Camelsdale Primary School

P.E. Policy

CONTENTS

Physical Education Policy Page 1 Swimming Policy Page 5 Gymnastics Policy Page 8 Athletics Policy Page 11 Outdoor and Adventurous Activities Policy Page 13 Games Policy Page 14 Dance Policy Page 15 Appendix Page 17 Action Plan Page 21

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Camelsdale Primary School P.E. Policy

Physical Education at Camelsdale aims to develop control, co-ordination and mastery of the body. It is primarily concerned with a way of learning through action, sensation and observation. Satisfaction and enjoyment arise from working with a sense of purpose and practising hard enough and long enough to overcome the challenges presented by the practical work. PE fits in well with our Healthy Schools Status.

Our Aims of Physical Education

To develop the ability to remember, adapt, plan and apply knowledge, practical skills and concepts in a variety of movement-related activities.

To promote positive attitudes to health, hygiene and fitness.

To develop a knowledge of safety factors and appreciation of the principles of safe practice.

To provide for an increasing movement vocabulary and to encourage use of appropriate terminology.

To develop communication skills and the skills necessary for effective co-operation.

To improve observational skills and the ability to assess the effectiveness of movement and appreciate aesthetic potential.

Time Allocation

At Camelsdale we aim for every pupil to have at least 2 hours of PE each week. We have decided to concentrate on the areas of P.E. as follows.

TERM KEY STAGE 1 KEY STAGE 2

Autumn Gymnastics Dance

Swimming Gymnastics

Dance Street Dance

Netball Hockey

Spring Games / Gym Swimming

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Dance Gymnastics

Invasion Games Gym

Basketball

Summer Swimming (Yr.2) Games Yr.1/2

Athletics Games (fielding/net)

Outdoor & Adventurous Activities Stoolball Athletics Cricket

Tennis (Y6)

Planning for P.E. PE can contribute to the whole curriculum. However, generally, with the exception of dance it is planned separately from the class topics. Teachers use a variety of sources to plan - the QCA Scheme of Work the Suffolk Scheme of Work, the SAQ lesson plans, the WSCC Scheme of Work and ideas from TOPS training cards. During Key Stage 1 P.E. should enable pupils to:

Build on their natural enthusiasm for movement, using it to explore and learn about their world.

Begin to work and play with other pupils in pairs and small groups.

Develop their skills in movement and co-ordination by watching, listening and experimenting.

Enjoy expressing and testing themselves in a variety of situations. During Key Stage 2 P.E. should enable pupils to:

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Enjoy being active and using their creativity and imagination in physical activity.

Learn new skills, find out how to use them in different ways and link them to make actions, phrases and sequences of movement.

Enjoy communicating, collaborating and competing with each other.

Develop an understanding of how to succeed in different activities and how to learn to evaluate and recognise their own success.

National Curriculum Requirements In both Key Stage 1 and Key Stage 2 the P.E curriculum will be delivered under 4 aspects which are closely interlinked.

Acquiring and developing skills.

Selecting and applying skills, tactics and compositional ideas.

Evaluating and improving performance.

Knowledge and understanding of fitness and health. In Key Stage 1 pupils will be taught to:

Explore basic skills, actions and ideas with increasing understanding.

Remember and repeat simple skills and actions with increasing control and co-ordination.

Explore how to choose and apply skills and actions in sequence and in combination.

Vary the way they perform skills by using simple tactics and movement phrases.

Apply rules and conventions for different activities.

Describe what they have done.

Observe, describe and copy what others have done.

Use what they have learnt to improve the quality and control of their work.

Know how important it is to be active.

Recognise and describe how their bodies feel during different activities.

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During Key Stage 1 pupils will be taught the above through dance, games and gymnastic activities. The Year 2 pupils will take part in swimming activities that will teach them to:

Move in water (e.g. jump, walk, hop and spin using swimming aids and support).

Float and move with and without swimming aids.

Feel the buoyancy and support of water and swimming aids.

Propel themselves in water using different swimming aids, arm and leg actions and basic strokes. In Key Stage 2 pupils will be taught to:

Consolidate their existing skills and gain new ones.

