The Rissington School PE
pe at a glance the rissington school.pdf
The Rissington School values of ABC (Aspire Belong Challenge) and key drivers (Golden Threads) are the basis of our PE curriculum design. We plan lessons that offer the children aspirational experiences, through a dynamic, varied and stimulating programme of activity to ensure that all children progress physically through an inspirational, unique and fully inclusive PE curriculum. We encourage all children to develop their understanding of the way in which they can use their body, equipment and apparatus safely yet imaginatively to achieve their personal goals.
Our belong value is fully reflected in our PE Curriculum as all children have the opportunity to enjoy being physically active, maintain a healthy lifestyle and using the medium of sport, increase their self-esteem. We aspire for children to adopt a positive mind-set and believe that anything can be achieved with determination and resilience. Our PE curriculum provides challenge for all, moving progressively throughout the Key Stages, having high expectations for all and challenging misconceptions.
In addition to the school values of Aspire, Belong, Challenge the PE curriculum is planned carefully to represent our school and outlying community. Throughout the PE Curriculum our key drivers (golden threads) are woven throughout the planning, teaching and learning:
- Vocabulary and language- ensuring that our pupils develop the use of a wide and ambitious vocabulary across the PE curriculum.
- Resilience and independence- instilling a growth mindset, so that pupils persevere and are independent in both their learning and social skills
- Equality and diversity- ensuring that learning encourages connections with both our local community and wider localities.
Through the PE Curriculum, we ensure that all children are active in the learning process and have implemented common language around good independent learning and characteristics of effective learning, starting from Early Years. Growth mindset is embedded, using the ‘Power of Yet!’, and understanding the importance of the 5 R's (Resilience, Responsibility, Reciprocal, Resourceful, Reflective), Growth mindset is rewarded and recognised when children support each other to overcome challenges and to be proactive in their learning.
As part of our curriculum and growth mindset, we promote and encourage the children to recognise The Characteristics of Effective Learning; these are:
- Go For it Gorilla - I will have a go.
- Exploring Elephant - I am an Explorer
- I know Rhino - I play with what I know
- Proud Peacock - I am proud of what I do
- Concentrating Crocodile - I join in and concentrate
- Persevering Parrot - I keep trying
- Choosing Chimp - I choose ways to do things
- Creative Chameleon - I have my own ideas
- Slinky Linky Snake - I can make links
Our PE curriculum has been designed so that all lessons give the children opportunities to display one or some of the characteristics for example “trying new things” like a Go For It Gorilla.
At The Rissington School, we provide a culture that aims to inspire an active generation to enjoy PE, encourage each other and achieve. We provide a safe and supportive environment for children to flourish in a range of different physical activities which is essential in supporting their physical, emotional, spiritual, social and moral development. The aim of Physical Education is to promote physical activity and healthy lifestyles. Children are taught to observe and produce the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators; embedding life-long values such as co-operation, collaboration and equity of play.
Our PE Curriculum, along with PSHE and science, teaches children about the importance of healthy living and learning about the need for good nutrition. At The Rissington School children develop the necessary knowledge and skills which will have a positive impact on their future by becoming physically active citizens to benefit their long-term health and well-being.
In some activities, pupils with SEN and/or disabilities will be able to take part in the same way as their peers. In others, some modifications or adjustments will need to be made to include everyone.
To overcome potential barriers to learning in physical education, some pupils may require:
- adapted, modified or alternative activities that offer an equivalent degree of challenge to the activities in the programmes of study and that enable the pupils to make progress
- specific support they need to take part in certain activities or types of movement, and
- careful management of their physical regime to allow for their specific medical conditions.
National curriculum in England: PE programmes of study - GOV.UK
PE Long Term Planning Overview
Progression of Skills and Vocab EYFS