tactics for attacking and defending • perform dances using simple movement patterns

Swimming and water safety All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:

• swim competently, confidently and proficiently over a distance of at least 25m • use a range of strokes effectively [e.g. front crawl, backstroke and breaststroke] • perform safe self-rescue in different water-based situations.






Subject content - Key stage 2 Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to:

• use running, jumping, throwing and catching in isolation and in combination • play competitive games, modified where appropriate [for example, badminton,

basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

• develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

• perform dances using a range of movement patterns • take part in OAA challenges both individually and within a team • compare their performances with previous ones and demonstrate improvement to

achieve their personal best





Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Subject content - Key stage 3 Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity. Pupils should be taught to:

• use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]

• develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics]

• perform dances using advanced dance techniques within a range of dance styles and forms

• take part in OAA which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group

• analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best

• take part in competitive sports and activities outside school through community links or sports clubs






Subject Content - Key stage 4 Pupils should tackle complex and demanding physical activities. They should get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle. Pupils should be taught to:

• use and develop a variety of tactics and strategies to overcome opponents in team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]

• develop their technique and improve their performance in other competitive sports,[for example, athletics and gymnastics], or other physical activities [for example, dance]

• take part in further outdoor and adventurous activities in a range of environments which present intellectual and physical challenges and which encourage pupils to work in a team, building on trust and developing skills to solve problems, either individually or as a group

• evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best

• continue to take part regularly in competitive sports and activities outside school through community links or sports clubs


Key Stage 4 Accreditation Pupils in Key Stage 4 have the opportunity to gain an Entry Level qualification in Physical Education, affiliated by the WJEC board. WJEC - Entry Pathways – Physical Education within Healthy Living and Fitness can be taken at Entry Level 2 or 3. Unit titles are as follows;

N.B Pupils will experience each unit through two varied activity areas, for example when undertaking the ‘Individual or Partner Activities’ unit pupils will participate in athletics and tennis, allowing them to apply and develop learning in two different contexts.

Unit Title Option Credits

6430 Physical Education: Adventurous Activities E2 3

6430 Physical Education: Adventurous Activities E3 3

6431 Physical Education: Creative Activities Dance E3 3

6431 Physical Education: Creative Activities Dance E2 3

6432 Physical Education: Gymnastic Activities E2 3

6432 Physical Education: Gymnastic Activities E3 3

6433 Physical Education: Preparing for Sporting Activities E2 1

6434 Physical Education: Individual or Partner Activities E3 4

6434 Physical Education: Individual or Partner Activities E2 4

6435 Physical Education: Team Competitive Activities E2 4

6435 Physical Education: Team Competitive Activities E3 4

6436 Physical Education: Frequent and regular Physical Activities for Health, Fitness and Well E2 3

6436 Physical Education: Frequent and regular Physical Activities for Health, Fitness and Well E3 3


Key Stage 5 Accreditation Pupils in Key Stage 5 work towards the Sports Leaders UK Level 1 Award in Sports Leadership. Unit titles are as follows;

Unit Title Guided Learning Hours

1 Plan, Lead and Review a Sports Activity 12

2 Developing Leadership Skills 3

3 Lead Activities that Promote a Healthy Lifestyle 5

4 Fair Play in Sport 5

5 The Role of the Official 5

6 Opportunities in Sport and Recreation 3


P Level Assessment Criteria

Physical Education P Level Descriptors

P1(i) I can encounter activities and experiences in a passive or resistant manner. I may show simple reflexive responses but any participation is fully prompted.

P1(ii) I can show an emerging awareness of activities. I may have periods when I appear alert and may give intermittent reactions.

P2(i) I can begin to respond consistently to familiar people, events and objects. I can begin to react to new activities and show interest in people, events and objects. I can accept and engage with coactive exploration.

P2(ii)

I can begin to be proactive in my interactions. I can communicate consistent preferences and affective responses. I can recognise familiar people, events and objects. I can perform actions, often by trial and improvement, and remember learned responses I can cooperate with shared exploration supported participation.

P3(i)

I can begin to communicate intentionally and seek attention with eye contact or gestures. I can request events or activities, for example, pointing to a particular piece of PE equipment. I can participate in shared activities with less support. I can sustain concentration for short periods of time. I can explore materials in increasingly complex ways. I can observe the results of my own actions with interest. I can remember learned responses over more extended periods.

P3(ii)

I can use emerging conventional communication. I can greet known people and may initiate interactions and activities. I can remember learned responses over increasing period and anticipate known events. I can respond to options and choices with gestures and actions. I can actively explore objects and events for more extended periods. I can apply potential solutions systematically to problems, for example, intercepting a ball.

P4 I can demonstrate established movement patterns and perform single actions. I can respond to simple commands, for example, ‘start’ and ‘stop’. I can recognise familiar pieces of equipment. I can demonstrate an awareness of cause and effect, for example, knocking down skittles.

P5

I can link two actions in a sequence. I can follow simple instructions although I may need symbolic or other support. I can explore a variety of movements and show some awareness of space. I can understand basic concepts, for example, taking big steps and little steps. I can take turns with a partner or in a small group. I can recognise and collect, on request, familiar pieces of equipment.

P6

I can work in pairs and small groups cooperatively, although I may need some support. I can move in a variety of ways, for example, quickly and slowly. I can link movements in a simple sequence, although I may need some support to do so. I can recognise small and large apparatus and use it with some basic control. I can throw and kick a ball, however I lack direction.

