FEZA Physical Education Policy – Whole School
This policy reflects the values and philosophy of the FEZA Schools in relation to the teaching of Physical Education. It gives a framework to which all staff, teaching and non-teaching work. It gives guidance on planning, teaching and assessment. This policy should be used in conjunction with the Scheme of Work for Physical Education that can be utilized as a springboard to develop the individual teacher’s ideas in a personal way knowing they are within the school’s guidelines. This should enable teachers to design a program of activities that is responsive to their own and children’s skills and needs in art at that particular time.
The aims of P.E. are:
- To develop a range of physical skills;
- To develop stamina and strength;
- To express ideas in dance form;
- To develop an appreciation of fair play, honest competition and good sportsmanship;
- To develop an appreciation of the aesthetic qualities of movement;
- To learn how to cooperate with each other and work successfully in pairs, groups and teams;
- To develop physical and mental coordination, self-control and confidence;
- To develop self-confidence through the understanding of one’s own capabilities and limitations;
- To provide opportunities for a wide experience of all six physical activities in the curriculum;
- To monitor each child so that they retain a lifelong interest in all aspects of PE and recognize the importance of living and maintaining a healthy life.
- The subject comprises of Programs of Study, which are divided into levels of increasing challenge.
In IGCSE PE the aims are:
- To develop an understanding of effective and safe physical performance
- To improve their knowledge, skills and understanding of a range of relevant physical activities.
- To improve their ability to plan, perform, analyze and improve, and evaluate physical activities.
- In learning PE, children will have the opportunity to achieve the following objectives
The objectives for Early Year & Key Stage 1
For pupils to have the experience of enabling them:
- To perform confidently basic ways of moving from one place to another, for example running, jumping, rolling, climbing, transferring weight from one body part to another and holding the body still;
- To perform contrasting movements including quick and slow, strong and light, wide and narrow and high and low;
- To use apparatus to get on/off, under/over and along to absorb shock when jumping or moving from apparatus of various heights;
- To appreciate and respond to contrasting sounds in music, percussion and words;
- To propel a variety of objects, including balls of various sizes, quoits, hoops, and so on;
- To undertake simple ball skills, eg throw, catch, bounce, kick;
- To play simple games with and alongside others in order to experience being a member of a team;
- To become familiar with various forms of apparatus and to set it out and push it away efficiently and safely;
- To explore the potential for physical activities in the immediate environment.
The objectives for Key Stage 2
For pupils to have the experience of enabling them to:
- Combine basic actions such as traveling and turning in the form of a sequence;
- Perform sequences on the floor and apparatus on different heights;
- Repeat and refine the original sequence;
- Reproduce some specific movement including named skills such as forward roll and headstands;
- Absorb shock and momentum on landing and traveling from different levels of apparatus;
- Respond physically and aesthetically to rhythms, moods, qualities in music, words and sounds;
- Develop and repeat movements in dance;
- Strike/propel a ball with reasonable accuracy by using different parts of the body and various implements;
- Invent their own games selecting appropriate equipment, size and shape of playing area and number of players;
- Participate in team games involving various numbers of players and conform to rules;
- Experience outdoor and adventurous activities.
The objectives for Key Stage 3/4/5
For pupils to have the experience of enabling them to:
- Become skilful and intelligent performers;
- Acquire and develop skills, performing with increasing physical competence and confidence, in a range of physical activities and contexts;
- Learn how to select and apply skills, tactics and compositional ideas to suit activities that need different approaches and ways of thinking;
- Develop their ideas in a creative way;
- Set targets for themselves and compete against others, individually and as team members;
- Understand what it takes to persevere, succeed and acknowledge others’ success;
- Respond to a variety of challenges in a range of physical contexts and environments;
- Take the initiative, lead activity and focus on improving aspects of their own performance;
- Discover their own aptitudes and preferences for different activities;
- Take informed decisions about the importance of exercise in their lives;
- Develop positive attitudes to participation in physical activity;
The objectives for IGCSE PE
Physical performance includes:
- the ability to inter-relate planning, performing and evaluating whilst undertaking the activity
- the ability to analyze and improve their own and others’ performance
Theoretical performance includes:
- the factors affecting performance;
- the health and safety aspects of physical activity, including the advantages and risks associated with a range of training strategies and techniques;
- the reasons for participating in physical activity
- The pupils will undertake a balanced programed that takes account of abilities, aptitudes, physical, emotional and intellectual development.