Perform actions and skills with more consistent control and quality.

Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small-group and small-team activities.

Develop and use their knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness.

Apply rules and conventions for different activities.

Identify what makes a performance effective.

Suggest improvements based on this information.

Know how exercise affects the body in the short term.

Warm up and prepare appropriately for different activities.

Know why physical activity is good for their health and well being.

Know why wearing appropriate clothing and being hygienic is good for their health and safety. During Key Stage 2 pupils will be taught the above through dance, games and gymnastics, swimming, athletics and outdoor and adventurous activities. Language Development

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Teachers provide opportunities for children to develop their language. In all activities children are encouraged to make constructive comments on their own and others performance. They may also develop their language through planning a course of action, movement and sequences or develop creative language through movement. Monitoring and Assessing in P.E. The following four broad indicators of progression are used to assess pupil progress in P.E

Acquiring and developing skills.

Selecting and applying skills, tactics and compositional ideas.

Evaluating and improving performance.

Knowledge and understanding of fitness and health. Teachers use the detailed year group record sheets to assess and record the pupils’ individual achievements. (see assessment files) The P.E. Subject Leader is monitoring the P.E. work throughout the school through individual lesson observations, videoing and watching of P.E. performances and through staff INSET. Staff Responsibilities and Procedures Where possible we believe that staff should dress appropriately for the activity. Usually children are only excused their lesson on receipt of a note from the parents. If, for any reason, pupils are not involved in the lesson, they are supervised and accounted for by preferably given tasks that encourage them to evaluate the work being done. Dress

It is the practice for all children to change in their classroom for P.E. and walk to the hall in their plimsolls or shoes. Stocking feet are not allowed. (LEA ruling).

Hats must be worn for swimming.

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All clothing should be named and kept in a P.E. bag and taken home on Friday for washing.

All jewellery, including watches, should be removed and kept in a safe place. Children with pierced ears should remove their earrings.

All long hair should be tied back.

Any lost property is kept in the lost property box. Cultural Diversity

At Camelsdale we respect cultural and religious convention relating to the body and personal hygiene and take into account the appropriate dress for P.E. in such circumstances.

Safety Procedures

On no account may children use any equipment or apparatus unless supervised by a member of staff.

Staff should be aware of any medical condition that may affect an individual child’s ability to take part in P.E.

Asthmatic inhalers should be taken on the field or swimming pool in case they are needed. Accidents

In the event of an accident, the teacher assesses the degree of injury. If necessary a child may be sent for assistance or the injured child, escorted by another child, is sent to Mrs.O. Sullivan or Mrs. Gray. The accident book is completed and if necessary an accident form. First Aid boxes are located in the Pandas classroom or in the children’s cooking room.

Extra Curricular Activities

Camelsdale values and encourages extra-curricular activity. In recent terms we have offered the following clubs:

Rugby, Tiny Tennis, Cricket, Rounders, Net Games, Racket Games, Netball, Football, Hockey, Running, Gymnastics and Judo.

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Wherever possible we are encouraging links between our school and sport in the local community. We also encourage participation in inter school tournaments and children have taken part in a series of football, netball, cricket and rugby inter school matches and tournaments.

Staff Training and Resources

We continue to seek out training courses for staff as appropriate and add to our resources. We have had visits from various professional coaches who have helped in both curriculum time and during after school clubs.

Swimming Policy

Overall Aims

To teach the codes of hygiene and courtesy in swimming pools.

To develop general water confidence, to teach how to rest in water, how to float and adopt support positions.

To teach a variety of means of propulsion using either arms legs or both to develop effective and efficient swimming strokes on front and back.

To develop a sense of water safety and using the principles of water safety to be able to act in an emergency situation.

To reach the survival skills appropriate to a child’s competence.

To provide experience of the elements of movement in the water through simple games. National Curriculum Requirements In Year 2 swimming will be taught at The Herons, Haslemere in the summer term. In Key Stage 2, Year 3-5, swimming will be taught at The Herons, Haslemere in the autumn and spring terms. Qualified teachers and pool instructors teach the lessons.

