Physical Education (P.E.) helps pupils to develop physically, personally and socially. The children work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that P.E. offers, they learn how to be effective in competitive, creative and challenging situations.

Intention

At Thornton Primary School, it is our intention that all children will have the chance to reach these goals. To achieve this, P.E. will be delivered via high quality lessons that are fun, engaging and will inspire all pupils to lead physically active lives. We aim to maximise the development of every child’s ability and achievement in the area of PE enabling them to know more about physical activity and how it is a key component of a healthy lifestyle.

We utilise PE Passport - created by PE specialists who share a passion for developing a high-quality challenging, progressive and memorable PE provision - which is an online Physical Education planning, assessment and tracking tool designed to enable teachers to deliver, monitor and assess all children’s achievements and progress in P.E. The PE Passport is child centred and allows pupils' achievement’s in and out of school to be recorded and tracked from Reception right through to Year 6. By utilising the PE Passport, we have access to a full curriculum of engaging, interactive P.E lessons for each year group with each lesson containing clear, progressive learning objectives; differentiated activities and videos to support the delivery, understanding and progress of the children.

Within Year Group or Key Stages, topics include:

• Fundamental Movement Skills: This area covers children in Early Years Foundation Stage starting to perform fundamental skills at an emerging level. These skills include travelling fast, running fast, hopping on both feet, rolling a ball underarm, underarm throw, overarm throw, bouncing a ball and catching a ball; developing to also include dodging, skipping, side galloping, striking a ball off a tee and striking with a drop feed by the end of Year 2. In Years 3 – 6 children continue to master these fundamental skills, develop sport specific skills and improve their consistency, accuracy, confidence, control and speed in using these skills.
• Invasion Games: This area covers children in Early Years Foundation Stage starting to run skilfully to negotiate space, avoid obstacles and adjust speed and direction; in Year 1 implementing simple tactics to outwit an opponent; in Year 2 moving into space to pass or receive a ball and striking and throwing a ball away from fielders or opponents; in Years 3-6 developing and refining sport specific skills (e.g. chest pass, bounce pass, dribbling, catching, shooting, kicking and receiving a pass) attacking skills and defending skills.
• Outdoor Adventurous Activities (Year 3 – 6): This area covers children learning how to orientate a map, use control cards and navigate a course safely to using these skills with increased confidence, speed and accuracy whilst using a compass effectively, setting the direction of travel from a map and compass, being increasingly independent and following a course successfully. These skills are developed in P.E. lessons and during Forest School sessions.
• Gymnastics: This area covers children in Early Years Foundation Stage starting to move freely and with confidence, climb and jump off equipment safely; in Year 1 to creating simple combinations of movements, travelling on feet or hands and feet to balancing (on 3 or 4 large body parts), jumping and landing, creating shapes, rolling (egg roll and pencil roll) and using apparatus; to Year 2 creating longer sequences, travelling on feet or hands and feet, to balancing, rolling (dish roll and teddy roll) and using apparatus; to Years 3-6 creating longer sequences (up to 8-10 actions) and a greater variety of travels, balances (including counter balance and counter tension), jumps and rolls.
• Athletics: This area covers children in Early Years Foundation Stage starting to perform the fundamental movement skills (running, throwing, rolling a ball and use of space) at an emerging level; in Year 1 developing the fundamental movement skills (plus hopping and jumping); to Year 2 being able to master some of the basic skills; to Years 3-6 to developing specific athletic skills and performing them with speed, accuracy, control and confidence.
• Dance: This area covers children in Early Years Foundation Stage starting to create movement, gestures and expression in response to music; in Year 1 to develop, repeat and link movements using actions like turn, jump, gesture and stillness; in Year 2 to remember and repeat phrases to create sequences of 3 or 4 actions and to vary speed, energy and strength of movements; in Years 3 – 6 to develop longer sequences with control and precision, either individually or with a partner, and creativity compose simple dances with an awareness of their audience.
• Striking and Fielding (Year 1 – 6): This area covers children in Year 1 and Year 2 striking a ball off a tee and starting to use tactics; to Years 3-6 to developing specific skills that are transferable to different sporting activities. These skills include the development of control, speed, accuracy and confidence in bowling underarm, striking a ball off a tee and a thrown ball, catching a ball and overarm throwing when fielding.
• Net and Wall (Year 1 – 6): This area covers children in Year 1 and Year 2 looking for space to throw, hit and run and starting to use tactics; to Years 3-6 to developing specific skills that are transferable to different sporting activities. These skills include the development of control, speed, accuracy and confidence in positioning, over and underarm throwing, holding a racket and forehand and backhand strokes.
• Swimming (UKS2): This area covers children learning how to swim unaided in shallow water from a variety of starting points. The children will be taught to swim a minimum of 25 metres using a range of different strokes. They will understand about water safety, hazards and risks and perform self-rescue.

In Physical Education, we also cover psychomotor, cognitive and affective skills to ensure that the children are physically literate and ready for life in the modern world.

