PHYSICAL EDUCATION

The statutory requirements are set out in bold under Knowledge, Understanding and Skills in column 1; and under the Curriculum Objectives and Key Elements in columns 2, 3, and 4 and Learning Outcomes (at the bottom of the page). Additional suggestions/guidance appears in plain text. All examples are in italics. All of the illustrations offered aim to relate this strand to Life and Work contexts.

Developing pupils’ Knowledge, Objective 1 Objective 2 Objective 3 Understanding and Skills Developing pupils as individuals Developing pupils as contributors to Developing pupils as contributors to society the economy and environment Pupils should have opportunities to: Pupils should have opportunities to: Pupils should have opportunities to: Pupils should have opportunities to:

♦ increase their knowledge, Make decisions about what they want to achieve Work with others to solve problems Develop through practical tasks, their understanding and skills through and how to improve the quality of their work, for in a range of practical situations, for personal skills in preparation for frequent and regular participation example analysing their strengths and identifying example, by listening to others and future education/training/employment, in a balanced programme of areas for improvement. responding to and building for example, using initiative, enterprise, Athletics, Games (invasion, (Key Element: Personal Understanding) constructively on their ideas and creativity and skills in problem-solving, fielding/striking and net/wall), views, understanding the need for decision-making, leadership and co- Gymnastics, Swimming Dance and Develop positive relationships and respect for the rules. operation. Outdoor Education; differing capabilities of others through (Key Element: Citizenship) (Key Element: Employability) participation in a range of competitive and co- • practise, refine and develop skills operative physical activities, for example, show Explore issues related to Cultural Explore issues related to Economic and specific techniques (eg. using respect for and empathise with peers in a range of Understanding: awareness: strategies, tactics, choreographic group activities within school and with other Participate in physical activities from Participate in and evaluate the benefits of and/or compositional principles) schools. other cultures, for example, Tai Chi, a range of low-cost sports and physical and use these with consistency; (Key Element: Mutual Understanding) kabadi, tchoukball, korfball. activities, for example, walking, jogging, (Key Element: Cultural swimming. • experience, monitor and Understanding) (Key Element: Economic Awareness) understand a range of short-term Experience and evaluate the health and fitness effects of exercise on the body benefits of a range of different physical activities, Explore issues related to Media Explore issues related to Education systems including cardiovascular including their physical, social and psychological Awareness: for Sustainable Development: and musculo-skeletal systems; well-being for example, feeling energetic, Explore the increasing influence of the Investigate how the school grounds and enjoyment, increased self – esteem, positive self media on sport, for example, local community promotes outdoor • monitor and evaluate their own image. investigate and discuss which sports activities, while improving the activity levels over a period of time (Key Element: Personal Health) receive the greatest media coverage, environment, for example, more or a and plan how they can fulfil the the impact of sporting celebrity greater range of after/before school activity recommendations for Develop positive sporting behaviour and a sense endorsement/ advertising, and clubs, secure bike storage to promote health; of fair play, for example: know how to conduct sponsorship deals. cycling to school, more cycle lanes, themselves in sporting competitions, accept (Key Element: Media Awareness) playground markings. (Key Element: • develop their knowledge of safe authority and decisions of referees, judges and Education for Sustainable practices and procedures when umpires. Explore issues related to Ethical Development). taking part in sport and physical (Key Element: Moral Character) Awareness: activity Develop awareness of ethical issues Plan, perform and evaluate their commitment to associated with physical activities, for • develop the skills and capabilities a personal activity programme (eg 4-6 weeks). example, local opportunities for girls required to analyse and improve (Key Element: Moral Character) and women or specific target groups to their own and others’ work participate in sport and/or physical Explore the aesthetic quality of movement, activity on a regular basis, the use of • develop the skills and capabilities dedication, perseverance and strength of human drugs to enhance performance, the use required to work effectively with spirit, for example, identify and explore a of child labour in the production of others in tasks which require co- personally meaningful sporting moment or branded sport goods. operation, creativity, problem performance. (Key Element: Ethical Awareness) solving, planning and team work. (Key Element: Spiritual Awareness)

Learning outcomes: • take responsibility for their own safety in relation to warming-up and cooling-down, injury prevention and clothing and equipment; The learning outcomes require the • work independently to plan, undertake and evaluate a personal physical activity programme to meet current health demonstration of skills applying recommendations; knowledge and understanding about • research and manage information effectively, using Mathematics and ICT where appropriate; for example, the short term Physical Education. effects and health benefits of regular and frequent participation in physical activity • show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Pupils should be able to: Mathematics and ICT where appropriate; • demonstrate creativity and initiative when developing ideas and following them through; • work effectively with others; • demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance; • communicate effectively in practical, oral, visual, written and ICT formats, showing clear awareness of audience and purpose.

NB: Teachers may develop activities that combine many of the statutory requirements, provided that, across the Key Stage, all of the statutory aspects highlighted in BOLD (including each of the Key Elements) are met.