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P.E.

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What Physical Education (P.E) looks like in Holmer C of E Academy

 

 

 

 

 

What a P.E lesson looks like in our school:

 

  • Differentiated ability tasks, allowing children to progress through their own pace and make their own decisions on the difficulty of challenges, however flexibility of tasks to allow all children to work with each other over the course of the year,
  • Real P.E – Our lessons follow the real P.E structure and yearly plan.
  • Mini plenaries to share misconceptions, pose questions, challenge ideas.
  • Use of a range of equipment within lessons making sure children are allowed to experiment with all equipment and game ideas.
  • Clear objectives set at the start of each lesson and reviews on progression throughout the lesson.

 

This is how it works:

 

  • Planning for every lesson, follow Real P.E structure, with goals set for each half term. 2 FUNs challenges and 1 COG each half term, making up a total of 12 FUNs throughout the year and 6 COGs throughout the year.
  • Children are taught FUNs challenges to test their Agility, Balance and Coordination, whilst also working against COGs to challenges their attitude and personal development.
  • Children are introduced to the FUNs challenges at the start of the term, and are given the following lessons to practice and work their way up through the coloured challenges.
  • Children then are given the opportunity to use these skills within a game at the end of each lesson, in which they are able to make their own decisions on whether they choose to be competitive within their games or not.
  • COGs are introduced at the start of the term, and then are regularly brought into conversation in mini plenaries, with children choosing their rank at the start of the term and then aiming to achieve a higher level by the end of the unit.
  • Challenges are set for children weekly within their lessons on how they can continue to practice their FUNs skill throughout whether at home or within school.
  • Assessment is made with the Real P.E structure making sure all children are aiming for the correct FUNs station and all children are improving a minimum of 1 level within their COGs each half term.

 

 

This is our philosophy:

 

  • Engage all students within every P.E lesson
  • Give all students the opportunity to participate and compete for the school.
  • For students to lead, officiate and participate within lessons to give greater opportunities to enjoy and engage within P.E lessons.
  • To promote and demonstrate the benefits of daily activity and healthy lifestyle, and support students and parents in achieving this.
  • To make cross-curricular links wherever possible
 

 

This is what we do:

 

  • Planning document for every lesson including all activities, objectives for the lesson and regular reviews of each lesson.
  • Regular assessment to make sure all children are achieving and progressing to the right standard.
  • Regular staff CPD as well as, team teaching, all staff training days and lesson observations.
  • Intra School House competitions at the end of each half term, using the skills learnt within that unit in a competitive game to allow for all students to compete.
  • Raised profile of P.E throughout the school, with active week, wake up shake up in the mornings, after school clubs, lunchtime clubs and regular physical challenges for students to complete.

 

This is what you might typically see:

 

 

  • Happy and engaged learners
  • Regular pairs and group work.
  • Range of different challenges and games.
  • Children talking about, sharing and reflecting on their learning
  • Self-motivated children
  • Great sportsmanship
  • Independent working from children, as well as often making their own decisions on their learning.
  • Engagement and perseverance
  • Use of technology and theory work within lessons.
  • Leading and coaching to peers.

 

 

This is how we know how well our pupils are doing:

 

  • Tracking
  • Pupil progress meetings
  • Teacher assessment/ targets
  • Feedback
  • Photo/ Video evidence of KS1 challenges and progress.
  • Targeted use of TAs to help and support individual children when required.

 

This is the impact of the teaching:

 

  • Confident children who can talk about P.E
  • Children who are enjoying their learning within P.E
  • Stronger understanding of personal development as well as the benefits of P.E.
  • Children developing and practicing their skills on top of regular P.E lessons.
 


 

This is how we use intervention

 

For children identified as needing bespoke intervention:

 

  • Children are assessed at the start of each unit.

  • Clear targets are highlighted and prioritised.

  • Small group/1-1 support is then put in place, with the use of nurture groups to develop confidence and ability within P.E

 

For all other children:

 

  • We use teacher and self-assessment to quickly identify any child who requires additional support in certain units.

  • Then they receive extra tuition within that unit or with certain FUNs to build back confidence and to develop the skills to the required level.

 

This is how we challenge the higher attainers.

 

  • Differentiation planned from very start of lesson

  • Small group work to further challenge

  • Encouraged to lead and coach their peers.

  • Taking out through G+T to be offered a greater difficulty challenge or skill.

  • Greater opportunity to compete and represent the school within inter school competitions.

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