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
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
It is our intent at Coleridge to teach children life skills that will positively impact on their future. Working alongside P.E specialists, we aim to deliver high-quality teaching and learning opportunities that inspire all children to succeed in physical activities. We want to teach children how to cooperate with others, as part of a team, whilst working competitively towards a shared goal. We aim to ensure children display the characteristics of good sportsmanship throughout their learning journey at Coleridge.
Pupils at Coleridge participate in weekly high-quality PE and sporting activities. Our PE programme incorporates a variety of sports to ensure all children develop the confidence, tolerance and the appreciation of their own and others’ strengths and weaknesses. We provide opportunities for all children to engage in extra-curricular activities, including the chance to participate in inter-school sporting competitions. This is an inclusive approach which endeavours to encourage not only physical development but also mental, emotional and social well-being.
Our curriculum aims to improve the health and fitness of all children at Coleridge, not only through the sporting skills taught, but through the underpinning values and disciplines that physical education promotes. At Coleridge, our impact is for children to take responsibility for their own health and fitness in order to prepare themselves to live a healthy, happy lifestyle.
We have adapted our approach to PE to ensure that we give children experiences within sport, that they would not normally have. We have been fortunate to ensure we give children the skills, knowledge and language to perform PE to the highest standard whilst also employing expert sport coaches to enhance our provision.
We expose children to new sports such as Hockey, Boccia and Gymnastics. These are sports that our children wouldn’t normally be exposed to on a daily basis. We also want to promote a healthy lifestyle and give our children opportunities to attend after-school provision. We run half-termly clubs were children have the chance to access high-quality clubs linked to Karate, Zumba and Boxercise. Over the past year, we are now seeing more children accessing out-of-school provision and showcasing their achievements in celebration assembly.
We always want to give our children the chance to represent school. This is a massive step for many of our children, as they have never had the opportunity to represent teams in competitive sport. This year alone, over 120 children have already represented school in sports such as basketball, football, tag-rugby, cross country and netball. Our children have also had the chance to play at the New York stadium for Rotherham United at half-time. They have also accessed other supports competitions in the stadium across different schools. We also run intra-school competitions, so children are exposed to as many types of competitions as possible.
At Coleridge Primary School we aim to equip all pupils with the skills and confidence to participate in life long physical activity to ensure a healthy lifestyle.
We have a close working partnership with Live and Learn Sports to provide high-quality PE provision to all our children from FS1 to Y6. Live and Learn Sports team in partnership with us here at Coleridge offer high-quality PE provision and CPD to our staff as well as breakfast clubs, after school clubs and competitive sport opportunities for our children. PE is led by Mrs B. Mcardle who has many valuable years of experience in the field of PE and school sport. She works closely with our sports tutors Mr Mimms, Mr Heald and Miss Fretwell to deliver outstanding provision for our children.
The aims of the PE national curriculum are to ensure all children:
- 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
Planning is based on assessment criteria for each year group to ensure a progression of skills in each area of the curriculum. Lessons are carefully planned to ensure the content is beneficial to the needs of our children at each age group. This is done to ensure a steady progression of skills to allow our children to become competent in a broad range of physical activities.
We structure our lessons by starting with an opportunity for our children to do warm up with dynamic & static stretches. We then focus on the learning of new skills and a chance for children to practice and progress these skills. The latter part of our lessons focus on game play and a chance for children to apply these new skills in a game situation to embed new learning. This can often be done through modified games. At the end of our lessons we do a plenary to give our children a chance to reflect on their learning and evaluate performance.
We strive to deliver outstanding provision for our children by ensuring that our lessons cover the four key strands of the PE national curriculum:
- Acquiring and developing skills
- Selecting and apply skills
- Evaluating and improving performance
- Knowledge and understanding of health and fitness
Below is an example games lesson plan which encompasses the PE national curriculum strands to ensure our staff are equipped to deliver high-quality teaching and learning in PE.
|Lesson Plan – ( 2022-2023 ) Lesson 4 – Revisit batting technique and explore range of shots|
|Subject: Physical education||Tutor: Mr S. Heald||Group: Y3 & Y4
|No in Group: Boys: Girls:||Ability/Range: Mixed|
|Topic: / Sport: Cricket
|Context of Lesson/ Focus: Revisit batting technique and explore range of shots
Vocabulary: Batting, grip, stance, movement, forward defensive, straight drive
1). (WALT) – Use the correct technique when striking a moving ball
2). (WILF) – To demonstrate the correct technique when striking the ball and explain how to perform a straight drive
Assessment Criteria: I can stand in the correct stance waiting for the bowler to bowl and hold the bat with the correct technique.
|Starter: / Warm-Up: Self-Assessment (10 Minutes)
Pulse raiser: Children to move around the space and travel in different ways on command (walking, jogging, skipping, side stepping, high knees, heel flicks)
Dynamic & Static stretching: Can children explain the difference between static and dynamic stretching?
Q. Do you know why you are breathing more? (H & F)
Q. What is your heart doing? Can you explain why? (H & F)
Q. What physical changes do you notice about your body? Why? (H & F)
Children to attempt world record for 20 children throwing and catching a tennis ball.
