Physical Education

Intent – What is the purpose of our PE curriculum?

At Tranmere Park Primary, we believe that our Physical Education offer develops pupils’ physical competence and confidence. It promotes skilfulness, physical development and knowledge of the human body in action. Our Physical Education curriculum provides opportunities for pupils, in line with and adhering to the National Curriculum, to be creative, competitive and face up to different challenges as: individuals, groups and teams. It promotes and explicitly teaches positive attitudes towards living an active and healthy lifestyle and supports emotional well-being. Pupils are encouraged to think creatively and apply this to competitive and challenging activities, as well as developing an understanding of how to plan and evaluate: actions, ideas and performances. Through this process, pupils discover their attitudes, abilities and preferences, and make choices about how to develop a positive, life-long relationship with physical activity.

Our Children will:

Our Teachers will:

  • • Be intrinsically motivated – they are eager to build on their existing skills and understanding.
  • • Be willing to practise skills in a range of different activities and situations: alone, in small groups and in teams, and are keen to apply these skills to achieve high levels of performance.
  • • Take the initiative and be excellent young leaders, organising and officiating, and evaluating what needs to be done to improve. They motivate and instil excellent sporting attitudes in others.
  • • Achieve standards in Physical Education that meet or surpass the national expectations at each key developmental phase.
  • • Possess highly positive attitudes towards exercise and physical activity and will be aspirational in their goals.
  • • Provide a progressive and challenging curriculum which is sequenced to enable all children to develop the competence to excel in a broad range of physical activities.
  • • Ensure a wide range of sports and skills are taught.
  • • Ensure each child receives their full entitlement to PE and will follow the agreed PE policy.
  • • Provide the children with a rich curriculum of carefully crafted lessons that ensures time for practise and consolidation.
  • • Encourage and promote opportunities for children to lead active and healthy lifestyles.
  • • Encourage children to employ imagination and creativity in their techniques, tactics and choreography.

Implementation – How do we do it?

The Learning Journey

PE is taught at Tranmere Park Primary as an area of learning in its own right, as well as being integrated (where appropriate) with other curriculum areas. A progressive thread of learning – underpinned by the importance of developing Physical Literacy and a life-long love of exercise and sport – will be taught to all abilities.
Pupils in KS1 and KS2 are provided with two one-hour PE lessons each week:
• One hour of the Real PE scheme of work which focuses of developing fundamental movement skills
• One hour of the PE Hub scheme of work which enables pupils to practise the skills learnt in Real PE and apply them to a range of traditional sports and games.

Teachers, at Tranmere Park, adapt plans to suit the individual needs of their class. Progression and continuity are shown through the short, medium and long-term plans, with all plans meeting the requirements of PE set out in the National Curriculum. An extensive extra-curricular provision also provides further challenge and access to a range of physical activity. All children have the opportunity to participate in PE at their own level of development, with teachers ensuring that lessons cater for individual needs.

-In the Early Years Foundation Stage, one lesson will be skills based following the Real PE scheme of work and the other lesson will be taught through continuous outdoor and indoor provision. These lessons will focus on the Moving and Handling / Health and Self-Care strands of the EYFS Framework.

-In Key Stage 1, pupils will develop fundamental movement skills, become increasingly competent and confident, and access a broad range of opportunities to extend agility, balance and coordination individually and with others. They should be able to engage in competitive (both against self and others) and cooperative physical activities in a range of increasingly challenging situations.
Pupils will be taught to:
• Master basics movements such as running, jumping, throwing, catching, as well as developing balance, agility and coordination, 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

-In Key Stage 2, pupils will be taught to continue to implement and develop a broader range of skills, learning how to use them in different ways and link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They will develop an understanding of how to improve in different physical activities and sports, and learn how to evaluate and recognise their own success.
Pupils will be taught to:
• Use running, jumping, catching and throwing in isolation and in combination
• Play competitive games, modified where appropriate, such as: handball, cricket, football, hockey, netball and tennis.
• Apply basic principles for attacking and defending
• Develop flexibility, strength, technique, control, agility and balance (through Real PE and Gymnastics units)
• Perform dances using a range of movement patterns
• Take part in outdoor and adventurous activity challenges, both individually and as part of a team
• Compare their performances with previous ones and demonstrate improvements to achieve their personal best
• Understand the capabilities of the human body and the reaction to exercise
• Combine physical activity with decision making – selecting, refining, judging and adapting movements

