Our Physical Education curriculum is ambitious, inclusive and carefully sequenced. It is designed to develop learners’ physical competence, confidence, knowledge and understanding from the Early Years Foundation Stage to Year 6.

The curriculum develops the foundations learners need to participate successfully in a broad range of physical activities. Learners acquire and apply increasingly complex movement patterns while developing positive attitudes towards physical activity, health and wellbeing.

Through the curriculum, learners develop:

• fundamental movement skills;
• balance, coordination and agility;
• running, jumping, throwing and catching;
• strength, flexibility, control and stamina;
• spatial awareness;
• movement vocabulary;
• tactical awareness;
• teamwork and communication;
• creativity and expression;
• leadership;
• resilience and perseverance;
• an understanding of rules and fair play;
• knowledge of health, fitness and wellbeing;
• safe participation;
• self-evaluation and improvement; and
• confidence in a range of physical contexts.

Our curriculum includes appropriate opportunities for:

• games;
• gymnastics;
• dance;
• athletics;
• outdoor and adventurous activity;
• swimming and water safety;
• individual and team activities;
• personal challenge; and
• competition.

Learners are taught that success in PE is not defined only by winning or performing at the highest level. Success also includes developing competence, improving personal performance, contributing to a team, demonstrating resilience, leading others and participating with confidence.

The curriculum develops learners’ ability to make decisions and apply skills in different situations. They learn when and how to use particular movements, tactics or strategies rather than simply practising techniques in isolation.

Learners are also taught to understand the relationship between physical activity and health. They develop age-appropriate knowledge of:

• the effects of exercise on the body;
• the importance of regular physical activity;
• warming up and cooling down;
• fitness and stamina;
• hydration;
• healthy routines;
• emotional wellbeing;
• safe participation; and
• the value of rest and recovery.

The curriculum is ambitious for every learner. Teachers identify potential barriers and adapt activities, equipment, groupings, rules and levels of support so that learners can participate meaningfully without unnecessarily reducing challenge.

By the end of Year 6, learners should demonstrate secure fundamental movement skills, apply techniques and strategies with increasing control, work effectively with others and evaluate their own performance. They should understand the importance of physical activity, participate confidently and be well prepared for secondary Physical Education.

Our Physical Education curriculum develops two closely connected forms of knowledge: substantive knowledge and disciplinary knowledge.

Substantive Knowledge

Substantive knowledge is the knowledge learners acquire about movement, physical activity, sport, health and safe participation.

It includes knowledge of:

• fundamental movement skills;
• body position and control;
• movement sequences;
• rules and conventions;
• techniques used in different activities;
• attacking and defending principles;
• space and positioning;
• team roles;
• scoring systems;
• tactics and strategies;
• warm-ups and cool-downs;
• the effects of physical activity on the body;
• fitness, strength, flexibility and stamina;
• safe use of space and equipment;
• fair play and sportsmanship;
• swimming techniques;
• water safety; and
• healthy, active lifestyles.

This knowledge helps learners understand what to do, how to do it safely and why particular techniques or decisions are effective.

Disciplinary Knowledge

Disciplinary knowledge is the knowledge learners use to perform, participate, make decisions and improve within Physical Education.

Learners are taught how to:

• observe and copy movements;
• practise deliberately;
• coordinate actions;
• combine movements;
• apply skills in changing situations;
• select appropriate techniques;
• use space effectively;
• cooperate with others;
• communicate within a team;
• make tactical decisions;
• respond to opponents;
• follow and apply rules;
• lead activities;
• evaluate performance;
• provide constructive feedback;
• identify strengths and areas for improvement;
• set appropriate personal goals;
• manage risk; and
• adapt their performance in response to feedback.

Learners are not expected simply to complete an activity or remain physically busy. They are taught to understand the purpose of their actions, make informed decisions and improve the quality and effectiveness of their performance.

For example, a learner should not only be able to pass a ball but should begin to understand which type of pass to use, when to use it, where to move afterwards and how that decision contributes to the activity or game.

Substantive and disciplinary knowledge are developed together. Learners require secure knowledge of techniques, rules and principles before they can apply them effectively. Equally, practical participation enables learners to test, refine and deepen what they know.

Our Physical Education curriculum is structured around a manageable group of recurring concepts. These are introduced in age-appropriate ways and revisited with increasing complexity.

Physical Literacy

Physical literacy is the confidence, competence, knowledge and motivation needed to participate in physical activity.

