Physical Education

Physical Education Intent, Implementation, and Impact
‘Growing Global Citizens’

At Broseley C of E Primary School, we provide a PE curriculum for pupils from Reception to Year 6 not only enjoy but also allows them to experience a range of activities that help them to develop their health, fitness, and wellbeing.
The national curriculum for PE 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

We intend to offer a high-quality physical education curriculum that inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It provides 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.

We want all children to experience a wide variety of sports and physical skills which will enhance life-long fitness and life choices. PE can challenge and promote self-esteem through the development of physical confidence and problem solving. It can teach children to cope with both success and failure in competitive, individual and team based physical activities. Within dance it will allow children to explore their personal and spiritual identity.
Implementation: How is P.E. taught at Broseley C of E? 

The curriculum is carefully sequenced to ensure that pupils build upon the ‘Fundamental ABC skills’ they have been taught. The fundamental movement skills that make up the ABC's of physical activity can be broken down into three categories:

1. Locomotor skills: Running, jumping, hopping, and skipping.
2. Object: control skills: Catching, throwing, kicking, and bouncing.
3. Stability skills: Balancing, twisting, rotation, and landing.

In addition to this, we also ensure each pupil develops the understanding of competitive sport through tactical thinking and regulating their emotions through success and failure. We develop our pupils the understanding of Equality within sport, valuing diversity. We encourage Empowerment through competitive competitions within the East Shropshire partnership and support in the understanding of sustainability within their health and fitness.

The planning scheme ‘Power of P.E.’ has been sequenced in the following way to ensure consistency when moving between year groups and key stages in preparation for transition to secondary school and beyond. Although this sequence is not fully followed in Reception, teachers in the EYFS team ensure that key elements of the ‘Fundamentals ABC’s’ are started.


As part of the EYFS statutory framework pupils are taught:

Physical development: providing opportunities for young children to be active and interactive; and to develop their co-ordination, 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 co-ordination 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.

Lesson overview
Knowing More and Remembering More
Lessons begin with a focus on ‘Knowing more and remembering more’ short session where pupils revisit the knowledge that has previously been taught to ensure that they have remembered this in order to build on it.
Vocabulary Focus

Lessons have a strong focus on vocabulary (Wow Words) and these are introduced at the beginning of each lesson and referred to at the end, ensuring that pupils clearly understand the meaning of each word and are able to use them confidently. 

Reception – catch, space, passing

Year 1 - travel, Stillness, Direction
Year 2 - strike, team, controlling
Year 3 - repetition, tactics, defending
Year 4 - fielding, pass, receive
Year 5 - variation, unison, canon
Year 6 - marking, possession, offside

Support for Pupils with SEND
At the beginning of each unit of work, key pieces of knowledge for the unit are selected and work takes place to ensure that pupils with SEND are retaining and building on this. In addition, adaptations within lessons such as bigger/smaller goals, less/more distance travelled is there to support the pupils to achieve within all P.E. lessons.

At the beginning of a unit, children will complete the skills learnt previously in relation to their sport as well as the new skill to be taught and developed to be used as measure of progression in this learning domain.
At the beginning of each lesson, pupils either complete a ‘knowing more and remembering more’ task which assesses the knowledge they have retained from previous lessons.

At the mid and end point of the topic, pupils will have the opportunity to apply skills already learnt to an in-house competition, this is to assess and support their learning. 

During lessons, teachers move around and give pupils verbal feedback. They may be asked to try a skill again. Discuss what they could have done better tactically for next time.

The sequence of learning ends through a skills check, where the teacher can assess if they achieved the specific skill.

At Broseley C of E, P.E. is planned and delivered at a very high standard. We expect children to be wearing their full P.E. kit for every lesson and when representing the school (unless given a specific school team kit).

Regular learning sessions show that pupils are confident and able to talk knowledgeably about what they have learned in P.E. using subject specific vocabulary. The pupil voice discussions show that pupils greatly enjoy P.E. and can recall their learning and knowledge over time, making links between units of work. Lesson observations also triangulate this. 
Pupils demonstrating their skills learnt within their P.E. lessons through mini games and competitive opportunities demonstrates that P.E. is taught at a high standard across the school with opportunities for pupils to work at a greater depth. As a result, pupils make sustained progress across both key stages.

PE Long Term Plan