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Bangabandhu

Our PE Curriculum

Article 6: Every child has the right to life. Governments must do all they can to make sure children survive.

Article 23: A child with a disability has the right to live a full decent life and play an active part in the community. Governments must do all they can to provide support for disabled children.

Article 24: Every child has the right to good health.

   

Our goal is for our children to become physically active. Physically active pupils must have:  

Fundamental Foundations

 We believe that for children to secure greater depth, it is important that they first have solid fundamental foundations.  Fundamental foundations should not be rushed and so the notion of ‘rapid progress’ must be dismissed. Instead the goal of repetition should be seen as both useful and necessary.  This is why you will see us returning regularly to art knowledge and concepts.  

 Cognitive Domains - Degrees of Understanding

We refer to three degrees of understanding and thinking ‘Basic’, ‘Advancing’ and ‘Deep’.  BASIC – Low level cognitive demand.  Involves acquisition of fundamental foundations.  ADVANCING – Higher level cognitive demands beyond recall. Requires application involving some degree of decision making in how to apply fundamental foundations.  DEEP – Cognitive demand involves non-standard, non-routine, inter-connected, multi-step thinking in problems with more than one possible solution.  Requires reasoning and justification for the inventive application of fundamental foundations.  

Time Scales for Progression Through the Cognitive Domains

Milestone 1 – Y1 & Y2 

Milestone 2 – Y3 & Y4 

Milestone 3 – Y5 & Y6  

Each milestone should be seen as containing two phases.  In the first phase, pupils should repeat the content a sufficient number of times to secure fundamental foundations; in the second phase, they should apply the foundations in order to reach the ‘expected’ standard.  If they reach this before the end of the second phase, they should move on to tasks that will secure greater depth.  Thus, progress through the cognitive domains take two years.  

It is expected that by the end of Year 1, pupils should be able to complete the BASIC tasks to secure fundamental foundations and by the end of Year 2, the ADVANCING tasks. It is also reasonable that a number of children may move on to the DEEP activities if they secure an early understanding of advancing.  

As part of our progression model we use a different pedagogical style in each of the cognitive domains of basic, advancing and deep. This is based on the research of Sweller, KIrschner and Rosenshine who argue to direct instruction in the early stage of learning and discovery based appropriate later. 

Milestone 1 

Y1 & Y2 

Milestone 2 

Y3 & Y4 

Milestone 3 

Y5 & Y6 

Beginning 

Y1 

Advancing 

Y2 

Deep 

Y2 

Beginning 

Y3 

Advancing 

Y4 

Deep 

Y4 

Beginning 

Y5 

Advancing 

Y6 

Deep 

Y6 

Page 144 of the Primary National Curriculum 2014 states: 

‘While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage.  Insecure, superficial understanding will not allow genuine progress: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.’ 

We believe that it is therefore extremely important to secure the fundamental foundations before trying to secure greater depth.  

Curriculum Breadth, Depth &  Progression Principles 

We have carefully planned our curriculum to ensure progression as well as breadth and depth.  These are the principles we have adhered to: 

Building a Physical  Education Schema at Globe 

Our pupils will form a Physical Education schema* by: 

*Schema – Schema theory states that all knowledge is organised into units.  A schema is, therefore is a conceptual system for understanding knowledge. A subject schema is a way of organising knowledge in a meaningful way; it is an appreciation of how facts are connected and they ways in which they are connected.  A schema is distinct from information, which is just isolated facts that have no organisational basis or links.  

Threshold Concepts – The Big Ideas

The one Big Idea, the one threshold concept in PE is to :  

Develop practical skills in order to participate, compete and lead a healthy lifestyle 

Each threshold concept has its own facets of knowledge which help to strengthen the schema. This knowledge can be put into categories.  Here are the knowledge categories: 

Curriculum Breadth Maps (topics) - IntentMilestone 1 Curriculum Map

Milestone 1 Curriculum Map

Milestone 2 Curriculum Map

Milestone 3 Curriculum Map

How we Implement our PE Curriculum

Our PE Policy 

Physical Development in the Early Years

Example Milestone 1 Lesson

Example Milestone 2 Lesson

Example Milestone 3 Lesson