PE and Sport Handbook 23-24

2023-24

PE AND SPORT HANDBOOK

CONTENTS The Aim of the Handbook Members of the Department Department Philosophies and Aims Physical Education and Sport Curriculums Sport at BIS AD Sport for All vs. Elitism at BIS AD Importance of Physical Education Curriculum Provision Structure of the curriculum within Physical Education Curriculum Outline and Aims PE & Learning Skills Assessment and reporting Overview PE Department ILR framework Target Setting and Evaluation through ILRs. Department Management Dress and Appearance Lesson Procedure Internal cover arrangements Lesson plan/register, etc Equipment Lesson Observations/Reflection opportunities Department Responsibilities Policies Behaviour Policy PE Kit Gifted & Talented Respect for the Islamic Culture Normal Operating Procedures Field/Court/Main Hall/Sports Hall/ Shed Swimming Pool Emergency Action Plan Child Protection

THE AIM OF THE HANDBOOK The handbook aims to provide a concise reference source for the PE and Sport Department. It should provide new members of the department with a clear overview and should act as a continual point of reference to existing staff.

Additionally, it should reflect the department's philosophies and aims, which are expected to evolve due to the ever-changing climate of the PE and Sport environment, the demands of the school community and making sure they meet the whole School Development Plan.

All information within this handbook is designed to support the delivery of the ADEK School Sport Policy which aims to create a culture of engagement in Physical Activity in schools.

ADEK School Sports Policy

MEMBERS OF THE DEPARTMENT Ryan Baker Paul Cochlin Daniel Givens Gary Andrews Hannah Barnes Kath Harvey Gaynor Lowe Mark Collinson Fionnuala-Cait Walsh Samantha Garlick Tia McNicol Coralie Scott-Mackie Romnick Agcopra Siri Laladidi Chris Mather

Director of Sport Head of PE PE Specialist/DofE Coordinator PE Specialist PE Specialist/ Head of House PE Specialist/ Head of Year PE Specialist/ Head of Year PE Specialist PE Specialist PE Specialist PE Specialist Head of Swimming (Absolute Swimming) Swimming Specialist (Absolute Swimming) Swimming Specialist/PE Technician PE Teaching Assistant

DEPARTMENT PHILOSOPHIES AND AIMS The philosophy of the Department is that every student should be given the opportunity and encouragement to achieve their potential in a stimulating, inspiring and safe environment. Aligning with our school vision of empowering and enriching the lives of our students.

We aim to: Develop a lifelong understanding of the importance of physical activity on their wellbeing.

Encourage a healthy and active lifestyle throughout the school community.

Nurture sporting leadership and etiquette in all aspects of Sport and PE. Widen each student's sporting experiences and enjoyment.

Create a passion for active recreation and sport.

Support students in reaching their athletic potential in a variety of sporting environments.

Develop a clear pathway for students to gain qualifications in Sport and PE.

PHYSICAL EDUCATION AND SPORT CURRICULUMS Physical Education (PE) and Sports curriculum are distinct yet interrelated components of an educational framework that collectively contribute to the holistic development of students. PE curriculum typically encompasses a broader spectrum of physical activities, focusing on the development of fundamental movement skills, fitness, and overall well-being. Sports curriculum tends to delve deeper into specific sports, emphasizing skill mastery, tactical understanding, and competitive play. While PE lays the foundation by introducing students to diverse physical activities, the Sports curriculum allows for a more specialized and in-depth exploration of sports.

The two curriculums complement each other, as the skills acquired in PE provide a basis for success in sports, and the sports-specific training enhances proficiency in the broader physical education context. Together, they promote not only physical fitness but also valuable life skills such as teamwork, discipline, and resilience, fostering a well-rounded and active lifestyle among students.

SPORT AT BIS ABU DHABI At BIS Abu Dhabi, our Sports curriculum is designed to be inclusive, ensuring that every student can engage in a wide variety of sports. We believe in fostering a culture of participation and encourage students of all skill levels to join our sports clubs. These clubs offered every afternoon between 3 - 4pm, with some options available before school and during lunchtimes, cater to students from Year 3 up to Year 13. The age-appropriate categories, ranging from Under 9s to Under 19s, allow for targeted skill development and ageappropriate competition.

Within the ADISSA framework, our talented students are selected for competitive squads, representing BIS Abu Dhabi in weekly local sports leagues. This not only promotes healthy competition but also instils a sense of pride and camaraderie among our students. The commitment to offering sports programmes throughout the school year, covering various sports, and accommodating both boys and girls, reflects our dedication to providing a well-rounded athletic experience.

We recognise the importance of external partnerships, actively promoting links with external clubs to further develop students' passion for sports.

Additionally, our Sports programme goes beyond the physical aspect, contributing significantly to the enhancement of interpersonal skills such as effective communication, teamwork, and leadership. Through our comprehensive approach, we aim to create a positive and inclusive environment where students can thrive both on and off the field.

SPORT FOR ALL vs ELITISM AT BIS ABU DHABI We believe that every student should be given the opportunity to achieve their potential. Subsequently, we seek to ensure that students of all abilities are encouraged to be the best they possibly can. By this rationale, the department believes that both Sport for All and Elite sporting performance can flourish side by side.

PHYSICAL EDUCATION AT BIS ABU DHABI PE develops students’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. A high-quality PE curriculum enables all students to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use tactics, strategies, and compositional ideas to perform successfully. When they are performing, they think about what they are doing, analyse the situation and make decisions. They also reflect on their own and others’ performances and find ways to improve upon them. As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyles. Discovering what they like to do, what their aptitudes are at school, and how and where to get involved in physical activity helps them make informed choices about lifelong physical activity. PE helps students develop personally and socially. They work as individuals, in groups and teams, developing concepts of fairness and personal and social responsibility. They take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative, and challenging situations.

CURRICULUM PROVISION Structure of the curriculum within Physical Education Nursery - Foundation Stage Foundation stage 1 & 2 classes are taught one 25-minute swimming lesson as well as one 25-minute PE lesson per week. In Foundation stage 1, students receive one additional 25-minute swimming lesson as part of the extended provision programme within the EYFS curriculum delivered by our specialist swimming and PE teachers.

Key Stage 1 (Years 1 – 2) Students are taught one 55-minute lesson of PE and one 55-minute lesson of swimming per week. To keep the curriculum varied and broad, students change their activities/units of study after 6 weeks.