Learners develop physical literacy by:

• experiencing a broad range of movement;
• developing fundamental movement skills;
• understanding how their bodies move;
• participating regularly;
• experiencing appropriate success;
• building confidence;
• making choices; and
• recognising the value of an active lifestyle.

Physical literacy provides the foundation for participation in PE, sport and physical activity beyond school.

Movement

Learners develop control over how their bodies move.

They explore:

• travelling;
• balancing;
• jumping;
• landing;
• turning;
• rolling;
• sending;
• receiving;
• striking;
• throwing;
• catching; and
• combining movements.

Over time, learners perform with greater accuracy, control, fluency and efficiency.

Agility, Balance and Coordination

Agility is the ability to change direction and body position effectively.

Balance is the ability to maintain control while still or moving.

Coordination is the ability to use different parts of the body together effectively.

These elements are developed progressively and applied across games, gymnastics, dance, athletics and other physical activities.

Control and Technique

Learners develop the ability to perform movements safely and effectively.

They learn that good technique may involve:

• body position;
• timing;
• accuracy;
• speed;
• direction;
• control;
• rhythm; and
• appropriate use of force.

Techniques are modelled, practised, applied and refined over time.

Space

Learners develop awareness of personal and shared space.

They learn to:

• move safely;
• find and create space;
• respond to others;
• position themselves effectively;
• recognise boundaries;
• change direction; and
• use space tactically.

Spatial awareness supports safe participation and effective performance.

Tactics and Decision-Making

Learners develop the ability to make purposeful decisions during physical activity.

They learn to consider:

• when to move;
• where to position themselves;
• which technique to use;
• when to attack or defend;
• how to respond to teammates and opponents;
• how to adapt a strategy; and
• how to solve problems under pressure.

Tactical understanding becomes increasingly sophisticated as learners develop secure technical skills.

Creativity and Expression

Through dance, gymnastics and movement composition, learners explore how movement can communicate ideas, feelings, patterns and themes.

They learn to:

• select movements;
• create sequences;
• vary speed, direction and level;
• use rhythm and timing;
• respond to music or stimulus;
• work independently and collaboratively; and
• evaluate the effectiveness of a performance.

Teamwork and Communication

Learners develop the ability to work positively with others.

They learn to:

• listen;
• share responsibility;
• communicate clearly;
• encourage others;
• contribute to a team;
• respect different roles;
• resolve disagreements appropriately; and
• support inclusive participation.

Teamwork is developed through cooperative tasks as well as competitive activities.

Competition

Learners experience competition in age-appropriate and constructive ways.

They learn to:

• apply skills under pressure;
• follow rules;
• respect decisions;
• compete fairly;
• manage success and disappointment;
• recognise the achievements of others; and
• reflect on their own performance.

Competition is balanced with cooperation, personal challenge and improvement.

Health and Fitness

Learners develop knowledge of how physical activity affects the body and contributes to wellbeing.

They explore:

• heart rate;
• breathing;
• muscles;
• stamina;
• strength;
• flexibility;
• coordination;
• warming up;
• cooling down;
• hydration;
• healthy routines; and
• emotional wellbeing.

They learn that regular physical activity supports health but should be balanced with rest, recovery and safe participation.

Evaluation and Improvement

Learners develop the ability to reflect on performance and identify how it can improve.

They learn to:

• observe carefully;
• recognise effective performance;
• use appropriate vocabulary;
• identify strengths;
• identify a specific next step;
• respond to feedback;
• practise purposefully; and
• evaluate the impact of changes.

As learners progress, they become increasingly independent in setting goals and improving their performance.

Safety and Responsibility

Learners are taught to participate safely and responsibly.

They learn to:

• follow instructions;
• use equipment appropriately;
• recognise hazards;
• manage space;
• wear suitable clothing and footwear;
• warm up and cool down;
• communicate concerns;
• understand personal limits;
• support the safety of others; and
• follow activity-specific rules.

Safety is embedded throughout the curriculum rather than taught as a separate topic.

Our Physical Education curriculum is implemented through carefully planned units that develop learners’ physical competence, confidence, knowledge and understanding over time.

Teachers organise learning so that learners revisit and build on prior skills. New movements, techniques and tactical ideas are introduced in manageable steps and then applied in increasingly complex situations.

PE is taught as a distinct subject. Learners also encounter physical activity through playtimes, clubs, competitions, active travel, outdoor learning and wider school events. These opportunities extend the formal curriculum but do not replace high-quality PE teaching.

