Physical Education

Intent

Physical Education (PE) at Chilton aims to provide pupils with a gateway into the world of sport and physical activity. PE should make valuable contributions to pupils’ personal development: including developing an understanding of how to keep physically healthy and maintain an active lifestyle.

We have an ambitious PE curriculum that ensures all pupils have the chance to benefit from physical activity and sport, whatever their background. The curriculum content has careful progression and sequencing that develops pupils’ competence and knowledge, increases confidence and reduces inequalities. In PE lessons, pupils will learn increasingly intelligent movement and knowledge that can reduce barriers to participation in physical activity and inform their own healthy, activity lifestyle choices.

We intend that pupils will be inspired through the lessons to develop the strength and skills needed to enjoy an active and healthy lifestyle and have developed some of the skills they need to work in a team.

  

Implementation

Children take part in weekly PE lessons using Get Set 4 PE; this progressive PE scheme meets the National Curriculum requirements and supports the teaching of a declaration (knowing what) and procedural (knowing how) knowledge rich PE curriculum. The lessons inspire children through a range of activities and skills, as well as using film clips to demonstrate particular techniques. These lessons are supplemented with a range of sports clubs.

Get Set 4 PE is based on three pillars of progression: 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) and healthy participation (knowledge of safe and effective participation). To ensure high quality instruction, feedback and to improve outcomes, PE is taught by specialist teaching assistants. Vocabulary has been planned for systemically as pupils progress through the curriculum, and is taught explicitly in each lesson.

We aim to maximise the number of minutes spent in PE doing physical activity to develop, consolidate and deepen pupil’s knowledge, understanding and skills through intentional structured and unstructured approaches.

At lunchtimes, pupils have opportunity to use PE equipment. The specialist teaching assistants are available to encourage pupils to apply the skills that they have learnt in the structured PE lessons to this unstructured setting.

We systemically plan our extra-curricular clubs and activities to ensure a high level of healthy participation from pupils of all backgrounds, ethnic groups and SEN. They give pupils a chance to practise, extend and refine their knowledge. We aim for pupils to increase in confidence so that they feel more able to participate in physical activity in unstructured times outside of PE lessons.

SEND pupils are expected to be fully included and engaged in all lessons, and teaching assistants adapt lessons as needed.

 

 Impact

  • The PE curriculum ensures that pupils make clear progress upon their prior knowledge, understanding and skill development as they move through key stages

  • Pupils have highly developed transferable knowledge, skills and understanding of a wide range of sports and physical exercises

  • Children gain in fitness and confidence

  • Children have had the opportunity to compete and take part in sporting activities within the school and with other schools

  • Children have opportunities to take part in extracurricular sporting activities.

  • An after school intervention group allows pupils who are not meeting expectations to have extra practice time.

  • Break times are active