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During Key Stage 2 pupils are taught to:

Pace themselves in floating and swimming challenges related to speed, distance and personal survival.

Swim unaided for a sustained period of time over a distance of at least 24 metres.

Use recognised arm and leg actions, lying on their front and back.

Use a range of recognised strokes and personal survival skills, eg: front crawl, back crawl, breaststroke, sculling, floating and surface diving.

Assessment The Swimming Teachers assess the children’s swimming and feedback to the school for the end of year reports. Safety The teacher will at all time be aware of children's safety. This is ensured by:

Good discipline at all times.

No running or pushing on the pool side.

No child is allowed to enter the water until permission is given.

Making sure the children know and respond quickly to signals to stop, stand still and get out of the water. A safety drill is practised at least once a term.

Never entering the water when responsible for a class of children. Clothing and Hygiene Before entering the pool area children should:

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Visit the toilet

Blow their noses

Wear a swimming hat

Wear a clean one-piece swimming costume

Wash their feet thoroughly before entering the pool. Children who have verrucae or foot infections are encouraged to wear a protective sock. Swimming Guidelines for Parent Helpers We feel that learning to swim is a valuable life-long skill. Without your support we would be unable to offer the opportunity to learn this skill. Thank you for offering to help out each week, it is much appreciated. The following guidelines will help the weekly swimming sessions to run as smoothly as possible. 1st Group leaves at 12:50 2nd Group leaves at 1.15 Four Teaching Assistants escort the groups to swimming (2 with each).

Please inform Reception as soon as possible if you are unable to help out.

Arrive in time to collect a yellow florescent jacket which must be worn.

Assembly point is: Top playground (if dry), Top corridor (if wet)

Please make sure that: 1. All the children’s coats are done up with hoods up if raining or cold. 2. They walk in pairs and do not run or walk in the road 3. They do not swing their bags 4. They do not eat or drink anything to or from the pool 5. Please make sure the children do not stand under the shower having removed their hats. We need to encourage

them to keep their hair as dry as possible.

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6. Please teach/encourage the children to towel dry their hair. Please try and continuously reinforce the message that a hat is worn to help to keep their hair dry/out of the way. Have you got a hat that keeps your hair dry? Have you thought of buying a different type?

A member of staff will walk at the front and back of the line, so please spread out along the line. Always walk on the outside of the children.

Parents will be asked to stand in the road in order to stop the traffic, to allow the children to cross in safety. At the pool:

Please do not put yourself in a position where you are alone with a child. Make sure you stay in public areas near other people.

The Herons request that all children remove their socks and shoes as they enter the changing rooms.

The Herons also request that adults either do the same or use the blue overshoes provided. These must be replaced in the bin provided when you leave the changing room.

Encourage all children to change quickly and quietly

Please help the children to put on their swimming hats and supervise them as they wait by the pool. Please discourage them from climbing on the bars.

Once the children are in the pool please feel free to watch them from the stand or enjoy a coffee.

As the children leave the pool, please return to the changing room to encourage the children to dress as quickly as possible. Some children may require help with socks and shoes; however we encourage them to dress independently.

The children are not allowed to use the hair dryer.

The children, as and when they are ready, will assemble in the corridor next to the pool entrance. One parent needs to support the member of staff in this corridor.

When everyone is assembled, we return to school. If you have any concerns regarding your child’s swimming lessons please speak to their class teacher.

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The children would not be able to go swimming if it was not for the support you give on Monday afternoons. We do expect the children to be polite and well behaved at all times and respond to you in the same way they would with a member of staff. Please do let a member of staff know if you encounter any problems.

Gymnastics Policy

Aims

To establish a large movement vocabulary through which the pupil demonstrates control and quantity of body management.

To be able to link movements together to form a fluent sequence.

To understand and demonstrate the importance of contrast in order to produce an interesting sequence.

To demonstrate an understanding of management of apparatus through co-operation with others.

To develop skills of listening, observing and analysing.

