Reas Lane, Marton cum Grafton, York, YO51 9QB

01423 322355

admin@mcgprimaryschool.org

Marton-cum-Grafton Primary School

P.E.

 

At Marton cum Grafton CE Primary School, we recognise the importance of PE and the role it has to play in promoting long-term, healthy lifestyles. The intent of our PE curriculum is to provide all children with high quality PE and sport provision. Our curriculum aims to build skills through each key stage and develop the ability to apply skills in competitive settings. It is our vision for every pupil to succeed and achieve their potential as well as to lead physically active lifestyles. We strive to inspire our pupils through fun and engaging PE lessons that are enjoyable, challenging and accessible to all. We want our pupils to appreciate the benefits of a healthy and physically active lifestyle. Through our teaching of PE, we will provide opportunities for pupils to develop values and transferrable life skills such as fairness and respect as well as providing them with opportunities to take part in competitive sport within lessons and extra-curricular provision.

 

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.

 

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.

 

Subject content - Key Stage 1

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.

 

Subject content - Key stage 2

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, and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance
  • 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.

 

Swimming and water safety - Key Stage 1 or Key Stage 2

All schools must provide swimming instruction either in Key Stage 1 or Key Stage 2. In particular, pupils should 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.

 

Progression & Attainment

By the end of each Key Stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.  The OFSTED Primary PE Research Review (https://www.gov.uk/government/publications/research-review-series-pe/research-review-series-pe) suggests 3 conceptually distinctive but functionally connected pillars of progression that develop competence to participate, that PE can be realistically accountable for to meet the aims of the National Curriculum. These are:

  • motor competence – knowledge of the range of movements that become increasingly sport- and physical activity-specific
  • rules, strategies and tactics – knowledge of the conventions of participation in different sports and physical activities
  • healthy participation – knowledge of safe and effective participation

 

 

Elevate PE Progression Map