PE INTENT – to what do we aspire for our children?
Key Stage 1
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils should be taught to: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities, participate in team games, develop simple tactics for attacking and defending, perform dances using simple movement patterns.
Key Stage 2
Key stage 2 Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Swimming and water safety
All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, children should be taught to: swim competently, confidently and proficiently over a distance of at least 25 metres, use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] perform safe self-rescue in different water-based situations.
Source: National Curriculum (updated Jan 2021)
What drives our physical education curriculum at St Werburgh’s Primary School?
Together towards excellence
– Learn how encouragement and cooperation plays a big part in being successful in physical activity and wider life
– Demonstrate good sporting attitudes and build their confidence to interact respectfully with others
– Celebrating and being proud of others’ achievements
– Articulate the skills progression of their learning and their next steps towards their target
– Understand the long term health benefits related to active lifestyles and a balanced diet
– Experiencing competitive sports outside of the school context
– Demonstrate resilience and determination in their pursuits
– Develop independence in their own challenges, next steps in learning and taking responsibility for that
– Understand the value of teamwork, build resilience and cope with not winning
Aims of our Physical Education curriculum
The national curriculum for physical education aims to ensure that all children:
● develop competence to excel in a broad range of physical activities
● are physically active for sustained periods of time
● engage in competitive sports and activities
● lead healthy, active lives
St Werburgh’s Physical Education Progression
Our PE curriculum includes Real PE, Bristol Sport Provision and swimming.
Bristol Sports Overview
Bristol Sport believes in the power of sports to change lives by growing confidence and raising aspirations. They provide sports coaching programmes with a consistent Head coach and specialist sports coaches. They upskill, motivate and build the confidence of our teachers to deliver high-quality sport in line with the DFE’s guidance on the use of the sport premium. Sports coaching is mapped out across the year groups and works in tandem with Real PE.
At St. Werburgh’s Primary School we aim for all children to be able to swim at least 25m by the time they leave year 6. Children have weekly swimming lessons in year 4 in terms 1 to 4. In term 5 there are catch up sessions 6, there are catch up lessons for those children in year 5 and then year 6 who cannot yet swim 25m.
Long term sequence (Including EYFS to KS1 progression)
EYFS skills progression in PE
The Fundamental Movement Skills progresses from reception to year 6?
Real PE aims to ensure that all children have a positive relationship with physical activity for life. Our curriculum is inclusive and allows children to develop their fundamental skills through deepening their physical literacy, emotional and thinking skills. This is achieved through the following strands:
Term 1 – Unit 1:Personal
Term 2 – Unit 2: Social
Term 3 – Unit 3: Cognitive
Term 4 – Unit 4: Creative
Term 5 – Unit 5: Applying Physical
Term 6 – Unit 6: Health and Fitness
Disciplinary skills progression for Real PE:
There are 6 core skills that are woven throughout the termly teaching and learning of PE, detailed below:
- Personal skills: perseverance, taking responsibility and control of my learning
- Social skills: cooperation, guiding and leading others
- Cognitive skills: observe, compare, analyse and improve performance
- Creative skills: adapt and adjust knowledge for a range of audiences
- Applying the physical skills: combine skills and perform them with fluency and control
- Health and fitness: explain importance of exercise and plan own fitness program
An example of the core skills progression is here:
Fundamental movement skills is the strand that is taught in every single session, constantly revisited and deepened as the curriculum spirals.
Each has its own progression document; an example of fundamental movement skills progression is here:
We recognise the vital role that oracy plays in the lives and life chances of our children, therefore we plan explicit opportunities to develop their oracy skills as well as opportunities to learn through oracy across the curriculum.
In PE, we explicitly teach vocabulary and oracy which allows children to effectively explain, discuss and share ideas when working together.
IMPLEMENTATION – how will we deliver the curriculum?
Each week, the class teacher will teach an hour of Real PE. On alternate terms, sports specialists will do an additional hour of a sport as per the table above.
There is at least 90 minutes of physical activity a week, this could include Real PE lessons, a Bristol Sports coaching session or the Daily Mile.
Real PE Session
All Real PE lessons would follow the model below:
In every PE lesson you would expect to see:
– Vocabulary explicitly taught and used by the children
– Opportunities for oracy woven through the lesson
– What success looks like; made clear
SEND and Scaffolding
We recognise some children need provision ‘additional to’ quality first teaching in order to reach their potential. This includes:
– Pre-planned management of cognitive load
– Explicit instruction and modelling
– Structured challenge, without ceilings
– Additional targeted adult support
– Adaptation of games and resources as required
In some instances, specialist adaptations are made to support the specific barriers of individual children.
Curriculum Enrichment at St Werburgh’s
- Events: Stages and Carnival dancing
- Trust Dance Festival
- Trust Gymnastics competition
- Sports Day
Trust Y5 sports’ day
IMPACT – how do we know our curriculum is effective?
High quality outcomes:
– Learning walks show clear differences in learning within the same concept/skill across year groups
– Demonstrating the taught skills in enrichment activities e.g. competitions, performances
● use PE terminology
● talk about PE concepts & skills
● talk about why PE is important, linking it to how we stay healthy
● explain how their learning builds on previous knowledge
Lessons will be regularly monitored to ensure consistency and 100% engagement across the school.
Assessment: A range of both formative and summative assessments are used to measure progress and identify areas for support.
Children will be assessed formatively as each lesson progresses. Children will be given tasks from which the teachers will draw conclusions. Adaptations will then be made as a result of that evidence.
The curriculum is a progression model. Teachers will know whether students are making progress if they are learning more of the curriculum.
The PE curriculum is designed to ensure sequencing of core knowledge and skills. The children will know more, and remember more with the taught curriculum content and apply this to their learning including enrichment activities.