Real PE is a holistic PE curriculum centred around the needs of the children with the aim of creating positive relationships with physical activity for life. This is achieved through a high-quality, progressive curriculum that supports teachers in delivering engaging lessons for all learners that develop the whole child. Teachers focus their teaching of Real PE around the 6 cogs of learning. Within each lesson, a clear focus is placed on the Fundamentals, which include differentiated tasks based around the ABCs (agility, balance and coordination).  Developing a confidence and competent skill level in these skills will enable pupils to lead active, healthy lifestyles. The clear approach and supporting resources directly align with the vision and values of the school. Active, healthy children achieve more and it was essential that PE at Willowdown develops the whole child and that every pupil feels included, challenged and supported. Real PE is a PE curriculum philosophy and approach which helps ALL children develop the physical literacy, emotional and thinking skills to achieve in PE, sport and life. It places the learner at the heart of practice with the ultimate goal of transforming how we teach PE, applying all of the high quality learning and teaching skills that have become the norm in other subjects. It supports teachers and other practitioners to make small changes that will have a significant impact on their learners.

The Real PE curriculum and progression of skills is easily accessible using the online platform, which guides teachers and pupils through the key skills required. See separate documents or Real PE and Jasmine online for the progression of skills. As a school, we are introducing Real PE and have decided to use Real PE for both PE lessons in a week, until Christmas, before reviewing our process.
 

To maximise learning and impact, real PE has provided staff with a comprehensive programme of training and support. The subject leader was introduced to a new approach to teaching PE which was followed by a whole school inset for all staff. The model also allowed the subject leader to use the real PE approach with their pupils and to support other staff before a review at the next training day. This ensured a full understanding and the sharing of best practice. This process of staff development and providing a shift in cultures is vital in allowing pupils to make positive progress with this approach.

The aims of the National Curriculum for Physical Education ensure that all pupils:

• develop competence to excel in a broad range of physical activities
• are physically active for a sustained period of time
• engage in competitive sports and activities
• lead healthy, active lives

Attainment Targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Key Stage 1

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

Key Stage 2

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 recognise 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

Swimming and Water Safety

In particular, pupils will be 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