Key Stage 1 and 2 National Curriculum PE

Physical education

National Curriculum and 2014 Comparison

Purpose of study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims

The national curriculum for physical education aims to ensure that all pupils:

• develop competence to excel in a broad range of physical activities

• are physically active for sustained periods 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.

Present Curriculum

Curriculum 2014

Introduction

Teaching should ensure that when 'evaluating and improving performance', connections are made between 'developing, selecting and applying skills, tactics and compositional ideas', and 'fitness and health'.

During Key Stage 1 pupils build on their natural enthusiasm for movement, using it to explore and learn about their world. They start to work and play with other pupils in pairs and small groups. By watching, listening and experimenting, they develop their skills in movement and coordination, and enjoy expressing and testing themselves in a variety of situations.

Introduction 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.

Key Stage 1 PE		National Curriculum 2014	and Comparison
Acquiring and developing skills	1. Pupils should be taught to: a. explore basic skills, actions and ideas with increasing understanding b. remember and repeat simple skills and actions with increasing control and coordination.	Acquiring and developing skills	Pupils should be taught to:master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination
Selecting and applying skills, tactics and compositional ideas	2. Pupils should be taught to: a. explore how to choose and apply skills and actions in sequence and in combination b. vary the way they perform skills by using simple tactics and movement phrases c. apply rules and conventions for different activities.	Selecting and applying skills, tactics and compositional ideas	Pupils should be taught to: • develop simple tactics for attacking and defending • create simple movement patters
Evaluating and improving performance	3. Pupils should be taught to: a. describe what they have done b. observe, describe and copy what others have done c. use what they have learnt to improve the quality and control of their work.	Evaluating and improving performance	Pupils should be taught to: • recognise their own success
Knowledge and understanding of fitness and health	4. Pupils should be taught: a. how important it is to be active b. to recognise and describe how their bodies feel during different activities.	Knowledge and understanding of fitness and health	Pupils should: • be physically active for sustained periods of time • have the strength, stamina and suppleness to use a range of fundamental movement skills across a broad range of activities
Range of activities	During key stage 1, pupils should be taught the knowledge, skills and understanding through: Dance activities, games activities and gymnastics activities. Swimming was listed as non-statutory in the key stage.	Range of activities Swimming	The skills, knowledge and understanding within the physical education programme of study should be delivered through a broad but balanced curriculum. In order for all pupils to make progress and take part confidently, responsibly and successfully, it is important that they experience a wide range of physical activity and sports. No one area of activity should dominate the curriculum. Activity which is broad and balanced to include: • team games • competitive activities • cooperative activities • dance Swimming All schools must provide swimming instruction either in key stage 1 or key stage 2 Pupils should 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

Key Stage 2 Physical Education		National Curriculum and 2014 Comparison
Present Curriculum		Curriculum 2014
Introduction Teaching should ensure that when 'evaluating and improving performance', connections are made between 'developing, selecting and applying skills, tactics and compositional ideas', and 'fitness and health'. During Key Stage 2 pupils enjoy being active and using their creativity and imagination in physical activity. They learn new skills, find out how to use them in different ways, and link them to make actions, phrases and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to succeed in different activities and learn how to evaluate and recognise their own success.		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.
Acquiring and developing skills	1. Pupils should be taught to: a. consolidate their existing skills and gain new ones b. perform actions and skills with more consistent control and quality.	Acquiring and developing skills	Pupils should be taught to: • apply and develop a broader range of skills such as running, jumping, throwing and catching in isolation and in combination and develop overall fitness and strength.
Selecting and applying skills, tactics and compositional ideas	2. Pupils should be taught to: a. plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small-group and small-team activities b. develop and use their knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness c. apply rules and conventions for different activities.	Selecting and applying skills, tactics and compositional ideas	Pupils should be taught to: • apply basic principles suitable for attacking and defending • use compositional skills to create and perform a range of movement patterns • solve problems and overcome challenges both as an individual and within a team
Evaluating and improving performance	3. Pupils should be taught to: a. identify what makes a performance effective b. suggest improvements based on this information.	Evaluating and improving performance	Pupils should: • develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success • compare their performance with previous ones and demonstrate improvement in order to achieve their personal best
Knowledge and understanding of fitness and health	4. Pupils should be taught: a. how exercise affects the body in the short term b. to warm up and prepare appropriately for different activities c. why physical activity is good for their health and well-being d. why wearing appropriate clothing and being hygienic is good for their health and safety.	Knowledge and understanding of fitness and health	Pupils should: • be physically active for sustained periods of time • develop flexibility, strength, stamina to be able to play in games, take part in performances, overcome challenges and achieve personal bests The activities and experiences in the PE programmes of study should aim to ensure ALL pupils lead healthy and active lives.
Range of activities	During the key stage, pupils should be taught the knowledge, skills and understanding through five areas of activity: a dance activities b games activities c gymnastics activities and two activity areas from: swimming activities and water safety athletic activities outdoor and adventurous activities Swimming activities and water safety must be chosen as one of these areas of activity unless pupils have completed the full key stage 2 teaching requirements in relation to swimming activities and water safety during key stage 1.	Range of activities	The skills, knowledge and understanding within the physical education programmes of study should be delivered through a broad but balanced curriculum. In order for all pupils to make progress and take part confidently, responsibly and successfully, it is important that they experience a wide range of physical activities and sports. No one area of activity should dominate the curriculum. Activity which is broad and balanced to include • competitive striking and fielding, invasion and net/wall games (modified where appropriate) • dance • outdoor and adventurous activity challenges • swimming and water safety (see below) Athletics and gymnastics are suggested as areas of activity that can support the development of flexibility, strength, technique, control and balance.
		Swimming	All schools must provide swimming instruction either in key stage 1 or key stage 2 Pupils should 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.


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Posted Monday, 13 January 2014