PE
P.E. Curriculum Statement
At Radcliffe on Trent Junior School, we aim to provide a PE curriculum that pupils enjoy. Through positive experiences in P.E. and school sport, our intent is to build lifelong habits that encourage all pupils to be active throughout their lives.
We encourage pupils to become physically confident as well as giving as many opportunities as possible for pupils to represent our school in sport. Our P.E. curriculum helps to embed our school values which are underpinned by fairness and respect.
The national curriculum for PE 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
Connect with Learning
Our P.E. curriculum encourages children to develop their interests and talents by providing them with a broad curriculum. Our children are encouraged make connections about how their skills and abilities progress and how improvement can take time and personal effort.
Our high-quality P.E. lessons build on previous learning and inspire pupils to be active as well as encouraging the development of physical, social and mental skills. In this way, we foster the development of resilience and the skills and mind set learned in PE and competitions can be transferred to daily life and other school subjects. In particular, the challenges of competitive events teach our children positive social and emotional skills and coping strategies that can be hard to replicate in the class room.
Connect with our community
Our pupil voice, via class sports representatives, is used to shape our offering of extra-curricular clubs and to help pick competitive events to engage in. Our children are always encouraged to join in with our focus being on positive experiences in P.E. and School Sport. Representing the school in competitions allows our children to feel a fantastic connection both with their team and with the wider community attending. Competitions and clubs allow pupils to recognise the skills and abilities of others and promote mutual respect.
Connect with others
Our P.E. sessions, school sport and active lessons are strongly linked to our school's Be Values, which were developed by our whole school community. In particular, the values of respect, empathy towards others, happiness, kindness and doing your best are interwoven in everything that we do so that our children are able to develop and communicate their thoughts, ideas and feelings. This connection enables our children to develop a sense of themselves and others so that they can positively appreciate differences and recognise strengths.
Curriculum Implementation
Children are taught regularly by both teaching staff and a sports coaches. Our coaches also provide our teaching staff with regular CPD. The curriculum is further enhanced by participation in numerous sporting clubs after school and during lunchtimes.
As an Active School, we aim to ensure that the children participate in active lessons outside of their regular PE lessons. This involves incorporating moments within lessons whereby the children can be active so that we achieve between 20-30mins in class during the school day.
We follow the guidelines set by the national curriculum to ensure we offer a range of PE activities that allow each child to feel challenged and offer opportunities to progress further.
Pupils 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 enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Pupils are 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
Year 4 attend swimming lessons during the autumn and spring terms. During the summer year 6 and some year 5 pupils take part in booster swimming lessons to ensure that as many pupils as possible leave our school able to swim at least 25m on the front and back and perform a self-rescue.
ROTJS Physical Education | |||||
Year 3 | Year 4 | Year 5 | Year 6 | ||
Athletics | Use running, jumping, throwing and catching in isolation and in combination. | run at fast, medium and slow speeds; changing speed and direction
take part in a relay, remembering when to run and what to do
run in a straight line by focusing on something in front of them
develop catching skills by understanding the idea of ‘watching the ball’
| sprint over a short distance and show stamina when running over a long distance
jump in different ways
throw in different ways and hit a target, when needed
run in different directions but always in a straight line
develop catching further by using correct hand placement combined with ‘watching the ball’
| Develop control when taking off and landing
throw with increasing accuracy
combine running and jumping
develop catching skills of overhead, medium and low level deliveries. | demonstrate stamina and increase strength to improve distances achieved in field events
develop catching and throwing skills whilst moving
|
Competitive Games | Play competitive games, modified where appropriate (for example basketball, cricket, football, tag rugby, netball, rounders and tennis) and apply basic principles suitable for attacking and defending. | be aware of space and use it to support team-mates and to cause problems for the opposition
know and use rules fairly
| throw and catch accurately with one hand
hit a ball accurately with control
vary tactics and adapt skills depending on what is happening in a game
| gain possession by working as a team and pass in different ways
choose a specific tactic for defending and attacking
use a number of techniques to pass, dribble and shoot
| agree and explain rules to others work as a team and communicate a plan
lead others in a game situation when the need arises
|
Gymnastics | Develop flexibility, strength, technique, control and balance through athletics and gymnastics. | adapt sequences to suit different types of apparatus and criteria
explain how strength and suppleness affect performance
| move in a controlled way include change of speed and direction in a sequence
work with a partner to create, repeat and improve a sequence with at least three phases
| make complex extended sequences
combine action, balance and shape
perform consistently to different audiences
| combine own work with that of others sequences to specific timings
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Dance | Perform dances using a range of movement patterns. | improvise freely and translate ideas from a stimulus into movement
share and create phrases with a partner and small group
remember and repeat dance perform phrases
| take the lead when working with a partner or group
use dance to communicate an idea
| compose own dances in a creative way
perform dance to an accompaniment dance shows clarity, fluency, accuracy and consistency
| develop sequences in a specific style
choose own music and style
|
Outdoor & Adventurous Activity | Take part in outdoor and adventurous activity challenges both individually and within a team. | follow a map in a familiar context
use clues to follow a route
follow a route safely
| follow a map in a (more demanding) familiar context
follow a route within a time limit
| follow a map into an unknown location
use clues and a compass to navigate a route
change route to overcome a problem
use new information to change route
| plan a route and a series of clues for someone else
plan with others, taking account of safety and danger
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Swimming | To swim competently, confidently and proficiently over a distance of at least 25m.
