The PE Curriculum
Subject Lead - R Moseley
Deputy Lead - K Walsh
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At Cooper and Jordan Primary School we believe all children should have access to a high quality Physical Education (PE) curriculum and PE should be an integral part of the whole school curriculum. Our School recognises the benefits high quality PE provision and school sport can give to all pupils.
Our PE curriculum aims to ensure that all pupils develop physical literacy and the fundamental knowledge, understanding and skills to excel in a wide range of physical activities, by providing a broad & balanced curriculum with opportunities for all.
Our PE curriculum will contribute to healthy and active lifestyles; improve emotional well-being, reduce challenging behaviour, increase attendance and develop key skills such as leadership, confidence, social and team building skills.
‘High quality PE and school sport produces young people with the skills, understanding, desire and commitment to continue to improve and achieve in a range of PE, sport and health-enhancing physical activities in line with their abilities’ (DCMS Learning through PE & Sport).
National Curriculum for PE
In the Early Years Foundation Stage, we teach PE through the Physical Development strand of the Early Years Foundation Stage Framework. On-going PE experiences and opportunities are planned for from the objectives set out in the Framework, which underpin the curriculum planning for children aged 3-5 at Cooper and Jordan Primary School. The experiences that we provide ensure that the children enjoy good level of physical development and by the end of the Reception year, they will be able to:
ELG: Gross Motor Skills
- Negotiate space and obstacles safely, with consideration for themselves and others;
- Demonstrate strength, balance and coordination when playing;
- Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
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, rounder’s 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.
Physical education provides learners with a platform from which they can build physical competences, improve aspects of fitness, and develop personal and interpersonal skills and attributes. It enables learners to develop the concepts and skills necessary for participation in a wide range of physical activity, sport, dance and outdoor learning, and enhances their physical wellbeing in preparation for leading a fulfilling, active and healthy lifestyle.
They encounter a variety of practical learning experiences, including working on their own, with a partner and in small and large groups, and using small and large equipment and apparatus, both outdoors and indoors.
Learning in, through and about physical education is enhanced by participating on a regular basis in a wide range of purposeful, challenging, progressive and enjoyable physical activities with choice built in for all learners.
Physical Activity and Sport
In addition to planned physical education sessions, physical activity and sport take place in the classroom, in the school, during travel such as walking and cycling, in the outdoor environment and in the community. Learning in, through and about physical activity and sport is enhanced by participating in a wide range of purposeful and enjoyable physical pursuits at break times, lunchtimes, within and beyond the place of learning.
The experiences and outcomes are intended to establish a pattern of daily physical activity which, research has shown, is most likely to lead to sustained physical activity in adult life. Experiences and outcomes should also open up opportunities for learners to participate and perform in sport and, lead a physical lifestyle.
Physical Activity and Health
Learners develop an understanding of their physical health and the contribution made by participation in physical education, physical activity and sport to keeping them healthy and preparing them for life beyond school. They investigate the relationship between diet and physical activity and their role in the prevention of obesity.
The experiences and outcomes are intended to establish a pattern of daily physical activity which, research has shown, is most likely to lead to sustained physical activity in adult life. Physical activity and sport take place in addition to planned physical education sessions, at break times and lunchtimes in and beyond the place of learning.
Attributes of Outstanding PE
With reference to:
- The achievement of pupils
- The quality of teaching
- The quality of the subject curriculum
- The quality of leadership in and management of Physical Education
As a school, we aim to achieve the following outstanding attributes;
- Extensive teacher knowledge of each subject within the PE curriculum
- PE leaders are expert practitioners with high expectations, who enthuse and motivate both staff and pupils
- Clear guidance is given on what to teach and how to teach it
- Outstanding leadership ensures excellent educational experiences both in and out of curriculum time, across the whole curriculum
- Excellent partnerships with other local schools and providers of community sport and physical activity
- Our curriculum is fully inclusive and well planned, offering a wide range of opportunities
- Our pupils have two hours of core PE lessons each week
- Rigorous in-depth curriculum planning is in place including links with other subjects
- Rigorous monitoring and evaluation of the curriculum and of teaching
- Pupils show high levels of physical fitness
- Pace of learning is rapid – pupils are engaged in vigorous physical activity for sustained periods of time
- All round physical development is promoted well and our children lead healthy lifestyles
- Our pupils show exceptional levels of creativity, originality and imagination
- Being able to work independently for periods of time as individuals, in small groups and in teams
- Pupils know how to improve their own and others work
- Pupils develop an in depth understanding of PE
- Our children develop a variety of skills and can apply them in a wide range of activities
- Children can swim 25m, using a variety of different strokes and have good knowledge of water safety and self-rescue
- Pupils show outstanding progress and are challenged to work hard and do their best
- Young leaders and playground leaders are used extensively and effectively to motivate and instil excellent sporting attitudes in others
- A wide range of extra curriculum activities, inter and intra school activities are evident
- Pupils progress is systematically checked throughout keys stages and minimum expectations for each key stage is understood and displayed
- Assessment procedures are well documented and are used to inform future planning
- Opportunities for professional development are available and used for maximum impact
Swimming and Water Safety
Swimming provision takes place in reception and will run until our children reach year 4. If children do not reach the three targets stated below, top up sessions are ran to help children succeed.
Pupils will be taught to:
- Swim competently, confidently and proficiently over a distance of at least 25 metres
- Use a range of strokes effectively
- Perform safe self-rescue in different water-based situation
Assessment in PE
At Cooper and Jordan assessing is an integral part of our children’s development, so that all children can make good progress. When assessing we make informal judgements about ability, knowledge, application, understanding and attitudes.
Assessment is used to:
- Determine and monitor pupils progress and level of achievement
- Feedback the information to pupils
- Enable the setting of appropriate individual targets
- Plan learning
- Evaluate whether the objectives of the lesson are being met
- Give feedback to parents through discussion
- Give feedback to parents formally in a report
- Determine a level of achievement to pass onto secondary schools
Our approach to assessing in PE is also used to help children improve their own performance and also to celebrate their success and achievement. Assessment helps our staff when planning the learning of individuals, planning the learning objectives and expected learning outcomes for each unit and allows continued progress in lessons.
Educational Visits and Enrichment
At Cooper and Jordan we use part of our Sports Premium Funding to pay into the Streetly Network. Each year we have a competition calendar which promotes different levels of competition and inclusion, to allow opportunity for all our children to experience competition. These levels include Inspire, Engage and Compete. We attend an array of different competitions annually, many of these are linked to the Black Country School Games. Our children have the opportunity to compete against other schools and if successful, progress onto level 2 and 3 competitions. We also compete in football leagues for both boys and girls from year 3 to 6.
Chase said "Coach is alway wearing his cool uniform and he is really helpful when I am stuck."
Henry said "Coach always gets us to do really interesting warm ups that get us ready for the lesson."
Perez said "We get to play lots of different sports throughout the year."
James said "I like how there are so many different sports and we can learn a new one each term and we build on our skills from the years before."
Logan said "They are really fun lessons and Coach makes it exciting every single time."
Joe said "We get to help out other people with their skills in the lesson. Then I feel better about myself and it helps me think about my own technique."
PE Curriculum and subject links