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 2 covering a range of sports, games, gymnastics, athletics, dance, and outdoor adventurous activities.

National Curriculum P.E. Requirements

Key Stage 2 Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating, and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

• use running, jumping, throwing, and catching in isolation and in combination.
• play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders, and tennis], and apply basic principles suitable for attacking and defending.
• develop flexibility, strength, technique, control, and balance [for example, through athletics and gymnastics]
• perform dances using a range of movement patterns.
• take part in outdoor and adventurous activity challenges both individually and within a team.
• compare their performances with previous ones and demonstrate improvement to achieve their personal best.

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., Dance Festivals, External Dance shows etc
• Instruction texts – E.g. How to perform a specific dance routine etc.
• Speaking and listening skills – E.g., Providing constructive feedback to their peers on their performance of a dance routine.
• Sentence structure and word classification – E.g. Using verbs and adjectives to describe how actions were performed in more detail.
• Writing descriptions about their own and their peers’ performance in the P.E. dance session.
• Labelling diagrams of the parts of the body used when performing a dance routine.
• Ask relevant questions (Questioning and answering) 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 each performer or measure the distance between the children’s starting positions.
• Area/ Perimeter - E.g., Warm-up by touching the cones on the perimeter of the hall.
• Fractions – E.g. Using half of the playground to perform a dance routine.
• Time – E.g., Time how long it takes to complete a dance routine.
• Scoring the childrens’ performances - E.G., scores awarded by the childrens’ peers.
• Shape and Space – E.g., direction of the performance, 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.
• Use Word to write up dance performances, instruction texts.
• Use Excel to record scores and produce graphs.

Geography

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

• Use Dance Competition/Display locations to locate venues on a map.

Science

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

• Understanding the key muscles groups of the human body.
• Understanding the main bones of the human body.
• Understanding the benefits of physical activity.
• Investigating how the heart rate and pulse rate will be affected by physical activity.
• Understand how diet affects the human body.
• Understand the importance of a warm-up and cool down after exercise.

PSHE

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

• Understanding the concept of teamwork.
• Understanding the need to take turns.

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.

Dance Specific Safety Pointers

Jumping movements

1. Suitable surfaces are considered to undertake jumping movements 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 movements.

Running movements

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