PE

Purpose and Aims

The aim of Physical Education is to inspire all pupils to partake, be active, try new skills, live a healthy lifestyle and excel in competitive sport and other physically demanding activities as well as being physically confident in non-competitive situations.

All pupils’ experiences of Physical Education is enhanced by The Pupil Athlete Pathway. Both within and external to the PE Curriculum.

 By the end of key stage 2 at NET they will be able to:

• Reflect on a range of opportunities that they have had. Engage in and enjoy PE and Sport beyond the classroom.
• Have physical skills, cognitive understanding and confidence, to achieve success in competitive and non-competitive activities.
• Articulate and show a physically and mentally healthy lifestyle.
• Interact, empathise with and treat with respect, individuals in all participatory roles.

Based on the National Curriculum,

Key stage 1 pupils should be 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.

Key stage 2 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, 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

Organisation of the curriculum

Each year group from year 1-6 completes 12 units over the course of the year. This equates to two units each half term. In EYFS PE is taught discreetly weekly and continuously through our provision. 'Fundamental Movement' and 'The ABCs of Movement' are intertwined throughout these as well as ‘Object Manipulation’. PE makes use of guidance within the Development Matters document to help reach the expected level of development by planning lessons and steps to success based on the learning statements provided.

Each unit of work is linked to strands which are repeated in each key stage to support retention and progress within PE.

Enrichment

The Pupil Athlete Pathway is underpinned by the principles that sport should be accessible for all our pupils and that different pupils need to experience PE at different levels, or for different reasons whether this be for positive mental well-being, a love of sport or the desire to compete and lead. Ranging from exposure to new sports and participating in extra-curricular clubs to playing for a school team or refereeing a tournament, as part of the Pupil Athlete Pathway our pupils are given the opportunity to experience new concepts, develop their knowledge and progress their understanding to levels of greater depth that they can take beyond their time at school.

Each unit of work has been carefully linked to a sportsperson through our Athlete Profiles. These Athlete Profiles become less mainstream as the curriculum progresses. They give an overview biography and links to how pupils can enhance their interest through participation or spectating.

As part of Pupil Athlete Pathway there is a range of extra-curricular opportunities that are regularly reviewed and updated. These include clubs, level 1 competitions including Winter and Summer Sports Days, level 2 competitions and school leadership opportunities including Sports Council and Play Leaders.

Planning and Assessment

Planning is progressive across the year groups and to support long term memory skill domains and strands of PE are consistent and revisited throughout each key stage and each unit has learning questions. These learning questions follows the PE specific sequence…

Carefully chosen units of work have a clear rationale for their positioning within the curriculum programme of study. This is set out in our ‘why here, why now documentation’. Vocabulary, skills and knowledge are explicitly planned for in each unit overview.  

Pupils are supported in knowing, remembering, understanding and applying through our teaching and learning policy/cycle.

Assessment is retrieval, ongoing and outcome based. The skills are mapped explicitly and formally collected after each unit for each pupil.