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The intent of the South Hams Federation PE Curriculum (SHFPEC) is to provide all children with knowledge of what competency in PE means and also know how to achieve this. By delivering the national curriculum objectives through a progressively sequenced programme, the SHFPEC aims to cultivate declarative knowledge (knowing what to do) and procedural knowledge (knowing how to do it) though 3 key pillars:

  1. Motor competence – movement skills
  2. Rules, strategies and tactics – application of those skills
  3. Healthy participation – knowledge of how to engage in sport

Through these 3 key pillars, the SHFPEC provides opportunity for all children to meet the following aims of the national curriculum for PE:

  1. Develop competence to excel in a broad range of physical activities.
  2. Are physically active for sustained periods of time.
  3. Engage in competitive sports and activities.
  4. Lead healthy, active lives.

Through laying the foundations of the fundamental movement skills: locomotion, object control and stability, children develop the building blocks to gain competency in a range of areas. This provides children with an experience that is broad and invigorating whilst being carefully considered so that areas are covered at greater depth.

The curriculum is centred on what pupils are entitled to know and be able to do. Through pedagogical considerations, activities and strategies are implemented to reinforce the learning objectives and specific assessment tasks are carefully selected to indicate the children’s competency.


The SHFPEC develops children’s competency progressively, so that they can excel in a broad range of activities. Physical development in reception is established through the delivery of Real PE, dance, gymnastics, multiskills, small team games and bike riding, laying the foundations for the Key Stage 1 curriculum.

The curriculum units in Key Stage One build upon the fundamental skills, allowing the children to progress to learning through adapted activities (such and floor and partner work in gymnastics) and adapted games (such as kickball in multiskills).

The teacher uses key vocabulary to share the clear learning objective, procedural knowledge, kinesiological knowledge and specific sport knowledge. This allows children to gain an understanding of what they are learning and how they can achieve it whilst also grasping physiological concepts and how they can apply their learning.

The units provide teachers with the key vocabulary imbed in their practice, explanation of key concepts, detailed teaching activities and supplementary links to embellish their delivery. This is key to ensuring that all children can access the curriculum through adapted activities, specialist equipment and support where appropriate.

The units in Key Stage Two continue to build up procedural, kinesiological and sport specific knowledge and culminate in more higher level application (such as advanced gymnastics routines and full sided invasion games).

The curriculum content is organised into weekly sessions, where key areas are taught progressively, with the final session providing an effect assessment opportunity for teachers to gauge pupil progress.

It is evident in the Curriculum Overview that the curriculum is broad and balanced, providing the children with a variety of activities that vary from established, traditional to new and emerging sports. This is underpinned by the national curriculum aim that children can access a range of physical activity. This broad coverage increases the chances of children finding an activity engaging to continue outside of their schooling as part of a healthy, active lifestyle.

Children are physically active throughout all the units with all sessions being centred on tasks that engage all learners without having children waiting on the side lines to take turns.

There is a good coverage of competitive sports with opportunities for small sided games and tournaments as well as full sided fixtures. Through the personal and social Real PE units, children learn through specifically designed tasks how to be a good winner and a good loser and this is then put into practice through the curriculum units.


The intended impact of the SHFPEC is that all children achieve the attainment targets set out in the national curriculum for PE:

Key Stage 1

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

The SHFPEC will provide children opportunities to:

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns

Key Stage 2

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

The SHFPEC will provide children opportunities to:

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.
  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively (front crawl, backstroke and breaststroke)
  • perform safe self-rescue in different water-based situations

In addition to allowing all children to achieve the national curriculum objectives, the SHFPEC intends for all children to be the best they can be in the pursuit of excellence, in line with our federation ethos. Children should develop resilience and perseverance as well as communication, teamwork and leadership skills, and be inspired for lifelong engagement in sport and physical activity.