Curriculum and School Organization
The PE curriculum covers four areas:
- a) ATHLETICS
- b) DANCE
- c) GAMES
- d) GYMNASTICS
There will be a progression from Early Years to Y13 as outlined in the thematic and subject planning. Activities are planned each year and could slightly change their order.
Nursery groups have 1 PE period per week. All other groups to Y13 have allocated 2 periods of PE per week. Each group of lessons is allocated an area of activity and each area is planned and matched against the Program of Study to ensure suitable progression, and full coverage of the curriculum throughout the school.
Planning at a year group level ensures that classes within a year group cover the same areas of work. Planning at a Key Stage and whole school level ensures continuity and progression within the subject and avoids unnecessary duplication or omission.
In IGCSE PE the syllabus covers two parts: practical and theoretical.
Detailed curriculum content and progression can be found in the Annual/Long, Unit/Medium and Weekly/Short Term Plans for PE which are kept and filed at academic master’s office and Department office.
Early Years & Key Stage 1
During Key Stage 1, children build on their natural enthusiasm for movement, using it to explore and learn about their world. They start to play and work with other children in pairs and small groups. By watching, listening and experimenting with movement and ideas, they develop their skills in movement and their coordination, and enjoy expressing and testing themselves in a variety of situations.
Key Stage 2
During Key Stage 2, children enjoy being active and using their creativity and imagination in physical activity. They learn new skills, find out how to use them in different ways, and link them to make actions, phrases and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to succeed in different activities and learn how to evaluate and recognize their own success.
Key Stage 3
During Key Stage 3, pupils become more expert in their skills and techniques, and learn how to apply them in different activities. They start to understand what makes an effective performance and how to apply these principles to their own and others’ work. They learn to take the initiative and make decisions for themselves about what to do to improve performance. They start to identify the types of activity they prefer, and take a variety of roles, such as leader and official.
Key Stage 4&5
During Key Stage 4, pupils tackle complex and demanding activities, applying their knowledge of skills, techniques and effective performance. They decide whether to get involved in physical activity that is mainly focused on competing or performing, on promoting health and well-being, or developing personal fitness. They also decide which roles suit them best including performer, coach, choreographer, leader and official. The view they have of their skillfulness and physical competence gives them the confidence to get involved in exercise and activity out of school and in later life.
The competitive games activities are compulsory throughout key stage 1 to 3. In Key Stage 4&5, although pupils can choose others activities instead of competitive team and individual games, the school continues to provide these for pupils who wish to take up this option.
The syllabus provides candidates with an opportunity to study both the practical and theoretical aspects of physical education. It is designed to foster enjoyment in physical activity by providing students with an opportunity to take part in a range of physical activities. By following the course students will be able to develop an understanding of effective and safe physical performance and to appreciate the necessity for sound understanding of the principles, practices and training that underpin improved performance, better health and well-being.
Extra – curricular Activities
These are an important part of a child’s education. They enable pupils to develop particular skills and further their interests in one or more sporting activities. It helps to introduce a competitive element in team games and promote cooperation and a sense of good sportsmanship.
In addition to the school clubs offered by members of staff or other specialists, the school is also active in competitions like:
Classroom Organization and Teaching Style
Specialists PE teachers deliver Physical Education to all classes.
Resources and Accommodation
The current specialist materials are stored centrally in the PE storeroom.
Large pieces of equipment are stored in the special stores or outside playing area.
Staff using equipment for after school clubs is asked to consult with PE Department beforehand for access.
Changing facilities are arranged for both boys and girls. The purchase of resources is planned each year by the PE department based on the items the team bid for from the main school budget. The PE budget will reflect the priority which PE is given in the School Development plan for any one year.
The Evaluation is carried out to enhance teaching and learning of PE and is the responsibility of SMT and PE staff to monitor and evaluate the curriculum provision made for PE in order that children make the greatest possible progress. As with all evaluation the Heads of School has overall responsibility for this work.
Evaluation Focuses on:
- Assessing pupils’ achievements
- Reviewing the Programs of Study coverage
- Analyzing teacher and year group planning
- Staff discussion
- Observation of PE lessons when requested by SMT