Westgate Academy
Learning and Growing Together
PE Curriculum at Westgate
P.E Curriculum Intent
Through Westgate Academy’s P.E and School Sport offer, we aim to ensure that all children:
- 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
- Are enthused to lead continued healthy, active lives within and beyond KS2.
By the time that pupils leave our school, we strive to ensure that they 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. We will provide them with opportunities to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
As children move through the school, they 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. The holistic development of every child will be at the centre of our P.E curriculum to ensure that pupils enjoy communicating, collaborating and competing with each other. Furthermore, the will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
In addition to our curriculum taught within the school, we will also provide children with the opportunity to become competent and confident swimmers. We will provide them with swimming instruction to ensure that: they are taught to swim proficiently over a distance of at least 25 metres; they are taught to use a range of strokes effectively; and they are provided with the opportunity to perform safe self-rescue in a variety of water-based situations.
By the end of Key Stage 2, a Westgate ‘Mover’ will have learnt about, been taught to and be able to…
Curriculum Drivers – CLEAR
Communication
- Communicate in a variety of different sized groups
- Communicate as a team
- Deliver and receive constructive feedback to/from others
- Coaching Partners in indoor P.E lessons
Local
- Links with local clubs
- Links with local organisations
- Competition opportunities in the local area
Enriched
- Opportunities for extra-curricular clubs
- Opportunities for intra-school competitions
- Opportunities for inter-school competitions
Ambitious
- Personal Challenge for all children relevant to their own ability
- Encouraging children to challenge themselves to apply new skills / practice and develop skills
- High expectations in all P.E lessons
- High involvement and engagement in all P.E lessons
- P.E curriculum adaptable and accessible for all children
Remembered
- Opportunities to revisit/build on skills from previous year groups
- Opportunities to revisit/build on understanding of different types of games from previous years (e.g. net and court games / invasion games)
- Extensive extra-curricular opportunities
- High-quality and regular competitive school sport opportunities
Curriculum Content Coverage
Key stage 1 and Early Key Stage 2
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.
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 [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
- develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
- 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
We will provide swimming instruction and aim to ensure that:
- All pupils swim competently, confidently and proficiently over a distance of at least 25 metres
- All pupils are taught to use a range of strokes effectively (breast stroke, back stroke and front crawl)
- Children who can swim competently are provided the opportunity to be taught to perform safe self-rescue in a variety of water-based situations
Skills/Key subject disciplines (including opportunities to revisit learning)
Coverage of Skills | |||
Year Three | Year Four | Year Five | Year Six |
Indoor P.E (real PE)
Unit 1 - Static Balance (one leg) - Coordination (footwork)
Unit 2 - Dynamic Balance to Agility (jumping and landing) - Static Balance (seated)
Unit 3 - Dynamic Balance (on a line) - Coordination (ball skills)
Unit 4 - Coordination (sending and receiving) - Counter Balance (with a partner)
Unit 5 - Agility (reaction / response) - Static Balance (floor work)
Unit 6 - Agility (ball chasing) - Static Balance (stance)
Outdoor Games
Term 1 - Multi Skills
Term 2 - Football
Term 3 - Netball
Term 4 - Tennis
Term 5/6 - Athletics
Swimming
- 7 weeks tuition (Terms 5 & 6)
| Indoor P.E (real PE)
Unit 1 - Static Balance (one leg) - Coordination (footwork)
Unit 2 - Dynamic Balance to Agility (jumping and landing) - Static Balance (seated)
Unit 3 - Dynamic Balance (on a line) - Coordination (ball skills)
Unit 4 - Coordination (sending and receiving) - Counter Balance (with a partner)
Unit 5 - Agility (reaction / response) - Static Balance (floor work)
Unit 6 - Agility (ball chasing) - Static Balance (stance)
Outdoor Games
Term 1 - Cricket
Term 2 - Tag Rugby
Term 3 - Hockey
Term 4/5 - Athletics
Term 6 - Rounders
Swimming
- 8 weeks tuition (Terms 4 & 5) | Indoor P.E (real PE)
Unit 1 - Agility (reaction / response) - Coordination (ball skills)
Unit 2 - Static Balance (floor work) - Static Balance (seated)
Unit 3 - Dynamic Balance (on a line) - Counter Balance (with a partner)
Unit 4 - Dynamic Balance to Agility (jumping and landing) - Static Balance (one leg)
Unit 5 - Static Balance (stance) - Coordination (footwork)
Unit 6 - Coordination (sending and receiving) - Agility (ball chasing)
Outdoor Games
Term 1 - Netball
Term 2/3 - Football
Term 4 - Rounders
Term 5 - Athletics
Term 6 - Tennis
Swimming
- 8 weeks tuition (Terms 2 & 3) | Indoor P.E (real PE)
Unit 1 - Agility (reaction / response) - Coordination (ball skills)
Unit 2 - Static Balance (floor work) - Static Balance (seated)
Unit 3 - Dynamic Balance (on a line) - Counter Balance (with a partner)
Unit 4 - Dynamic Balance to Agility (jumping and landing) - Static Balance (one leg)
Term 5 (Indoor Games) - Static Balance (stance) - Coordination (footwork)
Unit 6 (Indoor Games) - Coordination (sending and receiving) - Agility (ball chasing)
Outdoor Games
Term 1/2 - Tag Rugby
Term 3 - Tag Rugby - Hockey
Term 4 - Hockey
Term 5 - Cricket
Term 6 - Rounders
Swimming
- 8 weeks tuition (Terms 1 & 2) |
Vocabulary
Vocabulary | |||
