SEND and Inclusion in PE SEND pupils and

SEND and Inclusion in PE

SEND pupils and the PE national curriculum Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils 4. 3 A wide range of pupils have special educational needs, many of whom also have disabilities. Lessons should be planned to ensure that there are no barriers to every pupil achieving. In many cases, such planning will mean that these pupils will be able to study the full national curriculum. 4. 4 With the right teaching, that recognises their individual needs, many disabled pupils may have little need for additional resources beyond the aids which they use as part of their daily life. Teachers must plan lessons so that these pupils can study every national curriculum subject. Potential areas of difficulty should be identified and addressed at the outset of work Reference: Df. E (2013)The national curriculum in England Key stages 1 and 2 framework document. London: Df. E

Physical Education National Curriculum - Purpose of study A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Qualities and Characteristics of the “Physically Educated” Child When delivering the PE national curriculum it is useful to look at the learner in relation to the three learning domains: 1) 2) 3) Psychomotor: Physical / Kinaesthetic Cognitive: Thinking Affective: Emotion / Feeling HEAD (the ‘thinking’ physical being) • • • Decision maker Analytical – deep understanding Confident HANDS (the ‘doing’ physical being) • • Physically competent Growth and development Physically active Competitive HEART (the ‘feeling’ physical being) Involvement and engagement learning behaviours & attitudes Character, values Healthy active lifestyle

The PE National Curriculum Standards represented in the Psychomotor, Cognitive, and Affective Domains of Learning KS 1 Doing - Hands Develop fundamental movement skills (specifically master basic movements including running, jumping, throwing and catching) Develop competence KS 1 Thinking - Head KS 1 Feeling - Heart Apply skills Develop simple tactics for attacking and defending Develop competence Work individually and with others Develop competence Develop confidence Develop agility, balance and coordination Perform dances using simple movement patterns Contexts Team games; dance; a range of physical activities (individual and cooperative); competitive situations (against self and against others; possibly swimming; increasingly challenging. ) All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to: Swim competently, confidently and proficiently over a distance of 25 meters Use a range of strokes effectively such as front crawl, backstroke and breaststroke Perform safe self-rescue in different water-based situations

The PE National Curriculum Standards represented in the Psychomotor, Cognitive, and Affective Domains of Learning KS 2 Doing - Hands Develop a broader range of skills (specifically running, jumping, throwing and catching in isolation and in combination) Perform dances using a range of movement patterns Develop flexibility, strength, technique, control and balance KS 2 Thinking - Head Apply a broader range of skills (specifically running, jumping, throwing and catching in isolation and in combination) KS 2 Feeling - Heart Enjoy communicating, collaborating and competing with each other Link skills to make actions and sequences of movement Develop flexibility, strength, technique, Understand how to improve control and balance Learn how to evaluate and recognise their own success Compare and improve performances with previous ones Apply basic principles suitable for attacking and defending Contexts: Competitive games; dance; outdoor and adventurous activity challenges; different physical activities and sports; individual and team; swimming (if not scheduled in KS 1. ) All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to: Swim competently, confidently and proficiently over a distance of 25 meters

S. T. E. P Differentiation SPACE • Adaptation of playing area – more space gives more reaction time, less space requires higher skill level • Length, height of barrier • Distance travelled • Nearer to partner or opponent/further away, smaller/larger target • Alter size of goals

S. T. E. P Differentiation Task • • Easier – simplify the activity Harder – introduce more rules / moves Allocate / rotate different roles Change rules to aid inclusion – allow more ‘lives’ for some children • Use different targets and size for some people • Use distance hit rather than runs made to determine success

S. T. E. P Differentiation Equipment • Change type – balls, bats, mats, hands • Change equipment size, shape, colour, texture, weight, play surface, indoor, outdoor • Lighter balls travel slower in air and give more time • Larger balls are easier to see and catch • Larger bats are easier to hit with • Lighter bats are easier to manipulate

S. T. E. P Differentiation People • Children play independently, in groups, in pairs, in teams • Children have different / same roles, different /same ability, different / same size • Children have own space, big spaces, small spaces, open space

The Inclusion Spectrum – Stevenson and Black (2007)

Open Activity • In an open activity, all pupils are included in the same task with minimal or no adaptation or modification. • Open activities need to be adapted so that they consist of elements that everyone can do. If an activity has a component that is too hard for a pupil, STEP can be used to change that aspect of the activity.

Modified activity • In a modified activity, changes are made to the task so that all pupils are included and can take part at a level appropriate to their ability. Modifications can be made to equipment, space, rules, speed, interaction and/or position. • Modified activities use STEP to make sure elements of the activity stretch all pupils. All pupils are at different skill levels, so the activity has to be pitched at different skill levels too!

Parallel Activity • Everyone does the same activity but different groups do it in different ways according to their abilities. Parallel activities rely on STEP to adapt each game so that pupils are all playing a game at a level that challenges them, but also gives them a degree of success.

Separate Activity • Occasionally, it may be appropriate for some pupils to take part in activities separately from the rest of the class − eg when preparing for a disability sport activity. Disabled pupils should be encouraged to pursue disability sports outside school hours, through school clubs or local sports clubs. Separate activities need to continually use STEP to reinforce existing skills and work on new ones at the right level.

Disability Sports Activity • Disability sports activities such as sitting volleyball or New Age Kurling are developed or modified specifically with disabled people in mind. Nondisabled people can take part in disability sports activities.

Panathlon Competition and Training Contacts Ashley Iceton Chief Executive Officer 07976 259251 www. panathlon. com Tony Waymouth (Primary) Chief Operating Officer 07807 984103 James Tinney (Secondary) Event Manager 07807 113165 Freya Levy (Training) Event Assistant 07855 665714

Training opportunities Sainsbury’s active kids for all – Date TBC before end of April This 3 hour workshop is designed to help teachers to embed inclusive practice in their planning, delivery and assessment within the curriculum. david. bateman@Islington. gov. uk Boccia Leaders (Panathlon) – Freya Levy freya@panathlon. com Adapted Tennis (Panathlon) – Tony Bullock tony@panathlon. com

Disability sports equipment • Fun Boccia Set - £ 79. 99 ex VAT - www. daviessports. co. uk • New Age Kurling Competition Kit - £ 250. 96 ex VAT - www. daviessports. co. uk • Polybat Set - £ 79. 99 ex VAT - www. daviessports. co. uk • Goalball set - £ 32. 69 Inc. VAT - www. maudesport. com Equipment to try on loan - davod. bateman@Islington. gov. uk

Useful teaching and learning links Let’s Play Together! A fun and simple guide to conduct inclusive games for all National Council Of Social Service (NCSS) and Singapore Disability Sports Council (SDSC) https: //sdsc. org. sg/downloads/lets-play-together. pdf www. topsportability. co. uk (YSTINCLUSION 25) www. creativeeducation. co. uk/blog/send-pupil-inclusion-in-pe/ www. yourschoolgames. com www. openphysed. org www. supportrealteachers. org

Useful Websites www. panathlon. com www. afpe. org. uk www. parasport. org. uk www. ukdeafsport. org. uk www. activityalliance. org. uk (previously known as the English Federation of Disability Sport)