PE scheme of work

A good physical education (PE) scheme of work for primary schools in the UK should provide a structured, inclusive, and progressive programme that aligns with the National Curriculum for Physical Education in England. It should promote the physical, social, emotional, and cognitive development of all pupils through a variety of physical activities, while fostering a lifelong enjoyment of physical activity and healthy lifestyles.

Key Components of an Effective PE Scheme of Work

Alignment with the National Curriculum

1. The scheme must adhere to the statutory requirements outlined in the National Curriculum in England: Physical Education programmes of study (Gov.uk PE Curriculum).
2. For Key Stage 1 (KS1), pupils should:
   • Master basic movements (e.g. running, jumping, throwing, catching).
   • Develop balance, agility and coordination.
   • Begin to engage in team games and perform simple movement patterns.
3. For Key Stage 2 (KS2), pupils should:
   • Apply and develop a broader range of skills.
   • Learn how to use these in different ways and link them to make actions and sequences.
   • Play competitive games and develop an understanding of tactics and strategy.
   • Take part in outdoor and adventurous activity challenges.
   • Evaluate and recognise their own and others’ successes.

Long-Term and Medium-Term Planning

1. A long-term plan should outline the PE coverage across the academic year, ensuring progression and balance.
2. Medium-term plans (unit plans) should detail learning objectives, activities, differentiation strategies, key vocabulary, assessment criteria, and resources. Both these aspects are included in the PE Passport scheme of work

Progression and Continuity

1. The scheme should show clear progression in skills, knowledge, and understanding from Reception through Year 6.
2. It should build on previous learning, reinforce core skills, and introduce increasingly complex tasks.

Inclusivity and Differentiation

1. Activities should be adapted to suit all abilities, ensuring every child can engage meaningfully.
2. Considerations for pupils with SEND and those with different cultural backgrounds or confidence levels should be embedded.

Assessment for Learning

1. Include formative and summative assessment opportunities.
2. Support teacher judgments through clear success criteria, self- and peer-assessment tools, and observational checklists.

Integration of Cross-Curricular Links

1. Opportunities to integrate literacy, numeracy, science, and PSHE into PE lessons, for example through teamwork, communication, and understanding body functions.

Health and Wellbeing Focus

1. Emphasise the importance of healthy lifestyles, including physical fitness, mental wellbeing, and nutritional awareness.
2. Support the Chief Medical Officer’s guidelines for daily physical activity in children.

Extra-Curricular and Competitive Opportunities

1. Provide information about school sports clubs, links to community sports, and participation in School Games or intra/inter-school competitions.

Teacher Support and CPD

1. Offer guidance for non-specialist teachers, with suggested CPD opportunities, video demonstrations, and access to expert advice or schemes such as:
   • Youth Sport Trust
   • afPE – Association for Physical Education

Summary

A high-quality primary PE scheme of work should be curriculum-compliant, developmentally appropriate, inclusive, and engaging, equipping pupils with the physical literacy, confidence, and knowledge to lead active lives. By incorporating progressive planning, robust assessment, and inclusive practice, it supports schools in delivering broad and balanced PE provision as envisioned by the National Curriculum.