PE

 “For with God, everything is possible” (Matthew 19:26)

Through our continued service to our community and rooted in our Christian Values, the opportunities we provide inspire our children and adults at our school to learn, to grow and to flourish. We are committed to developing our children into confident individuals who make a positive difference through developing a respect for themselves, each other and the world around them. For with God, everything is possible. (Matthew 19:26) 

Our 5 Crown Principles drive our PE Curriculum

Challenge

Through the ‘challenge’ curriculum driver we want our children to embrace the challenges that physical education and sport provide. We want our children to excel and succeed in competitive sports and other physically demanding activities.

Resilience

Through the ‘resilience’ curriculum driver, we want our children to show determination to improve and give their best. Children will learn that defeat is a setback that we improve from. Children will learn that physical activity can be challenging and that when we keep going we can experience success.

Opportunities

Through ‘opportunities’, we raise aspirations to broaden our children’s horizons – opening their eyes to the myriad careers they might pursue. Through our comprehensive sporting calendar, our children have opportunities to compete at local and county level competitions. The children also have the opportunity to attend an OA residential and become sports leaders within school.

Wellbeing

At Queen’s Park, we understand that happiness is linked to personal growth, health and development. We ensure our children are happy, healthy individuals. In PE, we ensure that health of mind and health of body are paramount and the children develop values within sport such as fairness and respect. With ‘wellbeing’ as a curriculum driver, we give children the confidence to thrive in a diverse, global society and be respectful citizens with British and Christian Values at the core.

kNowledge

Through the ‘kNowledge’ curriculum driver, we encourage our children to be resourceful learners. It is uniquely challenging and coherent to our children. In PE, our children will link together knowledge from other subjects such as science and geography. The children will learn the skills and rules for a range of sports and activities and they will constantly develop their knowledge of team spirit. All our teachers teach with the aim to ensure pupils have sufficient knowledge to progress through primary school and beyond.

Being a sportsperson means that disciplinary and substantive knowledge complement each other harmoniously. Through the skills that are developed over time, year on year, our children are able to be competent and confident sportspeople. The children are able to use their knowledge to explain, support and develop their sporting skills in a wide range of team and individual activities.

PE Long Term Plan

PE is taught twice a week in two 60-minute sessions.

Progression documents

Our progression documents have been created by the Curriculum Leader and PE Subject Leader to ensure clear progress through competitive sport and physically demanding activities.

The progression documents show the key skills and attitudes to be demonstrated at each stage within the sequence of learning within the sport/activity.

Vocabulary is V.I.T.A.L in PE

Valued

We value vocabulary in PE and in everything we do.

Identified

Sporting vocabulary is identified by the PE subject leader and is explicitly planned for.

Taught

Vocabulary is explicitly taught in every lesson. Our lesson plans identify the vocabulary to be taught and used and this is reinforced and built on over time.

Applied

Once vocabulary is taught, it is applied. Our children apply their vocabulary constantly throughout their PE lessons. Children are expected to be able to explain clearly using the correct vocabulary.

Learned

Vocabulary is revisited and relearned. Vocabulary sticks in the children’s long-term memory. Lesson by lesson, year by year, children revisit and relearn key PE and sporting vocabulary.

Through an ‘explosion of experiences’, our youngest sportspeople are exposed to the foundations of their physical education. Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. In line with government guidance we encourage our children to be as active as possible throughout the school day, beginning with our Get Moving! sessions each morning. Carefully planned physical experiences are provided for our children within provision and in our PE lessons. PE vocabulary is explicitly planned for in our EYFS. Quality texts such as ‘My Exercise Diary’ are used to enhance children’s vocabulary. Staff are role models in demonstrating this vocabulary. Gross motor skills provide the foundation for developing healthy bodies and social and emotional wellbeing. Fine motor control and precision helps with hand-eye co-ordination which is later linked to early literacy. Staff create games and provide opportunities for play both indoors and outdoors, and support children to develop their gross and fine motor skills as well as their core strength, stability, balance, spatial awareness, co-ordination and agility. The foundations of PE learning in EYFS are linked to Year 1 and beyond.

Years 1 to Year 6

Year on year, children will build upon their sporting and physical knowledge, skills and vocabulary. The curriculum leader and PE subject leader have created a meaningful, sequential learning journey. Careful curriculum thinking and planning ensures that our children have the subject knowledge and components embedded in their long-term memories.

Pedagogy

Both our staff and children are enthusiastic about PE. Through ongoing CPD, we strive to ensure our teachers have expert knowledge of the PE they teach. We have a range of external expert teachers who deliver some PE sessions and teaching staff view these sessions as ongoing CPD. Our pedagogy is firmly based upon our curriculum intent of embedding concepts into long-term memory so that they are able to be recalled, to ensure substantive and disciplinary knowledge and skills can be applied fluently.
Our ‘Queen’s Park Quality First Teaching’ model ensures that lessons are effectively sequenced so that new knowledge and skills build on what has been taught before and towards defined end points.

The sequence of lessons across PE follows the same structure:

Each lesson, within the sequence, follows the structure so skills, key vocabulary and knowledge are constantly revisited and transferred to long term memory.
Within a PE unit of work, children will learn a new skill and will revisit the skills they have learnt before. The children will have opportunities to practise the skills they have learnt within a series of team games in each session.

We understand that we may not see the true impact of our PE curriculum on our children as our PE curriculum is just the beginning of a lifetime of learning.

Our well-constructed and well-taught PE curriculum leads to great outcomes. Our results are a reflection of what our children have learnt. At Queen’s Park, our philosophy is that broad and balanced leads to great outcomes and meeting end points at the end of each key stage. National assessments are useful indicators of the outcomes our children achieve.

We ensure all groups of children are given the knowledge and cultural capital they need to succeed in life. We strive to ensure that our children are equipped with the skills (through a growth mindset approach) to fluently be able to retrieve key facts from their semantic memory.

The quality of our children’s work, at every stage, is of a high standard. All learning is built towards an end point and at each stage of their education, we prepare our children for the next stage.

The impact of Queen’s Park PE curriculum is measured through the following:

• Assessment at the end of each unit of work
• Vocabulary and knowledge are assessed during each lesson
• Pupil voice
• Progress evident in children’s performances and record of experiences
• Seeking views of parents where appropriate