At Townfield Primary School we follow the National Curriculum and have made some enhancements such as inviting in specialist tennis and rugby coaches as well as providing opportunities to develop PE during woodland learning sessions. Our vision for Physical Education and sport is that every child including those who have SEN and/or disabilities and those who are disadvantaged has the opportunity to take part in physical activity on a regular basis and become more physically confident and competent. We hope that through all the sporting opportunities and physical activity we offer, the children will develop a love and passion for sport and continue this into their later lives.
We aim to provide the children with at least 2 hours of fun, exciting and active PE lessons every week. To keep the children healthy and active, they have at least 30 minutes of physical activity a day and are educated on a healthy, balanced diet and lifestyle. The pupils gain knowledge about agility, balance and coordination, and gain mastery in basic movements including running, jumping, throwing and catching. They begin to apply these in a range of activities, participate in team games, developing simple tactics for attacking and defending and perform dances using simple movement patterns.
At Townfield, we also strive to give as many children as possible the opportunity to compete in a variety of competitions, during school time or by representing the school at local events. We hope that in doing so the children will develop greater confidence, team work and learn to win or lose with grace and sportsmanship.
It is also of paramount importance that we create sporting leaders during the children's time at Townfield. We aim to offer lots of children the opportunity to lead sporting activities, organise games and events and learn to lead by example. By emphasising leadership, we hope the children learn the importance of communication, organisation, team work, resilience, perseverance and a respect for rules.
We have built our own scheme of work which builds in complexity so that pupils can build their skills and knowledge. Kknowledge and skills are constantly revisited and refreshed to ensure that they become embedded. To aid understanding subject specific vocabulary is taught explicitly within every lesson. We have created end points for each topic and milestones for the end of each year to show what pupils should know and can do. As the children move to the next year group, the next teacher then knows where to start.
Pupils come from a mixed urban area of Wirral. We have selected significant sports role-models to study, male and female, who share the context of the pupils. To build pupils’ cultural capital, they also study the work of both Olympians and Para-Olympians who are nationally important. Our core values; resilience, respect and responsibility are continually developed through all PE learning experiences.
Department for Education Vision for the Primary PE and Sport Premium:
In keeping with the expectations of the DFE vison for the Primary Sport Premium;- Our aim is that;
ALL pupils leaving primary school physically literate and with the knowledge, skills and motivation necessary to equip them for a healthy, active lifestyle and lifelong participation in physical activity and sport.
Why is PE important?
Why do children need a quality programme of physical education?
- Children learn to appreciate the significance of exercising for a lifetime.
- Consistent, physical activity is the best way for us to eradicate obesity and sustain a suitable body weight. It also offers a positive alternative to watching television or playing on computers and mobile phones.
- Children learn the fundamental motor skills that will allow them to develop the physical capability that in turn will produce confidence and leads to safe and successful involvement in a wide range of sports.
- Children are encouraged to increase their fitness levels during PE including muscular and cardiovascular endurance, strength and flexibility.
- Youngsters can learn valuable lessons about accepting responsibility for their individual development leading to greater self-discipline.
- PE gives chances for children to be creative, cooperative and competitive and to face up to diverse challenges both as individuals and in groups.
- A ‘good workout’ helps ease anxiety, tension and stress and will result in improved attention in class.
- Movement can be used to strengthen the understanding of several subjects taught in the classroom e.g. mathematics. Movement has also been shown to heighten the function of our brain.
- Many activities taught in PE require children to work in groups to solve problems. These opportunities are outstanding for learning both leadership and teamwork.
- Sports activities are a superb way to meet and make new friends. Being confident in your own physical capabilities inspires youngsters, and later adults, to be more social.
- PE is particularly vital to children who have yet to progress their verbal communication abilities.
- Children learn to develop the concept of fair play, honest competition, good sportsmanship and how to handle both success and defeat.
Physical Education at Townfield Primary School
Every class from Year 3 to Year 6 receives two hours of curriculum PE per week, comprising of one indoor and one outdoor lesson.
Within our PE lessons we aim to:
- Follow a progressive, evolving curriculum that, with time, builds on past understandings and combines new practices. Classes are not just randomly selected with no clear links to past and future lessons or just as a way to keep children “busy, happy or good” for 60 minutes.
- Physical education is a moving experience. We aim to find ways to actively engage all children in moderate to vigorous physical activity for the majority of every lesson, a minimum of 75%.
