Many of you have been asking if it is ok to continue after school clubs during lockdown. The answer is yes! The Government are keen that children are still able to hit their 60 minutes of recommended physical activity a day.
You should use your existing control measures to decide the best way to delivery extra-curricular clubs during lockdown. As restrictions ease, as well as usual PE lessons schools, are being encouraged to provide before and after school clubs. Lunchtime clubs are also permissible if they can be organised under the schools COVID19 protocols, for example, bubbles and social distancing.
When shouldn’t I run a club?
You should not set up a new club or reintroduce a club with pupils that wouldn’t usually be together or meet. Competition between schools should not take place.
Where can I find the Government guidance?
The Government published new guidance on 5th November, which goes into greater detail on how schools should manage under the new restrictions. However, The Youth Sport Trust, AfPE, The Sport & Recreation Alliance and UKActive came together to seek further clarification. Following consultation with Government departments, they advise;
- Schools should continue to provide extra-curricular sport as long as they can do so in a way which i) maintains the integrity of schools’ Covid-19 protocols such as approach to bubbles, staffing and social distancing and ii) is subject to appropriate risk assessment.
- Where the guidance refers to supporting parents to work, there is no additional need for schools to prove that extra-curricular clubs are helping parents to work or seek work.
- Extra-curricular clubs should not take place if they are bringing together groups of young people who would not otherwise be spending time together. Competition between different schools should not take place, in line with the wider restrictions on grassroots sport.
The Government has also clarified what the guidance means for schools and grass-root sports in their recent blog article.
At The PE Hub we support you with knowledge, resources and tools to master PE lesson delivery – and by continually evolving the services and materials we offer – we aim to help elevate PE to a central place in schools’ and the national curriculum. That is what we mean by moving PE forward.
We review our assessment model regularly updating the document to include new activities we’ve written; for example, our new basketball scheme. Importantly, we also reflect to see if we can do things better.
Assessing PE without levels
In PE we assess without levels. Therefore, any assessment we undertake must be in line with what is being taught. Most importantly what is being taught should meet children’s needs.
Assessment should be directly linked to learning outcomes. So our assessment document only suits our schemes of work as there are specific outcomes in each unit, which are reflected in the assessment statements.
There is no one size fits all assessment tool for PE. As stated in my previous blog on the subject there are no specific attainment targets in PE. Any assessment needs to take into consideration what pupils can ‘do’. In addition, it should record the progress they made over a specific time period.
Any assessment model should link directly to what is being taught. Therefore it should be structured in such a way that pupils can show what they have learned in line with the outcomes.
Head, Hand, Heart
Physical Education is not sport or physical activity. That is to say, PE should develop a web of fundamental skills beyond just the physical.
For example, high quality physical education has been shown to: contribute to children’s confidence, self-esteem and self-worth; enhance social development by helping children to co-operate and compete and to develop a sense of fairness, justice and respect; reduce symptoms of anxiety and depression; benefit cognitive function and academic achievement; and encourage school attendance and engagement (Harris & Cale, 2018; ICSSPE, 2010).
Our curriculum has been written to encompass all these factors following afPE’s model of Head, Hands, Heart.
Head – The thinker; confident, deep learner and decision-maker.
Hand – The physical being; physically competent, physically active and competitive.
Heart – The behaviour changer; developing socially and emotionally, involved and engaged, developing character and values, leading a healthy active lifestyle.
Any outcomes we write are with these in mind, and therefore corresponding assessment statements are too. You can see an example of our assessment statements in our knowledge organisers.
All learning should be structured so pupils can meet the outcomes. The activities should directly correlate with what children need to learn and what criteria they will be assessed against. Children should know what is expected of them at every stage.
Opportunities to develop across the 3 strands of Head, Hand and Heart should be given. There may be different weight afforded to each area depending on the activity being taught and the level the learners are at. For example, in year 6 you might expect children to apply a broader range of skills than pupils in year 2.
In conclusion, our assessment model suits our curriculum and expected outcomes. The learning activities designed within our curriculum are set to draw out these outcomes in a progressive way.
Whether you’re writing your own schemes or looking to others for support, consider your intent for your pupils. Any scheme you teach should match what pupils need to learn.
