Queen's Park CE/URC 
PE
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“For with God, everything is possible” (Matthew 19:26) Through our continued service to our community and rooted in our Christian Values, the opportunities we provide inspire our children and adults at our school to learn, to grow and to flourish. We are committed to developing our children into confident individuals who make a positive difference through developing a respect for themselves, each other and the world around them. For with God, everything is possible. (Matthew 19:26)
The spiritual development of our children is a priority across all areas of the curriculum. At Queen’s Park CE/URC Primary School, we define spirituality as connecting with ourselves, others, the world and God, through whom, everything is possible (Matthew 19:26). We explore spirituality through our Spiritual Capacities (our Spiritual C’s) which are curiosity, creativity, compassion, captivation, consciousness, being courageous contributors and having opportunities to contemplate. We understand the importance of both planned and spontaneous opportunities in all aspects of our CROWN Curriculum. This is evidenced in our class reflections book, through ‘spirituality in the spotlight’ and through speaking to our children.
Our 5 Crown Principles drive our PE Curriculum
Challenge Through the ‘challenge’ curriculum driver we want our children to embrace the challenges that physical education and sport provide. We want our children to excel and succeed in competitive sports and other physically demanding activities. Resilience Through the ‘resilience’ curriculum driver, we want our children to show determination to improve and give their best. Children will learn that defeat is a setback that we improve from. Children will learn that physical activity can be challenging and that when we keep going we can experience success. Opportunities Through ‘opportunities’, we raise aspirations to broaden our children’s horizons – opening their eyes to the myriad careers they might pursue. Through our comprehensive sporting calendar, our children have opportunities to compete at local and county level competitions. The children also have the opportunity to attend an OA residential and become sports leaders within school. Wellbeing At Queen’s Park, we understand that happiness is linked to personal growth, health and development. We ensure our children are happy, healthy individuals. In PE, we ensure that health of mind and health of body are paramount and the children develop values within sport such as fairness and respect. With ‘wellbeing’ as a curriculum driver, we give children the confidence to thrive in a diverse, global society and be respectful citizens with British and Christian Values at the core. kNowledge Through the ‘kNowledge’ curriculum driver, we encourage our children to be resourceful learners. It is uniquely challenging and coherent to our children. In PE, our children will link together knowledge from other subjects such as science and geography. The children will learn the skills and rules for a range of sports and activities and they will constantly develop their knowledge of team spirit. All our teachers teach with the aim to ensure pupils have sufficient knowledge to progress through primary school and beyond.
Being a sportsperson means that disciplinary and substantive knowledge complement each other harmoniously. Through the skills that are developed over time, year on year, our children are able to be competent and confident sportspeople. The children are able to use their knowledge to explain, support and develop their sporting skills in a wide range of team and individual activities.
PE Long Term Plan |
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PE is taught twice a week in two 60-minute sessions.
Progression documents Our progression documents have been created by the Curriculum Leader and PE Subject Leader to ensure clear progress through competitive sport and physically demanding activities. The progression documents show the key skills and attitudes to be demonstrated at each stage within the sequence of learning within the sport/activity. |
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Vocabulary is V.I.T.A.L in PE Valued We value vocabulary in PE and in everything we do. Identified Sporting vocabulary is identified by the PE subject leader and is explicitly planned for. Taught Vocabulary is explicitly taught in every lesson. Our lesson plans identify the vocabulary to be taught and used and this is reinforced and built on over time. Applied Once vocabulary is taught, it is applied. Our children apply their vocabulary constantly throughout their PE lessons. Children are expected to be able to explain clearly using the correct vocabulary. Learned Vocabulary is revisited and relearned. Vocabulary sticks in the children’s long-term memory. Lesson by lesson, year by year, children revisit and relearn key PE and sporting vocabulary.
