PE

PE Leader: Mr Paul Butler 

Curriculum Design

A high-quality physical education is a universal right for all children. We have meticulously designed a curriculum that will provide opportunities for our children to become increasingly competent and confident in a range of competitive sports and other physically-demanding activities in order to lead healthy, active lifestyles. This is underpinned by a progression of knowledge and skills which enable children to become physically literate and instil values such as fairness and respect. 

Intent - what will we teach and why?

At Old Mill Primary, we teach an inclusive PE curriculum, which builds character values of fairness and respect, whilst providing the opportunity for all children to be physically literate and life-long healthy participants in physical activity. We offer a range of sports and activities which allow our children to gain in confidence, knowledge and skills, as well as allowing the opportunity to excel in competitive environments. 

Our curriculum is structured in a way that allows children to develop gross motor and fundamental movement skills, designed to embed motor competence. Through our well sequenced curriculum, children are allocated sufficient time to secure the knowledge needed to understand increasingly complex rules, strategies and tactics. 

Teachers use detailed planning with clearly defined knowledge and skill objectives, which link and build upon previous learning. Through a progressive curriculum framework, children are given opportunity to extend their agility, balance and coordination both individually and within teams, allowing for confident participation in a range of increasingly challenging situations. By the end of Key Stage Two, children should be able to apply a broad range of skills and knowledge to communicate and collaborate within different physical activities, whilst evaluating and recognising their own successes. 

Implementation - how do we teach to achieve excellence?

We achieve excellence in Physical Education by implementing the following:

1. We use the PE Passport scheme of work. This ensures clear progression of knowledge and skills, to be applied in increasingly challenging situations.

2. Each lesson focuses on clearly defined knowledge and skill objectives linked to previous learning, which are supported by key vocabulary.

3. Each unit builds on knowledge and skills acquired before performing these within competitive or complex activities/sequences, such as demonstrating an understanding of rules, strategies and tactics.

4. Children are taught the purpose of engaging in physical activity and competitive sport as part of a healthy lifestyle.

5. Links are built into the curriculum to enable skills and knowledge to be revisited and deepened across and within key stages, as part of our progressive curriculum.

6. Skills are clearly modelled through a combination of videos and teacher demonstrations.

7. To ensure activities are fully inclusive, teachers apply the STTEP principle to adapt learning. 

Space – bigger or smaller area

Time – more or less time allowed to complete an activity

Task – task individualised to children’s needs

Equipment – different or modified equipment to help children access learning

People – adapting the number of children for games or skill practices.

8. Children are encouraged to evaluate their performance alongside the knowledge and skill objectives, identifying areas for improvement as well as successes.

9. Assessing children’s learning is done through end of unit assessments, which focus on performance, social and development and competition. These are evidenced through photos and videos taken during lessons.

SEND

To ensure activities are fully inclusive, teachers apply the STTEP principle to adapt learning. 

Space – bigger or smaller area

Time – more or less time allowed to complete an activity

Task – task individualised to children’s needs

Equipment – different or modified equipment to help children access learning

People – adapting the number of children for games or skill practices.

Impact - how are our pupils successful?

Developing high levels of motor competence and confidence is essential because of its relationship to motivation, enjoyment and, subsequently, the potential to build engagement in physical activity and sport.

The aim of our curriculum is to equip all children with the means to participate and enjoy physical activity, enabling them to lead happy, healthy lifestyles. 

This should be evident in the two hours of PE we give our children each week. Successful and effective lessons should engage all children, allowing them to have fun whilst being given the opportunity to explore what successful movement within the given context should look like. Skills and knowledge will be explicitly taught and demonstrated through clear visuals and consistent vocabulary. 

Clear, specific, ambitious end points. Children understand decorative and procedural knowledge and can demonstrate and retain this foundational knowledge.

Assessment 

We use half termly assessments, given at the end of each unit. These assessments are evidenced by photos and videos taken throughout each unit of teaching. This allows for an accurate and accumulative summary of each child throughout the year. Assessments are made against the following criteria:

• Performance

• Social and Development

• Competition