Physical Education

Physical Education Overview

Intent

Our intent for teaching Physical Education here at Hope School is to provide all learners an individualised learning experience which covers all physical development opportunities at any starting point. The intent of our P.E. curriculum is for all learners to experience and engage in multisensory learning that includes elements of games, gymnastics, dance, OAA, swimming and athletics throughout their education.

The P.E. curriculum ensure learners to take maximum responsibility for their own actions by developing mobility skills and correct positioning to facilitate learning.
P.E intends to build appropriate confidence in using physical skills whilst developing enjoyment of, and positive attitudes towards physical activities. Our aim in P.E is to highlight the importance and benefits of living a healthy and an active lifestyle. P.E. is taught as a discreet subject. P.E. follows a long-term plan that is differentiated to suit the needs of our learners when appropriate.

Our broad, balanced and ambitious curriculum covers all key concepts of P.E. to facilitate all learners to achieve their full potential.

Underpinning our curriculum are our 3 core values of Achievement, Equality and Independence.

Implementation

Computing is delivered in different ways throughout the different ages, stages, and departments in school. We offer a structured sequence of lessons, helping teachers to ensure that they have covered the skills required to meet the aims of the curriculum. The content allows for a broad, deep understanding of computing and how it links to learners’s lives. It offers a range of opportunities for consolidation, challenge, and variety.

Computing is taught as part of ‘Understanding the World’ subjects. Our Computing Curriculum utilises three frameworks – Birth to 5 Matters, The Engagement Curriculum, and the National Curriculum. These frameworks underpin our objectives for all learners across our curriculum pathways.

Teachers adapt Computing to suit the specific needs of their class and the sessions often focus on early Computing skills as part of another taught subject or as discreet Computing/ Digital Skills (either plugged or unplugged) sessions. These early skills include sequencing, using timelines/ routines, problem solving and exploring everyday technology. Students also use assistive technology (e.g. Talkers, switches, eye-gaze tech) to increase independence and enabling access to the curriculum.

Through our Computing/ Digital Skills sessions, students are taught to use technology to support communication and language development (e.g. communication software, text-to-speech, TD Snap etc). Students are taught to use technology to support sensory and physical needs (e.g. sensory games, the use of adaptive equipment); and they are taught to understand and use basic computer programs (e.g. interactive learning games).

Across the curriculum, at a level appropriate to their ability, pupils are enabled to develop Computing and Digital Skills. Pupils are also provided with opportunities to develop knowledge and understanding of e-safety and acceptable online behaviour. Unplugged Computing activities are also used to enrich and support Computing topics and skills where appropriate.

Games

Skill acquisition is an important part of any game and can be developed individually, in pairs or via team games in both a competitive and non-competitive nature. These skills can include;
• Sending – throwing, rolling, bouncing, kicking and striking to an individual or target area.

• Receiving – catching and trapping
• Travelling – dribbling, bouncing and carrying with a change of speed or direction.
• Spatial awareness – running, dodging, chasing and avoiding.

There are four types of games that could be taught in the formal curriculum:
• Invasion games – football, rugby, hockey, netball, bench ball etc.
• Striking and Fielding – Cricket, rounders etc
• Net or wall games – Tennis, volleyball, badminton etc
• Target games – Skittles, golf, boccia, curling etc

Learners would develop an understanding of the rules, scoring, use of equipment and knowledge of vocabulary linked to individual games.
More sensory learners would begin to explore different pieces of equipment that have a variety of textures and weights. Learners have opportunities to grasp and release the equipment which could lead on to sending and receiving.
All learners can participate in a variety of games that included scoring points, winning and losing.

Gymnastics

When learners are taught gymnastics activities, they have opportunities to learn different ways of performing the basic actions of;

• Travelling
• Turning
• Rolling
• Jumping
• Balancing
• Swinging
• Climbing

Learners on the complex learning pathway would experience gymnastics in a different way. They would focus on;

• Increasing body awareness
• Rocking
• Sliding
• Swinging
• Spinning
• Turning
• Twisting
• Reaching
• Stretching

These activities can be taught on the floor or with the use of apparatus.
As learners develop skills, they will also learn to link a series of actions and how to repeat them.

While developing these skills learners will also be taught to make different body shapes, develop an awareness of the space around them and how they move within it.

Swimming / Aquatics

We feel it is important that all learners access swimming activities when appropriate within the context of the school’s overall curriculum. Thus, encouraging basic water confidence as well as acquiring relevant skills.
Some learners with more complex needs access the school warm water pool on a regular basis as part of their individual programme and in conjunction with physiotherapy programmes.