- In addition to being actively engaged, children also need plenty of chances to practice the ability or idea being taught that day. Our quality curriculum will offer many practice opportunities, sometimes alone, sometimes with a partner and sometimes during small sided games in groups.
- As well as numerous practice periods, we aim to design lessons so that youngsters of all capabilities have great rates of success. When children, above all unskilled pupils, experience victory, they are more likely to carry on practising and working to improve than when they fail repetitively.
- We try to endorse positive learning experiences in a warm atmosphere in which children are encouraged to exercise new skills and expand their fitness levels without feeling self-conscious.
- We aim to make sure all our classes are as enjoyable as they can be, so that children appreciate and look forward to PE, both at primary and secondary school.
Nursery - Balance and co-ordination
Our Early years children have been immersing themselves in lots of different types of fundamental skills throughout this term. They have been learning to balance in lots of different ways, including riding bikes. They have been practising their balls skills such as; catching, kicking, throwing and rolling. They have even been trying hard to aim at a target!
Our nursery children have been learning and practising some crucial skills such as; team, taking turns, speaking and listening and managing feelings. The children have been playing a simplified game of 'Stuck in the mud' where they had to work together to catch and rescue their friends. In order to be sucessful at this game, the children were learning a crucial skill of looking out for others.
Reception - Introduction to PE unit 2
In this unit, children will have introduced to Physical Education and structured movement through the topic of 'everyday life'. They have spent time learning basic principles of a PE lesson such as safely using space, stopping safely, using and sharing equipment and working individually, with a partner and group. They have taken part in activities which will develop fundamental movement skills such as running, jumping and skipping. Children also played simple games and are beginning to understand and use rules.
The children have been learning how to work as part of a team, playing collaberativley, listening to others and managing their own feelings. They learned how to play a variation of the game of stuck in the mud. First they had to listen to specific instructions of how to move around the forest area (hopping, running, skipping, jumping) then they had to look out for the catchers and avoid being caught by either crawling under a log, climbing over the tree stump, walking through the bushes etc. The children were learning the rules of the games at each stage, they are beginning to understand that if they are caught, they do not need to get upset as they can be freed by a friend and rejoin in with the game.
Year 1 - Team building and fundamental skills
Fundamental skills this term has seen the children exploring the fundamental skills of balancing, running, changing direction, jumping, hopping and skipping. They have explored these skills in isolation as well as in combination and have been given opportunities to identify areas of strength and areas for improvement.
In Teambuilding pupils develop their communication and problem solving skills. They work individually, in pairs and in small groups, learning to take turns, work collaboratively and lead each other. They are given the opportunity to discuss and plan their ideas to get the most successful outcome.
The children are developing their teamworking and communication skills. They are learning how to play a game using a set of simple rules. In this game, there are a set of catchers, they have to work tohether as ateam to catch as many people as they can, the rest of the children childre need to work out how they can rescue their teammates without being caught themselves. The tricky part is; they have to have a partner to rescue just one friend as each person is not rescued until they have two frields holding their hands!
Year 2 - Fundamentals
Pupils are developing the fundamental skills of balancing, running, changing direction, jumping, hopping and skipping. Pupils have been given opportunities to work with a range of different equipment and were asked to observe and recognise improvements for their own and others' skills and identify areas of strength. Pupils have been given the opportunities to work collaboratively with others, taking turns and sharing ideas.Exploring how the body moves differently when running at different speeds.
The children have been practising their teamwork and communication skills in the forest. For this, they had to engage in a task that required them to communicate their ideas and be respctful to others' ideas. The children were split into two teams, they had to discuss how they were going to get themeselves and their team into order, they had to decide and agree on the criteria (height, age, shoe size etc). To make this a little more tricky, they had to do this without stepping outside of the two ropes that they had, they then made it even harder by not being able to communicate with their voices! The children were then able to play a game of stuck in the mud.
Year 3 - Fundamentals and Fitness
Pupils are developping the fundamental skills of balancing, running, jumping, hopping and skipping. Pupils will be developping their ability to change direction with balance and control. They were given the opportunity to explore how the body moves at different speeds as well as how to accelerate and decelerate.
Pupils were encouraged to observe and recognise improvements for their own and others’ performances and identify areas of strength and areas for development. Pupils were given the opportunity to work on their own and with others, taking turns and sharing ideas.