Through an ‘explosion of experiences’, our youngest sportspeople are exposed to the foundations of their physical education. Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. In line with government guidance we encourage our children to be as active as possible throughout the school day, beginning with our Get Moving! sessions each morning. Carefully planned physical experiences are provided for our children within provision and in our PE lessons. PE vocabulary is explicitly planned for in our EYFS. Quality texts such as ‘My Exercise Diary’ are used to enhance children’s vocabulary. Staff are role models in demonstrating this vocabulary. Gross motor skills provide the foundation for developing healthy bodies and social and emotional wellbeing. Fine motor control and precision helps with hand-eye co-ordination which is later linked to early literacy. Staff create games and provide opportunities for play both indoors and outdoors, and support children to develop their gross and fine motor skills as well as their core strength, stability, balance, spatial awareness, co-ordination and agility. The foundations of PE learning in EYFS are linked to Year 1 and beyond. Years 1 to Year 6 Year on year, children will build upon their sporting and physical knowledge, skills and vocabulary. The curriculum leader and PE subject leader have created a meaningful, sequential learning journey. Careful curriculum thinking and planning ensures that our children have the subject knowledge and components embedded in their long-term memories.
Both our staff and children are enthusiastic about PE. Through ongoing CPD, we strive to ensure our teachers have expert knowledge of the PE they teach. We have a range of external expert teachers who deliver some PE sessions and teaching staff view these sessions as ongoing CPD. Our pedagogy is firmly based upon our curriculum intent of embedding concepts into long-term memory so that they are able to be recalled, to ensure substantive and disciplinary knowledge and skills can be applied fluently.
Both our staff and children are enthusiastic about Physical Education. Through ongoing CPD, we strive to ensure our teachers have expert knowledge of the PE curriculum they teach. Our pedagogy is firmly based upon our curriculum intent of embedding concepts into long-termmemory so that they are able to be recalled, to ensure substantive and disciplinary knowledge and skills can be applied fluently. Our ‘Queen’s Park Quality First Teaching’ model ensures that lessons are effectively sequenced so that new knowledge and skills build on what has been taught before and towards defined end points. At Queen’s Park, we implement an adaptive teaching approach to ensure that all learnersengage in meaningful, challenging, and achievable learning experiences. Our strategy is informed by the Education Endowment Foundation (EEF) research on adaptive teaching, emphasising high expectations, scaffolded support, and responsive adjustments to meet the needs of all pupils. We ensure effective, early identification of any additional barriers to learning, inclusive of but not restricted to Special Educational Needs, Pupil Premium and EAL. Adaptive teaching is essential to our quality first teaching offer as part of our graduated response. Our Approach: 80% Proactive, 20% Reactive We recognise that effective adaptive teaching is most successful when it is intentionally planned in advance (proactive) while also allowing for real-time adjustments (reactive) based on pupil responses and progress. Our model ensures: 80% Proactive Adaptive Teaching: Teachers anticipate and plan for diverse learning needs by designing lessons that provide challenge while being accessible to all. This includes the following:
20% Reactive Adaptive Teaching: Teachers remain responsive during lessons, adapting in the moment to ensure all learners stay engaged and make progress. This includes:
At our school, we believe that with God, everything is possible. We create a caring and exciting learning environment where children are encouraged to be curious, confident, and to believe in themselves. We use digital technology to help children learn, explore, and prepare for the world around them. By using technology in positive and meaningful ways, we help our children become confident learners who are ready for life in an increasingly digital world. We teach our children how to use technology safely, responsibly, and kindly. This helps them grow into respectful digital citizens who understand how to make good choices online and treat others with care. Our aim is to give every child the skills they need for the future. Technology supports our teaching, helping us to personalise learning and provide extra support where needed. It is always used to enhance learning and never replaces high-quality teaching or the important relationships between teachers and children. We also use technology to make learning accessible for all children, supporting different learning needs and helping every child to find their voice. By building confidence, communication skills, and independence, we prepare our children to become lifelong learners who are ready to face future challenges.
The sequence of lessons across PE follows the same structure:
We understand that we may not see the true impact of our PE curriculum on our children as our PE curriculum is just the beginning of a lifetime of learning. Our well-constructed and well-taught PE curriculum leads to great outcomes. Our results are a reflection of what our children have learnt. At Queen’s Park, our philosophy is that broad and balanced leads to great outcomes and meeting end points at the end of each key stage. National assessments are useful indicators of the outcomes our children achieve. We ensure all groups of children are given the knowledge and cultural capital they need to succeed in life. We strive to ensure that our children are equipped with the skills (through a growth mindset approach) to fluently be able to retrieve key facts from their semantic memory. The quality of our children’s work, at every stage, is of a high standard. All learning is built towards an end point and at each stage of their education, we prepare our children for the next stage. The impact of Queen’s Park PE curriculum is measured through the following:
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