For all children to gain the fundamental movement skills, knowledge and understanding to be physically literate & to lead healthy, active lives. For all children to have fun & have opportunities to engage in a broad variety of physical activities so that they have both the confidence & skills to try new sports, join clubs and be active outside of school for their leisure and to help with their mental health & wellbeing.
To offer our children an inspirational curriculum in which they can learn the fundamental movement skills from nursery through to year 6. This is to enable children to be able to take part in a variety of sports in Primary school and beyond.
To have the physical, tactical and social skills to be able to play a variety of sports by learning through playing modified games, gradually building in complexity for transition to secondary school & beyond.
We adopt a ‘Teaching games for Understanding’ approach so that children learn the skills, tactics, strategies, and rules for different sports. Children will play a variety of modified games to allow this understanding to develop whilst also having time to practice their ball skills & techniques for running, throwing & catching using a variety of balls & sport specific equipment.
We ensure that social and emotional skills are at the heart of all our lesson so that children show excellent learner behaviours and our CARE values in PE lessons.
All year complete a 6-week block of forest school activities which develops communication and an understanding of how to improve in different physical activities.
Year 6 have an annual residential trip in which they undertake a series of physical and challenging activities including; assault course, climbing wall, tree climb and kayaking.
Year 5 attend swimming lessons for a half term, focusing on swimming confidently, competently and proficiently.
Children who are identified as working below ARE may have specific needs which contribute to their difficulty in this area. Where needs are specifically related to a Special Educational Need or Disability, specific and targeted support will be outlined and reviewed through the child’s EHCP and/ or Pupil Progress Meetings; elements of which may be recommended by external agencies.
It is also important to recognise that children identified as having SEND may not always be the least able in History and could excel in the subject. Pupil’s attainment will be assessed in a subject-specific manner and based on their strengths rather than barriers.