Physical Education

     Intent

The intent of the P.E. curriculum is to provide a high-quality physical education curriculum that 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.

Implementation

Strategies for the learning and teaching of the PE curriculum in EYFS & KS1

  • The P.E. curriculum at The Trent Rylands Federation follows the Curriculum Guidance for the Foundation Stage and The National Curriculum through the use of the REAL P.E. Scheme for Physical Education.
  • During the Foundation Stage, pupils are involved in a wide range of activities aimed at fulfilling the Early Learning Goals for physical development. These include a range of guided and independent activities conducted in the class, hall, playground and Foundation Stage garden and address the development of gross and fine motor skills.  They learn to move safely and confidently and develop an awareness of space.  Through discussion they begin to understand the need for exercise as a way of keeping themselves healthy.  They learn how to use a range of small and large equipment and develop control when handling smaller objects and tools. Pupils will also engage in strengthening & co-ordination exercises during Active Phonic lessons to promote skills needed to aid writing, fine motor control and gross motor development.
  • In Key Stage 1 P.E. is taught to incorporate the Curriculum Framework and the REAL P.E. Scheme for P.E. is used. Wherever possible cross- curricular links are used in order to add interest and to use and apply knowledge and skills. Pupils take part in activities designed to develop their knowledge, understanding and application of each National Curriculum attainment target.  Acquiring and developing skills; selecting and applying skills; tactics and compositional ideas; evaluating and improving performance; knowledge and understanding of fitness and health.  Each target is addressed through the teaching of the fundamental skills of agility, balance and coordination.
  • Teacher’s use the REAL P.E. Scheme of work to show the intended coverage of knowledge and skills for each topic. Differentiation for less and more-able children is included and applied as appropriate. Short-term plans in the Foundation Stage and Key Stage 1 are evaluated regularly.  Teachers use these evaluations to inform future planning.
  • Within the Trent Rylands Federation emphasis is placed on enjoyable, stimulating and challenging P.E. activities, enabling pupils to enjoy success and to be motivated to develop further individual potential. The ability to discuss and review performance is developed in line with the developmental ability of the child.
  • A range of teaching strategies is used including direct teaching, questioning, demonstration, modeling and review. Teachers may address the whole class or choose to work with groups or individuals to support their particular needs.
  • Positive attitudes are fostered towards:
    • Physical activity and healthy lifestyles and an understanding of the beneficial effects of exercise.
    • Competition and good sporting behaviour as well as success and limitations in performance.
    • Working individually, with others and being part of a team.
    • Safety procedures and the importance of rules.
  • Individual pupil needs are generally catered for in Teachers’ short-term plans. Support in P.E. lessons by Teaching Assistants, for example, is used when required. The P.E. curriculum at Trent Rylands Federation follows the Curriculum Guidance for the Foundation Stage and The National Curriculum through the use of the REAL P.E. Scheme for Physical Education.
  • A range of teaching strategies is used including direct teaching, questioning, demonstration, modeling and review. Teachers may address the whole class or choose to work with groups or individuals to support their particular needs.

 

STRATEGIES FOR THE LEARNING AND TEACHING OF PHYSICAL EDUCATION AT KS2

  • The P.E. curriculum at Beeston Rylands Junior School follows the The National Curriculum.
  • In Key Stage 2 P.E. is taught to incorporate the Curriculum Framework. Wherever possible cross- curricular links are used in order to add interest and to use and apply knowledge and skills. Pupils take part in activities designed to develop their knowledge, understanding and application of each National Curriculum attainment target.  Acquiring and developing skills; selecting and applying skills; tactics and compositional ideas; evaluating and improving performance; knowledge and understanding of fitness and health.  Each target is addressed through the teaching of the fundamental skills of agility, balance and coordination.
  • The school uses its Sport Development Fund to pay for Premier Sport to help deliver high quality PE, after school provision and staff CPD.
  • Pupil Premium students are targeted for after school PE clubs delivered by Premier Sports. Their views are taken into account when deciding upon this provision.
  • School baseline assesses children’s fitness level each year.
  • Teacher’s regularly engage in CPD with trained coaches to improve their own practice in delivering high quality PE.
  • At Rylands Junior School emphasis is placed on enjoyable, stimulating and challenging P.E. activities, enabling pupils to enjoy success and to be motivated to develop further individual potential. The ability to discuss and review performance is developed in line with the developmental ability of the child.
  • A range of teaching strategies is used including direct teaching, questioning, demonstration, modeling and review. Teachers may address the whole class or choose to work with groups or individuals to support their particular needs.
  • Positive attitudes are fostered towards:
    • Physical activity and healthy lifestyles and an understanding of the beneficial effects of exercise.
    • Competition and good sporting behaviour as well as success and limitations in performance.
    • Working individually, with others and being part of a team.
    • Safety procedures and the importance of rules.
  • Individual pupil needs are generally catered for in Teachers’ short-term plans. Support in P.E. lessons by Teaching Assistants, for example, is used when required.
  • The school also actively promotes enrichment opportunities to Pupil premium pupils using a pupil voice approach.
  • Working with our family of schools we also enable children to compete competitively with other schools.

Knowledge. Progression And Vocabulary In PE

 

 

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What our parents say:

"The children develop a strong bond with their teachers, and there is good evidence of the vision of the headteacher." "The opportunities provided for the children are excellent." "The headteacher goes the extra mile to make sure that parents feel involved, supported and satisfied with their children's experience of school." "We are delighted with the excellent standard of teaching." "Abigail really enjoys going to school and has made really good progress."
Trent Vale Infant and Nursery School