Teaching includes:

• clear explanation and demonstration;
• modelling of safe and effective technique;
• guided practice;
• repetition and purposeful rehearsal;
• questioning;
• observation;
• peer and self-evaluation;
• individual and team challenges;
• modified games;
• creative composition;
• competitive and cooperative activity; and
• reflection on performance.

Teachers make the intended learning clear. Learners understand not only what activity they are completing but also which movement, technique, tactic, rule or physical concept they are developing.

Lessons are structured to maximise purposeful participation. Teachers use routines and organisation that reduce unnecessary waiting and ensure that learners spend sufficient time practising, applying and improving.

A broad range of equipment is used to support progression and inclusion. This may include:

• balls of different sizes, weights and textures;
• bats and rackets;
• hoops;
• cones and markers;
• benches and mats;
• balance and gymnastic apparatus;
• athletics equipment;
• dance stimuli;
• adapted equipment;
• swimming resources; and
• outdoor and adventurous activity equipment.

Teachers use questioning to help learners think about movement and decision-making. Learners may be asked to explain:

• why a technique was effective;
• where they should move;
• how they can create or defend space;
• how a sequence could be improved;
• how their body responds to exercise;
• which tactic they should use; or
• how they can support a teammate.

Learners are given regular opportunities to apply knowledge in different contexts. For example, a sending and receiving skill may be developed through isolated practice before being applied within a game.

Teachers identify misconceptions and ineffective movement patterns through observation. They respond with further demonstration, adjusted practice, feedback or additional support.

PE teaching is supported through curriculum guidance, shared planning, professional development and subject leadership. The PE leader works with staff to strengthen subject knowledge, improve confidence and support consistency across the school.

Our Physical Education curriculum is sequenced so that learners build increasingly secure and connected physical knowledge from the Early Years Foundation Stage to Year 6.

Progression is not understood simply as taking part in different sports. It involves the planned development of:

• fundamental movement skills;
• physical literacy;
• balance, agility and coordination;
• control and technique;
• tactical understanding;
• creativity and expression;
• teamwork and leadership;
• health and fitness knowledge;
• evaluation and improvement;
• safe participation; and
• increasing independence.

Skills are revisited in different contexts so that learners can transfer and apply them rather than perform them only within one activity.

Early Years Foundation Stage

In Nursery and Reception, children develop physical confidence through active play, movement exploration, dance, games and access to indoor and outdoor provision.

They begin to:

• move safely in different ways;
• develop balance and coordination;
• negotiate space;
• run, jump, climb, throw and catch;
• use equipment;
• follow simple rules;
• cooperate with others;
• develop body awareness; and
• manage simple personal-care routines linked to physical activity.

Key Stage 1

In Key Stage 1, learners develop secure foundations in movement.

They begin to:

• master basic running, jumping, throwing and catching;
• improve balance, agility and coordination;
• participate in simple team games;
• develop attacking and defending awareness;
• create and perform simple dance and gymnastic sequences;
• follow rules;
• evaluate simple aspects of performance; and
• participate safely and confidently.

Lower Key Stage 2

In Lower Key Stage 2, learners apply skills with greater control and consistency.

They begin to:

• combine movement patterns;
• use techniques in increasingly demanding situations;
• apply basic tactics;
• work effectively within teams;
• create more complex sequences;
• compare performance;
• provide constructive feedback;
• develop fitness and stamina;
• take on simple leadership roles; and
• participate in a wider range of competitive activities.

Upper Key Stage 2

In Upper Key Stage 2, learners refine technique and make increasingly independent decisions.

They are expected to:

• perform skills with greater precision and fluency;
• select and apply tactics;
• respond to changing situations;
• demonstrate leadership;
• evaluate performance in detail;
• adapt strategies;
• create and perform increasingly complex sequences;
• manage competition maturely;
• understand the relationship between activity, health and wellbeing;
• participate safely with increasing independence; and
• prepare for the demands of secondary PE.

Swimming and Water Safety

Swimming and water safety are taught in line with statutory expectations.

Learners are supported to:

• swim competently, confidently and proficiently over an appropriate distance;
• use a range of strokes effectively; and
• perform safe self-rescue in different water-based situations.

Leaders monitor participation and outcomes and arrange further support where learners have not yet met the required standard.