Key Stage 2 (Years 3 – 6) Students are taught two 55-minute lessons of PE per week. The students follow 5–6-week blocks of PE throughout the school year. Due to the increased demands on the curriculum and inclusion of more units of work, swimming is delivered as part of a unit of work alongside the other units delivered within PE. Key Stage 3 (Years 7 – 9) Students are taught one 110-minute lesson of PE per week. The students follow 5–6-week blocks of PE throughout the school year. Similarly, to the Key Stage 2 provision, due to the increased demands on the curriculum and inclusion of more units of work, swimming is delivered as part of a unit of work alongside the other units delivered within PE. Key Stage 4 (Years 10 -11) Key Stage 4 is slightly different. Year 10 and Year 11 consist of 2 lessons of 55minute periods a week. We offer a wider number of physical activities to encourage the students to diversify their understanding and experiences of exercise. This is specifically done to encourage a healthy lifestyle, which will hopefully be habit-forming during the individual’s post-school years. As with Key Stage 3, each block of work will last approximately 4-5 school weeks.

Students will be provided with several enrichment opportunities throughout the year to further inspire and engage our students into continuing their participation in health-related exercise, sport and physical activity.

Year 10 and Year 11 GCSE PE The department run a Full Course GCSE in Physical Education and use the EDEXCEL examination board. This involves 3 lessons a week and is split between 1 theory and 2 practical lessons.

The GCSE course itself is split of 10% Personal Exercise Programme, 30% practical coursework and 60% theory, which has an external examination paper at the end of Year 11. During the practical element of the course the students are assessed at 3 practical activities. In addition to this, they must plan a Personal Exercise Programme (PEP) and an Analysis of Performance examination.

IB Diploma Programme- Sport, Exercise and Health Science (SEHS) Our curricular provision extends into our IBDP provision, namely within Sport, Exercise and Health Science. The course at BISAD aims to develop students' knowledge, understanding, and practical skills within the domains of SEHS. It encourages critical thinking, research, and analysis while fostering a deep appreciation for physical well-being and the role of sport and exercise in society. The curriculum encompasses various components, including anatomy and physiology, biomechanics, psychology, nutrition, and health promotion.

CURRICULUM OUTLINE AND AIMS

The Department endeavours to offer a curriculum which inspires all students to succeed and excel in competitive sport and other physically demanding activities. It provides opportunities for students to become physically confident in a way which supports their health and fitness.

The National Curriculum can be found here - National curriculum in England: physical education programmes of study - GOV.UK (www.gov.uk) Through a broad and balanced programme, students will be taught to be physically active, developing coordination, control, and body management.

They will be involved in problem-solving, communication with others and team building. Students will be encouraged to understand the importance of a healthy lifestyle through participation in and enjoyment of a variety of activities and environments.

Several key concepts underpin the study of PE. Students need to understand these concepts to deepen and broaden their knowledge, skills and understanding.

Physical Competence 1. Developing control of whole-body skills and fine manipulation skills.

2. Selecting and using skills, tactics and compositional ideas effectively in different types of physical activity.

3. Responding with body and mind to the demands of an activity.

4. Adapting to a widening range of familiar and unfamiliar contexts.

Performance 1. Understanding how the components of competence combine and applying them to produce effective outcomes.

2. Knowing and understanding what needs to be achieved, critically evaluating how well it has been achieved and finding ways to improve.

3. Appreciating how to adjust and adapt when performing in different contexts and when working individually, in groups and in teams.

4. Understanding the nature of success in different types of activity.

Creativity 1. Using imaginative ways to express and communicate ideas, solve problems and overcome challenges.

2. Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes.

Healthy, active lifestyles 1. Understanding that physical activity contributes to the healthy functioning of the body and mind and is an essential component of a healthy lifestyle.

2. Recognising that regular physical activity that is fit for purpose, safe and enjoyable has the greatest impact on physical, mental, and social wellbeing.

PHYSICAL EDUCATION AND LEARNING SKILLS In our quest to develop our students into 21st century learners we have identified the essential skills that our learners need to possess to be successful not only across the subject but whole school and beyond. Below are the essential skills categories and sub-categories relating to PE that need to be embedded into our teaching to facilitate this progression: Skills category

Skills sub-category

Physical Literacy

N/A

Communication

N/A

Social

Collaboration

Self-Management

Skill Acquisition Appreciation of health and active lifestyle Conceptual understanding

Thinking

Critical thinking Creative thinking

The PE Department will also progressively introduce the learning skills throughout during each year of Key Stage 3, as illustrated in the table below:

Year

Focus of PLT’s

Focus of teaching / assessment in different years

7

Effective Participator Self Manager

Developing Skills in Physical activity

8

Team Worker Creative Thinker

Making & Applying Decisions

9

Reflective Learner Independent Enquirer

Evaluating & Improving

In a similar fashion to the Key Processes pyramid for Key Stage 3, which progresses in depth throughout Key Stage 3, the Learning skills will be similar.

Year 7 will focus on the skills of being an Effective Participator as we will be primarily focusing on their skill acquisition. Additionally, the skill of being able to be an Effective Self Manager in terms of organisation is essential to what we do.

Year 8 will also incorporate Year 7’s Learning skills, whilst looking at their ability to be a Creative thinker. This will tie in very closely with their ability to be able to Make and Apply Decisions. Additionally, being a Team worker in this decision-making environment is fundamentally important also.

Year 9 will incorporate all six Learning skills. However, as the main focus of Year 9 is to ‘Evaluate and Improve’, the skills of being a ‘Reflective Learner’ and ‘Independent Enquirer’ are very relevant. However, the other skills learnt in Years 7 and 8 will also be reinforced.

ASSESSMENT AND REPORTING Overview Students are assessed continually throughout the year using ME in PE holistic assessment framework. Within PE, six strands form our holistic approach to teaching and learning, and indeed assessment: Physical ME, Healthy ME, Thinking ME, Creative ME, Social ME and Personal ME. Within these strands, students are assessed on different requirements within each assessment focus. Teachers can then decide if the student has shown any evidence of meeting that requirement and this data is stored centrally on the school’s student management system ISAMs. Due to the flexible nature of the strands, students will have opportunities throughout the year to demonstrate their ability to meet the standard of the relevant strands, and teachers must provide opportunities within the lesson for students to demonstrate these.

