Menu

Brockmoor Primary School

 

Curriculum Narrative

 

      
  

CURRICULUM NARRATIVE
PE  

    
 

 

 

 

 

Aims of the EYFS Curriculum

By the end of the EYFS children should be able to:

  • Show good control over large and small movements
  • Move confidently in a range of ways
  • Negotiating space around them, safely
  • Show increasing control over an object – pushing, patting, throwing, catching or kicking it

Aims of the KS1 Curriculum

By the end of Year 1 pupils should be able to:

  • Use varying speeds when running.
  • Explore footwork patterns.
  • Explore arm mobility.
  • Explore different methods of throwing.
  • Practise short distance running
  • Compose and link movement to make simple dances - with clear beginnings, middles and ends
  • Perform movement phrases using a range of body actions and body parts
  • Explore how to be confident and safe in the spaces used to play games
  • Explore and use skills, actions and ideas individually and in combination to suit the game they are playing
  • Explore gymnastics actions and still shapes
  • Recognise, move confidently and safely in their own and general space, using change of speed and direction
  • Copy or create and link movement phrases with beginnings, middles and ends
  • Perform movement phrases using a range of body actions and body parts health
  • Explore and explain how to carry and place apparatus
  • Recognise how their body feels when still and when exercising
  • Explore finding different places
  • Follow simple routes and trails, orientating themselves successfully
  • Remember, repeat and link combinations of actions
  • Use their bodies and a variety of equipment with greater control and coordination
  • Discuss dance ideas inspired by different stimuli
  • Copy, watch and describe dance movement
  • Describe what others are doing
  • Watch copy and describe what they and others have done
  • Observe what they and others have done and use their observations to improve their performance

 

By the end of year 2 pupils should be able to:

  • Explore, remember, repeat and link a range of actions with co-ordination, control and an awareness of the expressive qualities of dance
  • Compose and perform dance phrases and short dances that express and communicate moods, ideas and feelings choosing and varying simple compositional ideas 
  • Recognise and describe how different dance activities make them feel
  • Explain the importance of warming up and cooling down
  • Describe dance phrases and dances and use what they learn to improve their own work
  • Improve the way they coordinate and control their bodies and a range of equipment
  • Choose, use and vary simple tactics
  • Remember, repeat and link combinations of skills, including: gymnastic actions, body shapes and balances with control and precision
  • Choose, use and vary simple compositional ideas in the sequences they create and perform.
  • Recognise and describe what the bodies feel like during different types of activity
  • Lift, move and place equipment safely
  • Solve simple challenges and problems successfully
  • Use bodies and a variety of equipment with greater control and coordination
  • Recognise good quality in performance
  • Use information to improve work
  • Improve work using information they have gained by watching, listening and investigating

 

Aims of the Lower KS2 Curriculum

By the end of year 3, pupils should be able to:

  • Improvise freely on their own and with a partner, translating ideas from a stimulus into movement
  • Create and link dance phrases using a simple dance structure or motif
  • Perform dances with an awareness of rhythmic, dynamic and expressive qualities, on their own, with a partner and in small groups
  • Maintain an activity over a period of time
  • Explain how to warm up and cool down for dance
  • Consolidate and improve the quality of techniques and linking movements
  • Develop the range and consistency of their skills in all games
  • Improve in the ability to choose and use simple tactics and strategies in different situations
  • Keep, adapt and make rules- for striking and fielding and net games
  • Describe and explain how to improve stamina
  • Consolidate and improve the quality of their actions, body shapes and balances, and their ability to link movements
  • Select and use appropriate actions and use simple compositional ideas
  • Describe the short term effects of exercise on the body during different activities
  • Explain the importance of suppleness and strength
  • Use and develop the range and consistency of their skills and work with others to solve challenges
  • Apply strategies and skills to meet the requirements of a task or challenge
  • Discuss and compare the quality, range and consistency of the techniques they use for particular activities
  • Describe and evaluate some of the compositional features of dances performed with a partner and in a group
  • Evaluate how they might improve dances
  • Describe and evaluate the effectiveness and quality of a performance
  • Analyse how their own performance has improved
  • Describe and evaluate the effectiveness of performances, and recognise aspects of performances that need improving

 

By the end of year 4, pupils should be able to:

  • Explore and create characters and narratives in response to a range of stimuli
  • Use simple choreographic principles to create motifs and narrative
  • Perform complex dance phrases and dances that communicate character and narrative
  • Describe what you need to do to warm up and cool down for dance
  • Develop the range and consistency of their skills in all games
  • Devise and use rules
  • Keep, adapt and make rules for striking and fielding and net games
  • Use and adapt tactics in different situations
  • Recognise which activities help their speed, strength and stamina and know when they are important in games
  • Develop the range of actions, body shapes and balances they include in a performance
  • Perform skills and actions more accurately and consistently
  • Create gymnastic sequences that meet a theme or set of conditions
  • Use compositional devices when creating their sequences, such as changes in speed, level and direction
  • Explain how to work safely
  • Measure and describe the short-term effects of exercise on the body
  • Describe how the body reacts during different types of activity, how this affects the way they perform and how to prepare for them physically.
  • Describe, interpret and evaluate their own and others’ dances, taking account of character and narrative
  • Explain their ideas and plans
  • Recognise and improve aspects of their work
  • Suggest practices to improve their play
  • Describe their own and others’ work, making simple judgements about the quality of performances and suggesting ways they could be improved

 

Aims of the Upper KS2 Curriculum

By the end of year 5, pupils should be able to:

  • Explore and improvise ideas for dances in different styles, working on their own, with a partner and in a group
  • Compose dances by using adapting and developing steps, formations and patterning from different dance styles
  • Perform dances expressively, using a range of performance skills
  • Organise their own warm-up and cool-down activities to suit the dance
  • Explain why it is important to warm up and cool down
  • Develop a broader range of techniques and skills for attacking and defending
  • Develop consistency in their skills
  • Apply the basic strategic and tactical principles of attack, and to adapt them to different situations
  • Choose and apply skills more consistently in all activities
  • Explain the basic principles of warming up, and understand why it is important for a good-quality performance
  • Explain why exercise is good for their fitness, health and wellbeing
  • Perform actions, shapes and balances consistently and fluently in specific activities
  • Choose and apply basic compositional ideas to the sequences they create, and adapt them to new situations
  • Describe the basic principles of warming up and why it is important for good quality performance
  • Explain why physical activity is good for their health
  • Develop and refine orienteering and problem solving skills when working in groups and on their own
  • Decide what approach to use to meet the challenge set
  • Develop the consistency of their actions in a number of events
  • Increase the number of techniques used
  • Describe, analyse, interpret and evaluate dances, showing an understanding of some aspects of style and context
  • Choose and use information to evaluate their own and others’ work
  • Suggest improvements in own and others’ performances
  • Choose and use information and basic criteria to evaluate their own and others’ work
  •  Explain importance of a group or team plan, and the value of pooling ideas
  • Improve performance by changing or adapting approaches as needed

By the end of year 6, pupils should be able to:

  • Explore, improvise and combine movement ideas fluently and effectively
  • Create and structure motifs, phrases, sections and whole dances
  • Begin to use basic compositional principles when creating their dances
  • Prepare effectively for dancing
  • Understand how a dance is formed and performed
  • Evaluate, refine and develop their own and others work
  • Choose, combine and perform skills more fluently and effectively in invasion, striking and net games
  • Understand, choose and apply a range of tactics and strategies for defence and attack
  • Use tactics and strategies more consistently in similar games
  • Combine and perform gymnastic actions, shapes and balances more fluently and effectively across the activity areas
  • Develop gymnastic sequences by understanding, choosing and applying a range of compositional\ principles
  • Describe why exercise is good for health, fitness and wellbeing, and how to become healthier themselves
  • Carry out warm ups and cool-downs safely and effectively and explain the need for them, thinking about different parts of the body
  • Adapt skills and understanding as they move from familiar to unfamiliar environments
  • Choose appropriate techniques for specific events
  • Develop the ability to evaluate their own and others’ work, and to suggest ways to improve it
  • Evaluate their own and others’ work suggesting ways of making improvements
  • Explain the importance of a group or team plan, and the value of pooling ideas
  • Improve performance by changing or adapting their approaches as needed

 

Swimming

  • Consolidate and develop the quality of their skills e.g front crawl, back crawl, breaststroke, floating, survival skills
  • Improve linking movements and actions
  • Choose and use a variety of strokes and skills, according to the task .and the challenge e.g. Swimming without aids, distance and time challenges

 

  • Develop the quality of their skills e.g front crawl, back crawl, breaststroke, floating, survival skills
  • Improve linking movements and actions
  • Choose and use a variety of strokes and skills, according to the task .and the challenge e.g. Swimming without aids, distance and time challenges

Curriculum Transitions

Key stage 1 starts to introduce the basic fundamental skills needed within PE, some of these are started in reception however it is not compulsory. These skills are practiced and applied into basic adaptations of games, children are starting to use very simple tactics and learn about the way their bodies move. They are also starting to improve their own work by using information around them – teachers, peers, videos etc.

