Physical Education at All Souls' CE
Physical Education Curriculum Rationale
At All Souls’ CE we are athletes! We want our children to love physical education and sport. We want them to have no limits to what their ambitions are and grow up wanting to be personal trainers, nutritionists, sports journalist or gold medal winners . We want them to embody our core values. We all believe that: “this school is a place to grow.” The PE curriculum has been carefully crafted so that our children develop their sporting capital. We want our children to remember their PE lessons in our school, to cherish these memories and embrace the opportunities they are presented with! Earlier this year, some of our Year 6 pupils were given the VIP treatment when they set off for the Manchester Training ground at the Cliff to take part in a regional competition. The children used the local transport to get to the Cliff - where the event was held. They enjoyed chatting to the ground staff about sport and watching the professionals zoom around on their expensive bicycles. The regional event piqued their interest in sport. Bringing physical education alive is important at All Souls’ CE Primary School.
The PE curriculum promotes curiosity and a love and thirst for learning. It is ambitious and empowers our children to become independent and resilient – like all curriculum areas.
We want to equip them with not only the minimum statutory requirements of the physical education National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life. For example, in the spring term, Year 6 children visited the Rochdale Rugby Team as part of our quest to subject our pupils to as many different sporting disciplines as possible. Children were shown around the club, received an expert talk and met some of the team. To further demonstrate our commitment to providing broader experiences of a range of sports and activities we offered extra-curricular archery and fencing clubs – something we have never offered in our school before. The clubs were oversubscribed and the children were fascinated by the specialist assemblies we provided to introduce them to the disciplines.
We want our children to use the vibrancy of our great town to learn from other cultures, respect diversity, co-operate with one another and appreciate what they have. We achieve this by providing a strong SMSC curriculum, with British Values and our core values placed at the heart of everything we do. This often feeds into the PE curriculum. For example, earlier this year we explored ‘Show Racism the Red Card’ as part of a whole-school themed week. Some of our lucky pupils attended an event at Manchester United, which was hosted by the football team. The children discussed issues in modern society and the staff commented how mature and thoughtful their contributions were. The children listened to emotive recounts from professional footballers about their experiences of racism.
We enrich their time in our school with memorable, unforgettable experiences and provide opportunities which are normally out of reach – this piques their interests and passions. For example, at the school annual residential pupils are fortunate enough to have opportunities to use quad bikes, ride horses, canoe and wall climb. This is an amazing opportunity to apply the skills of being a sports person and supporting one another through competitive challenge. We firmly believe that it is not just about what happens in the classroom, it is about the added value we offer to really inspire our children.
An annual audit of the PE curriculum is conducted. Following the findings from this audit, the PE curriculum has been carefully built and the learning opportunities and assessment milestones for each year group crafted to ensure progression and repetition in terms of embedding key learning, knowledge and skills. For example, we focus our teaching on six main strands of physical education; dance, invasion games, gymnastics, striking and fielding games, athletics and net and wall games. These are revisited year on year where pupils progressively build their skills and knowledge. In addition to this we provide specialist swimming teaching to pupils in Year 4 and employ a full time sporting coach to enhance staff PE skills.
Physical Education subject specific characteristics, which we expect the children to demonstrate, have been developed and shared with all stakeholders. These characteristics underpin all work in PE and form a focal point for display areas and provide a common subject specific vocabulary for staff and pupils. These characteristics are:
- developed physical confidence in a way which supports fitness and health
- competition in sport and other activities to build character and help to embed values such as fairness and respect
- developed competence to excel in a broad range of activities
- the ability to remain physically active for a sustained period of time
- the desire to engage in competitive sports and activities
- the knowledge to lead healthy and active lives
- understanding of how to communicate, collaborate and compete with one another
- work both individually and within a team
- understand how to improve in different physical activity and sport and learn how to recognise and evaluate their own success
- a keen interest in PE
- a willingness to participate eagerly in every lesson, highly positive attitudes and the ability to make informed choices about engaging fully in extra-curricular sport
- the ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain safe in and around water.
Staff and the SLT organise year group curriculums under the guidance of our subject leaders. Teachers are best placed to make these judgements. Staff develop year group specific long-term curriculum maps which identify when the different subjects and topics will be taught across the academic year. The vast majority of subjects are taught discretely but staff make meaningful links across subjects. They link prior knowledge to new learning to deepen children’s learning. For example, during our cultural diversity whole-school themed week, pupils in Year 5 explored and created their very own Maori Haka as part of their dance topic. Our children are taught connected knowledge.
Our short-term plans are produced on a weekly and daily basis. We use these to set out the learning objectives for each lesson, identifying engaging activities and resources, which will be used to achieve them.
We teach a weekly PE lesson. This helps to ensure sufficient time is allocated to PE and that PE subject matter can be revisited frequently. We believe that by crafting our curriculum this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and thus improve the rates of progress they make.
We use both formative and summative assessment information in every PE lesson. Staff use this information to inform their short-term planning and short-term interventions. This helps us provide the best possible support for all of our pupils, including the more able. The assessment milestones for each phase have been carefully mapped out and further broken down for each year group. This means that skills in PE are progressive and build year on year.
Our staff use PE formative assessment methods to systematically assess what the children know as the topic progresses and inform their future planning. These formative assessments then inform summative assessment judgements for each topic.
Assessment information is collected three times a year and analysed as part of our monitoring cycle. This process provides an accurate and comprehensive understanding of the quality of education in PE. A comprehensive monitoring cycle is developed at the beginning of each academic year. This identifies when monitoring is undertaken. Monitoring in PE includes: lesson observations and/or learning walks, pupil/parent and/or staff voice.
All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.
At All Souls' CE Primary School, we are
Physical Education programmes of study:
Key Stages 1 and 2
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.
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.
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.
Schools are not required by law to teach the example content in [square brackets].
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.
Subject Content – 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.