Physical Education (P.E.)

Subject Leader - Steve Redshaw

What our children think…

Vision for Physical Education

At Heygarth, we envision that every child will develop their knowledge, skills and understanding, so that they can perform with increasing competence and confidence in a range of physical activities. These include dance, games, gymnastics, swimming and water safety, athletics, cycling and outdoor adventure activities. We use  physical education to promote an understanding in children of their bodies in action. This involves thinking, selecting and applying skills and promotes positive attitudes towards a healthy lifestyle. We enable children to make informed choices about physical activity throughout their lives. At Heygarth, we draw attention to good examples of individual performance as models for the other children and we encourage the children to evaluate their own work as well as the work of other children. We give the children the opportunity both to collaborate and compete with each other, and they have the opportunity to use a wide range of equipment.

At Heygarth, we want all children to understand the skills, techniques and processes involved in what they experience each day. We want them to use these skills to develop their competence to excel in a broad range of physical activities, to be physically active for sustained periods of time, to engage in competitive sports and activities and to lead healthy, active lives.

At Heygarth, we want children to leave with a lifelong love of sport and physical activities. We hope their love of sport will impact on and improve their physical health, but also on their mental health and well-being.

Physical Education - Rationale

Why are you using a scheme and reasons for choosing the scheme?

At Heygarth we follow the Edsential PE Scheme of Work. We have recently bought into Edsential’s online scheme of work, after previously using the scheme that was only available through download. The lessons plans have been written to ensure all content is relevant, progressive and will support children to develop their physical, thinking and social and emotional skills. All of the lessons include supporting images and videos to support teaching and learning, which links in with the P.E. action plan points that most P.E. lessons begin with a model of the skill required and lessons link with the context of Physical Education and sport in real life. All lesson plans help to make sure lessons being delivered meet the National Curriculum and are well structured.

The Scheme of Work also has Knowledge Organisers for each unit of work detailing: Key outcomes (Physical, Thinking, Social and Emotional, Healthy Active Lifestyles); prior knowledge needed for the unit, end points (what children should be able to do/show/know at the end of the unit) and key vocabulary to discuss.

Why have you structured the curriculum the way you have?

The curriculum has been structured in such a way that what is being taught in Foundation stage all the way through to Year 6 has clear progression in both the skills and knowledge the children are being taught and implementing in lessons. For example, in relation to throwing in Athletics; F2 will demonstrate strength, balance and coordination when playing, Y1 will select appropriate ways to throw to meet the needs of an activity. By Y6 children will be able to select and apply the correct technique for the event they are participating in (Javelin/Shot Put).

All year groups will have dance, gymnastics, athletics and games, with Y3-Y6 having specific games focussing on invasion, racket and striking, which builds on previous years learning. All children will also undertake Forest School sessions and children from Y4-Y6 will undertook swimming sessions.  

Long Term Plans are used to set out units that are to be taught and ensure that the National Curriculum objectives are fully met. PE activities are planned so that they build upon the prior learning of the children. While there are opportunities for children of all abilities to develop their skills, knowledge and understanding in each activity area, there is planned progression built into the scheme of work, so that the children are increasingly challenged as they move up through the school.

Why have you chosen to learn about sports people, vocabulary/terminology and having a knowledge of some key muscles used in PE?

We want to promote the importance of teaching theory before practical to ensure the children understand the context of physical education and sport in real life. This involves children watching video clips of famous sportspeople across a range of different sports so they can see what can be expected and have that link to the sport they are taking part in. We have made sure children are introduced to a range of different sportspeople including male and female, BAME, from the local area, those with a disability and those from the past and current sportspeople.

Children need to be taught and exposed to staff using the correct vocabulary and terminology across a range of sports they are undertaking. Giving the pupil’s the correct terminology to carefully critique their own and other’s performance as well as using the correct language when discussing and modelling to their peers.

We want children to know 7 key muscles that they use in PE by the time they leave Y6, this should be referenced by staff during warm ups, main lesson and cool downs so children are constantly hearing and starting to use the language themselves when they teach their own warm ups and routines to their peers. This also has a link to promoting an understanding in children of their bodies in action and promotes positive attitudes towards a healthy lifestyle.

