PE is a key driver for three half terms across a two-year cycle. This approach ensures that pupils are exposed to a wide variety of themes and topics which cover the National Curriculum expectations (through our bespoke HCAT curriculum). Each two-year phase has been mapped out to ensure pupils can build upon prior skills and knowledge, enabling them to know more and remember more.
The key concepts, principles and themes have been developed from the National Curriculum into a range of progressive skills through which the pupils are helped to grow and develop to succeed in 21st century Britain. This progressive curriculum allows a creative way of teaching and learning, enabling us to provide a more meaningful and sequential approach to the schemes for PE.
Pupils at Mapplewell make progress in PE through building their knowledge of main 'substantive' concepts. Many of these concepts feature regularly throughout the study of PE in a range of contexts. As a result, they are particularly important to pupils' understanding of new material.
Our aim is to promote the application of acquired skills and the variety of competitions that our children are offered. This ensures lessons are relevant to the skills that children need to be working on in order to succeed in the sporting opportunities at the end of each half term.
The EYFS curriculum comes from the Development Matters document. PE learning experiences are within the Physical Development area of learning with a particular focus on Gross Motor Skills.
Physical Education is taught discretely - on a weelkly basis - and it is delivered to raise interest, self-esteem, creativity and aspirations of all our children. The curriculum is rich and varied, which provides our pupils with the skills required for life in the 21st Century. Within a lesson, a new skill is introduced, where learners have the time to practise this skill and then apply the skill to a game situation. This builds on the gather, skills, apply approach and delivery of lessons is taken across school to ensure children develop a deep understanding of specific skills and are able to apply these in a range of situations.
The Accelerated Learning Cycle, based on the work of Alastair Smith, is applied in all lessons. It stems from the idea of a supportive and challenging learning environment. The cycle has active engagement through multi-sensory learning, encourages the demonstrating understanding of learning in a variety of ways and the consolidation of knowing.
Ultimately, providing opportunities to allow children to be fit and healthy are at the heart of the PE curriculum offer that we provide to the children exploring a wide range of topics, to prepare them for life. This include: approved sporting competitions, extra-curricular sports clubs and residential stays.
These opportunities provided through school via our PE curriculum has inspired and developed a new generation of successful competitors both locally and nationally.
Formative assessment is ongoing throughout each lesson. It judges progress and enables the teacher to make flexible adaptations to their planned teaching.
Through this regular ongoing assessment, tasks are matched to the ability of each child through differentiated activities, adult support, thus providing a level of challenge that is stimulating for pupils and questioning skills
Alongside formative assessment, the curriculum document for PE is regularly highlighted to identify any gaps or misconceptions to be addressed. This allows children to acquire complex skills that depends on the fundamentals of their prior knowledge in a well designed curriculum sequence.
INSIGHT is used as a summative assessment to assess foundation subjects. The objectives on INSIGHT aligns with the objectives found on our bespoke HCAT PE Curriculum document. This allows children to acquire skills that depend on their prior knowledge in a well-designed curriculum sequence.
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