Physical Education Overview & Progression
Great Wood Primary School’s Physical Education Curriculum
This document’s intention is to set out the PE Curriculum offer at Great Wood Primary School. The aim of our tailored curriculum is intended to provide our children with the skills and instil the values required to advance not only their physical ability but also the values they hold as well-rounded sports men and women. With the skills and values implemented across the curriculum, through its design and delivery, we strive to ensure children build on previously learnt and new knowledge and understand how to apply this knowledge to skills. Therefore, when children leave Great Wood, they are physically literate and have an embedded set of core values, including fairness and respect, which will have a long-lasting impact upon the way they apply themselves in leading healthy and active lives in the wider aspects of life.
We have designed and mapped out the PE Curriculum for each year group using the ‘Primary PE Passport’ App and ‘Lancashire Professional Develop Service’ to support us in ensuring the provisions fits the needs of individual children. Teachers will refer to the Great Wood Gold Leaf Code Values as well as the Olympic and Paralympic values (friendship, respect, excellence, equality, determination, inspiration, and courage) to further develop and support the personal development of our children.
The Intent of Our Developmental Approach:
Using our tailored curriculum design and Key Learning (see Key Learning section), the intention of our Great Wood approach is to provide each child with the skills and opportunities to meet the National Curriculum end of key stage statements. Our intent is shown below:
Early Years – The intent in our Foundation Stage is to focus on developing gross and fine motor skills. To do this we use the ‘Lancashire 5 Fundamental Movement Skills’ resource to support Foundation teachers in understanding the 5 key Fundamental Movement Skills (FMS). The teachers use this to plan targeted lessons alongside which they provide Physical Development Stations within outside provision to allow children to develop these skills further. We feel that these 5 skills along with opportunities to develop a wider range of physical skills will ensure they are ready for KS1 PE.
Start of Key Stage 1 – To begin with we carry out a baseline assessment of 10 Fundamental Movement Skills (FMS) for each child. The intent is for the teacher to adapt their PE curriculum offer, using the baseline assessment, focusing on the fundamental movement skills the children are less confident in.
During Key Stage 1 – The intent during KS1 is to develop the 10 FMS, in particular the ones assessed as being not as strong whilst also teaching the children how to apply these skills within chosen contexts. Children will develop their knowledge in using simple tactics in game type activities and creating sequences of movement in gymnastic and dance type activities. This is delivered through the relevant Core Tasks from the Lancashire Planning. The learning the children receive through the different categories of games leads to playing in an intra school games competition at the end of each unit for ‘all children’ which is modified to suit the focus of the Key Learning.
End of Key Stage 1 – The intent at the end of KS1 is to test the children’s 10 Fundamental Movement Skills again. This will indicate the impact on their performance of their FMS and which skills they have mastered. This information will be shared with the Year 3 teacher using the Primary PE App.
Lower Key Stage 2 – The intent at Year 3 and 4 in games is to develop our children’s attacking skills through a range of different sports and activities, delivered through using uneven sides, i.e. 3v1 and 4v2. They will also develop their knowledge of simple attacking tactics, which are transferable across similar categories of games. i.e. Invasion games, Net/Wall, Target and Striking and Fielding. The learning the children receive through the different categories of games leads to playing in an intra school games competition at the end of each unit for ‘all children’ which is modified to suit the focus of the Key Learning. The intent at Year 3 and 4 in dance and gymnastics is to develop children’s performance and sequencing skills. All the skills are applied through the relevant Core tasks which are linked to age expectations. Children also take part in intrahouse competitions to allow them to refine and demonstrate taught techniques within a competitive environment.
Upper Key Stage 2 – The intent at Year 5 and 6 in games is to continue to develop children’s attacking skills when they are working as a team, developing their knowledge of defending strategies. These will be delivered through modified mini-versions from uneven sides to even sides, i.e. 5v3, 5v4, 4v4, 5v5 etc. The learning the children receive through the different categories of games leads to playing in an intra school games competition at the end of each unit for ‘all children’ and for some children moving into inter school competitions. The intent at Year 5 and 6 in dance and gymnastics is to develop children’s performance and composing of longer sequences of movements with a partner and group. All the skills are applied through the relevant Core tasks, which are linked to age expectations. Children also take part in intra-house competitions to allow them to refine and demonstrate taught techniques within a competitive environment.
Progression through our PE Curriculum:
Great Wood’s progression document has been designed to ensure all teachers have a clear understanding of the implementation and impact of our skills-based PE Curriculum. We have designed a tailored progression document based on our own beliefs, alongside the Lancashire PE Scheme of Work, to show progression in both skills and knowledge, to best fit the needs of the children in our school community. We aim to deliver the identified ‘key content’ in a logical progression, systematically and explicitly so all our pupils acquire the intended knowledge and skills to be inspired and create active habits for life.
Our Progression Documents Are Split into the Following Areas:
|Aim of ‘Activity Area’||This shows the activity: Invasion Games and will provide a statement for the overriding aim for each year group. This explains what the children will focus on with regards skills and understanding leading to our end goal.|
|Performance of Skills – Progression||The performance of skills progression explains the level at which the skills performed will be at or will indicate the progression of HOW the child performs the skill.|
Performance of Skills – Progression
|The performance of skills progression explains the level at which the skills performed will be at or will indicate the progression of HOW the child performs the skill.|
|Developing Physical Skills||
These are the FMS or sport specific skills the children will learn through a particular sport.
|Application of Skills||This is where children will apply the physical skills taught within a context. There is a clear progression of how they apply their skills through the year groups and each key stage. In addition, this shows the knowledge that children will need, to apply the skills they learn in each year group.|
Key Stage 1 & Key stage 2: Physical Education Curriculum Map
Key Stage 1 & Key Stage 2: Progression of Knowledge and Skills through Games
Key Stage 1 & Key Stage 2: Progression of Knowledge and Skills through Dance
Key Stage 1 & Key Stage 2: Progression of Knowledge and Skills through Gymnastics
Key Stage 1 & Key Stage 2: Progression of Knowledge and Skills through Athletics
Key Stage 2: Progression of Knowledge and Skills through Outdoor and adventurous Activities & Swimming