What matters most in Physical Education?
The cornerstone of our Physical Education curriculum is to promote a life-long involvement in physical activity and sport. This is underpinned through our four conceptual threads of developing physical skills, sporting values, roles in sport and knowledge.
Physical Education improves a person’s physical, social and mental well-being and presents a valuable opportunity to perform practically in individual and team activities. Additionally, the development of personal skills, that are integral for contributing in wider society such as communication, collaboration and teamwork, are ever-present in every single lesson. Furthermore, Physical Education helps instil lifelong habits of physical activity, encouraging healthier lifestyles, fostering confidence and resilience. PE supports the holistic development of students, preparing them for both personal and professional challenges beyond the classroom.
In Physical Education, students learn through a combination of guided instruction, practical experience, and reflective practice. At the novice stage, they begin by developing fundamental movement skills—such as running, jumping, throwing, and catching—alongside an understanding of rules, safety, and basic strategies across a range of activities and sports. As they progress, students build upon these foundations by developing a core & advanced skills then applying tactics, analysing performance, and refining their techniques with increasing autonomy and purpose. They learn not just what to do, but why and how to improve, becoming more thoughtful, strategic, and resilient performers in a range of roles. The ambition for all students is to develop a positive, confident relationship with physical activity—one rooted in understanding, enjoyment, and lifelong engagement with the goal of when they are no longer students of PE, they will have the tools to lead active, balanced lives and to value the role of physical activity in achieving holistic well-being.
The White Horse Physical Education curriculum is underpinning 4 conceptual threads:
• Developing physical skills
• Sporting values, resilience, teamwork, respect and empathy.
• Roles leadership and coaching
• Knowledge, rules, regulations, tactics and analysis.
Sports and activities are to be selected to best suit the needs of the student group. Student voice, facilities, teacher expertise, partnership of school’s competition opportunities and national events can influence choice.
Each student will experience Games, Individual, Aesthetic and Fitness units of work per academic year. Games will be across all terms and each group must be taught invasion, net/wall and striking and fielding to ensure a wide range of game activities. Dependent on centre facilities students will experience some sports and activities from individual activities (swimming, athletics and outdoor and adventurous activities), Aesthetic activities (dance, gymnastics and trampolining) and all will experience Fitness focused units of works each academic year.
Prior Learning
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.
However there are challenges with this as there is an inconsistent approach to primary school PE and therefore pupils often arrive at secondary school with a vast range of experiences of core physical education. This proves difficult to provide a definitive starting point for learners joining secondary school.