Physical Education at Hillside:
Physical Education at Hillside Primary inspires learners to realise their potential and develop a lifelong interest in participating in physical activity and sport, whatever their ability in P.E.
Our P.E. curriculum is inclusive and ensures that pupils of all abilities access the range of activities that we offer and that they are physically active for sustained periods of time in order to encourage them to lead healthy, active lives. Children will develop the fundamental movement skills (agility, balance and coordination) and take part in increasingly competitive situations, against themselves and others. Whilst retaining its unique contribution to a pupil’s physical development and health and fitness. P.E. also has considerable potential to contribute to much wider areas of learning in terms of developing the whole child, including the development of physical, social, creative, personal and cognitive skills.
In addition to this, specialist coaches enhance the teaching and learning of P.E. within the curriculum and provide extra-curricular activities. Furthermore, participation in intra-school and inter-school competitions ensures maximum participation in physical activity outside of the P.E. curriculum. There is also the opportunity to take on leadership roles where the pupils build character and embed values such as fairness, teamwork and respect.
Regular participation in sport and physical activity helps to reduce the risk of heart failure, improve core physical fitness, help with weight management, promote good health, instil self-discipline, improve self-confidence, reduce stress and develop lifelong learning skills.
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Teaching and Learning
The children in the EYFS are taught using the EYFS Curriculum. This covers a range of skills including dance, ball skills, climbing over, under and through equipment, jumping and moving confidently in a range of large and small movements. The children in the EYFS are also taught to understand how to live a fit and healthy life.
Key Stage 1 and 2 follow the National Curriculum whose aims are to ensure that 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.
Pupils in Key Stage 1 are taught to
- master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities
- participate in team games, developing simple tactics for attacking and defending
- perform dances using simple movement patterns.
Pupils in Key Stage 2 are taught to
- use running, jumping, throwing and catching in isolation and in combination
- play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
- develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
- perform dances using a range of movement patterns
- take part in outdoor and adventurous activity challenges both individually and within a team
- compare their performances with previous ones and demonstrate improvement to achieve their personal best.
At Hillside some KS2 classes attend swimming lessons where they are taught to
- swim competently, confidently and proficiently over a distance of at least 25 metres
- use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
- perform safe self-rescue in different water-based situations.
The contribution of Physical Education to teaching in other curriculum areas
At Hillside, everyone who takes part in sport at whatever level will use their literacy skills. Literacy in the curriculum is comprised of four aspects: Listening, Writing, Reading and Speaking. The most widely used skills in P.E. are listening and speaking. They are both crucial to teamwork and communication and therefore success in a sporting context. Reading and writing may be seen as not as important in Physical Education and sport. However, all four of these components can be covered in a team talk alone and for the pupils to be able to understand and correctly interpret the information been given can be the difference between success and failure. One example of when listening and writing skills could be used in a lesson is for the teacher to ask the pupils about the positions involved in that given sport (providing the sport has positions), this is done after the teacher has provided this information. The writing side of this task can be done on a whiteboard. Another example could be as small as communicating effectively with the pupils to making them write down and compare their athletics scores, as this combines both numeracy and literacy in one section of the lesson.
Mathematics and Physical Education have clear fundamental links that underpin these two areas of learning. Physical education at Hillside provides a range of opportunities for mathematical learning. One such example is when the children assist in the timetabling of sporting events, scoring of activities and comparisons of team results through the use of league tables (how many goals scored for and against; what is the total number of points scored?) as well as identifying trends and patterns in any of the data that has been collected. More complex examples would include using larger sporting events as a theme for statistical enquiry (such as intra/inter school competitions or experiencing complex problem solving in off-site activities and residential experiences. A physical education lesson focusing on children learning how to vary their throwing technique in order to hit different targets from varying distances. would help to develop the children’s understanding of space, angle, direction, length and measurement. Another way of introducing physical education into lessons would be by focusing on exploring the dynamics of balance. The children investigate using different bases of support to see what provides them with more balance or less stability.
