{"id":575,"date":"2026-03-30T14:46:11","date_gmt":"2026-03-30T13:46:11","guid":{"rendered":"https:\/\/pioneerfederation.co.uk\/stonegate\/?page_id=575"},"modified":"2026-03-30T14:47:22","modified_gmt":"2026-03-30T13:47:22","slug":"pe","status":"publish","type":"page","link":"https:\/\/www.stonegate.e-sussex.sch.uk\/index.php\/curriculum\/pe\/","title":{"rendered":"PE"},"content":{"rendered":"\t\t
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At Stonegate we ensure that every child enjoys and learns a range of sports.<\/p>

Class Teachers and Teaching Assistants\u00a0work\u00a0closely with a range of external professionals to ensure that children get the very best experiences and develop a range of skills which can be applied to all sports.\u00a0<\/p>

Children in Key Stage 2 participate in a number of competitions which are organised by Uplands, our local Secondary School,\u00a0and Battle Abbey.\u00a0<\/span><\/p>

Stonegate achieves well in these competitions winning trophies for attainment as well as for sportsmanship.\u00a0<\/span><\/p><\/div>

\u00a0<\/div><\/div>

Characteristics of an Athlete<\/span><\/h3>
  • The ability to acquire new knowledge and skills exceptionally well and develop an in-depth understanding of PE.<\/li>
  • The willingness to practise skills in a wide range of different activities and situations, alone, in small groups and in teams and to apply these skills in chosen\u00a0activities to achieve exceptionally high levels of performance.<\/li>
  • High levels of physical fitness.<\/li>
  • A healthy lifestyle, achieved by eating sensibly, avoiding smoking, drugs and alcohol and exercising regularly.<\/li>
  • The ability to remain physically active for sustained periods of time and an understanding of the importance of this in promoting long-term health and well-being.\u00a0<\/li>
  • The ability to take the initiative and become excellent young leaders, organising and officiating, and evaluating what needs to be done to improve, and motivating\u00a0and instilling excellent sporting attitudes in others.\u00a0<\/li>
  • Exceptional levels of originality, imagination and creativity in their techniques, tactics and choreography, knowledge of how to improve their own and others\u2019\u00a0performance and the ability to work independently for extended periods of time without the need of guidance or support.<\/li>
  • A keen interest in PE. A willingness to participate eagerly in every lesson, highly positive attitudes and the ability to make informed choices about engaging fully in\u00a0extra-curricular sport.<\/li>
  • The ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain safe in and around water.\u00a0<\/li><\/ul><\/div>

    Implementation<\/span><\/h3>

    Our pupils should be able to organise their knowledge, skills and understanding around the following learning hooks:<\/p>

    • To develop practical skills in order to participate, compete and lead a healthy lifestyle<\/p><\/li><\/ul>

      These key concepts or as we like to explain them to children \u2013 learning hooks, underpin learning in each milestone. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language.\u00a0<\/p><\/div>

      Vertical accumulation of knowledge and skills from Years 1 to 6<\/span><\/h3>

      Threshold Concept<\/p>

      Key Skills<\/strong><\/p><\/td>

      \u00a0<\/p><\/td>

      Milestone 1<\/strong><\/p>

      Years 1 and 2<\/strong><\/p><\/td>

      Milestone 2<\/strong><\/p>

      Years 3 and 4<\/strong><\/p><\/td>

      Milestone 3<\/strong><\/p>

      Years 5 and 6<\/strong><\/p><\/td><\/tr>

      Develop practical skills in order to participate, compete and lead a healthy lifestyle<\/strong>
      \u00a0<\/p><\/td>

      Games<\/p><\/td>

      \u2022 Use the terms \u2018opponent\u2019 and \u2018team-mate\u2019.<\/p>

      \u2022 Use rolling, hitting, running, jumping,\u00a0catching and kicking skills in combination.<\/p>