Athletics

When participating in athletic activities learners can develop basic techniques in running, throwing and jumping using a variety of equipment. In these activities the emphasis will be on accuracy, speed, length and distance.

Learners will be encouraged to measure and improve their own performance to facilitate the fulfilment of their own individual potential.
Activities might include running different distances, throwing different objects including foam javelins and discuses, completing vertical jumps, standing long jumps, target practice and relay races.

Outdoor and Adventure

There are many activities that can be completed on or off the school site. Encourage learners to read maps as part of orienteering and follow instructions. During this topic the learners can work individually or as part of a team.
Some of the OAA activities will include-

• Canoeing
• Sailing
• Walking
• Rock climbing
• Wind surfing
• Assault courses
• Orienteering

When completing the activities off site a LEA risk assessment will need to be done.

Dance

Firstly, dance should be a vital part of any school curriculum as it unlocks potential that many academic subjects do not. Whether it be counting and sequencing in maths, telling a story or exploring other cultures through dance, exploring nature through dance, dancing the planets of the solar system – dance really does cover all bases. Physical exploration of a theme, subject or topic will embed learning in a powerful and real way – leading to higher and wider attainment across the whole curriculum.

Many young people with a learning disability can find it difficult to understand what they are doing now and what they are doing next. A well-structured dance curriculum will support a child in developing understanding of sequencing through choreography. When completing dance, learners can express themselves freely.
During these lessons encourage learners to use ribbons, pom poms, feathers, a variety of textures and colours. This is vital for the more sensory learners.

Multi Skills

In PE, the term ‘multi-skills are typically used to indicate a variety of movement, thinking and communicating skills that are the foundation of different sports or physical activities. Being able to move, communicate and think about what you’re doing while playing a certain sport is crucial in PE. We can say that a multi-skilled player is someone who can think about where to move, when to move, how to move or to communicate during an activity.

When completing these activities we try to include sensory circuits. A sensory circuit is a form of sensory integration intervention. It involves a sequence of physical activities that are designed to alert, organise and calm the child. The sensory circuit aims to facilitate sensory processing to help children regulate and organise their senses to achieve the ‘just right’ or optimum level of alertness required for effective learning. The circuit should be an active, physical and fun activity that children enjoy doing.

Throughout the day students also have access to a range of activities including:

• Wake-up shake up
• Lunchtime club
• External agencies – Wigan Athletic / Wigan Rugby / Wigan runner/ Fun box Jo
• Yoga
• Dough-disco
• Games
• Forest School

Impact

Our physical education is a commitment to nurturing well-rounded, healthy, and confident individuals. Our Physical Education is designed to have a lasting positive impact on every learner, fostering physical health, cognitive growth, social skills, emotional well-being, and a lifelong passion to active living.

We have great relationships with the local community clubs including Wigan Athletic and Wigan Warriors. They have provided P.E. sessions for classes throughout the year to support the CPD of staff.

In addition, learners who have completed the sports leaders program, have now developed skills to help them provide sessions with classes around school during lunchtimes.

*For more information about the impact of physical education, please see our sports premium document on the website. *

Physical Education at Hope School and College

In our Complex Learning Pathway for P.E

In our Complex Learning Pathway we encourage and support aspects of physical education and movement through all our sessions in a multisensory way. As well as our specific physio sessions we incorporate elements of sensory dance / games and workouts that encourage body movements. Positively impacting on our body awareness, maximising our independent movements and health.

In our Early Steps Pathway of P.E. we promote holistic development through a sport-based lens, fostering physical literacy, social skills, and lifelong well-being, creating confident, active children ready for a lifetime of health.

In our Early Steps Pathway of P.E

In our Early Steps Pathway of P.E. we promote holistic development through a sport-based lens, fostering physical literacy, social skills, and lifelong well-being, creating confident, active children ready for a lifetime of health.

In our Pre-Formal Pathway for P.E

We encourage and support aspects of physical education and movement as much as possible in our daily routine sessions as well as specific Physical Education time. We provide opportunities to explore and use apparatus/resources and environments to challenge and use our body in different ways, incorporating the areas of dance / gymnastics and games discreetly within our class topic themes. Positively impacting on our body awareness, maximising our independent movements and health.

In our Formal Pathway, P.E

A structured educational approach designed for learners who can generally sustain learning activities for an extended period and are able to access subject-specific, adapted National Curriculum content. It often focuses on developing independent skills, everyday life challenges, and self-responsibility.