‘Intelligence and skill can only function at the peak of their capacity when the body is healthy and strong.’
John F Kennedy
Curriculum Vision for Physical Education (P.E)
At St Joseph’s, we aim to provide a PE curriculum that pupils from Reception to Year 6 not only enjoy but also allows them to experience a range of activities that help them to develop their health, fitness and wellbeing. We intend to offer a high-quality physical education curriculum that inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. Our curriculum provides opportunities for pupils to become physically confident in a way which supports their health and fitness. We encourage lots of opportunities to compete in sport and other activities to build character and help to embed values such as fairness and respect.
St Joseph’s Primary School recognises the value of Physical Education (P.E). We fully adhere to the aims of the national curriculum for physical education to ensure that all children:
develop competence to excel in a broad range of physical activities;
are physically active for sustained periods of time;
engage in competitive sports and activities;
lead healthy, active lives.
Curriculum Intent for Physical Education (P.E)
The teaching of PE has been carefully sequenced to build upon the knowledge and skills needed to be an athlete.
In EYFS, pupils experience PE through the 'Physical Development' strand. Physical development is one of the 3 Prime areas of learning in the EYFS curriculum. Within Physical development, the strand ‘Moving and Handling’ and parts of ‘Health and self-care’ encompasses the PE curriculum. The statutory framework states that provision for Physical development must ensure that pupils understand why we need to exercise and have a sound understanding of what it means to be healthy. They also need space to explore moving in different ways, safely negotiating space. Pupils should be able to balance on one foot, catch and kick a ball. The statutory guidance states that pupils should be able to get dressed with some help with buttons etc.
In Reception class, specific skills are taught during our weekly PE sessions. Pupils are expected to dress and undress themselves ready for their lessons, this is something we teach in the first term of school, the children all get ready together, listening carefully to particular instructions, eg- take off your socks, take your shorts out of your bag. Pupils are then taught skills such as balancing, ball skills, travelling and climbing. The skills are usually taught and modelled before pupils are encouraged to practise themselves. Pupils also have access to the outdoor area most days where resources such as bikes, balls and balancing equipment are available for the pupils to practise their skills. The adults in class intervene when necessary, adding challenge to pupils’ play. For example, if a child has struggled with balancing in a PE lesson, an adult would intervene during their play and encourage them to have a go in a different situation, offering some one to one support while they practise. Adults are encouraged to record these interactions when needed, but this is not always necessary. When recording does take place it is added to the pupil’s individual learning journey.
In Key Stage 1, pupils will 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 will engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
In Key Stage 2, pupils will 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 will enjoy communicating, collaborating and competing with each other. They will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
The Long Term planning for PE can be found below:
The importance of fitness and wellbeing
It is important that students understand the importance of fitness and wellbeing within PE and throughout school. Physical activity can help improve mood, energy levels and sleep and can additionally build confidence, self esteem and resilience. Physical activities can give a child a sense of belonging and companionship.
Curriculum Implementation for Physical Education (P.E)
The lesson structure for PE
Recap: Pupils recap on what has been taught in the previous lesson through questioning.
Warm Up: Pupils begin a warm up activity linked to the key learning. A warm up will include a pulse raiser, followed by stretches.
SKill development: This part of the lesson will allow pupils to practice new skills and build on the key skills already learnt. Teacher demonstrations, feedback and teaching points will allow children to become confident in the new skill.
Progression- Each lesson has a progressive activity which is designed to inspire, engage and challenge pupils within the lesson.
Conditioned game/ Performance- Children have the opportunity to apply new skills into a game situation or performance.
Plenary- Children will be asked questions based on the lesson to show their understanding
It is important that we are exposing children to concepts (words) within subjects and studying them in more depth in order to strengthen their understanding of topics and allow them to build on knowledge acquired in previous year groups. The stronger a child’s understanding of a certain word is, the more likely they will be able to attach new vocabulary and knowledge on top (Marcus Jones, Huntington Research School).
At St. Joseph’s, key vocabulary is introduced at the beginning of each lesson. This will include Tier 2 (vocabulary linked to the subject area) and Tier 3 (specific vocabulary for that lesson or unit) vocabulary. New words are discussed and potentially modelled within the lesson. There is an expectation that all pupils use the correct vocabulary within full sentences.
Vocabulary linked to the whole subject (tier 2 vocab)
Health, exercise, muscle, technique, skill, target, persevere, team, competitive, compete, sport, stamina, heartbeat, movement, agility, speed, balance, core, strength, improve, athlete, resilience, rhythm, evaluate, equipment, pace
The importance of Knowledge in PE
'Knowledge and the capacity it provides to apply skills and deepen understanding are essential ingredients of successful curriculum design' (Amanda Spielman)
Units/topics in PE have been carefully sequenced to build upon prior knowledge as well as developing new knowledge in a succinct way. Teachers are familiar with where the units/topics fit in, pupils' educational journey at St Joseph's and discuss with previous class teachers what has been taught.
Find the Knowledge Progression grid for PE below:
Assessment in PE
Teachers will use formative assessment methods such as: questioning, peer assessment and self assessment throughout the lesson to check children's understanding of what is being taught. Teachers will use teacher demonstrations, pupil demonstrations, videos and verbal explanations to ensure children know what is required of them and how they can take the correct steps forward to improve on a skill or activity. Throughout the lesson children have the opportunity to analyse their progress, and decide what’s working and what’s not. Feedback is provided during the lesson and is in line with the desired outcomes. At the end of the unit, teachers will make a judgement whether the pupil is working at, below or above the National Curriculum expectations for their year group and this will be logged throughout the year using Insight. Subject leaders will then analyse the data from these assessments to track the progress of pupils and spot any patterns between groups.
Curriculum impact for Physical Education (P.E)
By the end of their time at St Joseph's, we want pupils to be aware of the link between physical activity and good mental health and understand its significance as part of a healthy lifestyle. All pupils across school will have successfully gained the skills and knowledge linked to the key learning and national curriculum. They will also demonstrate a positive attitude to competition and illustrate mutual respect for teams, officials and coaches.