Physical Education vocabulary is deliberately selected, introduced, modelled and revisited throughout the curriculum.

Learners need secure vocabulary to understand movement, follow instructions, evaluate performance, discuss tactics and participate safely.

Teachers explicitly teach:

• movement vocabulary;
• body-position language;
• technique-specific terms;
• tactical language;
• rules and scoring terminology;
• fitness vocabulary;
• health and safety language;
• dance and gymnastic terminology;
• swimming vocabulary; and
• language used to evaluate performance.

This includes words and phrases such as:

• balance;
• coordination;
• agility;
• control;
• accuracy;
• fluency;
• technique;
• speed;
• strength;
• stamina;
• flexibility;
• direction;
• level;
• pathway;
• space;
• attack;
• defend;
• possession;
• intercept;
• pass;
• receive;
• sequence;
• rhythm;
• formation;
• tactic;
• evaluate;
• improve;
• warm-up;
• cool-down;
• heart rate;
• breathing;
• hydration; and
• recovery.

The vocabulary becomes increasingly precise and activity-specific as learners progress through the school.

Teachers support vocabulary development by:

• demonstrating terms physically;
• modelling accurate use;
• linking vocabulary to observable performance;
• revisiting key language regularly;
• asking learners to explain decisions;
• using visual prompts where appropriate;
• encouraging peer discussion;
• providing sentence structures where helpful; and
• expecting learners to use subject-specific language when evaluating performance.

Purposeful communication is an important part of PE.

Learners are given opportunities to:

• give and follow instructions;
• communicate within a team;
• explain tactics;
• describe movement;
• give constructive feedback;
• justify decisions;
• encourage others;
• resolve disagreements appropriately;
• lead warm-ups or activities; and
• reflect on their own performance.

Over time, learners should communicate with increasing confidence, clarity and respect in both cooperative and competitive situations.

Assessment in Physical Education is used to determine what learners know, understand and can perform.

It helps teachers identify whether learners have secured the intended physical skills, tactical knowledge, health understanding and safe participation behaviours.

Assessment is used to inform teaching, address misconceptions and support curriculum improvement.

Teachers assess learning through a range of evidence, including:

• direct observation;
• questioning and discussion;
• practical performance;
• application in games;
• dance and gymnastic sequences;
• athletics outcomes;
• swimming performance;
• tactical decision-making;
• peer and self-evaluation;
• leadership;
• participation;
• fitness-related activity; and
• learners’ explanations.

Teachers consider whether learners can:

• perform techniques with increasing control;
• apply skills in different contexts;
• make appropriate tactical decisions;
• use space effectively;
• work cooperatively;
• follow rules;
• compete fairly;
• evaluate performance;
• respond to feedback;
• explain the effects of exercise;
• participate safely; and
• work with increasing independence.

Teachers check understanding and performance throughout lessons rather than waiting until the end of a unit.

They identify:

• insecure movement patterns;
• ineffective technique;
• misunderstandings about rules;
• weak tactical awareness;
• low confidence;
• limited participation;
• unsafe behaviour; and
• gaps in health and fitness knowledge.

Teachers respond through:

• further modelling;
• adjusted practice;
• slower progression;
• changes to equipment;
• modified rules;
• guided repetition;
• targeted questioning;
• additional feedback; and
• increased challenge.

Assessment is proportionate and purposeful. It is not based solely on natural sporting ability, speed, strength or competitive success.

Teachers also consider:

• progress from starting points;
• improvement over time;
• effort and perseverance;
• confidence;
• contribution to a team;
• understanding;
• decision-making;
• leadership; and
• ability to apply feedback.

Subject leaders use assessment evidence to identify:

• strengths in curriculum implementation;
• areas of inconsistency;
• skills that require further emphasis;
• weaknesses in progression;
• participation gaps;
• groups who may not be achieving as well as expected;
• professional development needs;
• equipment or facility needs; and
• areas where curriculum sequencing should be refined.

The impact of our Physical Education curriculum can be seen in what learners know, understand, perform and apply.

We evaluate whether learners have developed secure physical foundations, increasing confidence and the knowledge needed to participate safely and successfully in a broad range of activities.

Over time, learners should demonstrate:

• increasing competence in fundamental movement skills;
• improved balance, agility and coordination;
• greater control and accuracy;
• stronger technique;
• increased stamina, strength and flexibility;
• confidence in different physical activities;
• the ability to apply tactics and make decisions;
• effective teamwork and communication;
• creativity in movement;
• respect for rules and fair play;
• resilience when facing challenge;
• the ability to evaluate and improve performance;
• understanding of health, fitness and wellbeing;
• safe and responsible participation;
• positive attitudes towards physical activity; and
• increasing independence.

