Physical Education

Teaching of Physical Education:

At Portfield, we use an approach called real PE to teach physical education. It is an approach which links fundamental movement skills (ABC - agility, balance, coordination) and whole child development (Core Abilities - personal, social, cognitive, creative and physical). By teaching both aspects, we help children work towards becoming their competitive best, help them understand the importance of living a physically active life and help them become a well-rounded individual. 

Each real PE lesson is split into four key sections:


During the first section of the lesson, the children will be both readying themselves physically for the lesson ahead and practising and retrieving knowledge that they have learnt previously - either earlier in the current series of lessons or in previous units of work. The warm-ups increase in difficulty as the unit of work progresses but can also be tailored to individual children's needs if they are either a struggling or advanced learner. As the warm-ups progress, they focus on developing the core abilities of the whole child - personal, social, cognitive, creative and physical.


Skill Learning

During the 'skill learning' section of the lesson, the children focus on the fundamental movement skills or ABCs (agility, balance and coordination). The focus kill is explicitly modelled to the children by the teacher or using a video demonstration before the children work with a partner to practice. These skills have six stages of progression, from novice to expert. When children are practising the skills, there is an emphasis on fluency and control. Children will only be moved on to the next stage of learning once they can demonstrate this on a consistent basis. 


Skill Application

Once the children have practiced a skill, they will then have an opportunity to apply it to a different situation. This will look different depending on the age of the children:

·      In the early years the skill is applied in a story-based activity. For example, the children may be going on a pirate adventure or 'riding' in a bike race.

·      In the middle years, the skill is applied in physical challenges that encourage the children to strive for their personal best.

·      In the older years, the skill is applied in small-sided competitive games.


The skill learning and skill application sections of the lesson may change order, depending on the stage of the children. For example, Year 5 and 6 may start with 'skill application' (game context) from the previous lesson, then practise a 'skill' that is required to improve their ability to play the game and then go back and 'apply the skill' again within the same game. This is called 'whole - part - whole' teaching. 


Learning Review

At the end of the lesson, the children will review their learning. During this section of the lesson, the children will discuss what has gone well, what they have improved and what they need to improve next based on the learning goals and success criteria.