PE & Outdoor Education | The Linden Centre

Physical Education

PE at The Linden Centre prides itself on giving students as many opportunities to be creative, competitive, co-operative and to face challenges as individuals, in small groups or larger teams. Students are challenged to think in different ways to suit the different challenges.

In PE, all colleagues teach across the full range and has a high wealth of teaching in this subject. The Faculty also provides extensive opportunities to students during lunchtime with a variety of sports taking place and competitive fixtures after school.

PSHE education is a school subject through which students develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for life and work. They also have opportunities to develop skills and attributes such as resilience, self-esteem, risk-management, teamworking and critical thinking. The PSHE Faculty consists of a number of experienced teachers that work together to provide and deliver a broad and balanced curriculum for all students.

Staff

English is comprised of a strong team of experienced teachers who teach the full curriculum from year 1 to year 11. Miss Wendy Hollands is the subject lead across all four centres.

Year group	Primary Specialist	Primary Short Stay	Secondary Specialist	Secondary Short Stay
1		Christine Hodson
2		Christine Hodson
3	Helen Stewart	Christine Hodson / Karen Evans
4	Kathryn Clarke	Karen Evans
5	Henry Groome	Karen Evans
6	Laura Haywood-Harris	Karen Evans
7			Wendy Hollands	Wendy Hollands
8			Wendy Hollands	Wendy Hollands
9			Wendy Hollands	Wendy Hollands
10			Wendy Hollands	Wendy Hollands
11			Wendy Hollands	Wendy Hollands

Vision / Intent

The Linden Centre takes a holistic approach to Physical Education, interweaving core PSHE themes, where possible, across the PE curriculum.

Core Theme 1: Health and Wellbeing (personal identity, healthy lifestyles, keeping safe)
Core Theme 2: Relationships (healthy relationships, relationships and sex education, relationship safety, valuing difference)
Core Theme 3: Living in the Wider World (rights and responsibilities, economic wellbeing, employability and enterprise, career progression)

All practitioners aim to engage and inspire students to be enthusiastic learners, who successfully take ownership of their own health and well-being.

We are committed to developing and establishing a learning environment that encourages students be active learners and respectful members of the community. Our long-term aim is to encourage our students to be positive community members that understand the value of staying fit and healthy. We endeavour to provide them with the skills that will enable them to make the right life choices and to feel confident within themselves.

Development Plan

During the academic year 2022-2023, the PE Faculty will focus on:

1) For all children to engage in a broad and balanced PE curriculum that meets the requirements of the NC.

2) To further develop a holistic curriculum that makes explicit links with PSHE and aims to meet the SEMH needs of our young people.

3) To provide staff CPD to ensure high quality PE teaching is delivered across all centres.

4) Make use of wider community resources to provide high quality teaching and learning whilst promoting community inclusion.

5) To improve PE resources across all four Linden Centres.

Curriculum Sequencing

The Linden Centre PE Overview
	Key Stage One	Lower key Stage Two	Upper Key Stage Two	Key Stage Three & Four
PSHE Focus: Respectful Relationships – Friends and family A1 -Friends & Family A2 -Feeling Happy
Autumn 1	Ball Skills & Orienteering	Athletics	Athletics	Basketball
Autumn 2	Circuits & Street Dance	Circuits & Street Dance	Teamwork & Street Dance	Football
Conflict, care, safety – Me, Myself and Others S1 - Truthfulness S2 - Emotions
Spring 1	Dance	Striking & Fielding	Ball Skills	Fitness
Spring 2	Cricket & Badminton	Cricket & Badminton	Striking & Hockey	Orienteering
Emotions: How you doing? S1 – Getting on S2 - Relationships
Summer 1	Obstacles & Athletics	Rounders & Swimming	Rounders & Swimming	Athletics
Summer 2	Parachute games Throwing & Catching	Orienteering & Gymnastics	Orienteering & Gymnastics	Cricket/ Rounders

Learning Overviews Y1 & Y2

Curriculum Organisation

Students are taught in small groups. They are not grouped by ability. Students have two PE lessons per week. Lessons take place in a variety of outdoor and indoor areas. Many lessons are taken off site, for example, to local leisure centres, to further enhance pastoral opportunities for community inclusion and life skills.

