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Rosewood School

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Physical Education

Description of school

 

Rosewood is an urban special school for boys of secondary age who have Social, Emotion and Mental Health difficulties.  Pupils are drawn from all over the borough and reflect a wide social mix and very varied family backgrounds.

 

Entitlement

The school provides all pupils with 90 minutes of high quality Physical Education a week. This is delivered through two lessons of 45 minutes duration. Units of work are blocked so that for a set period of time all the lessons are mainly based on the same area of activity e.g. Seven weeks on football. This is now recognised as the Most Effective way of promoting learning in PE. The facilities to some extent govern the curriculum. The flexibility of the new curriculum helps the delivery of this subject which is predominately through football.

 

Nature of Subject

 

Physical Education forms part of the National Curriculum. The school believes that Physical Education, experienced in a safe and supportive environment, is a unique and vital contributor to a pupil’s physical development and well-being. A broad and balanced physical education curriculum is intended to provide for pupils’ increasing self-confidence in their ability to manage themselves and their bodies within a variety of movement situations.

Physical education develops pupil's physical competence and confidence, and their ability to use these to perform in a range of activities. Physical education provides opportunities for pupils to be creative, competitive and to face up to different challenges as individuals and in teams.  It promotes positive attitudes towards active and healthy lifestyles.  Pupils learn how to think in different ways to suit a wide variety of creative, competitive and challenging activities.  They learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness. Through this process pupils discover their aptitudes, abilities and preferences, and make choices about how to get involved in lifelong physical activity.

The PE department is offering the Edexcel PE GCSE as part of the options for year 10. After liaising with other providers it is initially envisaged that the pupils will be assessed on climbing, Badminton, aspects of fitness and table tennis. The theory will be taught by CP and where possible will be as practical as possible.

 

Knowledge, Skills and Understanding

 

Broadly the PE Curriculum will ensure that Pupils are taught:

To promote physical activity and healthy lifestyles, pupils will be taught:-

  • To be physically active.
  • To adopt the best possible posture and the appropriate use of the body.
  • To engage in activities that develop cardiovascular health, flexibility, muscular strength and endurance.
  • The increasing need for personal hygiene in relation to vigorous physical activity.

 

To develop positive attitudes, pupils will be taught:-

  • To observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators.
  • How to cope with success and limitations in performance.
  • To try hard to consolidate their performance.
  • To be mindful of others and the environment.

 

To ensure safe practice, pupils will be taught:-

  • To respond readily to instructions.
  • To recognise and follow relevant rules, laws, codes, etiquette and safe procedures for different activities or events, in practice and during competition.
  • About the safety risks of wearing inappropriate clothing, footwear and jewellery, and why particular clothing, footwear and protection are worn for different activities.
  • How to lift, carry, place and use equipment safely.
  • To warm up for and recover from exercise.
  • To emphasise child protection students are taught safe techniques while moving and using equipment. They are made aware of suitable exercises and loads appropriate for their age group.
  • Pupils are expected to bring their own change of kit to lessons. If they cannot take part due to injury they should provide a note from their parents or carer.

 

The Rosewood curriculum also encompasses the National Curriculum requirements

 

Key Concepts

1.1 Competence

1.2 Performance

1.3 Creativity

1.4 Healthy, active lifestyles

 

Key Processes

2.1 Acquiring and developing skills

2.2 Selecting and applying skills, tactics and compositional ideas

2.3 Evaluating and improving performance

2.4 Knowledge and understanding of fitness and health

Explanatory notes

Competence: This is the relationship between: skill; the selection and application of skills, tactics, strategies and compositional ideas; and the readiness of the body and mind to cope with the activity. It requires an understanding of how these combine to produce effective performances in different activities and contexts.

Whole-body skills: These enable the body to move and be agile, for example walking, throwing, balancing, rolling, bending or twisting.

Fine manipulation skills: These enable handling of equipment, use of gesture or writing.

Selecting and using skills: This includes:

Body and mind: This includes:

Performance: This includes:

2. Key processes

These are the essential skills and processes in PE that students need to learn to make progress.

