This is a highly inclusive school. Pupils placed in the large SEN unit are welcomed and supported to participate in all that the school has to offer.
PE
INTENT
At Foresters Primary School we believe that a high-quality Physical Education curriculum has a unique capacity to inspire success and excellence in competitive sports and physically demanding activities. It not only provides opportunities for physical confidence but also promotes and maintains health, fitness and well-being supporting and fostering learning across the curriculum. These opportunities in a number of areas such as spiritual, moral, social and cultural, along with key learning and thinking skills embed values including fairness and respect.
Our aim is for our pupils to:
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Develop competence to excel in a broad range of physical activities by performing a wide range of physical skills with increasing control, coordination and confidence for sustained periods of time, whilst learning to improvise, refine and adapt movements to the best of their ability. To develop the appreciation of fair play, honest competition and sportsmanship. Establish self-esteem through acquisition of physical confidence and appreciate differences, strengths and weaknesses in themselves and others.
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Plan their work, learning to select and apply skills and compositional ideas through creative or strategic thinking.
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Evaluate their work by reflecting on achievements, using their knowledge from others and setting targets for themselves and preserving to improve standards.
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Lead healthy and active lives by engaging in competitive sports and activities to develop positive attitudes, while understanding how it is fundamental to a healthy lifestyle and discovering their own aptitudes, abilities and preferences through experiencing a broad range of activities.
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Safe practice by working cooperatively with others and taking personal responsibility where appropriate and to understand its importance in PE.
IMPLEMENTATION
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All staff have access to a bank of structured lessons through the Sutton and Merton planning syllabus and the REAL PE scheme.
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In Key Stage 1 and Key Stage 2 children receive two hours of high quality PE teaching a week. One hour delivered by the class teacher and the other by the PE lead.
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Staff are using the long term and medium term planning which is set out by the PE lead. Each lesson plan offers the teacher flexibility to alter elements in order to give the class the best lesson to suit their individual needs.
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The Hall space and outside space are timetabled in order to give each class an opportunity to access PE lessons. Each lesson plan offers the teacher flexibility to alter elements in order to give the class the best lesson to suit their needs.
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A curriculum map guides teachers throughout the year. Each year group has a curricular journey on the map that supports child development, curricular coverage and is aimed to decrease the gap in learning and so offering skill progression year on year.
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The progression of skills document highlights the end of year expectations, skills being taught and draws on previous learning.
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Lessons are planned to cover the National Curriculum skills through the themes of athletics, dance, basketball, tennis, gymnastics and multi skills.
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Lessons begin with a quick starter to engage and focus pupils. Pupils then work through a range of progressive activities around a theme or intended learning outcome. The lessons provide challenge and support, and each lesson should be both ambitious and progressive. These lessons may be taught in isolation or linked over a number of weeks. Sports are used as a vessel to teach core skills and a focal point which can be revisited year on year, building skills, developing and also refining skills.
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Teachers use a variety of teaching and learning styles in order to deliver the curriculum building confidence in various skills, sports and competitions.
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At Foresters there is the opportunity for our year ¾ base class swim weekly throughout the year. In the summer term year 6 children swim for a block of 6 weeks.
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Assessment strategies are used and monitored so that pupils' progress is tracked. Assessment is made through the course of normal P.E. lessons. Teachers use their observations of pupils’ work and pupils’ own assessment of their progress. At the end of each unit (at the end of every half term), teachers use their judgement and guidance from the assessment section of the Merton scheme of work to give an overall grade. The school’s specialised sports coach will do the same for the area of PE they have covered also. These grades are then averaged at the end of the year to give a final grade- emerging, developing or secure which are tracked electronically.
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CPD is specific to teacher feedback, to promote good subject knowledge and practise. Staff have been encouraged to identify any areas that they seek support in, either for CPD, team-teaching or colleague advice.
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It is the responsibility of the PE coordinators to monitor plans and coverage, create and follow the PE action plan, determine impact, strategize for the future and report on the development of PE to SLT as required. PE lessons and planning folders are monitored through learning walks which include looking at planning folders.
Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Year 1 Ash & Apple Base Class Yoga session once a week. |
Real PE-Unit 1 Coordination-Footwork. Static balance-One Leg. (Personal) |
Real PE-Unit 2 Dynamic Balance to Agility-Jumping and Landing. Static Balance-Seated. (Social) |
Real PE-Unit 3 Dynamic Balance-On a line. Static Balance-Stance. (Cognitive) |
Real PE-Unit 4 Coordination-Ball Skills. Counter balance-With a Partner. (Creative) |
Real PE-Unit 5 Coordination-Sending and Receiving. Agility-Reaction/Response. (Applying Physical) |
Real PE-Unit 6 Agility-Ball Chasing. Static Balance-Floor Work. (Health and Fitness) |
Year 2 Oak & Apple Class Teachers Base Class Yoga session once a week. |
Real PE-Unit 1 Coordination-Footwork. Static balance-One Leg. (Personal) |
Real PE-Unit 2 Dynamic Balance to Agility-Jumping and Landing. Static Balance-Seated. (Social) |
Real PE-Unit 3 Dynamic Balance-On a line. Static Balance-Stance. (Cognitive) |
Real PE-Unit 4 Coordination-Ball Skills. Counter balance-With a Partner. (Creative) |
Real PE-Unit 5 Coordination-Sending and Receiving. Agility-Reaction/Response. (Applying Physical) |
Real PE-Unit 6 Agility-Ball Chasing. Static Balance-Floor Work. (Health and Fitness) |
Year 3 Willow & Larch Base Class Swimming lesson once a week. |
Real PE-Unit 1 Coordination-Footwork. Static balance-One Leg. (Personal) |
Real PE-Unit 2 Dynamic Balance to Agility-Jumping and Landing. Static Balance-Seated. (Social) |
Real PE-Unit 3 Dynamic Balance-On a line. Static Balance-Stance. (Cognitive) |
Real PE-Unit 4 Coordination-Ball Skills. Counter balance-With a Partner. (Creative) |
Real PE-Unit 5 Coordination-Sending and Receiving. Agility-Reaction/Response. (Applying Physical) |
Real PE-Unit 6 Agility-Ball Chasing. Static Balance-Floor Work. (Health and Fitness) |
Year 4 Pine & Larch Gardening-Children learn about growing fruit and vegetables in our school garden. |
Real PE- Unit 1 Coordination-Footwork. Static balance-One Leg. (Personal) |
Real PE-Unit 2 Dynamic Balance to Agility-Jumping and Landing. Static Balance-Seated. (Social) |
Real PE-Unit 3 Dynamic Balance-On a line. Static Balance-Stance. (Cognitive) |
Real PE-Unit 4 Coordination-Ball Skills. Counter balance-With a Partner. (Creative) |
Real PE-Unit 5 Coordination-Sending and Receiving. Agility Reaction/Response. (Applying Physical) |
Real PE-Unit 6 Agility-Ball Chasing. Static Balance-Floor Work. (Health and Fitness) |
Year 5 Sycamore & Maple |
Real PE-Unit 1 Coordination-Ball Skills. Agility-Reaction/Response. (Personal) |
Real PE-Unit 2 Static Balance-Seated. Static Balance-Floor Work. (Social) |
Real PE-Unit 3 Dynamic Balance-On a Line. Counter Balance-With a Partner. (Cognitive) |
Real PE-Unit 4 Static Balance-One Leg. Dynamic Balance to Agility-Jumping and Landing. (Creative) |
Real PE-Unit 5 Static balance-Stance. Coordination-Footwork. (Applying Physical) |
Real PE-Unit 6 Agility-Ball Chasing. Coordination-Sending and Receiving. (Health and Fitness) |
Year 6- Beech & Maple Children go swimming after SATS for 6 weeks for them to be able to swim at least 25m. |
Real PE-Unit 1 Coordination-Ball Skills. Agility-Reaction/Response. (Personal) |
Real PE-Unit 2 Static Balance-Seated. Static Balance-Floor Work. (Social) |
Real PE-Unit 3 Dynamic Balance-On a Line. Counter Balance-With a Partner. (Cognitive) |
Real PE-Unit 4 Static Balance-One Leg. Dynamic Balance to Agility-Jumping and Landing. (Creative) |
Real PE-Unit 5 Static balance-Stance. Coordination-Footwork. (Applying Physical) |
Real PE-Unit 6 Agility-Ball Chasing. Coordination-Sending and Receiving. (Health and Fitness) |
Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Year 1 Ash & Apple |
Gymnastics |
Dance |
Gymnastic (Weeks 6-12) |
Athletics |
Games activities (Games 1-6) |
Multi-skills (Games 6-12) |
Year 2 Oak & Apple |
Gymnastics |
Dance |
Gymnastic (Weeks 6-12) |
Athletics |
Games activities (Games 1-6) |
Multi-skills (Games 6-12) |
Year 3 Willow & Larch |
Gymnastics |
Dance |
Basketball |
Athletics |
Tennis |
Cricket |
Year 4 Pine & Larch |
Gymnastics |
Dance |
Basketball |
Athletics |
Tennis |
Cricket |
Year 5 Sycamore & Maple |
Gymnastics |
Dance |
Basketball |
Athletics |
Tennis |
Cricket |
Year 6 Beech & Maple |
Gymnastics |
Dance |
Basketball |
Athletics |
Tennis |
Cricket/ Team building and leadership activities |
IMPACT
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Foresters PE experience should provide a depth of learning in a positive and engaging environment.
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Basic underlying principles and skills will have been practised and opportunities to develop these into more complex processes.
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Pupils will be confident to try new things and take measured risks.
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Pupils will be able to make quick decisions and choices when planning tasks or performances.
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Pupils will have a range of strategies for solving problems and show resilience to keep going when they find things difficult.
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Pupils will understand the benefits of working in different group dynamics. They will have the confidence to lead and support others.
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Pupils will understand the importance of physical activity in a wider context and possess the skills and enthusiasm to develop their learning further.
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Pupils will understand the connection between physical activity and mental health and use this as a strategy.
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Children are provided with opportunities to take part in competitive sport.