Physical Education

At William Reynolds Primary School, we firmly believe that Physical Education should be experienced in a safe, supportive and encouraging environment. This helps our pupils understand that to be successful, not just in sport but in all areas of learning and life, you must work hard, show resilience, have determination and be prepared to practise things time and time again in order to get better and improve – to be the best we can be!

Our principle aims – from the National Curriculum in England – for PE are for pupils to:

  • develop competence to excel 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.

The core of our PE curriculum is the National Curriculum for England which is supported by Telford and Wrekin Schools Sports Partnership. In response to Government research, Alison Oliver MBE, Chief Executive of the Youth Sport Trust said: “Physically active children are happier and achieve higher levels of academic attainment than their less physically active peers.”

She continued “PE and sport are not a ‘nice to have’ in children’s lives, and today more than ever they are essential to their physical, social and emotional development.” With this in mind, pupils experience a variety of sports throughout their time at William Reynolds Primary School and Nursery, to help them to develop a love of sport and physical activity.

The curriculum has been specifically sequenced in a logical progression to ensure that new knowledge and skills build on what has been taught before: Early Years to Year 6. This enables our pupils to know more and remember more. End points and target points within the eight areas of PE are identified for each year group through a whole school PE progression plan. The sequence develops pupils’ declarative and procedural knowledge; we use the basis of the 3 Pillars (motor competence; rules, strategies and tactics; and healthy participation) to aid progression within the eight areas of physical education.

From Year 2, all pupils access at least 90 minutes per week of taught PE where they are given opportunities to participate in a range of sports. Early Years & Year 1 have a weekly timetabled PE lesson.

Every year group has a yearly Curriculum Map that outlines the areas of PE which will be taught. This ensures that an adequate amount of time and coverage is allocated to each of the eight areas.

Detailed Medium Term planning supports teachers to plan a sequence of progressive weekly lessons and over time, give the children time to master new declarative and procedural knowledge. Within this document, key objectives and vocabulary are outlined. Progression documents, for each area of PE, are used to support the Medium-term plan to ensure that staff are delivering a consistent and challenging curriculum.

With the support of regular CPD, teachers have expert knowledge on how to teach key motor competences; rules, strategies, and tactics; and encourage healthy participation. Progression of the skills, rules, and the games the pupils play has been carefully planned and sequenced. PSHE, Science, Geography and PE subject leaders work closely together to understand how and when knowledge taught in their subjects are similar and different.

Within the lesson, teachers provide timely, positive feedback to encourage pupils sense of self and confidence. Key skills and knowledge are embedded in their long-term memory so they can apply them across a variety of sports and physical activities.

The EYFS curriculum includes rich opportunities for pupils’ all-round development, enabling them to pursue happy, healthy, and active lives. Within the Foundation Stage, development of gross and fine motor skills are planned for through indoor and outdoor experiences. During Reception PE lessons, gymnastics, dance and games will be taught to develop their core strength, stability, balance, spatial awareness, co-ordination and agility.

As pupils move through Key Stage 1, they 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 engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Planned lessons for the declarative and procedural knowledge in gymnastics, dance, multi-skills, athletics, and orienteering are taught. In Year 2, pupils will attend a 10-week course of swimming.

In Key Stage 2, pupils 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 communicate, collaborate, and compete in all eight areas of the PE curriculum. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Sports taught in each year group within KS2 are netball/basketball, hockey, athletics, and gymnastics. Other sports taught throughout KS2 are rounders, tennis, orienteering, dance, cricket, dodgeball, tag rugby and inclusive sports. In Years 4 & 6, pupils will attend a 10-week course of swimming where the aim is for all pupils to swim competently, confidently, and proficiently over a distance of at least 25 metres using a range of strokes.

The impact of our curriculum is that:

  • Pupils understand the importance and positive benefits of being physically active
  • Pupils engage in regular physical activity
  • Physical activity is high profile across the school
  • Pupils know what safe and effective movement looks like in specific activities and perform them
  • Pupils know the rules, strategies and tactics in specific activities and can apply them
  • Pupils work as part of a team to achieve a goal
  • Pupils have a positive attitude towards competition
  • Teachers are confident and knowledgeable about PE.


PE progression document