Our vision is for all our children to experience a wide variety of excellent physical education, school sport and physical activity that will lead to life-long participation and active, healthy lifestyles.
We hope that in doing so the children will develop greater confidence and learn the importance of communication, organisation, team work, resilience, perseverance and respect.
Our scheme of work in PE ensures pupils have progressively covered the requirements of the PE National Curriculum with a varied and well mapped out PE curriculum. It provides the opportunity for progression across the full breadth of the PE National Curriculum for EYFS, KS1, LKS2 and UKS2 for both indoor and outdoor PE. In EYFS and KS1, the focus of the PE curriculum is on the development of the fundamental skills that will be built upon in KS2 when they are applied in specific sports. Our intention is to develop a lifelong love of physical activity, sport and PE in all young people. We aim to help ensure a positive and healthy physical and mental outlook in the future and help young people to develop essential skills like leadership and teamwork.
Physical Health and Fitness: RHSE – Statutory Guidance
- Know the characteristics and mental and physical benefits of an active lifestyle.
- Know importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise.
- Know the risks associated with an inactive lifestyle, including obesity.
- Know how and when to seek support including which adults to speak to in school if they are worried about their health.
Substantive knowledge in PE is based on deliberate practice and development of specific skills that can be used in a variety of disciplines, sports and games
Disciplinary knowledge in PE comes through opportunities for the children to choose and apply their own actions, balances, movements and skills. Once they have mastered the specific skills they have opportunities to apply these within sports and games and therefore have to choose different strategies and the best way to approach different challenges. As they move through school, their skills and knowledge around tactics become more complex and they have to work collaboratively to make decisions. There are lots of opportunities for the children to evaluate their performances and reflect on how they will improve next time.
We intend for our young people to…
- Become physically confident in a way, which supports their health and fitness.
- Acquire new knowledge and skills that they practise in a wide range of activities and situations.
- Have high levels of skill and creativity in their techniques, tactics and choreography and a knowledge of how to improve their own and others’ performance.
- Have a good level of fitness.
- Have a healthy lifestyle, achieved by exercising regularly and making healthy choices.
- Compete in sport and other activities to build character and help to embed core values such as fairness, resilience, collaboration and respect.
- Have a keen interest in PE and participate in extra-curricular sport or activities.
- The ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain safe in and around water.
Within each lesson, we strive to give every child the opportunity to develop skills in PE, consider the impact on their health and fitness, compete/perform and evaluate. These elements are always clearly identified both in lesson plans and on progression maps. All lessons are carefully differentiated which helps to ensure that learning is as tailored and inclusive as possible. There is a structure to the lesson sequence whereby prior learning is always considered and opportunities for revision and practise are built into lessons but it allows for this revision to become part of good practice and ultimately helps build depth to the children’s knowledge, skills and understanding in PE. Interwoven into the teaching sequence are key assessment questions. levels of understanding at various points in the lesson and also allow time to recap concepts where necessary, helping to embed learning. Through our curriculum, pupils develop a knowledge of motor competence, rules, strategies and tactics and healthy participation. This is assessed against their declarative knowledge (what they can recall) and their procedural knowledge (how they demonstrate this in participation). In EYFS, Nursery children have physically active sessions which aim to develop movement competency in line with the EYFS three prime areas: Physical Development, Personal, Social and emotional Development and Communication and Language.
- Our reception children are provided with a weekly, Physical Education lesson with our specialist PE teachers from Hawkes Health as well as physically active sessions within provision or as a discrete session with our teaching and learning staff. Each session focuses on developing the Fundamental Movement Skills which will allow them to access the KS1 curriculum: Stability and Balance, Object control & Locomotion. Pupils are confident and physically active learners who can work cooperatively and demonstrate spatial awareness.
- PE in Key Stage 1 and 2 is taught twice weekly through discrete lessons.
- In Key Stage 1, the children will develop fundamental skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. The children will engage in competitive and co-operative physical activities, in a range of challenging situations. Over the year, the children will take part in a variety of games, gymnastics and dance activities.
- In Key Stage 2, the children will continue to apply and develop a broader range of skills, learning how to use them in different ways and link them to make actions and sequences in movement. We will provide the children with plenty of opportunities to allow them to enjoy communicating, collaborating and competing. Throughout the year, the children will have the opportunity to take part in a variety of games, gymnastics, dance and outdoor adventurous activities. They will be taught to swim competently, confidently and proficiently following the progression of skills from our external provider who follow the ASA National Teaching Plan.
- Our specialist PE staff deliver high quality lessons and specialist sport coaches are used throughout the year to enhance the children’s learning.
- Competitive opportunities are available to all children through competitions and inter-school events.
Each unit is mapped against the progression documents to ensure that learners develop detailed knowledge and skills across the full breadth of the PE curriculum through engaging and age-appropriate curriculum content. Our indoor units are often themed with strong cross-curricular links to other subjects and topics, such as Seaside. This all helps to make the learning memorable, allowing links to be made and ultimately creating a higher level of engagement and understanding. Attainment and progress are measured using our assessment spreadsheets. Technical PE vocabulary will be displayed, spoken and used by all learners, the learning environment will be consistent across key stages. Pupil voice and tracking of standards in PE will be tracked termly.
Teachers will anticipate what barriers to taking part and learning particular activities may pose for pupils with particular SEND and will aim to minimise / reduce those barriers so that all pupils can fully take part and learn. In some activities, pupils with SEND will be able to take part in the same way as their peers. In others, some modifications or adjustments will need to be made to include everyone. To overcome potential barriers to learning in physical education, some pupils may require: " adapted, modified or alternative activities that offer an equivalent degree of challenge to the activities in the programmes of study and that enable the pupils to make progress " and " careful management of their physical regime to allow for their specific medical conditions.’ For some activities, we may need to provide a ‘parallel’ activity for pupils with SEND, so that they can work towards the same lesson objectives as their peers, but in a different way. Occasionally, pupils with SEND will work on different activities, or towards different objectives, from their peers, depending upon their needs.
- Take account of the views of others in teams/groups.
- Vote for outcomes.
The Rule of Law
- Undertake safe practices, following class and games rules during PE lessons for the benefit of all.
- Work within boundaries to make safe choices in physical activities.
- Make own choices with regard to participation and challenging activity.
- Experience and talk about sport/dance from different cultures and religious beliefs linked to whole school themes.
- Use dance to learn about different faiths and cultures around the world.
- To behave appropriately to allow all participants the opportunity to take part effectively.
- Review each other’s work respectfully.
- Work together in groups/teams, helping and advising others.
- Experience different festivals, traditions and celebrations through dance and sport.
- Reflecting and critiquing their own and others performances.
- Develop motivation and perseverance to develop new skills.
- Use imagination and creativity in their learning.
- Promote fair play and team work.
- Promote the qualities of good sportsmanship
- Promote trust of peers through team work.
- Understand fair play, code of conduct and self-discipline.
- Promote sports leaders.
- Peer mentoring.
- Encourage cross-curricular involvement.
- Encourage team spirit.
- Learn about international sportspeople and the developments of sports in different countries.
- Learn about relevant sporting events as they happen such as The Olympic Games and The World Cup.
- Explore and respect a variety of cultural dances such as the Haka