We believe that P.E. plays a vital part in the development of our children. P.E. develops physical competence and confidence and our curriculum has been set up to give the children an extremely wide range of sporting activities to develop their abilities. We hope the children will discover their aptitudes, abilities and preferences, and how to make choices about getting involved in lifelong physical activity.
In P.E. we want children to:
- Develop their knowledge and skills in P.E.
- Practise skills in a range of activities, individually, in small groups and in teams.
- Have a good level of physical fitness.
- Know what is meant by a healthy lifestyle and the benefits of eating sensibly, exercising regularly and avoiding substances that are harmful to the body.
- How to stay safe around water and have the ability to swim at least 25 metres before the end of year 6.
Implementation
To give structure to our P.E. and to support teachers in planning, we use Get Set 4 P.E. Children have two sessions of P.E. a week.
In EYFS, P.E. is covered under physical development. It covers both fine and gross motor development. It is delivered through adult-led and child-initiated sessions. Our aim is that all children will work towards achieving the ELG, to show good control and coordination in large and small movements, move confidently in a range of ways, safely negotiating space, handling equipment and tools effectively.
In KS1 and KS2 children cover:
- Invasion Games – Netball, Basketball, Tag Rugby, Handball, Hockey and Football
- Strike & Fielding Games – Cricket and Rounders
- Net & Wall Games – Tennis, Volleyball, Badminton and Dodgeball
- Gymnastics – Using equipment, floor based and key step competition routines.
- Dance – Pupil or Teacher Led
- OAA – Outdoor Adventurous Activities – Indoors and Outdoor Learning
- Athletics – Track & Field Events and Sportshall Athletics
- Swimming (KS2 only)
Supporting children with Special Educational Needs (SEN)
Pupils all have access to a broad and balanced curriculum. The National Curriculum Inclusion Statements states that teachers should set high expectations for every pupil, whatever their prior attainment. Effective quality first teaching is key to enabling all children to participate and progress their skills in Physical Education. Adaptions within lessons is a vital component to ensure that there is an equal balance of support and challenge for all children. Challenge and support within Physical Education might include:
- varying the type of equipment used e.g. larger ball if working on catching and sensory balls that make a noise to cater for all areas of SEN
- support can also be provided by teachers, TAs and peers
- repetition of skills over a period of time
- partner or group work
- Gross motor activities
- Fine motor activities
- Outside agencies e.g. Occupational Health
Many of our children with SEN do not have an SEN need in physical education, which is why our comprehensive coverage is so important. It ensures they have the chance to develop their skills.
Our Physical Education curriculum is also designed to offer a balance of sports, giving children the opportunity to experience a wide variety of activities and develop a range of skills.
Impact
In order to assess progress in P.E. there is a knowledge organiser for staff for each unit of P.E. These enable staff to look for the key aspect of attainment for pupils and a clarity of what they are looking for from the children. Progress is measured over time.
Assessment of Physical Education is largely based on formative assessment of skills within each lesson. We follow skills based planning and Sport is used as a vehicle to deliver this.
Our planning has an explicit lesson objective for each session which is shared with the children at the start of a lesson and then revisited again at the end of the lesson. The lesson sequence is then broken down into two main parts (skill development and application of the skill). Teachers make formative judgements during the lesson to improve children’s skills in the session. A final judgement can then be made at the end of each lesson which then informs the next session and how progression of skills can be maintained.
Planning is progressive so that skills become more challenging as the children move through the school although the sports used to deliver the skills will remain consistent to ensure that we continue to offer a board and balanced curriculum for all children.