To support our formative and summative assessments, our school uses a 9and 7-point scale (Secondary and Primary) to support both our formative assessments as well as provide opportunities to evidence progress. The framework is highlighted below:

BIS Abu Dhabi school reporting

Exceeding (E)

Meeting (M)

Below (B)

Primary PE internal assessment

Secondary PE internal assessment

7

9

6

8 7

5

6

4

5

3

4

2 1

3 2 1

PE DEPARTMENT ME IN PE FRAMEWORK Overview Physical ME

Physical literacy & competence.

Movements of the body.

Body control.

Healthy ME

Thinking ME

Creative ME

Healthy behaviours and attitudes.

Safe practices in preparation for physical activity/exercise/ sport.

Tactical development.

Mental capacity.

Decision making.

Evaluation (self and others).

Reflection.

Innovative approaches.

Creativity.

Imaginative.

Artistic.

Social ME Communication (listening & oracy); teamwork; leadership; motivating/influ encing others.

Empathy.

Collaboration.

Social responsibility.

Cooperation.

Personal ME Emotional management.

Responsibility.

Determination.

Resilience.

Engagement.

Self-esteem.

Self-confidence.

Reflection.

Persistence.

Key Stage 1 Physical ME

1

Begin to acquire fundamental movement skills (i.e., agility, balance and coordination), individually and with others.

Show good control and co-ordination in large and small movements.

Healthy ME

Handle and play with relevant equipment confidently and safely.

Thinking ME

Creative ME

Social ME

Personal ME

Describe and comment on their own actions/performance.

Move confidently & creatively in a range of ways, negotiating space in a controlled manner.

(C&P)

Start to apply basic rules in team and individual performances. (S&P)

Move confidently & creatively in a range of ways, negotiating space in a controlled manner.

(C&P)

Begin to talk about how to exercise safely, and how their bodies feel during an activity

Works cooperatively with others during tasks within lessons.

Start to apply basic rules in team and individual performances. (S&P) Controls own behaviour in a physical activity setting.

2

Develop fundamental movement skills (i.e., agility, balance and coordination) with confidence, individually and with others Copy, repeat and explore movements, simple skills and actions with basic control and coordination.

Begin to show some understanding of simple tactics and basic compositional ideas.

(T&P)

Understand how to exercise safely and describe how their bodies feel during different activities.

Comment on differences between their own and others’ performance and suggest improvements.

Begin to show some understanding of simple tactics and basic compositional ideas.

(T&P)

Link skills and combine actions in creative ways.

Utilizing equipment to form creative ideas to suit relevant activities.

Understand and apply basic rules in both individual and team performances. (S&P)

Understand and apply basic rules in both individual and team performances. (S&P)

Key Stage 2

1

Physical ME

Healthy ME

Thinking ME

Creative ME

Social ME

Personal ME

Show co-ordination and control when performing a range of skills and actions.

Take responsibility for their own and others’ safety when participating in physical activity (H,S &P)

Use the results of observations, discussion s and feedback to improve their own performance and others.

Develop skills, combine actions and apply movement in a creative way relevant to activities.

Take responsibility for their own and others’ safety when participating in physical activity (H,S &P)

Take responsibility for their own and others’ safety when participating in physical activity (H,S &P)

Use skills and actions for a range of different purposes or outcomes.

Understand and demonstrate how to prepare for and recover from activity

Select and use simple tactics and compositional ideas to effect successful outcomes in activities. (T&P)

2

Demonstrate a range of physical attributes and skills needed to participate successfully.

Choose and link appropriate skills and techniques, demonstr ating a good level of control.

Use basic tactics and strategies either to overcome opponents in direct competition (team and individual games), or during compositional situations (sequences/motifs) (T,P&C).

Demonstrate confidence, engagement, and persistence when learning & developing skills.

Select and use simple tactics and compositional ideas to effect successful outcomes in activities. (T&P)

Controls own behaviour during practical tasks.

Demonstrate and describe how exercise affects the body in the short term.

Observe and comment on skills, techniques and ideas to improve their own performance and the performance of others.

Use basic tactics and strategies either to overcome opponents in direct competition (team and individual games), or during compositional situations (sequences/motifs) (T,P&C)

Consistently combine actions and apply movement in a creative way relevant to activities.

Use basic tactics and strategies either to overcome opponents in direct competition (team and individual games), or during compositional situations (sequences/motifs) (T,P&C).

Displays positive social skills and sporting values throughout tasks or challenges set.

Displays positive social skills and sporting values throughout tasks or challenges set.

Demonstrates effective listening skills to process instruction successfully.

Demonstrates effective listening skills to process instruction successfully.

Begin to take a lead within set tasks in the lesson.

Begin to take a lead within set tasks in the lesson.

Participates in all tasks regardless of difficulty to support team and/or individual performance (S&P).

Participates in all tasks regardless of difficulty to support team and/or individual performance (S&P).

Key Stage 2 Physical ME

3

Demonstrate a range of physical attributes and skills needed to participate in a range of activities.

Select and combine specific techniques (isolation) and skills (applied) showing precision and control.

Recognise and apply successful tactics and strategies either to overcome opponents in direct competition (team and individual games), or during compositional situations (sequences/motifs) (T,P&C

4

Combine basic physical fitness components to support a fluent and controlled performance.

Select and use an appropriate range of skills and techniques combining them successfully.

Consistently apply successful tactics and strategies either to overcome opponents in direct competition (team and individual games), or during compositional situations (sequences/motifs) (T,P&C)

Healthy ME

Demonstrate and describe how exercise affects the body in the short and long term.

Thinking ME

Creative ME

Social ME

Personal ME

Analyse and provide feedback on skills, technique and ideas to improve their own performance and others.

Begin to demonstrate simple creative approaches when faced with different challenges within an activity.

Incorporates the value of fair play within the challenges or tasks set (S&P).

Incorporates the value of fair play within the challenges or tasks set (S&P).

Demonstrate the ability to prepare safely and effectively for and from physical activity.

Successfully draws on experience and knowledge in applying techniques (i.e. pulse raiser, stretching) that enable them to engage safely in activities.

Successfully manages emotions during challenging situations.