Pupils have been taking part in a range of fitness challenges, testing and recording their scores. They have learned about different components of fitness; speed, stamina, strength, coordination, balance and agility. They were priveded with opportunities to work at their maximum and improve their fitness levels. They needed to persevere when they got tired or when they found a challenge hard and were continually encouraged to support others to do the same.
Relay lock race:
The children are practising heir communications, teamwork, critical thinking and tactical skills to play a modified game of stuck in the mud. They first had to choose who the catchers were going to be, then the rest of the group had a specific amount of time to find a hiding place. The catchers had to work together to catch as many children as they could without letting their friends free them. The children had to sit on the ground with their arms stretched up so that two or more could rescue them.
Give the pupils time to discuss what they did well and what they could change to improve.
Year 4 - Gymnastics
In this unit, pupils create more complex sequences. They learn a wider range of travelling actions and include the use of pathways. They develop more advanced actions such as inverted movements and explore ways to include apparatus. They will demonstrate control in their behaviour to create a safe environment for themselves and others to work in. They work independently and in collaboration with a partner to create and develop sequences. Pupils are given opportunities to receive and provide feedback in order to make improvements on their performances. In gymnastics as a whole, pupils develop performance skills considering the quality and control of their actions.
Relay lock race:
In pairs, pupils had to stand back to back and link arms, while holding their own stomach with their hands. Pupils had to get from one side of the designated area to the other. They were not given specific instructions on how to get to the finish line, other than they could not let go of their stomachs. The pupils had 30 seconds to discuss with their partner how they were are going to do it. To complete this game the pupils had to be able to communicate effectively, use critical thinking and work as a team.
Year 5 - Hockey
Children have been learning how to keep possession of the ball, use simple attacking tactics using sending, receiving and dribbling a ball. They had to learn how to think about defending and winning and how to use skills, strategies and tactics to outwit the opposition.
Swimming was even more of an exciting event for our school this year because we had our very own pop up swimming pool in our plyground!!!!
This unit is aimed at intermediate swimmers. Pupils focused on swimming more fluently and with increased confidence and control. Pupils worked to improve their swimming strokes, learned personal survival techniques and how to stay safe around water. Pupils had to practise to keep afloat and propel themselves through the water. Pupils are given the opportunity to be creative, designing their own personal survival course.
Four pupils were selected to be the catchers. Whenever someone got caught they they had to hold a bandage (their hand) on the spot where they were tagged and continued to run. When they ran out of bandages (they get tagged twice), they had to jump on the spot until two other pupils came over to them and ‘operated.’ The two operators needed to tag the injured person at the same time and count to five. Taggers were not allowed to catch people who were operating. The catchers were switched every few minutes. The children needed to show honesty when being caught. Communication and working together were essential for the players to help them free the caught pupils.
In this unit, pupils have been using their knowledge of compositional principles e.g. how to use variations in level, direction and pathway, how to combine and link actions, how to relate to a partner and apparatus, when developing sequences. They have been learning how to build trust when working collaboratively in larger groups, using formations to improve the aesthetics of their performances. Pupils have been given opportunities to receive and provide feedback in order to make improvements on performances. In Gymnastics as a whole, pupils have been developing performance skills considering the quality and control of their actions.
The children are engaging in a warm-up activity before beginning their PE activity in the forest. Four catchers were selected and were given beanbags. On the teacher’s command, the catchers had to tag as many pupils as they could. When a pupil was tagged, they had to complete straight jumps on the spot and wait to be released. Pupils could be released by two free players who held hands and encircled the captured pupil. After a few minutes the catchers were changed. Free pupils were encouraged to work together to release caught players. This was then Made harder for people being chased by making the playing area bigger and having obstacles in the way..
EYFS - Gymnastics - Moving in different ways
Our Early years children have been developing their basic gymnastic skills through the topic of 'traditional tales'. They have been exploring basic movements, creating shapes and balances, jumps and rolls. They are developing an awareness of space and how to use it safely, perform basic skills on both floor and apparatus and copy, create, remember and repeat short sequences. They are beginning to understand using levels and directions when travelling and balancing.
Year 1 and 2 - Sending and receiving
This term both year 1 and year 2 have been developing their sending and receiving skills including throwing and catching, rolling, kicking, tracking and stopping a ball. They have also used equipment to send and receive a ball. They were provided with opportunities to work with a range of different sized balls and apply their skills individually, in pairs and in small groups and begin to organise and self-manage their own activities. They are beginning to understand the importance of abiding by rules to keep themselves and others safe.
