Intent:

The curriculum has been designed to empower pupils with virtues that enable them to excel academically and spiritually inspiring them to serve humanity selflessly, with an abundance of love, compassion and forgiveness.

Our curriculum is constructed around our vision to ensure we remain:

Faith-inspired: learning from the wisdom of religion

At Primley Wood we aim to foster holistic growth and character development. We focus on nurturing compassionate, responsible human beings who aspire for excellence in all aspects of life. Exploring religious wisdom allows pupils to respect diverse faith traditions and the beliefs of those without faith.

Virtues-led: We aim to develop pupils to become compassionate, responsible human beings

This is done through promoting virtues which we believe form the foundation of all goodness and prepares children for lifelong learning. Our curriculum is carefully enriched to allow experiences where our pupils, teachers and parents alike learn to grow through a conscious focus on virtues. Our virtues-led education approach helps to provide guidance to enable pupils to understand their choices in order to help lead better lives. Our pupils become self-reflective and flourish; they are able to build strong, meaningful relationships and understand their responsibilities to the wider world.

Aspiring for Excellence: in all that we do.

Our pupils and staff alike aim to become the best human beings they can possibly be, in all aspects of spiritual, social, intellectual and physical life. We foster a school culture which inspires optimism and confidence, hope and determination for all to achieve their best possible. This is accomplished through a rich and challenging curriculum, along with excellent teaching to nurture awe and wonder. Pupils gain a breadth and depth of knowledge and a love of learning to achieve their full potential.

The curriculum at Primley Wood Primary School has been carefully crafted to be broad, balanced and stimulating, giving every pupil the opportunity to be knowledgeable, multi-skilled, highly literate, highly numerate, creative, expressive, compassionate and confident people. 

Through the virtues led curriculum pupils will experience a broad and balanced curriculum that aims to engage and inspire all and develops the skills and confidence necessary to engage in sport and physical activity. At the core of what we do is the PE national curriculum which we build on to stretch and challenge our pupils.  The curriculum enables pupils to experience a range of activities that promote the development of mental, social and physical wellbeing. Pupils will be educated about the long-term benefits of a healthy active lifestyle. Through the virtues pupils will develop life skills and employability skills that they can transfer to other areas of the curriculum and beyond.

During their time with us pupils will:

• Develop an understanding of the physical, mental and social benefits of benefits of participating in sport and exercise
• Develop the ability to adopt the role as a player, performer, coach and official
• Have opportunities to participate in intra and inter school’s competitions
• Develop the ability to work cooperatively as a team
• Apply tactics and strategies when performing to outwit opponents
• Be offered the opportunity to pursue PE and Sport as an examination subject

Implementation:

Our Physical Education curriculum inspires pupils to realise their potential and develop a lifelong interest in participating in physical activity and sport. Our curriculum is inclusive and ensures that pupils of all abilities access the range of activities that we offer and that they are physically active for sustained periods of time to encourage them to lead healthy, active lives. 

At Primley Wood we are guided by the ‘Get Set 4 PE’ scheme of work, which is in-line with the National Curriculum and is used to support teaching staff in their subject knowledge and planning of PE. Teachers can adjust and change lessons to suit the needs of their classes The scheme provides a strong basis of what is expected in each year group. In each lesson, pupils are given the opportunity to practise skills in a variety of ways and each lesson builds upon the previous skills, allowing them time to embed it. Different skills are recapped throughout and across the years, each time they are being built upon; allowing pupils to know more and remember more.

In EYFS and Key Stage 1, Pupils develop the fundamental movement skills (agility, balance and coordination) and take part in increasingly competitive situations, against themselves and others. They are taught a range of skills that include the Fundamentals, gymnastics and dance. In Key stage 2, pupils are taught to refine and build on previous taught skills through a range of games, dance, athletics and gymnastics.  

Year 4 pupils receive weekly swimming lessons with the aim that by the end of Year 4 all pupils can swim a minimum of 25m unassisted. These lessons run throughout the whole year.

Year

Half Term 1

Half term 2

Half Term 3

Half Term 4

Half term 5

Half Term 6

EYFS

Introduction to PE

Unit 2

Physical:

Moving safely, running, jumping, throwing, catching, rolling.

Social:

Sharing and taking turns, encouraging and supporting others, responsibility.

Emotional:

Honesty and fair play, confidence, perseverance.

Thinking:

Decision making, understanding and using rules.

Fundamentals

Unit 1

Physical:

Balance, run, jump, hop, change direction.

Social:

Support others, work safely, take turns.

Emotional:

Honesty, determination.

Thinking:

Decision making, comprehension, select and apply

Ball Skills

Unit 2

Physical:

Rolling a ball, tracking a ball, throwing at a target, bouncing a ball, dribbling a ball with feet, kicking a ball.

