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Curriculum Overview

Sports Lead – Miss McCarthy

Whole School Intent for Physical Education, Physical Activity and School Sport

As a school, we aim to provide learners with a fun, high-quality PE curriculum to inspire all children to become physically confident and inspire them to participate in physical activity for the rest of their lives. We aim to shape our children into healthy, social and active young people.

Our curriculum aims to improve children’s wellbeing and fitness through the delivery of unique, broad activities and sporting skills which express the values and disciplines PE promotes. Our children will have competitive opportunities to help build character and embed the ‘Spirit of the Games’ values into their primary school journey such as fair play and respect to prepare children for future success in the next stage of their life.

Through implementing Complete PE, we can ensure all PE experiences are fully inclusive and personalised to the needs of our learners. Complete PE complements the National Curriculum and scaffolds learning experiences across all Year Groups through well-planned, outstanding PE teaching. As a school we aim to implement a whole school approach to teaching PE through this resource, and it will be clear to see that children love PE, want to learn, progress and most importantly both in school and out of school for years to come. We intend to use the PE and Sport Premium funding to provide continuous improvement throughout our PE provision, focusing on the five key indicators:

  1. The engagement of all pupils in regular physical activity – kick-starting healthy active lifestyles.
  2. The profile of PE and sport being raised across the school as a tool for a whole school improvement.
  3. Increased confidence, knowledge, and skills of all staff in teaching PE and sport.
  4. Broader experience of a range of sports and activities offered to all pupils.
  5. Increased participation in competitive sport.

Intent – EYFS

Through PE in Early Years:

The PE learning journey starts in Reception, with a focus on children learning how to perform fundamental movement skills which children require to access the PE National Curriculum in Key Stage 1 & 2. Children will develop curiosity through exploring, they will explore walking in different pathways, explore moving and making shapes and explore jumping and hopping in the first stage of their journey. Children will then start to learn how to interact with equipment to perform basic skills such as pushing, rolling and bouncing. Whilst introducing fairness through moving with a ball using their feet and creating their own movement sequences. Children will also learn the term honesty through exploring throwing and catching in a variety of ways. By the end of their EYFS journey they will have understood how to take turns, follow simple rules (instructional or simple rules for a game) and most importantly children should enjoy taking part in PE. If children are taught and given time to practice and develop fundamental movement skills, they will meet the Early Learning Goals outlined and be ready for the next stage in their PE Education. Being able to perform these physical movement skills will build confidence and desire for children to take part in activities beyond structured learning, such as being willing to take part in more challenging activities both in and out of school.

Early Learning Goal – Moving and Handling (Condensed for PE)

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

40-60 Month – Typical Behaviour:

  • Experiments with different ways of moving.
  • Jumps off an object and lands appropriately.
  • Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
  • Travels with confidence and skill around, under, over and through balancing and climbing equipment.
  • Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.
  • Handles objects safely and with increasing control.
  • Shows a preference for a dominant hand.

Physical Literacy Framework – Curriculum Physical Education:

Through the provision of structured and free play, create environments which introduce and develop control and co-ordination in large and small movements. Helping children to move confidently in a range of ways, negotiating space safely. Helping them to understand factors that contribute to keeping healthy, such as physical exercise and the food they eat. Pupils can express themselves about things they can do to keep themselves healthy and safe.

Intent – Key Stage One

Through PE in Key Stage 1:

Year 1 – Children will start their Year 1 journey focusing on building courage through recapping the Fundamental Movement Skills they learnt throughout EYFS. Children will develop their jumping, apply their running skills into a game, combine their sending skills with receiving skills and combine all movements together such as wide, narrow and curled using different body parts and on different surfaces to improve balance. By introducing slightly more structures games, children are encouraged to work as a team and build trust. The children’s next focus will be imagination through learning how to create movements using expressions and furthering their movement with a ball using their feet. By the end of their Year 1 journey, children will have developed gratitude through understanding attacking and defending in a PE setting with the development of their throwing and catching skills, through the introduction of ABC’s (Agility, Balance and Co-ordination) and learning how to create ways of transitioning between movements and responding to rhythm.

Year 2 – As children move into Year 2, they will begin to explore dodging, keeping possession (using hands and feet), listen to and follow basic games and be better at playing and managing small games on their own through concentration. Children will further the development of their passing and receiving through consolidating their throwing and catching and understanding the transition between attacking and defending. Children will learn how to develop linking movements together, explore pathways and create contrasting movement sequences and motifs with expression. Whilst introducing empathy and self-belief in their PE Journey.