In an open letter to Education Secretary Gavin Williamson, the Youth Sports Trust said uncertainty over the provision of the primary PE and sport premium was “actively undermining” the ability of primary schools to plan their provision from September. Read More
When I noticed my 12-year-old son was spending about seven hours a day doing his school work online due to the COVID-19 pandemic, I immediately became concerned. As a researcher who focuses on how to get kids to be more physically active, I knew my son and his classmates were spending too much time sedentary (…. read more
Returning to school
Many teachers have contacted us for guidance on delivering PE once schools return. We take our responsibility to share the best and most trusted information very seriously. With that in mind we turned to The Association for Physical Education (afPE), the best source of information on the subject to share with our customers and readers.
Yesterday, along with a 1000 others, we attended afPE’s webinar, ‘COVID-19: Interpreting the Government Guidance in a PE, School Sport and Physical Activity (PESSPA) Context’.
afPE provides quality assured services, and valuable professional support for members in the physical education, school sport and physical activity sector. The PE Hub are proud afPE business associate members and rely on the organisation as a source of trusted information for the bigger picture of PE, school sport and physical activity.
One size does not fit all
The clear message we took from the webinar is that every situation is different, and each school’s needs will vary. afPE’s advice to the sector builds on existing Government guidelines.
A whole-school approach to PE and physical activity
It is not the job of any individual teacher or member of staff to make judgements on what PE activity is safe or how a working area is cleaned. Every decision should come via a whole school approach with the individual staff member carrying out the agreed procedures.
Your employers’ will have based their guidance on Government directives and should be followed. Your employers’ operating plans are also based on your setting’s individual need. Two schools in the same local authority or academy trust will not have the exact same set of circumstances.
Because no one outside of your school or organisation knows your unique situation they are therefore not able to give you specific advice; furthermore, it is your employers’ responsibility to risk assess each area of school life including PE.
With that in mind, we are sharing the link to afPE’s advice for schools which can be shared with senior leaders to help shape policy on PESSPA for schools return. We have collated some of the main points from the document below.
Teaching and Learning
- Activities should be distanced and non-contact.
- What are your curriculum priorities, e.g. focusing on activities such as dance, tennis and outdoor education rather than team games?
- There is no published document of activities that are ‘allowed’ or ‘banned’. Schools must make their own decisions on what to teach.
- Teach outside where possible.
- Think about physical and organisational measures such as room layouts and entry to working areas.
- Share safety messages around the school in posters/message on boards.
- Smaller group sizes.
- Reducing and where possible, avoiding sharing equipment.
Schools should have procedures for
- Cleaning practises of working areas in the school, including halls and outdoor spaces.
- Cleaning practices of equipment.
- Personal hygiene protocols including access to soap, water and sanitiser.
- COVID 19 is a new threat, so all risk assessments should be updated, including area risk assessments such as the hall and playground (afPE have risk assessment templates available for their members).
- Plan or adapt activities, so there is no contact between children.
- Pupils work in zones.
- Manage entrances and exits to working areas.
- Children wear kit to school to reduce the need for teacher contact.
- No jewellery at school at all to reduce children touching their face and, minimize contact with teachers and likely hood of injuries.
At The PE Hub, we are working hard to stay informed with the latest Government information and bring relevant content to our members. These are challenging times, and we want to work together as a sector to solve problems and break down barriers, ensuring children and young people have access to the education they deserve.
If your school needs further support on health and safety matters, we recommend becoming an afPE member. afPE are at the end of the phone for questions relating to the role and of physical education in your school. They focus on PE in school life and health and safety. To find out more about becoming a member visit their website. There are membership packages for individuals, organisations and schools.
The Prime Minister is determined to use the coronavirus pandemic to get people to be healthier and is said to be ‘obsessed’ with getting people to cycle to work.
His swing toward interventionism follows a long-standing opposition to ‘nanny state’ measures and scepticism about the sugar tax, which he pledged to review, among other ‘sin taxes’. Read More
As we see how the next few weeks and months play out, more and more of us will be working and playing from home. The Easter holidays and partial school closures mean the children are confined to the house for much of their day. TV, iPads and gaming have their place, but for health, both physical and mental, keeping active is essential for everyone in the household.
