“Sport has the power to change the world. It has the power to inspire. It has the power to unite people in a way that little else does.” Nelson Mandela
PHYSICAL EDUCATION: INTENT
At St. Mary’s we develop fundamental movement skills, such as running, jumping, catching, and throwing, which are essential for engaging in a wide range of physical activities.
Children participate in a variety of team and individual sports and games, including athletics, gymnastics, dance, and outdoor and adventurous activities, to develop their physical fitness, coordination, balance, and flexibility. They learn about the importance of leading healthy, active lifestyles, including regular exercise, healthy eating, and mental well-being. Children develop important social skills, such as teamwork, communication, and leadership, which are necessary for participating in physical activities and for success in later life. They have access to inclusive, enjoyable and challenging physical activities that engage and motivate all children regardless of their abilities, gender, ethnicity, or background. They also develop an appreciation of the importance of fair play, respect, and good sportsmanship, both in and out of school.
We aim to provide a positive and inclusive environment that helps children to develop a lifelong love of physical activity and to understand the importance of leading healthy and active lifestyles.
PHYSICAL EDUCATION: IMPLEMENTATION
Planning and delivery: Teachers can plan and deliver a variety of engaging, challenging and inclusive P.E. activities that cater to the needs and interests of all children in the class. Teachers should also ensure that the activities are structured to develop fundamental movement skills, physical fitness, coordination, balance, and flexibility. Teachers have access to Val Sabin, School Planning which is on the shared drive and also Twinkl. All teachers follow our long term plan.
Resources: Teachers should have access to appropriate resources such as equipment, technology, and learning materials to support the delivery of the P.E. curriculum. Resources should also be selected and organised to enable inclusive participation and address different learning styles. All resources are appropriate and safe to use- All gym equipment is risk assessed by an external company on an annual basis and more regularly, with visual checks carried out.
Professional development: Teachers should be provided with professional development opportunities that enable them to keep abreast of the latest P.E. trends, methodologies, and pedagogies. This will enable them to deliver high-quality P.E. lessons that are consistent with the curriculum intent. Teachers have been provided with a number of opportunities to work with a P.E specialist across the year in delivering new sports and activities. Other external agencies that have been used include rugby, swimming, cricket and karate.
Inclusivity and differentiation: Teachers should adopt strategies that promote inclusivity and differentiation in P.E. classes. This involves adapting activities to suit different abilities, preferences, and needs, and ensuring that all children feel valued and supported.
This is evident through planning and observations of teaching and learning.
Assessment and feedback: Teachers should use assessment and feedback to monitor children's progress, identify areas for improvement, and celebrate achievements. This helps to ensure that the curriculum intent is being met and enables teachers to provide individualised support to children where necessary.
Partnerships: Teachers can establish partnerships with parents, carers, community groups, and sporting organisations to provide children with opportunities to engage in physical activities outside of school. This helps to reinforce the importance of leading healthy, active lifestyles and provides children with access to a range of physical activities beyond the school environment. As a school we take part in the CTA tournaments, engage in MAC sports events. Partnerships have been developed with Sports for Champions, Worcestershire rugby and cricket. The U11’s are also involved in a local football league.
By using these strategies, teachers can implement the intent of the primary school P.E. curriculum effectively and provide children with a positive and engaging P.E. experience that supports their physical development, fitness, and well-being.
PHYSICAL EDUCATION: IMPACT
Formative assessment: Teachers can use formative assessment techniques such as observation, questioning, and feedback to monitor children's progress and identify areas for improvement. This helps to inform planning and ensure that the curriculum intent is being met.
Summative assessment: Teachers can use summative assessment methods such as end-of-unit assessments, performance assessments.
Self-assessment: Children can be encouraged to self-assess their own learning and progress in P.E. through reflection, goal-setting, and self-evaluation. This helps to develop their metacognitive skills and promotes a sense of ownership and responsibility for their learning.
Peer assessment: Children can be encouraged to assess their peers' performance in P.E. activities, using criteria such as teamwork, communication, and fair play. This helps to develop social skills and promotes a sense of community and collaboration in the class.
Parental feedback: Parents can be asked for feedback on their children's progress in P.E., through regular communication such as parent-teacher meetings, newsletters, and online platforms eg. DOJO.