Physical Education | Far Forest Lea Memorial CE Primary School

Curriculum Intent

What is P.E?

Motor Competence Rules, Strategies and Tactics Healthy Participation

P.E is the development of knowledge, skills and understanding of physical activity through a continuous process of planning, practise, exploring, performing and evaluating.

At Far Forest children are provided with opportunities and encouraged to:

Engage in lifelong physical activity, as a participant and in roles such as leader, coach and official
Lead a healthy and active lifestyle, knowing how to be healthy and what it means to be healthy
Cooperate and collaborate with others, as part of a team, understanding fairness and equity of play to embed life-long values
Appreciate the efforts of others, as well as their own
Develop confidence and competence in performing different skills
Be physically active for sustained periods of time

Implementation

We use a variety of teaching and learning styles in PE lessons. Our aims are to encourage children to engage in lifelong physical activity, lead healthy lifestyles, collaborate with others and develop knowledge, skills and understanding. We do this through a mixture of whole class teaching and individual/group activities. Teachers/coaches draw attention to good examples of individual performance as models for the other children and we encourage the children to evaluate their own work as well as the work of other children. Within lessons we give the children the opportunity both to collaborate and to compete with each other, and they have the opportunity to use a wide range of resources. Our PE lessons in EYFS & KS1 focus on building fundamental motor competence skills. From this secure base, children progress onto using and applying skills in a range of competitive sports in KS2, including implementing rules, strategies and tactics.

Teachers assess children’s learning in PE as they observe them during lessons. They record the progress made by children against the learning objectives for their lessons. At the end of a unit of work, teachers make a judgement as to whether the child has met, exceeded or is working towards the expectations of each individual unit. These records also enable the teacher to make an annual assessment of progress for each child, as part of the child’s annual report to parents.

Each term has a specific focus for PE (e.g. Games, Gymnastics), which is followed by every class within the school. The focus is linked to the national curriculum. In all classes there are children of differing physical ability. Whilst recognising this fact, we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies:

Space-where the activity is happening. For example, the space could be modified by increasing or decreasing the area in which the task is performed.
Task- What is happening? For example, the task could be modified by changing the demands, the rules of the activity, the number of times the child is to repeat the task, teaching cues, direction/level/pathway of movement or length of time to complete the task.
Equipment- what is being used? For example, change the size of the equipment, amount of equipment or the arrangement of the equipment.
People- who is involved? For example, working alone with a partner, bigger teams and smaller teams.

After school sports activities are delivered and are linked to pupils’ interests. There is a commitment to actively

encourage some of our most vulnerable children to take part in clubs; these pupils having priority for places.

We track participation and attendance of these clubs throughout childrens’ time at school. Our children take pride

in representing our school in various external competitions which are often linked to our club offer – football, tag rugby and athletics competitions.

Physical Education in EYFS

Activities are planned specifically to ensure a safe, well-resourced environment, which helps them to build on and develop their confidence and independence. Children are given time to explore, experiment and refine their social, interpersonal skills as well as gross motor skills and hand-eye coordination. Staff provide children with a balance of opportunities for all round physical development. This is achieved through use of in and outdoor play, use of the small hall, playground and field. A range of equipment, apparatus and stimuli are employed to encourage the development of specific skills.

Physical Education in KS1

Children continue to build on their early experiences and move into paired and group activities. They begin to play simple games, explore and link actions, improve coordination and response to stimuli. They develop greater awareness of others and begin to develop their own ideas and creativity. Children improve their use of apparatus and equipment and continue to develop gross motor skills and hand-eye coordination. They learn to refine skills in throwing, catching and kicking balls and working cooperatively. They continue to develop coordination, balance and achieve greater control over their movements. They develop their visual and auditory awareness and begin to express themselves through movement and communicate ideas and feelings about their performance.

Physical Education in KS2

Children build on their previous and learn specific skills and refine and improve existing ones. Children learn and demonstrate the importance of teamwork in pairs and small groups, and are taught common skills and principles for playing games with increasing complexity. They are given opportunities to be creative in developing their own rules as well as learning the conventions of traditional games. Children will take part in competitive experiences and develop greater awareness over the importance of their efforts as well as winning. Children begin to sequence movements with greater complexity, and develop poise and control over their actions, including equipment and apparatus. They respond creatively to stimuli and improve compositional work, performance and content. They become confident at evaluating their own performances and others, and reflect on how they can refine and improve their skills. Children develop greater awareness of the importance of physical activity and the effect upon their own body.

Curriculum Statement for Physical Education

Our curriculum statement outlines our intent for the subject, our implementation of the subject and the desired impact our curriculum will have on the leadership and teaching of the subject and on our pupils and their learning

P.E Curriulum Statement.pdf

Progression and Skills

At Far Forest we plan our curriculum across four main milestones: Early Years, KS1, Lower KS2 and Upper KS2. We outline the knowledge, skills, and vocabulary to be taught across each phase.

Our curriculum covers: