Physical Education

At Hob Green Primary School, we recognise the importance of teaching an effective, Physical Education curriculum that ensures pupils develop a life-long love and passion for fitness, well-being and physical health.

We recognise, that to achieve this goal, we must deliver the curriculum in a safe, engaging and inclusive environment, as well as provide wider opportunities to engage with physical activity outside of the PE lessons. We understand the importance of delivering a high-quality Physical Education curriculum to all pupils, no matter their: background, disposition and ability. The curriculum, alongside teachers individual planning, is adapted to carefully meet the needs of all pupils. As a Trust, our PE curriculum is designed to ensure pupils successfully meet the expectations outlined within the National Curriculum for England.

To achieve our aims, the curriculum has been carefully sequenced to ensure that pupils build upon prior knowledge and ambitious subject specific vocabulary. Links are made both between units and across year groups to ensure that pupils revisit key vocabulary regularly. This sequencing ensures that all pupils develop in confidence and competence through the application of progressive skills, knowledge and learning objectives. The curriculum is carefully mapped from Nursery, through to year six, ensuring that pupils have the required knowledge and skills for the next stage in their learning journey. A key aspect of the curriculum is providing teaching and rehearsal time to develop motor competence.

The EYFS curriculum provides focused opportunities to develop both fine and gross motor development. This learning is further built upon throughout The National Curriculum year groups. As pupils progress through the curriculum, we foster resilience, collaboration, teamwork, sportsmanship and the Trust’s core values. To support in achieving these aims, we implement a focus within lessons on the head, hands and heart approach. This approach ensures that pupils understand, not just the physical aspects of the PE curriculum, but also the emotional and social aspects.

The curriculum is broad and balanced, incorporating regular opportunities to learn fundamental skills and knowledge in the six disciplines outlined in the National Curriculum: gymnastics, dance, athletics, games, swimming and outdoor adventurous activities. By teaching a broad and balanced curriculum, we ensure that pupils have an awareness and understanding of rules, strategies and tactics.

Key Stage One

In Key Stage One, pupils are introduced to gymnastics and dance, where they learn about fundamental skills, vocabulary and knowledge to be able to perform with increasing strength, agility, balance, coordination and precision. They learn to use their body in different ways to communicate and develop confidence in fundamental movements. Pupils are taught to become proficient in the basic skills of running, catching, jumping, attacking, defending and throwing so that they are prepared to apply this knowledge into a range of activities and sports in Key Stage Two. Pupils in Key Stage One are also provided with opportunities to engage in outdoor adventurous activities and challenges, learning how to work individually and as a part of a team. Within the outdoor adventurous activities units, pupils are taught to solve multi-step challenges using their thinking skills and identify simple map symbols.

Key Stage Two

In Key Stage Two, pupils further develop their motor competence by applying their Key Stage 1 learning through a variety of sports. Each sport is revisited yearly to ensure that pupils develop and embed the skills and knowledge needed to be successful. Pupils are taught to play: hockey, cricket, tennis, basketball and tag rugby. Revisiting each of the sports on a regular basis, ensures that pupils have a deeper understanding of the sport and the tactical considerations that are required to perform well. Each of these sports has been selected carefully to ensure a balanced curriculum where pupils are given opportunity to engage with invasion, net and wall and striking and fielding games. Pupils in year 3 are also taught to participate in athletics, this builds on prior learning from Key Stage 1, where they learnt to run, jump and throw. Pupils continue to engage with dance, gymnastics and outdoor adventurous activity throughout Key Stage Two, with each year group introducing new and more complex skills and knowledge, including: following simple maps, using keys, compass points, symbols and waypoints.

Swimming

Swimming is taught in all drb Ignite Schools, in line with the National Curriculum. Pupils are taught a variety of strokes, as well as water safety. Where appropriate, the curriculum is further supported by the use of sports premium funding, this is used to support pupils who have not met the curriculum requirements. We prioritise efforts to enable all pupils to swim twenty-five metres, where they are physically and mentally able. All pupils are encouraged and supported to make progress towards these outcomes.

We recognise the importance of effective formative and summative assessment practices, that are purposeful and specific, in informing the delivery of the curriculum. The assessment information is used by teaching staff to tailor provision for all pupils. Assessments are used frequently and effectively to ensure that teaching strategies are deployed to enable all pupils to succeed, be it through further challenge or targeted support (for example adaptive teaching strategies). Assessment within Trust schools can take many forms, including, but not confined to: teacher assessment, self-assessment and peer assessment. Specifically designed activities, that are planned into the curriculum, provide a chance for pupils and staff to identify individuals’ next steps and misconceptions. Opportunities to address these misconceptions are then planned for and delivered by teaching staff.

Units provide pupils, where appropriate, with opportunities to engage in competitive and performance aspects of Physical Education. Pupils are supported and guided to compete with and against each other, and these opportunities are used to reinforce the Trust’s core values outlined in this rationale, ensuring that they know how to accept loss and celebrate success. When performing, pupils are taught to evaluate their own pieces of work and those of others, considering the thoughts and feelings of those they are evaluating – ensuring it is constructive, supportive and related to the key content of the curriculum. These opportunities to perform and compete ensure pupils learn to work collaboratively, as part of a team.  These aspects of the curriculum, along with cross curricular opportunities enable pupils to develop a sound understanding of healthy participation.

Guidance and training are provided to staff to ensure that all pupils, including those with special educational needs, can access the curriculum and achieve well. This might include, but is not confined to, adaptations to resources, the organisation the activity, specific strategies (e.g. pre teaching, deployment of additional adults, or further rehearsal time) and setting of achievable, small step targets.

Where relevant and impactful, teaching staff take opportunities to reinforce learning from other subject disciplines, for example: exploring healthy eating and bodily changes following exercise, from the Science curriculum; maintaining healthy lifestyles (both physical and mentally) from the PSHE curriculum; using stop watches, counting heart rates and musical beats, measuring turns further support Mathematics, and the use of computing technology to record and evaluate performances supports the learning in computing. Likewise, opportunities to reinforce learning in Physical Education are identified in other curriculum subjects and revisited, ensuring that pupils regularly revisit and revise content at spaced intervals. Further opportunities to revisit learning in Physical Education, are considered in aspects of the school day, such as class assemblies and celebrations.

We strongly believe that Physical Education should not only be promoted within the timetabled lessons, but celebrated and reinforced in wider opportunities. This can include community events, visits by sporting role models, Trust events and observing sporting events, both nationally and locally. This holistic approach is used to inspire pupils to engage with sport, both internally and externally.

Related information

Physical Education: Curriculum Overview

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