How We Learn PE

How we Learn PE at Earith Primary School: Intent, Implementation & Impact

Intent To inspire our children and young people to be active, to enjoy PE, encourage each other and to strive to achieve their best.

To enhance children and young people’s health, improve well-being, build character and support them to realise their potential.

To develop well-rounded and successful athletes, informed by the National Curriculum, and exposed to planned and differentiated lessons, taught with a clear PE objective.

To promote physical activity and a healthy lifestyle.

To develop skill progression across all key stages and an understanding of the acquisition of PE skills and knowledge, with measurable outcomes, based on formative and summative assessment.

To ensure progression of all pupils by demonstrating improved skills, competencies and developing at the same time, detailed knowledge and understanding of PE, School Sport and Physical Activity.

Children at Earith Primary School will have a knowledge and understanding of: • The importance of having a healthy and active lifestyle • How to show good sportsmanship • How to set and work towards a personal goal • Key skills and techniques for individual sports and disciplines.

Children at Earith Primary School will be able to: • Use equipment and apparatus safely and imaginatively • Use their body safely and imaginatively.

• Use correct vocabulary/terminology to evaluate their own or others’ performance • Achieve personal goals • Enjoy being physically active and maintain a healthy lifestyle

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Increase self-esteem, adopt a positive mind set Show determination and resilience.

Observe and produce conventions of fair play, honest competition and good sporting behaviour as an individual, part of a team and a spectator.

Show confidence in the water, knowing how to keep safe, meeting NC requirement of swimming 25m by end of Year 6

The curriculum will: • Ensure continuity and progression across key stages, recognising that PE, School Sport and Physical Activity contribute strongly to children and young people’s health and well-being.

• Encourage cooperation, support and teamwork, allowing all children to progress from individual starting points and reach their own potential.

• Make links with Science, DT and PSHE with regards to teaching children about the importance of healthy living and the need for good nutrition.

Implementation •

The PE yearly overview ensures coverage of dance, gym, games, athletics and swimming each year, along with OAA for KS2

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Teachers and Coaches use the relevant units from Cambridgeshire Scheme of Work for PE or alternatively write their own Medium Term Plan, supported by additional resources.

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Teachers and Coaches provide the opportunity for children to observe and reflect on their own and others’ performance and plan for intra-school competition.

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Children will be clear about what they are learning and how they can be successful.

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Key vocabulary for PE will be shared as appropriate in order to develop children’s understanding and use of correct terminology.

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Children receive 2 hours of PE lessons a week.

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The children take part in physical activity every day, for example the Daily Mile.

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Physical Education in the EYFS Framework falls predominantly under the Physical Development Area of Learning. In addition, ‘dance’ is referenced in the Expressive Arts and Design Area of Learning. Aspects within Personal, Social and Emotional Development and Communication and Language are also linked as part of children being able to evaluate and improve their work. The Characteristics of Effective Teaching and Learning are threaded through all aspects of learning and are the fundamental ways in which children within EYFS learn. During the Early Years, children will be developing knowledge, skills and understanding, which will prepare them for the Year 1 curriculum.

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A wide range of after school sports clubs will be provided, taking into account the needs and interests of our children.

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The school grounds are used to provide opportunities for our children to engage in a physical and healthy lifestyle. This supports our vision to become a beacon school, which promotes physical and mental well-being.

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Playtimes are an opportunity for our children to engage in Physical Activity. Resources and equipment are provided, for example football and basketball. Scooter provision is available to all children on a rota basis.

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Children participate in whole school events with physical health and well-being as a focus, for example Healthy Week in July.

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As a school, we mark significant sporting events and achievements, for example sharing children’s sporting certificates and trophies, sports day, the Olympic Games.

Assessment: Planning is mapped out in our curriculum cycles and the progression of skills is tracked by teachers using the Cambridgeshire Scheme of Work and the Chris Quigley Curriculum Milestones. These are used to inform medium term plans, which support differentiation in mixed age classes.

Live, verbal feedback, is used to support and challenge children development in PE. Target Tracker is used to teacher assess attainment.

End of unit quizzes may be used to further bolster knowledge retention and love for this subject.

Impact The impact of the PE curriculum is measured in several ways: Formative assessment: Teachers and Coaches respond to the day-to-day emergent needs of pupils, providing support and feedback during the lesson and in informing the next steps for subsequent lessons.

Summative assessment: Teacher assessment is made termly on Target Tracker Knowledge assessment: Using the school’s knowledge assessment cycle, pupils take part in cyclical quizzes at multiple points throughout the year.

In EYFS, Target Tracker is updated termly, using additional documentation, such as Development Matters, to support. At the end of the Reception Year, judgements are made against the Gross Motor Skills and Being Imaginative and Expressive Early Learning Goals.

Leadership: The PE lead engages with and leads on PE CPD and ensures that they and all staff have the subject knowledge necessary to deliver the PE curriculum The PE lead monitors the PE curriculum by using a range of sources including lesson visits/typicality walks, planning scrutinies, pupil learning conversations and observing the wider offer of PESSPA at play and lunch times. These sources form the basis of evaluating the impact of the curriculum, strengths and emerging priorities. The PE lead reports to the Curriculum Lead.