Year 3 - football
Year 4 - Cricket
Year 4 have been learning how to strike the ball into a space so that they can score runs. When fielding, they now understand how to keep the batters’ scores low. In all games activities, they have had to think about how they use skills, strategies and tactics to outwit the opposition. They have achieved this by striking a ball and trying to deceive or avoid fielders, so that they can run between wickets to score runs. Every child has been given opportunities to work in collaboration with others, play fairly demonstrating an understanding of the rules, as well as being respectful of the people they play with and against.
Year 5 - Dodgeball and Fitness
Year 5 have been learning how to play Dodgeball this term, They have been learning the key skills used in dodgeball such as throwing, dodging and catching. They have also been learning how to select and apply tactics to the game to outwit their opponent. Most children have achieved this by hitting opponents with a ball whilst avoiding being hit. They have been given opportunities to play games independently and have been taught the importance of being honest whilst playing to the rules. Throughout this unit, children have been practising officiating skills when refereeing games and have had opportunities to evaluate and suggest improvements to their own and others’ performances.
Year 5 have been taking part in a range of fitness challenges to test, monitor and record their data. They have learned different components of fitness including speed, stamina, strength, coordination, balance and agility and were given opportunities to work at their maximum and improve their fitness levels. Children are gaining an understanding of the importance of the need to persevere when they get tired or when they find a challenge hard and are encouraged to support others to do the same.
Foundation 1 - Ball skills
In this unit children have been developing their ball skills through the topic of 'minibeasts'. Children have been learning how to develop fundamental ball skills such as rolling and receiving a ball, throwing to a target, bouncing and catching, dribbling with feet and kickiing using their fine and gross motor skills though a range of game play using a variety of equipment. Children were given opportunities to work independently and with a partner.
Year 1 - Athletics and Striking and fielding
Striking and Fielding - We have been learning the basic skills involved in striking and fielding games such as Rounders and Cricket; including throwing and catching, stopping a rolling ball, retrieving a ball and striking a ball. We have been given the opportunities to play one against one, one against two, and one against three, learning how to score points and how to to use simple tactics, the rules of the games and using these to play fairly. We always show respect towards others when playing competitively and have been developing our communication skills.
Athletics - In this unit, we have been developing the skills required in athletic activities such as running at different speeds, changing direction, jumping and throwing. In all athletic based activities, we have been engaging in performing skills and measuring performance, competing to improve on our own scores and against others. We had opportunities to work collaboratively as well as independently.
Year 2 - Athletics and Striking and Fielding
Striking and Fielding
Year 2 have been developing skills required in athletic activities such as running at different speeds, changing direction, jumping and throwing, performing skills and measuring performance, competing to improve on their own score and against others. They have been opportunities to work collaboratively as well as independently as well as learning how to improve by identifying areas of strength as well as areas to develop.
Year 3 Hockey
Year 5 have been learning the skills required to play a successful game of Hockey. They have been practising keeping possession of the ball, using simple attacking tactics, using sending, receiving and dribbling a ball. They started by playing uneven and then moved onto even sided games. They are beginning to think about defending and winning the ball and have been encouraged to think about how to use skills, strategies and tactics to outwit the opposition and now have a better understanding of the importance of playing fairly and keeping to the rules, being a supportive teammate and identify why this behaviour is important.
Year 4 - Athletics
In athletics, year 4 children have been developing their basic running techniques for relay racing. They were set challenges for distance and time that involve using different styles and combinations of running. As in all athletic activities, they needed to think about how to achieve their greatest possible speed, distance and learn how to persevere to achieve their personal best.
Year 5 - Rounders
Year 5 have been developing the quality and consistency of their fielding skills and understanding of when to use them such as throwing underarm and overarm, catching and retrieving a ball. They have learnt how to play the different roles of bowler, backstop, fielder and batter and to apply tactics in these positions. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. They have been working with a partner and group to organise and self-manage their own games; playing with honesty and fair play when playing competitively.
Year 6 - Dodgeball
Year 6 have really enjoyed learning how to play Dodgeball. They have practising and improving skills used in dodgeball such as; throwing, dodging and catching and how to select and apply tactics to the game to outwit their opponent. They have achieved this by hitting opponents with a ball whilst avoiding being hit themselves whilst having opportunities to play independently and in a team and have been taught the importance of being honest whilst playing to the rules.