Game 1: (NC REF, A & D) Batting Development (Target) (5 minutes)
Split the children into small groups. One child is the batter and the other children take on the role of fielders with one child also being the bowler/feeder. The batter will aim to strike the ball through cones which are placed 5 m away from the wicket. Fielders stop the ball and return it back to the bowler/ feeder. Bowler/feeder to drop ball for batter to strike.
Children will be encourage to take ownership of learning with visual resources to facilitate
HAPS- Wind ball/ Cones 5m away from wicket
MAPS- Wind ball/ Cones 5m away from wicket / Bigger target (wide cones)
LAPS- Larger ball/ Bigger target (wide cones) / smaller distance away from cones
Game 2: (NC REF, A & D, K & U) Striking a moving ball (Varied Shots) (15 minutes)
Children to stay in the same groups and now start to introduce a WK. Bowler/ feeder will now under arm bowl towards the batter. Each batter will face 3 balls before rotating round into another position. Children will begin to explore two types of shots.
Forward defensive TPs;
Grip: hands near to the top of the bat with the weaker hand on top.
Stance: feet parallel shoulder-width apart, knees slightly bent, head still.
Action: move the head towards the ball and step forward with the front foot. Bend the front knee and let the bat come down alongside the knee. Allow the ball to hit the bat, and have no follow through.
Visual resources to be available for EAL learners
Straight drive TPs;
Same set up as the forward defensive and the grip and stance are the same.
Action: push the bat straight towards the wicket, swing arms away from the body, keep head and rest of the body still. Follow through with the bat.
Visual resources to be available for EAL learners
Q. Why might you use these types of shots in a game? Encourage children to start to understand where these shots might be used in a game situation and why (NC REF, K & U)
HAPS- To use a tennis ball/ wind ball from under arm ball
MAPS- To use a tennis ball under arm bowl from shorter distance
LAPS- To use a larger soft ball with visual resources / Batting tee if needed
Game 3: (NC REF, S & A, K & U) Diamond cricket (Game Play) (15 minutes)
Set up two games of Diamond cricket for higher and lower ability children (Distance of wickets, equipment used).
Recap rules of pairs cricket
Q.Can you explain some of the rules?
Q. What happens if…?
|Plenary / Assessment: (5 minutes)
Evaluate performance and suggest feedback (NC REF, E & I) (Plenary ball AFL Strategy)
Children to watch videos of performance and evaluate against assessment criteria
Q. What did you do well?
Q. Can you tell me something new you have learnt today?
Q. Is there anything you could do next time to improve?
Q. Did you use the correct technique?
Q. Did you use the correct grip, stance & movement when striking the ball?
|Special Provision Within the Group:
EAL Learners- Visual resources
Within our PE lessons, we aim to use effective questioning to consolidate and promote learning. We focus on asking open ended questions which give our children a chance to explain their answers in depth to support learning. Our staff and sport tutors aid this approach by using language structures to carefully phrase questions for children. We aim to use sentence starters and phrase questions carefully such as:
Can you describe what you did… Can you convince me that’s the right way… Explain how to perform this skill…
I know this because… Talk to me about this a bit more…
Assessment in PE
Working alongside our staff from Live and Learn Sports, we assess our children every half term on the sport they have been learning. Each sport has five statements in which a child can achieve throughout the unit of work. Each child will be given a level in accordance with how many statements they achieve.
- 1 statement- Entering
- 2-3 statements- Developing
- 4 statements- Secure
- 5 statements- GD
Alongside the level of achievement, each child will also receive an effort grade between 1 and 5 with 5 being excellent.
Below is a table to show our data set for the academic year 2021-2022.
We will continue to pursue a high level of teaching and learning in PE to ensure the best outcomes for our children in PE.
School sport and activity action plan (2019)
The Department for Education (DfE) have released an action plan to ensure that sport and physical activity become an integral part school day and after-school activities. Research has been conducted which reveals worrying statistics in relation to sedentary behaviour and childhood obesity. The DfE are intent on ensuring that all children have the opportunity to engage at least 60 minutes of sport and physical activity every day to combat these important issues. In addition, the DfE have launched a ‘healthy schools’ rating scheme. Schools can engage in a voluntary self-assessment exercise and receive a rating based on questions on time spent on PE in school, food education, compliance with the mandatory school food standards, and the promotion of active travel for children’s journeys to and from school. To achieve a gold or silver certificate, schools will have to provide at least 2 hours of PE time to all year groups each week, as well as meeting important nutrition and activity requirements.
The government has three overarching ambitions to tackle these issues:
- All children and young people take part in at least 60 minutes of physical activity every day.
- Children and young people have the opportunity to realise developmental, character-building experiences through sport, competition and active pursuits.
- All sport and physical activity provision for children and young people is designed around the principles of physical literacy, focuses on fun and enjoyment and aims to reach the least active.
At Coleridge, we are committed to supporting this action plan for the lifelong benefits to our children and families.
