Curriculum Intent

At Shoreditch Park Primary School we aim to provide a PE curriculum that is engaging, enjoyable and appropriately challenging to children which allows them to learn the necessary skills to participate in a wide range of sports. 

In EYFS and KS1 the focus is to really develop the fundamental skills required to play a wide range of sports and in KS2 the children begin to use these skills to play a range of different sports. 

Furthermore, In KS2 children have the opportunity to apply their skills in a competitive environment during our regular intra-school ‘End of half-term’ match up, where the two classes within the year group compete against each other in the sport they have been learning during the half-term.

As part of the PE curriculum, children are taught about the importance of an active lifestyle and balanced diet. The benefits it has on both physical and mental health are clearly explained and empower the children to make positive lifestyle choices. Healthy Living assemblies take place half-termly and children have the opportunity to participate in the ‘Shoreditch Park Primary School Healthy Eating Challenge’, which helps garner a positive culture around healthy living.

Gifted and talented children athletes within the school are given the opportunity to develop their skills by competing by representing Shoreditch Park Primary School in inter-school competitions.

Opportunities to compete in sport and other activities build character and help to embed Shoreditch Park Primary School’s ASPIRE ethos such as inclusion, self-awareness and respect.

Curriculum Implementation

PE is taught by a specialist coach in Years 1, 2, and 3 and then by class teachers throughout the rest of the school. All staff have half termly access to planning meetings and support from the PE lead, in addition to termly CPD.

Our PE curriculum is further enhanced by our PE coach being in the playgrounds during break time and lunchtime supporting children by pre-teaching essential skills before PE lessons and consolidating key knowledge in a competitive environment.

Year 3 is our designated year for swimming. Both classes in the year group alternate between PE lessons at school and swimming lessons at Britannia leisure centre on a half-termly basis.

We use the PE Hub ‘a hub of high quality PE planning and resources’ to inform our PE curriculum offer.

EYFS

As part of the EYFS statutory framework pupils are taught:

Physical development

• Involves providing opportunities for young children to be active and interactive; and to develop their coordination, control, and movement.

• Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Moving and handling

• Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively.

• Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

KS1

Children develop fundamental movement skills and become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They are able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Children are 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.

• begin to analyse their own and others performance in video analysis sessions

• To use PE specific vocabulary in the correct context.

KS2

Children 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 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.

Children are taught to:

• use running, jumping, throwing and catching in isolation and in combination

• play competitive games, modified where appropriate [see Curriculum Blocking below for more information], and apply basic principles suitable for attacking and defending

• develop flexibility, strength, technique, control and balance [for example, through athletics

• take part in outdoor and adventurous activity challenges both individually and within a team

• To perform dances using a range of movement patterns

• To analyse their own and others performances using video analysis sessions

• compare their performances with previous ones and demonstrate improvement to achieve their personal best.

• Compete in a fair and sporting manner and how to win and lose in the correct spirit

 Each half-term children are set a five week healthy eating project which is uploaded on google classroom as homework. The five week programme gives children a specific fruit or a vegetable as a focus and is delivered in the following way:

• Week 1 - Research it

• Week 2 - Draw it 

• Week 3 - Watch it 

• Week 4 - Design it 

• Week 5 - Cook it

Curriculum Map

This blocking is outlines our intended curriculum for the year but maybe adapted or changed linked to DFE guidance updates over this academic year.

Curriculum Impact

Children leave school having a love of sport and physical activity both in and out of school, with this continuing into later life. Children will have worked on their own aspirations in relation to PE, with children continuing to participate for enjoyment or competitively. All children should be able to discuss the importance of a healthy lifestyle and how this is achieved as well as developed skills that underpin life such as teamwork, sportsmanship, self-motivation, resilience and independence.