"To build safe, independent lives for autistic young people through support, understanding and enablement"
We are proud of our diverse Physical Education curriculum offer delivered by our specialist P.E. team. In addition to our core P.E. offer available to all pupils we also implement bespoke physical interventions personalised to pupil need ranging from Rebound Therapy, individualised fitness programs, use of adapted equipment and technology.
Our Diverse Offer
A pupils PE journey begins by developing fundamental movement skills allowing them to become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They will engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils are taught to:
- Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
- Participate in team games, developing simple tactics for attacking and defending
Throughout their PE journey pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They will begin to enjoy communicating, collaborating and competing with each other. They will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils will be taught to:
- Use running, jumping, throwing and catching in isolation and in combination
- Play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
- Develop flexibility, strength, technique, control and coordination.
- Take part in outdoor and adventurous activity challenges both individually and within a team
- Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Throughout their PE curriculum pupils will build on and embed the physical development and skills learned become more competent and confident in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. Pupils are taught to:
- Use a range of tactics and strategies to overcome opponents in direct competition through team and individual
- Develop their technique and improve their performance in other competitive situations
- Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group
- Analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best.
- Become self-aware of their own competences by reflecting on themselves and their abilities to succeed in a differentiated task.
Our pupils are coming to PE with various prior learning experiences related to their ability, interests, and opportunities. Springfields PE department ensure a quality and inclusive learning environment that allows pupils to either develop the motivation and confidence to engage in physical activity whether they are beginning their physical literacy journey or make continual progress. We can look to differentiate by what pupils are learning, how pupils acquire the information, how pupils are demonstrating their learning and the environment the pupils learn in. Members of staff work closely with the Integrated Services Team such as occupational therapists who give guidance and advice on how to support pupils to improve their motor skills, balance and coordination which improves their self-esteem. The PE department also work collaboratively with Speech and Language Therapists who offer support for children who have difficulties with communication. They will offer suggestions on how pupils can access the curriculum, this would include things such as Visuals, and schedules.
We look to differentiate by what pupils are learning through accreditation such as differentiating levels of qualifications that we can offer our pupils to provide breadth and depth that allows pupils to achieve sports related qualification in line with their cognitive ability.
The PE Department has close links with different Sporting organisations throughout Wiltshire that can present the opportunity for Work experience and is something we find really supports pupils Transitions into the next stage of their education or career whether this is college or an Apprenticeship. Pupils will have the opportunity to work alongside other coaching and Sports professionals to get a real life insight into coaching and sports development which enables then to understand if this is the right pathways for them.
During the range of activities that students participate in PE lessons, students can develop a sense of enjoyment and fascination in learning about themselves, others and the world around them. Students are consistently encouraged to use their imagination and creativity in their learning, and showcase a willingness to reflect on their own and others experiences. Examples of Spiritual lessons in Physical Education;
- Creating and developing own attacking and defensive set plays and tactics
- Reflecting and critiquing their own and others performances
- Using discovery style to allow students to have their own thoughts and ideas of how to overcome problems/challenges.
PE teaches students about fair play, unwritten rules and sportsmanship. Students should abide by the rules and regulations, gaining a good understanding of rules of sport and the importance of infringements such as penalties, which allow students to understand the impact of their actions.
Examples of Moral lessons in Physical Education:
- Promote fair play and team work in lessons
- Encourage good sportsmanship throughout
- Respect with equipment
- Following instructions and decisions made by staff.
- Respect for their facilities and the environment they are active in
- Listening to teacher and peer feedback on particular sporting skills
- Promote trust with peers
- Using students as sports leaders
- Taking part in Sporting initiatives such as Sports Relief
Students in PE can use of a range of social skills in different contexts, including working and socialising with students from different religious, ethnic and socio-economic backgrounds. The willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively. An interest in and understanding of, the way communities and societies function at a variety of levels.
Examples of Social lessons in Physical Education:
- Creating a sense of community in lessons
- Encourage students to recognise and respect social differences and similarities
- Celebrate sporting success both in and out of school
- Use of sports leaders to lead groups of pupils in lessons
- Promoting team work throughout lessons supporting one another to develop their skills in a cooperative situation.
The PE department can encourage a willingness to participate in sporting opportunities that will help to develop positive attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
Examples of Cultural lessons in Physical Education:
- Learning about the developments of sports in different countries
- Conversations and activities around different Sporting events around the world i.e. World Cups and Olympic games
- Gaining an understanding of different sports and their foundations
- Use of international examples of different athletes and their achievements
Measuring the Impact of the P.E. Curriculum:
Effective assessment in physical education engages supports and motivates pupils to become competent, confident, creative and reflective movers. It can support and encourage young people to work together in order to achieve their best in physically demanding and competitive activities.
Approaches to assessment must be meaningful and embedded throughout a high quality physical education curriculum; which enables learners to make progress and improve their attainment. Although locally determined and child-centred, physical education must be situated within a whole school approach to assessment and support a child’s development across the whole curriculum.
P.E. will be assessed throughout each key stage through observations and where possible regular video recordings in different areas of our PE curriculum. Moderations will be undertaken termly to ensure an accurate assessment has been made on each individual pupil. Feedback is provided through variety of forms, verbal, written, visual and audio. This is dependent on the context and the individual need of the pupil.
- Teacher assessment against PE Key Performance Indicators that are pathway/subject specific
- Progress towards end of year targets is evaluated through the pupil assessment and progress cycle (reference flow chart)
The curriculum is evaluated through the termly curriculum review which is informed by:
- Progress Frameworks - autism, knowledge and skills bespoke to cohort pathway.
- Progress towards EHCP outcomes
- Accreditation achieved
- Pupil progress and attainment cycle
- Pupil voice
- Staff curriculum evaluation
- Parent voice
- Review of the curriculum development plan
Impact of the P.E. Curriculum:
Spring fields pupils will leave the academy with the knowledge and skills to lead a safe, independent life and healthy life. Pupils who have a passion for the subject, may opt to choose the Sport Pathway to further develop their knowledge and understanding, and create possible opportunities which may lead to a career in the sports, leisure, and health industry.
Meet the Physical Education Team:
Mr Darren Mullings - Head of P.E.
Miss Aisha Farmilo - P.E. Instructor