PE

Key Curriculum Information

PE Long Term Plan and Curriculum Progression

Intent of Physical Education at Woodlands

At Woodlands, we want Physical Education to help every child become confident, active and motivated to participate in movement and sport. Our PE curriculum develops physical competence, control and coordination while nurturing enjoyment, resilience and positive attitudes towards being active.

Through a wide range of engaging and inclusive experiences, children learn to move with increasing control, balance and confidence. They develop fundamental movement skills, apply these in games and physical challenges, and express themselves through dance and movement. PE also supports children to work cooperatively, communicate clearly and develop an understanding of how physical activity helps to keep the body healthy.

Through purposeful and progressive experiences, we want our pupils to:

• develop control, coordination and confidence in movement
• apply fundamental skills in a range of physical contexts
• work cooperatively and communicate effectively with others
• express ideas, moods and stories through movement and performance
• understand how physical activity supports health and wellbeing
• reflect on their performance and show perseverance to improve

Our PE curriculum supports our school values of Belief, Respect, Independence, Curiosity, Creativity and Kindness. It helps pupils grow in confidence, resilience and pride in their achievements.  

We use Get Set 4 PE to support the planning and delivery of a progressive, inclusive and engaging PE curriculum.

Why Physical Education matters to our pupils

Physical Education encourages active, practical learning and supports children’s physical, social and emotional development.

It develops coordination, confidence and body control, helping children to feel successful in movement and physical activity.

Through PE, pupils learn how to work with others, respond to challenge, improve through practice and enjoy being active.

How our PE curriculum is bespoke to Woodlands and reflects our context and values

• - We make full use of our hall, playground and outdoor spaces to provide varied and engaging physical experiences.
• - PE is designed to be inclusive and accessible so that all children can participate successfully, regardless of starting point.
• - We recognise that children arrive with different levels of physical confidence, coordination and experience, so our curriculum places strong emphasis on fundamental movement, participation and success for all.
• - Our approach supports nurture, wellbeing and positive relationships. Children are encouraged to take turns, cooperate, persevere and celebrate one another’s achievements.

Key Disciplinary Concepts in our PE Curriculum

We want our pupils to think and work like a sportsperson. To do this, they need to:

• Control and coordinate – move with increasing balance, agility and accuracy.
• Work with others – communicate, cooperate and apply simple tactics and rules.
• Create and express – use movement to perform, respond and communicate ideas.
• Understand health and fitness – notice how activity affects the body and understand how movement supports health.
• Evaluate and improve – reflect on performance, practise skills and strive to improve.

Substantive Themes in our PE Curriculum

In PE, substantive knowledge refers to the key areas of content pupils study, practise and revisit as they develop physical competence, confidence and understanding. These are organised into six recurring themes which are revisited and developed from EYFS to Year 2:

Fundamentals
Games and Ball Skills
Dance
Gymnastics
Athletics
Teamwork and Problem Solving (OAA)

These themes are carefully sequenced to ensure pupils revisit and deepen their understanding of movement, control, technique, performance and collaboration over time. Detailed progression is mapped in the Long Term Plan and Curriculum Progression document.

How learning deepens from EYFS to Year 2

In the Early Years, PE is rooted in exploration, movement and play. Children develop early control, coordination and confidence through travelling, balancing, jumping, throwing, catching and responding to music and simple instructions. They begin to work alongside others, use space safely and take part in simple games and physical challenges.

In Key Stage 1, PE builds on these early foundations and becomes more structured and explicit. Pupils refine control, coordination and technique across a wider range of activities including games, gymnastics, dance, athletics and team challenges. They begin to apply simple tactics, work more purposefully with others and improve performance through practice and feedback.

From Year 1 to Year 2, movement becomes more controlled, precise and purposeful. Pupils use increasingly accurate vocabulary, apply prior learning in new contexts and show greater confidence, fluency and independence. By the end of Year 2, they are able to combine skills, adapt movement, work collaboratively and reflect on how to improve.

How progress is assessed and evaluated

• We have clear age-related expectations for each year group. Teachers assess progress through observation, discussion and performance in practical activities, ensuring that pupils develop increasing control, confidence, understanding and independence over time.
• Teachers and Subject Champions monitor development through ongoing assessment of participation, application of skills and pupils’ ability to reflect on their learning.
• Progress is seen in pupils’ control, confidence, cooperation, creativity and ability to apply prior learning successfully in new physical contexts.