Personal, Social, Health and Citizenship Education (PSHCE)
PSHE is an integral part of everything that we do in order to ensure our children understand themselves physically, emotionally and socially. By providing an environment supportive to emotional health and well-being, Hillside aims to support our pupils to be motivated and equipped to be effective and successful learners, make and sustain friendships, deal with and resolve conflict effectively and fairly and solve problems with others or by themselves. They will also manage strong feelings such as frustration, anger and anxiety, be able to promote calm and optimistic states that promote the achievement of goals. They will be able to recover from setbacks and persist in the face of difficulties, work and play cooperatively, compete fairly and win and lose with dignity and respect for competitors.
ICT can be used to enhance the learning experiences of students. In particular, video analysis of performance has always been a recognised part of ICT use in PE. This technique allows pupils to see themselves performing and in this way, they could spot the key components and area for improvement. ICT can also be used as a teaching tool, demonstrating particular skills in a lesson. What better way in a practical subject than to film a “before” and “after” clip of a particular technique, then compare and analyse either individually or with a peer? There are a number of apps available which enable pupils to identify areas for development as well as positive feedback.
Geography is an area that links well with Physical Education and key geographical skills can be developed through the use of Physical activities. Many P.E lessons begin with warm-ups that involve the use of directional language and this can be further enhanced with map-reading games leading up to a more structured orienteering session outside in the school grounds. Key Geographical language can be reinforced and linked to ongoing Geography lessons.
Art and D.T.
Art and physical education are usually thought of as separate subjects, but integrating them can be of much benefit to children. Designing and then making an obstacle course is an excellent way of combining the two areas. The pupils will then have the opportunity to try out the course and adapt their designs where necessary. Another example of combining the two subjects would to show the children a piece of artwork and encourage them to replicate using their bodies. This could then be developed into a set of movements leading up to a dance.
P.E Competitions and Events
We place great importance at Hillside on competition and sporting experiences in P.E. These experiences help the children to develop their skills and knowledge in different sporting areas, as well as enhancing their competitive spirit. Throughout the year pupils have the opportunity to take part in a variety of activities such as the Fitzy Festival, Netball, Fencing and Archery competitions, the Football League, a Paralympic event, Orienteering and an annual Swimming Gala.
Each year, in collaboration with Excel Academy, we train a substantial number of children to be Sports and Playground Leaders. The children take pride in their roles and contribute greatly to the positive ethos at Hillside.
After School Clubs
Our school offers a range of after-school clubs, accessed by children from the EYFS, Key Stages 1 and 2. Each year we provide clubs for including, but not limited to, Football, Cricket, Taekwondo, Street Dance, Multi-skills, Indoor Rowing and Change4Life. Specialist coaches are used to preparing children for tournaments and performances, offering specific training to support ‘Team Hillside’.
Assessment for learning
Children demonstrate their ability in Physical Education in a variety of different ways and the staff at hillside are experienced in using a number of methods to assess a child’s ability. The units in P.E. are generally taught on a half-term basis. Staff carry out initial assessments at the beginning and end of each unit as well as using ongoing observations, in order to track the children’s progress.
As a school we allocated funds from our PE and School Sport Premium funding outdoor gym equipment.
We have an age-appropriate, carefully selected series of pieces on each of our two playgrounds (KS1 and KS2).
The children absolutely love using the equipment and make good use of it during break times and lunchtimes, as well as during PE lessons. As a result we have increased physical activity levels while promoting healthy lifestyles. Children have the chance to improve their fitness and physical development in a fun, interactive, safe way.
What the children say…
“It’s fun to use and keeps us active.” Year 5 pupil
“It’s like going to the gym but its right here on our playground.” Year 5 pupil
“It keeps us healthy and fit and it’s fun to use.” Year 3 pupil.
“It is fun and keeps us fit.” Year 1 pupil.