All lessons have an over-arching focus on promoting both physical and mental health and well-being. Lessons aim to develop skills in a range of activities and to ensure students are physically active for sustained periods of time.

Term

Units of Work

Key Enquiry Questions

Key Vocabulary

Skills Developed

PSHE Theme

A
U
T
U
M
N

Ball Skills

How many ways can you throw a ball?

Where should you look when throwing and catching?

Ø Throw

Ø Kick

Ø Catch

Ø Pass

Ø Control

Ø Roll

Ø Dribble

Ø Greater control when passing the ball

Ø Throwing skills

Ø Catching skills

Friends & Families

Circuits

How do you feel when you exercise?

Why is exercise important?

Can you suggest an exercise to raise your heart bet?

Ø Heartbeat

Ø Raised

Ø Resting

Ø Muscle

Ø Time

Ø Fitness

Ø Stamina

Ø Strength

Feeling Happy

S
P
R
I
N
G

Dance

Can you show me different ways to travel?

What do you think freeze means?

Show me a gesture for…

Ø Turn

Ø Travel

Ø Freeze

Ø Fall

Ø Gesture

Ø Jump

Ø How our bodies move

Ø Tempo

Ø Levels

Ø Types of movement

Thankfulness

Cricket & Badminton

How do I hold the bat?

How do I hit the ball?

What do fielders do?

Ø Bowl

Ø Bat

Ø Catch

Ø Throw

Ø Wicket

Ø Runs

Ø Catching skills

Ø Throwing skills

Ø Game play

Ø Rules

Emotions

S
U
M
M
E
R

Athletics

How can your arms help you run faster?

How could you jump further/ higher?

How can we aim when we throw?

Ø Run

Ø Pace

Ø Catch

Ø Throw

Ø Heartbeat

Ø Arm and leg coordination

Ø Jumping skills

Ø Hand and eye coordination

Getting on & Falling Out

Parachute Games

What makes a good listener?

Why are rules important?

Ø Games

Ø Rules

Ø Listening

Ø Run

Ø Crawl

Ø Lift

Ø Listening skills

Ø Cooperation

Ø Change of direction

Ø Ranges of movement

Relationships

Learning Overviews Y3 & Y4

Curriculum Organisation

Students are taught in small groups. They are not grouped by ability. Students have two PE lessons per week. Lessons take place in a variety of outdoor and indoor areas. Many lessons are taken off site, for example, to local leisure centres, to further enhance pastoral opportunities for community inclusion and life skills.

All lessons have an over-arching focus on promoting both physical and mental health and well-being. Lessons aim to develop skills in a range of activities and to ensure students are physically active for sustained periods of time.

Term

Units of Work

Key Enquiry Questions

Key Vocabulary

Skills Developed

PSHE Theme

A
U
T
U
M
N

Athletics

How can I improve my times/distances?

What muscle groups are used in different events?

What are the key skills for jumping/throwing higher or further?

Ø Muscle groups

Ø Aerobic

Ø Anaerobic

Ø Endurance

Ø Power

Ø Running

Ø Pace

Ø Stamina

Ø Jumping

Ø Throwing

Ø Umpiring

Friends & Families

Street Dance

What are the four dance areas?

What are the 6 dance actions?

Are different levels embedded?

What is cannon/ accumulation?

Ø Actions

Ø Space

Ø Relationships

Ø Dynamics

Ø Jump

Ø Gesture

Ø Travel

Ø Turn

Ø Freeze

Ø Fall

Ø Cannon

Ø Accumulation

Ø 4 dance areas

Ø 6 dance actions

Ø Formation

Ø Cannon

Ø Accumulation

Feeling Happy

S
P
R
I
N
G

Striking & Fielding

Can you pass the ball on the run?