Social:

Co-operation, sharing and taking turns.

Emotional: Determination.

Thinking:

Using tactics, decision making.

creating sequences.

Games

Unit 1

Physical:

Run, balance, change direction, throw, catch.

Social: Communication, co-operation, taking turns, respect, supporting and encouraging others.

Emotional:

Honesty, confidence, managing emotions, determination

Thinking:

Decision making, comprehension

Dance

Unit 2

Physical:

Travelling, copying and performing actions, balance, co-ordination.

Social:

Respect, co-operating with others.

Emotional:

Working independently, confidence.

Thinking:

Counting, observing and providing

Gymnastics

Unit 1

Physical:

Shapes, balances, jumps, rocking, rolling, travelling.

Social:

Work safely, collaboration, share and take turns.

Emotional: Determination, confidence.

Thinking:

Comprehension, creativity, select and apply.

1

Fundamentals

Physical:

Balancing, sprinting, jogging, dodging, jumping, hopping, skipping.

Social:

Taking turns, supporting and encouraging others, working safely, communication.

Emotional: Challenging myself, perseverance, honesty.

Thinking:

Selecting and applying, identifying strengths, listening and following instructions.

Ball skills

Physical:

Rolling, kicking, throwing, catching, bouncing, dribbling, tracking.

Social:

Co-operation, communication, leadership, supporting others.

Emotional:

Honesty, perseverance, challenging myself.

Thinking:

Using tactics, exploring actions, comprehension.

Dance

Physical:

Travel, copying and performing actions, using shape, balance, coordination.

Social:

Co-operation, communication, coming to decisions with a partner, respect.

Emotional: Confidence, acceptance.

Thinking:

Counting, observing and providing feedback, selecting and applying actions.

Gymnastics

Physical:

Travelling actions, shapes, balances, jumps, barrel roll, straight roll, forward roll progressions.

Social:

Sharing, working safely.

Emotional: Confidence.

Thinking:

Observing and providing feedback, selecting and applying actions.

Target Games

Physical:

Underarm throwing, overarm throwing, aim, hand eye co-ordination.

Social: Communication, supporting and encouraging others, leadership.

Emotional: Perseverance, honesty, fair play.

Thinking:

Using tactics, selecting and applying skills, decision making.

Athletics

Physical:

Running at varying speeds, agility, balance, jumping, hopping and leaping in combination and for distance, throwing for distance.

Social:

Working safely, collaborating with others.

Emotional:

Working independently, honesty and playing to the rules, determination.

Thinking:

Exploring ideas, choosing which skills to apply to activities.

2

Team building

Physical:

Travelling actions, jumping, balancing.

Social: Communication, listening, leading, inclusion.

Emotional:

Trust, honesty and fair play, acceptance.

Thinking:

Planning, decision making, problem solving.

Ball Skills

Physical:

Rolling, kicking, Physical: throwing, catching, bouncing, dribbling.

Social:

Co-operation, communication, leadership, supporting others.

Emotional:

Honesty, perseverance, challenging myself.

Thinking:

Using tactics, exploring actions.

Dance

Physical:

Travel, copying and performing actions, using dynamics, pathway, expression and speed, balance, coordination.

Social:

Respect, consideration, sharing ideas, decision making with others.

Emotional: Acceptance, confidence.

Thinking:

Selecting and applying actions, counting, observing and providing feedback, creating.

Gymnastics

Physical:

Shapes, balances, shape jumps, travelling movements, barrel roll, straight roll, forwards roll.

Social:

Sharing, working safely.

Emotional: Confidence, independence.

Thinking:

Observing and providing feedback, selecting and applying actions.

Net and wall

Physical:

Throwing, catching, racket skills, ready position, hitting a ball.

Social:

Support, co-operation, respect, communication.

Emotional: Perseverance, honesty.

Thinking:

Decision making, reflection, comprehension, selecting and applying.

Athletics

Physical:

Running at different speeds, jumping for distance, throwing for distance.

Social:

Working safely, collaborating with others.

Emotional:

Working independently, determination.

Thinking:

Observing and providing feedback, exploring ideas.

3

Invasion Games (Football)

Physical:

Dribbling, passing, ball control, tracking/ jockeying, turning, receiving.

Social: Communication, collaboration, cooperation.

Emotional:

Honesty, perseverance.

Thinking:

Selecting and applying tactics, decision making.

Invasion Games (Netball)

Physical:

Passing, catching, footwork, intercepting, shooting.

Social:

Working safely, communication, collaboration.

Emotional:

Honesty and fair play, perseverance.

Thinking:

Planning strategies and using tactics, observing and providing feedback.

Dance

Physical:

Using canon, unison, formation, dynamics, pathways, direction, copying and performing actions, control, balance.

