Teaching and Learning in Physical Education in Primary Schools

1

Know the expectations for pupils for Physical Education (PE) in primary schools.

1.1

Explain, using appropriate documentation, the expectations for pupils across the areas of activity and age groups.

2

Be able to plan an inclusive primary PE lesson.

2.1

Use subject knowledge in PE to plan lessons that
a) include appropriate learning objectives and outcomes
b) ensure access for all pupils to the national curriculum for PE
c) challenge all groups of pupils
d) support differentiation through the STEP (Space, Task, Equipment, People) framework.
2.2

Evaluate materials and resources to ensure that they support learning objectives.

3

Be able to deliver lessons in primary PE that reflect the PE Teaching Competence Standards (PETCS)and the Ofsted Criteria for good or above.

3.1

Deliver lessons that reflect an understanding of the National Curriculum for PE and how it can contribute to the pupils' development.
3.2

Convey clear and explicit learning objectives and outcomes to the learners.
3.3

Develop learners' knowledge, understanding and skills in PE.
3.4

Use resources, including ICT, effectively to extend learning and support differentiation and integration of all pupils.
3.5

Address errors or misconceptions learners may have in understanding the principles and concepts in PE.

4

Be able to develop pupil’s wider skills through PE.

4.1

Explain how literacy and numeracy skills can be improved through PE.
4.2

Use alternative activities (e.g. dance) to provide cross curricular learning opportunities that enhance pupil learning.

5

Be able to support the progress and achievement in PE of all pupils.

5.1

Review progress of pupils against learning outcomes and objectives.
5.2

Agree next steps with pupils so that they are aware of what they must do to progress and develop.
5.3

Use appropriate data to monitor progress and achievement of different groups of pupils, for example Looked After Children.
5.4

Communicate effectively with appropriate colleagues, for example SENCO, to ensure that all learners make progress in line with potential.

6

Be able to develop a plan for own continuing professional development (CPD) in PE.

Assessment Guidance