PE & Sport

'A healthy mind in a healthy body'

Physical activity matters. It makes us happy and helps us to be fully integrated. It reminds us that we are not just intellectual, but physical beings, held in balance. 

At Van Gogh Primary, we would like our children to grow a passion to physical exercises and being physically, mentally and socially confident to take a part in team or individual sport activities. We aiming to develop an understanding of how to improve in different physical activities and sports, to be able to learn how to evaluate and recognise their own success.

Key Curriculum Principles

1. The Big Picture: We believe in creating meaningful experiences within Physical Education, therefore we intentionally look to prioritise the interplay of fun, social interactions, challenge, motor competence and personally relevant learning. We believe that meaningful movement is an important part of a good life, so we explicitly create opportunities for students to develop their own image of a good life and how movement might contribute to that

2. Deliberate practice:  Students begin by identifying the simplest of skills and through variable applications of Time, Space, Weight and Flow reveal how they can be built upon, progressed and developed. This helps to encourage and enable pupils to become gradually more competent, confident and expert in their skills and techniques, so they will know, understand and be able to apply them in ever more complex activities and in evaluating their own and others’ work.

3. Enrichment:  Movement has the potential to enrich human existence and Physical Education can be a site that contributes to this by creating meaningful experiences of movement. Meaningful experiences are those that hold ‘personal significance’ to the learner. Children are taking part in Lambeth School Games and have a chance to compete in different sports against each other. Students are encouraged to practice their skills in various after school clubs.

4. Retrieval:  While specifically considering the physical journey of your pupils, you want to ensure the key development of the fundamentals of movement and the fundamental movement skills to create a strong base from which pupils can progress. This is very much a stage not age approach, considering the needs of your pupils and what prior teaching and learning experience they have had in developing the base of the pyramid. Constant repetition of skills in isolation and applied to a specific sport or activity context will ensure the learning is embedded and transferable.

IMPLEMENTATION

How is PE taught in KS1?  

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.  They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

  • participate in team games, developing simple tactics for attacking and defending

  • perform dances using simple movement patterns

Children have two hours of PE lessons per week delivered for a duration of 6 weeks or 6 consecutive lessons in a block. A recommendation would be that teaching each topic in a ‘block’ as an effective way of children building on and applying knowledge from the previous lesson.

How is PE taught in KS2?

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognize their own success.

Pupils should be taught to:

  • use running, jumping, throwing and catching in isolation and in combination

  • play competitive games, modified where appropriate (for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis), and apply basic principles suitable for attacking and defending

  • develop flexibility, strength, technique, control and balance (for example, through athletics and gymnastics)

  • perform dances using a range of movement patterns

  • take part in outdoor and adventurous activity challenges both individually and within a team

  • compare their performances with previous ones and demonstrate improvement to achieve their personal best

Children have two hours of PE lessons per week delivered by class teacher and PE staff. The PE will be taught for a duration of 6 weeks or 6 consecutive lessons in a block. A recommendation would be that teaching each topic in a ‘block’ as an effective way of children building on and applying knowledge from the previous lesson.


Van Gogh Primary provides swimming lessons either in key stage 1 or key stage 2.

Pupils are taught to:

  • swim competently, confidently and proficiently over a distance of at least 25 metres

  • use a range of strokes effectively (for example, front crawl, backstroke and breaststroke)

  • perform safe self-rescue in different water-based situations

SEND and Inclusion

As in all areas of the curriculum, teachers should deliver ‘quality-first’ teaching and differentiate to support children with barriers to learning. On an individual basis, teachers should consider any limitations that a child has in accessing the planned lesson and provide resources, scaffolds, adapted tasks, adult support and differentiated questioning where appropriate. In every stage of learning we need to consider the ability of pupils to work with others and play fairly, the purpose of the learning and the emotional learning skills.

To maximize children learning and to make the life skills explicit, we need to enable them to:

  • articulate the skills – have a skill vocabulary

  • recognize the skill – know what they look and sound like in practice

  • apply the skills – see their relevance to sport and life

These means adopting teaching and learning methods to:

  • promote independent learning, e.g. cooperative learning with peers

  • give students ownership, e.g. personal goals and progress

  • ask students to take responsibility, e.g. leadership

Feedback and Assessment of learning

Formative assessment:

  • Target/outcome led

  • Questioning

  • Feedback from the Teacher

  • Peer assessment

  • Self-assessment

  • Analysis

Assessment for learning is task orientated, set your pupil a task which shapes the learning to come. An open task, outcome led and involves principles and skills you wish the children to develop. Throughout the task encourage your children to analyze the progress, what is working and what is not?

We can show children what good practice or performance looks like through a combination of:

  • Teacher demonstration

  • Pupil demonstration

  • Written and verbal explanation

  • Videos 

  • Pictures, diagrams and illustrations

Children need to know what good looks like. What are they trying to achieve? How can they take steps towards good? Use of questions and feedback that is in line with desired outcome. Pupils should be encouraged to take part in peer evaluation and self -assessment to improve their work.

Staff professional learning

  • Inset days for Teachers to develop competence in teaching PE

  • Learning walks

  • Lesson Observations

  • Team teaching

  • Vignette

Cross curricular links

  • English – Type of talk: Explaining, instructing, questioning, describing and evaluating; Speaking and listening; writing Sport reports

  • Math – Taking measurements, problem solving, orienteering

  • Science – how our body responds to exercise

  • Music – express our dance movement and creativity

  • IT – using IT devices to analysis performance 

Curriculum Overview

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