PE and Sport at Reculver
At Reculver Church of England Primary School, we feel it is crucial for each child to develop a strong set of principles and values. To support the children in this, we teach a rich and varied curriculum, which enables the children to develop an awareness and knowledge of their British heritage and the religious and culturally diverse country they live in. We therefore promote and uphold the British values of democracy, rule of law, individual liberty, mutual respect and tolerance as well as our Christian values of love, compassion, hope, forgiveness and perseverance in all we do.
Our aim is to ensure that children leave Reculver with an enthusiastic attitude towards physical activity and sport, whilst feeling confident enough to remain active throughout their lifetime. We provide a broad and engaging curriculum offering extra-curricular clubs to ensure pupils are given every opportunity when it comes to sport. Our links with Herne Bay High provides competitive and non-competitive opportunities as well as coaching the children to embrace sport as sports leaders, coaches and reporter. We hope that our school values come through in our PE lessons, encouraging the children to persevere and show resilience at all times.
Physical Education Aims
Children at Reculver CE benefit from a PE curriculum designed to support their physical, cognitive and socio-emotional development.
Physical Development:
Children develop the confidence and competence to take part in physical activity and sport. They understand the importance and correlation between physical activity and mental health.
Cognitive Development:
Children learn to think in different ways and apply their thinking in a variety of contexts. They develop the ability to make decisions and to evaluate and improve their practice and understanding how the technical skills they develop in PE can support them throughout the curriculum.
Socio-Emotional:
Children develop social skills that enable them to work collaboratively with others on a range of tasks. In doing so, they learn to support and encourage others, managing their own emotions and understanding how they can help others to do the same.
The PE curriculum complements the wider curriculum at Reculver to support the development of key personal attributes and school and British values, such as perseverance, tolerance, and respect.
Teaching and Learning
In EYFS, children experience a wide range of activities aimed at developing their fundamental movement skills, agility, balance and co-ordination (ABC).
In Key Stage 1, children continue to build on this foundation and learn a wide range of movements and skills including: hopping, skipping, throwing, catching, jumping etc. Children develop physical literacy through the discussion of movement and learn to work co-operatively as part of a team.
In Key Stage 2, children develop an understanding of how to use their physical skills in a range of different contexts, acquiring compositional, tactical and problem solving skills. They learn to work effectively as part of a team, develop leadership skills and show an understanding of how physical activity contributes to a healthy, active lifestyle.
Yearly Overview
|
Term |
GENRE OF SPORT |
KEY SKILLS |
|
Term 1 |
Movement Skills |
Static Balance, Dynamic Balance, Hopping and Jumping, Running and Dodging |
|
Term 2 |
Ball Skills |
Catching, Kicking with accuracy, Dribbling and Passing. |
|
Term 3 |
Gymnastics |
Floor shapes, Floor Movements and Apparatus |
|
Term 4 |
Dance |
Composition, Performance and Appreciation |
|
Term 5 |
Strike and Field Games |
Over and Underarm throw, catching, one and two hand striking. |
|
Term 6 |
Athletics |
Overarm throw, Jumping for distance and height, Short and long distance running, |
|
Various |
Swimming (KS2) |
Swim competently 25m using a range of strokes (front crawl, backstroke, breaststroke) |
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
