Christ The King

PE Curriculum - The Big Picture

Intent

For all pupils to become enthusiastic about Physical Education, Physical Activity & School Sport; encouraging a lifelong commitment to leading a physically active and healthy lifestyle. Through a challenging, skills based curriculum, children will develop a wide range of skills; physical, cognitive and social and emotional. The curriculum develops resilience, determination, character, emotion management, pride, integrity, emotional intelligence and growth mindset.

Our staff and children are enthusiastic about P.E. and this is shown through teachers’ attitude towards the teaching of high quality P.E. lessons following all requirements of the National Curriculum for Physical Education. There is a clear progression of skills between year groups, ensuring staff can assess accurately and plan individuals’ next steps to challenge and support effectively. Assessments will assess children’s skills and the applications to differing sports and contexts. Assessment will also evaluate the critical and tactical thinking used in game situations. Children will use metacognition to evaluate their own performance, to plan their own performance to work towards a goal. Children will develop an understanding of the importance of physical activity and leading a healthy lifestyle to maintain a healthy body and a healthy mind. They will also experience a wider range of sporting activities through participation in school sports, lunchtime clubs and develop life skills such as swimming and riding a bike. Furthermore, children will be encouraged to participate in both competitive and non-competitive environments through the use of PE lessons, inter school competitions and tournaments throughout the year.

Aims
Through the PE curriculum, and wider physical activity & school sport offers, we aim to:

  • Develop the pupils physical, cognitive, social and emotional skills.
  • Provide opportunities for success and challenge, for all pupils.
  • Develop the individual talents of our pupils.
  • Ensure that all pupils engage in physical activity for sustained periods.

When our pupils leave our schools, from a PE perspective, we want them to:

  • Have a strong baseline to allow them to strive in secondary school PE and build on their talents.
  • Have developed key life skills that are transferable in different aspects of life, such as communication, teamwork and problem solving.
  • Understand the importance and fundamentals of leading a healthy, active lifestyle.
  • Display character, determination and resilience.
  • Have had a positive and enjoyable experience of PE during their time in primary school.

Implementation

To successfully embed our Physical Education values, we complete the following:

  • Provide each year group with at least 2 hours of engaging physical activity each week.
  • Follow the Lancashire Physical Education scheme of work using the PE Passport App which provides sequenced learning for Early Years to Year 6. The scheme of learning provides children with regular assessment opportunities and builds on physical, cognitive and social and emotional values. Children in Early Years focus on the fundamental movements. These are then embedded in Key Stage 1 and applied to sports in Key Stage 2.
  • The children cover a wide range of skills and sports during their primary journey including sports such as boccia.
  • Children in Year 4 attend local swimming baths for their swimming lessons in order to reach the required level of competency for swimming and water safety by the end of Key Stage 2.
  • Teachers receive frequent Continuing Professional Development (CPD) support through the use of a specialist Physical Education coach who attends weekly. This allows teachers to develop skills in areas identified, provides regular feedback and ensures a high quality curriculum.
  • The Physical Education leads have discussed the importance of healthy living and have made links with PE and the wider curriculum e.g. in PSHE the importance of diet, sleep and exercise promotes a healthy lifestyle.
  • At lunchtimes, the children on school meals have a well-balanced menu to choose from. We only allow healthy snacks to be eaten during break times.
  • Teachers are encouraged to use team time involving short vigorous aerobic activity such as dodgeball, daily mile and sports equipment.
  • The children have access to different sports clubs and activities throughout the year including dance, football, archery, multi-skills and yoga.
  • Children are given the opportunity to perform and compete in competitive sports and activities such as football tournaments, dance festivals and athletics competitions.
    Children are given the opportunity to participate in inter-school competitions. Children wear fitness bands that measure the level of vigorous activity during the day and the amount of steps taken.
  • Upper Key Stage 2 children have the chance to run sports clubs at lunch time for their peers and younger children, modelling sportsmanship and leadership qualities.
  • Upper Key Stage 2 children are given the opportunity to develop their leadership skills by leading PE warm ups and activities.
  • Children in Year 5 have access to learn how to ride a bike on the road through bikeability courses. Children that cannot ride a bike are given the opportunity to learn.
  • Children are given opportunities to attend trips which increase their participation and engagement in sports. Children in the past have visited Manchester United Football Club, had skiing taster sessions and attended residential waterpark activities.

Impact

We want all pupils to be enthusiastic, engaged and motivated about Physical Education, Physical Activity & School Sport. The impact of our Physical Education curriculum can be measured and monitored in a number of ways:

  • The children are assessed regularly and data is analysed on the PE Passport application. Baseline assessments help identify areas of focus in Early Years and Key Stage 1. These assessments are then used in Key Stage 2 to continue the areas of focus and to ensure progression for each child in each area of PE.
  • Children engage in ‘pupil voice’. Children can comment on their progress which is documented on the PE Passport application.
  • Staff questionnaires provide opportunities for CPD to be set and to ensure that coaching provided is effective for all children.
  • Analysis of pupil participation in extracurricular activities and sports.

Curriculum Map

Year 1

Autumn 1

Fundamental movement skills baseline

Fundamental movement skills Catching and bouncing a ball

Autumn 2

Gymnastics

Spring 1

Dance

Spring 2

Fundamental movement skills Rolling a ball

Summer 1

Fundamental movement skills Underarm throwing

Summer 2

Fundamental movement skills Overarm throwing

Year 2

Autumn 1

Athletics

Autumn 2

Gymnastics

Spring 1

Dance

Spring 2

OAA
Invasion Games

Summer 1

Net and wall games

Summer 2

Fundamental movement skills baseline.
Games Striking and Fielding

Year 3

Autumn 1

Athletics

Autumn 2

Target Games
Boccia

Spring 1

Gymnastics

Spring 2

Dance

Summer 1

Invasion Games
Handball

Summer 2

Creative Games Tag and Target

Year 4

Autumn 1

Athletics

Autumn 2

Target Games
Dodgeball

Spring 1

Gymnastics

Spring 2

Dance

Summer 1

Invasion Games
Basketball

Summer 2

Net and wall

Swimming

Year 5

Autumn 1

Athletics

Autumn 2

Gymnastics

Spring 1

Dance

Spring 2

Net and wall
Badminton

Summer 1

Invasion Games
Hockey

Summer 2

Striking and fielding
Cricket

Year 6

Autumn 1

Athletics

Autumn 2

Gymnastics

Spring 1

Dance

Spring 2

Net and wall
Tennis

Summer 1

OAA Teambuilding
Invasion Games
Rugby

Summer 2

Striking and fielding
Rounders