PE

Intent

We follow the Cambridgeshire Scheme of Work for Physical Education. The scheme provides a range of activity-based units of work that are progressive from Reception/ Key Stage One upwards: fundamental movement skill units for Key Stage One, progressing into generic activity areas in Key Stage Two and then specific activity focus in higher Key Stage Two, which complements the National Curriculum Key Stage One and Key Stage Two National Curriculum programmes. In Key Stage Two, each class has a term of swimming lessons taught by a trained swimming teacher at the leisure centre along with their class teacher.

Physical Education is a unique subject in that it is about learning in the physical and developing physical competence to enjoy the technical aspects and challenges of the chosen physical activity.

It is our intention to develop a lifelong love of physical activity, sport and PE in all young people. We aim to help ensure a positive and healthy physical and mental outlook in the future and help young people to develop essential skills like leadership and teamwork. Within each lesson, we strive to give every child the opportunity to develop skills in PE, consider the impact of their health and fitness, compete/perform and evaluate. Each child years 1-6 should have at least 2 hours of PE a week.

Implementation

Pupils will be motivated to participate in a variety of sports through quality teaching, that is engaging and fun. We will inspire children to instinctively utilise skills and knowledge acquired during PE lessons, encouraging them to take responsibility for their own health and fitness thus developing a love of sport, leading to a happy and healthy life.

Impact

In Key Stage 1 and 2, PE is taught in two separate sessions per week, one led by the class teacher and the other by Premier Sports. Lessons are planned alongside progression maps to ensure that children are given the opportunity to practise existing skills and also build on these to develop new or more advanced skills. There is a structure to the lesson sequence whereby prior learning is always considered and opportunities for revision and practise and build into lessons. The structure though is not rigid as it allows for this revision to become part of good practice and build depth to the children’s knowledge. Key assessments are interwoven into the teaching sequence.