At Coleridge, we offer our children the chance to engage in a wide range of competitive sport. As part of our close working relationship with Live and Learn Sports, our children have the opportunity to attend weekly competitions in a broad range of sports. On Mondays mornings, our sports teams from across schools attend weekly competitions organised by Live and Learn where they compete against other schools within our cluster. Furthermore, the winners of these events have the chance to progress to the Rotherham Schools Finals.
In addition to the competitions, our children also have the opportunity to attend weekly sporting fixtures. Each week on a Thursday, after school, selected children will play competitively against other schools at different sports. Over the course of the academic year, our children participate in basketball, netball, tag rugby, cricket and rounders fixtures. Here is another way that we ‘Engage children in competitive sport and activities’ as outlined in the aims of the PE national curriculum.
Inclusion and SEND
We have a commitment to ensuring all our children have access to high-quality PE provision. All children have the right to enjoy and succeed in a range of physical activities. Therefore, we ensure that we offer a range of approaches to out PE lessons to make sure every child has full participation. Our differing approaches are detailed below:
At Coleridge we understand the importance of knowledge organisers and how they can support children’s understanding and learning.
They are also an excellent assessment tool which can help identify gaps in learning and inform planning, teaching and intervention. As we have developed our own curriculum, class teachers have also developed knowledge organisers to work alongside our curriculum. Children will be encouraged to refer to knowledge organisers throughout sessions to help support and enhance their learning.
Knowledge organisers can be a valuable tool for both children, staff and parents. Class teachers are the ones who write the knowledge organiser, to set out their expectations of what pupils should learn about a topic – and to clarify their own thinking around what is important.
School leaders, headteachers and subject leaders then may look at a series of knowledge organisers to check for progression and continuity both within and across curriculum subjects and to ensure standards and expectations for learning are being implemented, and if not, what CPD is required.
Pupils will review, revise and quiz themselves using their knowledge organisers. Knowledge organisers are a really clear and easy to understand way for parents to be more aware of what their children are learning and thus to support them.
Some of the benefits of knowledge organisers
- A knowledge organiser makes the teacher think hard about what will be taught.
- Knowledge organisers are an endless source of meaningful homework activities.
- Knowledge organisers are an excellent tool for inclusion.
- Knowledge organisers create opportunities for spaced retrieval practice.
- Ahead of a summative assessment at the end of a topic you can inform pupils that some of the questions will refer to previous learning; pupils can then refer to the knowledge organiser to access and practice those topics.
- Used appropriately, knowledge organisers can increase retention of facts
At Coleridge, we have several non-negiotiables that need to be included in a knowledge organiser, they are:
- Key vocabulary (linked to Progression of language)
- Key places and people
- Useful diagrams (as required for the topic)
- Key dates for a subject like history (e.g. when the two World Wars were)
- Key themes
- Important quotes
- Stem sentences for a subject like Science or Maths
We use knowledge organisers throughout school, however, in EYFS they look different to other phases of school due to the away the curriculum is structure. In EYFS, we use a holistic approach to knowledge organisers and have a topic knowledge organiser, whereas, in KS1 and KS2 our knowledge organisers are subject specific.
If you would like any information about our knowledge organisers then please contact us at firstname.lastname@example.org
The Daily Mile is simple and free and gets children out of the classroom for fifteen minutes every day to run or jog, at their own pace, with their classmates, making them fitter, healthier, and more able to concentrate in the classroom.
At Coleridge, our children participate in the Daily Mile during the last 15 minutes of dinner time every day. The children follow a simple route around the school playground and children use this time to achieve personal bests, have constant exercise and improve their general fitness.
Underneath are the 10 principles of the Daily Mile.
It takes just 15 minutes with no time spent changing, setting up or tidying up. Transitions between class and route should be slick.
The Daily Mile is physical activity in a social setting and must be fun for the children. They can chat to their friends as they run along enjoying the experience together.
It’s always fully inclusive – every child, every day. They should all be out together in the fresh air. Children with mobility difficulties should be supported to take part.
Treat the weather as a benefit, not a barrier. Children enjoy being outside in the different types of weather, connecting with nature and being aware of the seasons.
Ideally, your Daily Mile route should have a firm and mud-free surface – most schools use the playground or an existing path. Incorporating child-pleasing loops and squiggles works well.
Risk assess the route in order to ensure The Daily Mile is a safe activity. Please see a sample risk assessment, here.
- WHEN TO GO
The Daily Mile should happen during curricular time, at least 3 times a week. Ideally, the class teacher should decide when to go out – they know their class and can respond flexibly to their needs.
The children run in their school clothes without changing into kit, putting jackets on if it’s cold or damp and taking sweatshirts off if it’s warm.
- OWN PACE
The children go at their own pace. Done properly, it’s not a walk – able-bodied children should aim to run or jog for the full 15 minutes with only occasional stops to catch their breath, if necessary.
Keep it simple. Resist the temptation to over complicate it. It should always be social and fun. From time-to-time, you may wish to connect it to the curriculum or do something seasonal, for example, running ‘Laps to Lapland’.