All children will also have access to swimming instruction in Key Stage 2, usually in Year 4. Pupils will
be taught to:
• Swim competently, confidently and proficiently over a distance of at least 25 metres
• Use a range of strokes effectively
• Perform safe self-rescue in different water-based situations

Swimming and water safety are currently taught through the Leeds Schools Swimming Framework.

Assessment

– Short-term assessments aim to assess the children’s learning informally on a lesson by lesson basis and are key to our curriculum. Assessment will primarily involve the observation and recording of achievement in a practical context which will inform the teacher assessment at the end of a unit of work. It will be continuous and part of the normal process of teaching. These could include observations – individually, in groups or whole class. The criteria for assessment will be related to the objective of the lesson which will relate to the National Curriculum requirements.
– Medium-term assessments are completed at the end of a half-term. After each unit, staff will assess children’s attainment in the key areas studied, using the Tranmere Park Foundation Stage Assessment documents.
– Long-term assessments assess our children against national expectations. These are also used to provide extra information about individual children’s attainment and progress so that the teacher can report to the next teacher and the child’s parent. These are entered into OTrack at the end of each academic year and then analysed by the subject leader.

Monitoring

The PE subject leader will use their expertise to support other teachers. Completing an annual deep dive into PE, they will undertake: learning walks, pupil and teacher interviews and will scrutinise assessment data. Pupil interviews are a valuable way of giving pupils a voice around how the PE curriculum is taught and to develop their understanding of how to improve. Additionally, regular staff consultations and questionnaires are used to identify any areas for development needed, especially with regards to new schemes of work. This information is used to develop the focus for future CPD in the subject. The monitoring cycle will evaluate current practice and the subject leader will be responsible for providing timely feedback, coaching and support.

Impact – What knowledge and skills are obtained?

Our carefully planned assessment procedures ensure a progression of skills that our pupils enjoy and thrive under as they move through school. Said knowledge progressions have now been adapted by local primaries within our cluster as an example of good practice.

At Tranmere Park, every pupil will:

• Be given equal opportunities to fulfil their potential – within PE – regardless of ethnicity, culture, class, gender or special educational needs.
• Complete each key stage with a high proficiency in each aspect of PE.
• Believe that they are good at PE and will have the resilience required to take part in all elements of the PE curriculum.
• Develop their agility, balance and co-ordination.
• Take part in various games and sports as part of a targeted teaching sequence.
• Be encouraged to develop a positive and lifelong relationship with PE and physical activity.
• Be exposed to meaningful, high-quality experiences and lessons that promote choice and independent thinking.
• Cope with success and failure in a cooperative and competitive situation.
• Understand how to be safe during physical activity and exercise
• Understand the value of commitment, fairness, personal responsibility, enthusiasm and perseverance

Further to the above, our Curriculum, at Tranmere Park, is designed to ensure that each child is a confident and successful learner who demonstrates our core values:

The Team Tranmere Way
Be Yourself Be Your Best Be Team Tranmere
Our children will learn to like who they are; they respect themselves and live their lives in their own way, regardless of the opinions of others. Our children ‘give it everything they have got’ to achieve their full potential across the curriculum. Our children are a part of a community and have respect for the resources and people in it and that surround it.
Our Learning Values and Behaviours
Self-Manager Effective Participator Independent Enquirer Team Worker Resourceful Thinker Reflective Learner
Our children set their own goals and manage their own time, motivation and concentration. Our children participate in lessons and persuade and encourage others to do so. Our children set goals for their research with clear success criteria. Our children understand that we are stronger together and implement this. Our children are problem-solvers who can adapt to new or difficult situations. Our children critically analyse their work ensuring future improvements.