intent and planning
Intent
The physical education (PE) curriculum at Dean Bank Primary School has been designed in accordance with the Early Years Foundation Stage and the National Curriculum. It has been shaped in order to allow students’ skills and knowledge to develop in a clear, progressive structure.
At Dean Bank Primary school, we strive to inspire all pupils to participate in regular physical activity to support their health and wellbeing.
We aim to develop our children’s confidence in 3 key aspects of physical education:
- motor competence (their knowledge of the range of movements that become increasingly sport and physical activity specific)
- rules, strategies and tactics (their knowledge of the conventions of participation in different sports and physical activities)
- healthy participation (knowledge of safe and effective participation)
In order to reduce cognitive overload and support our pupils to reach the aims of the National Curriculum, we aim to balance breadth and depth. Our children are given the opportunity to experience a range of sports and activities, while ensuring that an appropriate amount of time can be spent on the children mastering the skills needed for their year group. We know that pupils are best able to learn more and do more in PE when they have access to high-quality instruction, practice and feedback so we plan enough time into our units of work for this to happen successfully with opportunities for regular practice and application of skills. We aim for our pupils to develop transferable skills that they can apply to a range of different sports so they approach new challenges with confidence.
Our curriculum is designed to facilitate intra-school competition and celebration with year groups covering topics at the same time e.g. gymnastics, dance, athletics and striking and fielding games. We aim for all of our staff to be confident teachers of the physical education curriculum who can assess children’s attainment and plan lessons to ensure that pupils make good progress and ensure that appropriate CPD is offered to enhance their teaching of PE.
PE is a powerful tool to develop children’s confidence, resilience and communication skills as well as improving their life chances by setting up their understanding of healthy, active lifestyles; therefore, we ensure that PE is not just for some children, it is for every Dean Bank child.
IMPLEMENTATION
Within PE, teachers are provided with core tasks and key skills for each topic which identify the core learning that is to take place. Key knowledge and skills to be taught, key vocabulary, prior learning to be built upon and possible misconceptions are detailed in planning. Teachers will also plan opportunities for retrieval and recall of key knowledge to support children build secure schemas so that they can retain the new knowledge and skills taught.
PE Lessons
PE lessons at Dean Bank should follow a similar pattern in both key stage 1 and 2 – unless it is an activity designed for retrieval and recall of previous content. In order to support children to build secure mental schemas, prior learning should be made explicit at the beginning of the main part of the lesson. After sharing the learning objective, the introduction of key vocabulary should also take place to support understanding.
The example below outlines what a typical PE lesson at Dean Bank should contain:
- Warm up designed to raise heart rate (may include stretching, mental preparation, introduction to skills needed within the main lesson where possible)
- Activation of prior knowledge (e.g. short activities and teacher-led retrieval and could be part of the warm up)
- Sharing of learning objective
- Vocabulary introduction
- Main content teaching
- Application of skills and knowledge (activities, games, partner work etc.)
- Mini-plenaries may take place throughout the tasks/lesson
- Cool down (gradual reduction in intensity and could include stretching)
PE in EYFS
Physical Education in EYFS is designed so that it provides children with a foundation of knowledge and skills that will support them with their physical development as they move through school. Skills and knowledge linked with PE are predominantly found within the physical development area but there are also links to other aspects of the EYFS framework such as personal, social and emotional development and expressive arts and design. Part of the curriculum in EYFS follows the Move with Max scheme from Go Well which links PE to well-known books and other aspects of the curriculum.
IMPACT
Teachers will be using formative assessment continually within their teaching and using this to support children to develop the appropriate knowledge and skills. They will then use recall and retrieval activities to support students to retain information and support their own ongoing assessment. Staff will record a student’s progress against the relevant knowledge and skills objectives for each unit of work on the relevant core task assessment document which is completed at the start and end of a unit to enable teachers to identify progress. Children will be judged as working towards age-related expectations or working at age-related expectations based on the number of objectives achieved at the given assessment point.
In EYFS, teachers will use the setting’s assessment system to track progress against the prime and specific areas but will also record evidence of children developing key skills and knowledge through the use of Seesaw.
Useful websites
https://go-well.org/
https://www.bbc.co.uk/teach/supermovers
https://www.countydurhamsport.com/young-people/active-30/home/
https://www.activekidsdobetter.co.uk/
https://plprimarystars.com/home-learning
https://www.nhs.uk/change4life/activities
https://www.jumpstartjonny.co.uk/home
https://imoves.com/imovement-signup