2.1 Developing skills in physical activity

Students should be able to:

2.2 Making and applying decisions

Students should be able to:

2.3 Developing physical and mental capacity

Students should be able to:

2.4 Evaluating and improving

Students should be able to:

2.5 Making informed choices about healthy, active lifestyles

Students should be able to:

Explanatory notes

Techniques: These include whole-body skills and fine manipulation skills that need refining and adapting for:

Physical strength, stamina, speed and flexibility: This includes:

Prepare mentally: This includes:

Effectiveness of performances: This includes critically analysing:

It also includes identifying what actions are needed and either communicating these to others or carrying them out in order to improve their own performance.

Healthy, active lifestyles: This includes maintaining and increasing their involvement in PE, sport, dance and healthy physical activity to meet government targets for PE school sport and club links.

Roles: These include performer, leader and official. They also include different performance roles within an activity, for example an attacking rather than a defending role, supporter rather than supported in a gymnastic or dance activity.

3. Range and content

This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.

The study of PE should include activities that cover at least two of the following:

Explanatory notes

Outwitting opponents: This includes activities in which the concept of success is to overcome an opponent or opponents in a face-to-face competition. Opponents can directly affect each other’s performance and the key is to outwit the opposition. For example:

Accurate replication: This includes activities in which success is judged on the ability to repeat actions, phrases and sequences of movement as perfectly as possible. Examples include: synchronised swimming, diving, rebound tumbling, competition ballroom dancing, gymnastics and skateboarding.

Exploring and communicating ideas, concepts and emotions: This includes activities in which success is considered in relation to how well a performer or choreographer expresses ideas, feeling, concepts or emotions to communicate artistic or choreographic intentions to an audience. Dance styles could include capoeira, contemporary dance, country dancing, ballet, Indian hand dance and street dance.

Performing at maximum levels: This includes activities in which success is measured by personal best scores or times, and in competition by direct comparison with others’ scores or times. Examples include racing in the swimming pool or on a skateboard, or having a low score in golf or a high score in archery.

Identifying and solving problems: This includes activities in which success is judged on how efficiently and safely challenges are overcome. Examples include orienteering, personal survival, life saving, and expeditions involving walking or using transport such as boats and canoes.

Exercising safely and effectively: This includes activities such as aqua aerobics, weight training, jogging and power walking in which success is related to improving feelings of health, fitness and well-being. Goals might include emotional well-being, healthy weight management, toned muscles, healthy skin and a healthy heart.

4. Curriculum opportunities

During the key stage students should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.

The curriculum should provide opportunities for students to:

Explanatory notes

Range of different activities: This includes activities that develop the strength, stamina, suppleness and speed of the upper body and arms, and lower body and legs. This can be achieved through at least two hours of focused weekly activities in curriculum time.

Specialise in specific activities and roles: This includes activities that reflect local, national and international cultures and traditions, and the full range of performance, leader and official roles, including coaching, judging, refereeing, mentoring and choreographing.

 

 

Teaching and Learning approaches

 

The organisation of PE in the school promotes teaching and learning. Lessons are blocked in units of work to promote greater depth of understanding, developing of skills, contextual application of these skills and the ability to perform reflectively. (QCA agree that this is the most effective way)

Children are presented with opportunities to be creative, competitive, co-operative and to face challenges as individuals and in small groups or teams. They will learn how to think in different ways to suit the different challenges. They will be given the opportunity of demonstrating their learning, using a range of communication styles, allowing for effective assessment. This assessment will be used to inform planning and promote greater learning.

The structure of the scheme of work will promote teaching and learning as it provides both continuity and progression. This scheme of work specifies progression of skills, knowledge and understanding.