Recognise and apply successful tactics and strategies either to overcome opponents in direct competition (team and individual games), or during compositional situations (sequences/motifs) (T,P&C)

Recognise and apply successful tactics and strategies either to overcome opponents in direct competition (team and individual games), or during compositional situations (sequences/motifs) (T,P&C)

Analyse performances accurately (from teacher or peer feedback), using appropriate vocabulary & concepts identifying strengths and areas for improvement (own and other’s performance).

Display basic creative and imaginative approaches when solving problems or addressing challenges.

Consistently apply successful tactics and strategies either to overcome opponents in direct competition (team and individual games), or during compositional situations (sequences/motifs) (T,P&C)

Consistently apply successful tactics and strategies either to overcome opponents in direct competition (team and individual games), or during compositional situations (sequences/motifs) (T,P&C)

Take a lead within tasks and begin to support others to aid learning. (S&P)

Take a lead within tasks and begin to support others to aid learning. (S&P)

Promotes fair play during a range of competitive and non-competitive tasks. (S&P)

Promotes fair play during a range of competitive and non-competitive tasks. (S&P)

Consistently demonstrates positive learning behaviours when participating in challenges or set tasks.

(S&P)

Consistently demonstrates positive learning behaviours when participating in challenges or set tasks.

(S&P) Consistently able to control feelings/emotions when either winning or losing (promotion of sportsmanship).

Key Stage 3

1

Physical ME

Healthy ME

Thinking ME

Creative ME

Social ME

Personal ME

Combine fitness components within an activity to facilitate a fluent and control performance.

Safely prepare physically for effective performance applying correct techniques (pulse raiser & stretching). (H&P)

Select and use a range of techniques and skills appropriately. (P&T)

Use a range of creative approaches to successfully solve problems within activities.

Displays an appreciation of fair play incorporating the concepts of friendship and respect for others.

(S&P)

Displays an appreciation of fair play incorporating the concepts of friendship and respect for others.

(S&P)

Take on an active role in ensuring fair play is both promoted and encouraged during competitive and noncompetitive tasks. (S&P)

Take on an active role in ensuring fair play is both promoted and encouraged during competitive and noncompetitive tasks. (S&P)

Demonstrate basic leadership and organisational skills to support performance.

(S&P)

Demonstrate basic leadership and organisational skills to support performance.

(S&P)

Select and use a range of techniques and skills appropriately. (P&T) Use a range of tactics and strategies to overcome opponents in direct competition (through team and individual games).

(T,P&C)

Use a range of tactics and strategies to overcome opponents in direct competition (through team and individual games). (T,P&C)

Safely prepare physically for effective performance applying correct techniques (pulse raiser & stretching).

(H&P)

2

Apply and combine techniques, skills and ideas across a range of activities (P&T) Employ a range of tactics and compositions to adapt to changing circumstances within an activity. (T,P&C) Appropriately prepare physically for activity ensuring a correct and comprehensive warm-up routine.

Use a range of tactics and strategies to overcome opponents in direct competition (through team and individual games). (T,P&C)

Analyse performances accurately, using appropriate vocabulary to identify significant strengths & improvement.

Appropriately prepare physically for activity ensuring a correct and comprehensive warm-up routine.

Apply and combine techniques and ideas across a range of activities (P&T) Employ a range of tactics and compositions to adapt to changing circumstances within an activity. (T,P&C) Analyse performances to form valid judgments of own and others’ work.

Independently explore aspects of performance to produce successful outcomes innovatively.

Employ a range of tactics and compositions to adapt to changing circumstances within an activity. (T,P&C)

Key Stage 3

3

Physical ME

Healthy ME

Thinking ME

Creative ME

Social ME

Personal ME

Refine and adapt advanced skills and strategies in inventive ways to achieve successful outcomes within an activity. (P,T&C)

Apply knowledge and understanding of the principles of training to independently prepare for specific activity. (H&P)

Refine and adapt advanced skills and strategies in inventive ways to achieve successful outcomes within an activity. (P,T&C)

Refine and adapt advanced skills and strategies in inventive ways to achieve successful outcomes within an activity. (P,T&C)

Display an appreciation of fair play incorporating the concepts of friendship and respect for others.

(S&P)

Display an appreciation of fair play incorporating the concepts of friendship and respect for others.

(S&P)

Apply knowledge and understanding of the principles of training to independently prepare for specific activity. (H&P)

Effectively assess own fitness levels with the aim of maintaining an active and healthy lifestyle.

Analyse the effectiveness of performance and implement imaginative practices to extend the success of performances.

(T&C)

Analyse the effectiveness of performance and implement imaginative practices to extend the success of performances.

(T&C)

Demonstrate leadership and coaching skills in promoting physical activity and well-being amongst others. (S&P)

Demonstrate leadership and coaching skills in promoting physical activity and well-being amongst others. (S&P)

Take on different roles within activities, organising and communicating effectively. (S&P)

Take on different roles within activities, organising and communicating effectively. (S&P)

TARGET SETTING AND EVALUATION THROUGH ME IN PE FRAMEWORK Students will be introduced to the ME in PE assessment criteria so that they are aware of what is involved at each Year level. Teachers will also make students aware of their predicted and current level. As part of an ongoing process, teachers should continually assess their students throughout the unit block to collate evidence for the relevant ME in PE strand. This will inform lesson planning and learning intentions according to areas that need development.

Students should record their current attainment prior to starting the unit block they will then set a target that they will achieve by the end of the unit. Using ME in PE criteria and discussions with their teacher, students will become aware of how they can achieve their target; this will be revisited at the end of the block so that students can appreciate their progress towards their target.

Members of staff will collate evidence using video or other methods, students and parents can contribute to the evidence profile. This can be gathered in several ways. For example, Worksheets.

Class Video.

Leadership Opportunities.

Tournaments.

Extra Curricular and outside school life.

Fitness Testing.

Peer and Self-Assessment.

Questioning.

Recording of conversations between teacher and students.

DEPARTMENT MANAGEMENT General Expectations The PE staff are required to teach and lead by example within The British International School, Abu Dhabi. These are generally basic professional expectations but include: Being punctual to lessons and ensuring that learning time is maximised by encouraging quick changing times (if applicable).

Maintaining correct and up-to-date registers are taken in theory and practical lessons.

Ensuring student reporting and assessment guidelines are adhered to. The use of the department assessment tracker is updated every half term.

