About Physical Education
Physical Education at Sacred Heart has transformed rapidly over the last 12 months. With a new team leading the subject, including our PE apprentice Mr Stephens, we are now entering more competitions that ever before across a range of sports and year groups. Alongside that, we are now running a wider range of extra-curricular clubs, including a school football team, cricket, tag-rugby, multi-skills and many more across the year.
September 2018 has also seen the introduction of a new, more robust PE curriculum. This is mapped out in the Long Term Plan, and it ensures coverage of knowledge and skills across a range of games, dance modules, gymnastics and Outdoor and Adventure Activities.
The galleries below show a selection of the PE units that take place within school:
Our Healthy Lifestyles curriculum team is lead by Mr Smith with Miss Fletcher, Miss Conlon and Mr Stephens. The Healthy Lifestyles curriculum team also lead Mental Health and Emotional Well-being of pupils.
Aims of Physical Education
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.
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.
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
|---|---|---|---|---|---|---|
| Nursery | • Moving safely in a space, in different ways, changing speed & direction. • Developing fine motor skills - pencil & scissor grip and control, manipulating objects, tools, construction, malleable materials. • Developing independence with toileting, hand washing, dressing. • Recognising danger and developing awareness of safety. | • Balancing, using climbing equipment, wheeled toys. • Rolling, throwing, catching Moving safely in a space, in different ways, changing speed & direction. • Developing fine motor skills - pencil & scissor grip and control, manipulating objects, tools, construction, malleable materials. • Developing independence with toileting, hand washing, dressing. • Recognising danger and developing awareness of safety. | • Balancing, using climbing equipment, wheeled toys. • Rolling, throwing, catchi Moving safely in a space, in different ways, changing speed & direction. • Developing fine motor skills - pencil & scissor grip and control, manipulating objects, tools, construction, malleable materials. • Developing independence with toileting, hand washing, dressing. • Recognising danger and developing awareness of safety. • Talk about different ways of keeping healthy. | |||
| Recepton | • Experiments with different ways of moving. • Jumps off an object and lands appropriately. • Travels with confidence and skill around, under, over and through balancing and climbing equipment. • Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. • Uses simple tools to effect changes to materials. • Handles tools, objects, construction and malleable materials safely and with increasing control. • Shows a preference for a dominant hand. • Begins to use anticlockwise movement and retrace vertical lines. • Begins to form recognisable letters. • Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed. • Usually dry and clean during the day. | • 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, including pencils for writing. • Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. • They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. | • 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, including pencils for writing. • Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. • They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. | |||
| Year 1 | Gymnastics 1 Attack, Defend, Shoot 1 | Dance 1 Hit, Catch, Run 1 | Gymnastics 2 Dance 2 | Attack, Defend, Shoot 2 Send and Return 1 | Hit, Catch Run 2 Run, Jump, Throw 1 | Send and Return 2 Run, Jump, Throw 2 |
| Year 2 | Dance 1 Attack, Defend, Shoot 1 | Gymnastics 1 Dance 2 | Gymnastics 2 Hit, Catch, Run 1 | Attack, Defend, Shoot 2 Send and return 1 | Hit, Catch, Run 2 | Send and return 2 Run, jump, throw 1 |
| Year 3 | Gymnastics 1 Dance 1 | Football | Gymnastics 2 Handball | Tennis3 OAA | Netball Rounders | Athletics Cricket |
| Year 4 | ||||||
| Swimming | Swimming | Swimming | Swimming | Swimming | Swimming | |
| Year 4 | Gymnastics Football | Dance Handball | OAA Netball | Tennis Tag Rugby | Cricket Rounders | Athletics Hockey |
| Year 5 | Dance Tag Rugby | Gymnastics Football | Hockey Handball | Tennis Netball | Cricket Rounders | Athletics OAA |
| Year 6 | Dance Tag Rugby | Gymnastics Football | Hockey Handball | Tennis Netball | Cricket Rounders | Athletics OAA |
Year 2 Gymnastics