 

Progressive learning objectives, combined with sympathetic and varied teaching approaches, endeavour to provide stimulating, enjoyable, satisfying and appropriately challenging learning experiences for all pupils. Through the selection of suitably differentiated and logically developed tasks, it is intended that pupils, irrespective of their innate ability, will enjoy success and be motivated to further develop their individual potential. A balance of individual, paired and group activities; co-operative, collaborative and competitive situations aims to cater for the preferences, strengths and needs of every pupil. Such activities, experienced within a range of areas of activity, aim to promote a broad base of movement knowledge, skills and understanding. They are also desirous of developing a pupil’s ability to work independently and to respond appropriately and sympathetically to others, irrespective of their age, gender, cultural or ethnic background. The activities offered and the teaching approaches adopted seek to provide pupils with opportunities to develop their creative and expressive abilities, through improvisation and problem-solving. Pupils are encouraged to appreciate the importance of a healthy and fit body, and begin to understand those factors that affect health and fitness. This work is closely aligned with the schools policy on Health Education. Approaches will be in line with the schools Teaching and Learning Policy.

 

Assessment and Reporting

 

Pupils work will be assessed throughout each unit of work using formative assessment methods as well as through adapted core tasks similar to those outlined at each unit of the QCA scheme. These contextual core tasks allow teachers to compare pupils against the attainment target and expected outcomes.

Pupil’s progress will be monitored by the individual class teacher who will use these methods to set realistic targets for the individual pupil, based on their strengths and weaknesses. In addition target grades for the end of the year are also shared with the students. At the end of each unit an indication of the level that they are working at will be recorded on the department spreadsheet. This will allow all the unit grades to be looked at by the end of the year so that the overall attainment level given can reflect the progress made over that academic year. This will allow a comparison to be made with national expectations.

 

The department is developing methods for self and peer assessment. Where possible it is encouraged that teachers allow pupils to use ICT to record their achievements and to enhance learning. This should include digital photography/ video and data handling.

Assessment and reporting is in concert with the whole school marking and Assessment Policy. Work is differentiated by input and output.

 

Cross Curricular Links

 

Whilst retaining its unique contribution to a pupil’s movement education, physical education also has considerable potential to contribute too much wider areas of learning. It is considered important that physical education is integrated into the whole school’s planning for the development of pupils’ communication, numeracy, and Literacy, PSHE and ICT skills. There has been project work conducted with the science department e.g. on pulse rates              

Monitoring and Evaluation

 

Assessment is normally carried out by teachers in the course of the normal class activity. Formative assessment and summative assessment methods will be used. The school is developing the use of the contextual core tasks identified by QCA in combination with formative assessment to arrive at end of unit levels of attainment. These will allow a picture to be built up of the pupil’s progress, any areas of strength or weakness. Individuals will be set challenges appropriate to their attainment and will be involved in making judgements on their own progress – suggesting how they need to improve.

Pupils will be given the opportunities to provide evidence of their knowledge, skills and understanding by contextual tasks, performances and questioning. Knowledge and understanding must underpin the skill demonstrated; this is best achieved through contextual tasks and not in isolation.

In accordance with the school’s policy parents will receive a written report on all aspects of a pupil’s school work. This should indicate to the parents the range of activities covered and areas of personal strength and weakness. At the end of the key stage it will also indicate to the parents whether the individual is working in line with, above or below national expectations.

The subject curriculum is reviewed each year. The curriculum delivered should be monitored by the subject teacher and a senior member of staff charged with that responsibility.  An annual audit of the curriculum is undertaken to evaluate each year’s curriculum delivery and to aid future planning.

 

Management of the subject

 

The Subject Co-ordinator has a job specification giving detailed areas of responsibility.  The overview of the school’s curriculum is the time management responsibility of the Deputy Head Teacher.

 

Special Needs

 

Subject will follow the guideline laid out in SEN policy.

 

 Equal Opportunities and Inclusion

Rosewood School is committed to working towards equality of opportunity in all aspects of school life and aims to provide access to the curriculum for all its pupils.

  • the gifted and talented
  • learners with learning difficulties and disabilities
  • learners who are learning English as an additional language
  • the different needs of boys and girls
  • children who are in care
  • Learners with social, emotional and behavioural difficulties.

All pupils in the school have equality of opportunity in terms of curriculum balance, curriculum time, use of resources, use of facilities and access to extra-curricular activities.