      \u2022 Develop tactics.<\/p>

      \u2022 Lead others when appropriate.<\/p><\/td>

      \u2022 Throw and catch with control and accuracy.<\/p>

      \u2022 Strike a ball and field with control.<\/p>

      \u2022 Choose appropriate tactics to cause\u00a0problems for the opposition.<\/p>

      \u2022 Follow the rules of the game and play\u00a0fairly.<\/p>

      \u2022 Maintain possession of a ball (with, e.g.\u00a0feet, a hockey stick or hands).<\/p>

      \u2022 Pass to team mates at appropriate times.<\/p>

      \u2022 Lead others and act as a respectful team\u00a0member.<\/p><\/td>

      \u2022 Choose and combine techniques in game\u00a0situations (running, throwing, catching,\u00a0passing, jumping and kicking, etc.).<\/p>

      \u2022 Work alone, or with team mates in order\u00a0to gain points or possession.<\/p>

      \u2022 Strike a bowled or volleyed ball with\u00a0accuracy.<\/p>

      \u2022 Use forehand and backhand when playing\u00a0racket games.<\/p>

      \u2022 Field, defend and attack tactically by\u00a0anticipating the direction of play.<\/p>

      \u2022 Choose the most appropriate tactics for\u00a0a game.<\/p>

      \u2022 Uphold the spirit of fair play and respect in\u00a0all competitive situations.<\/p>

      \u2022 Lead others when called upon and act as a\u00a0good role model within a team.<\/p><\/td><\/tr>

      Dance<\/p><\/td>

      \u2022 Copy and remember moves and positions.<\/p>

      \u2022 Move with careful control and\u00a0coordination.<\/p>

      \u2022 Link two or more actions to perform a\u00a0sequence.<\/p>

      \u2022 Choose movements to communicate a\u00a0mood, feeling or idea.<\/p><\/td>

      \u2022 Plan, perform and repeat sequences.<\/p>

      \u2022 Move in a clear, fluent and expressive\u00a0manner.<\/p>

      \u2022 Refine movements into sequences.<\/p>

      \u2022 Create dances and movements that convey\u00a0a definite idea.<\/p>

      \u2022 Change speed and levels within a\u00a0performance.\u00a0<\/p>

      \u2022 Develop physical strength and suppleness by\u00a0practising moves and stretching.<\/p><\/td>

      \u2022 Compose creative and imaginative dance\u00a0sequences.<\/p>

      \u2022 Perform expressively and hold a precise and\u00a0strong body posture.<\/p>

      \u2022 Perform and create complex sequences.<\/p>

      \u2022 Express an idea in original and imaginative\u00a0ways.<\/p>

      \u2022 Plan to perform with high energy, slow\u00a0grace or other themes and maintain this\u00a0throughout a piece.\u00a0<\/p>

      \u2022 Perform complex moves that combine\u00a0strength and stamina gained through\u00a0gymnastics activities (such as cartwheels\u00a0or handstands).<\/p><\/td><\/tr>

      Gymnastics<\/p><\/td>

      \u2022 Copy and remember actions.<\/p>

      \u2022 Move with some control and awareness of\u00a0space.<\/p>

      \u2022 Link two or more actions to make a\u00a0sequence.<\/p>

      \u2022 Show contrasts (such as small\/tall,\u00a0straight\/curved and wide\/narrow).<\/p>

      \u2022 Travel by rolling forwards, backwards and\u00a0sideways.\u00a0<\/p>

      \u2022 Hold a position whilst balancing on different\u00a0points of the body.<\/p>

      \u2022 Climb safely on equipment.<\/p>

      \u2022 Stretch and curl to develop flexibility.<\/p>

      \u2022 Jump in a variety of ways and land with\u00a0increasing control and balance.<\/p><\/td>

      \u2022 Plan, perform and repeat sequences.<\/p>

      \u2022 Move in a clear, fluent and expressive\u00a0manner.<\/p>

      \u2022 Refine movements into sequences.<\/p>

      \u2022 Show changes of direction, speed and level\u00a0during a performance.<\/p>

