A Year 3 pupil talking about his dance lessons
Primary School Physical Literacy Framework
Years 1 and 2
Creating a movement foundation to underpin lifelong participation, enabling pupils to access a range of learning experiences which supports the development of competent and confident movers.
Years 3 and 4
Adapted physical activities through which a young person develops and applies a broad range of skills in different contexts — enhancing their creative, social and thinking skills in PE. They also begin to gain an understanding of the positive benefits of being physically active.
Years 5 and 6
Learning physical, social and thinking skills through sport specific activities modified to be age and stage appropriate). They are also developing leadership skills and are able to articulate the benefits of regular exercise.
Teachers supported to deliver inclusive PE ensuring all children and young people who have special educational needs (SEN) or disabilities fully access and engage in PE lessons
Aims and Objectives in Physical Education
To maintain and stimulate pupils’ interests and enjoyment in physical activity.
To promote exercise as part of a healthy lifestyle.
To introduce and develop the skills, principles and understanding of physical activities as outlined in the National Curriculum.
To engage and include all pupils with learning that is challenging and that meets the pupils’ individual needs.
To challenge the More Able pupils to ensure their learning experience is enhanced.
To provide appropriate resources so that it allows all pupils to have equal opportunity to experience success and enjoyment in PE.
To deliver lessons with high expectations of all pupils enabling them to learn exceptionally well.
To effectively check pupils’ understanding throughout lessons and use this information to adapt lesson.
To provide constructive feedback to pupils and encourage peer and self assessment.
To help enhance pupils’ self esteem through the development of their physical confidence and personal qualities.
To develop pupils’ knowledge of rules and regulations of the activities including the role of officials (Upper KS2 and lower if appropriate).
To enhance pupils’ awareness of the safety issues concerned with these activities and help them develop a sense of responsibility towards participating in physical activity.
To encourage teamwork, tolerance and co–operation.
To provide opportunities for all pupils to participate in inclusive Intra competitions at (Level 1).
Maintaining High Standards in Physical Education
Be ready for lessons and get changed in the correct PE kit quickly.
All items of PE kit should be named.
The school cannot be held responsible for lost items; although we always do our best to return named kit that has been handed in or we take items to the lost property area.
Correct kit is to be worn for lessons.
Coloured t-shirts are not to be worn to normal lessons - white t-shirts only.
For hygiene reasons, do not wear your tights or school top during lessons.
Hair should be tied back, off the face to stop your vision being obstructed.
Any equipment or kit that has been borrowed should be treated with respect and returned at the end of the lesson to the correct place.
Appropriate sports shoes should be worn and must be fastened securely.
All jewellery needs to be removed.
Earrings should be removed and it is therefore not appropriate to get ears pierced during term time. If ears are pierced then they should be covered by suitable tape.
If a pupil needs to be excused from a lesson then a note must be provided from a parents/guardian.
Even if a note is provided, in the majority of circumstances, the pupil will be expected to join in with the lesson in the capacity of a coach, official or critical friend; providing peer assessment.
Pupils should continue to attend the PE lesson unless there is a suitable reason and this is in writing. The pupil maybe unable to participate practically in the lesson but this does not mean that they are unable to take an active part in the learning experience.
According to the reason for non participation the pupils should:
Act as a coach/leader for a group.
Provide peer assessment (Being a critical friend).
Complete a worksheet on the lesson (Pre-prepared and includes LG and SC).
Act as an official.
Create questions to ask the group to assess other pupil's knowledge.
A non-participant should never be sat down away from the rest of the class; they should always be involved in the lesson and should come to the teacher with the rest of the group to listen and observe the learning.