To establish safe working practices. National Curriculum Requirements During Key Stage 1 Pupils at Camelsdale will be taught to:

Perform basic skills in travelling, being still, finding space and using it safely both on the floor and using apparatus.

Develop the range of their skills and actions, eg: balancing, taking off and landing, turning and rolling.

Choose and link skills and action in short movement phrase.

Create and perform short, linked sequences that show a clear beginning, middle and end and have contrasts in direction, level and speed.

During Key Stage 2 Pupils at Camelsdale will be taught to:

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Create and perform fluent sequences on the floor and using apparatus.

Include variations in level, speed and direction in their sequences. Schemes of Work We now use the West Sussex Advisory and Inspection Service Gymnastics Scheme of Work and built in assessments. The table below gives and outline of the overall Scheme of Work to be followed with the theme allocation for each year group. The Scheme of Work allows for both body skills and concepts to be developed progressively and for the revisiting of fundamental activities at Key Stage 2. Movement vocabulary is introduced as appropriate and there is emphasis on performance.

YEAR THEME

Year R Travelling around, over and through apparatus

Year 1 Travelling, stillness and use of space

Year 2 Contrasts in direction, level and speed

Year 3 Directions

Year 4 Levels and Pathways

Year 5 Changing Speed

Year 6 Sequences

Planning The teacher plans each lesson in detail under the headings: Warm Up Floor Work Apparatus Work Cool Down Four lesson plans are then kept with the Gymnastic Subject Planning Sheets in the teacher-planning file.

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A set of wall display cards is kept in the hall wall cupboard and is available as a resource to help with the teaching points for lessons. The lesson will include:

Warm up

Floor/apparatus work

Evaluation through partner/observation process

Recovery/cool down The partner observation process is a very valuable and important part of the lesson and all children should be encouraged to take part in this process with increasing management. Management and Use of Apparatus

Mats Large mats are stored in one corner of the hall. The remainder are placed in a separate pile. The procedure for getting out the mats is as follows: Key Stage 1 4 children Key Stage 2 2 children – small mats 4 children – large mats Benches

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Benches are stored at the side of the hall for easy access. No more than 2 should be stacked on top of each other. They should be placed the same way up. The general procedure for getting out the benches is as follows: Key Stage 1 6 children Key Stage 2 2 children If more people are needed to move the benches the group should stand with their hand in the air to indicate that they need help. Calling out therefore becomes unnecessary. Tables, Boxes and Springboards We have in school a round movement table and other movement tables of various heights. The procedure for getting these out is as follows: Key Stage 1 4 children Key Stage 2 2/3 children We also have a box and springboard. These should be split before being carried Climbing Frame We have a Southampton Frame. 2-4 people must pull out the two sections together on each section. Key Stage 1 The teacher puts the lever back in place

Key Stage 2 Two children may do this task but the teacher should check it Full Apparatus Children should:

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Walk to assist with the nearest piece of apparatus.

Never pick up an apparatus until the required number is ready to do so.

Put a hand up if more help is needed.

When not helping, stand back and look to see who else needs assistance.

Never walk over a piece of apparatus. Walk round it.

At no time should anyone go on the apparatus until it has been checked by the teacher and all put out. Children should sit on the floor and await instructions.

Follow the agreed floor plan. Code of Behaviour Silence is not always essential, but control and disciplined behaviour is and children must be involved in the process of understanding why we insist on a code of behaviour in gym. Dress

At Camelsdale we consider that in the interest of health and safety, appropriate kit should be worn. This consists of white or black shorts and a ‘T’ shirt (blue if possible). Hair should be tied back and all jewellery removed. Barefoot work is normal for gymnastics work, but if for special reasons footwear needs to be worn, it should be sufficiently light to allow mobility of the feet.

Assessment

Teachers complete their Year Group Assessment Sheet detailing children’s individual achievement.

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Athletics Policy

Aims

In athletics we aim for the children to:

Improve their ability to run with enhanced style, speed and distance.

Be helped to understand their roles as members of a relay team.

Improve their ability to throw, using a range of objects, over increasing height and distance and with greater accuracy.

