Physical Education
Physical Education at Overleigh St Mary’s C of E Primary School
P.E. at Overleigh St Mary’s
Intent
Our aim at Overleigh is for all pupils to be informed, articulate and empowered. We believe that a high-quality Physical Education is a vital part of a broad and balanced curriculum which supports and inspires all children to succeed through the acquiring of knowledge, attitudes and cultural capital that they will need to succeed in life.
We provide opportunities for all children to become physically confident in a way which supports their health and fitness. Offering opportunities to compete in sport and other activities that help build character and help to embed values such as fairness and respect.
In order to help every child achieve and develop in their academic and personal development, we ensure that every child has access to inclusive quality first teaching. Throughout the school we are aware that every child is different and that each one has varying abilities and disabilities that should not stand in the way of their achievement in Physical Education. For our children with SEND we map out the curriculum to ensure that they gain the knowledge and skills they need to succeed alongside their fellow peers and in life. This is achieved through additional adult support, adapted activities and/or equipment.
Informed
- Children develop confidence to excel in a broad range of physical activities, sports and games.
- Children know the core skills needed to competently play a range of specific sports and are able to adhere to set rules for each.
- Children are exposed about significant sports people which represent our diverse community and can use them as inspirational role models.
- Children learn the positive impacts of sport and high intense activity on physical and mental wellbeing and how it can play an important role in preventing ill-health.
- Children are able to demonstrate fair play and can act accordingly whether they win, lose or draw in competition.
Articulate
- Through the teaching of subject specific and technical vocabulary, we give the children opportunities to discuss their technique and performance as well as chances for children to communicate their knowledge and understanding of a range of different sports and games.
- Children are taught to communicate effectively when participating in sports, giving feedback to their peers when appropriate. This helps to develop a strong sense of sportsmanship that Overleigh can pride itself on.
Empowered
- Role models covered reflect the diversity of our school and local community, enabling pupils to see themselves within the PE curriculum. This supports the belief that anyone no matter their ability or background can be great sports people too.
- The growth mid-set that we have toward learning at Overleigh is essential for the teaching and learning of PE as it helps to empower children with the confidence to have a go, to learn from mistakes and to persevere.
- Participation in competition (both interschool and externally) empowers children to understand that they can succeed in the face of competition, but also enjoy the value and thrill of physical activity whether they win, lose or draw.
- An appreciation of sport is essential to fully engage in a rich cultural life.
- All children (including those who have SEND or are disadvantaged) are supported to fully access the PE curriculum. This may include additional adult support, adapted activities and/or equipment.
- Children are empowered with the knowledge and attitude that PE and sport is important and that is for everyone.
By the end of each key stage, children are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
At Overleigh we believe that a high-quality physical education is a vital part of a broad and balanced curriculum which inspires all children to succeed and excel in competitive sport and other physically demanding activities. We provide opportunities for children 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.
Implementation:
P.E. begins in the EYFS with the Understanding the World area of development. In the EYFS the children will explore the world around them making observations of what they see and asking questions about how and why things happen. The experiences the children encounter in the EYFS are the foundations on which physical education knowledge and concepts of subsequent key stages are built. In physical education this involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement through active learning where children concentrate and keep on trying if they encounter difficulties, and enjoy achievements. Children are also helped to understand the importance of physical activity, and to make healthy choices in relation to food.
In Key Stage One and Two we teach P.E. as a subject twice each week. We aim to deliver one lessons building on various fundamental skills relating to physical education. Progressive planning is done following our whole school long term plan – promoting a healthy and active school through Core Curriculum Gym, Games, Dance, Athletics
Key stage 1
Children 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.
Children 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
Key stage 2
Children 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 enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Children are 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
Analysis of Progression across the Key Stages
The following table details the requirements of the National Curriculum as well as the progression in learning across the Key Stages under key headings identified within the new curriculum. The Key Stage statements of ‘what children should achieve’ at each Key Stage are shown in black.
Swimming and water safety
At Overleigh we provide swimming instruction weekly in Key Stage 2 (Year 6)
In particular, children are 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
Wherever possible cross curricular links are made through for example – Active Maths, Active English and Yoga. At Overleigh, we are members of the Cheshire SSP and CSSA which gives us access to inter school tournaments & festivals organised by them and also supports our Change 4 Life.
Key features of enquiry and enquiry skills are identified on the medium term plans. As the children move through the Key stages their enquiry skills are developed and progress as they develop their ability to use and apply them independently.
Impact
Our Physical Education Curriculum is high quality, well thought out and is planned to ensure progression.
Our teachers measure the impact of our curriculum through the following methods:
- Achievement in weekly PE lessons
- Participation in competitive school sport
- Personal health and wellbeing
- Attitudes and behaviour towards learning
- A knowledge check at the beginning of each unit to see what the children already know
- Start lessons with a recap of key knowledge and understanding from the previous session
- Provide opportunities each lesson to use the key vocabulary
- Assess children at the end of the unit against key knowledge and learning
The leadership team check that this impact is being secured through monitoring the subject on a regular and frequent basis. The method of monitoring supports the ongoing development of the curriculum. This includes:
- Staff subject knowledge, which is audited each year to ensure knowledge is secure, and additional support provided if necessary
- Termly staff meetings to discuss and evaluate the effectiveness of topics with the subject leaders. From this, medium term planning is amended and adapted to ensure the curriculum remains relevant for the children
- A ‘pupil voice’, which is conducted at the beginning and end of each year to allow children to contribute to their curriculum content
- Bi-termly monitoring of work against the medium-term plans, so that inconsistencies can be addressed
- Tracking of content against the long-term plan of the school, to ensure the full breadth of the curriculum is met.
The impact of this is to ensure that children at Overleigh are equipped with skills and knowledge, which will enable them to be ready for the curriculum at Key Stage 3 and aims to maximise their children’ engagement with and motivation to study physical education as future adults.