P.E
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.
The National Curriculum
National Curriculum framework for PE
Intent
We love sport at Featherbank and recognise the vital contribution it has to a child’s physical, cognitive, social and emotional development. The broad and balanced P.E. curriculum that we offer helps children to increase their levels of self-confidence and the ability to manage themselves and their bodies within a variety of movement situations.
We believe that through the variety of opportunities that PE offers, children can develop a sense of personal achievement, fair play, teamwork and an understanding of the ways in which sport can transcend social and cultural boundaries.
Through the Government Funding for sport (Sport Premium), we also provide opportunities for pupils to work with PE specialists e.g. tennis, golf, football, rugby and cricket coaches. Featherbank is involved with ‘Leeds Well Schools Partnership ’ who help to provide school with staff training and organise sporting events within the Leeds North West area, as well as around the city.
Children are encouraged to join clubs and to extend their interest and involvement in sport. These opportunities have led some of our children to participate in various competitions and tournaments, helping them to generate a healthy sense of competitiveness and the will to win!
Sport related after school clubs are always popular at Featherbank and, with the involvement of external agencies we are able to provide a wide range of opportunities during the school year. To date these have included: street dance, football, tag rugby, netball, multi skills and gymnastics.
Implementation
Our curriculum is designed so that all children participate in PE activities for a minimum of 2 hours per week during the normal school day (including swimming in Y5). Class teachers deliver both of these lessons each week using the 'PE Passport' scheme of learning. Our PE programme incorporates a wide range of activities to encourage engagement from all pupils. It is sequenced precisely to ensure progression of knowledge and skills throughout a child’s primary education, thus enabling children to build upon prior experiences and apply these fluently, with confidence.
Some of these sessions are also supported by coaching experts who help to deliver high-quality physical activities and aid staff in CPD to develop their own practise.
Northern Arts Factory are specialist Dance coaches who come into Featherbank and work with all the classes in school at some point during the academic year.
EARLY YEARS FOUNDATION STAGE
Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination. Repeated and varied opportunities to explore and play with feedback and support from adults, allow children to develop proficiency, control and confidence.
KEY STAGE ONE
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils should be taught to:
● master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
● participate in team games, developing simple tactics for attacking and defending
● perform dances using simple movement patterns.
KEY STAGE TWO
Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to:
● use running, jumping, throwing and catching in isolation and in combination
● play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
● develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
● perform dances using a range of movement patterns
● take part in outdoor and adventurous activity challenges both individually and within a team
● compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Impact
We aim for all children to have enjoyed PE, sport and physical education at Featherbank. Our curriculum ensures that children develop an interest in and a love of PE, which enables them to progress effectively and fully prepared for the next stage of their PE education.
Assessment in PE is completed using the 'PE Passport' scheme of learning. We use formative (ongoing) assessment each lesson using the principles of AFL. At the end of each unit we make a summative assessment against children’s ability to perform; their Personal and Social Development and their attainment in competing using the formative assessments gathered over the course the unit. EYFS children are assessing against age and stage related outcomes in the Early Learning Goals.
