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Physical Education Curriculum

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Our Intent:

At Killingholme Primary, we promote a positive attitude to learning (based on our school vision of Partnerships + Potential + Performance = Success), encouraging our students to aspire to achieve their full potential by providing rich, motivational, purposeful and inspiring learning.

Our intent is to provide an inclusive PE curriculum in which our students entrench positive attitudes towards learning to achieve their full potential, develop teamwork and leadership knowledge and skills that are essential for lifelong learning. Our PE curriculum explores a range of activities that equip students with opportunities to develop their fitness, physical and mental health and overall wellbeing. Knowledge is power and our intent is to provide students with knowledge and understanding to make healthy active choices that support their overall health and development from the beginning of their journey in EYFS through to leaving for further education in year 6.  

We intend to provide students with a rich and broad experience of sporting activities and competitions to develop participation, enhance student success and develop students overall knowledge and enrichment that is not easily and readily accessible.  

We intend to offer high-quality teaching and learning that builds student knowledge, confidence and inspires participation in competitive sport and other physically-demanding activities. Opportunities to participate in competitive sports supports students in building character and embeds the School Games Values: Passion, Self-Belief, Respect, Honesty, Determination and Teamwork.

Our Implementation:

 

Our students receive two hours of PE each week by both teaching staff and the subject lead from EYFS through to Year 6. Our curriculum is further enhanced each half term by implementing competitive sports suited to the half terms subject focus, allowing an opportunity for students to further consolidate new-found knowledge and showcase their talent and skill. Moreover, numerous sporting tournaments with local schools further enhances curriculum implementation and is increased through a variety of extra-curricular sports clubs. At playtimes sports ambassadors and play leaders lead games and activities to increase participation and support teamwork and leadership development. Leaders are encouraged to ‘spot’ inactive students and encourage activity, promoting positive mental health and overall physical fitness. We follow the guidelines set by the national curriculum to ensure we offer a range of PE activities that allow each child to feel challenged and offer opportunities to progress further. Health and wellbeing is further enhanced and knowledge secured through year groups via the school’s PSHE curriculum, which uses a flexible scheme of work called SCARF (see PSHE policy).  

Additional swimming lessons take place each year (Sport Premium funded) which provides students with further accessibility to learning skills and knowledge that will equip them for life-long learning. Students are able to gain confidence in water with the aim is for them to be able to: 

  • Swim competently, confidently and proficiently over a distance of at least 25 metres 
  • Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] 
  • Perform safe self-rescue in different water-based situations. 

Regular assessment ensures students inclusivity is reviewed and targeted for additional support to improve attainment gaps and ready for transition throughout the year groups and key stages.   

 As an Active School, we aim to ensure that the children participate in active lessons outside of their regular PE lessons. This involves incorporating moments within lessons whereby the children can be active and is implemented using the ‘heat mapping’ tool across the school.   

Early Years- Physical Development 

The EYFS framework is organised across seven key areas of learning. In EYFS students are taught through: 

Personal, social and emotional development how to: 

  • Know and talk about the different factors that support overall health and wellbeing, including managing their own needs and personal hygiene, regular physical activity, screen time, sleep and healthy eating 

Physical development how to: 

  • Revise and refine the fundamental movement skills they have already acquired including: rolling, running, crawling, hopping, walking, skipping, jumping and climbing 
  • Progress towards a more fluent style of moving, with developing control and grace 
  • Develop overall body-strength, balance, coordination and agility needed to engage successfully with future physical education sessions and other physical disciplines, including dance, gymnastics, sport and swimming 
  • Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor 
  • Combine different movements with ease and fluency 
  • Confidently and safely use a range of large and small apparatus indoors and outdoors, alone and in a group 
  • Develop overall body strength, balance, coordination and agility 

    KS1 (Year 1 & Year 2) 

    Students 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 are able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils are taught to: 

     

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, 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. 
  •  

    KS2 (Year 3, 4 5 & 6) 

    Students 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. 

    Students will be 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 

Swimming 

In Key Stage 2 students will attend swimming lessons for one term, usually in Year 3 and Year 4. In particular, pupils will be taught to: 

  • Swim competently, confidently and proficiently over a distance of at least 25 metres 
  • Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] 
  • Perform safe self-rescue in different water-based situations 

The Impact:

Students have a positive attitude towards PE and School Sport and this is evidenced through surveys and lesson feedback. Students develop and build upon core values that are important to all aspects of learning including resilience, perseverance, stamina, respect, diversity, equality and honesty and this is demonstrated throughout their learning journey. By the end of each key stage, students are excepted to know, apply and understand matters, skill processes specified in the relevant programme of study. At Killingholme Primary, summative assessment is used each half term to consistently review student progress and implement support for those students with misconceptions and inform future planning. The subject leader reviews teacher summative assessment on a half termly basis and discusses future planning and progress and further CPD to support the deliverance of high quality teaching and learning.  

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