Physical Education (PE)
Physical Education at Bidbury Infant School
At Bidbury we recognise the importance PE plays in the curriculum and are committed to providing all children with opportunities to engage fully in Physical Education. The aim of our PE programme is to develop children's basic physical competencies, build confidence in their ability and build the foundations for a lifelong love of sport, physical activity and a healthy lifestyle. Through good physical education, whole school values and a whole child approach, we aim to nurture confident, resilient children who will strive for their personal best. We want to aid our children in obtaining the values and skills to celebrate and respect the success of others, as well as modestly celebrating their own successes. We aim to ensure that our delivery of physical education allows all children to have the skills and mindset to leave infant school with the capabilities to be successful in their sporting challenges and active lifestyles at junior school and beyond. We strive to educate our children to develop a greater understanding on how to live healthy lifestyles and make healthy choices. We are dedicated to ensuring healthy minds, as well as bodies and will continue to support our children's wellbeing.
National curriculum for physical education
The national curriculum for physical education aims to ensure that by the end of key stage 2 all pupils:
By the end of each key stage 1, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. 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.
In key stage 1 pupils should be taught to:
Teaching and learning
Our PE lessons are planned using the Get Set 4 PE platform, which aligns with our core values, our whole child approach to PE and the objectives laid out in the National Curriculum. Get Set 4 PE is planned so that progression is built into the scheme which ensures our children are increasingly challenged as they move up through the school. Our PE lessons encourage children to compete against themselves and others whilst being challenged to improve their physical, social, emotional and thinking skills. These skills are embedded in the heart of our planning.
Alongside this, we use the real RE scheme to teach the Fundamental Movement Skills (FMS) that underpin all of our units. We make sure that the same set of progressive knowledge for these skills is woven throughout our whole curriculum.
"Although motor development is age-related and not age dependent, it can be argued that FMS are best developed between 3 and 8 years old. Therefore, developing careful progression through Reception and primary school is vitally important."
Research Review Series: PE, Ofsted, 2022
The curriculum planning in PE is carried out in three phases (long-term, medium-term and short term). The long-term plan maps out the PE activities covered in each term during the key stage. The PE subject leader works this out in conjunction with teaching colleagues in each year group. Together we create a broad and balanced curriculum that is exciting for our children to learn through. Our medium-term plans give details of each unit of work for each term. These schemes of work provide an overview of the unit, links to other areas of the National Curriculum and assessment criteria for that unit. The short-term lesson plans provide opportunities for children of all abilities to develop their skills, knowledge and understanding in each activity area.
Curriculum progression
"It is useful to look at knowledge in PE through the lens of declarative (knowing what) and procedural (knowing how) knowledge....Declarative knowledge in PE is the factual knowledge concerning movement, rules, tactics, strategies, health and participation...Procedural knowledge can be viewed as the know-how to apply declarative facts."
Research Review Series: PE, Ofsted, 2022
Through multiple units of the Get Set 4 PE scheme, we create opportunities for children to transfer and build on their declarative knowledge, procedural knowledge and physical skills of the National Curriculum. By applying learning in different environments, children are using this embedded knowledge not just responding with recall.
