Physical Education (P.E.)

The Importance of Physical Education 

Physical education develops pupils’ physical competence and confidence, and their ability to use these to perform in a range of activities. It promotes physical skilfulness, physical development and a knowledge of the body in action.

Physical education provides opportunities for pupils to be creative, competitive and to face up to different  challenges as individuals and in groups and teams. It promotes positive attitudes towards active and healthy lifestyles. 

Pupils learn how to think in different ways to suit a wide variety of creative, competitive and challenging activities. They learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness. Through this process pupils discover their aptitudes, abilities and preferences, and make choices about how to get involved in lifelong physical activity.

 

Statement of Intent

We have a planned sequence of lessons to help teachers ensure they have progressively covered the requirements of the PE National Curriculum. This scheme of work ensures that children have a varied and well mapped out PE curriculum. It provides the opportunity for progression across the full breadth of the PE National Curriculum for KS1 and KS2 for both indoor and outdoor PE. This progression is clearly identified on progression maps and each lesson has been carefully planned to match these. In 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. It is our intention 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. 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. It is also to ensure that every child has access to at least 30 minutes of physical activity every day.

Implementation

Our detailed lesson plans ensure that all teachers are equipped with the secure subject knowledge required to deliver modern, high-quality teaching and learning opportunities for all areas of the PE National Curriculum. Technical glossaries, skills posters and adult guidance support teachers in their subject knowledge, allowing them to share technical vocabulary and skills clearly, confidently and concisely. Our overarching aim is for teachers to have the knowledge and skills they need to feel confident in teaching all areas of PE, regardless of their main areas of expertise. Lessons are planned alongside subject-specific progression maps to ensure that children are given the opportunity to practise existing skills and also build on these to develop new or more advanced skills. There is a structure to the lesson sequence whereby prior learning is always considered and opportunities for revision and practise are built into lessons. However, this is not to say that this structure should be followed rigidly: 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. These allow teachers to assess the different levels of understanding at various points in the lesson and also allow time to recap concepts where necessary, helping to embed learning. Assessments will be carried out on an end of term/end of block basis and will show children ARE, BARE and AARE.  The Amaven tracker should also show next steps and identify children.  We aim to have 30minutes active in every classroom by active lessons, shake awake or golden mile.

Impact

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 Romans and Traditional Tales. 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 can be measured using our assessment spreadsheets. The high quality and consistent approach to PE teaching, should significantly improve attainment in knowledge and skills in PE.

The impact of using specialist coaches and Amaven, will increase the profile of sport, PE and physical activity across the school.

Early Years Outcomes

The main Early Years Outcomes covered in the different units are:

 Games/Athletics:

  • Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. (PD – M&H 40-60)
  • Children show good control and co-ordination in large and small movements. (PD – M&H ELG)
  • Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.(PD M&H 40-60)
  • Experiments with different ways of moving. (PD M&H 40-60)
  • They move confidently in a range of ways, safely negotiating space. (PD M&H ELG)

Dance

  • Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping. (PD – M&H 30-50) 
  • Experiments with different ways of moving. (PD – M&H 40-60) 
  • Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. (PD – M&H ELG)
  • Enjoys joining in with dancing and ring games. (EAD – M & M 30-50) 
  • Beginning to move rhythmically. (EAD – M & M 30-50) 
  • Imitates movement in response to music. (EAD – M & M 30-50) 
  • Begins to build a repertoire of songs and dances. (EAD – M & M 40-60) 
  • Children sing songs, make music and dance, and experiment with ways of changing them. (EAD – M & M ELG) 
  • Developing preferences for forms of expression. (EAD – BI 30-50) 
  • Uses movement to express feelings. (EAD – BI 30-50)
  • Creates movement in response to music. (EAD – BI 30-50) 
  • Captures experiences and responses with a range of media, such as dance. (EAD – BI 30-50) 
  • Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences. (EAD – BI 40-60) 
  • Children represent their own ideas, thoughts and feelings through dance. (EAD – BI ELG)

Gymnastics 

  • Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences. (EAD BI 40-60) 
  • Experiments with different ways of moving. (PD M&H 40-60) 
  • Jumps off an object and lands appropriately. (PD M&H 40-60) 
  • Travels with confidence and skill around, under, over and through balancing and climbing equipment. (PD M&H 40-60)

KS1 National Curriculum Aims

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 co-ordination, and begin to apply these in a range of activities;
  • participate in team games, developing simple tactics for attacking and defending;
  • perform dances using simple movement patterns.

KS2 National Curriculum Aims

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];
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
  • Perform dances using a range of movement patterns

NEW: The Crewe and Nantwich Sports Partnership Website http://www.cnssp.co.uk/ 

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