The following sections show how we enable this development:

Development of Psychomotor Skills (physical skills):

EYFS: Explore and develop competence across a range of physical literacy skills: balance, coordination, agility, locomotor, running, jumping, throwing, catching, object control/manipulation, rhythm, posture, expression and fluency of movement. Perform dances using simple movement patterns. Participate in a range of competitive mini team games.
Year 1: Explore and develop competence across a range of physical literacy skills: balance, coordination, agility, locomotor, running, jumping, throwing, catching, object control/manipulation, rhythm, posture, expression and fluency of movement. Perform dances using simple movement patterns. Participate in a range of competitive mini team games e.g., 1v1, 2v1, 2v2, 5v2 up to 5v5.
Year 2: Explore and develop competence across a range of physical literacy skills: balance, coordination, agility, locomotor, running, jumping, throwing, catching, object control/manipulation, rhythm, posture, expression and fluency of movement. Perform dances using simple movement patterns. Participate in a range of competitive mini team games e.g., 1v1, 2v1, 2v2, 5v2 up to 5v5.
Year 3/4: Refine and master the range of physical literacy skills: balance, coordination, agility, locomotor, running, jumping, throwing, catching, object control/manipulation, rhythm, posture, expression and fluency of movement. Perform increasingly complex dance movements and routines with control and coordination. Perform a range of survival skills: use a map and compass, build a shelter, compete in an orienteering trail, navigate unfamiliar and varying terrain. Apply the physical literacy skills required to actively participate and compete in a range of modified small-sided games.
Year 4/5: Combine, link and apply the broad range of physical skills acquired to excel in a range of competitive small-sided games and physical activities. Swim a minimum of 25 metres using a range of different strokes. Understand water safety, hazards and risks and perform self-rescue. Develop strength, flexibility, control and balance through scootering and participating in different trails. Compose and perform dances using a range of creative and imaginative movement patterns and sequences. Combine, link and apply the broad range of physical skills acquired to excel in a range of competitive small-sided games and physical activities. Apply a range of physical literacy skills: balance, coordination, agility, locomotor, running, jumping, throwing, catching, object control/manipulation, rhythm, posture, expression and fluency of movement.
Year 6: Combine, link and apply the broad range of physical skills acquired to excel in a range of competitive small-sided games and physical activities. Swim a minimum of 25 metres using a range of different strokes. Understand water safety, hazards and risks and perform self-rescue. Develop strength, flexibility, control and balance through scootering and participating in different trails. Compose and perform dances using a range of creative and imaginative movement patterns and sequences. Combine, link and apply the broad range of physical skills acquired to excel in a range of competitive small-sided games and physical activities. Apply a range of physical literacy skills: balance, coordination, agility, locomotor, running, jumping, throwing, catching, object control/manipulation, rhythm, posture, expression and fluency of movement.

Development of Cognitive skills (mental & psychological skills):

EYFS: Explain what staying safe in PE means and demonstrate how to do it. Work independently when given the opportunity, taking the initiative in their work. Persevere with tasks and learn from mistakes to improve. Develop an understanding of simple rules and tactics to apply in competitive team games.
Year 1: Explain what staying safe in PE means and demonstrate how to do it. Work independently when given the opportunity, taking the initiative in their work. Persevere with tasks and learn from mistakes to improve. Develop an understanding of simple rules and tactics to apply in competitive team games.
Year 2: Explain what staying safe in PE means and demonstrate how to do it. Work independently when given the opportunity, taking the initiative in their work. Persevere with tasks and learn from mistakes to improve. Develop an understanding of simple rules and tactics to apply in competitive team games.
Year 3/4: Develop confidence through participating in a range of increasingly challenging games. Develop the resilience to react positively to difficult situations and not give up easily. Identify, explain and learn to apply the principles of attacking and defending in small-sided games.
Year 4/5: Select appropriate tactical strategies in games, applying the principles of attacking and defending and make independent decisions that influence a game. Develop problem solving skills in a range of land based adventurous activities. Demonstrate character traits using role modelling. Select appropriate tactical strategies in games, applying the principles of attacking and defending and make independent effective decisions. Utilise intrinsic and extrinsic motivating factors to maintain participation and performance. Assess and analyse self and peer performance to provide and receive feedback to strive to achieve personal best.
Year 6: Select appropriate tactical strategies in games, applying the principles of attacking and defending and make independent decisions that influence a game. Develop problem solving skills in a range of land based adventurous activities. Demonstrate character traits using role modelling. Select appropriate tactical strategies in games, applying the principles of attacking and defending and make independent effective decisions. Utilise intrinsic and extrinsic motivating factors to maintain participation and performance. Assess and analyse self and peer performance to provide and receive feedback to strive to achieve personal best.

