Physical Education (PE)

A person smiles beside a poster showing someone turning from themselves to a sparkly, confident version of themselves. A list of steps for how this can happen is laid out below.

 UNCRC Article 29

I have the right to an education which develops my personality, and respect for other's rights and the environment

Article 29 of the UNCRC says that a child or young person’s education should help their mind, body and talents be the best they can. It should also build their respect for other people and the world around them. In particular, they should learn to respect:

  • their rights and the rights of others
  • their freedoms and the freedoms of others
  • their parents
  • the identity, language and values of countries— including their own.

Education should prepare children and young people for a responsible life in a free society. It should teach them how to live in an understanding and tolerant way that is non-violent and that respects the environment

PE Curriculum Rationale

At Bridgelea we want our children to love PE. We want them to have no limits to what their ambitions are and grow up wanting to be PE Teachers, Athletes, Sports Coaches, Youth Workers, Physiotherapists or Personal Trainers. The PE curriculum has been carefully designed so that our children develop their Physical capital. We want our children to remember their PE lessons in our school, cherish these memories and embrace the opportunities they are presented with!

Curriculum Intent

The PE curriculum promotes curiosity and love and thirst for learning. It helps pupils lead healthy and active lives. It is ambitious and empowers our children to become independent and resilient – like all curriculum areas.

We want to equip them with not only the minimum recommended requirements of the PE National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life. We want them to build their resilience, be good winners and losers and have a healthy relationship with exercise. 

We want our children to use the vibrancy of Manchester to learn from other cultures, respect diversity, co-operate with one another and appreciate what they have. We achieve this by providing a strong SMSC curriculum, with Rights Respecting and our core values placed at the heart of everything we do. This often feeds into the PE curriculum. As we learn about the rich sporting history of Manchester and teach to the children’s stage not age.

We enrich their time in our school with memorable, unforgettable experiences and provide opportunities which are normally out of reach – this piques their interests and passions. We have annual trips to Ghyll Head outdoor learning centre, water sports at Debdale water park and rock climbing. We teach a variety of different sports.

Curriculum Implementation

The PE curriculum has been carefully built and the learning opportunities and assessment milestones for each year group developed to ensure progression and repetition in terms of embedding key learning, knowledge and skills.

PE subject-specific skills underpin all work in PE and provide a common subject-specific vocabulary for staff and pupils.

We encourage staff to teach weekly PE lessons, we prioritise swimming as all Key stage 2 classes have lessons during the year, we want to ensure our children’s risk taking behaviour does not affect their safety when around water. This helps to ensure sufficient time is allocated to PE and that the subject matter can be revisited frequently. We believe that by crafting our curriculum this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and thus improve the rates of progress they make.

Curriculum Impact

The assessment milestones for each phase have been carefully mapped out and further broken down for each Milepost within the PE scheme of work. This means that skills in PE are progressive and build year on year.

Physical Education Programmes of Study: Key Stages 1 and 2

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sports 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 sports and other activities build character and help to embed values such as fairness and respect.


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.

Schools are not required by law to teach the example content in [square brackets].

Subject Content – 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 cooperative 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.

Subject Content – 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

All schools must provide swimming instruction either in key stage 1 or key stage 2.

In particular, 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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