Physical Education

Curriculum Intent

The teaching of Physical Education at Laurel Avenue Community Primary, is designed to aid teachers to help pupils form a Physical Education schema within their long-term memories. Our aims are to ensure that our pupils experience a wide breadth of study and have, by the end of each key stage, long-term memory of an ambitious body of fundamental movement knowledge and the semantic knowledge of tactics and strategy, leadership, personal and social and vocabulary.
As a school we map
​• Breadth of study - the topics the pupils will study

• One Threshold Concept in PE - the big idea in Physical Education that pupils will explore through every topic (develop practical skills in order to participate, compete and lead a healthy lifestyle).

• Milestones - the goals that pupils should reach to show they are meeting the expectations of the curriculum.
Milestones are the goals that pupils are aiming for; through developing a strong schema based on knowledge, vocabulary and tasks pupils progress through the milestones.
Within the Physical Education curriculum, we use 5 knowledge categories that enable pupils to identify common themes and make links throughout different areas of Physical Education. The knowledge categories are: movement, tactics and strategy, personal and social, leadership and healthy lifestyle.
Pupils with SEND are given full access to the Physical Education curriculum. Teachers use a range of strategies to enable all pupils to become successful during Physical Education sessions including:
• Learning is differentiated to support the needs of every child.
• Every child encouraged to find ‘their’ sport through a varied curriculum and extracurricular activities
• Clear and consistent communication between sports coach and class teacher
• Competition tracker - ensure all children have chance to compete competitively.

Curriculm Implementation

Our curriculum design is based on evidence from cognitive science; three main principles underpin it:
• Learning is most effective with spaced repetition.
• Interleaving helps pupils to discriminate between topics and aids long-term retention.
• Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.
In addition to the three principles, we also understand that learning is invisible in the short term and that sustained mastery takes time.
Our content is subject specific. We make intra-curricular links to strengthen schema.
Continuous provision, in the form of daily routines, replaces the teaching of some aspects of the curriculum and, in other cases, provides retrieval practice for previously learned content.

Curriculum Impact

Formative Assessment
Pre-unit diagnostic assessment.
Verbal Feedback – the vast majority of feedback is in conversation with the pupil, allowing misconceptions to be spotted and effectively addressed at an early stage.
Know Its - periodical assessment of pupils' prior knowledge gained within current and previous milestones, related to current learning.
Summative Assessment
End of unit assessment - assessed against Key Stage Milestones.
Proof of Progress (POP) tasks against the milestones.
Our curriculum distinguishes between subject topics and threshold concepts.
Subject topics are the specific aspects of subjects that are studied. Threshold concepts tie together the subject topics into meaningful schema. The same concepts are explored in a wide breadth of topics. Through this ‘forwards-and-backwards engineering’ of the curriculum, pupils return to the same concepts over and over, and gradually build understanding of them.
Each Threshold Concept is explored within different contexts so that it has tangibility and meaning. Breadth of contexts ensures that pupils gain relevant knowledge and can transfer this knowledge.

Long Term: Curriculum Map

PE Overview

Subject Topics

Knowledge Progression: Milestones

KS1: Milestone 1

Lower KS2 : Milestone 2

Upper KS2: Milestone 3

Vocabulary Progression

PE Policy

Curriculum Drivers