Improve their ability to perform a range of jumps with increase height and length.

To improve their own performance as they work alone and in co-operation with others.

To follow safety procedures and handle equipment safely.

Measure and record their own performance over a period of time.

To develop their own personal skills.

National Curriculum Requirements

During Key Stage 2 children are taught to:

Take part in and design challenges and competitions that call for precision, speed, power or stamina.

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Use running, jumping or throwing skills both singly and in combination, pace themselves in these challenges and competition.

Key Stage 2

Athletics is taught in the summer term. Teachers plan units of work which include:

Running

Sprinting up to 100m

Relays – receiving/giving batons

Shuttle relays

Training for non-competitive runs (around out 400m track)

Jumping

Standing board jumps

Running long jumps

Throwing

Rounders/cricket ball from a line

Rounders/cricket ball with a run for accuracy and distance

Soccer ball throw

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Teachers use the Top Ten Athletics Scheme that enables children to measure and compare their own performances. Use is also made of our athletics bag of equipment that includes foam javelins etc.

Assessment

Teachers complete their Year Group Assessment Sheet detailing the children’s individual achievements.

Sports Day

This takes place in the summer term. (See our ‘Events File’ for organisation)

Outdoor and Adventurous Activities Policy

Aims

To explore and appreciate a variety of outdoor environments.

To develop an awareness of safety in outdoor environments.

To develop physical skills in an outdoor environments.

National Curriculum Requirements

At Key Stage 2 pupils will be taught to:

Take part in outdoor activity challenges, including following trails, in familiar, unfamiliar and changing environments.

Use a range of orienteering and problem-solving skills and work with others to meet the challenges

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Planning

Outdoor and adventurous activities are planned in a cross-curricular way particularly with science and geography in mind. They will be taught primarily in the summer term and incorporated where possible into school visits. An outdoor and adventurous activity day is held during school grounds week. The whole school has the opportunity to take part in various outdoor and adventurous activities.

Key Stage 2 - The National Curriculum requirements can be met by planning for:

Outdoor activities in the school grounds.

Navigational skills in the immediate environment.

Navigational skills and physical activity in woodland.

Navigational skills and physical activity at the seashore, eg: Isle of Wight

Hiking and walking

Road Safety and Cycling Proficiency (year 5)

Year 5 Residential visit includes eg: high ropes, indoor climbing, and absieling, map skills, quad bikes, archery and fencing.

Assessment

Teachers complete their Year Group Assessment Sheet detailing children’s individual achievements.

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Games Policy

Aims

In games we aim to:

Provide an opportunity for co-operation, competition, problem solving and decision making.

Provide the skills needed for successful work in individual, partner or team work.

Develop an understanding of why fair play is important and why rules are necessary to regulate and improve play.

Encourage the children to practice and perform skills that lead to a development in their personal competence in invasion net/wall games and striking and fielding games.

To develop the principles of attack and defence.

National Curriculum Requirements During Key Stage 1 pupils will be taught to:

Travel with, send and receive a ball and other equipment in different ways.

Develop these skills for simple net, striking/fielding and invasion-type games.

Play simple, competitive net, striking/fielding and invasion-type games that they and other have made, using simple tactics for attacking and defending.

During Key Stage 2 pupils will be taught to:

Play and make up small-sided and modified competitive net, striking/fielding and invasion games.

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Use skills and tactics and apply basic principles suitable for attacking and defending.

Work with others to organise and keep the game going. Units of Work / Scheme of Work At Key Stage 1 Games is taught in both the spring and summer terms in Year 1 and in the spring term for Year 2. Teachers plan units of work using QCA Scheme of Work and Medium Term Grid. The unit of work will include the following aspects:

Footwork – running, hopping and skipping

Awareness of space and other people – chasing, dodging, and avoiding

Jumping and landing

Ball skills – sending using hands and feet and incorporating hitting, receiving and travelling with the a ball

Games – an opportunity to make up and play games with simple rules and objectives that involve one person with a partner when ready and leading towards small group work.

