The Importance of Physical Education

At St. Barnabas we recognise the importance PE plays in the curriculum and are committed to providing all children with opportunities to engage fully in Physical Education. The aim of our PE programme is to develop children’s basic physical competencies, build confidence in their ability and build the foundations for a lifelong love of sport, physical activity and a healthy lifestyle. PE lessons encourage children to compete against themselves and others whilst being challenged to improve their physical, social, emotional and thinking skills. These skills are embedded in the heart of our planning. Our objectives in the teaching of PE align with the National Curriculum in that we aim to ensure 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

Our Ambition 

More specifically we aim for children to develop: 

• the ability to acquire new knowledge and skills exceptionally well and develop an in-depth understanding of PE.
• the willingness to practise skills in a wide range of different activities and situations, alone, in small groups and in teams and to apply these skills in chosen activities to achieve exceptionally high levels of performance.
• high levels of physical fitness.
• a healthy lifestyle, achieved by eating sensibly, avoiding smoking, drugs and alcohol and exercising regularly.
• the ability to remain physically active for sustained periods of time and an understanding of the importance of this in promoting long-term health and well-being.
• the ability to take the initiative and become excellent young leaders, organising and officiating, and evaluating what needs to be done to improve, and motivating and instilling excellent sporting attitudes in others.
• exceptional levels of originality, imagination and creativity in their techniques, tactics and choreography, knowledge of how to improve their own and others’ performance and the ability to work independently for extended periods of time without the need of guidance or support.
• a keen interest in PE, showing a willingness to participate eagerly in every lesson; demonstrating a highly positive attitude and the ability to make informed choices about engaging fully in extra-curricular sport.
• the ability to swim at least 25 metres before the end of Year 6 and learn how to remain safe in and around water. 

Curriculum

We ensure complete coverage of all national curriculum programmes of study through a carefully sequenced and progressive scheme. Our PE lessons are planned using the Get Set 4 PE platform, which we have adapted in line with our core values, our whole child approach to PE and the objectives laid out in the National Curriculum. Get Set 4 PE is planned so that progression is built into the scheme which ensures our children are increasingly challenged as they move up through the school. 

Summary Progression Ladder – PE

Within this, there is flexibility to select different sporting opportunities which is reflected in our curriculum map. 

PE Curriculum Map

The curriculum planning in PE is carried out in three phases (long-term, medium-term and short term). The long-term plan maps out the PE activities covered in each term during the key stage. The PE subject leader works this out in conjunction with teaching colleagues and pupils in each year group. Together we create a broad and balanced curriculum that is exciting for our children to learn through.

Teaching and Learning

Our medium-term plans give details of each unit of work for each term. These schemes of work provide an overview of the unit, links to other areas of the National Curriculum and assessment criteria for that unit. The short-term lesson plans provide opportunities for children of all abilities to develop their skills, knowledge and understanding in each activity area. Vocabulary is made explicit throughout each unit of work.

Vocabulary Pyramids

Each lesson is carefully tailored to meet the needs of all children, offering challenge and support in response to continuous assessment. Where there are children with additional needs who struggle to access the main PE lesson, adaptions are made and in some cases additional or substitute learning opportunities are provided. Children with exceptional abilities are offered challenge within the lesson and are encouraged to specialise further through additional sporting opportunities beyond lessons.

The Get Set 4 PE curriculum is taught through weekly lessons by our in school sports coach. The school is well resourced with appropriate practical equipment to support the curriculum. We also teach PE through units beyond the GET SET 4 PE platform and offer wider sports opportunities. Dance is taught by class teachers as an additional scheme of work in Term 5 culminating in a whole school dance festival.

Wider sporting opportunities include:

• Dance club (who perform at the New Theatre)
• After school sports clubs (2 x sports clubs and dance)
• Daily physical activity breaks (walking, running, team games, 5 minute dance and in class active breaks)
• Lunchtime sports activities (football, table tennis, climbing equipment and sports equipment)
• Opportunities to compete with other schools (e.g. girls and boys football, swimming)
• Lessons on health and fitness delivered through the science curriculum and our Personal, Social and Health Education curriculum (JIGSAW)
• Visits by athletes (including para-olympians!)
• Annual Run Jericho event
• Annual Sports Day
• Annual Yenworthy Residential (includes outdoor adventurous activities)
• Weekly and termly Forest School

Assessment

The impact of the curriculum is evaluated through continuous and systematic assessment and monitoring. We assess the children’s work in PE, both by making informal judgements, as they observe them during lessons, and through assessing against the specific objectives set out in the National Curriculum and recorded using the Get Set 4 PE assessment framework. We have clear expectations of what the pupils will know, understand and be able to do at the end of each Key Stage. Teachers are supported with resources to know how to prepare children for their next phase of education. These resources include the Get Set 4 PE progression of skills document, progression ladders and knowledge organisers. 

Parents are informed of their children’s learning in PE through parent meetings and the annual report to parents.

PE leadership – monitoring and review

The planning and coordination of the teaching of PE is the responsibility of the subject leader, who: 

• Supports colleagues in their teaching, providing a strategic lead and direction; 
• Evaluates the strengths and areas for development in the subject through staff and pupil voice questionnaires; 
• Reviews evidence of the children’s work and observes PE lessons. 

The quality of teaching and learning in PE is monitored and evaluated by the PE lead who monitors the impact of curriculum using assessment information, by observing teaching, by observing children’s sporting abilities and by talking to children and teachers. 

The link governor monitors the work of the subject leader through visits, presentations, workshops, by attending sporting events and by talking to the children.

Health and Safety 

We recognise that participation in PE and physical activities contains an element of risk. Staff are responsible for ensuring that they are familiar with safe practice to reduce the element of risk to the absolute minimum within their control. Staff are aware of pupils who have special needs with regards to physical activity and make special provision for needs where appropriate e.g. physical disability, asthma. Staff know about the safe practices involved in moving and using apparatus. Pupils wear appropriate clothing, remove jewellery and tie back long hair. If the removal of jewellery or studs is not possible they should be securely taped and the teacher is confident this strategy is effective.  Pupils may be asked to remove shoes when participating in indoor activities such as gymnastics and dance.

Correct use of equipment is taught along with any potential hazards, including completing a risk assessment for each area/ space that PE and school sport takes place in. Equipment and apparatus are stored safely at the end of each lesson. Pupils are taught to consider their own safety and that of others at all times. Teaching staff should be appropriately dressed to teach PE. We undertake an annual Risk Assessment of the school premises and areas where PE is taught and equipment including PE equipment as necessary. Risk Assessments are in place for all school sporting trips.