PE
Hampshire School Games
Physical Education (PE)
Why do we teach PE? (Intention)
At Wildground Federation we aim to give children the opportunities of a broad range of activities in Physical Education. We believe it is important to prepare the children in promoting long term, healthy lifestyles. We want children to embrace physical activities to build strength, stamina and control. The children participate in high quality PE and sport provision. We strive to inspire our pupils with a positive attitude to learning and opportunities to recognise their own success. PE lessons are planned to be enjoyable, challenging and accessible to all. The children create, observe and justify their skills within a physical education lesson. They also develop team work, resilience, independence, problem solve and reflections within physical education.
How do we teach PE? (Implementation)
At Wildground Federation Physical Education is taught through Continuous Provision with some discrete teaching in EYFS. In KS1 and 2 there are weekly discrete lessons which is informed by our Curriculum Map. Physical Education is delivered by our own scheme of work and Real PE. Every lesson in the scheme has been individually planned so that it can be effectively taught using the infrastructure we have in place at school to meet all the needs. Having discrete teaching lessons means that the children are able to develop depth in their knowledge and skills over the duration of each curriculum area. Within lessons, children will problem solve by investigating different techniques and skills linked to specific areas. All practitioners will demonstrate and model different skills and movements related to a sporting activity. As a school, all teachers teach healthy lifestyles in every life. In physical education lessons children will use a range of equipment linked to the sporting activity and ability.
To add in about the implementation
- Coaches
- Extra-curricular activities (clubs)
- Matches with other schools
Explore our PE curriculum!
We use words webs to support our curriculum learning and develop language - one of curriculum drivers. Below are some examples
National Curriculum Learning Objective: To develop practical skills in order to participate, compete and lead a healthy lifestyle - games | ||
Milestone 1 | Milestone 2 | Milestone 3 |
• Use the terms ‘opponent’ and ‘team-mate’. • Use rolling, hitting, running, jumping, catching and kicking skills in combination. • Develop tactics. • Lead others when appropriate. | • Throw and catch with control and accuracy. • Strike a ball and field with control. • Choose appropriate tactics to cause problems for the opposition. • Follow the rules of the game and play fairly. • Maintain possession of a ball (with, e.g. feet, a hockey stick or hands). • Pass to team mates at appropriate times. • Lead others and act as a respectful team member. | • Choose and combine techniques in game situations (running, throwing, catching, passing, jumping and kicking, etc.). • Work alone, or with team mates in order to gain points or possession. • Strike a bowled or volleyed ball with accuracy. • Use forehand and backhand when playing racket games. • Field, defend and attack tactically by anticipating the direction of play. • Choose the most appropriate tactics for a game. • Uphold the spirit of fair play and respect in all competitive situations. • Lead others when called upon and act as a good role model within a team. |
National Curriculum Learning Objective: To develop practical skills in order to participate, compete and lead a healthy lifestyle – dance | ||
Milestone 1 | Milestone 2 | Milestone 3 |
• Copy and remember moves and positions. • Move with careful control and coordination. • Link two or more actions to perform a sequence. • Choose movements to communicate a mood, feeling or idea. | • Plan, perform and repeat sequences. • Move in a clear, fluent and expressive manner. • Refine movements into sequences. • Create dances and movements that convey a definite idea. • Change speed and levels within a performance. • Develop physical strength and suppleness by practising moves and stretching. | • Compose creative and imaginative dance sequences. • Perform expressively and hold a precise and strong body posture. • Express an idea in original and imaginative ways. • Plan to perform with high energy, slow grace or other themes and maintain this throughout a piece.
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National Curriculum Learning Objective: To develop practical skills in order to participate, compete and lead a healthy lifestyle - athletics | ||
Milestone 1 | Milestone 2 | Milestone 3 |
• Athletic activities are combined with games in Years 1 and 2. | • Sprint over a short distance up to 60 metres. • Run over a longer distance, conserving energy in order to sustain performance. • Use a range of throwing techniques (such as under arm, over arm). • Throw with accuracy to hit a target or cover a distance. • Jump in a number of ways, using a run up where appropriate. • Compete with others and aim to improve personal best performances. | • Combine sprinting with low hurdles over 60 metres. • Choose the best place for running over a variety of distances. • Throw accurately and refine performance by analysing technique and body shape. • Show control in take off and landings when jumping. • Compete with others and keep track of personal best performances, setting targets for improvement. |
National Curriculum Learning Objective: To develop practical skills in order to participate, compete and lead a healthy lifestyle – outdoor and adventurous activities | ||
| Milestone 3 | |
| • Select appropriate equipment for outdoor and adventurous activity. • Identify possible risks and ways to manage them, asking for and listening carefully to expert advice. • Embrace both leadership and team roles and gain the commitment and respect of a team. • Empathise with others and offer support without being asked. Seek support from the team and the experts if in any doubt. • Remain positive even in the most challenging circumstances, rallying others if need be. • Use a range of devices in order to orientate themselves. • Quickly assess changing conditions and adapt plans to ensure safety comes first. | |