P7

I can express myself through repetitive and simple sequences and movement patterns. I can demonstrate developing control and coordination, for example, I can throw or kick a ball to a partner or target. I can listen to instructions and stop and start with some accuracy. I can work closely in pairs, trios or small groups. I can share and wait my turn. I can show an awareness of the changes that happen to my body when I am active.

P8

I can move with some control and coordination. I can follow and imitate sequences and patterns in my movements. I can use small and large apparatus safely. I can demonstrate that I am aware of space, myself and others. I can play simple games and follow game rules with support. I can keep score of simple games with support.


National Curriculum Assessment Criteria

In order to ensure continuity and consistency in the assessment of pupils’ progress in Physical Education we continue to use the following NC level descriptors.

Physical Education

National Curriculum Level Descriptors

NC1 I can copy, repeat and explore simple skills and actions with basic control and coordination. I can start to link skills and actions in ways that suit the activity. I can describe and comment on my own and others’ actions. I can discuss how to exercise safely and how my body feels during an activity.

NC2

I can explore simple skills. I can copy, remember, repeat and explore simple actions with control and coordination. I can vary skills, actions and ideas and link these in ways that suit the activities. I can begin to show some understanding of simple tactics and basic compositional ideas. I can compare my own and others’ performances, suggesting improvements. I can demonstrate an understanding of how to exercise safely. I can describe how my body feels during different activities.

NC3

I can explore simple skills. I can copy, remember, repeat and explore simple actions with control and coordination. I can vary skills, actions and ideas and link these in ways that suit the activities. I can begin to show some understanding of simple tactics and basic compositional ideas. I can compare my own and others’ performances, suggesting improvements. I can demonstrate an understanding of how to exercise safely. I can describe how my body feels during different activities.

NC4

I can link skills, techniques and ideas and apply them accurately and appropriately. I can show precision, control and fluency when performing. I can show that I understand tactics and composition. I can compare and comment on skills, techniques and ideas used in my own and others’ work and use this understanding to improve my own performance. I can explain and apply basic safety principles when preparing for exercise. I can describe how exercise affects my body and why regular, safe activity is good for my health and wellbeing. I can work with others to plan and lead simple practices for myself and others.

NC5

I can select and combine skills, techniques and ideas and apply them accurately and appropriately in different physical activities I can consistently show precision, control and fluency when performing in activities. I can show that I can draw on what I know about strategy, tactics and composition to produce effective outcomes. I can modify and refine skills and techniques in order to improve my performance and adapt my actions to respond to changing circumstances. I can analyse and comment on skills, techniques and ideas and how these are applied in my own and others’ work. I can explain how my body reacts during different types of activity and why physical activity is an essential component of a healthy lifestyle. I can plan, organise and lead practices and activities safely, helping others to improve their performance


Glossary of Terms

Aesthetic Something performed with beauty and sensitivity, pleasing the performer and the spectator

Agility The ability to move the body in space at speed under control.

Cardiovascular endurance

The ability of the heart and lungs to operate efficiently during an endurance event

Closed skills Skills performed in an unchanging environment (e.g. golf swing or tennis serve)

Conditioned game Where the rules or the way a game is played is changed during a practice session to work on a particular aspect

Consistency Being able to perform a skill properly, the same way each time

Control Being able to perform something in a regular and consistent way

Co-ordination The ability to properly control your body when performing an action. Usually associated with moving two or more body parts at the same time

Differentiate A way of making a physical activity harder or easier in training or practice

Endurance An ability of performers to keep going with a movement or activity for a prolonged period of time

Extra-curricular activity An activity which takes place at a school outside time-tabled lesson time

Feedback Information a performer receives about their performance

Fitness A variety of factors which combine to give a sportsperson an efficient body, able to cope with the demands of the environment

Group skills Skills which are performed within a unit or group in a team.

Heartbeat One contraction and one relaxation of the heart.

Hygiene Ways of maintaining cleanliness and health, good personal habits.

Individual skills Physical skills performed on your own.

Invasion games Physical activities where teams have to get into their opponent‘s area in order to score.

Movement replication Being able to exactly copy and repeat a physical movement.


Muscle tone The tension which remains in the muscles even at rest.

Muscular endurance The amount of dynamic strength in a muscle, its ability to keep working for long periods.

Open skills Skills which exist in a situation that is constantly changing.

Posture The position in which a person holds their body.

Power The combination of the maximum amount of speed with the maximum amount of strength.

Practice Frequent repetition of an act skill or physical activity.

Pulse raisers Exercises designed to increase the heart rate.

Pulse rate The rate per minute at which the heart beats.

Reinforcement Going over a movement or skill many times to ensure it is correct

Routine A regular and repeated procedure often of rehearsed and set moves.

Self-esteem A feeling of being pleased with, proud or confident of oneself.

Skill An ability to perform certain activities or movements with control or consistency to bring about a desired result.

Static / passive opponent An opponent in a practice situation who does not get actively involved.

Station A place or area which is part of a circuit used in circuit training.

Stimulus Something (such as music) which influences or assists a performance.

Tactics Pre-arranged and rehearsed strategies or methods of play.

Teamwork The ability of a team to work together as a single unit with a common aim.

Technique The manner in which someone performs a skill.

Transfer of skills Skills which are common between different physical activities and which can be performed in them.

Warm down A period of gentle exercise after taking part in a physical activity to allow the body to recover safely and return to its normal state.

Warm up A preparation period before taking part in a physical activity.

birmingham - mayfield school · mayfield school physical education handbook 2015 | subject leader:...

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