National Curriculum:

Pupils should 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 should be able to engage in competitive (both against self and against others) and cooperative physical activities, in a range of increasingly challenging situations. Pupils should be taught to:

  • Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, 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.

Physical Literacy Framework – Curriculum Physical Education:

Creating a movement foundation to underpin lifelong participation, enabling pupils to access a range of learning experiences which supports the development of competent and confident movers.

Intent – Lower Key Stage Two

Through PE in Lower Key Stage Two:

Year 3 – Children are getting introduced to a wider range of games, which now include more specific types such as invasion, net and wall and striking and fielding. Children will be introduced to passing and receiving in a space, dribbling with control and how to outwit an opponent in a wide variety of games whilst exploring running for speed. Children should start to apply throwing with control into a game and understand the concept of batting and fielding. Through gymnastics and dance, children will be introduce to symmetry and asymmetry, learn how to extend sequences with a partner, develop their own dance character whilst applying all learning onto apparatus. By the end of Year 3, children will have developed cooperation, resilience, encouragement and problem solving which will allow children to become more accepting of losing in competitive situations, control their emotions and learn from experiences.

Year 4 – Children’s skills are becoming more refined in all areas of PE and they are now thinking more tactically about how to improve their own performances to be more successful and managing their own learning. Through their Year 4 journey, children will focus on decision making, building trust and responsibility and communication. Children will be introduced to shooting, bowling and striking a ball during striking and fielding scenarios and an introduction to backhand and forehand in net and wall activities. Children will begin to apply learning into 3v3 games to develop collaboration and communication whilst exploring contrasting relationships. Through invasion, net and wall, striking and fielding children will develop further their passing and receiving skills, creating space to score points and developing dribbling to create shooting opportunities. To further their previous Year 3 knowledge of running for speed, children will now begin to explore running for distance.

National Curriculum:

Pupils 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. Pupils should 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, rounder’s 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.

Physical Literacy Framework – Curriculum Physical Education:

Adapted physical activities through which a young person develops and applies a broad range of skills in different contexts. Enhancing their creative, social and thinking skills in PE. They also begin to gain an understanding of the positive benefits of being physically active.

Intent – Upper Key Stage Two

Through PE in Lower Key Stage 2:

Year 5 – Games are starting to look more like specific ‘sports’ but still very much focused on small sided games with adapted rules to ensure maximum enjoyment, learning and skill development. Children will start to use and understand specific language and techniques that are unique to certain sports. Children will begin to show more maturity and honesty in relation to fair play and sportsmanship. Children will be introduced to leadership through integrity, reflection, self-discipline and resourcefulness, whilst beginning to understand the cardio-vascular system through questioning. Through gymnastics and dance children will create movements using improvisation, develop sequences with interlinking moves and introduced to counter tension and counter balances. Children will explore running with a team and different passes. Children should be able to refine passing and receiving, dribbling, attacking and defending skills, racket skills, batting, bowling and fielding through invasion, net and wall and striking and fielding activities.

Year 6 – Children have a good understanding of a variety of physical skills and are thinking about the best way to apply them to learning. They are becoming confident leaders who actively seek opportunity to lead warm ups, activities and games. Children should now be able to articulate why physical activity is essential in keeping healthy physically and mentally and understand the components of fitness. Children will focus on self-motivation, respect and evaluation on the last part of their primary school PE journey. They should now be able to apply tactics in scenarios and to win a point, whilst being able to create and apply attacking and defending tactics in games. Children should be able to consolidate passing and receiving and batting, bowling and fielding. On their last gymnastics and dance journey before KS3, children will be introduced to matching and mirroring whilst performing all prior learning with technical control. Children should leave primary school with a desire to continue to take art in PE and sport for the rest of their lives having developed all of the physical, social and thinking skills required to be successful and enjoy participation.

National Curriculum:

Pupils 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. Pupils should 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, rounder’s 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.

Physical Literacy Framework – Curriculum Physical Education:

Learning physical, social and thinking skills through sport specific activities (modified to be age and stage appropriate). They are also developing leadership skills and are able to articulate the benefits of regular exercise.

Grangetown Primary School

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