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

• 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.

Key Stage One

• 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 Two

• 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.

Link to NPCAT Sport website here

Our approach underpins our belief that every pupil, regardless of background or barrier to learning, will thrive and reach their full potential.

1. Substantive knowledge – this is the subject knowledge and explicit vocabulary used to learn about the content. Common misconceptions are explicitly revealed as non-examples and positioned against known and accurate content as pupils become more expert in their understanding. Misconceptions are challenged carefully and in the context of substantive and disciplinary knowledge.
2. Disciplinary knowledge – this is the use of that knowledge and how children construct understanding through processes, evidence, pattern seeking, reasoning and explaining change.
3. Substantive concepts include: developing core stability, balance, agility, coordination, locomotor skills, shoulder stability, bilateral coordination, hand eye coordination and manipulative skills.  Concepts such as dodgeball require core and shoulder stability first, developing hand eye coordination alongside locomotive and manipulative skills. Finally this will lead onto tactical awareness through game based learning.

PRINCIPLES

A guiding principle of PE is that each concept builds upon each other, drawing on prior learning.

In EYFS, we place a huge emphasis on developing the fundamental skills to allow children to develop their core stability, bilateral coordination, shoulder, elbow and wrist pivots to become ready to write. This is revisited and positioned so that new content and vocabulary build on the key principles taught in EYFS allowing children to progress onto manipulative skills, applying all skills to game based learning, developing leadership and tactical awareness.

High volume and deliberate practice is essential for pupils to remember and retrieve substantive knowledge and use their disciplinary knowledge to explain and articulate what they know. This means pupils make conscious connections and think hard, using what they know. For example, in tag rugby, children in EYFS children develop their core stability, agility and hand eye coordination through the teaching of fundamental skills using equipment such as  slack lines, threading and manipulation of objects showing care and control. Within KS1, these skills are mastered and developed, including simple strategies, alongside manipulative skills through the use of equipment such as tag belts. In KS2, this substantive knowledge allows skill selection and application, tactics, strategies and compositional ideas to be developed alongside game based learning.

PE equips pupils to become ‘more expert’ with each Unit and grow an ever broadening and coherent mental model of the subject. Specific and associated PE vocabulary is planned sequentially and cumulatively from R to Y6. High frequency, multiple meaning words (Tier 2) are taught and help make sense of subject specific words (Tier 3).

PE is planned so that the retention of knowledge is much more than just ‘in the moment knowledge’.

Implementation

Throughout the year staff will have the opportunity to receive CPD from NPCAT Sport PE Specialists in order to develop confidence and knowledge of the PE curriculum. PE is delivered for a minimum of 2 hours every week. Assessment of PE is an ongoing process using the Primary PE Passport App. This is child centred and allows pupils’ achievements in and out of school to be recorded and tracked from Nursery right through to Year 6 all from an iPad. The PE Passport enables staff to monitor the progress of each individual child along with supporting photographic evidence which can be added to year on year. Lessons are planned to ensure that lessons are fully inclusive and take account of children’s differing needs and physical ability.

To broaden and expand children’s opportunities and to ensure physical education is accessible to all children, a sports week will be held annually to allow children to take part in new sports they wouldn’t ordinarily have access to and it is an opportunity to involve parents in sporting activities.

Each lesson follows the schools teaching and learning policy (retrieval, vocabulary, explain and model, check for understanding and applied learning). Vocabulary is unit and year group specific to ensure progression is evident throughout key stages.

Impact and Assessment

• Formative Assessment can allow teachers to assess pupils’ knowledge and plan next steps.
• Summative Assessment allow schools to measure standards, see how effective teaching and the curriculum are across year groups, report to parents, and monitor pupils’ progress and wider outcomes.
• Assessment on PE Passport
• Monitoring
• Pupil Voice

PE correct Long Term Overview 24