The Whole Child

PSHE

The Whole Child

We teach some lessons that contain sensitive content. Here are our lesson plans:

Relationships Education

crowcroft park relationships health education lessons.pdf

PE

PE Lessons at Crowcroft Park

Lessons begin in the classroom to establish behaviour expectations, share the learning objectives, big ideas and (if appropriate) show a video to explain new skills to be introduced.
Teachers and Sports HLTA work together to team teach. The Sports HLTA brings the PE expertise and the teacher brings the school pedagogy expertise.
Adults model physical activity and healthy lifestyles at all times.
Children need to dress appropriately for PE, this means removing jumpers and socks/tights for indoor PE. Appropriate trainers must be worn for outdoor PE.
Children are taught to set up and put away all equipment safely.
PE lessons are inclusive and accessible for pupils with SEND. We use the STEP approach to adapt an activity for pupils.

SPACE is where the activity is taking place. Changing this includes: making the area bigger or smaller to vary the challenge, dividing the playing area into different zones.

TASK is the activity that is happening. It can be adapted to support or challenge different pupils.

EQUIPMENT includes the resources used. Using different equipment helps pupils with physical difficulties take part in PE.

PEOPLE are those taking part. This can be adjusted so that there are different numbers of people on teams to balance a game.

All PE lessons have risk assessments as appropriate.
Children are expected to be silent in PE unless they have specifically been asked to verbally communicate. This is for safety, respect and effective learning.
Teachers are responsible for grouping children at the start of each unit (as appropriate to the sport).
Teachers work in conjunction with the Sports HLTA to assess children using PE Passport.

Suggestions for making PE lessons accessible to all

Ensure that all strategies that are on individual’s OPP or EHCP are used in all PE lessons by all staff.

S	Space – can you change the size of the space to increase or decrease the level of challenge/support to facilitate success? For example: increasing the distance between cones for weaving, decreasing the distance from a target, increasing the size of the playing space.
T	Task – can you vary the activity to increase or decrease the level of challenge/support to facilitate success? For example: modifying the rules or offering choices.
E	Equipment – can you change the equipment to increase or decrease the level of challenge/support to facilitate success? For example: using a balloon or beanbag instead of a tennis ball, using a lower bench.
P	People – can you change the group to increase or decrease the level of challenge/support to facilitate success? For example: decreasing the number of people in a group or pairing thoughtfully.

Benefits of Adaptive Teaching and the STEP Principle: Adaptive teaching, guided by the STEP principle, offers numerous benefits for both students and teachers in the PE classroom:

1. Inclusivity: Adaptive teaching ensures that no student feels left behind or excluded based on their physical abilities. It promotes equal opportunities for participation and success in PE.

2. Individual Progress: By adapting tasks and providing personalised support, adaptive teaching allows students to progress at their own pace, fostering continuous improvement and a sense of accomplishment.

3. Engagement and Motivation: When students experience success, are offered choices, and feel supported, they become more engaged, motivated, and enthusiastic about physical activity.

4. Personal Growth: Adaptive teaching nurtures students' physical, social, and emotional development. It fosters self-confidence, resilience, teamwork, and empathy, which are crucial life skills beyond the PE classroom.