Nursery & Sea Lions – Friday

Reception (Angelfish & Seahorses) – Friday

Year 1 (Jellyfish) – Wednesday and Friday

Year 1 (Stingrays)- Tuesday and Wednesday

Year 2 (Sea Turtles & Octopus) – Wednesday & Thursday

 

On nominated PE days, children should come to school wearing the correct school PE Kit.  Please also ensure that long hair is tied back, and all non-religious jewellery is removed.  If earrings are worn, the ears must be taped up. 

Please refer to the recommended PE Kit list in the attachment below.

 

INTENT (staff knowing what we want our children to learn)

At Old Town Infant School and Nursery, our aim is to provide an exciting and varied PE curriculum, which enables all children to develop knowledge, skills and vocabulary through a range of physical activities. We strive to deliver high-quality teaching and learning opportunities that enable all children to become physically confident, achieve their personal best and make informed decisions to lead active and healthy lives.

Building on children’s natural enthusiasm for movement, we will actively encourage them to be physically active for sustained periods. We believe that PE, experienced in a safe and supportive environment, is vital and unique in its contribution to a child’s physical and emotional development and health.

IMPLEMENTATION (staff knowing how we want to deliver that learning)

We are committed to providing each child with two hours of taught curriculum PE each week and 30 minutes of physical activity a day. Children will learn fundamental movement skills and will have opportunities to implement these skills during gymnastics, dance, games and athletics. They will learn about the importance of physical activity for health and well-being and develop values and transferable life skills such as fairness and respect.

We believe in inclusive practice and all pupils have access to a board and balanced curriculum, irrespective of age, gender, cultural, ethnic or social background. We use the STEP (Space, Task, Equipment, People) framework to adapt, differentiate or extend our lessons so that they are fully inclusive for all children regardless of ability. Pupils with SEND achieve the best possible outcomes and have a positive experience of PE.

Formative assessment of PE is a continuous process which we carry out during lessons by observing, questioning and giving feedback to children.  We recognise that ‘In the Moment’ targeted support when teaching fundamental skills is important in order to improve and embed key skills in the long term.

IMPACT (defines what our children have achieved and measures how effective our teaching has been)

Our detailed planning enables teachers to support children to develop and improve key skills week-on-week. PE has many cross-curricular links and subject leaders’ work together to identify these links in order to embed and reinforce key aspects of learning.

We plan annual enrichment and whole-school sporting events, which we hope, along with a well-considered curriculum, will inspire a life-long love of physical activity and sport. Children are encouraged to be physically active during play and lunch times and we offer a range of after-school clubs.

SEN

To reflect the individual learning needs of children, and to ensure that our PE lessons are more inclusive, we use the STEP model to make the learning easier or more challenging, according to ability. 

• Space - Where the activity is happening

Modifying the space by increasing or decreasing the area in which an activity is to be performed 

• Task - What is happening

Modifying the learning by changing the demands, the rules of the activity, the number of times the pupil needs to complete the activity, teaching cues, direction/level/pathway of movement or length of time to complete the activity

• Equipment - What is being used

Modifying the equipment by changing the size of the target, level of equipment, amount of equipment, height of the equipment

• People - adjusting who is involved in the activity

Modifying involvement by having children work alone, with a partner, bigger teams, smaller teams, as leader or follower, on differentiated activities, or in a small group

EAL

Additional modelling and demonstrations help EAL children make progress and demonstrate achievement that is in line with their learning needs. We achieve this by: 

• Modelling the skills and techniques to be used in the lesson
• Using visual clues and pictures to help make the meaning clear
• Modelling the use of appropriate language in the context of the activities and repeating key points and vocabulary at different stages during the lesson