Intent

At Honilands, we believe in the importance of delivering high-quality Physical Education lessons and ensuring our pupils are physically literate. 

Physical literacy can be described as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”. In order to achieve this, we follow the L.I.F.E. approach for our Physical Education:

Lifelong – we teach our pupils the importance of physical activity and fitness, how to be fit for Life and find a form of exercise they enjoy.

Inclusive – at Honilands, our PE provision is inclusive for pupils of all ages and abilities, and we offer opportunities for children to compete with themselves and others in both intra- and interschool competitions. 

Fairplay – we teach our pupils about the ‘Fairplay’ principles in PE, the rules in sports, how to be good sportspeople and respect one another, and ensure we make their lessons fun. 

Excellence – we encourage our pupils to strive for excellence, challenge themselves, and participate as fully as possible. 

Our PE curriculum is designed to prepare children for life beyond primary school, equipping them with an understanding of how to keep fit and stay physically active, and the importance of physical activity and its many benefits beyond physical fitness. As children progress, they are taught to think critically about their performance and how to improve it, and to participate in and appreciate a range of sports and activities. 

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. 

National Curriculum 2014

Implementation

Across Key Stage 1 at Honilands

KS1 Pupils are given opportunities to:

• Become proficient at the fundamental movement skills (including locomotor skills, stability and object manipulation)
• To participate in team/competitive games (e.g. invasion games) and develop simple tactics for attacking and defending
• To demonstrate agility, balance, coordination and flexibility through Gymnastics, and to be able to create and perform simple Gymnastics sequences
• To learn, create and perform simple movement patterns in Dance

Across Key Stage 2 at Honilands 

KS2 Pupils are given opportunities to:

• Develop their fundamental movement skills and use them across a range of sports/sporting activities (including Invasion Games, Net and Wall games, Striking & Fielding, Athletics, Dance, Gymnastics, etc.).
• Create performances (whether Gymnastics sequences or Dance routines), perform them, review them, and work on improving them.
• To play a range of competitive team games, and apply basic principles for attacking and defending, while cooperating with their team
• Show increasing strength, flexibility, control and balance in different activities (Gymnastics, Dance, Athletics)
• To create more complex movement patterns (Dance routines and Gymnastics sequences) 
• Develop critical thinking skills to understand how to improve a performance/technique

Planning & Teaching

• Each year group is taught a range of PE units, including Gymnastics, Dance, Invasion Games, Athletics, etc.
• The school’s curriculum map shows the units to be covered each half-term. In KS2, this follows a spiral curriculum model, where each year the children return to a sport they have learnt, recap their knowledge and build on this. 
• The sequencing of the units and skills taught has been considered carefully, e.g. KS1 units focus on developing fundamental movement skills, most specifically locomotor and stability skills, and then progress onto object control and manipulation once these skills have been mastered. In KS2, the first outdoor sport to be delivered is Netball, focusing on throwing and catching, and basic invasion game principles, before progressing onto Football, which uses similar attacking and defending principles, but then focuses on object manipulation using the feet instead of the hands. 
• The planning shows clear differentiation for the teachers to adapt and follow to challenge the more able, and to scaffold the learning of the children who find tasks/skills difficult or those children with SEND. This is done in numerous ways, but especially by making use of the STTEP differentiation principle (Space, Task, Time, Equipment, People)
• All PE lessons include a warm-up to ensure children are physically and mentally ready for the lesson and to prevent injuries. 
• The PE equipment is checked regularly, and the school is informed of equipment that needs to be ordered at least half a term before the unit is delivered. 
• In the case of wet/inappropriate weather, the hall should be available for an alternative indoor lesson, or classroom lessons are planned and prepared for if there is no space available. 
• Staff ensure that the correct equipment is used in lessons.
• Within the lessons, self- and peer-assessment strategies are regularly used, especially in KS2, where children evaluate their own or their peers' work (sequences, dances, skills/techniques) against set criteria. 

Impact

Assessment:  

• AfL is used within lessons to establish next steps for the pupils and ensure progression.
• The use of plenaries/mini-plenaries to recap the children’s prior knowledge and learning to ensure the children have secure knowledge and understanding, and to link new learning to this
• Children are assessed at the end of each unit they are taught (half-termly). They are assessed against the objectives for each unit.

Feedback

The children frequently receive verbal feedback while carrying out their activities – either as part of a group or individually – both from their peers and from the teacher. Peer and self-assessment strategies are used frequently in PE lessons, and children are then given time to discuss this feedback, act on it and try to improve, e.g. they will receive peer feedback on their gymnastics sequence, have time to discuss this with their group, and then have time to work to improve this, before performing their sequence again.