Impact is evaluated through a range of evidence, including:

• observations of practical performance;
• discussions with learners;
• application of skills in games and activities;
• dance and gymnastic outcomes;
• athletics performance;
• swimming outcomes;
• assessment information;
• lesson visits;
• participation records;
• club and competition involvement;
• subject-leadership monitoring;
• learner feedback; and
• readiness for the next stage.

No single source of evidence is used in isolation.

Leaders consider whether the intended curriculum has been taught effectively, whether learners have developed the intended knowledge and skills, and whether all groups have benefited.

Particular attention is given to:

• learners with SEND;
• disadvantaged learners;
• learners with medical needs;
• learners with low confidence;
• learners who participate less frequently;
• learners with gaps caused by absence;
• learners who require greater challenge; and
• learners who have not yet met swimming expectations.

Leaders also consider whether learners have equitable access to:

• the full PE curriculum;
• suitable equipment;
• swimming;
• clubs;
• competitions;
• leadership opportunities; and
• enrichment.

Where evaluation identifies weaknesses or inconsistency, leaders refine curriculum planning, provide professional development, review resources and evaluate the impact of subsequent action.

By the end of Year 6, learners should be physically competent, confident and motivated to remain active.

They should be able to apply movement skills, make informed decisions, work effectively with others, evaluate performance and understand the importance of physical activity for health and wellbeing.

They should be well prepared for secondary Physical Education and equipped with positive habits that support lifelong participation.

Our Physical Education curriculum is ambitious for every learner. All learners are entitled to develop physical competence, confidence, knowledge and enjoyment through meaningful participation in PE.

Teachers identify potential barriers and adapt activities without unnecessarily reducing challenge or limiting curriculum entitlement. Adaptations are selected in response to individual need and the demands of the activity being taught.

These may include:

• adapting the size, weight, texture or speed of equipment;
• modifying distances, targets or playing areas;
• changing rules or scoring systems;
• reducing or increasing the number of players;
• using visual demonstrations and clear step-by-step instructions;
• breaking complex movements into smaller components;
• providing additional rehearsal;
• offering alternative ways to participate;
• adjusting the pace of activity;
• using peer support or carefully planned grouping;
• providing adapted apparatus;
• using additional adult support;
• allowing extra processing or response time;
• modifying movement demands where medically appropriate; and
• using assistive or specialist equipment.

Teachers ensure that adaptations help learners access the same important concepts and learning goals wherever possible.

For learners with physical, sensory or medical needs, teachers work with families, the SENCo and relevant professionals to understand individual requirements and plan safe participation.

Learners with English as an additional language are supported through modelling, gesture, visual cues, concise instructions, repeated vocabulary and practical demonstration.

Learners with low confidence are supported through predictable routines, appropriately matched challenge, positive feedback and opportunities to experience success without public embarrassment.

Learners who demonstrate secure competence are challenged through:

• more complex techniques;
• increased tactical demand;
• leadership;
• decision-making under pressure;
• peer coaching;
• analysis of performance;
• greater independence; and
• application in unfamiliar contexts.

Teachers and leaders review participation as well as performance. They consider whether learners:

• engage fully;
• access equipment;
• contribute to teams;
• take part in swimming;
• attend clubs and competitions;
• develop confidence;
• take on leadership; and
• experience success.

Inclusion in PE means enabling all learners to participate meaningfully, develop physically and recognise themselves as capable and valued members of the group.

In Nursery and Reception, children develop the foundations for Physical Education primarily through the area of learning Physical Development.

Physical development is also supported through Personal, Social and Emotional Development, Communication and Language, Expressive Arts and Design, and daily opportunities for active play.

Through carefully planned indoor and outdoor provision, children are encouraged to:

• run, jump, climb and balance;
• throw, catch, kick and roll;
• move in different ways;
• negotiate space safely;
• develop strength and coordination;
• use large and small equipment;
• respond to music and rhythm;
• copy and create simple movements;
• follow simple rules;
• cooperate with others;
• manage risk appropriately; and
• develop independence in dressing and personal care.

