PE

Introduction

At Appletree Gardens, we believe that Physical Education is a unique and vital contributor to a pupil’s physical development and well being. Our high quality P.E. programme develops knowledge skills and understanding so that our children can perform with increasing competence and confidence in a range of physical activities. 

Our P.E. programme aims to contribute to the personal development, health and wellbeing, enjoyment, success and achievement of all pupils across the curriculum and beyond. It allows our children to learn, think and make decisions in different ways in response to creative, competitive and challenging activities. P.E. also helps our children to develop personally and socially through working in teams and undertaking different roles and responsibilities.

 

Intent:

  • Provide opportunities for our children to take part in a range of competitive, creative and challenge type activities.
  • To develop our children's self-confidence in a range of physical environments.
  • To promote positive attitudes towards active and healthy lifestyles.
  • To encourage our children to reflect on their actions in order to improve the quality of their actions, performance or composition.
  • Provide opportunities for our children to think about what they are doing and make appropriate decisions for themselves.
  • Provide our children with opportunities to use imaginative ways to express and communicate ideas, solve problems and overcome challenges.
  • To provide feedback to our children, involving them in their learning, allowing them to plan how to improve their performance.
  • Provide an environment for our children to be committed to P.E. and Sport both in and out of school.

Our Curriculum offer:

We aim to offer our children the chance to participate in at least 2 hours of high quality P.E. per week, through a broad and balanced curriculum.

This will offer the children the opportunity to develop their physical skills and understanding in a range of creative, competitive and challenge type activities. The curriculum map is progressive to ensure skills are developed, mastered and applied in a range of contexts.

Schemes of Work are provided for each unit of work, and ensure that pupils have the opportunity to:

    • Acquire and develop new skills
    • Select and apply appropriate skills, tactics and techniques
    • Evaluate their own and others performances in order to make improvements
    • Experience a range of roles/responsibilities
    • Make decisions and solve problems
    • Work individually, in pairs and teams

 

 

Implementation:

In 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 are able to engage in competitive (both against self and against others) and cooperative physical activities, in a range of increasingly challenging situations.

Pupils are taught to: Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, 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.

In Key Stage 2 children 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 enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils are 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, rounder’s 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 outdoor and adventurous activity challenges both individually and within a team. Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

 

Progress:

In Appletree, we use a progressive teaching manual provided by Val Sabin Publications. We believe that by following this sequenced approach, there is a clear progressive pathway for the children to develop their skills across a range of areas.

The benefits of using this publication are:

  • Progress Units of work are carefully sequenced so prior skills are built upon
  • Regular formative assessment and assessment for learning ensures gaps are filled
  • Effective questioning and higher order thinking features in every level
  • Progress and attainment within and after the units can be recorded and shared with all teaching staff
  • Opportunity for revisiting content or apply learning at greater depth

Enhancements:

At Appletree, we also use external and specialist coaches where appropriate. We believe that by using these coaches, both the children and staff can benefit from a live, specific session. We liaise with the PE and Sport team at North Tyneside and use their checked and vetted external provider database. We feel that this approach fully enhances the children’s opportunities, and allows them to experience a wider range of physical activities.