PE
We believe in “Fit, Fun, Forever” and that all learners can develop a lifelong love for physical activity, movement, and sport through an inclusive, high-quality, and strategic curriculum.
Key Purpose & Pillars
The Three Pillars
- FIT: Build and refine physical competence and fundamental movement skills while maximizing active time (Moderate to Vigorous Physical Activity – MVPA).
- FUN: Foster confidence, intrinsic motivation, and emotional resilience through highly engaging, inclusive, and positive movement experiences.
- FOREVER: Embed lifelong active habits, deep tactical knowledge, and character development rooted in the Good Samaritan ethos.
Core Curriculum Delivery
- Two Hours Weekly: Dedicated PE lesson time per week (excluding changing time).
- Swimming Curriculum: Weekly lessons for EYFS & KS1, one term for KS2, and statutory lifesaving skills in Year 6.
- Outdoor Education: Off-site orienteering and watersports in Exmouth for KS2.
- Enrichment: Sports clubs, Impact Days, Inter-School Festivals, and competitive fixtures.
Threshold Concept: Fundamental Movement Skills (FMS)
FMS are the “alphabet” of physical activity that must be automated before children can navigate the technical and tactical demands of complex sports in Key Stage 2.
| Skill Pillar | Core Capabilities & Movement Mechanics |
|---|---|
| Stability Skills (Balance & Body Control) | Static balancing (one foot/varied body parts), safe landings to absorb shock, weight on hands, rotation (rocking/rolling), and maintaining body tension. |
| Locomotor Skills (Moving through Space) | Walking, running, jumping (for height/distance), hopping, skipping, and dodging. |
| Manipulative Skills (Controlling Objects) | Underarm/overarm throwing, catching, tracking objects, bouncing, dribbling (hands/feet), and striking or volleying with implements. |
Core Pathways Beyond FMS: Gymnastics, Dance, Swimming, Outdoor Education, Games, and Athletics.
Cross-Curricular & Skill Integration
| Domain | Integration & Skill Application |
|---|---|
| Communication & Language (CLL) | Active listening to follow directions; social communication to express tactics, instructions, and intentions clearly. |
| Executive Functioning | Working memory to hold multi-step game rules; inhibitory control in new environments; sustained focus to monitor actions alongside peers. Integrates “Mindful Moments” (yoga, slow breathing) for regulation. |
| Writing Foundations | Develops motor prerequisites: core strength, shoulder strength, crossing the midline, bilateral coordination, spatial awareness, and hand-eye coordination. |
| Mathematics | Practical applications of shape, pattern recognition, and conceptualizing time/pacing. |
Progression Overview
Foundation Stage (EYFS / Reception)
Focus: Basic body mechanics, neurological mapping, and spatial discovery.
- Core Stability & Posture: Energetic movement while maintaining core balance during static poses.
- Bilateral Coordination: Navigating space dynamically, adjusting speed/direction to avoid obstacles.
- FMS Execution: Confident locomotion, stopping safely on command with soft landings, and tracking/throwing/catching large soft balls.
- Resilience & Regulation: Trying new challenges, sharing equipment, recognizing internal body signals (heart rate/heat), and following multi-step rules.
Key Stage 1 (Years 1 & 2)
Focus: Isolation & fluidity of body mechanics.
- Year 1 (Exploration & Execution): Explore body shapes, travel safely in general space, discover static balances, and execute isolated throwing/catching movements.
- Year 2 (Coordination & Rhythmical Sequences): Smooth, rhythmic step-hop skipping patterns; linking individual balances, shapes, and travels into structured phrases with clear start/end positions.
Lower Key Stage 2 (Years 3 & 4)
Focus: Consolidation & tactical application.
- Applying automated FMS directly into competitive/collaborative sport contexts.
- Moving with control while handling equipment (e.g., travelling with a ball in varied directions).
- Selecting and executing basic offensive/defensive tactics in modified small-sided games (e.g., Dartmoor3Ball).
Upper Key Stage 2 (Years 5 & 6)
Focus: Autonomy, high-pressure execution & evaluation.
- Combining complex skills fluently under pressure (e.g., dynamic space coverage vs. player marking).
- Analyzing movement using subject-specific technical vocabulary.
- Critiquing, evaluating, and refining performance for self and peers.
