Physical Education

 

Intent:

From Reception to Year 6, we aim to deliver high quality Physical Education (P.E) learning opportunities which promote children’s enjoyment and lifelong love of physical activity.  We prioritise developing pupils’ fundamental movement skills from the beginning of their time at Peover Superior Primary School, as well as ensuring that they have a healthy, active lifestyle which is supported by maintaining and improving their fitness levels.  We believe that physical activity is integral for children’s emotional and mental wellbeing so we ensure children have regular physical activity through two P.E sessions each week, offering a wide range of extra-curricular sporting activities and incorporating opportunities for exercise into the school day.  Our focus on the fundamental skills of agility, balance, coordination and core strength allows children to regularly improve their ‘personal best’ and apply basic skills to a range of sports and activities.  We intend to inspire all of our pupils, regardless of physical disability, to participate and excel in competitive sport within P.E lessons, intra-school competitions, inter-school tournaments and by promoting local sports clubs in which children can further develop their skills as well as their enthusiasm for physical activity.  We aim for pupils to be competitive in a fair and respectful way and to participate in sporting activities cooperatively as part of an effective team – this message is regularly reinforced and celebrated to embed lifelong values. 

 

 

Design:

Our Physical Education (P.E) curriculum is designed to:

• Provide challenging and enjoyable learning opportunities through a range of sporting activities which include: invasion games; net, wall and racket games; striking and fielding games; gymnastics; dance; swimming and outdoor and adventurous activity.
• Ensure that the requirements of the National Curriculum are met through the long-term plan which sets out the P.E units and content that staff will teach throughout the year.
• Deliver two high quality P.E lessons each week, covering two sporting disciples in every half term.  In Reception and Key Stage One, lessons are usually delivered by class teachers.  In Key Stage Two, lessons are mostly delivered by Premier Sport coaches in collaboration with class teachers.
• Ensure PSHE is a regular feature of P.E lessons and during sporting events by teaching children how to operate in teams and the etiquette associated with taking part in physical activities.  
• SMSC is a regular feature of PE lessons; students learn how to operate in teams and the etiquette associated with taking part in physical activities. Students are taught strategies to solve problems in how to outwit an opponent or design/choreograph a gymnastic/dance sequence.  Subject specific vocabulary is used regularly and expected to be used accurately by the students.
• Encourage pupils to participate in a variety of extra-curricular activities at lunchtimes and after-school through regularly altering sporting disciplines and several free clubs being offered.  Additionally, use pupil voice to inform which extra-curricular sports  are chosen.
• Involve all children in regular intra-school competitions for a variety of different sports and activities and actively promote equality, fairness, respect and sportsmanship during such events. 
• Encourage children to participate in inter-school competitions within the local area through engagement in the Holmes Chapel Cluster and the Small Schools Cluster.  Such competitions reinforce the important values of equality, fairness, respect and sportsmanship as well as offering children opportunities for competitive sport.  These events also develop children’s team work, communication and leadership skills which are useful lifelong attributes.
• Include children with varying sporting abilities as well as those with physical disabilities within P.E lessons.  Furthermore, provide them with opportunities for inter-school competition through participation in Boccia and Kurling tournaments in the Holmes Chapel Cluster.  This ensures we have an inclusive approach to competition with all abilities having access to competitive sport.
• Promote physical activity through the use of Play Leaders from Years 5 and 6.  Play Leaders are sporting role models for younger children who assist with the delivery of lunchtime clubs, officiate and help to prepare intra-school competitions including our annual Sports Day and organise playtime games for other children in the school.  They are trained to promote teamwork and cooperation through a range of enjoyable games and activities.
• Encourage children to participate in a variety of sporting activities by engaging with local clubs and promoting them on our Local Clubs noticeboard.  Additionally, we invite local clubs into school during National School Sports Week to lead workshops for our children and Premier Sport provide workshops for different sports during this week.  Examples of sports offered during National School Sports Week include archery, boccia, fencing, bubble football, lacrosse, triathlon, badminton and street dance.  We aim to ensure that National School Sports Week provides the children with opportunities to develop their skills, improve their fitness and try something new.
• Ensure children receive swimming instruction in Years  5 and 6 for a full term so that they can use a range of strokes effectively, swim competently and confidently over a distance of at least 25 metres and know how to remain safe in and around water for life. 
• Encourage children to lead a healthy, active lifestyle through frequent completion of the Golden Mile.  Children’s miles are tracked and they are rewarded when they have completed various distances – these achievements are celebrated during assemblies.  
• Develop children’s fundamental movement skills and fitness through the use of termly Golden Mile and My Personal Best assessments.  We use these assessments to track children’s fundamental skills and fitness levels so that we can support those children whose are inactive or would benefit from further teacher support during lessons or extra-curricular sessions.   
• Ensure opportunities for children to participate in outdoor and adventurous activity challenges both individually and within a team are planned yearly through careful and thorough planning of residential trips.