Physical Education’s Policy

National Curriculum

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

Foundation 2 (Reception)

Fundamental Skills

Explore and develop the following skills individually, with a partner and as part of a small group: Agility, Balance, Coordination, Throwing, Catching, Jumping and Kicking.

Gymnastics

Explore and develop skills, actions and movements in the following areas: Travelling, Jumping, Balancing, Rocking and Rolling.

Dance Activities

Themed activities linked to the development of controlled movements and actions with changes in speed and direction.

Year 1

Dance

Develop actions and phrases of movement, linking them to a theme using expression and choreography.

Gymnastics

Develop, actions, skills and movements through the following areas: shapes, travel, jumping, balancing, rocking and rolling.

Games

Develop the following fundamental skills: Agility, Coordination, Throwing, Catching, Kicking and Striking. Use the above skills in individual, partner and team games and challenges. Develop team work and basic tactical awareness.

Athletic Activities

Develop running, jumping and throwing skills in a range of individual and team activities.

Year 2

Dance

Develop actions and phrases of movement, linking them to a theme using expression and choreography.

Gymnastics

Develop actions, skills and movements through the following areas: shapes, travel, jumping, balancing, rocking and rolling.

Games

Develop the following fundamental skills: Agility, Coordination, Throwing, Catching, Kicking and Striking. Use the above skills in individual, partner and team games and challenges. Develop team work, an understanding of basic rules and tactical awareness.

Athletic Activities

Develop running, jumping and throwing skills, choosing speed and distance and varying them depending on the task.

Year 3

Dance

Develop actions and phrases of movement, linking them to a theme using expression and choreography.

Gymnastics

Developing actions, skills, movements and sequences. Including – shapes, jumping, rolling, travelling and balancing.

Games

Invasion Games - to include Football and Netball.

Racket Games - to include skill development through adapted versions of Badminton.

Striking and Fielding Games – to include adapted version of Rounders.

Athletic Activities

Develop running, jumping and throwing skills with improvements in flexibility, strength, technique, control and balance - to include Jump for Distance, Running for Speed and Baton Change.

Year 4

Dance

Develop actions and phrases of movement, linking them to a theme using expression and choreography.

Gymnastics

Developing actions, skills, movements and sequences. Including – shapes, jumping, rolling, travelling and balancing.

Games

Invasion Games - to include Football and Netball.

Racket Games - to include skill development through adapted versions of Badminton.

Striking and Fielding Games – to include adapted version of Rounders.

Athletic Activities

Develop running, jumping and throwing skills with improvements in flexibility, strength, technique, control and balance - to include Jump for Height, Running for Distance, Throwing Overarm and Push Throw.

QAA

Individual and team activities focusing on problem solving, team work, communication and designing and using maps.

Year 5

Dance

Develop actions and phrases of movement, linking them to a theme using expression and choreography.

Gymnastics

Developing actions, skills, movements and sequences. Including – shapes, jumping, taking weight on hands, rolling and balancing.

Games

Invasion Games - to include Hockey and Basketball.

Racket Games - to include skill development through adapted versions of Tennis.

Striking and Fielding Games – to include adapted version of Cricket.

Athletic Activities

Develop running, jumping and throwing skills with improvements in flexibility, strength, technique, control and balance - to include Long Jump, Sprinting and Relay.

Year 6

Dance

Develop actions and phrases of movement, linking them to a theme using expression and choreography.

Gymnastics

Developing actions, skills, movements and sequences. Including – shapes, jumping, taking weight on hands, rolling and balancing.

Games

Invasion Games - to include Hockey and Basketball.

Racket Games - to include skill development through adapted versions of Tennis.

Striking and Fielding Games – to include adapted version of Cricket.

Athletic Activities

Develop running, jumping and throwing skills with improvements in flexibility, strength, technique, control and balance - to include Triple Jump, Long Distance Running, Javelin and Shot Put.

QAA

Individual and team activities focusing on problem-solving, teamwork, communication and designing and using maps.