Aim: “Establish an ‘active school’ ethos and environment which will increase activity levels and promote physical and mental wellbeing within and outside the curriculum.”
◾To promote and maintain physical and mental wellbeing within school.
◾To promote enjoyment and commitment to PE and school sport.
◾To develop a positive attitude and confidence to get involved in physical activity and sport.
◾To promote participation in a range of activities and competition.
◾To allow pupils to think about what they are doing and encourage problem solving.
◾To promote in pupils the desire to improve and achieve.
◾To ensure safe practice during physical activity.
◾To provide a minimum 2 hours of high quality PE/sport each week including swimming all year round.
Foundation of Study:
For many Physical Education is synonymous with physical recreation, playing games, keeping fit or taking part in a variety of physical pursuits. Team games, athletics, gymnastics, dance, swimming, outdoor pursuits and a range of other activities are each undertaken by large numbers of people in their leisure time.
In the school curriculum however, these activities take place in a context of teaching and learning. In physical education general and specific skills are acquired, knowledge and understanding developed. Positive attitudes, fitness awareness and personal and social attributes are also encouraged.
Here at Wilson Stuart the programme of Physical Education will enable students to experience challenge, take part in competition, develop team work and help extend their artistic and aesthetic understanding. Throughout a range of activities covered we encourage a lifelong interest in sport and physical recreation.
Physical Education at Wilson Stuart aims to develop control and coordination of the body. It is primarily concerned with a way of learning through action, sensation and observation. Such experiences require thought and effort, which leads to improved performance, personal achievement, Satisfaction and enjoyment arise from working with a sense of purpose practising hard and long enough to overcome the challenges presented by the practical side of P.E. It is possible to gain knowledge of physical activities in a theoretical way; but the aims of physical education can be acquired daily by personal experience of movement.
Programme of Study:
EYFS – Physical Development/Play – Physical development is the process that starts in human infancy and continues into late adolescent concentrating on gross and fine motor skills as well as puberty. Physical development involves developing control over the body, particularly muscles and physical coordination. Play is often called the ‘work’ of children. We therefore try to encourage unstructured free play, loosely supervised, as much as possible as over programming spoils the true benefits of play. Children play on their own and with others.
Primary/KS3/KS4 – Adapted Activities –
Target Games – Boccia, New Age Kurling,
Striking and Fielding Games – Table Cricket
Athletics – Track and Field Events
Outdoor Adventurous Activities – Orienteering and Problem Solving Activities.
Invasion Games – Zone Hockey, Basketball
Gymnastics and Dance
Net Games – Balloon Volleyball, Tennis and Polybat
6th Form – Sport Education – is a team event where the performance and organisation of the teams can score team points each week to become the overall sports education champions. Sports education requires teams to be selected at start of each term or season and roles assigned to their team members. There is a role that can be played by everyone and it is up to the captains to identify who will be the best suited person for each job the sports activities change each week.
Additional Activities –
Rebound Therapy – is used to facilitate movement, promote balance, promote an increase or decrease in muscle tone, promote relaxation, promote sensory integration, improve fitness and exercise tolerance, and to improve communication skills.
Sherborne Movement –
- Movement experiences are fundamental to the development of all children but are particularly important to children with special needs who often have difficulty in relating to their own bodies and to other people.
- The input or ‘feeding in’ of movement experiences has to be more concentrated and more continuous for children with special needs.
All these experiences can be repeated regularly with the primary aim of encouraging each student to initially experience and anticipate and hopefully initiate a particular experience or movement. The more often routine movement experiences are shared it will enable students to develop a greater movement vocabulary and indicate through smile, vocalisation or eye contact or objections,
preferences or dislikes. SDM offers staff infinite opportunities, which enable students to communicate definite choices, preferences and dislikes.
Ben Richards – Moss – 2014, 2015, 2016, 2017 and 2018
Zain Khan – 2017, 2018
Alina Mohammed – 2016 and 2017
Toronto Robinson – 2014, 2015, 2016 and 2017
Callum Robinson – 2012, 2013
Isaiah Joseph – 2013
Attaullah Shabazkail – 2017
Javaughn Parkes – 2012, 2013, 2014, 2015 and 2016
CP Sport National Champions 2016/17 and 2017/18
Lord Taverners Champions 2017 and Runners Up 2018
National Schools Runners Up 2018
Team GB – World Junior Championships
Stoke Mandeville 2014
Stadskanaal, Holland – 2015
Team GB – Senior European Championships
Berlin, Germany 2018