Teachers currently use the Top Play / Top Sport Games Resource to help with the planning along with the recently purchased Suffolk PE Scheme of Work. We also have in school, detailed lesson plan ideas for Speed Agility and Quickness (SAQ). Staff were trained in 2007 in SAQ and this is used where appropriate to help support the delivery of appropriate game skills. Year 6 receive specific coaching on basketball, rugby, and hockey. Dance Policy

Aims

To develop functional and skilful control of the body as an instrument of expression and communication

To develop an ability intentionally to employ aesthetic elements to enhance the performance for both performer and for an audience

National Curriculum Requirements

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During Key Stage 1 pupils will be taught to:

Use movement imaginatively, responding to stimuli, including music and performing basic skills, eg: travelling, being still, making a shape, jumping, turning and gesturing.

Change the rhythm, speed, level and direction of their movements

Create and perform dances using simple movement patterns, including those from different times and cultures

Express and communicate ideas and feelings

During Key Stage 2 pupils will be taught to:

Create and perform dances using a range of movement patterns, including those from different times, places and cultures

Respond to a range of stimuli and accompaniment

Scheme of Work The Dance programme of work at Camelsdale is drawn from the Suffolk PE Scheme of Work. Dance is a performing act and there are three interrelated elements are composing, performing and evaluating and will be present in all schemes of work.

Each unit of work will provide the pupils with an experience from:

What the body can do

How the body can move

Where the body can move

Working on their own

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Working with a partner

Each unit of work has one or two lessons at the end of the unit in which the pupils can compose and perform a dance using the elements taught within the unit. In Year 6, pupils enjoy a unit of work linked to “Street Nation Dance Company” Street Dance.

Assessment

Teachers complete their Year Group Assessment Sheet detailing children’s individual achievements.

Resources

We are continuing to build up our Dance resource section.

Focus for 2012/13

We aim to continue to promote and develop the range of sporting opportunities and sporting values through our links and build on the inspirations provided by the Olympic and Para Olympic Games. We will continue to take part in a series of sporting events and festivals in the area. We will continue to identify G&T pupils and provide sporting opportunities where possible. We will use our nominated Sports Ambassadors where ever possible.

We have been awarded Activemark in recognition of the good work and importance we attach to our PE curriculum.

Date: Autumn 2012 Review: Autumn 2013

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P.E. Subject Leader: Mrs. McNicol Appendix Resources School Hall Fixed Equipment Southampton Frame 2 ropes +set of rings Wooden ladder Ladder 2 Poles Portable Gym Equipment 16 gym mats (8 large 8 small) 1 box Various planks Various benches 4 tables Cones

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Top Playground 1 netball court 2 netball posts and nets 1 grid

Playing Field Winter 2 football pitches Goals Summer 1 rounders pitch 1 400m track 8 lanes for sprints (max 100m) Small storage cupboard in hall Gymnastics Games Cards PE Cupboard

Assortment of the following:

Hockey Sticks Short Tennis (nets, rackets, balls)

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Footballs Cricket bats (wickets, bails) Stoolball bats / stoolball ends Rounders bats Marker posts Colour bands Rugby balls SAQ equipment Speed Stacking Box Specific bags for Athletics Hockey Tennis Tennis nets Unihoc Plastic hurdles Athletics basket including stopwatches Trolley Short Tennis rackets Bean Bags Balls – rubber Tennis balls Rings – rubber Skipping ropes Dance tapes

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Staff Library Movement in Practice John Leasnmouth/Keith Whitaker Skip to It Susan F. Kalbfleish Jump Rope for Heart Teachers Notes Persil Funfit N/C Resources Pack KS1/KS2 Games for P.E. Robin Sykes Activities for P.E. using small apparatus John Sewers Bright Ideas Inspiration for P.E. Carol Burton / Graeme Kent P.E. – N/C document Safe Practice in P.E. Safety in P.E. WSCC BBC Dance Workshop Brochure Stoolball Games/Rules/History Rounders Know the Game Series Hunt the Griz Brin Martin Suffolk Scheme of Work SAQ Resources – Key Stage 1 SAQ Resources – Key Stage 2