Wearing appropriate dress in practical lessons and professionally presenting oneself when working with students and representing the school.

When arriving at school in the morning, attending staff meetings, teaching in the classroom, visiting/roaming the main school building, or meeting parents the PE Teachers must also wear tracksuit bottoms.

Committing to extra-curricular programmes and fixtures which may take place before, during lunch and after school hours as well as fixtures at weekends.

Taking responsibility for the development of the department in academic and whole school aspects.

Specific PE and Sport Expectations.

1. Engaging and Inclusive Teaching Styles: PE teachers are expected to use a variety of teaching styles to cater to different learning preferences. They should create lessons that are dynamic, interactive, and inclusive, ensuring that all students have opportunities to participate and succeed.

2. Clear Communication: PE teachers need to communicate instructions, expectations, and feedback clearly to students. They should use language that is appropriate for the age group and ensure that students understand the goals and objectives of each activity.

3. Demonstration and Explanation: PE teachers are expected to demonstrate techniques and skills effectively. Clear explanations, coupled with visual demonstrations, help students understand and perform activities correctly. This is crucial for skill development in sports and physical activities.

4. Differentiation: PE teachers should be able to differentiate instruction to meet the diverse needs of students. This may involve adapting activities, providing alternative exercises, or modifying expectations to accommodate varying skill levels and abilities.

5. Use of Technology: Integrating technology into PE sessions, such as using video analysis, fitness apps, or interactive tools, can enhance engagement and provide valuable feedback. PE teachers are expected to be familiar with relevant technologies and use them judiciously in their teaching.

6. Promotion of Positive Behaviour: PE teachers are responsible for fostering a positive and respectful atmosphere during sessions. They should establish and reinforce expectations for behaviour, sportsmanship, and teamwork. Addressing any issues promptly contributes to a positive learning environment.

7. Effective Time Management: PE teachers must manage their time efficiently during sessions. This includes planning warm-ups, skill instruction, practice time, and cool-down activities to make the most of the allocated class time.

8. Incorporation of Cross-Curricular Links: PE teachers may be expected to integrate elements from other subjects into their sessions. For example, they might incorporate math concepts (e.g., measuring distances), science (e.g., understanding the body's response to exercise), or literacy (e.g., reading about the history of a sport).

9. Adaptability: PE teachers should be adaptable and able to modify lesson plans based on the needs of the students, changes in weather, or unexpected circumstances. Flexibility is crucial in ensuring that sessions remain effective and engaging.

10. Assessment Strategies: PE teachers are expected to employ a variety of assessment strategies, both formative and summative. This may include peer assessments, self-assessments, and teacher assessments to evaluate students' progress and provide constructive feedback.

11. Promotion of Lifelong Fitness: PE teachers are encouraged to instil a love for physical activity and lifelong fitness. They should emphasize the importance of maintaining an active lifestyle beyond the school setting and provide students with the knowledge and skills to do so.

12. Safety Protocols: PE teachers must prioritize the safety of students during sessions. This includes teaching and reinforcing safety protocols, checking equipment, and promptly addressing any potential hazards.

Cover arrangements All staff must adhere to the whole school staff absence policy. Please inform Ryan Baker and Paul Cochlin of your absence. The department will always try to internally cover lessons wherever possible. You may still be required to cover lessons within the main school building.

Lesson Procedures Practical Lessons should follow the following general guidelines.

All classes meet at the ‘cage’ area. Staff are expected to take responsibility for their class from this point until the ‘handover’.

Register to be taken at the beginning of the lesson (this could be in an alternative location) Collect equipment and get to the teaching area as quickly as possible.

Start with a warmup activity and lead into a developmental task as the lesson progresses enabling all students to achieve the set lesson intention(s).

Ensuring all students leave dressed correctly and appropriately.

Prepare for the next lesson once the changing rooms have been emptied (if applicable).

Equipment Teachers bear the responsibility for the equipment used in their lessons. To maintain accountability, it is recommended that instructors conduct a systematic count of equipment at the beginning and end of each session, ensuring nothing is misplaced and that all items are treated with due respect.

Furthermore, teachers are obligated to return the equipment to its designated storage location in an organized manner. In the event of any equipment being damaged during the lesson, teachers are required to promptly report such incidents to the Head of Department. Deliberate breakage resulting from misuse or poor treatment should be brought to the attention of the Head of Department, who will escalate the matter to the pastoral team. It is important to note that these procedures align with the school's Behaviour for Learning Policy, which may enforce additional sanctions as necessary. Specifically, in the Sports hall, it is essential to tidy away apparatus and benches after each use to facilitate a prompt start for the next lesson.

Lesson Observations/Reflection opportunities Department observations will take place on average once a term and will be assessed on the Inspection Framework supplied by the school. This may be in the form of a formal and pre-planned lesson observation or smaller part lesson observations which could take place with no notice.

Observations will be recorded and passed to School Leadership and feedback given if a formal observation/reflection takes place.

In the event of planned observation, a lesson plan would be expected prior to the lesson.

Other forms of monitoring may also take place these include learning walks, assessment data and lesson planning scrutiny. This will take place with at least one week’s notice to the relevant member of staff and again written log/feedback will be recorded.

Department Responsibilities At The British International School, Abu Dhabi the Physical Education Department endeavours to be involved in every aspect of School life, to maintain and raise its profile.

Therefore, it is important that communication is effective within, and outside, the school, as well as appropriate use is made of all electronic notice boards, weblogs, website, staff meetings and social media.

Heads of Sport The role of a Head of Sport at BIS Abu Dhabi is crucial in promoting and developing a vibrant and successful sports program. They are responsible for overseeing and coordinating all aspects of the school's sporting activities, ensuring the smooth operation of the sports provision, and facilitating opportunities for students in the relevant sport to excel.

With regards to participation and performance in sports, BIS Abu Dhabi’s Team Falcon competes in local ADISSA fixtures, regional BSME games and BSME Individual sports tournaments. BIS Abu Dhabi Team Falcon also competes in the ADEK Cup, Jr. NBA, BSAK 7s, Dubai 7s and other local competitions.

BIS Abu Dhabi PE and Sports department also looks to develop competition opportunities for all within the house and CCA program. This offers wide access for students to experience competition in different sporting activities.

