PE at KS2 and sensory impairment

The National Curriculum for Physical Education is statutory in all maintained, mainstream schools up to and including key stage 4. An appropriate version of the curriculum is used in maintained special schools. Key Stage 2 (KS2) covers years 3-6, children aged 8-11 years.

Visual impairment

There is more of a challenge at this key stage, when so much emphasis is placed on learning skills and evaluating progress. Outdoor adventurous activities would be a challenge but are worth pursuing because of the sense of achievement from completing orienteering and problem-solving tasks.

You can:

• Continue to encourage confidence in the pupil’s own ability, focusing on an individual programme
• Make sure they have clear objectives; if the pupil is using gym equipment, set them a realistic challenge and help them to achieve it. For example if focusing on landing from jumping off equipment, the pupil with sensory processing issues may find the control of jumping from equipment to be very challenging, so their target could be to aim for a certain distance from the equipment. Other pupils with fewer physical challenges may be required to bend their knees, keep a straight back and remain on two feet in addition
• Encourage swimming - have someone in the water to guide verbally and to help with strokes
• Be very clear about what is expected so the pupil knows when they have achieved - self-assessment is often difficult
• Outdoor adventures can be rewarding if the pupil is part of a supportive team

Hearing impairment

KS2 is challenging; increased skill levels are required and hence more instructions. It can be hard for a hearing impaired pupil to take in instructions – keep them clear and minimal.

Hearing other pupils’ feedback and giving their own will be challenging – find a quiet place to do this with good sightline to the speaker. Include comments made to other pupils as learning points, by repeating what the other pupils have verbally contributed in a clear voice.

A quieter environment will help pupil fully participate so encourage this during team games.

Sensory processing disorder, including dyspraxia

The emphasis on acquiring and perfecting skills can discourage children who struggle with gross motor skills and hand-eye coordination.

It may be difficult for a child with sensory processing disorder to articulate what changes are occurring when they exercise.

You can:

• Give the pupil access to PE equipment at playtime so they can practise, if possible
• Avoid the pupil becoming demoralised by giving targets which are not achievable. Structure the PE environment so they can be involved; use differentiated equipment (that’s easier to handle, for example).  Encourage tolerant classmates and give lots of encouragement
• Let the pupil set their own limits and challenge themself through individual activities such as dance, swimming, gymnastics and athletics
• Try to pinpoint what technique they could work on to really make a difference to their progress
• Use PE techniques in the classroom to develop improved ball skills (for example, use a soft ball in PSHE sessions as a sort of communication device, or when answering questions – the pupil with the ball is able to speak, and all others must listen). Try Mind-Gym type warm-ups before classes start. During wet-playtime encourage games which develop hand-eye coordination, such as pick-up sticks, or construction toys

Read in conjunction with the main challenges for sensory impaired children across subject areas, and some suggestions to help them.