Social:

Sharing ideas, respect, inclusion of others, leadership, working safely.

Emotional: Confidence, acceptance.

Thinking:

Selecting and applying actions, creating, observing and providing feedback.

Gymnastics

Physical:

Individual point and patch balances, straight roll, barrel roll, forward roll, straight jump, tuck jump, star jump, rhythmic gymnastics.

Social: Collaboration, communication, respect.

Emotional: Confidence, perseverance.

Thinking:

Observing and providing feedback, selecting and applying actions, evaluating and improving.

Cricket

Physical:

Underarm and overarm throwing, catching, over and underarm bowling, fielding and tracking a ball, batting.

Social: Collaboration and communication, respect.

Emotional: Perseverance, honesty.

Thinking:

Observing and providing feedback, applying strategies.

Athletics

Physical:

Sprinting, jumping for distance, push and pull throwing for distance.

Social:

Working collaboratively, working safely.

Emotional: Perseverance, determination.

Thinking:

Observing and providing feedback.

4

Swimming

Physical:

Rotation, sculling, treading water, gliding, front crawl, backstroke, breaststroke, surface dives, floating, huddle and H.E.L.P. position.

Social: Communication, supporting and encouraging others.

Emotional: Determination, perseverance.

Thinking:

Creating, decision making, using tactics.

Swimming

Physical:

Rotation, sculling, treading water, gliding, front crawl, backstroke, breaststroke, surface dives, floating, huddle and H.E.L.P. position.

Social: Communication, supporting and encouraging others.

Emotional: Determination, perseverance.

Thinking:

Creating, decision making, using tactics.

Swimming

Physical:

Rotation, sculling, treading water, gliding, front crawl, backstroke, breaststroke, surface dives, floating, huddle and H.E.L.P. position.

Social: Communication, supporting and encouraging others.

Emotional: Determination, perseverance.

Thinking:

Creating, decision making, using tactics.

Swimming

Physical:

Rotation, sculling, treading water, gliding, front crawl, backstroke, breaststroke, surface dives, floating, huddle and H.E.L.P. position.

Social: Communication, supporting and encouraging others.

Emotional: Determination, perseverance.

Thinking:

Creating, decision making, using tactics.

Swimming

Physical:

Rotation, sculling, treading water, gliding, front crawl, backstroke, breaststroke, surface dives, floating, huddle and H.E.L.P. position.

Social: Communication, supporting and encouraging others.

Emotional: Determination, perseverance.

Thinking:

Creating, decision making, using tactics.

Swimming

Physical:

Rotation, sculling, treading water, gliding, front crawl, backstroke, breaststroke, surface dives, floating, huddle and H.E.L.P. position.

Social: Communication, supporting and encouraging others.

Emotional: Determination, perseverance.

Thinking:

Creating, decision making, using tactics.

5

Invasions Games (Football)

Physical:

Dribbling, passing, ball control, tracking / jockeying, turning, goalkeeping, receiving.

Social: Communication, collaboration, cooperation, respect.

Emotional:

Honesty, perseverance.

Thinking:

Selecting and applying tactics, decision making.

Invasion Games (Netball)

Physical:

Passing, catching, footwork, intercepting, shooting, dodging.

Social: Communication, collaboration.

Emotional: Perseverance, honesty and fair play.

Thinking:

Planning strategies and using tactics, selecting and applying skills, decision making.

 Dance

Physical:

 Performing a variety of dance actions, using canon, unison, formation, dynamics, character, structure, space, emotion, matching, mirroring, transitions.

Social: Collaboration, consideration and awareness of others, inclusion, respect, leadership

Emotional: Empathy, confidence.

Thinking:

Creating, observing and providing feedback, using feedback to improve, selecting and applying skills

Gymnastics

Physical: Symmetrical and asymmetrical balances, straight roll, forward roll, straddle roll, backward roll, cartwheel, bridge, shoulder stand.

Social: Responsibility, collaboration, communication, respect.

Emotional: Confidence, perseverance, respect, collaboration.

Thinking:

Observing and providing feedback, selecting and applying actions, evaluating and improving sequences.

Striking and Fielding (Cricket)

Physical:

Underarm and overarm throwing, catching, over and underarm bowling, long and short barrier, batting.

Social: Collaboration and communication, respect.

Emotional:

Honesty, collaboration, communication.

Thinking:

Observing and providing feedback, selecting and applying strategies.

Athletics

Physical:

Pacing, sprinting technique, relay changeovers, jumping for distance, push and pull throwing for distance.

Social: Collaborating with others, supporting others.

Emotional: Perseverance, determination.

Thinking:

Observing and providing feedback.

