Here is our PE Curriculum Map.


From the PE provision we intend for all children to be:

  • Inspired to succeed and excel in competitive sport and other physically-demanding activities
  • Physically confident in a way which supports their health and fitness
  • Competitive in sport and build character whilst embedding values such as passion, determination, respect, self-belief, teamwork and honesty.

Our curriculum objectives are 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

The curriculum ensures the following is achieved by the end of Key Stage 2:

  • to apply and develop a broad range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.
  • to enjoy communicating, collaborating and competing with each other.
  • to develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
  • to swim competently, confidently and proficiently over a distance of at least 25 metres (using a range of strokes effectively, and be able to perform safe self-rescue in different water-based situations).

The curriculum is designed by The PE Hub and is delivered by a PE teacher, class teachers and support staff. Lessons are adapted to meet the needs of the children. The curriculum is differentiated using the STEP principle. Teachers are taught how to achieve this during coaching sessions and insets.

The approach we use to teach PE evolves across the key stages. EYFS is taught through discovery and investigation (independently and collaboratively). KS1 is skill based which progresses and is sequenced through the year groups (from isolation to collaboration). KS2 develop the skills and apply them into different situations (through games and sequences)



PE is taught from EYFS to Year 6. KS1 have one hour of curriculum time PE per week. EYFS have an hour of PE and a heavy focus on physical development across the curriculum. KS2 have two hours of PE per week.

All children are taught a minimum of six activity areas across the academic year, with the addition of swimming for Year 6. The content is progressive, broad and balanced. The areas of focus are:

  • Dance and Gymnastics
  • Attack, defend and shoot
  • Send and return
  • Hit, catch and run
  • Run, jump and throw
  • Swimming

We deliver a three-year plan whereby the expectation is every child will leave Adderley with the ability to swim 25m (as a result of the pandemic children have been unable to attend swimming lessons since 2020). However, post pandemic children in Year 6 will now attend swimming lessons in the Spring and Summer terms with the intention of returning to the three-year plan for the academic year 2022/2023.

Pupils’ progress is monitored through their e-book, which is a collection of photos and videos of the children working towards and achieving the learning intentions. Each lesson provides opportunities for ongoing AfL with particular emphasis on children embedding the learning through a connectivity approach. This involves discussing prior learning, recapping the previous learning intention and discussing the current learning intention.

Progress is formally assessed twice per half term. Firstly, establishing their baseline interpretation of the activity area and then a second time to gauge their end of topic understanding. The attainment of each child is determined by the amount of progress between the two assessments.

To ensure our intent was continued during the pandemic, additional measures were implemented:

  • Learning moved to Purple Mash where activities were set by the PE teacher which related to the topic they would have been learning about had children been in school.
  • Activities were tailored to use equipment pupils would have had access to at home.
  • The Key Worker provision provided Fitness based lessons for children.
  • An overview of learning using Purple Mash demonstrated children were physically active during the lockdown.
  • Upon return to school, the PE curriculum was revised focusing on the topic of fitness which required little equipment and followed government guidance.


The quality of teaching is good with all children across the school making expected progress with 20% of children making exceeding progress.

Children are achieving the ARE by the end of the topic through effective teaching and sequenced curriculum. Each activity area is planned for six weeks. Over the half term there is sufficient time to complete the six weeks of planning. Lessons can be recapped or developed to meet the needs of the children.

Summative assessment takes place twice each half term and is updated on the system using both a RAG rating and numerical value. Formative assessment is ongoing lesson by lesson through strategic questioning, talk partners and self and peer analysis. This informs us of our next steps within the lesson.

From the lessons we are developing pupils learning habits and lifelong love of PE. Many children now take part in after school clubs and clubs outside of school (such as swimming lessons).

Pupil voice forms all decisions about the PE curriculum and overall provision. It offers us an indication of what coverage is taught and where coverage has been limited. Pupil voice informs us to make amendments to motivate further curiosity.

Children enjoy PE and swimming and aspire to represent the school in competitive situations.

The children are able to speak about what they have learnt and what they would like to learn. Children have developed their use of key vocabulary and analysis during different sports. This is something we will continue to focus on.

As a result of children being engaged in 2 hours of quality PE per week with opportunities to further develop their skills and partake in physical activity during many after school clubs. Children have been engaged in leading, managing and officiating during physical activities.

Children have the opportunity to attend breakfast club and participate in fitness workouts to improve their stamina and physical strength. Children are engaged with this and through pupil voice they enjoy participating in these. This has positively impacted upon the focus during morning lessons.

Children have been coached as Playleaders. These children lead play activities during breaktimes. They also oversee the equipment used at breaktimes. They are doing this with increasing confidence. Children are demonstrating good leadership and communication skills. From this, more children will be active at break and lunchtimes.

Children have learnt essential skills to keep safe around water. Children are physically active in a completely different way to other sports. Swimming has started to strengthen children’s hearts and lungs in a non-weight baring activity. It has developed their strength, balance and coordination. Children are able to complete swimming based activities. Swimming has boosted their confidence and has reduced their fear of water. It enhances children’s overall wellbeing.

Residentials have inspired children to become more independent and try new activities. The children gained so much confidence and developed their speaking skills. The children experienced difficult activities and were resilient throughout. Due to the pandemic we were unable to take our children to Kingswood activity centre in 2020. We are due to take children to residential in March 2022.

All children have taken part in Level 0 and 1 competition and have had the opportunity to perform at Level 2. Children have been invited to try out to take part in Level 2 competitions. We have been very successful during the year with many 2nd placed events. Participating in competition has developed resilience, dedication and respect. Attributes which are transferable into the wider school life. Due to the pandemic we were unable to attend any competitions in 2020. We now intend to take our children out to competitions during the 2021/2022 academic year.