PHYSICAL EDUCATION POLICY
Chapel St Trust Mission Statement
As part of the Chapel St family of schools, Benedict Primary strives to provide
an attractive, safe, well-ordered, child-centered place of learning within a
broad, generous and inclusive Christian ethos. Maintaining and sustaining the
highest standards of teaching and learning is the key concern of governors and
staff. The school seeks to work positively with parents and carers to fulfill the
school's expectation that all learners are enabled to achieve at the highest
level of which they are capable.
Chapel St welcomes children and families from all faiths and none to work
together towards the good of the whole community through Grace, Love and
Fellowship. There is a daily act of collective worship, which encourages
spiritual development and a mutual understanding of life together.
Our School Vision
Inspire, Think, Enrich
“To develop an emotionally intelligent learning school, where everyone is
inspired and has a belief in their life long learning goals; feel valued and are
empowered through thinking to learn; work together to develop positive self
esteem and enrich individual, team and whole school success through Grace,
Love and Fellowship.
Philosophy
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Benedict School believes that physical education, experienced in a safe and supportive
environment, is a unique and vital contributor to a pupil’s physical development and
well-being. A broad and balanced physical education curriculum is intended to provide
for pupils’ increasing self-confidence in their ability to manage themselves and their
bodies within a variety of movement situations. Progressive learning objectives,
combined with sympathetic and varied teaching approaches, endeavor to provide
stimulating, enjoyable, satisfying and appropriately challenging learning experiences for
all pupils.
Through the selection of suitably differentiated and logically developed tasks, it is
intended that pupils, irrespective of their innate ability, will enjoy success and be
motivated to further develop their individual potential. A balance of individual, paired
and group activities; co-operative, collaborative and competitive situations aims to cater
for the preferences, strengths and needs of every pupil. Such activities, experienced
within a range of areas of activity, aim to promote a broad base of movement
knowledge, skills and understanding. They are also expected to develop a pupil’s ability
to work independently and to respond appropriately and sympathetically to others,
irrespective of their age, gender cultural or ethnic background.
The activities offered and the teaching approaches adopted seek to provide pupils with
opportunities to develop their creative and expressive abilities. Pupils are encouraged to
appreciate the importance of a healthy and fit body, and begin to understand those
factors that affect health and fitness.
Curricular Aims:
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To develop skillful use of the body, the ability to remember, repeat and
refine actions and to perform them with increasing control, co-ordination and
fluency (acquiring and developing).
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To develop an increasing ability to select, link and apply skills, tactics and
compositional ideas (selecting and applying).
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To improve observation skills and the ability to describe and make simple
judgments on their own and others work, and to use their observations and
judgments to improve performance (improving and evaluating).
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To develop an understanding of the effects of exercise on the body, and an
appreciation of the value of safe exercising (knowledge and understanding of
fitness and health).
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To develop the ability to work independently, and communicate with and
respond positively towards others (working alone and with others).
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To promote an understanding of safe practice, and develop a sense of
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responsibility towards their own and others’ safety and well-being (applying
safety principles).
In addition, all children will:
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Be physically active and find enjoyment in Physical activity.
Find a lasting sense of purpose, achievement and fulfilment in physical activity.
Develop physical skills, habits and interest that will promote a healthy lifestyle
Develop positive attitudes to physical endeavour including perseverance, fair play
and sporting behaviour and the ability to cope with success and failure.
Definition of PE and content of the curriculum
PE is a foundation subject in the National Curriculum. The fundamental skills, knowledge
and concepts of the subject are set out in "PE in the National Curriculum" where they
are categorised into 6 areas of activity:
 Games
 Gymnastics
 Dance
 Athletic activities
 Outdoor and adventure activities
 Swimming activities and water safety
 2 activity areas from: (Key Stage 2 only)
Role of Subject Leader
To take the lead in policy development.
 To support and advise colleagues.
 To lead staff in their continuing professional development.
 To monitor progress in PE through lesson observations, monitoring
children’s work, analysis of formal assessment data and teacher
assessment.
 To take responsibility for the choice, purchase and organisation of central
resources for PE, in consultation with colleagues.
 To liaise with other members of staff including MSSSP staff to form a
coherent and progressive scheme of work, thus ensuring both experience
and capability in the subject of all staff.
 To be familiar with current thinking concerning the teaching of PE, and to
share information with colleagues.
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 The subject leader will be responsible to the Headteacher and will liaise
with the named link Governors.