PE follows the guidelines laid out in the Special Educational Needs Policy.

 

Health and Safety

All activities, whether in school or off site, will be guided by the school's Health and Safety Policy.

Risk assessments are completed for all off site activities on each occasion and each pupil's participation is considered on the basis of the individual, the group and the activity. 

All teachers should make themselves aware of the health and safety arrangements for the areas of activity that they are teaching. This school follows the “Safe Practice in Physical Education” guidance provided by Baalpe. A copy of the Baalpe manual is located with CP. Staff should be aware of the safety guidelines. If at any time they have reservations about anything they are asked to do they should seek guidance from CP or PS.  All pupils are taught how to handle and carry apparatus, resources appropriately. They are taught to recognise hazards, assess the consequent risks and take steps to control the risks to themselves and others.

Specific guidance on all areas of activities is given by Baalpe- additional LEA guidance is available on the website. CP will provide all staff teaching PE with the appropriate guidance and access to the risk assessments. Risk assessments are completed in line with the LEA and school policy.

Staff who lack confidence in teaching areas of activities will be supported by access to INSET training either in school or on LEA courses.

 

Equal Opportunities

Rosewood School is committed to working towards equality of opportunity in all aspects of school life and aims to provide access to the curriculum for all its pupils.

 

APPENDIX

 

  • Subject Guidelines

 

THE ROSEWOOD SCHOOL

 

PHYSICAL EDUCATION – GUIDELINES 2018 - 2019 

 

Comprehensive schemes of work are developed which consist of units of work for each sporting activity delivered and are reviewed and modified on completion of the unit to ensure pupil learning has been optimal.  Each unit consists of:-

 

About the unit                  -        Brief description of what is to be conducted,

Where the unit fits in        -        Links with other units within the scheme,

Expectations                    -        Three levels of expected achievement,

Prior learning                             -        Estimated prior experiences,

Language for learning        -        Literacy associated with the unit,

Core Tasks                       -        Three suggested activities that are core to the subject                

Resources                        -        Tools and equipment needed,

Extension & enrichment     -        At home and in the community activities,

Throughout the unit pupils should be learning through four fundamental areas.

Acquiring and developing skills, which consists of learning new skills and activities and mastering them to the best of the pupils’ ability.

Selecting and applying skills, techniques and compositional ideas. These consists of learning how to choose appropriate skills for given situations, how to develop strategies and game plans for example.

Knowledge and understanding of fitness and health, which consists of the ability to transfer knowledge of sporting activities and experiences to understand the effects of exercise on the body, the use of warm up and cool down etc.

Evaluating and improving performance, which consists of learning how to observe performances and identify areas of weakness, offer constructive criticism in order to improve the performance.

Outdoor and Adventurous Education

 

Outdoor Education at Rosewood School runs concurrently with the curriculum and not as an extra curricula activity.  The value of Outdoor Education for adolescence is well documented both for extrinsic values, such as socialisation and teamwork, and intrinsic values, such as self-awareness and the raising of self-esteem, not to mention the sheer enjoyment of participating in the activity for its own sake.

Where possible cross-curricular themes will always be sought in order to develop an understanding of the beauty of our own environment and how to utilise it for our own pleasure in a safe and appropriate manner. The department has organised a number of trips to develop this area liaising with external agencies to provide this.

 

Key Stage 4

Rosewood School now offers GCSE Physical Education for current Year 10 pupils.  

Pupils have to complete:

Unit 1 (5PE01): Externally assessed through an examination lasting 90 minutes and worth 40% of the overall result.
Unit 2 (5PE02): Internally assessed and externally moderated controlled assessment, worth 60% of the overall result, encompassing:

  • Section 2.1: Practical performance
  • Section 2.2: Analysis of performance

 

The GCSE curriculum has been altered and for students being assessed in 2018 are now following the AQA 8582 syllabus.

Pupils will have to complete 60% of the exam as theory including 2 exams and 40% as practical covering 3 sports and a skills analysis

 

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