These varied opportunities allow for different approaches towards the competition, training and selection process. Some require an ‘elite performance' approach and others suit a ‘sport-for-all' model.

The key roles and responsibilities of a Head of Sport at BIS Abu Dhabi are outlined below: 1. Leadership and Management: Align the direction for the relevant sports program with that of the department's aims and objectives.

Support coaches, and support staff, ensuring they have the necessary resources and support to fulfil their roles effectively.

Foster a positive and inclusive sports culture that promotes sportsmanship, teamwork, and personal growth. Additionally, inculcating a culture aligned with our school vision and mission.

2. Programme Development and Coordination: Plan and continue to update the technical framework that is current, progressive, and ambitious. Serving to enhance the technical ability of our students in the relevant sport.

Oversee the relevant sports calendar, including practices, matches, and other related activities.

Identify and prioritise sports programs based on student interests, talent, and available resources.

Liaise with DoS to identify key competitions within the calendar e.g., Jr. NBA, ADEK Cup, BSAK 7s etc.

3. Student Athlete Support and Development: Identify and recruit talented athletes, conduct training matches and talent identification opportunities.

Provide guidance and support to student-athletes, addressing their individual needs, concerns, and aspirations.

Develop training programs, practice schedules, and performance enhancement strategies to optimise the potential of BIS Abu Dhabi students.

4. Communication and Community Engagement: Act as a liaison between the sports department, students, parents, teachers, and school administrators, providing regular updates and information.

Regularly promote the sports programme within the school and the wider community (via social media or any other marketing material).

Collaborate with local sports clubs, organisations, and governing bodies to enhance networking and development opportunities for BIS Abu Dhabi students.

Celebrate and recognise the achievements of student-athletes, both individually and as a team.

Overall, the Head of Sport at BIS Abu Dhabi plays a vital role in fostering a positive, inspiring and competitive sports environment. By providing leadership, coordinating programmes, supporting student-athletes, and engaging the school community, they contribute to the holistic development of students and the overall success of the sports programme.

Heads Of Sport

Staff

Netball

Hannah/Lula

Rugby/Touch

Gary/Chris/Siri

Dance

Gaynor

Athletics

Kath

Swimming

Absolute Swimming

Volleyball

Dan

Cricket

Mark

Basketball

Ryan

Football

Paul/Sam

POLICIES Behaviour Policy The PE Department follows the most current school behaviour policy.

BISAD Whole School Behaviour Guiding Principles.docx Primary School BISAD Primary Behaviour Handbook Final.docx Secondary School https://nordangliamy.sharepoint.com/:b:/g/personal/ryan_baker_bisad_ae/EVCBA7E_6plOhheK2-cqsABp1Ts6-In7QTg6sJxfFDbSQ?e=gdHXvn The school uses CPOMS to log Secondary Incidents.

Here is the video explaining how to log incidents.

PE AND SPORTS KIT The BIS Abu Dhabi PE kit consists of the following items: Black/Teal BIS Abu Dhabi PE Polo Shirt Black/Teal BIS Abu Dhabi Shorts or Skorts White Sports Socks Trainers or appropriate footwear Black tracksuit bottoms must be worn in the main building if shorts/skorts are above the knee.

All safety equipment must be worn in relevant sports e.g., shinpads for football.

Studded footwear is recommended for football and rugby activities but is not compulsory.

Students also need to bring a water bottle and sun hat to their PE lessons to protect themselves from dehydration and excessive exposure to the sun.

Students can wear their own kit during Sports CCAs. Swimming lessons Appropriate swimsuit Girls: One-piece swimsuit, flip-flops and goggles Boys: Swim shorts or trunks, flip-flops and goggles Swimming hat and towel for all students

GIFTED AND TALENTED The DfES term ‘gifted and talented’ is used across all curriculum areas, not just PE and sport. ‘Gifted’ refers to those with high ability or potential in academic subjects and ‘talented’ to those with high ability or potential in expressive arts, music, or sport.

‘Talented’ is usually taken to refer to one or more specific talents, such as sport or music, and not necessarily across all areas of a student's learning. Issues of definition and identification are covered in this report.

Within PE situations students are likely to excel in one or a combination of the five identified abilities below: Physical Ability: is revealed through a student’s competence and fitness to perform a range of physical activities.

Social ability: is exhibited in social contexts, and is the basis of leadership, teamwork and similar concepts.

Personal ability: underpins an individual’s capacity for self-regulation, selfbelief and commitment to mastery.

Cognitive ability: is shown in planning and compositional settings, as well as knowledge and understanding of central physical educational concepts.

Creative ability: is evidenced when learners respond to challenges and tasks with fluency, originality, and sensitivity to problems.

Students who are Gifted and Talented in PE are likely to demonstrate many or all the following characteristics in at least one activity.

Perform exceptionally well at one sport, or in many.

Good spatial awareness Good understanding of movement quality such as weight and time Skilful body management showing a high degree of control and coordination.

Able to combine movements fluently, precisely and accurately.

Learn, understand and adopt technical aspects of a sport very quickly.

Able to make correct decisions in pressure situations and adapt their technique accordingly.

Creative, original and adaptable; able to respond quickly to new challenges and situations, often finding new and innovative solutions.

Able to reflect on processes and outcomes to improve performance, taking into account the relationship between skill, fitness and tactics or composition.

Able to work independently and with initiative.

Show a high degree of motivation to practice and performance.

The responsibility of identifying these talents lies with the subject teacher in the first instance but can be supported through extra-curricular opportunities whereby other staff may see the same student.

Gifted in Physical Education A register of gifted students will include those who achieve 85% or above in more than 4 tests at Key Stage 4 (examination groups). Students who achieve a minimum of 85% (A/A* grade) in tests/mock exams/practical and predicted grades.

Talented in Physical Education Demonstrate above-average fitness in the range of health-related and skillrelated tests carried out. Also exceeding expectation in at least 3 ME in PE within PE curriculum assessment.

Students will also be assessed against the G&T identification criteria. Students need to have met a minimum of three out of the five capabilities to be identified as being talented in PE. (G&T capabilities: Cognitive, Physical, Personal, Creative and Social.)

Teacher’s professional observations and judgements within PE lessons and in extra-curricular activities.

Talented in Sport Students who qualify as talented in sport will be identified as follows: Through selection of school teams both local and international tournaments.

