PE

“Success is no accident. It is hard work, perseverance, learning, studying and most of all, love of what you are doing or learning to do” – Pele

Purpose

At Etruscan, it is our belief that children have the right to the development not just of the mind, but also the physical. We aim to inspire children to succeed in competitive sport and other physically demanding activities. Physical Education provides opportunities for children to become physically confident and to become more fit and healthy. Opportunities to compete in sport and other physical activities build character and help children to learn about values such as fairness and respect. Physical exercise can impact positively on people’s wellbeing, leading to them being happier, healthier and more successful in other areas of their lives (research from the Association of Colleges).

Rationale:

 In a digital world, where children are spending more time looking at screens and less time playing outdoors, the problem of childhood obesity is growing, together with increasing mental health concerns. Regular physical activity is important in order to improve overall health and fitness, as well as mental health, socialization and global cognitive development.

In EYFS, physical play helps develop children’s brains, physical co-ordination and stimulates cognitive development. In the Physical Development area of learning, children develop their gross and fine motor skills both indoors and outside of the classroom, through adult directed and child initiated play. They learn how to be safe and healthy, including the importance of physical activity and eating a healthy diet.

In years 1 and 2, the children are taught using a skills-based program, where we want our children to learn:

• To move and be still under basic control so that movements are performed with accuracy and clarity
• To repeat and co-ordinate simple movement combinations so that they link together
• To use simple equipment with purpose and basic control
• To find and use space well, showing an awareness of others and basic safety
• How to use simple tactics and compositional ideas with consistency
• The activities and behaviours they need be stay healthy.

In years 3 and 4, simple tactics are introduced where the children are taught

• To move, stop and remain still with balance and clarity of movement and shape
• To repeat simple combinations of skills and actions showing coordination and changes in direction and speed
• To use a range of skills that make use of equipment with basic consistency and accuracy
• To be able to use their own and others’ ideas for movements, tactics and compositions
• To be able to combine movements and actions with some flow and purpose
• The importance of physical activity, diet and sleep.

In years 5 and 6, the children develop their tactical and evaluation skills, where they are taught

• To move and be still with control, composure, good body shape, tension and changes in speed and effort
• To combine skills and actions with some fluency and consistency
• To use a greater range of specific skills / techniques using equipment with consistent control
• To create and use tactics and compositional ideas that suit the situation
• To respond to changes in situations and new challenges and conditions
• What a healthy lifestyle is and how they may live their lives more healthily
• What it means to have good mental health

A wide range of after school clubs are delivered by staff and outdoor agencies, targeted to further develop skills and stamina for all abilities in a fun environment.

Break and lunch times are structured so the children are active and are practicing and developing skills that have been taught in lessons.

Characteristics of the physically educated

• Acquire new knowledge and skills
• Are willing to practise skills in a wide range of different activities and situations alone, in small groups and in teams in order to improve
• Are physically fit
• Have a healthy lifestyle, achieved by eating sensibly and exercising regularly
• Are able to be physically active for a long time (ie to have stamina) and to understand the importance of this in promoting long term health and well being
• Are able to take the initiative and become a leader, organising, officiating and evaluating what needs to be done to improve and motivate others to improve
• Show originality, imagination and creativity in their techniques, tactics and choreography
• Know how to improve their own and others’ performance
• Participate eagerly in PE, have positive attitudes and engage in extra-curricular sport
• Are able to swim at least 25 metres by the end of Year 6 and to know how to stay safe in water
• Have good communication skills
• Are confident and are less likely to suffer from stress and anxiety

Applying Physical Education within other subjects:

• In English, we develop speaking and listening skills through debates, discussions and evaluations of performances and tactics
• In maths, we demonstrate spatial awareness and understanding of repeating patterns in dance, we keep score, keep time, recognize time signatures in dance and work out numerical advantages. We also work out calculations with historical data when we are looking at personal best etc.

• In geography, we use map skills to help us when orienteering. 
• We use music sources to help us to interpret and understand dance tempos and mood. Children are taught to express themselves to music through dance.
• We use computers/Ipads to help us to review and evaluate our performances in dance.
• We look at retelling stories from History through dance, such as the Romans.
• Children are taught collaboration skills and how to work co-operatively in PE which helps in subjects  across the curriculum
• In science we learn about muscle groups, the skeletal and cardio-vascular systems, about oral hygiene and about changes as we grow

Inclusion:

Teachers set high expectations for every pupil. They plan challenging work to enable all pupils to make good progress regardless of their academic ability or background. We expect all children to make good progress albeit from different starting points.