 The subject leader will work with other members of the senior leadership
team to monitor the PE planning within our school.
 To develop a range of extra curricular experiences related to PE across the
school.
PE in the Foundation Stage
We believe that a young person's development is inseparable from all other aspects of
development because they learn from being active and interactive.
Effective Learning involves:
 Giving children plenty of time to explore, experiment and refine movements and
actions
unhurriedly
 Providing a safe, well planned and resourced environment
 Supporting other areas of learning through physical activity
 Children using and learning through all their senses
 Building on children' s developing skills to promote confidence and independence
Effective teaching requires:
 Providing opportunities for regular and frequent physical activity indoors and
outdoors
 Ensuring that space is safe to use, and that outdoor clothing is safe and sensible
 Offering a range of stimuli for movement, such as action rhymes, stories, music
and props
 Introducing the vocabulary of movement and words of instruction
 Teaching directly skills such as picking up bulky objects, getting onto the slide or
responding to signals
 Providing a range and sufficient quantity of small objects to handle
 Countering stereotypical behaviours that hinder children's development.
Planning and strategies.
Benedict school works in conjunction with the Merton School Sports Partnership to offer
a suitable and enriching curriculum. Therefore we intend to follow their scheme of work
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and adapt it to suit the needs of our children. It is expected that all children take part in
at least two hours of PE per week, in class or through clubs.
All the main PE equipment is stored centrally. All equipment is stored in the Main Hall in
the P.E cupboards.
Time is a resource that we value. To maximise its use in PE pupils are encouraged to
change swiftly and with a minimum of fuss and lessons are conducted in a disciplined
manner.
Thinking Hats
De Bono’s Thinking Hats will be used as a learning tool in PE across the school. They will
be used to support critical, analytical and creative thinking particularly when evaluating
performances. Class teachers will reference the thinking hats in weekly planning and
this will be monitored by the subject leader. Thinking hats will be displayed in every
classroom to support children with different types of thinking.
Dance
Dance is an art form, which is concerned with developing control, co-ordination and
versatility in the use of the body. It helps to maintain flexibility, develop strength and
aesthetic awareness and the appreciation of beauty and quality in movement.
Composition, performance and appreciation are the three components of dance. All are
inter-related and will usually be taught together.
Aims
 To develop control, co-ordination, balance and poise in basic actions of travelling,
elevation and stillness.
 To enable children to learn to enrich movements by varying shape, size, direction,
level, speed, tension and continuity.
 To experience and respond to a variety of stimuli, including music.
 To explore moods, express feelings and ideas and create simple characters and
narratives in movement.
 To create dances with clear beginnings, middles and ends.
 To use techniques and styles to communicate meanings and ideas.
 To give children the opportunity to describe, interpret and evaluate all aspects of
dance, choreography, performance and content production.
 To experience examples of traditional/folk dances from different countries.
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Games
Games and competitive sports are an essential part of the physical education
programme. They involve children participating individually, in a team, co-operatively
and are concerned with skills, tactics and principles of play.
Aims
 To provide experience of a variety of different games including; invasion games
such as football, netball and hockey, net and ball games such as tennis and volley
ball and striking and fielding games such as cricket and rounders.
 To gain understanding of common skills and principles, including attack and
defence in all types of game
 To provide games practices that help improve skills.
 To develop own games, rules and scoring systems.
 To experience a variety of roles in each game including umpiring.
 To play and understand small-sided versions of recognised games
 To learn more advanced techniques and tactics in selected games and how to
analyse them in order to improve performance.
 To experience the full sided version of a game and play in different positions in
competitive situations.
Gymnastics
In gymnastics the focus is on the body. We are concerned with acquiring control, coordination and versatility Strength is developed and flexibility is maintained. The natural
actions involved include, leaping, balancing, inverting, climbing, rolling and swinging.
Pupils work alone, with partners and in small groups, sharing ideas, carefully sharing
space and helping one another to lift, carry, place and use apparatus.
Aims
 To experience many ways of performing basic actions.
 To improve control of individual actions through repeated practice.
 To learn to link together a series of actions on floor and apparatus and to be able
to repeat them.
 To learn how to lift, carry and position apparatus.
 To learn to emphasise elements such as changing shape, speed and direction in a
longer series of actions in response to a task.
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 To understand and be able to show how body tension, clarity of shape and
extension influence quality.
 To understand and develop aesthetic qualities such as contrast, variety and
repetition in more complex sequences.