Through discussions with parents during parent evenings and where necessary through arranged meetings to assess the level of performance within the sport.

Through student selection to regional and national competitions.

Provision for gifted and talented students within PE will be through differentiated activities within lessons, the provision of extra-curricular opportunities and the creation of a Gifted and Talented Programme which will include visits and experiences to further their understanding and develop their skills.

RESPECT FOR THE ISLAMIC CULTURE The Physical Education Department fully integrates Muslim students into all aspects of the curriculum by allowing any individual to adapt their PE uniform if desired to further preserve their modesty.

The PE department has designed its curriculum so that during the Holy month of Ramadan, all activities and units are carried out at low intensity and more focused on the problem-solving aspect of the curriculum.

NORMAL OPERATING PROCEDURES Field / Court / Hall / Sportshall Preparation of lesson Meet and greet students at the meeting point. Students in FS1 to Y2 must be met at the PE venue for their lesson. Students in Years 3 – 6 will be delivered to PE at the beginning of the lesson and collected from the meeting point at the end of the lesson.

Register Students.

If required, ensure Changing Rooms are empty and then lock the door, (only open the door when all students in your class are with you) Carry out kit/jewellery check.

Escort students to store cupboards (if needed) Check student equipment (Sun hats and water bottles) Distribute equipment.

Check the playing environment.

Supervised Activity Outline the intentions of the lesson and start the lesson.

Time management – Include water breaks and sufficient time at the end of the lesson.

Plenary / Re-cap lesson.

Ensure equipment is cleared and stored appropriately.

Escort students to the changing room and supervise them whilst they get changed. Lock the changing room door once all students have exited the room.

Ensure adequate student supervision until the end of the lesson.

Never leave your students unsupervised as this can lead to Health and Safety or Safeguarding issues.

Swimming Pool Preparation of lesson Meet and greet students in the changing room. Ensure the changing room door has been switched to ‘male’ or ‘female’. Students must use the toilet located at security if not swimming.

Supervise the students whilst they are getting changed and only allow the students into the pool area once a teacher is in the pool area to supervise the students.

Register students.

Carry out kit/jewellery check.

Escort students to the designated poolside area.

Explain the emergency ‘3 whistles’ procedure Check equipment Distribute equipment Check environment Remember, never to leave your students un-supervised as this can lead to a Health and Safety issue Supervised Activity Outline the lesson’s objective and start the lesson.

Time management – Include water breaks and sufficient time at the end of the lesson.

Plenary / Re-cap lesson.

Ensure equipment is cleared and stored appropriately.

Escort students to the changing room.

Ensure adequate student supervision until the end of the lesson.

IN THE EVENT OF AN INCIDENT, MEMBERS OF STAFF SHOULD INITIATE THE DEPARTMENT’S EAP (Emergency Action Plan) EMERGENCY ACTION PLAN The Emergency Action Plan below will assist all members of the department to follow a pre-planned procedure in case of medical emergencies. This is to ensure the safety of all students, whilst also guaranteeing effective communication within the school and, when needed, with the emergency services.

BIS Abu Dhabi PE DEPT EMERGENCY ACTION PROCEDURE

Following an incident, staff members must fill in an incident report form on Sphera. https://nordangliamy.sharepoint.com/:b:/g/personal/ryan_baker_bisad_ae/EVxWMntP-ClBqeCwXkY6o8BoGgf0Cg5f0UYxxp8RQBXyg?e=ElifL9 Staff Safety Qualifications All members of the PE Department should hold a First Aid qualification and it is their responsibility to inform the school if it is close to expiring.

Risk Assessments All activities have a Risk Assessment which is available in the School’s Health and Safety office, located on the first floor.

Co-Curricular Activities (After school Sports Programme) BIS Abu Dhabi offers a wide range of ‘outside curriculum’ sporting activities to support individual and team progression. These activities support our competitive and tournament programme, allowing all our students to develop through enjoyable, high-quality experiences.

Staff participating in delivering extra-curricular activities have to adhere to the school's Child protection and safeguarding policies in line with ADEK guidelines.

All students must be signed up for the activity through the school's CHQ website, otherwise, students will be sent to the school’s late room.

Clubs traditionally run between hours 15:15 – 16:15pm. If staff require longer hours parents must be informed through CHQ. Staff must always take a register of students in attendance.

The collection of students must be supervised by the lead member of staff.

It is the member of staff’s responsibility to make sure students are collected by their parent/guardian.

Offsite Fixtures/Activities All offsite activities must follow the school’s guidelines and trips policy.

Lead Staff must connect with the parents of selected students to gain permission. Only students with permission are allowed to leave school premises as part of the squad.

All offsite information must be given to the PE administrator, enabling them to book transport if required.

All students must be signed up and have gained permission through CHQ. Staff must take student information with them.

The register must be taken before leaving the premises.

Two members of staff are advised to travel per bus plus taking the CCA mobile phone.

A medical kit must be taken, and staff must be aware of any student medical issues.

The school Nurse must be informed of students travelling offsite.

The collection of students must be supervised by the lead member of staff.

It is the member of staff’s responsibility to make sure students are collected by their parent/guardian.

Code of Conduct Staff Code of Conduct Ensure that your behaviour at all times, does not bring the name of BIS Abu Dhabi into disrepute.

Adhere to the competition rules at all times Develop team respect for the ability of opponents as well as for the judgment of officials and opposing coaches.

Condemn unsporting behaviour.

Ensure that your behaviour is consistent with the principles of good sporting behaviour.

Refrain from criticism of, or reaction to, the umpire's/referee's judgments and decisions.

Maintain a standard of dress appropriate to the presentation of the team.

Refrain from over-zealous coaching from the side-line If a student’s behaviour/attitude does not comply with what is expected, then it is at the lead member of staff’s discretion to determine the sanction. This sanction must follow the behaviour guidelines mentioned within this document. Parents must be informed of this incident, and it must be logged on CPOMS. If unacceptable behaviour continues then staff have the right to remove the student from the activity.

If parents’ behaviour/attitude does not comply with what is expected, then have a brief discussion with the parent regarding the impact of their behaviour. If this continues, then please contact the Director of Sport for assistance. Parents' behaviour can have an impact on their child’s activity attendance.

