Aims

The national curriculum for physical education aims to ensure that all pupils:

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

Intent

At BHPS we provide children with a challenging and engaging PE curriculum by offering high-quality teaching and learning opportunities that inspire all children to succeed in physical education and in developing life skills. We believe that Physical Education (PE), experienced in a safe and supportive environment, is essential to ensure children attain optimum physical and emotional development. Children should understand that PE is a significant contributor to good health.

Our curriculum is led by Key Primary Themes, terms and vocabulary providing opportunities to build a shared and consistent understanding. Components of learning are organised to ensure themes are revisited regularly as pupils move through the school. This ensures each unit builds effectively on prior learning and ensures connections are made between different units to help children know more and remember more. Our pupils are able to apply and consolidate understanding as they progress through the school to enable them to become computer scientists of the future.

Our curriculum aims to improve the wellbeing and fitness of all children at BHPS, not only through the key conceptual and procedural knowledge taught, but through the underpinning values and disciplines PE promotes. Pupils are taught P.E. in order to develop a knowledge of:

• Motor Competence - accurate movements, movement patterns, techniques, sequences and Fundamental Movement Skills
• Rules, strategies and tactics – conventions, regulations, strategies that are specific to participation in a particular activity/sport
• Healthy participation – safe practice, how to particate, long- and short-term impacts of participation

We also want to teach children how to cooperate and collaborate with others as part of an effective team, understanding fairness and equity of play to embed the school games values.

The careful selection of systematic teaching of both declarative (conceptual knowledge) and procedural knowledge together underpins what it is to physically education. Both forms of knowledge have individual value, yet are undoubtedly linked, particularly in P.E. Pupils need to be explicitly taught what the links are between the conceptual and procedural knowledge. With the conceptual knowledge of motor movement, rules, strategies and tactics and healthy participation, pupils are not only able to perform physically but they are able to engage fully in the field of sport and physical activity, which will ultimately enrich their experiences.

Conceptual Knowledge is knowing that and is best practised through observations of a practical demonstration

It is the factual knowledge concerning movement, rules, tactics, strategies, health and participation. With a more detailed conceptual knowledge base, pupils can better verbalise their strength and limitations as well as communicate their ideas, their decisions and the choices they make during an activity or one that they observe

Procedural Knowledge is knowing how and is best practised through demonstration or participation. It is the application of conceptual knowledge. This might include applying the tactics to a practice situation or modified game.

It is thought that procedural knowledge begins as conceptual knowledge, therefore before taking action, you must have acquired a degree of conceptual knowledge. Equally pupils require an adequate level of conceptual knowledge to improve their procedural knowledge.

Key Primary Themes have been identified to enable children to link and understand conceptual and procedural knowledge. Pupils should be able to apply their knowledge of motor competence, rules, strategies and tactics and the importance of healthy participation. In addition, pupils are taught the importance of life skills: themes like teamwork, sportsmanship and perseverance as well as ways to boost confidence and self-esteem. Analysing themes such as strategy in games or the impact of physical activity on health encourages critical thinking and decision-making. Incorporating these themes into PE lessons ensures that pupils have a well-rounded PE curriculum that supports physical, social and emotional development.

We value high expectations and a love of PE by instilling a culture of enjoying a wide variety of sports. Intra and interschool competitions are promoted and the school has an excellent reputation in this area. The school has been awarded Gold in the School Games Mark Award, which has been externally validated.

Implementation

We motivate and inspire pupils through high-quality PE and sporting activities. PE develops a pupil’s knowledge, skill and understanding, so that they can perform with increasing competence and confidence in a range of physical activities. A varied curriculum is in place to support this, with activities including: dance, athletics, gymnastics, games, swimming and water safety and outdoor adventure activities. We provide opportunities for all pupils to engage in extra-curricular activities, during and after school, in addition to competitive sporting events. This is an inclusive approach which endeavours to encourage not only physical development but also the well-being of all pupils.

Our PE curriculum is designed to allow children time to think, discuss, practise, explore and embed. This allows time for teaching, practice and repetition – both in a year group and across both key stages. Curriculum coverage is mapped out carefully from Year 1 to Year 6, which allows some key primary themes, conceptual knowledge (knowing that) and procedural knowledge (knowing how) to be developed and revisited at a deeper level of learning. 

Lessons will be planned to deliver new knowledge and will build on prior learning, Pupils will be taught the ‘sticky’ knowledge and key vocabulary they need to learn. 

Lessons seek to introduce new knowledge and key primary themes in small, logical steps, in line with cognitive load theory. Children’s knowledge will be built up gradually, making links, wherever possible, to previous knowledge and other areas of learning. We seek to further children’s ability to commit new learning to long term memory by assessing their retention and revisiting key knowledge. Potential misconceptions will be addressed through carefully selected lesson content and effective feedback.

Impact

The impact of our P.E. teaching can be constantly monitored through summative assessment opportunities, such as low-stakes tests/quizzes, rapid recall opportunities, varied activities. Opportunities for children to demonstrate their conceptual and procedural knowledge and to communicate using subject specific vocabulary will also form part of the assessment process in each unit. At the end of each unit, pupils will be assessed on their conceptual and procedural knowledge. Teachers will identify those pupils excelling or those requiring support to meet the expected stages of development. Pupil outcomes from each end of unit review can be used formatively to consider next steps for the class or individual, and/or summatively to inform summaries for the next class teacher or for parents.

Pupils should leave BHPS equipped with the requisite skills and knowledge to succeed in key stage 3 Physical Education. They will have a foundational set of skills and knowledge that promote lifelong physical activity and healthy living.

The expected impact of following the P.E. curriculum depth map is that children will:

• Enjoy PE and develop a love of sport and physical activity, which they pursue outside of school in future life outside of primary school
• Develop fundamental skills, with an opportunity to apply them to a variety of sports and activities
• Be able to explain and remember the key (sticky) knowledge for P.E. using subject specific vocabulary, during and at the end of each unit of stud.
• Be provided with the skills and given opportunities to demonstrate improvement to achieve their personal best
• Be physically active, which will have positive implications on their learning within the classroom
• Understand how to lead a healthy lifestyle and understand the importance of exercise and nutrition
• Understand the values and importance of fair play and being a good sportsperson
• Know the school games values – respect, determination, honesty, teamwork, passion and self-belief
• By the end of KS2, have the skills to self-rescue in the water and swim 25m competently