Can you defend an area?

How can you improve your own performance?

Ø Pass

Ø Catch

Ø Dodge

Ø Possession

Ø Control

Ø Space

Ø Support

Ø Rules

Ø Passing skills

Ø Positional play

Ø Spacing

Ø Attacking

Ø Defending

Ø Evaluation skills

Thankfulness

Cricket & Badminton

How do I outwit an opponent to achieve success?

How do I warm up and cool down in cricket?

How do I choose which batting technique to use when?

Ø Sportsmanship

Ø Stance

Ø Body position

Ø Follow through

Ø Mechanics of movement

Ø Attacking and defensive strokes

Ø Batting order

Ø Bowling techniques

Ø Field placements

Ø Batting skills

Ø Fielding skills

Ø Throwing skills

Ø Catching skills

Ø Game play

Emotions

S
U
M
M
E
R

Rounders & Swimming

What tactics can I use to get batters out?

How can I bowl to outwit a batter?

What positions roles are there in the game?

Ø Stance

Ø Body position

Ø Follow through

Ø Mechanics of movement

Ø Batting skills

Ø Fielding skills

Ø Throwing skills

Ø Catching skills

Ø Game play

Ø Tactical play

Getting on & falling Out

Orienteering & Gymnastics

What skills do I need to use to create a gymnastics routine?

How do I perform the skills to ensure all movements are effective?

How do you complete a balance in gymnastics?

Ø Performance

Ø Dynamics

Ø Balance

Ø Counterbalance

Ø Transference of weight

Ø Rolls

Ø Body position

Ø Mechanics of movement

Ø Learn and practice short sequences

Ø Partner work

Ø Performance skills

Ø Evaluation

Ø

Relationships

Learning Overviews Y5 & Y6

Curriculum Organisation

Students are taught in small groups. They are not grouped by ability. Students have two PE lessons per week. Lessons take place in a variety of outdoor and indoor areas. Many lessons are taken off site, for example, to local leisure centres, to further enhance pastoral opportunities for community inclusion and life skills.

All lessons have an over-arching focus on promoting both physical and mental health and well-being. Lessons aim to develop skills in a range of activities and to ensure students are physically active for sustained periods of time.

Term

Units of Work

Key Enquiry Questions

Key Vocabulary

Skills Developed

PSHE

Theme

A
U
T
U
M
N

Athletics

How can I improve my times/distances?

What muscle groups are used in different events?

What are the key skills for jumping/throwing higher or further?

Ø Muscle groups

Ø Aerobic

Ø Anaerobic

Ø Endurance

Ø Stance

Ø Release

Ø Approach

Ø Run up

Ø Take off

Ø Running

Ø Pace

Ø Stamina

Ø Jumping

Ø Throwing

Ø Umpiring

Friends & Families

Street Dance

What are the four dance areas?

What are the 6 dance actions?

Are different levels embedded?

What is cannon/ accumulation?

Ø Actions

Ø Space

Ø Relationships

Ø Dynamics

Ø Jump

Ø Gesture

Ø Travel

Ø Turn

Ø Freeze

Ø Fall

Ø Cannon

Ø Accumulation

Ø 4 dance areas

Ø 6 dance actions

Ø Formation

Ø Cannon

Ø Accumulation

Feeling Happy

S
P
R
I
N
G

Ball Skills

Can you name a variety of ball games?

What are the similarities/differences?

Ø Throw

Ø Catch

Ø Pass

Ø Defend

Ø Attack

Ø Turn

Ø Travel

Ø Control

Ø Game play

Ø Pace

Thankfulness

Striking & Hockey

Can you give ideas for improving your own and others performance?

What are the different types of passes?

Can you pass the ball on the run?