 To demonstrate sequences with or without contact in partner work. .to learn and
be able to analyse more advanced techniques
Swimming
Swimming is a crucial survival skill and an essential prerequisite for a range of activities
in and around water. It provides an excellent form of all round exercise and can
contribute to the development of flexibility, strength and stamina.
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Aims
To develop safety and confidence in the water.
To know and understand the basic principles of water safety.
To learn the fundamentals of recognised strokes and a variety of general water
skills.
To ensure that all children at the end of KEY Stage 2 can swim at least 25 metres.
Athletic Activities
In athletics the focus is upon developing a variety of natural physical actions like
running, jumping and throwing. The activities provide excellent opportunities for
promoting physical fitness and understanding of how the body works.
Aims
 To experience and participate in running, jumping and throwing activities.
 To develop and practice the basic skills leading to the different athletic events. To
learn how to measure, compare and improve performance.
 To experience competition.
 To learn about the effects of exercise upon physical health and fitness.
Outdoor and Adventurous Activities
Outdoor and adventurous activities have the potential to satisfy the need for excitement
and challenge in a positive way. They also provide opportunities for learning about our
environment and us.
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Aims
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To explore the potential for physical activities within the immediate environment.
To undertake simple orientation activities.
To learn the principles of safety in the outdoors and how to avoid danger.
To experience at least one exciting and challenging activity in an unfamiliar
environment and learn the skills necessary for the activity.
 To experience the need for mutual support/reliance on others in a challenging
environment.
Assessment and monitoring
At school, we believe that it is crucial to monitor each child's progress in each aspect of
the subject and as such, formative assessment is used to determine what each child has
learned and what therefore will be the next stage in their learning.
Suitable tasks for assessment include;
 Practical tasks directly observed by the teacher.
 Small group discussions related to a practical task
 Specific assignments for individual pupils.
 Peer assessment in groups. This is a chance for children to demonstrate their
understanding of the expectations.
 Self assessment. At least once per half term, children should film each other on
IPads so that they can assess themselves against the learning objective for the
lesson.
How will assessment be done?
Children’s progress and attainment will be graded against the learning objectives and
expectations of the current unit of work. Children will be graded as Bronze (emerging
skill), Silver (established skills) or Gold (exceeded expectations). An excel document is to
be saved under the curriculum area and all staff are to add their assessments to the
document at the end of each unit of study.
Records of children's progress and achievement in PE includes a record of continuous
progress (Assessment Files) and a written report which is annually given to
Parents/Carer's.
Reporting in PE will focus on each child's
 Control, co-ordination and mobility.
 Skill and confidence in a range of physical activities.
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 Awareness of the physical capabilities of the body
 Co-operative skills
Health and Safety issues in PE
 School behaviour system to be used in all lessons to ensure safe
behaviour for learning.
 Correct handling of apparatus. Children must be shown how to use
equipment safely. All staff must familiarise themselves with equipment
in advance of the lesson they are teaching. Coordinator to take
responsibility for ensuring all members of staff conducting lessons can
use equipment safely.
 Equipment will be checked and maintained regularly. The site manager is
responsible for ensuring annual check on gym equipment in PE hall.
 Correct clothing to be worn and jewellery to be removed or covered
using micropore tape.
 Constant awareness on the part of teachers.
Clothing
All children will have a change of clothes for PE inline with the school uniform
policy. All children must wear trainers or plimsolls for PE. Children will be asked
to remove shoes where necessary for example in gymnastics.
Changing Procedure
Year 5 and 6 girls and boys to change separately and be supervised accordingly.
All members of staff, including outside agencies, must have a current dbs
certificate which has been checked by the office staff.
In Year 4 and below, children may get changed in the same classroom. Classes
may get changed separately at the teacers discretion.
Swimming Changing Procedue
At swimming, all children to get changed in allocated changing rooms with
boys and girls separated. Only staff from school to enter the changing rooms.
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Equal Opportunities
Children of all ethnic and cultural groups, races, genders and abilities, have equal access
to the PE Curriculum. Positive images in terms of all groups are promoted throughout
the school, both in the use of language and in the provision of resources.
Partnership with Parents
Benedict School recognises the importance of PE to the health and well being of all, and
will endeavour to include parents in this area of the curriculum. Parents will be invited
to any matches that occur and to sports and activity days.
Approved
Review Date
Signed (Principal)
Name
Signed (Chair of
Local Governing
Body)
Signed (Company
Secretary)
Name
Written by Scott Davis
March 2015
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Name