Children are given frequent opportunities to develop gross motor skills through:

• climbing;
• wheeled toys;
• balancing;
• obstacle courses;
• large construction;
• ball play;
• dance;
• outdoor games; and
• movement exploration.

Fine motor development is also important because it supports control, coordination and readiness for writing and practical tasks.

Adults model movement, introduce appropriate vocabulary and help children notice how their bodies respond to activity.

Children begin to learn simple expectations linked to safety, such as:

• looking where they are moving;
• using equipment appropriately;
• stopping when asked;
• taking turns;
• recognising personal space;
• asking for help; and
• resting or drinking when needed.

These early experiences prepare children for Key Stage 1 by developing physical confidence, movement competence, body awareness, cooperation and positive attitudes towards activity.

Our Physical Education curriculum is designed so that every learner can see physical activity, sport and movement as relevant and accessible.

Learners encounter a broad range of activities, roles and examples so that PE is not presented narrowly as competitive team sport or as a subject only for those with natural physical confidence.

The curriculum promotes participation across:

• girls and boys;
• learners with SEND;
• learners with physical or medical needs;
• learners from different cultural and faith backgrounds;
• disadvantaged learners;
• learners with low confidence;
• learners who are already highly active; and
• learners who have limited access to sport beyond school.

Resources, images and examples should reflect a diverse range of athletes, coaches, dancers, leaders and participants.

Where appropriate, learners encounter:

• women in sport;
• disabled athletes;
• athletes from different ethnic and cultural backgrounds;
• local sporting role models;
• performers and coaches;
• Paralympic and adaptive sport;
• non-traditional physical activities; and
• different routes into participation and leadership.

Teachers avoid assumptions about which learners will prefer or excel in particular activities.

Participation is reviewed carefully so that no group is consistently:

• left on the margins;
• selected last;
• given less meaningful roles;
• excluded from competition;
• denied leadership;
• overlooked for clubs; or
• limited by unnecessary expectations.

Religious, cultural and personal needs are considered sensitively in relation to clothing, changing, mixed-gender participation and activity requirements while maintaining curriculum entitlement.

PE also helps learners challenge stereotypes about ability, gender, body image and sporting success.

Learners are taught that physical competence develops through practice and that success can take many forms, including:

• improvement;
• effort;
• resilience;
• teamwork;
• creativity;
• leadership;
• courage;
• contribution; and
• enjoyment.

Enrichment extends learners’ experience of Physical Education and helps them discover interests, talents and positive habits beyond curriculum lessons.

Opportunities may include:

• before-school, lunchtime and after-school clubs;
• intra-school competitions;
• inter-school competitions;
• festivals;
• tournaments;
• dance performances;
• sports days;
• swimming opportunities;
• outdoor and adventurous activities;
• specialist coaching;
• visiting athletes or coaches;
• leadership programmes;
• active travel initiatives;
• playground activity;
• community partnerships; and
• links with local clubs.

Competition is planned carefully and used positively.

Learners are taught to:

• apply skills under pressure;
• respect rules and decisions;
• communicate effectively;
• manage success and disappointment;
• support teammates;
• recognise the achievement of others; and
• reflect on performance.

The school aims to provide both competitive and non-competitive opportunities so that learners with different interests and levels of confidence can participate.

Enrichment should broaden opportunity rather than benefit only the most confident or experienced learners.

Leaders review:

• who attends clubs;
• who represents the school;
• which groups participate less;
• whether SEND learners can access opportunities;
• whether disadvantaged learners face cost or transport barriers;
• the balance of activities available;
• the quality of external coaching; and
• the impact of enrichment on confidence and participation.

Pupil leadership may include:

• Sports Leaders;
• playground leaders;
• warm-up leaders;
• equipment monitors;
• team captains;
• event organisers;
• peer supporters; and
• young officials.

These roles help learners develop responsibility, confidence, communication and service.

The school also promotes active habits across the day through movement breaks, active playtimes, outdoor learning and opportunities to reduce unnecessary sedentary time.

Physical Education contributes strongly to learners’ personal, social, moral and emotional development.

Through PE, learners encounter challenge, cooperation, competition, success, disappointment, responsibility and reflection.

They are encouraged to develop:

• confidence;
• resilience;
• perseverance;
• self-discipline;
• teamwork;
• leadership;
• fairness;
• empathy;
• respect;
• courage;
• responsibility; and
• positive attitudes towards health.

PE helps learners understand that progress often requires repeated effort, feedback and practice.

