PE

Physical Education at Sir Francis Hill

To ensure everyone keeps fit and healthy

Intent

The intent is that during Physical Education at Sir Francis Hill all pupils will:

• Have the opportunity to take part in a range of physical activities throughout the school year
• Access 2 hours of timetabled high quality physical education for all KS1 and KS2 pupils
• Have daily physical activities to develop fine and gross motor skills in foundation stage
• Access a progressive curriculum which takes into account pupil's abilities and builds on skill development
• Have a focus on understanding the importance of being healthy and developing their fitness
• Be able to swim 25 metres by the end of KS2
• Experience success and enjoyment.
• Develop life-skills of problem-solving, resilience, good sportsmanship, teamwork, keeping safe and abiding by rules.

Implementation

Physical Education is delivered in specified, timetables slots. We implement our approach through high quality teaching and the delivery of structured physical education lessons for all groups of learners supported by a ‘home-grown’ progressive curriculum. The PE funding has enabled us to upskill the workforce over a number of years resulting in a high standard of Physical Education teaching. Where possible, teachers and teaching assistants strengths are drawn upon to ensure this can happen. When teaching Physical Education at Sir Francis Hill Primary school, we use a variety of teaching methods and equipment that allow all pupils to access physical education and experience success and enjoyment. 

Alongside the skills which are developed, children are encouraged to think about the reasons why it is important to be physically active and the impact this has on our bodies. We also consider why it is beneficial to warm up and cool down. Over time, children will become resilient learners who are able to accept that winning and losing are a necessary step in their learning.  Children will be appropriately challenged and supported through skill development and problem solving.   Irrespective of personal starting points, all children including those with additional needs and SEND will have the opportunity to experience a range of physical activities including inter and intra school competitions alongside special events organised throughout the year – charity events, themed days and Sports Week. Pupils will persevere by building on previous knowledge and skills, and apply these to a wide variety of contexts.  

The focus on swimming at KS1 ensures that pupils receive swimming instruction at an early opportunity which is revisited in KS2 for those pupils who require additional lessons.

Pupils in Foundation Stage will access their learning of physical education through continuous provision. Physical opportunities are offered daily within the outdoor area alongside weekly PE lessons.

Alongside the timetabled lessons, opportunities are created for children to be physically active in a range of situations. These include (but are not exclusive to-)

Cross curricular themes – heart topic in Year 6/PSHE lessons

Themed days

Sports week

Sport days

Residential visits

Den building

Sports week

Extra curricular clubs

Access to a play leader and equipment at lunchtimes

Links with secondary schools

Active playtimes

Development of  outdoor areas

Charity events

Walk to school initiatives

Impact

Ongoing formative assessment takes place within each PE lesson.  This includes: teacher observations, questioning, discussions and feedback. These outcomes are fed forward into subsequent planning to ensure gaps in knowledge are closed and progress is not limited. It also enables more-able pupils to be moved forward quicker.

End of unit intra-school class competitions ensure pupils are able to apply the skills learnt in more competitive situations.  These are also used to support teacher assessments, and to track progress. Areas of weakness can be followed up in subsequent units where possible. An electronic assessment programme is used to track pupils progress throughout the school.

We recognise that quality first teaching in physical education is the essential first step in improving outcomes for all children.  With this in mind, we ensure that teachers and teaching assistants are kept up to date on the latest initiatives and news.  This is through continuous professional development by outside providers and within school. In response to monitoring, evaluation and review outcomes, weaker areas in staff subject knowledge and pedagogy are developed through mentoring.

Academic Year 2024

Adaptations for Physical Education

Academic Year 2024

Intent:  

We want to ensure that the PE curriculum is driven by the needs of the children and therefore the curriculum plan has been adapted and recognises areas of the PE curriculum which were not addressed in depth over the last two academic years.  

Implementation:  

Adaptation to the curriculum plan 

Resources and equipment to enable this to happen 

Access to previous years plans and focus on accelerating learning as relevant

Active Playtimes/further development of play areas

Measuring the Impact: 

Assessment data 

Survey 

Impact: 

Increased fitness levels 

Positive attitudes to physical activity 

Improved physical literacy 

Children on track with current year group learning 

Please be aware this year's curriculum plan is a working document and units may be adapted accordingly.

Long Term Curriculum Plan 2024 - Adaptations made

Thoughts behind our curriculum plan:

• Now 4 units per term instead of 3 – more of an even balance – 2 units per half term​

• In EYFS, unit 1 to be taught before unit 2 as unit 1 is easier.

• Ball skills , fundamentals and sending and receiving KS1 units isolate skills to prepare children to apply these in games activities (target, net and wall, striking and fielding and invasion) with increased pressure, rules and decision making.

• The same with ball skills and fundamentals in LKS2.Consideration has been made for weather to avoid disruption to lessons, placing units such as dance and gymnastics in the Autumn Terms and Spring 1.

• To give children a broader range of experiences, we have alternated games activities throughout KS2 e.g. dodgeball in year 3 and 5, rounders in year 4 and 6 etc

• Handball and volleyball to be taught in year 6 as transitional units – preparing for secondary school - children feeling prepared to enter PE lessons with a broader knowledge, understanding and confidence of a wider range of sports.

• Contact was made with the secondary school in the Summer Term to confirm their offer and availability for swimming – aiming to enable pupils greater access to swimming as a greater weakness post COVID

• A range of activities and sports are included which children are not able to access outside of school easily – handball, yoga, badminton.

• Using expertise and skills of teachers and TAs in school (JS - Badminton, NS – Gymnastics, BH - Netball etc)

• End of unit tournaments between classes – more intra-school competitions

• Units of work considered so that they lend themselves to local interschool competitions meaning that children are competing with maximum knowledge/skills

• Activities and themed days link to current local and national events where possible eg National Sports Week, Rudy’s Run (Christmas), National walk to school week, inspirational visitors to school (Ash Randall 23 times Guinness World Record holder) to inspire and engage pupils.

• Links made with local sports club so that pupils can have experience with expert coaches in school and follow this up at out-of-school local clubs.

Pupil Voice

We have achieved the Gold School Games Mark 

The National Curriculum Expectations  

Purpose of study  

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims:

The national curriculum for physical education aims to ensure that all pupils:

§ 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.

Attainment targets:

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Subject content

Key stage 1

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 co-operative 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 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 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, 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 and water safety

All schools must provide swimming instruction either in key stage 1 or key stage 2.

In particular, pupils should 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.