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Construction of the Curriculum:

Fundamental movement skills are very important for the development of an individual in physical activity. Some of these skills are the basic movement patterns such as throwing, catching, running and jumping, which also contribute to the development of agility, speed and balance. Fundamental movement skills help to expand children's physical, emotional and social skills and are an important foundation for children as it aids them with their progression in sport and physical activity from a young age. For this reason, our P.E. curriculum is designed to focus on the teaching and the development of those fundamental skills, particularly, during the EYFS and KS1 phases. The KS2 curriculum is designed to provide time for the practise and development of those basic skills into more complex movement patterns, which are then applied to specific sports. ‘Sportsmanship’ and the ‘spirit of the games’ are interconnected, where every lesson is an opportunity to reinforce and celebrate those qualities.his section is a work in progress and will be updated in due course. 

Ambition of the Curriculum:

When our children eventually transition to secondary education, it is our ambition that they will leave Newby Primary School a kind, confident and successful citizen with the physical confidence, motor competencies and the necessary skills and knowledge required for the next stages of their learning. It is our hope that all of our children will have developed a love of P.E., sport or physical activity and that they will continue to be physically active and maintain a healthy lifestyle.

Skills and Content:

PE Rope

Our P.E. curriculum provides the opportunity for progression across the full breadth of the PE National Curriculum where skills and knowledge are revisited, revised and developed Where possible, units of work are themed with strong cross-curricular links to other subjects and topics, for example, during a dance unit of work, the children learn about the history of a dance form called ‘Haka’. This approach helps to make the learning memorable, allowing links to be made and ultimately creating a higher level of engagement.

Our curriculum allows for the ‘procedural knowledge’ (know how) alongside the ‘declarative knowledge’ (know what) of physical education. Sequencing the learning properly provides a smooth, incrementally progressive learning journey where each small step allows the learner to be successful in a continuous way. Each year, units of work are revisited when each part of the learning journey builds on the previous step and prepares for the next one.


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