Analyse Performance(s) Practice Practise Strengths Challenge Problem Problem solving Collaboration Team Teamwork Sportsmanship Competitive Personal Best Positive feedback Space Spatial awareness Sequence Muscle Control Movement Patterns Footwork Core Vigorous Effective | Feedback Constructive Encouragement Groups Attitude Motivation Command Cooperative Respect Listening Responding Evaluating Evaluation Personal Best Muscular Situation Body tension Opponents Rules Flexibility Health Healthy | Agility Gymnastics Dance Team Games Fitness Activity / Activities Apply / Applying Transfer Transferrable skill Balance Stationary Moving Dynamic Coordinated Coordination Action(s) Static Movement Narrow Wide High Low Effort
| Skill Task Technique Endurance Health Agile Fitness Motor Skills Competent Confident Competitive Fluent Controlled Efficient Fundamental Movement Skills Tactics Games Strategies Strategy Dominate Travelling Sequence
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Implementation
At Westgate, each year group receives two hours of P.E per week delivered by the class teacher. Each year, during Term 6, each year group takes part in their own ‘Sports Day’. We also take part in and celebrate various events throughout the year such as: National School Sport Week, Sport Relief, National Walk to School Week as well as many others.
A variety of after school clubs provide vital enrichment, competitive and physical activity opportunities for children at Westgate. After school clubs include: football, netball, cross country, athletics, boxercise, multi-skills and fencing (among others).
Local Links
Establishing local links is an important part of Westgate’s P.E and School Sport offer. Across all year groups, pupils have the opportunity to take part in a range of school-sport competitions and participation events.
We work to develop links with local sport and activity clubs like: Eastgate Tennis Club, Lindum Cricket Club, Lindum Hockey Club, Synergy Sports Coaching, Multi Sport Pro and Lincoln City Football Club.
Finally, we also work to develop relationships with wider associations such as: ECB Cricket, Hurricane Hockey, the Lincolnshire and England FA and Swim England.
SMSC
P.E | |
Spiritual | Spiritual Development in Physical Education
– Units of work focusing on Team building – Motivation, determination and character building
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Moral | Moral Development in Physical Education
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Social |
Social Development in Physical Education
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Cultural | Cultural Development in Physical Education
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British Values | We aim to instil British values to all our students in a variety of ways within Physical Education. We aim to teach and develop lifelong skills that are applicable not just in PE lessons but in wider society also. Democracy: Within all lessons students have the opportunity to have their opinions heard among their peers when discussing topics, current issues and tactics. Students are encouraged to learn about democracy (including allowing everyone the opportunity to have their voice heard). This is often seen through feedback and peer and self-analysis tasks within lessons. Rule of Law: A key part of Physical Education lessons is about teaching students about rules, sportsmanship, etiquette and fair play. In every lesson, students abide by the rules and regulations, gaining a good understanding of rules of each game/sport/activity and the importance of infringements such as fouls, penalties, cautions and red cards allowing students to understand the consequences of their actions which in turn helps students apply this understanding to their own lives.
Individual Liberty: Within our lessons, students are taught about self-discipline and that to be successful you must work hard, show resilience and have a growth mind-set that anything can be achieved if you put your mind to it. Leadership is another area that we look to develop within our students within lessons and extra-curricular activities. Pupils in Year 4, 5 & 6 have the opportunity to take part in Playmaker Leadership programmes they learn about the rules and roles of leadership. Mutual Respect: Individuals are encouraged to make sensible and informed choices in lessons and to take ownership and leadership for this. This is demonstrated through ensuring the working environment is safe. Tolerance: Students in PE use of a range of social skills in different contexts, including working and socialising with students from different religious, ethnic and socio-economic backgrounds. They are also taught about respecting students’ different abilities and also the calls/judgements made by officials during games. Throughout our P.E curriculum, children have the opportunity to express themselves in a variety of ways.
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Impact
How will teachers judge impact?
- Formative teacher/pupil assessment takes place after a block of FUNdamental movement skill practice
- Teachers, in co-operation with children, assess pupils’ proficiency in the fundamental movement skills that are taught throughout the course of the year.
- These fundamental movement skills underpin all activity and therefore are an accurate indication and assessment tool to indicate children’s progression and inform future teaching.
How will the impact of the P.E curriculum be evaluated?
The PE subject leader is responsible for the monitoring and evaluation of this subject area. Monitoring is scheduled to occur on a termly basis. Judgements of the impact of the implementation and the curriculum is based upon a triangulation of different monitoring and evaluation activities within school:
- Lesson observations
- Learning walks
- Pupil voice discussions
- Outcomes of assessments
- Deep Dives