Introduction

Mission Statement

Our P.E. curriculum has been developed to provide teachers the necessary tools to deliver high quality P.E. sessions, with the aim of inspiring and developing children skills and knowledge. The scheme of work aims to make sessions fun and promote a love of learning of Physical activities that inspire pupils into a lifelong participation in sport and a healthy active lifestyle. It provides challenging sessions across Key Stage 1 covering a range of sports, fundamental games, gymnastics, athletics, and dance.

National Curriculum P.E. Requirements

Key Stage 1 Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

• master basic movements including running, jumping, throwing, and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.
• participate in team games, developing simple tactics for attacking and defending.
• perform dances using simple movement patterns.

Qualitas

The Qualitas Intent

The Qualitas aim is to provide a planned sequence of lessons that assist teachers of every ability and provides them the tools to meet the PE National Curriculum outcomes in a fun, safe and challenging manner. The scheme sets out a broad and progressive syllabus and meets the needs of children of all abilities across their Key Stage 1 journey. The scheme provides the opportunity for children to develop their skills and knowledge in a wide range of activities, along with promoting the importance of health and fitness as well as allowing them the chance to evaluate their own performance as well as their peers. Differentiation of activities in the scheme allow for children of all ability levels the opportunity to access the skills and activities and provides them the opportunity to shine. Our aim at Qualitas is to inspire pupils into a lifelong participation in sport and a healthy active lifestyle, along with providing a challenging experience that enables young children to experience success and enjoyment and promote the key values of teamwork, determination, honesty, respect leadership and self-belief.

The Qualitas Implementation

The Qualitas aim is to provide detailed lesson plans that provide the educator the skills and subject knowledge necessary to deliver high quality first teaching for all aspects of the P.E. National Curriculum. The carefully constructed scheme helps assist the educator in providing progression, challenges and helps the educator build on their background knowledge of a range of activities through a range of illustrations, technical vocabulary and guidance notes. The scheme allows flexibility for educators not to follow the scheme rigidly and to use their own skills to enhance the learning outcomes. The scheme encourages the education setting to follow the Government guidelines in providing at least 2 hours of quality PE for all children. In the Scheme it provides a consistency in the routines followed such as an introduction, warm up, skill development, cool down and chance to reflect through a plenary. It allows the opportunity for children to perform key P.E. objectives, in a safe and challenging manner, work individually, in pairs or as part of a team and receive constructive feedback throughout.

The Qualitas Impact

The Qualitas scheme is designed so that children receive a broad variety of physical activities with new schemes added to further enhance the provision. Progression across the key stage allows for children to be challenged at appropriate age-related activities throughout the scheme. The scheme allows for cross curriculum links to be applied in a range of topic areas such as maths, design and technology, science, computing and PSHE. Children will be immersed in specific physical education vocabulary to develop their overall understanding of P.E. year on year and help encourage them to ultimately create a higher level of understanding and engagement. The scheme will also look to promote a greater level of confidence in children’s own ability and encourage participation in extra-curricular activities and help them to showcase their own skills in internal and external sporting competitions.

Cross-Curriculum Links

There are many ways that P.E. lessons can promote good cross curricular links and can be used to support children throughout their learning. The potential learning opportunities can be made in: English, Maths, Geography, Computing, Science and PSHE.

English

Literacy can be incorporated into P.E. in several ways these can include some of the following areas:

• Sports Reports - E.g., Sports Days, External Sports Fixtures etc
• Instruction texts – E.g. How to perform a specific skill, warm-up etc
• Speaking and listening skills – E.g., Providing constructive feedback to their peers
• Sentence structure and word classification – E.g. Using verbs and adjectives to describe how actions were performed in detail.
• Writing descriptions about their own and their peers’ performance
• Labelling diagrams of the parts of the body
• Ask relevant questions to check understanding.

Maths

Maths can be incorporated into P.E. in several ways these can include some of the following areas:

• Measurements – E.g., Measure the distance between the start line and the finish line.
• Counting - how many?
• Fractions – E.g. Using half of the playground
• Time – E.g., Time how long it takes to perform a task
• Scoring the games – E.g., number of baskets scored
• Shape and Space – E.g., directional vocab, direction of travel.

Computing

Computing can be incorporated into P.E. in several ways these can include some of the following areas:

• iPads – E.g., watching clips of the children’s skills and techniques and correcting techniques.
• Type ideas or instructions for a planned PE theme
• Watch video clips as stimulus

Geography

Geography can be incorporated into P.E. in several ways; these can include some of the following areas:

• Directional and positional language
• Giving directions to a peer. OAA activities.
• Follow North, South, East, West signals
• Dance/sport from other countries

Science

Science can be incorporated into P.E. in several ways; these can include some of the following areas:

• Naming key muscles or bones
• Understanding the benefits of physical activity.
• How the heart rate will be affected by physical activity.
• Know healthy eating can also lead to a healthy lifestyle.
• Discuss the importance of a warm-up and cool down.

PSHE

PSHE can be incorporated into P.E. in several ways; these can include some of the following areas:

• Work as part of a team.
• Understanding the need to take turns or co-operate

Safety Pointers

Follow your school’s P.E. policy. These may include points such as:

Uniform / Clothing

1. Suitable clothing for the activity ahead.
2. Long hair tied back.
3. All jewellery/watches removed (ear rings removed or covered following the school P.E. policy.)
4. Suitable footware with laces tied up.

Equipment

1. Equipment should be free from damage.
2. Suitable for the activity ahead.

Facilities - Indoor / Outdoor

1. Indoor facilities are clean, dry, and free from obstacles (any fixed obstacles are identified and coned off).
2. Indoor facilities are well ventilated with suitable lighting.
3. Outdoor facilities are checked for slippery surfaces especially during rainy days (autumn time covered with leaves/wintertime checked for ice) with instruction provided to the children to keep them safe (unsafe areas coned off).
4. Outdoor Facilities – Extreme weather conditions - blustery/windy conditions/lightning and thundery conditions which could cause injury to teachers/children are considered and lessons moved to indoor if available or cancelled to ensure that everyone is kept safe.

Gymnastics Specific Safety Pointers

Jumping activities

1. Suitable surfaces are considered to undertake jumping activities – with consideration given to reducing activities on hard surfaces and repetitions on children’s joints.
2. Children are given suitable space so not to restrict children’s movement and landing whilst performing the activity.

Running activities

1. Running environment is safe from tripping hazards.
2. Children are spaced out sufficiently to avoid trips