Subject leader name: Jennifer Cropper & Bethan Rowe
‘PE makes every child stronger and every life longer’ Bethan Rowe
What is our intention for PE at Didsbury Road Primary School? At Didsbury Road Primary School, the intent of our PE curriculum is to provide all children with high quality PE and sport provision. We provide opportunities for every pupil to succeed and achieve their potential. We emphasise the importance of PE and the role it has to play in promoting a long term, healthy lifestyle and strive to inspire our pupils through fun, engaging and accessible PE lessons. Through our teaching of PE, our aim is for pupils to develop values and transferable life skills such as fairness, respect and a joy in being physically active.
Teaching and learning
We follow the six steps to outstanding teaching and learning in PE (see separate Teaching and Learning Policy).
Orientation - Our school hall has three display boards that highlight Physical Education, School Sport and Physical Activity (PESSPA). The physical education board is there to support the learning and is changed regularly to reflect the curriculum. The school sports board celebrates children who have represented the school in an activity beyond the curriculum. The physical activity board enables children to share their successes and achievements.
Prior Knowledge - At the start of each PE unit the children's prior knowledge is explored through questioning, demonstration and from this any gaps can be identified.
Presentation - We use visual resources to inspire the children at the start of the unit. This could be through a powerpoint presentation, an online video tutorial or a child showcasing their ability. We find that this type of presentation allows the children to see “what a good one looks like”. We then break this down into smaller steps to achieve the end goal.
Challenge - Lessons and tasks are designed to challenge pupils’ thinking and deepen understanding. The children need to understand the purpose of the exercise, build on the skill and implement it in a safe and effective way. This is done both collaboratively and independently.
Feedback - This is precise, timely and often ‘in the moment’. Teachers use direct verbal feedback to address misconceptions and move learning forward. In groups the children are encouraged to work with different peers to help the children learn from each other. Through group work, children develop their own ‘talk and feedback’ strategies as part of cooperative learning. The children will also be given the opportunity to pause and show a snapshot of their work and receive positive feedback and some points for improvement. At the end of a session children can showcase their work and receive positive feedback from peers and staff, the children can also give feedback to the teacher on how they would like to improve next time.
Repeat - At the start of every lesson children recall previous learning and repeat previous skills before building on these in the lesson.
PE in EYFS
Physical development in the Early Years is crucial. Daily opportunities for physical activity develop core strength, stability, balance, spatial awareness, co-ordination and agility. Gross and fine motor skills are developed through a variety of games and activities with feedback and support from adults. Healthy lifestyles are encouraged and physical activity is highly valued.
What does Inclusion in PE look like?
See the attached document for adaptive teaching strategies in the areas of:
- communication and interaction
- cognition and learning
- sensory and/or physical
- social and emotional
What our pupils say about the subject
‘We do fun things in PE.’ Child in Nursery.
‘I feel challenged and proud. Some things are tricky.’ Child in Year 1.
‘PE is hard on my body.’ Child from Year 4.
‘I feel glad when I achieve something.’ Child in Year 5.
‘Physical activity makes me happier.’ Child in Year 6.
‘I don’t just give up when it’s challenging. I persevere.’ Child in Year 6.