SAFEGUARDING AND CHILD PROTECTION POLICY https://nordangliamy.sharepoint.com/:b:/g/personal/ryan_baker_bisad_ae/ESY6CHZTxDJBgnQO D5yH0dkBi--cPdHOVswxNWpASIYoMQ?e=TiVHP3 BIS Abu Dhabi’s CCA Child Protection Always refer to the policy within the link above.

BIS Abu Dhabi’s CCA programme has a duty of care to safeguard all children involved in BIS Abu Dhabi’s CCA programme from harm.

All children have a right to protection, and the needs of disabled children and others who may be particularly vulnerable must be taken into account.

BIS Abu Dhabi’s CCA programme will ensure the safety and protection of all children involved in BIS Abu Dhabi’s CCA programme.

BIS Abu Dhabi’s CCA programme will ensure the welfare of the child is paramount.

BIS Abu Dhabi’s CCA programme will ensure that all children, whatever their age, culture, disability, gender, language, racial origin, or religious beliefs have the right to protection from abuse.

BIS Abu Dhabi’s CCA programme will ensure that all staff (paid/unpaid) have a responsibility to report concerns to the appropriate member of staff (Ryan Baker).

All matters regarding child protection are confidential. Information must only be shared with relevant colleagues if it is important for the child’s welfare.

Policy aims The aim of this Child Protection Policy is to promote good practice: Providing children and young people with appropriate safety and protection whilst in the care of BIS Abu Dhabi’s extracurricular programme Allow all staff/volunteers to make informed and confident responses to specific child protection issues.

Good practice guidelines All personnel involved in BIS Abu Dhabi’s CCA programme should be encouraged to demonstrate exemplary behaviour to protect themselves from false allegations.

The following are common-sense examples of how to create a positive culture and climate.

Good practice means: Always working in an open environment avoiding private or unobserved situations and encouraging open communication.

Treating all young people/disabled adults equally with respect and dignity.

Always putting the welfare of each young person first.

Giving enthusiastic and constructive feedback rather than negative criticism.

Acting in Loco Parentis (Responsible Parent) to ensure that the pupil’s best interests are always considered.

Maintaining a safe and appropriate distance with players (e.g. it is not appropriate for staff or volunteers to have regular physical contact with students before, during or after the session) Ensuring that if any form of manual/physical support is required, students should be consulted and their agreement gained. Additionally, this should only happen in the company of others.

Building balanced relationships based on mutual trust and empowering children to share in decision-making.

Making sport fun, enjoyable and promoting fair play.

Keeping up to date with technical skills, qualifications, and insurance.

If mixed teams are taken away for the day or night, they should always be accompanied by a male and female member of staff.

Being an excellent role model – this includes not smoking or drinking alcohol in the company of young people.

Recognising the developmental needs and capacity of young people and disabled adults – avoiding excessive training or competition and not pushing them against their will.

Providing a written record of any injury that occurs, along with the details of any treatment given.

Practices to be avoided The following should be avoided except in emergencies.

If a case arises where these situations are unavoidable it should be with the full knowledge and consent of someone in charge of BIS Abu Dhabi’s extracurricular programme: Engage in rough physical or sexually provocative games, including horseplay.

Allow or engage in any form of inappropriate touching.

Allow children to use inappropriate language unchallenged.

Make sexually suggestive comments to a child, even in fun.

Reduce a child to tears as a form of control.

Allow allegations made by a child to go unchallenged, unrecorded or not acted upon.

Do things of a personal nature for children that they can do for themselves.

Incidents that must be reported/recorded If any of the following occur, you should report this immediately to the CCA Coordinator or a member of Leadership and record the incident as soon as possible.

If you accidentally hurt a student If he/she seems distressed in any manner If a student appears to be acting inappropriately following any instructions you have given If a student in your care suggests that he/she has suffered from any suspected abuse.

Training The safeguarding process includes training after recruitment to help staff and volunteers to: Be aware of all procedures and good practices, and ensure their practice is likely to protect them from false allegations.

Ensure that unqualified staff never work alone with students without suitable supervision.

Recognise their responsibilities and report any concerns about suspected poor practice or possible abuse.

Respond to concerns expressed by a child or young person.

Work safely and effectively with children.

Action to be taken for varying reasons 1. Concerns about poor practice: If, following consideration, the allegation is clearly about poor practice, the BIS Abu Dhabi’s CCA programme’s leader will deal with it as a misconduct issue and he/she will decide how to deal with the allegation and whether or not to initiate disciplinary proceedings with a member of the Leadership.

If the allegation is about poor practice by the leader of BIS Abu Dhabi’s CCA programme, it should be reported to their immediate line manager who will decide how to deal with the allegation and whether or not to initiate disciplinary proceedings.

2. Concerns about suspected abuse: Any suspicion that a child has been abused by either a member of staff or a volunteer should be reported to BIS Abu Dhabi’s extracurricular programme’s leader, who will take such steps as considered necessary to ensure the safety of the child in question and any other child who may be at risk.

BIS Abu Dhabi’s extracurricular programme’s leader will refer the allegation to the appropriate member of Senior management in BIS Abu Dhabi.

Action to help the victim and prevent bullying in sport: Take all signs of bullying very seriously.

Encourage all children to speak and share their concerns. Help the victim to speak out and tell a relevant member of staff.

Investigate all allegations and take action to ensure the victim is safe. Speak with the victim and the bully (ies) separately.

Reassure the victim that you can be trusted and will help them, although you cannot promise to tell no one else.

Report any concerns to the Director of Sport.

Action towards the bully (ies): Inform the Coordinator of the Primary/Secondary Physical Education/Director of Sport of any incidents that have occurred.

Discuss with the student why they chose to act in that way.

Agree on an appropriate sanction with HOD. Inform the form tutor and if appropriate, the HOY, of the incident and sanction taken.

PHYSICAL EDUCATION FACILITIES WITHIN BIS ABU DHABI The Physical Education / Sports facilities within the school are as follows: One multi-purpose Sports Hall One six-lane, 25m, covered heated Swimming pool.

A five-lane, 16m, indoor heated Swimming pool.

Dance Studio.

Two large Shaded multi-purpose courts Two large, grassed Sports fields marked for football, rugby and athletics.

Two small changing rooms 2 storerooms.

Two Physical Education offices.

APPENDICES 1. UAE School Inspection Framework