What can you do?
You don’t have to be a specialist teacher or sports coach to try out fun fitness activities and games at home. It’s great to use the extra time to let children play. In our next blog, we will be sharing some easy physical activities you can undertake with your children as well as publishing some free content for parents and carers on our webpage.
In today’s blog, we are looking at getting outside. If you have a garden, it’s an ideal opportunity to get out and spend some time in nature. It doesn’t matter how big or small your outside space is, you may not even have an outdoor area but if you keep a distance from others it can be done. You could work on the front pathway or in communal gardens. Getting your hands dirty with the children helps pass the time and brings a host of benefits.
Benefits of spending time in the garden
- Stress relief
- Improved immune system
- Sensory stimulation
- Living in the moment
- Eating in a more healthful way
- Vitamin D production from sunlight
10 garden activity ideas for children
Spring is finally in the air, so making the best of being at home by getting outside. We have put together a list of ideas of things you can do in the garden with your children, or just for yourself! Here at The PE Hub, we are now working from home so will be trying out some of these activities with you!
- Tidy the patio – it’s been a long winter and sweeping and clearing away clutter from last year will give you space and a sense of satisfaction.
- Paint plant pots – the children will love this and will give them some time to get creative with designs and colours.
- Plant herbs – Many herbs can be bought at the supermarket and online and is a great way to give children an understanding of where food comes from.
- Water painting – For younger children give them a paintbrush a bucket of water, and they will spend hours ‘painting’ wooden fences and sheds.
- Hang an insect feeder – Bees and butterflies are on the decline and are essential for the biodiversity of the planet, give them a helping hand with one of these attractive homes.
- Plant window boxes – This is great if you do not have a big garden or no garden at all some of the best plants are strawberries, chillies, tomatoes, annuals and tender perennials.
- Clean patio furniture – A bucket of warm soapy water and some sponges to bring the furniture back to life. Old furniture can be spruced up with blankets and pillows.
- Decorate the garden – Add bunting, candles and windmills to give the garden a playful feel that children will enjoy.
- Make a still pool – Find any watertight container, not too deep and place in flower beds between plants, this is great for birds and other wildlife and looks pretty also.
- Build a scarecrow – Using things you find around the house and in the shed or garage can you make a scarecrow? It doesn’t need to be big, but it will be lots of fun.
Still got time on your hands? Why not try out this fun garden game.
Different sized plastic plant pots.
Build, stack, tower, tall, next, before, after, size, big, small, large, narrow, wide, on top.
Coordination, fine motor skills, balance, decision making, spatial awareness.
How to play
On the lawn or any open space lay out a selection of plastic plant pots. Run through the variations below
- Order the pots in a line by size
- Play the memory game by placing objects under the pots
- Stack the pots inside one another by size
- Set the pots out as a target and try and throw a small ball or beanbag
- Set the pots out in a line or a pyramid and score points by hitting them
Japan’s Olympic minister says the Tokyo 2020 Games could be postponed from the summer until later in the year amid fears over the coronavirus outbreak.
In a response to a question in Japan’s parliament, Seiko Hashimoto said Tokyo’s contract with the International Olympic Committee (IOC) “calls for the Games to be held within 2020”.
Primary school children have been banned from heading in football training in England, Northern Ireland and Scotland.
The Football Associations of each country announced the ban on Monday and said a “graduated approach” will be taken to heading in training in under-12s to under-16s football. The “updated Heading Guidance”, drawn up in conjunction with Uefa’s medical committee, states that children between the ages of 6 and 11 should no longer be allowed to head the ball during training sessions, read more.
The open letter, published on Tuesday, has been signed by the chief executives of major sports governing bodies and charities, including the Football Association, the English Cricket Board, England Athletics, the Lawn Tennis Association and the Youth Sports Trust.
It specifically urges Boris Johnson, Jeremy Corbyn and the other party leaders to outline measurable plans which will ensure that every young person “enjoys an hour a day of sport and physical activity, backed up by good quality teacher training and investment in school sport facilities”. Read More
Enter your details to receive information on how we work with schools & organisations like yours. Or if you have a question, either contact us or fill out the form.