SUCCESS FOR ALL

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"Competing is exciting and winning is exhilarating, but the true prize will always be the self knowledge and understanding that you gained along the way.”

 

Sebastian Coe

 

 

Subject Intent:

 

• The PE curriculum at Smithills school is designed to inspires the diverse cultural heritage of our school community and embed a healthy active lifestyle that is rich in sporting opportunity.

• We provide opportunities for pupils to become resilient and positive towards their physical, mental and emotional journey in a way which supports their health and fitness through the activities we deliver.

• Opportunities to build courage through competing or adopting a variety of roles in an array of sporting environment which include: inter, extra-curricular in sport and other events where Smithills students are ambassadors; leading primary school activities which build character and help to embed school values of  excellence, independence and community.

• be prepared for life beyond the school and to know how to care for their bodies physically in order to maintain healthy lifestyle in its fullest term, “Health is a state of complete physical, mental and social well-being not merely the absence of disease or infirmity.”

• experience a broad, deep and knowledge rich curriculum which will develop their basic fundamental skills in a variety of sporting and physical activities which will be the building blocks for their adult physical literacy.

• be literate and numerate to engage with the activities and sporting experiences that we offer allowing them to deepen their understanding and professional sport whether this be in the guise of spectating, coaching or participating at any level.

• have high expectations for their behaviour and achievement to prepare them for their futures in work and college. To understand the need for kit/ uniform where it demands for safety and identity to a group/ company. To ensure they set themselves aspirational targets for individual behaviour which underpins sporting etiquette as a performer or spectator.

• develop their cultural, moral, social, mental and physical development which allows them to become a resilient, citizen who cares for their own mental and physical wellbeing as well as their family and the community they operate within as well as educate them to know how to support each of these segments of their lives.

• We also tailor our curriculum so that pupils understand what career paths to take after school and what jobs they have the opportunity to pursue which links to studying in Physical Education. Such as Physiotherapy, sports coach, life guard, PE teacher and many more. This is one of the units pupils study during the 5 years.

 

Subject Implementation:

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Our curriculum is taught through three pillars;

 

• Motor Competence

• Rules, strategies and tactics

• Healthy participation

• We dedicate time developing fundamental movement skills (FMS) within the warm-up which are related to the focus of the lesson, progressive drills to produce confident and controlled motor movements in the first instance.

• Ultimately we aim to play a full sided game of sport in a variety of settings as well as pupils being able to adopt a variety of roles and responsibilities in these settings which range from performer, coach, official, referee, photographer, videographer and blogger in order to prepare them for expectations at Key Stage 4 learning and life outside of school which will hopefully include a pathway for sport or fitness.

• We teach children to conduct themselves in and outside of the sports centre before, after and during the lessons to ensure they care for themselves and to be respectful of their environment and the equipment they use.

• During the sessions we ensure pupils know what, how, why we warm-up and cool- downs.

• We tailor our curriculum so that it is accessible for all and allows pupils to be physically fit and active but at the same time nurtures them to aim for excellence. We believe this instils a love of learning which they can access Success for All and have a positive experience of physical activity and sport.

• Assessment Outcomes are linked with the Success Criteria of the lesson and again this is drawn together with the three pillars to ensure it is interwoven and a natural part of the pupils progression in  our department. The Assessment Outcomes are compared to targets to monitor progress. Specific groups such as SEN, DP, MA are closely monitored and intervention, where necessary, is planned in order to reduce gaps.

• The homework which is set is planned ahead and linked to the learning that occurs in the lesson but it is to deepen the pupils understanding of the activity as well as prepare them for future years study which may be theoretical as well as practical.

• We work with pupils to understand the culture of sports and learn how it has been cultivated to be the sporting events we see and play today. This covers many topics in Contemporary Issues such as different user groups, solutions and barriers, the role of Sporting Governing Bodies. Popularity of Sports in the UK, Olympics and Paralympics to name but a few.

