PE

PE Curriculum Leader: Miss Sims

Intent:

Physical Education at Hindsford is a highly valued area of the curriculum. At Hindsford, we strive to provide:

  • a high-quality physical education curriculum which inspires all learners to succeed and excel in competitive sport and other physically-demanding activities

  • opportunities for pupils to become physically confident in a way which supports their health and fitness

  • a range of games, outdoor and adventurous activities, gymnastics, dance, and athletics, using indoor and outdoor environments for the children to participate in

  • opportunities to compete in sport and other activities in order to build character and help to embed values such as fairness and respect

  • an opportunity when the children are in Years 5 & 6 to attend swimming sessions where tuition is given to pupils ranging from non-swimmers to more able pupils.  (All children are required to be able to swim 25 metres)

  • an opportunity, when the children are in Year 5 to attend a residential outdoor and adventurous course

  • feedback and guidance on performances which will support with the progression of a particular skill

  • encouragement for good sporting behaviour both as an individual participant, in a team or as a spectator

Implementation:

Early Years:

In Early Years, the school uses the Power of PE Scheme of Work which is organised via themed units of work such as dinosaurs, superheroes and pirates. The themes selected to teach each term will be in-line with the school’s Early Years long-term plan, which can change each year, depending on the children’s interests.

PE is taught in a bespoke PE lesson each week but then continually when the children are working in the continuous provision area for example, in the construction and outdoor play areas.

Each unit of work focuses specifically on the teaching and learning of key skills linked to supporting the children in achieving their overall Early Learning Goal within the three most relevant areas of the Early Years curriculum:

  • Personal, social and emotional development

  • Physical development

  • Expressive arts and design

3 & 4 Years Old
Personal, Social and Emotional Development
Select and use activities and resources, with help when needed.
Increasingly follow rules, understanding why they are important.
Remember rules without needing an adult to remind them.
Physical Development
Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
Go up steps and stairs, or climb up apparatus, using alternate feet.
Skip, hop, stand on one leg and hold a pose for a game like musical statues.
Use large-muscle movements to wave flags and streamers, paint and make marks.
Start taking part in some group activities which they make up for themselves, or in teams.
Increasingly able to use and remember sequences and patterns of music that are related to music and rhythm.
Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.
Choose the right resources to carry out their own plan. For example, choosing a spade to enlarge a small hole they dug with a trowel.
Collaborate with others to manage large items, such as moving a long plank safely, carrying large hollow blocks.
Show a preference for a dominant hand.
Be increasingly independent as they get dressed and undressed. For example, putting coats on and doing up zips.
Expressive Arts & Design
Respond to what they have heard, expressing their thoughts and feelings.
Reception
Personal, Social and Emotional Development
Manage their own needs – personal hygiene.
Know and talk about the different factors that support overall health and wellbeing such as participating in regular physical activity.
Physical Development
Revise and refine the fundamental movement skills they have already acquired: rolling, running, crawling, hopping, walking, skipping, jumping & climbing
Progress towards a more fluent style of moving, with developing control and grace.
Develop overall body-strength, balance, coordination and agility needed to engage successfully with future physical education sessions and other physical disciplines, including dance, gymnastics, sport and swimming.
Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
Combine different movements with ease and fluency.
Confidently and safely use a range of large and small apparatus indoors and outdoors, alone and in a group.
 Develop overall body strength, balance, coordination and agility.
Expressive Arts & Design
Explore, use and refine a variety of artistic effects to express their ideas and feelings.
Return to and build on their previous learning, refining ideas and developing their ability to represent them.
Create collaboratively, sharing ideas and resources.
Listen attentively, move to and talk about music, expressing their feelings.
Watch and talk about dance and performance art, expressing their feelings.
Explore and engage in music making and dance, performing solo or in groups.
ELG
Personal, Social and Emotional Development
Managing Self: Be confident to try new activities and show independence, resilience and perseverance in the face of a challenge.
Explain the reasons for rules, know right from wrong and try to behave accordingly.
Manage their own basic hygiene and personal needs, including dressing.
Building Relationship: Work and play cooperatively and take turns with others.
Physical Development
Gross Motor Skills: Negotiate space and obstacles safely, with consideration for themselves and others.
Demonstrate strength, balance and coordination when playing.
Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Expressive Arts & Design
Being Imaginative & Expressive: Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music.

Years 1 to 6:

For Years 1 to 6, the school has a bespoke PE scheme which the school has written itself using consultants to support where needed. This was to ensure that there was a clear progression in skills and to make the planning of PE more precise and focused on the learning objectives. Teaching in PE is within the following 5 key areas for Years 1-6:

  • Athletics

  • Gymnastics

  • Dance

  • Team Games

  • Outdoor Challenges

Below is a copy of the Long-Term Plan for PE from Early Years to Year 6:

With regard to the games that the children will learn, across KS1 the children will have the opportunity to learn how to play and participate in:

  • Football

  • Cricket

In KS2, they will have the opportunity to learn how to play and participate in:

  • Rounders

  • Basketball

  • Hockey

  • Badminton

  • Netball

Below is a copy of the medium-term plans for PE:

Below is a copy of the progression in skills for PE:

Lesson Structure:

Each lesson is designed to take the children on a journey of:

Warm Up:

During this session, the children will participate in different joint mobility exercises and stretches to loosen the joints and help prepare the muscles.

