PE

  TEACH              NURTURE           CELEBRATE 

At St. James CE Primary School, our curriculum is the primary way that we seek to achieve our vision: Teach – spiritual and moral values, Nurture – a sense of love and hope in ourselves and others, Celebrate – achievements, creativity and enquiring minds. Our vision is driven by a desire for all pupils to live life in all its fullness and to ensure that every pupil leaves our school with the ability and desire to: learn more; unlock their potential and make their mark on the world.

The St. James curriculum has been adapted and developed to develop the knowledge, understanding and skills needed to meet Key Stage requirements and allow for smooth transition to the next phase of education. It has been designed to meet the needs of our pupils and to develop learners that strive to learn knew information through exploring big questions and concepts

At St. James we think about our curriculum at 4 levels:

1. The intended curriculum: what we intend pupils to learn, including the explicit knowledge we expect them to remember, which we set out in detail.
2. The implemented curriculum: the resources and structures teachers use to deliver the curriculum.
3. The enacted curriculum: the approaches our teachers use to bring this knowledge to life for their pupils.
4. The impact of the curriculum: the changes to pupils’ long-term memory our curriculum leads to and how we check and evaluate how well our pupils understand what they are taught.

The Intended Curriculum

At St James CE Primary School, we recognise the importance of children living a healthy and active life and want to develop a life long love of physical activity, sport and PE. We aim, therefore, to inspire children through encouraging friendship and team work, by building hope and perseverance when faced with a challenge and by engaging them in new experiences as one and with peers.

 In doing so, all pupils will have access to PE equipment and resources, according to their ability and age range.

At St James CE primary School, we believe that increased ability, knowledge and skills will promote independent learning and give greater access to a wide range of ideas and experiences. Our Curriculum offers a coherently planned sequence of lessons to help teachers ensure they have progressively covered the requirements of the PE National Curriculum. Our scheme of work ensures that children have a varied and well mapped out PE curriculum. It provides the opportunity for progression across the full breadth of the PE National Curriculum for KS1 and KS2 for both indoor and outdoor PE. We nurture a sense of love for PE and celebrate successes

 Aims of PE Curriculum

• 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
• lead healthy, active lives.

We have a clearly set out knowledge and skills progression for PE. All teachers follow this when delivering PE lessons.

At the end of a year pupils should be secure in nearly all units.

The Implemented Curriculum

 We have used the best research and trial and investigation to find a PE program that works for us. At St James we use The PE Hub which provides us with a well sequenced and progressive curriculum map containing the key concepts children need to be procedurally fluent and to live a physically active and healthy life. 

The key concepts in PE we plan a progression for are as follows: 

• 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
• lead healthy, active lives.

Curriculum timetabling and design

Our curriculum model has been designed in response to the challenges faced from the disruption of COVID. It is designed to be both responsive to the needs of our children given the challenges of the pandemic and proactive in our approach to providing St. James pupils with the opportunities and experiences they need. Our lesson plans ensure that all teachers are equipped with the secure subject knowledge required to deliver high-quality teaching and learning opportunities. Our overarching aim is for teachers to have the knowledge and skills they need to feel confident in teaching all areas of PE, regardless of their main areas of expertise. Lessons are planned alongside subject-specific progression maps to ensure that children are given the opportunity to practise existing skills and also build on these to develop new or more advanced skills. Interwoven into the teaching sequence is use of key vocabulary, providing opportunities to review previous content and introducing the individual steps that will lead to success. Teachers use questioning to engage pupils, embed learning and inform assessment. Input for lesson and the structure of lessons is disseminated in a structured and progressive way from the warm up, skill builder and activity for assessment. Where pupils are struggling with skills or PE concepts lessons are differentiated to ensure maximum progress is made. Formative assessments are supported through the inclusion of assessment grids and iPads are used to capture photographic and video evidence and, where appropriate, QR codes can be produced for ease of access to evidence of achievements. In addition to PE lessons, children are encouraged to be active for at least 60 minutes per day. This is done through active lunch and play times, guided activities at lunch times and also a range of Extra-Curricular clubs.  