Development of Affective skills (social and emotional):

EYFS: Demonstrate how to work individually and with others by sharing equipment, resources and opportunities to participate. Identify and explain how to lead an active and healthy lifestyle. Manage and regulate emotions. Develop communication and language skills to help participate in games.
Year 1: Demonstrate how to work individually and with others by sharing equipment, resources and opportunities to participate. Identify and explain how to lead an active and healthy lifestyle. Manage and regulate emotions. Develop communication and language skills to help participate in games.
Year 2: Demonstrate how to work individually and with others by sharing equipment, resources and opportunities to participate. Identify and explain how to lead an active and healthy lifestyle. Manage and regulate emotions. Develop communication and language skills to help participate in games.
Year 3/4: Demonstrate good sportsmanship qualities, win, lose or draw. Work with fairness, honesty, integrity and respect for teammates, opponents and officials.
Year 4/5: Use a range of communication methods, styles and language appropriate to the context. Effectively manage own emotional intelligence, empathy, self-awareness, belief, growth mindset, support for others, discipline. Develop self-esteem by developing own sense of worth and appreciation through positive contributions and participation in games and activities. Represent the school with pride, integrity, determination and excellence at festivals and competitions. Use a range of communication methods, styles and language appropriate to the context. Demonstrate how to effectively lead a group of peers in a range of activities.
Year 6: Use a range of communication methods, styles and language appropriate to the context. Effectively manage own emotional intelligence, empathy, self-awareness, belief, growth mindset, support for others, discipline. Develop self-esteem by developing own sense of worth and appreciation through positive contributions and participation in games and activities. Represent the school with pride, integrity, determination and excellence at festivals and competitions. Use a range of communication methods, styles and language appropriate to the context. Demonstrate how to effectively lead a group of peers in a range of activities.

As a result of this, our children will have developed their skills and understanding of teamwork, problem solving and tactics within a range of sports and the motivation, confidence, physical competence, knowledge and understanding that provides children with love of sports to encourage lifelong participation in physical activity to promote health and well-being throughout their life.

Implementation

The National curriculum purpose of study states:

“A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.”

We aim to provide opportunities for pupils to become physically confident in a way that supports their health and fitness, whilst boosting self-confidence, self-esteem and supporting the development of social skills; encouraging all children to become successful, lifelong learners.

We aim to provide this through:

• At least 1 hour of dedicated Physical Education per week
• At least 2 hours of physical activity delivered through Forest School (digging, planting, building and exploring)
• Up to 6 hours of structured physical activity (delivered by Fleetwood Town Football Club) and unstructured physical activity (football, scooters, hula hoops, skipping and other small equipment) at break and lunch times
• 2 hours of physical activity weekly, available each term in before and after school clubs

We are aware that research has shown a direct link between children’s physical and mental health and therefore we aim to provide experiences that will inspire pupils to not only develop physically but ensure mental wellbeing and a desire to succeed.

As the children move through the school, knowledge and skills are built upon and learning takes place sequentially. Our curriculum is designed in a way that enables the teachers to have the flexibility to ensure that the children develop knowledge and skills through the use of a wide range of sports.

SEND

We support our children with SEND by ensuring the development of gross motor and fine motor skills which can then be applied throughout the curriculum and utilised in writing and subjects such as computing, maths and art. We aim to personalise the PE curriculum to enable participation by and success for all. That may include adapted, modified or alternative activities that offer an equivalent degree of challenge that enable the pupils to make progress; specific support to take part in certain activities or types of movement or careful management of their physical regime to allow for their specific medical conditions.

Learning Connections

Our P.E. scheme ensures a broad and balanced coverage of the National Curriculum requirements. The fundamental movement skills, encourage fine and gross motor development that increase muscle strength and bone density which helps with pencil control and writing across the whole of the curriculum. Striking and field units and invasion game tactics provide pupils with the opportunity to learn and apply transferable skills across a range of different sports and utilise the confidence, team building and problem-solving strategies, which the children develop during P.E., to support their development and work ethic in other areas of the curriculum. Meaningful links have been created to other subjects such as science, in the development of the human body, a healthy diet and the different systems in the human body; Maths when measuring time and distance when completing personal best challenges: PSHE and keeping safe when learning about warming up and cooling off and the benefits (both physically and emotionally) of exercise and keeping fit and healthy.

Impact

We monitor and assess the impact of our P.E. scheme through both formative and summative assessments. Each lesson provides the teacher with the opportunity to assess the children against the learning objectives make a summative assessment against children’s ability to perform, their personal and social development and their attainment over the course of each unit and adapt the lessons or tasks in light of these assessments. EYFS children are assessed against age and stage related outcomes in the Early Learning Goals. Simple assessment of the children against their ability to perform; to work collaboratively and to compete help to build a profile of the individual’s attainment and progress as well as progress across year groups and the whole school. The use of The PE Passport allows for the monitoring of standards in school as well as the children’s participation in clubs and competitions.

The expected impact of our P.E. scheme of work is that the children will:

• Have access to high quality, enjoyable and active P.E. lessons.
• Through collaborative learning in P.E., develop higher-level thinking skills and boost their confidence and self-esteem. 
• Understand the importance of a healthy and active lifestyle on their physical and emotional well-being.
• Increase physical fitness levels and participation in activities.
• Develop self-confidence, empathy and understanding by encouraging children to work together and support each other.
• Show a clear progression of skills across all areas of the National curriculum.
• Meet the end of key stage expectations outlined in the National curriculum for P.E.