Key Stage 1:
Pupils develop fundamental movement skills, become increasingly compete and confident while accessing a broad range of opportunities to extend their agility, balance and coordination, individually and with others.
They should be able to engage in competitive and co-operative physical activities, in a range of increasingly challenging situations.
Pupils 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.
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 communication, 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;
Sessions should include warm up exercises/skills and time for reflection at the end. Greater depth children should run some parts of the sessions with plenty of opportunities for demonstration. Children should discuss not only improvements of skills but changing to their bodies during exercise. They should know about what happens to their heart during exercise. During the 6 weeks of a core task, children should make progress in core skills and implement these into game situations. Every child should take part in PE unless agreed with parents for illness/injury. The expectation for each year group is set out in the Chris Quigley milestones and the aims are also the Core Task cards found on the Drive.
Children who are disadvantaged and in minority groups does not affect their experience in PE. Children who require PE kit can be kept in school with correct footwear.
Each half term, the PE timetable is updated and shared with staff so they know when and where their sessions are.
It is vital that each year group makes use of their slots for PE. During the spring and summer months, PE should take place outside on the field, MUGA or playgrounds.
PE sessions should be fully inclusive for all children. Children should be made to feel like they are all achieving at their individual level during PE. Children who show signs of greater depth in PE should take on additional roles within the sessions (leading the warm up, referring games, coaching others). Throughout the year many additional coaches will work with year groups in order to progress children’s skills and upskill teaching staff (School Sports Partnership, Durham Cricket Club)
The impact of PE will be shown through a number of ways. Firstly, the level of success from regional competitions for those children who excel at sport. These sports include a wide variety of invasion games, gymnastics and dance festivals, swimming gala, athletics and specialist SEN provision. The impact of PE will also be evident through the numbers attending after school clubs, the award of the School Games Mark (Gold awarded every year since 2016) and through pupil and staff surveys across each year group.
Further evidence of progression will also be seen through videos on Earwig. Throughout the half termly area, progress will be made in skills and in game situations.
Termly assessments will be completed by each class teacher. Assessments made will be based on evidence on Earwig from videos of the children performing these PE tasks. Subject leaders will moderate assessment judgements each term – this will include moderating evidence uploaded to Earwig.
All year groups follow the Chris Quigley’s ‘Essentials Curriculum’ which have been distributed.