PE
Physical Education (PE) – Curriculum Intent Statement
Purpose of the Subject
Through Physical Education, we aim to inspire all children to enjoy being active, develop physical confidence and understand the importance of leading healthy, active lives. We want pupils to experience a broad range of physical activities that build competence, resilience and teamwork. Our PE curriculum reflects the diverse nature of our school community, ensuring every child feels included, valued and capable of success. We aim to nurture confident, motivated young people who can apply physical skills with control, work collaboratively and develop positive attitudes towards physical activity that last a lifetime.
Alignment with the National Curriculum
In line with the National Curriculum, we teach children to:
- Develop competence in a broad range of physical activities.
- Be physically active for sustained periods of time.
- Engage in competitive sports and activities.
- Lead healthy, active lives.
- Build character through teamwork, fairness, respect and resilience.
Curriculum Coverage
Our PE curriculum provides:
- Mirrors – opportunities for children to see their own identities, cultures and experiences reflected in the sports, activities and role models they encounter.
- Windows – opportunities to explore physical activities, games and traditions from different cultures and communities around the world.
We select content from the National Curriculum and design inclusive, engaging and progressive units that develop physical literacy, teamwork and personal confidence. Each unit includes opportunities for skill development, tactical understanding, physical fitness and personal challenge.
Curriculum Progression
Our PE curriculum is built around four interrelated strands of knowledge:
1. Procedural Knowledge (Physical Skills)
Procedural knowledge represents the practical skills children need to participate successfully in physical activity. These skills are mapped in a vertically integrated progression from EYFS to Year 6. Children begin by developing fundamental movement skills—running, jumping, throwing, catching—before progressing to more complex skills in games, dance, gymnastics, athletics and outdoor adventurous activities. SOLO taxonomy supports this progression, enabling pupils to move from basic control to mastery.
2. Disciplinary Knowledge (The “Big Ideas” of PE)
Disciplinary knowledge represents the conceptual frameworks that underpin physical education. These include:
- Tactics and Strategy – understanding how to apply skills in competitive and cooperative contexts
- Rules and Fair Play – understanding expectations, boundaries and sportsmanship
- Health and Fitness – understanding how exercise affects the body and contributes to wellbeing
- Teamwork and Communication – working collaboratively and supporting others
- Resilience and Challenge – developing determination, confidence and a positive mindset
These concepts are taught, revisited and applied in every year group, helping children understand how physical activity is structured, purposeful and connected.
3. Substantive Knowledge (The Content We Teach)
Substantive knowledge represents the specific content children learn—such as techniques in gymnastics, dance sequences, athletic events, invasion games, net and wall games, and outdoor adventurous activities. This knowledge is presented as clear learning outcomes that detail what pupils should know and be able to do. Content is chosen to reflect our community, promote inclusion and ensure that all children experience success and enjoyment.
4. Substantive Concepts
Substantive concepts are recurring ideas that appear across the PE curriculum, such as balance, coordination, agility, control, accuracy, strength, endurance, tactics and sportsmanship. These concepts are explored in different contexts across year groups, helping children build familiarity, confidence and deeper physical understanding.
Repetition and Retrieval
Our PE curriculum is built on high levels of repetition to ensure that children remember more and can do more as they progress through school. Procedural and disciplinary knowledge are revisited in every year group, allowing pupils to apply skills with increasing independence. Substantive concepts reappear across units, enabling children to make connections and strengthen long‑term understanding. Retrieval practice is embedded within lessons through warm‑ups, skill revisits and reflective discussions.
Assessment
Assessment in PE is continuous, with a strong emphasis on ongoing monitoring of pupils’ progress. It focuses on pupils’ ability to apply physical skills, tactical understanding and personal qualities in a range of activities. Pupils are assessed through ongoing monitoring and observation of:
- Application of skills within games and activity contexts
- Teamwork, communication and resilience during participation
- Reflections on health, fitness and personal improvement
This ongoing monitoring provides teachers with a clear picture of how well children understand physical concepts, how confidently they perform skills and how effectively they think and behave as young athletes, without the use of formal recorded assessments.