PE

At Beeston Primary School we know:

• Our children are proud to take part in PE activities organised by the schools.
• Our children enjoy participating in sports clubs after school.
• Some children are lacking in the skills to be resilient and find it harder to cope when they are not successful.
• Children do not access a range of different sports outside of school.

The P.E curriculum has been planned as follows:

• Intra-school competitions have been implemented at to allow all children opportunities to compete and apply the skills they have been learning.
• Sport after school clubs take place regularly.
• We follow a scheme of work delivered by the teachers (Val Sabin), this focuses on the social, personal and cognitive aspects and allows children to work on personal goals and build resilience.
• Our school learning powers & British values are taught through PE.
• Football is not taught within P.E lessons. This allows us to focus on a range of other sports and allows for a level playing field.
• Specialist sports coaches deliver a wide range of sports including dodgeball, bench ball, handball, gymnastics, tag rugby rounders, netball, gymnastics and dance.

• Children are exposed to a range of sports throughout their time at including: tag rugby, netball, dodgeball, cricket, rounders, athletics, basketball, dance, gymnastics, tennis, football and hockey.

• Key vocabulary is explicitly taught related to the unit.
• During the teaching of games – children are taught the key skills, rules and tactics associated with a range of sports.
• During dance units a range of genres of music are taught and create routines.

•  Lessons are planned which build upon skills learnt previously, for example in gymnastics which is taught between years 1 to 6.

•  Children are given frequent opportunities to apply the skills learnt to game situations during lessons as well as intra school competitions.

• Children have the opportunity to represent the school in a range of sports from year 1 upwards through WNDSSP

• Children are encouraged to reflect on their own performance and that of others using self and peer assessment. This is modelled by the teacher/coach using correct vocabulary
• Children make connections with previous learning e.g. the principles of attacking and defending in tag rugby are linked with other invasion games. This is referred to by the coach/teacher at the beginning of a new sequence of learning.