To use a range a strokes effectively – breaststroke, backstroke and front crawl.
To be able to perform a self rescue in different water based situations. | Develop water confidence by entering the water in different ways.
Developing confidence to put face into the water as part of static activity or as part of a stroke drill.
To begin to develop coordination and timing with breathing during a swimming stroke.
To understand water safety and the risks associated with open water.
| To further develop confidence when entering water by using different jumps (and different entries). To be able to maintain a swimming stroke for a more prolonged distance – such as 10m or further without stopping or standing up. To improve coordination and balance whilst swimming on their front or on their back. To improve timing of breathing so that it enhances a swimming stroke instead of causing it to ‘stall’. To understand what self-rescue is and to be able to use clothing in order to perform a self rescue. | Children in year 5 who have not yet reached proficiency in different swimming strokes to confidently reach a distance of 25m will continue to develop their strokes to be able to do so. Lessons will also include the basics of a self-rescue and water safety. Those that have been deemed proficient will not be invited to any further swimming lessons. | Children in year 6 who have not yet reached proficiency in different swimming strokes to confidently reach a distance of 25m will continue to develop their strokes to be able to do so. Lessons will also include the basics of a self-rescue and water safety. Those that have been deemed proficient will not be invited to any further swimming lessons. |
Evaluate | Compare their performances with previous ones and demonstrate improvement to achieve their personal best. | compare and contrast gymnastic sequences
recognise own improvement in ball games
| provide support and advice to others in gymnastics and dance
be prepared to listen to the ideas of others
| pick up on something a partner does well and also on something that can be improved
know why own performance was better or not as good as their last
| know which sports they are good at and find out how to improve further
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Vocabulary | Fast, medium, slow, change speed, change direction, jogging, running, sprinting, relay, straight line, fixed point, catch, watch the ball, space, find space, fair play, rules, sequence, apparatus, strength, suppleness, performance, improvise, ideas, movement, phrases, clues, route, front, back, float, stroke. | Sprint, stamina, coordination, fitness, adapt, stretch, muscles, injury, bounce, hop, leap, step, jump, weight forward, aim, point, sideways, bunny ears, grip, soft fingers, fingers up, fingers down, under arm, over arm, target, accurate , position, strike, hit, tactic, defend, attack, mark, find space, track your opponent, adapt, react, dish, arch, pike, tuck, roll, bend, centre of gravity, apparatus, balance, symmetry, position, cannon, beat, count, arrangement, route, compass, map, feature, , front, back, float, stroke, self rescue. | Sprint, stamina, control, distance, heart, pulse, strengthen, coordination, fitness, adapt, stretch, combination, muscles, injury, bounce, hop, leap, step, jump, weight forward, aim, point, sideways, bunny ears, grip, soft fingers, fingers up, fingers down, under arm, over arm, target, accurate , position, strike, hit, tactic, defend, attack, mark, find space, track your opponent, adapt, react, dish, arch, pike, tuck, roll, bend, centre of gravity, apparatus, balance, symmetry, position, cannon, beat, count, arrangement, route, compass, map, feature, , front, back, float, stroke, self rescue. | Sprint, stamina, control, distance, heart, pulse, coordination, fitness, field events, track, combination, adapt, stretch, muscles, injury, bounce, hop, leap, step, jump, weight forward, aim, point, sideways, bunny ears, grip, sequence, soft fingers, fingers up, fingers down, under arm, over arm, target, accurate , position, strike, hit, tactic, defend, attack, mark, find space, track your opponent, adapt, react, dish, arch, pike, tuck, roll, bend, centre of gravity, apparatus, balance, symmetry, position, cannon, beat, count, arrangement, route, compass, map, feature, , front, back, float, stroke, self rescue, team work, mark. | |
Sticky Knowledge | Know the main areas of the body have muscles.
To understand why we warm up and cool down after exercise.
To know the difference between and underarm and overarm throw.
To be able to state several of the gymnastics terms and perform them. E.g. pike & tuck. | To be able to name the main leg muscles.
To understand why we warm up and cool down after exercise.
To be able to name all 4 swimming strokes.
To give tips on underarm and overarm throwing.
To know it is important to exercise.
To know how to perform a dish, pike, tuck, arch, front support & back support. | To be able to name the main leg & arm muscles.
To understand why we warm up and cool down after exercise.
To be able to state tips to catch a ball.
To be able to explain why marking is important in competitive games.
To know that regular exercise improves fitness
To know what the term extension means in gymnastics. | To be able to name the main leg, arm and body muscles.
To understand why we warm up and cool down after exercise.
To able to explain backing up when throwing to a tea mate.
To be able to explain what a tactic when playing competitive games.
To able to explain the difference between defence and attack.
To know what exercise they like doing and the benefits it gives them physically and mentally. | |