To support our pupils to know more and do more, we have carefully considered how we have sequenced each of the units. Some key points to note around this are:
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AUTUMN |
SPRING |
SUMMER |
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YR |
Fundamental Movement Skills CORE real PE Unit 1 – Footwork / One Leg balance |
Fundamental Movement Skills CORE real PE Unit 2 - Jumping and landing/Seated balance |
Fundamental Movement Skills CORE real PE Unit 3 – Dynamic Balance on a line/Stance |
Fundamental Movement Skills CORE real PE Unit 4 – Ball Skills/ Counter balance with a partner |
Fundamental Movement Skills CORE real PE Unit 5 – Sending and Receiving /Reaction and response |
Fundamental Movement Skills CORE real PE Unit 6 – Ball chasing / Floor work balance |
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GetSet4PE Introduction to PE Unit 2 |
GetSet4PE Fundamentals Unit 2 |
GetSet4PE Gymnastics Unit 2 |
GetSet4PE Dance Unit 2 |
GetSet4PE Ball Skills Unit 2 |
GetSet4PE Games Skills Unit 2 |
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Y1 |
Fundamental Movement Skills CORE real PE Unit 1 – Footwork / One Leg balance |
Fundamental Movement Skills CORE real PE Unit 2 - Jumping and landing/Seated balance |
Fundamental Movement Skills CORE real PE Unit 3 - Dynamic Balance on a line/Stance |
Fundamental Movement Skills CORE real PE Unit 4 – Ball Skills/ Counter balance with a partner |
Fundamental Movement Skills CORE real PE Unit 5 – Sending and Receiving /Reaction and response |
Fundamental Movement Skills CORE real PE Unit 6 – Ball chasing / Floor work balance |
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GetSet4PE Ball skills Sending and Receiving |
GetSet4PE Gymnastics Fitness |
GetSet4PE Dance Target Games |
GetSet4PE Net and Wall Games Invasion |
GetSet4PE Striking and Fielding Team Building |
GetSet4PE Athletics |
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Y2 |
Fundamental Movement Skills CORE real PE Unit 1 – Footwork / One Leg balance |
Fundamental Movement Skills CORE real PE Unit 2 - Jumping and landing/Seated balance |
Fundamental Movement Skills CORE real PE Unit 3 - Dynamic Balance on a line/Stance |
Fundamental Movement Skills CORE real PE Unit 4 – Ball Skills/ Counter balance with a partner |
Fundamental Movement Skills CORE real PE Unit 5 – Sending and Receiving /Reaction and response |
Fundamental Movement Skills CORE real PE Unit 6 – Ball chasing / Floor work balance |
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GetSet4PE Ball skills Sending and Receiving |
GetSet4PE Gymnastics Fitness |
GetSet4PE Dance Target Games |
GetSet4PE Net and Wall Games Invasion |
GetSet4PE Striking and Fielding Team Building |
GetSet4PE Athletics |
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Early Years Foundation Stage (EYFS)
"To have the best chances of establishing and maintaining physically active lives both across a broad range of activities and in the long term, it is important that pupils develop secure foundations for movement. To do this, they need to develop adequate levels of fundamental movement skills (FMS) in the early years."
Research Review Series: PE, Ofsted, 2022
We encourage the physical development of our children in the reception class as an integral part of our early years provision. Our PE curriculum allows for children to experience movement, interaction and engagement through structured play. Children are given opportunities to understand rules and boundaries, using a variety of equipment and working both independently and with others. The content has been carefully sequenced to bridge the gap between play and the key stage 1 PE curriculum. We encourage the children to develop confidence and control of the way they move, and the way they handle tools and equipment. We give all children the opportunity to undertake activities that offer appropriate physical challenge, both indoors and outdoors, using a wide range of resources to support specific skills.
Intro to PE: Teaching this unit first gives children opportunities to learn how to safely use a new space, adhere to set rules and move around others, with and without equipment.
Fundamentals: Teaching this unit next allows children to explore Fundamental Movements Skills (FMS) with simple rules and minimal, if any, equipment. FMS underpin all the activities in the Get Set 4 PE EYFS units to help children increase their competence. The units allow children to develop FMS in isolation and in simple combination.
Ball Skills: These units allow children to practise skills independently and with a partner, preparing for the KS1 National Curriculum to 'master basic movements including throwing and catching'.
Dance: These units allow children to move energetically and in time to music (ELGs). At KS1, dance is the only compulsory activity on the National Curriculum so teaching dance at EYFS gives children a good grounding.
Gymnastics: These units provide children with opportunities to develop strength, balance and coordination (ELG) whilst preparing for body management activities taught in KS1.
