Physical Education

PE INTENT – to what do we aspire for our children?

 

National Curriculum

 

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

 

Kindness

– 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

 

Curiosity

– 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

 

Commitment

– 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.

 

Sports Overview

At St. Werburgh’s Primary, we believe in providing our pupils with a variety of repeated sports (PE Lessons and Extra-curricular) to give them the opportunity to become physically literate. The PE lessons will consist of sport lessons and Real PE lessons in which we make explicit links to the connections between them both. The aim is to have our pupils leave Year 6 being tactically and technically proficient across a range of sports, demonstrate respect, teamwork, commitment and have the confidence, skills and motivation to be active in secondary school and beyond.

Currently, we use the Sports Premium funding to invest in a mentoring model provided for by the Bristol Sport Foundation. This is in addition to clubs offered during lunchtimes with the aim of providing opportunities for a range of pupils.

 

Swimming

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. For pupils who have not reached their 25m target, we give them the opportunity to reach that target by offering additional sessions in Year 5 and Year 6.

Sports Progression“

Each sport has an outline of the plans and expectations of each phase group to show the progression through the school.

Real PE

Real PE aims to ensure that all children have a positive relationship with physical activity for life. Their curriculum is inclusive and allows children to develop their fundamental skills through deepening their physical literacy, emotional and thinking skills.

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:

 

Oracy

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. For Sport lessons, Bristol Sport or the specialist PE teacher will deliver this lesson.

We are aiming to offer pupils two hours of PE delivery per week in addition to a range of activities at break times as well as the opportunity to participate in extracurricular activities.

 

Lesson Design

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

-To vary the challenge, we follow STEP (Space, Task, Equipment and People) to make suitable adaptions

In some instances, specialist adaptations are made to support the specific barriers of individual children.

Some examples of adaptations within in lessons may be:

  • Using balloons/fluffs or ‘hitting hands’ in object control sports such as tennis
  • Using bigger/softer balls to throw or roll in sending and receiving Real PE lessons. This is also applicable for the invasion games: rugby, netball and basketball.
  • In balancing Real PE lessons, children can work with a larger base or use their knees for core balances
  • More examples of Real PE adaptations can be found here.

 

Curriculum Enrichment at St Werburgh’s

  • Inclusive events
  • Inter-school sports events
  • Events: Stages and Carnival dancing
  • Trust Dance Festival
  • Trust Gymnastics competition
  • School Sports Day
  • Cathedral Schools’ Trust Y5 sports’ day
  • Year 4 Day of Sport at Ashton Gate Stadium

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

– Pupils demonstrate the taught skills in enrichment activities e.g. competitions, performances

 

Child’s Voice

through pupil conferencing pupils will;

● 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

Assessment: A range of both formative and summative assessments are used to measure progress and identify areas for support.

Formative Assessment

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. This will be documented in the form of a spreadsheet

 

Summative Assessment

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.

Bristol Sport Foundation coaches identify children in each class who excel or need further support.