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PE & Sport

PE & Sport- our intent

At Iveson Primary School, it is our intent to fully deliver and build upon the aims of the national curriculum for physical education to meet the needs of our pupils. The national curriculum Purpose of Study demands:  

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way, which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. 

At Iveson Primary, it is our intent to provide an inclusive, broad and balanced PE curriculum that inspires ALL children to participate in life-long enjoyment of physical activity. Our Curriculum aims to develop and master children’s fundamental movement skills, learn new skills, have fun, perform with increasing physical competence and confidence in a range of physical activities and contexts. We have a responsibility to equip pupils with the tools they need to understand the importance of leading and maintaining a healthy lifestyle, through health and well-being education. Regular physical activity is one of the most important ways children can maintain and improve their physical health, mental health and overall well-being. We believe it is important that pupils are given opportunities to participate in a range of enjoyable physical activities at an early age so they are more likely to continue being physically active throughout the rest of their lives. The use of the PE and Sport funding is effective in improving and sustaining high quality PE and sports provision and supporting an increase in physically active pupils and teachers 

 

We promote the enjoyment of being physically active as this is an essential part of a healthy lifestyle. 

Iveson Primary School

Physical Development in the Early Years Foundation Stage  

Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.  

Reception Early Learning Goals 

Physical Development  

ELG: Gross Motor Skills  

Children at the expected level of development will:  

– Negotiate space and obstacles safely, with consideration for themselves and others;  

– Demonstrate strength, balance and coordination when playing;  

– Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.  

ELG: Fine Motor Skills  

Children at the expected level of development will:  

– Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;  

– Use a range of small tools, including scissors, paint brushes and cutlery;  

– Begin to show accuracy and care when drawing.  

In Nursery children who are working at expected level of development will: 

-Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.  

-Go up steps and stairs, or climb up apparatus, using alternate feet.   

-Skip, hop, stand on one leg and hold a pose for a game like musical statues.   

-Use large-muscle movement to wave flags and streamers, paint and make marks. 

-Start taking part in some group activities which they make up themselves, or in teams. 

-Increasingly be able to use and remember sequences and patterns of movements which are related to music and rhythm. 

-Matching their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk, or run across a plank, depending on its length and width. 

Purpose of study

A high-quality physical education curriculum inspires all pupils to succeed and excel in
competitive sport and other physically-demanding activities. It should provide opportunities
for pupils to become physically confident in a way which supports their health and fitness.
Opportunities to compete in sport and other activities build character and help to embed
values such as fairness and respect.
Aims
The national curriculum for physical education 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.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.

Key stage 1

Pupils should develop fundamental movement skills, become increasingly competent and
confident and access a broad range of opportunities to extend their agility, balance and
coordination, individually and with others. They should be able to engage in competitive
(both against self and against others) and co-operative physical activities, in a range of
increasingly challenging situations.
Pupils should be 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.
Key stage 2
Pupils should 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 should enjoy communicating, collaborating and competing with each other. They
should develop an understanding of how to improve in different physical activities and
sports and learn how to evaluate and recognise their own success.
Pupils should be 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 and water safety

All schools must provide swimming instruction either in key stage 1 or key stage 2.
In particular, pupils should be taught to:
– swim competently, confidently and proficiently over a distance of at least 25 metres
– use a range of strokes effectively [for example, front crawl, backstroke and
breaststroke]
– perform safe self-rescue in different water-based situations.

Talk to us

If you’d like to find out more about our school, arrange a visit or make a general enquiry email us at: parentcontact@iveson-primary.co.uk or use our handy form.