PE

The PE curriculum is extensive and progressive. Our PE coaches and class teachers teach fundamental skills throughout the whole school. Our PE curriculum is broken up into a long-term overview which ensures that progression is being made throughout the year groups. Medium term plans and high quality lessons plans are provided by Primary PE Planning for teachers, while effective CPD is provided by a specialist sports company. Lessons consist of a warm up, being taught a skill, practising that skill and then applying this skill (usually in a competitive game depending on the sport). Robinson and others (2015) found that children who were supported by specialists to learn fundamental movement skills demonstrated greater increases in their motor competence than children who engaged in free play. Therefore, staff’s professional development is important in delivering a broad and balanced curriculum.

In the Research Review Series: PE (March 2022), it was suggested that there are three pillars to an effective PE curriculum: 1. motor competence – knowledge of the range of movements that become increasingly sport- and physical activity-specific; 2. rules, strategies and tactics – knowledge of the conventions of participation in different sports and physical activities; 3. healthy participation – knowledge of safe and effective participation.

1.      At Brereton, children revise previously taught skills and sports and then apply this knowledge to new concepts and skills. In EYFS and Key Stage 1, pupils are taught fundamental movement skills. 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 (Kirk, 2005) Locomotor skills (e.g. running and jumping), stability skills (e.g. twisting and balancing) and manipulation skills (e.g. throwing and catching) are taught and developed throughout EYFS and Key Stage 1.

2.    Pupils then apply these through a variety of sports in Key stage 2 to embed their knowledge and skills to competitive game-based learning. Tactics (decisions about how to move, when to move and where to move- Grehaigne 1999) are developed as well as fundamental movement skills throughout Key Stage 2. Metzler (1989) identified a direct relationship between the time pupils spend practising a skill and the learning that occurs. To ensure there is depth as well as breadth of learning, some sports are revisited and developed as the curriculum progresses (Kirk 2010).

When asked at the Sport Council meeting, pupils noted that pupils in Key Stage 1 were taught skills like ‘throwing, catching, running, jumping, dodging’ and that these skills were then applied in Key Stage 2. One Year 6 pupil noted, ‘We develop and improve skills as we move through the school, learning new sports.’

Well-structured explanations, models, practice time and feedback for all pupils help to successfully develop their knowledge acquisition and application. (Dudley and Robinson 2015). Teachers model skills to support pupils and differentiate to meet their needs. Sport Council pupils noted that, ‘Teachers help you if you’re stuck and show you how to do the skill again. Sometimes they make it easier or harder depending on how you are getting on.’  

3.    Pupils have several opportunities in unstructured times to be active and healthy, due to our play equipment, active mile trail and two trim trails (one focuses on upper body strength, balance and coordination, while the other focuses on balance.) Teachers also incorporate brain breaks into the school day to refocus pupils and ensure that we are active for at least 30 minutes every day in school.

PE is assessed by each teacher based on the skills and sports, minute by minute, day by day. “The biggest improvements in student learning happen when teachers use assessment minute-by-minute and day-by-day as part of regular teaching.” (William, 2017). Pupils are given clear and precise feedback that focuses on what they are doing well and how to further develop (SJM van Cappelen and others, 2013). Teachers then use the progression of skills document to highlight if most pupils have acquired the skills and knowledge for that lesson, with any children excelling or needing more support highlighted on that assessment tool so that adaptations can be made for future lessons if needed.

This is then reported at the end of the year to parents in their end of year report, and passed on to the next teacher. Fitness and motor competence are assessed each term. Any pupils are then identified if they need specific support in lessons or in interventions such as Motor Skills United.

Participation in after school clubs is usually very good; at least three sports clubs are offered after school each week. Attendance is usually very good. Many of our KS2 pupils compete in competitions in our cluster in a wide variety of sports which cater to many different abilities and skills. We usually take two teams to every competition ensuring that many opportunities are given to all Key Stage 2 pupils to compete and showcase their skills. Some of these competitions such as Boccia, Kurling and netball festivals are inclusive and have ensured that many pupils have had opportunities to participate in sport, while some competitions, such as cross country enable all KS2 pupils to take part should they wish to.

Children have the knowledge and skills necessary to lead active, healthy lives and are able to communicate effectively, demonstrating our school values, such as respect and compassion. Children are physically literate, motivated and have good all-round well-being. We see children choosing to be active in their unstructured time. Staff note that almost all pupils are active during both break times each day. In addition to the PE lessons and forest school, outdoor learning and physical activity in class, every pupil is active for at least 30 minutes each day. This is due to our active mile, trim trails, brain breaks in lessons  and because of the break time equipment such that we provide for pupils.