It provides opportunities to learn how to:

• respond constructively when something is difficult;
• manage emotions in competitive situations;
• communicate under pressure;
• include others;
• resolve disagreement;
• accept decisions;
• support teammates;
• celebrate others’ success; and
• recognise personal improvement.

The subject contributes to learners’ understanding of democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs through:

• shared rules;
• fair decision-making;
• agreed responsibilities;
• respectful competition;
• inclusive participation;
• leadership;
• choice;
• cooperation; and
• recognition of difference.

Our school values are developed meaningfully through Physical Education.

Kindness

Learners encourage others, include teammates, recognise when someone needs support and respond respectfully to success and disappointment.

Respect

Learners follow rules, listen to instructions, respect officials and opponents, care for equipment and value the contribution of others.

Confidence

Learners develop confidence by trying new activities, practising skills, taking appropriate risks, leading others and responding positively to challenge.

Excellence

Learners pursue excellence by practising purposefully, refining technique, applying feedback, working with discipline and aiming for personal improvement.

Physical Education supports our vision to Believe, Achieve and Thrive by helping learners believe in their physical capabilities, achieve through effort and perseverance, and thrive as healthy, active and responsible members of their communities.

Families can support Physical Education by encouraging regular, enjoyable and balanced physical activity.

The most valuable support does not require specialist equipment or formal coaching. Parents and carers can help learners build confidence and healthy habits through everyday movement, play, active travel and positive conversations about physical activity.

Families can support learning by:

• walking, cycling or scooting where appropriate;
• visiting parks and open spaces;
• playing simple throwing, catching and kicking games;
• encouraging dancing, movement and active play;
• practising balance and coordination;
• taking part in family physical activities;
• talking about the importance of exercise and rest;
• encouraging learners to explain what they have learned in PE;
• supporting regular attendance at clubs where suitable;
• celebrating effort and improvement;
• discussing fair play and teamwork; and
• helping learners prepare appropriate PE clothing and equipment.

Useful questions include:

• What skill are you learning?
• What helped you improve?
• Which part was challenging?
• How did you support your team?
• What could you practise next?
• How did your body feel during exercise?
• Why is warming up important?
• What did you do to stay safe?
• How did you respond when something went wrong?
• What are you proud of?

Families should avoid placing unnecessary pressure on learners to win, perform at a particular level or specialise too early.

The school encourages a positive and balanced approach that values:

• enjoyment;
• participation;
• effort;
• improvement;
• confidence;
• teamwork; and
• healthy routines.

Parents and carers should inform the school of any medical condition, injury or physical need that may affect safe participation.

Families who would like further guidance about PE, clubs, swimming or physical activity should contact the school.

Our Physical Education curriculum is planned so that learners develop increasingly secure movement skills, physical confidence, tactical understanding and knowledge of health and wellbeing.

The content taught in each year group is informed by the National Curriculum and the Early Years Foundation Stage framework. Teachers and subject leaders review and adapt units to reflect prior learning, available facilities and the needs of learners.

The summaries below should be read alongside the whole-school PE curriculum overview and progression documents.

Nursery

Children develop physical confidence through active play, movement exploration, climbing, balancing, running, jumping, throwing and catching.

They begin to negotiate space, follow simple instructions and use equipment safely.

Reception

Children deepen their control, coordination and confidence through structured movement, games, dance, outdoor provision and physical challenges.

They begin to combine movements, cooperate with others and recognise simple ways to stay safe and healthy.

Year 1

Learners develop fundamental movement skills, including running, jumping, throwing, catching, balancing and travelling.

They participate in simple games, dance and gymnastics and begin to follow rules and evaluate basic aspects of performance.

Year 2

Learners apply movement skills with increasing control and coordination.

They develop simple attacking and defending awareness, create sequences and improve their confidence in team and individual activities.

Year 3

Learners begin to apply techniques in more demanding situations.

They develop tactical awareness, refine movement, cooperate within teams and use feedback to improve performance.

Year 4

Learners perform with greater control, accuracy and consistency.

They develop stronger tactical understanding, create more complex sequences, take on simple leadership roles and evaluate performance in greater detail.

Year 5

Learners apply skills with increasing precision and independence.

They make tactical decisions, respond to changing situations, develop fitness and leadership, and refine performance through purposeful feedback.

Year 6

Learners draw together knowledge and skills from across the PE curriculum.

They perform with increasing fluency, apply tactics independently, lead others, evaluate performance and prepare for secondary Physical Education.