• Literacy and numeracy is embedded into all lessons without it being signposted as it should be seen as part of our subject not a stand-alone subject. We regularly take our pulse, as part of our fitness Sequence of Learning we plot a graph and then compare with others and discuss the differences and trends. We teach pupils how to score for different sports, consider how far they are jogging when they are completing the 12 minute Cooper Test beforehand and after. Pupils learn to read results and find where they fall on normative data tables.

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Subject Enrichment/ Cultural Capital:

 

In Physical Education we believe that for our pupils this is the cornerstone for our subject. Pupils need to enjoy and participate in an activity/ sport and enjoy the experience before they engage and become hungry for more. Many pupils have a varied experience of PE and sport at primary schools so when they have a timetabled lesson that it guarantees each week they have access to a varied curriculum which for some means they experience many new different sports. This enables them to experiment and discover which sport they can access but for others we see them developing their understanding of staying healthy and this is reflected in the pupil numbers who attend enrichment sports and fitness sessions. These experiences build on their experiences in the classroom as well as give pupils a greater depth of knowledge and experiences. Reference to Matthew Syed “Bounce”, working towards 10,000 hours of practice for a skill to become automatic.

 

1. Physical Enrichment clubs are offered at lunch and after school. They range from:

 

• Netball

• Trampolining

• Football

• Badminton

• Rounders

• Fitness

• Basketball

• Cross Country

• Rugby

• Boxing

• Cricket

 

These clubs are the base of preparing pupils for representing Smithills at fixtures against other schools in the authority, as well as tournaments. These are some of the events which our pupils have the chance to compete in.

 

1. We host events such as Primary school indoor athletics which our pupils lead the sessions and record data for the competition, being a role model for the younger pupils from many of the local primary schools.

2. We also attend the local Sports Conference organised by Bolton School for our Year 9/10 pupils thinking about aspirational careers to pursue in sport and the industry.

3. Adventurous experiences: Climbing in the local quarries under the instruction of the staff from the Anderson Centre as well as enlightening pupils about the local facilities at Bolton One indoor Climbing centre.

4. Outdoor Adventure Days which included raft building in the pool, mountain biking and orienteering all on site.

5. Visits to the Anderton Centre Outdoor pursuits centre to experience outdoor adventurous activities and develop team building skills.

6. Annual Blast the Mast hill walk where pupils have the opportunity to experience a local outdoor activity by participating in a walk from school to the mast at the summit of winter hill. The route takes in local historical landmarks including the “Mass trespass” monument and winter hill plane crash memorial as well as introduces a network of bridal ways and footpaths for pupils to explore the local environment further throughout their whole lives.

 

Subject Impact:

 

• Empowers pupils to be knowledgeable about their own bodies to make decisions how to maintain their physical and mental health for the rest of their lives.

• They will know how to set themselves a target and understand how to achieve it over time.

• Pupils learn how to work in a team and this promotes communication skills and roles within the team.

• Allow pupils to fulfil their potential and find a sporting activity that they can enjoy and succeed in, which will in return assist them concentrate on their academic progress, give them a sense of person, physically, and socially. Through PE they will learn what is right and wrong and how to be a better sports person morally rather than gamesmanship which will allow them to understand what the British Values represent.

• Pupils experiences will prepare them to make informed choices at the end of each year and key stage in preparation for their future physical literacy in the wider world.

• Physical Education will prepare pupils for the next stage of their sporting/ physical experiences whether this includes a pathway in education, employment or training in our area or for life.

• High levels of participation in enrichment sessions in a variety of activities.

• It allows pupils to explore and understand the environment they live in currently and what else they can explore for themselves in the future if they choose to follow this pathway, through sporting arenas and National Parks.

• Develop pupils’ cultural capital through participation in extra-curricular activities, trips and learning about the world and cultures of sport.

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Assessment and use of Data

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• All pupils are given an aspirational target based upon their Key Stage 2 data.  Pupils’ progress is tracked across the curriculum against a flight path to ensure they are making progress.

