Physical Education (PE)

National Curriculum Purpose of Study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect

The national curriculum for physical education aims to ensure that all pupils: § 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.

Whole School Definition of Physical Education

Our VISION is to inspire EVERY child to be passionate about Physical Education and Sport, while bringing PE to the heart of the school.

• To equip every child with the key physical and social skills that can be facilitated through to PE and sport
• To enable everychild to progress with confidence and competence in PE and sport -throughout their school journey and beyond
• To embed key sporting values that can be applied positively in everyday life.
• To inspire children to live a healthy and active lifestyle into adulthood, using PE and sports to facilitate this
• To develop the physical and mental wellbeing of every child and ensure it is central to their physical education journey

 ‘‘Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity’

Quote by John.F.Kennedy

Intent

At Grazeley our key aim is to inspire EVERY child to be passionate about Physical Education and Sport.  At Grazeley we believe that Physical Education and sport is for everyone! PE is the heart of our school and we aim to give them a love for PE, Sport, physical activity and a healthy lifestyle that continues throughout their lives.

We aim to develop our pupils’ key fundamental movement skills ensuring they are motor competent in Physical Education. Children of ALL abilities will have access to High Quality PE in order to achieve their full potential and become physically confident. Our lessons aim to be INCLUSIVE for ALL, in a fun and safe environment. We aim to give the children a lifelong love and passion for Physical Activity and Sport. 

• We aim to educate children about physical and mental well-being and to inform as to the benefits of a healthy and active lifestyle.
• We aim to further develop and nurture strong school-club and competitive links with the local partnership and community-based organisations- providing our children with access to a support structure to pursue their chosen sports and activities beyond school.
• To support and complement cross curricular subject areas through our physical, fun and engaging lessons.

Ultimately, we teach children the importance of leading healthy, active lives and making informed and appropriate lifestyle choices.

Implementation

Our PE lessons at Grazeley are devised from the Primary PE Planning online Platform.   They allow for a consistent delivery and structure across the school.  The planning has been developed so that progression is built into the scheme (an exciting learning journey from Early Years through to KS2). This ensures our children are increasingly challenged, inspired and motivated in ALL PE lessons.  We believe that mastery is paramount allowing ALL children to feel confident and motor competent when learning key skills. The curriculum provides a foundation from Early Years to Key 2 for an ongoing development of Physical Literacy.  Our children receive an inclusive, broad and balanced programme of PE.  The curriculum is mapped to ensure that children participate in a wide range of activities. Each class receives 90 minutes of high quality PE delivered over two lessons, the lessons are taught by the class teacher.

Our planning is structured through the short, medium and long terms:

Short term lesson plans provide children with the opportunity to develop their skills, develop/build on knowledge & understanding while challenging all abilities. We strongly believe motor competence is key.  Children are given clear learning goals and expectations. The lessons allow for feedback, self/peer assessment through our progress-ometers. The children are also able to develop cognitive skills such as decision making and analysis of performance. Manylessons also have accompanying videos which model powerful demonstrations and through these the children develop a picture of what success looks like and can focus towards it.

Medium term planning provides an overview of each unit – it incorporates PE assessment criteria, physical, thinking, social and emotional key skills, cross curricular links and aspects of health and safety. With every unit of work, we have the PPP progression of key skills documents and knowledge organisers.  The knowledge organisers provide an overview of prior learning and highlight key terminology, rules and skills. Incorporated within each unit is the second pillar of progression: Rules strategies and tactics that can be through competition, personal bests and teamwork.

Long term planning is created through a curriculum map, this is devised through collaboration with colleagues and children. We also ensure pupil voice- (through questionnaires and individual feedback) is valued and we allow for time on the curriculum for the children to have an input as to lesson delivery options at the end of the summer term.  We also link with topic areas, creating strong cross curricular links.  Connective planning also incorporates seasonal, local, national and global events including, for example, SSP competitions, Wimbledon, World Cups, amongst many others.

Early years Provision:

The planning provided for Nursery and Reception is tailored towards the National Curriculum Early years and foundation stage EYFS set standards.  Our planning is focused on the development stage for 3-5 year olds. 

Progression is carefully planned and developed from Early Year through to KS2. We aim to develop fundamental movements skills (FMS) through gross and fine motor skills (first pillar of Progression: Motor Competence). In turn, these develop both confidence and control in activities such as running, jumping dancing, hopping, skipping and climbing. These FMS form the building blocks for more complex movement skills.

The lessons are challenging, engaging, fun, imaginative and well resourced.  They also allow the children to transfer their learning skills from their PE lessons back into their classroom/outdoor play environment. 

Key Stage 1

Children 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.

Children are 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, developing simple tactics for attacking and defending
• Perform dances using simple movement patterns.

Key stage 2

Children 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.

Children are 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.