Ø Push

Ø Hit

Ø Stop

Ø Control

Ø Defend

Ø Attack

Ø Passing skills

Ø Dribbling skills

Ø Game play

Ø Tactical play

Ø Ball control

Ø Navigating space

Emotions

S
U
M
M
E
R

Rounders & Swimming

What tactics can I use to get batters out?

How can I bowl to outwit a batter?

What positions and roles are there in the game?

Ø Pass

Ø Stance

Ø Body position

Ø Follow through

Ø Mechanics of movement

Ø Rules

Ø Batting skills

Ø Fielding skills

Ø Throwing skills

Ø Catching skills

Ø Game play

Ø Tactical play

Getting on & falling Out

Orienteering & Gymnastics

What skills do I need to use to create a gymnastics routine?

How do I perform the skills to ensure all movements are effective?

How do you complete a balance in gymnastics?

Ø Performance

Ø Dynamics

Ø Balance

Ø Counterbalance

Ø Transference of weight

Ø Rolls

Ø Body position

Ø Mechanics of movement

Ø Learn and practice short sequences

Ø Partner work

Ø Performance skills

Ø Evaluation

Relationships

Learning Overviews KS3 & 4

Curriculum Organisation

Students are taught in small groups. They are not grouped by ability. Students have two PE lessons per week. Lessons take place in a variety of outdoor and indoor areas. Many lessons are taken off site, for example, to local leisure centres, to further enhance pastoral opportunities for community inclusion and life skills.

All lessons have an over-arching focus on promoting both physical and mental health and well-being. Lessons aim to develop skills in a range of activities and to ensure students are physically active for sustained periods of time.

Term

Units of Work

Key Enquiry Questions

Key Vocabulary

Skills Developed

PSHE Theme

A
U
T
U
M
N

Basketball

What skills are used in the game of basketball?

How can I develop my knowledge of skills needed for this game?

How can I make my training more effective?

Ø Dribble

Ø Bounce Pass

Ø Layup

Ø Shoot

Ø Chest Pass

Ø Ball being close to the dribbler

Ø Accurate passing high/low

Ø Scoring with no hesitation

Friends & Families

Football

What tactics can I use to attack/defend?

What strategies are useful to score more goals?

How do I outwit an opponent?

Ø Possession

Ø Attack

Ø Defend

Ø Marking

Ø Tackling

Ø Intercepting

Ø Passing

Ø Positional play

Ø Spacing

Ø Attacking

Ø Defending

Ø Shooting

Ø Game play

Feeling Happy

S
P
R
I
N
G

Fitness

What are the different components of fitness?

How can we train for each component?

How do we monitor our fitness levels?

Ø Aerobic

Ø Endurance

Ø Stamina

Ø Heart rate

Ø Agility

Ø Speed

Ø Strength

Ø Hand-eye-coordination

Ø Knowledge of key components

Ø Knowledge of different ways to train

Ø Increase in fitness levels

Thankfulness

Orienteering

Can you use a compass?

Can you read a map?

Why are symbols used on a map?

Ø Compass

Ø North

Ø East

Ø South

Ø West

Ø Direction

Ø Symbol

Ø Map reading

Ø Compass knowledge

Ø Independence

Emotions

S
U
M
M
E
R

Athletics

How can I improve my times/distances?

What muscle groups are used in different events?

What are the key skills for jumping/throwing higher or further?

Ø Muscle groups

Ø Aerobic

Ø Anaerobic

Ø Endurance

Ø Power

Ø Teamwork

Ø Developing running, jumping, and throwing

Getting on & Falling Out

Cricket/ Rounders

What tactics can I use to get batters out?

How can I bowl to outwit a batter?

What positions roles are there in the game?

Ø Stance

Ø Body position

Ø Follow through

Ø Mechanics of movement

Ø Batting skills

Ø Fielding skills

Ø Throwing skills

Ø Catching skills

Ø Game play

Ø Tactical play

Relationships

Wider Opportunities

Website Links

Outdoor Education

Taking the curriculum outside can improve attainment, increase engagement, and develop a wide range of skills including problem solving, communication and resilience. Outdoor learning also provides endless opportunities for experiential, contextual and applied education.