Below is a copy of the stretches that the children will do during this warm up session.

Warm Up Game (Recap of Previous Learning & Application):

The children will participate in a carefully chosen game designed to encourage them to apply previous taught skills within the curriculum. This game will also be designed to help gradually increase the heart rate and circulation.

Teaching or Consolidating of a New Skill:

This part of the lesson is linked specifically to the unit of work and activities they are required to carry out within this unit. This can be anything from how to throw a ball accurately, how to perform a one-point balance, how to stop safely when running, learning the rules of a new game or sport or how to jump over a hurdle safely etc.

Application of New Skill:

The children will participate in a game or activity that requires them to apply the new skill that they have just learnt.

Evaluating:

This will be an opportunity for children to reflect on their own performance and the performance of others;

Cool Down:

During this session, the children will participate in different joint mobility exercises and stretches to cool down their body and decrease their heart rate.

Below is a copy of the national curriculum for Physical Education:

Extended Opportunities:

In addition to the weekly PE lessons, the school also offers:

  • A range of extra-curricular activities during chat and play, lunchtimes, free choice and holiday camps

  • Opportunities to take part in inter-school competitions

  • Occasional visits to live sporting events

  • Participation in ATSA Events

  • Opportunities during Celebration Worship for children to share their sporting achievements that they have been awarded outside of school

Impact:

The intended impact of the PE curriculum is that the majority of children in each year group are working at or above the expected level for their age.

In addition, it is the intended impact that the children:

  • are inspired by the PE curriculum and want to learn more and try new sports

  • show the progression in their skills and their knowledge and understanding when participating/competing in different sports

  • can discuss their learning and remember what they have learnt

  • can identify some inspirational sporting people in different sports

The above impact will be assessed in a number of different ways throughout each year:

  • At the end of each unit, the teacher will carry out assessments linked to the medium term plan objectives. A best fit level will then be given at the end of the as an overall level of learning. This levelling will be graded as set out in the school’s assessment policy – Below (Not Accessing the Curriculum), Working Towards, Expected or Exceeding

  • The pace of learning will be viewed via the PE log books and linked to the medium term plan objectives

  • Learning walks will be carried out to assess the quality of teaching and learning being delivered

  • Pupil voice sessions will assess how much knowledge the children are retaining overtime and able to recall when asked. These sessions will focus on asking the children questions about the learning that is documented in their PE log book

  • During curriculum governor days, the children will also be asked about their learning in reference to the work in their Science books and PSHE learning logs linked to the medium-term plans.

  • Photographic evidence highlighting areas covered and shown on the school website.

Stay Safe:

Below is a copy of the PE Risk Assessment.

Response to Covid-19:

During the national lockdown (January 2021 – March 2021), the PE long-term plan was temporary suspended. Instead, each week, teachers posted links to exercise classes that the children could easily access at home. Each class has at least one PE lesson a week. This  included links to Joe Wicks’ exercise class or dance YouTube session as shown below. The children in Reception continued to take part in their daily ‘Squiggle While You Wriggle’ sessions.

When returning to school, to catch up on missed learning during this time, teachers added additional PE sessions and PE special days so that by the end of the year, all units of work had been covered and the children were ready for their new learning in PE the following year. Teachers, during handover sessions, spoke about any objectives that the children may not have had the same amount of time to practise and apply if they had been in school for the full duration. This meant that the new teacher was aware if any objectives required additional revision.

Staff Training:

Subject Leader Staff Meeting – January 2022 (Focus: PE Health Check)

PE Curriculum Development  – December 2021 (Focus: Cross Country, Badminton & Tennis)

PE Consortium Subject Leader Meeting (Zoom) – November 2021 (Focus: What’s on Your Website?)

PE Consortium Subject Leader Meeting (Zoom) – June 2021 (Focus: Monitoring & Evaluation)

Dance Staff Meeting – April 2021

PE Consortium Subject Leader Meeting (Zoom) – March 2021 (Focus: Sports Funding – How to Spend this Effectively & Progression)

Dance 1:1 Consultant Work – March 2021 (Focus: Writing a Dance Unit of Work)

PE Consortium Subject Leader Meeting (Zoom) – October 2020 (Focus: Intent, Implementation & Impact Statements)

PE Consortium Subject Leader Meeting (Zoom) – June 2020 (Focus: How to Evidence PE)