Games: These units provide opportunities for children to manage emotions, learn how to play within rules, build relationships, understand what a team is and how to play with others. It provides a foundation for all games activities in KS1 and for their later learning in KS2.
Key stage 1
"When pupils move through a well-sequenced curriculum their self-efficacy increases because of increased knowledge and competence."
Research Review Series: PE, Ofsted, 2022
| Body Management |
National Curriculum Master basic movements as well as developing balance, agility and co-ordination. |
This National Curriculum strand is offered through both gymnastics and yoga. If children can transfer knowledge between the activities it will help to demonstrate their understanding as well as physical skill e.g. in both yoga and gymnastics children are taught that looking at something still will help them to balance with better control. | |||
| Fundamental Movement Skills (FMS) |
National Curriculum Master basic movements including running, jumping and throwing, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities. |
This National Curriculum strand is offered through fundamentals, fitness and athletics. FMS underpin all activities in PE. These units allow children to develop these skills in isolation and in combination. The teaching points for FMS are reinforced in all PE units to help children increase their competence. | |||
| Games |
National Curriculum Master basic movements including throwing and catching. Participate in team games, developing simple tactics for attacking and defending. |
At key stage 1 we teach children to participate in team games that are divided into invasion games, net and wall games, striking and fielding games and target games. Children learn both attacking and defending physical skills. They are given opportunities to develop their knowledge of attacking and defending principles to enable them to transfer this knowledge in a variety of situations, with a variety of rules and using a variety of equipment. This prepares children to apply their understanding of attacking and defending and use of simple tactics in more challenging situations in their later learning inkey stage 2 where they will also need to competently apply physical skills and abide by the rules of the given game. | |||
| Dance |
National Curriculum Perform dances using simple movement patterns. |
Each dance unit covers four different themes, with three lessons of planning for each theme. Learning is progressively embedded complete within each theme. Pupils will explore travelling actions, movement skills and balancing. They will understand why it is important to count to music and use this in their dances. Pupils will copy and repeat actions linking them together to make short dance phrases. Pupils will work individually and with a partner to create ideas in relation to the theme. Pupils will be given the opportunity to perform and also to provide feedback, beginning to use dance terminology to do so. |
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Adapting our curriculum
As part of the Get Set 4 PE scheme, we use the STEP principles to adapt our teaching in PE. This suggests the following strategies:
| S | Space |
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| T | Task |
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| E | Equipment |
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| P | People |
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Enriching our curriculum
At Bidbury, we offer a range of sports-related extra-curricular activities to all pupils. These aim to provide opportunities to enable pupils to participate beyond their PE lessons, giving them more time to practise, extend and refine their knowledge and celebrate a variety of different activities. These include activites that are not in the school PE curriculum such as archery, zumba and fencing. Our extra-curricular provision is not restricted to clubs or activities before or after school hours. It also includes opportunities for pupils to participate in physical activity and sport during breaks and lunchtimes.
Assessment
In YR, we relate the physical development of the children to the objectives and assessment criteria set out in the Early Learning Goals prime areas of communication and language, physical development and personal, social and emotional development. The Development Matters statements are used to ensure that our assessment statements are both appropriate and progressive.
In key stage 1 our teachers assess the children’s work in PE, both by making informal judgements, as they observe them during lessons, and through assessing against the specific objectives set out in the National Curriculum and recorded using the Get Set 4 PE assessment resources. We have clear expectations of what the pupils will know, understand and be able to do at the end of each key stage. Teachers are supported with resources to know how to prepare children for their next phase of education. These resources include the Get Set 4 PE progression of skills document, progression ladders and knowledge organisers.
By the end of each key stage, children are expected to:
| EYFS | KS1 |
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Early Learning Goals: Personal, Social and Emotional Development ELG: Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly
Physical Development ELG:
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National Curriculum for physical education 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:
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