Our curriculum model has been designed in response to the challenges faced from the disruption of COVID. It is designed to be both responsive to the needs of our children given the challenges of the pandemic and proactive in our approach to providing St. James pupils with the opportunities and experiences they need. PE is taught weekly for two hours.

Enacted Curriculum

 To support excellent teaching we consider five points of effective provision:

Reference - Content

At St. James CE Primary our computing curriculum is supported by well researched scheme and scaffolds to ensure a

clear progression and sequenced delivery of substantive and disciplinary knowledge.

Our curriculum meets the minimum standards as set out by the National Curriculum and looks to go beyond it to

ensure that pupils leave St. James having a strong foundation for the next step in their education journey.

Explanation – Subject Knowledge

Teachers at St. James are supported to ensure that their subject knowledge allows them to deliver high quality

lessons allowing all pupils to achieve. Subject leaders provide clear skills and knowledge progression documents and regular opportunities for CPD occur for teachers at all stages of their professional development.

Planning support is provided for teachers as well as subject specific support before delivery of a unit of work. This

takes the shape of ‘Preparation for teaching’ (PE), etc.

Delivery – Explicit Instruction

Our curriculum delivery at St. James follows a carefully agreed structure and will look broadly similar in all subjects. Where there are exceptions or adaptations these are detailed clearly in individual subject policies.

1. Unit title page – with an over-arching question for the unit which will be answered by the end
2. Vocabulary

• vocabulary sheets – Vocabulary is embedded into our curriculum and children are expected to

highlight and discuss vocabulary on these sheets as they come across new vocabulary and

demonstrate they can include it in their writing.

3. Cumulative knowledge quiz – children use the knowledge as retrieval practice as they work through the unit

and then after a period of a couple of weeks they return and the complete the quiz to identify retained

knowledge.

The curriculum is developed through a use of ICT, Floor books and individual pupil books. This enables pupils to take ownership of their learning and to talk about all aspects of the varied curriculum delivery they enjoy at St. James e.g. recorded debates, screen shots of coding or responses to a big questions.

Practice – Metacognition

To enable children to develop their learning, tasks are designed to support deliberate practice of taught content

enabling pupils to become fluent at a task.

Pupils are encouraged to tackle a learning objective in different ways to showcase their understanding of the key

knowledge. The carefully planned for tasks allow for children to build on their understanding of the substantive

knowledge and apply it to disciplinary tasks. This carefully sequenced progression through lessons, steps or learning intentions, allows for children to apply new learning in different ways therefore promoting transition of key knowledge into children’s long term memory

At St James CE Primary School to enhance the teaching and learning of all curriculum areas within the school, teachers employ a range of strategies including:

•  Demonstrating to the whole class/group using the IWB.
• Discussion with the whole class/group.
• Individual or paired working.
• Collaborative group work.

Encouraging pupils to demonstrate new skills to others.

The Impact of our Curriculum

Learning

At St. James CE Primary School, we have a concise whole school shared definition of learning: ‘Learning is a change in long term memory.’ In order to identify the impact our curriculum is having on our pupils, teachers employ a range of assessment strategies both at the point of teaching and after. 

Regular assessment of pupil needs and understanding plays a vital role here as does the provision of appropriate resources, the internet and our whiteboards offer a wealth of materials that can be matched to suit individual or group needs, enabling all pupils to develop their computing skills.

At St James CE Primary children should be assessed against their progress in understanding and applying skills against the curriculum map. This will be self-evident from the work produced in a situation where no teacher support is given once a task has been assigned. 

 It is our aim that children recognise their full potential and we encourage and enthuse them to aim high in all areas of their learning. At end of a unit the teacher is able to judge whether a child is secure in that half terms unit.  This is then reported on and used for differentiation.