Physical Education Never say never because limits, like fears are often just illusions - Michael jordan

Our Implementation at Swinton Queen.

Teaching and learning: Our PE lessons are planned using the Get Set 4 PE platform, which aligns with our core values, our whole child approach to PE and the objectives laid out in the National Curriculum. Get Set 4 PE is planned so that progression is built into the scheme which ensures our children are increasingly challenged as they move up through the school.

The curriculum planning in PE is carried out in three phases (long-term, medium-term and short-term). The long-term plan/overview maps out the PE activities covered in each term during the key stage and highlights relevant considerations such as community links, opportunities for competition, links to world sporting events, practical considerations such as available resources and space and weather implications. The PE subject leader works this out in conjunction with teaching colleagues and pupils in each year group. Together we create a broad and balanced curriculum that is exciting for our children to learn through.

Our medium-term plans give details of our progression. expectations in each unit of work for each term. These schemes of work provide an overview of the unit, links to other areas of the National Curriculum and for the assessment criteria for that unit.

The short-term lesson plans provide opportunities for children of all abilities to develop their skills, knowledge and understanding in each activity area.

Additional Provision for PE (Please see additional provision document). PE is taught by class teachers for one hour per week for each year group. In addition to this all children participate in a daily afternoon ‘active break’ lead by trained school leaders. Children are also encouraged to join after school clubs, participate in whole school physical challenges and inter school competitions as well as festivals such as school sports day, EIS festival of sport and other cross-curricular activities such as scavenger hunts and orienteering.

Inclusive PE and SEND: We believe that every child should have the opportunity to participate in PE and where required provisions are made to allow for this. Every PE lesson is supported by a TA and additional 1:1 adults if applicable. PE lessons are not differentiated by ability but by taking a STEP approach:

• Space – changing distance, height, size, location
• Task – changing rules, roles, progressions, conditions, complexity
• Equipment – changing what is being used (e.g. larger balls, coloured balls, sound balls)
• People – changing groups or how children play together

EYFS: We encourage the physical development of our children in the nursery and reception class as an integral part of their work. (Please see separate EYFS physical development document) As these classes are part of the Foundation Stage of the National Curriculum, we relate the physical development of the children to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five years of age.

We include our foundation children in the Get Set 4 PE provision which encourages the children to develop confidence and control of the way they move, and the way they handle tools and equipment. We give all children the opportunity to undertake activities that offer appropriate physical challenge, both indoors and outdoors, using a wide range of resources to support specific skills. These fundamentals are broken down in our curriculum planning as loco-moto skills, object control skills and stability skills.