Curriculum Overview by Term
| Year / Cycle | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
| Reception | FMS: Locomotor (Walking, Running, Direction) | FMS: Stability (Balancing, Shapes, Small Body Parts) | FMS: Manipulative (Rolling, Bouncing, Trapping) | Intro to Gymnastics (Shapes, Rocking, Rolling) | Intro to Dance (Movement, Speed, Space) | Intro to Athletics & Cooperative Games |
| KS1 A (2026/27) | Locomotor FMS (Running, Dodging) | Gymnastics (Balances & Low Apparatus) | Manipulative FMS (Throwing & Catching) | Dance (Expressive Movement & Sequences) | Striking & Fielding (Target Games, Dartmoor3Ball) | Athletics (Jumping, Sprinting, Relays) |
| KS1 B (2027/28) | Stability FMS (Rotations, Landings) | Gymnastics (Sequences & Apparatus Work) | Manipulative FMS (Dribbling, Kicking, Trapping) | Dance (Character & Storytelling) | Net/Wall & Racket Skills (Implements & Volleying) | Athletics & Cooperative Team Games |
| LKS2 A (2026/27) | Invasion Games: Football / Touch Rugby | Gymnastics (Shapes, Inversions, Apparatus) | Invasion Games: Netball / Handball | Dance (Motifs, Formations) | Net/Wall: Tennis / Badminton | Athletics (Pacing, Long Jump, Throws) |
| LKS2 B (2027/28) | Invasion Games: Tag Rugby / Hockey | Gymnastics (Complex Sequences & Speed) | Outdoor & Adventurous Activities (OAA) | Dance (Narrative & Cultural) | Striking & Fielding: Cricket / Rounders | Swimming & Water Safety (Statutory) |
| UKS2 A (2026/27) | Invasion: Hockey / Ultimate Frisbee | Gymnastics (Fluid Design & Evaluation) | Swimming & Self-Rescue (25m target) | Dance (Choreography & Group Work) | Net/Wall: Volleyball / Advanced Tennis | Athletics & Triathlon Prep |
| UKS2 B (2027/28) | Invasion: Advanced Football / Rugby | Gymnastics (Group Balances & Tension) | Invasion: Basketball / Netball | Dance (Styles, Canon, Unison) | Advanced Striking & Fielding | OAA & Leadership / Play Leaders |
Ensuring Inclusive Practice & Adaptations
Inclusive Delivery Principles
- Equity Over Equality: Strategically modify rules, roles, and equipment to ensure all abilities achieve meaningful success.
- Staff Empowerment: Non-specialist teachers utilize structured sequences, visual aids, and clear developmental pathways.
- Reflective Progression: Teachers scaffold prerequisite FMS if pupils struggle with complex sports rather than rushing application.
| Broad Area of Need | Specific Barriers | Planned Adaptations |
|---|---|---|
| Communication & Interaction | • Expressive language • Receptive language • Social communication | • Non-verbal signaling (pointing cards, thumbs up/down); peer advocates. • Concise, single-step prompts (“Stop. Look. Catch.”) paired with gestures. • Fixed team roles (feeder, timer, collector); coned, small-group activity structures. |
| Cognition & Learning | • Working memory • Executive functioning • Aphantasia | • Visual task cards/whiteboards showing drill steps; maximum 2 instructions at once. • Coned zones for boundaries, visual gear checklists, and structured rotation orders. • Direct physical positioning, peer modeling, and kinesthetic guidance (avoid mental visualization demands). |
| Sensory & Physical | • Visual Impairment (VI) • Hearing Impairment (HI) • Sensory Overload (Autism/SPD) • Fine Motor / Dyspraxia | • High-contrast/bright balls, audible bell balls, rope under tape for tactile lines. • Forward-facing teacher stance, visual whistle flags/cones alongside sound. • Low-arousal reflection areas, ear defenders in halls, soft-touch/low-bounce equipment. • Larger targets, lighter/larger balls, shorter rackets, reduced distances. |
| SEMH | • Anxiety & Perfectionism • Impulse control • Emotional regulation | • Focus on personal bests over win/loss outcomes; low-stakes small-group practice. • Clear freeze signals (“statue” pose); active roles during downtime (ball retriever/manager). • Cool-down reflection periods; visual emotion check-in scales for step-out breaks. |