At Throckley Primary School, we utilise physical education as a vehicle to access our key curriculum drivers in a unique way which is afforded to us as a result of the subject’s clear differences to that of the other, predominantly classroom based, subjects. Physical education allows pupils to achieve in incremental steps no matter the activity/sport through targeted differentiation using the STEP (Space, Task, Equipment and People) principle. This achievement then fosters and promotes the desire in pupils to be the best they can be across the curriculum. Through consistent verbal feedback and discussion around this, pupils understand that their choices allow them to become the best they can be and directly impacts their own life as it increases the opportunities which will be available to them and broadens their horizons. This is turn, allows children to develop a good overall awareness of their place in the world.
Purpose of study
A high-quality physical education curriculum inspires all pupils to enjoy, succeed and excel in both competitive and non-competitive sport as well as harbouring a thirst for fitness for life. It should provide opportunities for pupils to become physically confident in a way which supports their health (both physical and mental) and fitness. In addition, opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
The national curriculum for physical education aims to ensure that all pupils:
· Develop competence to excel in a broad range of physical activities
· Are physically active for sustained periods of time
· Engage in competitive sports and activities
· Lead healthy, active lives.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Key stage 1
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
Pupils should be 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
· Participate in team games, developing simple tactics for attacking and defending
· Perform dances using simple movement patterns.
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 communicating, 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:
· 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.
Swimming and water safety
All schools must provide swimming instruction either in key stage 1 or key stage 2.
In particular, pupils should be taught to:
· 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.
Over the course of the academic year, each year group is assigned a significant sporting figure to weave into their learning. This allows children to appreciate the influence one person can have on society, engages the children in their own learning and encourages high aspirations for their own future.
Reception – Bobby Robson
Year 1 – Jessica Ennis Hill
Year 2 – Ellie Simmonds
Year 3 – Jesse Owens
Year 4 – Steph Houghton
Year 5 – Pele (Edson Arantes do Nasciemento)
Year 6 – Serena and Venus Williams