Swimming

Swimming provision should be identified clearly within the curriculum map, including the year group or groups in which it is taught.

The school monitors whether learners can:

• swim competently, confidently and proficiently over at least 25 metres;
• use a range of strokes effectively; and
• perform safe self-rescue in different water-based situations.

The exact units studied in each year group should be listed or linked below.

Year-Group Curriculum Links

• Nursery Physical Development overview
• Reception Physical Development overview
• Year 1 PE overview
• Year 2 PE overview
• Year 3 PE overview
• Year 4 PE overview
• Year 5 PE overview
• Year 6 PE overview
• Swimming and Water Safety overview

T

The following documents provide further information about the Physical Education curriculum at St Luke’s.

Core PE Documents

• Whole-School PE Curriculum Overview
• PE Progression of Knowledge and Skills
• Fundamental Movement Skills Progression
• Games Progression
• Gymnastics Progression
• Dance Progression
• Athletics Progression
• Outdoor and Adventurous Activity Progression
• Swimming and Water Safety Progression
• Healthy Participation, Fitness and Physical Literacy Progression
• PE Vocabulary Progression
• PE Curriculum by Year Group
• Physical Education Assessment Guidance
• PE Enrichment and Competition Overview
• Physical Education Inclusion and Adaptation Guidance
• Physical Education Health and safety Guidance
• PE and Sport Premium Planning and Reporting Framework
• Physical Education Policy
• Supporting Learners with Medical Needs in PE guidance

The PE subject leader works with teachers, senior leaders, the SENCo, school staff, coaches and governors to support the quality, consistency and development of Physical Education across the school.

The subject leader ensures that the intended curriculum is ambitious, inclusive, progressive and accurately represented in published information.

Subject leadership includes:

• reviewing curriculum plans and progression documents;
• checking alignment with the National Curriculum and EYFS;
• ensuring that progression from Nursery to Year 6 is clear;
• supporting teachers’ subject knowledge and confidence;
• reviewing the quality of external coaching;
• identifying professional development needs;
• observing practical teaching;
• speaking with learners about their experiences;
• reviewing assessment information;
• monitoring participation;
• evaluating inclusion;
• reviewing swimming outcomes;
• checking access to clubs and competitions;
• monitoring equipment and facilities;
• evaluating leadership opportunities;
• reviewing the use and impact of PE and Sport Premium funding;
• identifying strengths and inconsistencies;
• reviewing the impact of improvement actions; and
• refining curriculum content and resources where necessary.

The subject leader considers whether learners are building secure physical knowledge and competence over time.

Particular attention is given to whether:

• fundamental movement skills are taught securely;
• learners receive sufficient purposeful practice;
• progression is clear;
• lessons maximise participation;
• learners can explain what they are learning;
• assessment identifies improvement rather than only natural ability;
• learners with SEND access an ambitious curriculum;
• disadvantaged learners participate fully;
• less confident learners are supported;
• more confident learners are challenged;
• swimming expectations are met;
• competition is inclusive and purposeful;
• clubs broaden participation;
• external coaches follow school expectations; and
• learners are prepared for the next stage.

The PE leader reports relevant findings to senior leaders and governors.

Evaluation informs:

• curriculum refinement;
• professional development;
• use of funding;
• equipment purchases;
• club provision;
• competition planning;
• swimming support; and
• school improvement priorities.

The published PE page and linked documents are reviewed regularly to ensure that they remain current and reflect actual practice.

Further information about the Physical Education curriculum is available from the school.

Parents and carers can request:

• more detailed information about the content taught in a particular year group;
• copies of curriculum overviews;
• information about progression;
• guidance on supporting physical activity at home;
• accessible versions of published curriculum documents;
• information about swimming;
• details of clubs and competitions;
• clarification about PE kit and participation;
• information about adaptations for medical or additional needs; and
• information about the use of PE and Sport Premium funding.

Please contact the school office through the contact details provided on the school website.

Parents and carers should notify the school promptly of any medical condition, injury or other circumstance that may affect safe participation.

Where a learner is unable to participate fully, the school will consider appropriate adaptations or alternative roles so that they remain connected with the intended learning wherever possible.

Paper copies of curriculum information can be provided on request.

The school welcomes constructive feedback about the accessibility and usefulness of its curriculum information. Published content is reviewed regularly to ensure that it remains accurate, clear and consistent with the curriculum learners receive.