The key aims of our curriculum are:

• To develop competence to excel in a broad range of physical activities
• All children are physically active for sustained periods of time
• To engage in competitive sports and activities
• Children should lead healthy, active lives

All our children will also have the opportunity to develop knowledge, skills and confidence in:

• Leadership (communication, tactics, refereeing, explaining rules, coaching)
• Evaluation (reflecting, analysing, improving, communicating)
• Responsibility (Being fit and active, leading a healthy lifestyle

The P.E. curriculum at Clifton-upon-Teme Primary School is progressive, builds on prior learning and enables children to develop knowledge and skills that are transferable to other areas of the curriculum. Engaging in sport and P.E. helps our pupils to maintain both physical and mental fitness and develop their moral, social and cultural development. Careful consideration is taken to ensure all pupils can access the curriculum in a whole class setting, as well as using personalised learning strategies.

Through the P.E. curriculum, pupils will develop their knowledge and skills through the following domains of knowledge:

• Athletics (running, jumping, throwing, catching)
• Dance and movement (movement, sequences, communicating ideas, rhythm, performance)
• Gymnastics (balance, shape, travelling, sequences, flexibility, strength, control)
• Team Games (competitive games, attacking and defending, passing, fielding, dribbling, shooting)
• Outdoor Adventurous Activities (orientation, problem solving, navigation, maps, compasses, teamwork, communication)
• Swimming (water safety, different strokes, confidence)

Early Years:

The intent in our Foundation Stage is to focus on developing gross and fine motor skills. To do this we use the REAL PE resource to support Foundation teachers in understanding the 5 key Fundamental Movement Skills (FMS). The teachers use this to plan targeted lessons alongside which they provide Physical Development Stations within outside provision to allow children to develop these skills further. We feel that these 5 skills along with opportunities to develop a wider range of physical skills will ensure they are ready for KS1 PE.

Key Stage 1:

To begin with we carry out a baseline assessment using the Get Set for PE resources as well as using assessment from EYFS in order to ascertain each individual pupil's strengths and areas for support.

During Key Stage 1 –  Children will develop their knowledge in using simple tactics in game type activities and creating sequences of movement in gymnastic and dance type activities. This is delivered through the Get Set for PE KS1 teaching units. The learning the children receive through the different categories of games leads to playing in an intra school games competition at the end of each unit for ‘all children’ which is modified to suit the focus of the Key Learning.

End of Key Stage 1 – Using the get Set for PE assessment resources, the pupils are assessed and progress measured from the start of KS1. This information will be shared with the Year 3/4 teaching staff.

Lower Key Stage 2:

The intent at Year 3 and 4 in games is to develop our children’s attacking skills through a range of different sports and activities, delivered through using uneven sides, i.e. 3v1 and 4v2. They will also develop their knowledge of simple attacking tactics, which are transferable across similar categories of games. i.e. Invasion games, Net/Wall, Target and Striking and Fielding. The learning the children receive through the different categories of games leads to playing in an intra school games competition at the end of each unit for ‘all children’ which is modified to suit the focus of the Key Learning.

The intent at Year 3 and 4 in dance and gymnastics is to develop children’s performance and sequencing skills. All the skills are applied through the relevant Get Set for PE units of work which are linked to age related expectations. Children also take part in intra-house competitions to allow them to refine and demonstrate taught techniques within a competitive environment.

Upper Key Stage 2:

The intent at Year 5 and 6 in games is to continue to develop children’s attacking skills when they are working as a team, developing their knowledge of defending strategies. These will be delivered through modified mini-versions from uneven sides to even sides, i.e. 5v3, 5v4, 4v4, 5v5 etc. The learning the children receive through the different categories of games leads to playing in an intra school games competition at the end of each unit for ‘all children’ and for some children moving into inter school competitions.