      \u2022 Travel in a variety of ways, including flight,\u00a0by transferring weight to generate power in\u00a0movements.<\/p>

      \u2022 Show a kinesthetic sense in order to\u00a0improve the placement and alignment of\u00a0body parts (e.g. in balances experiment to\u00a0find out how to get the centre of gravity\u00a0successfully over base and organise body\u00a0parts to create an interesting body shape).<\/p>

      \u2022 Swing and hang from equipment safely\u00a0(using hands).<\/p><\/td>

      \u2022 Create complex and well-executed\u00a0sequences that include a full range of\u00a0movements including:\u00a0<\/p>

      \u00a0 \u00a0 \u2022 travelling\u00a0<\/p>

      \u00a0 \u00a0 \u2022 balances\u00a0<\/p>

      \u00a0 \u00a0 \u2022 swinging\u00a0<\/p>

      \u00a0 \u00a0 \u2022 springing\u00a0<\/p>

      \u00a0 \u00a0 \u2022 flight\u00a0<\/p>

      \u00a0 \u00a0 \u2022 vaults\u00a0<\/p>

      \u00a0 \u00a0 \u2022 inversions\u00a0<\/p>

      \u00a0 \u00a0 \u2022 rotations\u00a0<\/p>

      \u00a0 \u00a0 \u2022 bending, stretching and twisting\u00a0<\/p>

      \u00a0 \u00a0 \u2022 gestures\u00a0<\/p>

      \u00a0 \u00a0 \u2022 linking skills.<\/p>

      \u2022Hold shapes that are strong, fluent and\u00a0expressive.<\/p>

      \u2022 Include in a sequence set pieces, choosing\u00a0the most appropriate linking elements.<\/p>

      \u2022 Vary speed, direction, level and body\u00a0rotation during floor performances.<\/p>

      \u2022 Practise and refine the gymnastic\u00a0techniques used in performances (listed\u00a0above).<\/p>

      \u2022 Demonstrate good kinesthetic awareness\u00a0(placement and alignment of body parts is\u00a0usually good in well-rehearsed actions).<\/p>

      \u2022 Use equipment to vault and to swing\u00a0(remaining upright).<\/p><\/td><\/tr>

      Swimming<\/p><\/td>

      \u2022 Swim unaided up to 25 metres.<\/p>

      \u2022 Use one basic stroke, breathing correctly.<\/p>

      \u2022 Control leg movements.\u00a0<\/p><\/td>

      \u2022 Swim between 25 and 50 metres unaided.<\/p>

      \u2022 Use more than one stroke and coordinate\u00a0breathing as appropriate for the stroke being\u00a0used.<\/p>

      \u2022 Coordinate leg and arm movements.<\/p>

      \u2022 Swim at the surface and below the water.<\/p><\/td>

      \u2022 Swim over 100 metres unaided.<\/p>

      \u2022 Use breast stroke, front crawl and back\u00a0stroke, ensuring that breathing is correct so\u00a0as not to interrupt the pattern of swimming.<\/p>

      \u2022 Swim fluently with controlled strokes.<\/p>

      \u2022 Turn efficiently at the end of a length.<\/p><\/td><\/tr>

      Athletics<\/p><\/td>

      \u2022 Athletic activities are combined with games\u00a0in Years 1 and 2.\u00a0<\/p><\/td>

      \u2022 Sprint over a short distance up to 60 metres.<\/p>

      \u2022 Run over a longer distance, conserving\u00a0<\/p>

      energy in order to sustain performance.<\/p>

      \u2022 Use a range of throwing techniques (such as\u00a0under arm, over arm).<\/p>

      \u2022 Throw with accuracy to hit a target or cover\u00a0a distance.<\/p>

      \u2022 Jump in a number of ways, using a run up\u00a0where appropriate.<\/p>

      \u2022 Compete with others and aim to improve\u00a0personal best performances.\u00a0<\/p><\/td>