• Data and information on how pupils are progressing is shared with pupils and parents.  As a result, pupils are engaged in their learning, knowing which grade they are working at and what to do to improve.

• Teachers use formative and summative assessment data to inform their planning, to implement any necessary interventions and revisit any gaps in knowledge or misunderstandings, allowing pupils to make rapid progress.

• Regular low stakes quizzes/tests ensure pupils embed knowledge into their long term memory. They are then assessed by a combination of self and teacher assessments. Summative assessments take place regularly throughout the year.

• Parents receive between 2-3 interim reports per year. The reports indicate the progress that pupils have made, along with an attitude to learning grade.

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The curriculum- The Three Pillars

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Motor Competence, Rules/ Strategies/ Tactics and Healthy Participation

 

Fundamental movement skills (FMS) taught at KS2:

• locomotor skills, for example running and jumping

• stability skills, for example twisting and balancing

• manipulation skills, such as throwing and catching

• Produce confident and controlled motor movements in the first instance.

• High quality instruction, practise and feedback required to take their knowledge and understanding beyond what they bring from their home environment.

• Sufficient and well-designed opportunities

• Some opportunities will be provided beyond timetabled PE lessons, including during break time and lunchtime.

 

Rules, strategies and tactics

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• Intelligent movement requires pupils to move in accordance with the demands of the context, which is informed by their knowledge of the relevant conventions and conditions of the activity.

• tactics during a game as decisions about how to move, when to move and where to move. The specificity of tactics and time dependency means that tactical learning cannot easily be separated from motor competence.

• There are shared tactics between similar types of games, for example attack and defence within invasion games.

• All physical activities and sports will have strategies for success, even those that are less formal. A strategy is less time-dependent and has a broader relevance beyond game-based activities.

 

Healthy participation

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• Important concepts (for example, ‘aerobic’ and ‘anaerobic’) that are useful for pupils to develop an understanding of how to enhance their current and later healthy participation.

• Physiological, psychological and socio-cultural aspects of the physical activity and sport that pupils are participating in within PE lessons is also important to support and encourage their healthy, active lives beyond PE lessons.

• Short- and long-term benefits of doing physical activity.

• When pupils more readily understand their context and have the knowledge to strengthen and amplify their own health resources, they can exercise more power to make informed decisions about their present and future participation.

 

The curriculum (Continued…)

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Year 7 Declarative Knowledge (The What?):

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Pupils will develop their movement skills:

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• Developing one or more swimming stroke techniques over 25metres unaided as well as develop water confidence.

• Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]

• Knowledge of health and safety operating procedures in the pool environment.

• Develop motor skills in a variety of sports.

• Develop Health and fitness knowledge in order to allow them to make informed decisions about how to maintain a healthy lifestyle and the effects on the body.

• Pupils will develop their movement skills appropriate for the activity. E.g. running, jumping, throwing and catching in isolation and in combination.

 

Year 7 Procedural Knowledge (The How?)

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Pupils will develop their knowledge of:

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• Through playing competitive games, modified where appropriate, for example, badminton, cricket, football, netball and rounders, and apply basic principles suitable for attacking and defending.

• Develop flexibility, strength, technique, control and balance [for example, through fitness and swimming].

• Comparing their performances with previous ones and demonstrate improvement to achieve their personal best.

• Analysing data from heart rate recordings on a graph and be able to understand and interpret it effectively.

• Physical Education vocabulary, literacy and numeracy through scoring systems for a variety of sports.

• Perform safe self-rescue in different water-based situations

• Understand the rules and regulations of a variety of individual and teams sports.

 

Year 8 Declarative Knowledge (The What?):

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Pupils will develop their skills:

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• Two or more swimming stroke techniques and how to save their own life in and around a water environment.

• Health and safety operating procedures in the pool environment.

• Develop their technique and improve their performance in other competitive sport [for example, netball, football, handball].

