Pe Policy by Ryan Martin

Health and Physical Education Policy To be reviewed- November 2009 RATIONALE In order to foster academic achievement and provide students with equal educational opportunities, teachers must address the broad health issues that affect student learning. The health and well being of pupils affects their academic achievement and, in turn, each pupil’s attitudes, values and behaviour affects those around them. Through health and physical education programmes, pupils will develop the knowledge, skills, attitudes, values and motivation to make informed decisions and to create healthy practices that last a lifetime. Students will be educated about principles, facilitating the development of their knowledge toward physical activity, health, sports, dance, co-operation and recreational skills, and to act in ways that contribute to their personal well being and that of society as a whole. AIMS Over the next two years, the health and Physical education programme at Outram School will aim to: •

Promote the benefits of physical education/activity, relaxation and recreation

•

Develop knowledge and skills (FMS/Game Sense) to participate fully in sports/recreational pursuits

•

Promote the values and attitudes of respect, honesty, responsibility, consideration, compassion, obedience, kindness and duty.

•

Develop knowledge and skills to make informed health enhancing decisions

DELIVERY INTENTIONS / CONTENT •

Programmes will meet the requirements of: One or two health units per term Two or three physical education foci per term

•

Each unit is to address at least two strands Strand A: Personal Health and Physical Development Strand B: Movement Concepts and Motor Skills Strand C: Relationships with Other People

Strand D: Healthy Communities and Environments •

The L.T.P both school and syndicate and each classroom programme will have a balance of areas/ objectives/ contexts- Teachers should include A.O.’s from at least 2 strands within a particular learning context

PLANNING AND ASSESSMENT When planning Long Term Plans, syndicate teachers should ensure that all achievement objectives have been included in the students learning over the period of the school’s planned cycle programme. Student learning needs should suggest the relative emphasis of how the teaching is planned and implemented. Assessments are integral and ongoing. The most valuable assessment information will be obtained with actual learning experiences. The focus for assessment is highlighted in the attached Health and Physical Education Objective and assessment cycle outline. Specific learning outcomes will provide opportunities for teachers to report on both individual pupil progress for the pupil’s school records, as well as overall pupil achievement for whole school summative assessment purposes. All year 3-6 students will be tested bi-annually on the 11 Fundamental Movement Skills, the results will be used to report achievement to the BOT. The Health and Physical Education committee will undertake a school wide review bi-annually, the review will be used to focus curriculum resource requirements, budgeting, achievement levels attained, and to identify strengths and weaknesses and the resultant needs, so that a viable, effective programme is maintained.

Health and Physical Education- 2 Year Objective and Assessment Cycle Considerations: A health and P.E. unit must incorporate at least 2 strands of the curriculum The objectives indicated are for summative assessment, but there will be links with the other objectives when different topics are planned and studied. Over each odd and even year each of the following strands/ objectives are to be specifically planned and assessed. ODD YEAR Strand

EVEN YEAR

Delivery Objectives

Strand

Delivery Objectives

TIMETABLING: All classroom teachers will provide â&#x20AC;&#x153;regular quality P.A./P.E. that develops movement skills for all students. The outcome for students is increased physical activity through needs-based quality physical education programmes: Guidelines: Year 1-3: 5 periods of 20 minutes per week (including daily fitness) Year 4-6: 3 periods of 30 minutes per week, plus daily fitness Year 7-8: 2 periods of 45 minutes per week, plus daily fitness Teachers will incoprporate the FMS into daily fitness and P.E. lessons as well as planning for and using the TGfU approach in relevant learning areas (refer to P.E./P.A. programme overview).

A typical TGfU session will look like: Setting of Learning Intentions, rules and boundaries in the classroom. • Warm up • Game • Questions and challenges • Back to Game • Further questions and challenges • Progression of game • Warm Down • Classroom assessment-Success Criteria

The progression of FMS will be as follows:

FMS

Catch

Kick

Run

Vertical Jump

M M

Overhand Throw

Ball Bounce

Leap

Dodge

Punt

Forehand Strike

Two-handed Side-arm Strike

Health and Physical Education Delivery Plan-Even Year

Term