At a time when we are increasingly concerned about the physical and emotional wellbeing of our children and young people, and question whether they will leave education with the skills and competencies they will need for the future, outdoor learning brings with it a range of benefits which are now widely evidenced, acknowledged and accepted.

Staff

The Department has two outdoor education specialists Mr G Inglis and Mr W Ryder who are currently completing their level 3 forest school programme to ensure we get the best out of our amazing woodland a short walk from the school.

Vision / Intent

We teach outdoor learning so that children have hands on experiences through which they develop their understanding and application of our school values and successful learning skills. All outdoor learning is planned around the curriculum currently being studied, which gives depth, enrichment and an outdoor perspective for our children. We want children to have the opportunity to be able to explore and learn outside throughout the year, experiencing the seasons and changing nature around them. We recognise that many of our children do not get the equal opportunities outside school to experience the outdoors and nature. This is why outdoor learning in central in our curriculum.

Curriculum Sequencing

Our whole curriculum is shaped by our school vision, which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be. We teach the National Curriculum, supported by a clear skills and knowledge progression. Outdoor learning is planned to enrich and enhance the children’s in-school learning experiences. Children also have opportunities to learn specific outdoor skills which link closely to successful learning/learning to learn. For example, using flint and steel to light fires which teaches them about fire safety; respect for the environment, themselves and others; working within safe boundaries which they learn to recognise and manage themselves; self regulation - all this stems directly from our school vision… enabling all to flourish in our world. Outdoor learning takes place on our school grounds as well as local woods and surrounding area.

Development Plan

Learning Overviews

Wider Opportunities

Britain has a long tradition of engaging young people in outdoor learning, and the positive impact that this can have on a young person’s development is widely acknowledged. For many years, the term ‘outdoor education’ has been used and is often associated with ‘traditional’ outdoor activities such as rock climbing, canoeing and mountain walking with outcomes generally focussed on personal and social development. Over recent years, however, a growing amount of research has shown that by taking an integrated approach to using the outdoors both in and out of school, much more can be achieved.

Outdoor learning can best be described as an active, experiential approach to teaching and learning, open to all, that involves being outdoors as a central part of the experience. It seeks to use the outdoor environment as a vehicle for transforming the experience into knowledge, skills, attitudes and actions. Outdoor learning helps to develop knowledge of oneself, others, the environment and the curriculum. It provides a means of developing cognitive, affective, and psychomotor skills; encourages empathy, tolerance, understanding, cooperation and collaboration; and fosters positive attitudes towards health, risk, the environment and community.

Benefits
Many teachers have long recognised the value of outdoor learning. Anecdotal evidence has always been strong regarding the benefits of being outdoors, but there is an increasing need to show hard evidence that taking children outside the traditional four walls of the classroom can be justified. The last decade has seen a growing body of research that focuses on both the ‘how’ of outdoor learning as well as the ‘why’ which in turn is laying the foundations for more targeted research into specific outcomes.

The English Outdoor Council has identified key impacts of outdoor learning. Firstly, learning outside the classroom raises educational standards. A 2008 Ofsted report stated that: ‘When planned and implemented well, learning outside the classroom contributed significantly to raising standards’. Authentic experiential learning in the outdoors makes sense of theoretical concepts and provides ways of bringing learning to life. The 2014 primary national curriculum has a strong emphasis on field work skills and there are many opportunities to engage with the outdoors across a range of subjects and topics.

Furthermore, outdoor learning makes a powerful contribution to the broader curriculum and the development of ‘character’. Outdoor learning effectively contributes to the delivery of a broad‑based curriculum which equips young people with valuable life skills and experiences. The Confederation of British Industry (CBI) believes that young people need to be better equipped for the world of work and have identified a range of skills including grit, resilience, self-control, curiosity, confidence and creativity – all of which can be enhanced through outdoor learning.