      \u2022 Combine sprinting with low hurdles over\u00a060 metres.<\/p>

      \u2022 Choose the best place for running over a\u00a0variety of distances.<\/p>

      \u2022 Throw accurately and refine performance by\u00a0analysing technique and body shape.<\/p>

      \u2022 Show control in take off and landings when\u00a0jumping.<\/p>

      \u2022 Compete with others and keep track of\u00a0personal best performances, setting targets\u00a0for improvement.<\/p><\/td><\/tr>

      Outdoor and adventurous activities<\/p><\/td>

      \u2022 Not applicable.<\/p><\/td>

      \u2022 Arrive properly equipped for outdoor and\u00a0adventurous activity.<\/p>

      \u2022 Understand the need to show\u00a0accomplishment in managing risks.<\/p>

      \u2022 Show an ability to both lead and form part\u00a0of a team.<\/p>

      \u2022 Support others and seek support if required\u00a0when the situation dictates.<\/p>

      \u2022 Show resilience when plans do not work and\u00a0initiative to try new ways of working.<\/p>

      \u2022 Use maps, compasses and digital devices to\u00a0orientate themselves.<\/p>

      \u2022 Remain aware of changing conditions and\u00a0change plans if necessary.\u00a0<\/p><\/td>

      \u2022 Select appropriate equipment for outdoor\u00a0and adventurous activity.<\/p>

      \u2022 Identify possible risks and ways to manage\u00a0them, asking for and listening carefully to\u00a0expert advice.<\/p>

      \u2022 Embrace both leadership and team roles and\u00a0gain the commitment and respect of a\u00a0team.<\/p>

      \u2022 Empathise with others and offer support\u00a0without being asked. Seek support from the\u00a0team and the experts if in any doubt.<\/p>

      \u2022 Remain positive even in the most\u00a0challenging circumstances, rallying others if\u00a0need be.\u00a0<\/p>

      \u2022 Use a range of devices in order to orientate\u00a0themselves.\u00a0<\/p>

      \u2022 Quickly assess changing conditions and\u00a0adapt plans to ensure safety comes first.<\/p><\/td><\/tr><\/tbody><\/table><\/div>

      Impact<\/span><\/h3>

      Assessment<\/strong><\/p>

      Through the explicit teaching of the PE skills, both the teachers and the pupils assess their learning continuously throughout the lesson.\u00a0<\/p>

      Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time.<\/p>

      \n\t\t\t
      \n\t\t\t\t\n\t\t\t\t\tPE Overview\n\t\t\t\t\tPE Overview<\/span>\n\t\t\t\t<\/a>\n\t\t\t<\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

      At Stonegate we ensure that every child enjoys and learns a range of sports. Class Teachers and Teaching Assistants\u00a0work\u00a0closely with a range of external professionals to ensure that children get the very best experiences and develop a range of skills which can be applied to all sports.\u00a0 Children in Key Stage 2 participate in a […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":467,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-575","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.stonegate.e-sussex.sch.uk\/index.php\/wp-json\/wp\/v2\/pages\/575","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.stonegate.e-sussex.sch.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.stonegate.e-sussex.sch.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.stonegate.e-sussex.sch.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stonegate.e-sussex.sch.uk\/index.php\/wp-json\/wp\/v2\/comments?post=575"}],"version-history":[{"count":4,"href":"https:\/\/www.stonegate.e-sussex.sch.uk\/index.php\/wp-json\/wp\/v2\/pages\/575\/revisions"}],"predecessor-version":[{"id":579,"href":"https:\/\/www.stonegate.e-sussex.sch.uk\/index.php\/wp-json\/wp\/v2\/pages\/575\/revisions\/579"}],"up":[{"embeddable":true,"href":"https:\/\/www.stonegate.e-sussex.sch.uk\/index.php\/wp-json\/wp\/v2\/pages\/467"}],"wp:attachment":[{"href":"https:\/\/www.stonegate.e-sussex.sch.uk\/index.php\/wp-json\/wp\/v2\/media?parent=575"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}