 

Year 8 Procedural Knowledge (The How?):

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Pupils will develop their knowledge of:

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• Build upon the rules and regulations of a variety of individual and teams sports in order for them to understand the role of the referee/ umpire in a variety of game situations.

• Apply Health and fitness knowledge in order for them to understand the short term and the long term effects on the cardiorespiratory system.

• Deepen their knowledge of specialist Physical Education vocabulary, literacy and numeracy through scoring systems for a variety of sports.

• The skills and full-sided games of a variety of sports which include the rules and regulations, officiating.

• Use a range of tactics and strategies to overcome opponents in direct competition through team and individual games, for example, badminton, cricket, netball, rounders.

• Analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best

• Participating in competitive sports and activities outside school through community links or sports clubs

 

Year 9 Declarative Knowledge (The What?)

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Pupils will develop their skills by:

 

• To develop their understanding of the fitness suite and the facilities.

• To understand the different components of fitness.

• Know the personal qualities, styles, roles and responsibilities associated with effective sports leadership

• Know the areas of employment within the sports industry

• Musculoskeletal system -  Key components,  functions and roles.

• Cardio-respiratory system - Key components, functions and roles.

• Develop their technique and improve their performance in other competitive sport [for example, swimming] or other physical activities [for example, fitness]

• Continue to take part regularly in competitive sports and activities outside school through community links or sports clubs

 

Procedural Knowledge (The How?):

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Pupils will develop their knowledge of:

 

• To introduce technology in sport and how it enhances performance.

• To understand how to assess risks and hazards in a sporting and physical setting

• A variety of sports but with the emphasis on how to lead and coach them to others in preparation for leadership.

• Use and develop a variety of tactics and strategies to overcome opponents in team and individual games (for example, badminton, basketball, cricket, football, hockey, netball and rounders)

• Leading and taking responsibility for organising a sports session, which involves planning for the needs of the group, the venue, timings of the activities, organisation of equipment.

• Developing qualities that are needed to perform this role effectively.

• Being able to decide what safety needs are important for a particular sport and venue.

• Evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best [swimming, fitness]

• Motivating and engaging others to take part in sporting activities.

• Evaluating their own session as well as others performances.

 

Year 10 Declarative Knowledge (The What?)

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Pupils will develop their skills by:

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• Understanding the responsibilities and qualities of a coach.

• Understanding how you plan to get fitter in a variety of environments.

• Develop a healthy understanding of the role nutrition plays in physical activity.

 

Year 10 Procedural Knowledge (The How?):

 

Pupils will develop their knowledge of:

 

• Understanding how to model/ coach a skill.

• Understanding how to coach a game of….

• Understanding which strategies and tactics help win games

• Knowing how to coach in a competitive match

• Evaluating themselves  as a badminton coach

• Know what jobs are in the sports and fitness industry

• Understand what how sports technology is used to support physical development and sports.

• Be able to develop fitness training programmes

• Know how training methods target different fitness components

 

Year 11 Declarative Knowledge (The What?)

 

Pupils will develop their of:

 

• Understand the cultural capital of the fitness industry

• Understand the issues which affect participation in sport

• Know about the role of sport in promoting school values linked with social etiquette in the fitness industry.

• Know about the role of national governing bodies in sport. E.g. What is Para Badminton?

• Understand the impact which the sports and fitness industry has in the UK

• Understand how appropriate warm up and cool down routines can help to prevent injury

• Know the areas of employment within the sports industry

• Know the key components of the muscular-skeletal and cardio-respiratory systems, their functions and roles

 

Year 11 Procedural Knowledge (The How?):

 

Pupils will develop their of:

 

• Know how to respond to injuries within a sporting context

• Know how to respond to common medical conditions

• Understand the importance of the muscular-skeletal and cardio-respiratory systems in health and fitness

• Identifying user groups and the barriers and solutions which affect participation in UK sport.

• Evaluating the factors which can impact upon the popularity of sport in the UK.

• Evaluating major sporting events in the UK and the features of them.