The intent at Year 5 and 6 in dance and gymnastics is to develop children’s performance and composing of longer sequences of movements with a partner and group. All the skills are applied through the relevant Get Set for PE tasks, which are linked to age expectations. Children also take part in intra-house competitions to allow them to refine and demonstrate taught techniques within a competitive environment.

We use the Get Set 4 PE scheme of work planning tool to plan and deliver sessions and ensure all domains of knowledge are addressed. The PE Long Term Plan contains full details of the learning expectations of P.E. and links with the National Curriculum and Get Set 4 P.E. scheme of learning.

P.E. lessons take place for two hours every week in KS2 and 1.5 hours in KS1 and are taught progressively across the year groups, so that children achieve depth in their learning. A physical education knowledge and skills progression document identifies the key knowledge and skills of each unit taught.

As pupils progress through each unit of work, the following 5 areas will be explored and revisited to develop pupils’ knowledge, skills and competence in physical education:

• Competence: The selection and application of skills, tactics and compositional ideas. The readiness of body and mind to cope with physical activity.
• Movement (self): travelling, rolling balancing, sliding, jogging, running, jumping, dodging, spinning, skipping
• Movement (object control): bouncing, throwing, catching, kicking, striking
• Balance: control, stability
• Agility: changing and controlling direction and position
• Coordination: using senses together, dribbling, hand-eye co-ordination, completing movements in dance
• Speed: moving body or parts of body at controlled pace
• Tactics: strategy, plans
• Attacking and defending: 5 principles (width in attack, width in defence, depth in attack, depth in defence, delay in defence)

• Performance: Using physical competence and knowledge to gain a better understanding of physical activity.
• Technique: Skill, ability, capability, proficiency, expertise, style
• Performance: conduct, accomplishment, achievement, completion, fulfilment, implementation, execution, presenting, improving, refining
• Spatial awareness: awareness, understanding of self and objects within a space, changes in position
• Physical literacy: performing with confidence, performing actions accurately
• Rules: regulation, directions, commands, guidelines, safety, referee, decision making

• Creativity: Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes.
• Applying tactics: strategy, games, planning, sequencing, creating
• Competition: rivalry, contesting, opposition, match, game, round, heat, event
• Co-operation: collaboration, working together, combined effort, teamwork, partnership, coordination
• Communication: instructions, discussion, interaction, encouragement, clarity

• Healthy, active lifestyles: Understanding the positive contribution that regular, fit for purpose physical activity makes to the physical and mental health of the individual in preparation for their future lives
• Safety: Ourselves, others, dangers, risks, long term effects of exercise, keeping heathy, rescue, confidence, limitations, rules
• Health and fitness: mental, physical and social well-being, types of exercise (aerobic, circuit, yoga/Pilates)

• Evaluation and analysis: Comparing performance with previous ones and those of others to demonstrate improvement to achieve their personal best
• Evaluation: assessment, appraisal, judgement, analysis, improving
• Determination: self-improvement, resilience, personal best

Experiences and opportunities to develop fundamental movement skills encourage children to live active lifestyles and to become happy, healthy children. Consideration is given to extending children’s learning and how it will be demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. All children have access to the P.E. curriculum through activities, resources and equipment being tailored appropriately for children with SEND. Children learn through similar activities, with final outcomes modified to suit all needs.

To enhance our provision, the sports premium funding is used to ensure our pupils have access to high quality sporting opportunities and P.E. The school regularly works with experienced and expert sports coaches so that our staff can develop their knowledge and understanding of teaching high quality and ambitious P.E. lessons. We also offer a range of extra-curricular clubs and regularly take part in sport events and competitions as part of the Chantry Sports Cluster

Pupils are regularly assessed using the Get Set for PE assessment tool at the end of each unit of work to ensure that all staff are aware of pupil progress. Assessment opportunities are identified within each lesson to review children’s understanding and interpretation of their learning.

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an understanding of health and self-care and have developed their movement and handling skills by the end of the academic year.