Physical Education at Water Mill
Water Mill Primary School
Physical Education
Intent
At Water Mill, we recognise the importance of a well-rounded and inspiring P.E. curriculum for a child in primary education. Through physical education, children are able to learn and refine an incredibly wide and diverse range of skills and well as key knowledge to enhance their current and future lives. The intent for Water Mill is to deliver the national curriculum to our pupils in an invigorating and engaging fashion.
P.E. has become more and more relevant in modern society with the increase of higher stress levels and the decrease of physical activity amongst children. By linking our P.E. lessons to the school’s core values of creativity, caring, respect and integrity we are allowing each child to constantly find opportunities to use these values in all other aspects of school life. Alongside this, a strong and exciting curriculum allows the school to promote healthy living not just with diet but with wellbeing and relaxation further equipping our pupils with a strong skillset to use in all other parts of their school/home life. Furthermore, through teaching P.E. the school will increase fair play linking to respect, inclusion of others within team games, strong leadership, good volunteering skills, a positive knowledge of fitness and of course a great sense of excitement when partaking in physical activity. All of these skills taught are all greatly compatible across the whole school curriculum and can be used in lessons from science to reading.
Implementation
At Water Mill, physical education is taught through a range of mediums; we include swimming sessions at the nearby swimming baths, hire an external sports coach for one day a week and make use of our teachers to teach the remaining lessons. We link each lesson to one of the key school values which in turn relate to the British values. We make use of the external sport coaches’ medium term and long-term planning both of which directly link to the national curriculum. The teachers within the school then plan their lessons linked to the current skills being taught that half term. As a result, we have a strong correlation between the lessons taught by the sport coach and the school’s teachers. Through constant and clear communication, the external sport coach is also able to include the theme of work each year group is currently studying within their classroom-based lessons. As a result of all this, each child will be able to:
- Demonstrate inclusivity and tolerance by working with all members of the class
- Show fair play and respect by abiding by the rules of different sports
- Develop leadership skills by verbally communicating with other members of their team/group
- Learn to volunteer and participate in all aspects of any lesson
- Understand the importance of fitness and healthy eating
- Realise the importance of relaxation and mental wellbeing
The children will, every half term, have swimming lessons once a week which will be supplemented by a lesson of P.E. taught by the class teacher. On alternating half terms, the class will receive a lesson taught by the external sport coach along with a class teacher taught lesson. Children will be taught basic agility, balance, coordination skills and helping each other before progressing onto gymnastic and teamwork skill-based lessons. By staggering and building on their learning, this allows the children to fully understand how to use each skill and how to develop them. The key skills that will be taught across the year groups are:
- Multi-skills games
- Invasion games
- Agility, balance, coordination
- Gymnastics
- Resilience
- Personal best
- Helping each other
- Teamwork
- Competitive games tactics
- Small Sided games (SSG)
Key Concept
The key concepts that are taught and revisited in each year group in P.E are:
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Movement |
Movement is integral to the well-being of self, others, and society. Learning in, through and about movement enables students to gain understanding that movement can be part of how people express themselves physically, emotionally, socially, and spiritually. They directly experience how movement contributes to people’s pleasure and enhances their lives. Participating in movement allows young people to feel confident and competent enough to choose to be involved in physical activity throughout their lives. |
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Understanding the body |
Learning and applying bio-physical knowledge (anatomy, bio-mechanics, exercise physiology, sports psychology, and nutritional principles) and skills enables students to understand how our bodies move in new contexts and different environments. They develop both bio-physical and socio-cultural knowledge (the social and cultural contexts in which movement takes place) and learn how to think critically about the place of the body in society. Furthermore, it will allow students to learn to handle high stress situations through relaxation and mental wellbeing. |
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Personal challenge |
By actively participating in contexts that involve challenge, students extend and test their spiritual, physical, mental, and emotional limits, both individually and as part of a group. |
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Team work and leadership |
Leadership, teamwork, and interpersonal skills are developed when students are engaged in movement contexts. Students develop leadership knowledge and understanding about how to balance rights, roles, and responsibilities in group situations. |
Impact
Children at Water Mill will gain a keen enjoyment of physical activity and clear understanding of how vital fitness and healthy eating is to leading a positive and enjoyable life. They will be able to deploy the skills learnt to all other aspects of school life from lessons to after school clubs. The children will develop socially and emotionally and understand the importance of these alongside that of physical competence. All of these will combine enabling them to become well-rounded and confident individuals with a broad range of transferable skills allowing them to be successful in their future lives