6

Yoga

Physical:

balance, strength, flexibility, co-ordination

Social:

 respect, co-operate leadership, communication, share ideas, work safely

Emotional:

focus, concentration, confidence, independence, determination

Thinking:

identify, create, select and apply actions, observe and provide feedback

Net and Wall             (Volleyball)

Physical:

throw, catch, jump, set, dig, serve, rally.

Social: communication, respect, support and encourage others

Emotional: perseverance, honesty, determination

Thinking:

using tactics, select and apply skills, identify strengths and areas for development, reflection

Fitness

Physical:

Strength, speed, power, agility, coordination, balance, stamina.

Social:

Supporting and encouraging others, working collaboratively.

Emotional: Perseverance, determination.

Thinking:

Analysing scores, identifying areas for improvement.

Target Games (Dodgeball)

Physical:

throw, catch, dodge, block

Social: collaboration, respect, leadership, communication

Emotional: honesty, determination, confidence

Thinking: make decisions, select and apply tactics

Striking and Fielding (Rounders)

Physical:

Throwing & catching, bowling, tracking, fielding & retrieving a ball, batting.

Social:

Organising & self-managing a game, respect, supporting & encouraging others, communicating ideas & reflecting with others.

Emotional:

Honesty & fair play, confident to take risks, managing emotion.

Thinking:

Decision making, using tactics, identifying how to improve, selecting skills.

Net and Wall (Tennis)

Physical:

Forehand groundstroke, backhand groundstroke, forehand volley, backhand volley, underarm serve.

Social:

 Collaboration, communication, respect.

Emotional:

Honesty, perseverance.

Thinking:

decision making, selecting and applying tactics, evaluating and improving

Transitions:

Moving from EYFS to KS1:

Our learning journey starts in the Early Years where we encourage children to develop confidence and control of the way they move, and the way they handle tools and equipment. We give all children the opportunity to undertake activities that offer appropriate physical challenge, both indoors and outdoors, using a wide range of resources to support specific skills. Whilst allowing pupils to work successfully towards the Development Matters statements and Early Learning Goals, the discrete PE elements taught in the EYFS provide a solid foundation of skills and knowledge for children to transition successfully onto the demands of Key stage 1 PE.

Moving on to KS3:

We aim to ensure that our delivery of physical education allows all children to have the skills and mind set to leave primary school with the capabilities to be successful in their sporting challenges and active lifestyles at secondary school and beyond. We make links with our local secondary schools asking teachers to come in and provide PE opportunities for our pupils.

Enrichment Opportunities:

At Primley Wood pupils are given opportunities to participate in competitive sport, representing the school in competitions such as Football, Netball, Dodgeball, Athletics and Cross Country. We provide opportunities for all pupils to represent the school, including pupils with SEND. We encourage our pupils to demonstrate sportsmanship and our school virtues during PE lessons as well as lunch time clubs and break time games. The pupils demonstrate this while representing the school at competitions.

Our virtues are not only demonstrated on the school grounds, but when visiting different venues. We are fortunate to have close links with local schools, providing even more opportunities to represent the school in more of a friendly game situation. Throughout the school year, we engage with sporting events such as the Women’s Euros and Men’s World Cup. Pupils can also attend extra-curricular clubs after school such as:

• Dance
• Football
• Karate
• Judo
• Dodgeball

Key Stage two pupils have the opportunity to support younger pupils with sporting activities during lunchtimes as a Play Leader. As an extension to learning within lessons we enrich knowledge and understanding by asking pupils to research major sporting games, teams, and role models in the sports or activities being covered.

Impact:

Our curriculum aims to improve the wellbeing and fitness of all pupils; not only through the sporting skills taught, but through the underpinning values and disciplines that PE promotes. Through strong links with PSHE and our virtues programme, we promote the overall well-being and health of each student through teaching about self-discipline, resilience and the need to take ownership and responsibility for their own health and fitness in order to be successful. In all year groups, pupils possess a wide range of physical abilities. Pupils make good progress in PE and are eager to attend after school clubs and competitive sports events.

The model PE Pupil will:

• Show enthusiasm and a love of sport
• Participate willingly & respond positively to the sporting, creative & cultural opportunities provided.
• Engage in extra curricula activities
• Work cooperatively with others
• Show resilience when developing new skills
• Demonstrate a positive attitude to learning
• Demonstrate virtues when participating
• Demonstrate tolerance when performing in mixed ability groupings
• Model sportsmanship
• Be engaged and motivated and can explain accurately and confidently how to keep themselves healthy.

At Primley Wood teachers use assessment for learning within lessons to provide live feedback to allow pupils to deepen their understanding and identify areas of improvement when performing key skills. The progression of skills and knowledge allows teachers to assess the impact over the course of a unit, year and across a key stage. At Primley Wood, teachers use the Get 4 PE end of unit assessments to assess student’s progress, identify gaps and plan next steps.