Purpose of Study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims

The National Curriculum for physical education aims to ensure that all pupils:

• - 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.

Inspirational People

At our school, we believe in using the power of inspiration to help shape the thinking and curriculum design of our students. That's why we have taken inspiration from successful and influential people who have made a significant impact in their respective fields. By studying their stories, we aim to inspire our pupils to aim high and achieve their own goals. We have carefully curated a list of inspirational figures, including scientists, artists, entrepreneurs, and activists, to name a few. We have analysed what made them successful and incorporated their values, principles, and strategies into our curriculum design to provide our students with the tools they need to succeed. By doing so, we hope to empower our students to dream big and achieve greatness.

Intent

We are setting out to help our pupils be ...

• Active - to experience healthy physical competition, understand the role of a good sportsperson and be active for 60 minutes a day. 
• Enthusiastic - enjoy being active and experiencing different opportunities while raising self-esteem.
• Resilient - have fun while being active learners, inspire others and give constructive feedback and display resilience in the face of adversity.
• Healthy - learn the importance of a healthy lifestyle and experience and develop a range of active skills, transferable throughout life/the curriculum.

Implementation

We will do this by ensuring ...

• All success and progress is celebrated, children engage with a range of equipment and activities, and active learning is taught, encouraged and modelled. 
• Engaging opportunities to be physically educated and active are provided to all children. 
• Opportunities are provided for learners to safely make mistakes and reflect upon these. 
• Healthy lifestyles are promoted throughout the curriculum and active skills are taught and developed progressively.

Impact

We will have made a difference when ...

• Pupils value their role as sportspeople. They take pride in being an achieving sportsperson and recognise the importance of a healthy lifestyle.
• Children choose the most effective method of keeping themselves active, praising their personal achievements and discovering their interests. 
• Pupils enjoy being sportspeople. They enjoy being physically active and reaching their active goals. 
• Children can make informed decisions about their physical activity and are proactive in being active.  

Threshold Concepts

These are our big takeaways called ‘threshold concepts’ - an overview of what we want pupils to know. They are the same for every year group and help us to ensure we build learning on the same ideas, that way we help children to be able to remember more meaningful connections rather than remembering isolated facts.

1.  Running, jumping, throwing and catching requires developing control, stamina and   coordination.
2.  Body shapes and balances can be connected by movement.
3.  Sending and striking an object requires control and accuracy.
4.  Effective team work is essential for development and success.
5.  Movement can be created as a reaction to a stimuli. 
6.  Outdoor spaces and adventurous activities can be navigated independently or with a   team.

Year 1

• Children will practise running, jumping, throwing and catching techniques. 
• They will create a basic sequence of body shapes, balances and movement whilst negotiating space safely. 
• Children will explore patting, throwing, kicking, stopping and catching a ball. 
• They will learn the importance of following rules when playing a game to making it fair. 
• Children will create movement patterns and show awareness of rhythm. They will follow a simple route around a familiar outdoor space. 

Year 2

• Children will now show more control with running, jumping, throwing and catching techniques. 
• They will create a sequence of linked balances and know a range of body shapes. 
• Children can confidently send and receive an object such as a bean bag or ball. 
• They will play simple team games demonstrating an awareness of the rules and developing basic tactics. 
• Children will perform movements to express ideas and feelings changing level, speed and direction. 
• They will move over, under and through spaces and obstacles outdoors. 

Year 3

• Children apply a broad range of running, jumping, throwing and catching techniques in isolation and combination, with improving accuracy and competence. 
• They can create a gymnastic sequence beginning to use flexibility, strength, technique and balance. 
• Children use different techniques to pass, bat, dribble, travel with and strike a ball with some control, coordination and accuracy. 
• They take part in competitive team bag, communicating with others and using tactics. 
• Children beginning to improvise movements and motifs that express the meaning and mood of the music. 
• They work as part of a team to safely navigate an outdoor space and solve problems. 

Year 4

• Children will run for extended periods at a range of distances and varying pace. 
• They will combine movements, actions and balances and equipment to create a fluid routine. 
• Children will now throw, catch, strike and field with control and accuracy. 
• They will take part in competitive games and create their own. They will use and develop team tactics through effective communication.
• When responding to a stimuli, children will compare, develop and adapt movements and motifs to create movement patterns. 
• They will respond to challenges in a positive way. 
• They will work effectively with other team members, showing the ability to listen to and act on feedback. 

Year 5

• Children understand how power and stamina are developed and how this improves performance. 
• They create increasingly complex sequences, including changes of direction, travelling and varying speeds and levels, showing good precision, stability, flexibility, technique and strength. 
• Children will confidently and consistently use striking, fielding and racket skills. 
• They will play competitive games with skill, coordination and control whilst applying a range of rules and tactics.  
• Children will improvise and move with precision, control and fluency in response to a range of stimuli. 
• In outdoor spaces, they will plan routes and orientate maps, responding positively to increasing challenges, problems and working as a team. 

Year 6

• Children will demonstrate a high level of control, speed, strength and stamina when running, jumping and throwing, in isolation and combination. They will be able to suggest ways to improve performance. 
• Children will plan and perform gymnastic sequences, using a wide range of movements and balances to create a polished routine. 
• Children will confidently use ball skills with some precision in a wide variety of competitive games. During competitive games, children will develop and refine strategies and tactics for attacking and defending. 
• They will vary dynamics of movements or dance, developing actions in time to music with a partner or as a part of a group. 
• Children will use and apply strategies for solving problems, listening to others and being a good team player when engaged in outdoor or adventurous activities. 

Hampshire School Games

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Aaron Phipps

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