The PE curriculum at Stoneferry has 4 key aims:
- To develop competence to excel in a broad range of physical activities
- All children are physically active for sustained periods of time
- To engage in competitive sports and activities
- Children should lead healthy, active lives
All our children will also have the opportunity to develop knowledge, skills and confidence in:
- Leadership (communication, tactics, refereeing, explaining rules, coaching)
- Evaluation (reflecting, analysing, improving, communicating)
- Responsibility (Being fit and active, leading a healthy lifestyle)
Through the PE curriculum, pupils will develop their knowledge and skills through the following domains of knowledge
- Athletics (running, jumping, throwing, catching)
- Dance and movement (movement, sequences, communicating ideas, rhythm, performance)
- Gymnastics (balance, shape, travelling, sequences, flexibility, strength, control)
- Team Games (competitive games, attacking and defending, passing, fielding, dribbling, shooting)
- Outdoor Adventurous Activities (orientation, problem solving, navigation, maps, compasses, teamwork, communication)
- Swimming (water safety, different strokes, confidence)
Stoneferry Primary uses the Get Set 4 PE scheme of work planning tool to plan and deliver sessions and ensure all domains of knowledge are addressed. The PE Long Term Plan contains full details of the learning expectations of PE and links with the National Curriculum and Get Set 4 PE Scheme of learning.
The units chosen cover all of the requirements of the National Curriculum and are chosen based on the best provision can be made based on the limitations of the school grounds. Units of work are progressive and provide differentiation so that all children progress.
Opportunities to enhance the provision are taken through use of the Sports Premium, for example visits to a high quality gymnastics facility for each class each year and coaching provided by local organisations.
Additional opportunities for pupils to be active are provided through a Daily Mile track and also a range of sporting clubs provided for the children on a termly basis and an annual Sports Day held at a local establishment.
As pupils progress through each unit of work, the following five key concepts will be explored and revisited to develop pupils’ knowledge, skills and competence in physical education:
- Competence: The selection and application of skills, tactics and compositional ideas. The readiness of body and mind to cope with physical activity.
- Movement (self): travelling, rolling balancing, sliding, jogging, running, jumping, dodging, spinning, skipping
- Movement (object control): bouncing, throwing, catching, kicking, striking
- Balance: control, stability
- Agility: changing and controlling direction and position
- Coordination: using senses together, dribbling, hand-eye co-ordination, completing movements in dance
- Speed: moving body or parts of body at controlled pace
- Tactics: strategy, plans
- Attacking and defending: 5 principles (width in attack, width in defence, depth in attack, depth in defence, delay in defence)
- Performance: Using physical competence and knowledge to gain a better understanding of physical activity.
- Technique: Skill, ability, capability, proficiency, expertise, style
- Performance: conduct, accomplishment, achievement, completion, fulfilment, implementation, execution, presenting, improving, refining
- Spatial awareness: awareness, understanding of self and objects within a space, changes in position
- Physical literacy: performing with confidence, performing actions accurately
- Rules: regulation, directions, commands, guidelines, safety, referee, decision making
- Creativity: Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes.
- Applying tactics: strategy, games, planning, sequencing, creating
- Competition: rivalry, contesting, opposition, match, game, round, heat, event
- Co-operation: collaboration, working together, combined effort, teamwork, partnership, coordination
- Communication: instructions, discussion, interaction, encouragement, clarity
- Healthy, active lifestyles: Understanding the positive contribution that regular, fit for purpose physical activity makes to the physical and mental health of the individual in preparation for their future lives
- Safety: Ourselves, others, dangers, risks, long term effects of exercise, keeping heathy, rescue, confidence, limitations, rules
- Health and fitness: mental, physical and social well-being, types of exercise (aerobic, circuit, yoga/Pilates)
- Evaluation and analysis: Comparing performance with previous ones and those of others to demonstrate improvement to achieve their personal best
- Evaluation: assessment, appraisal, judgement, analysis, improving
- Determination: self improvement, resilience, personal best
A range of key concepts are explored through each PE units and provide lenses through which to consider different aspects of PE. These concepts are revisited through different year groups as children move through the school to deepen their understanding and build their understanding progressively. Units are planned so that hierarchical knowledge is learnt at the appropriate points and further learning is cumulative each year.
Get Set 4 PE has been chosen due to the clarity of teaching sequence that it provides. Wherever possible this sequence is followed, however, it may be adapted if specific learning areas require further development.
All children have access to the PE curriculum with work being tailored appropriately for children with SEND. Children will learn through similar activities, with final outcomes modified to suit all needs or equipment modified to suit needs.
The impact of learning is measured against the key concepts and key objectives within sequence of learning and is a measure of how much knowledge and skill has been acquired. Assessment in PE is ongoing and will be continually assessed so that provision can be tailored accordingly.
Assessment is stored using the Integris assessment system, which provides a clear overview for the subject lead of standards across the school.
Regular monitoring of work and pupil voice is also used to moderate judgements.
By the end of EYFS, pupils will:
- Demonstrate strength, balance and coordination when playing
- Negotiate space and obstacles safely, with consideration for themselves and others
- Confidently and safely use a range of large & small apparatus
- Talk about the different factors that support their overall health and wellbeing
- Move energetically, such as running, jumping, dancing, hopping, skipping and climbing
By the end of Key Stage 1, pupils will:
- master basic movements including running, jumping, throwing and catching
- develop balance, agility and co-ordination
- apply these movements to a range of activities
- participate in team games, developing simple tactics for attacking and defending
- be able to perform dances using simple movement patterns
By the end of Key Stage 2: pupils will:
- use running, jumping, throwing and catching in isolation and in combination
- be able to play competitive games such as 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 through athletics and gymnastics
- take part in outdoor adventurous activity challenges both individually and within a team
- be able to compare their performances with previous ones and demonstrate improvement to achieve their personal best