In lower key stage 2 swimming skills are introduced, this is to ensure that, if needed, booster sessions are able to take place in upper key stage 2 to further develop children swimming skills and a higher percentage of children will achieve the national attainment goal for swimming. Basic skills are develop upon, children are now expected to analyse and evaluate their own performances in order to make them better. They will be given more rules to follow in game based situations and be expected to start applying tactics to achieve. They will also start to learn about the effects of exercise on the body and how to practice exercise safely.

In upper key stage 2 any children who were underachieving in swimming will be selected to take part in booster sessions to increase their skills within swimming. Throughout the two years children will be applying the skills they have learnt over all the key stages and using them in isolation and in combination with each other in game based situations. Children will then be describing, discussing, evaluating and improving their own work and performances to ensure they are gaining a greater understanding of the skills, games and themselves. Children will also have an understanding of the need of health and fitness and ways in which this can be implemented, this includes an understanding of the way their bodies work. This will prepare them for key stage 3 as they will be embedding these skills, becoming more competent, confident and expert in their techniques, and applying these skills across different sports and physical activities.

 

Curriculum Sequencing

Within PE there are a few fundamental skills that are taught and then developed upon, these skills are taught in isolation as basic skills. Throughout the year groups and key stages, these basic skills are developed by recapping, re-teaching and then starting to use them in combination and in different contexts. This ensures skills are always being practiced, developed upon and eventually mastered in isolation and in combination. However PE isn’t just about teaching the physical skills, it is about ensuring children have an understanding of safety, their own performance, team work and critical skills needed to ensure a healthy and active lifestyle both physically and mentally. Topics are revisited every year or during every Key stage (KS1, LKS2 and UKS2), this ensures consistency throughout and enables skills to be continually practiced and developed. Hopefully by recapping topics regularly, the need for re-teaching may not be as necessary as children will just be able to develop upon the skills. The curriculum follows the guidance of the national curriculum to ensure each aspect is covered, I have tried to ensure that the basic, fundamental skills are taught first before then applying them into a context like a game based situation. Throughout each year group I have tried to ensure that the children are given the chance to try and apply their skills that they have previously learnt. This enables them to recognise how they would need to develop their skill in order to apply it and then starting to evaluate their performance. If this is implemented throughout the school, from reception to Year 6, children will be competent learners and have a real understanding of self-evaluation and the need for it. 

Curriculum Differentiation

A child who may be achieving greater depth may show certain characteristics or participating in different ways, some of these may be; attendance at an afterschool PE club/ extra-curricular activity; confidence to lead a group or a warm-up/ cool-down; a good understanding of health and fitness and the need for it; a greater understanding of rules and tactics within a game and the ability to change tactics when necessary; ability to work as a team; ability to transfer skills to different games in PE e.g. from football to rugby; children who set personal challenges and work towards achieving them.

Each year the school is provided with school sport funding, this is used to better the teacher standard of PE and the development of the children. Goals were created based upon areas that needed to be improved, actions were then created to enable achievement of the goal alongside the school sport funding, this impact has then been reviewed and next steps have been created to ensure the high standard teaching and activities is continually provided to the children. Some of these goals were achieved by contracting sport coaches to work with children and staff to raise the quality and standard of PE across the school.

Due to an under 50% achievement rate of the national standard in swimming, Brockmoor uses the school sport funding to provide extra booster sessions in swimming

Curriculum Skills

Throughout the PE curriculum other subject areas will be incorporated, for example, during orienteering children may be needed to use a map, compass and general knowledge of location to find their way around a given area, this links with the Geography curriculum and could be adapted to both KS1 and KS2 curriculum.  PE covers healthy lifestyles which could be linked with Science, Design and technology and PSHE curriculums, PE will develop knowledge of the importance of exercise and the effect it has on the body, alongside healthy eating.

Curriculum Assessment and Intervention

There is no formal guidance for assessment in PE, however teachers should be using their professional judgement within lessons to guide the pitch of the upcoming lessons and to make changes within the lesson in order to attend to the needs of the children.

PE coaches are being used throughout the school for all children, especially at lunch times to increase daily exercise. These coaches could also be used to help support teachers, through guidance, and any children that are underachieving. This process should be supportive and ensure that teachers feel confident in recognising the correct practice for skills and if children are underachieving in certain areas.

Top