Physical Education
I love PE because EVERYONE is involved and our lessons are great at keeping us active.
Year 6 Pupil
Intent – What we are trying to achieve?
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- At our school, we want every child to build strong physical skills and enjoy being active. Our PE lessons help children grow in six important areas: Physical, Social, Personal, Thinking (Cognitive), Creative, and Health & Wellbeing.
- We make sure all children take part in high‑quality PEand try many different sports, so they can find activities they enjoy and might want to continue outside of school.
- Our PE curriculum is fun, challenging, and varied, giving everyone the chance to improve and succeed. We also provide lots of active opportunities to help children learn how to make good choices about living a healthy, active life.
- Through PE, children develop confidence, resilience, independence, and learn how to look after both their body and mind. We also encourage pupils to take more responsibility for their own learning, helping them become confident and independent learners.
Implementation – How will we achieve this?
Real PE
Real PE is a programme that follows the National Curriculum and focuses on improving children’s agility, balance and coordination. It also helps children learn to work together and take part in healthy competition.
Jasmine Active Portal
We use an online portal called Jasmine Active, which gives teachers and pupils useful tools such as game tactics, step‑by‑step targets, and video demonstrations from children their own age. These help pupils understand skills quickly and stay motivated.
The Six Multi‑Abilities
Our PE lessons help children grow in six important areas: Thinking (Cognitive), Personal, Physical, Health & Wellbeing, Social, and Creative. These support the whole child and help every pupil succeed, no matter their starting point.
FUNS Stations
Each lesson includes FUNS stations, where children practise fundamental skills like reactions and ball control. The stations get harder over time, encouraging challenge, perseverance and independence as children choose how to progress.
Linking Skills to Sports
We teach skills through a wide range of sports—some familiar, some unusual. This helps children see how skills can transfer to many activities and may inspire them to try new sports outside school.
Self‑Assessment
Children use clear success criteria and simple tools like traffic‑light systems to check their own progress. This helps them understand what they can already do and what they need to work on next.
Feedback
Children receive feedback from teachers and from each other. We also use technology when possible to help pupils study their performance and see how they can improve.
Impact – What difference will this make?
- We help children learn the fundamental skills they need to take part in many different sports and physical activities.
- We believe every child should experience an activity that interests them, excites them, and encourages them to stay active throughout their life.
- We use modular assessments during the year to check progress and measure the impact of our PE curriculum.
- Each lesson helps children improve their key skills while also encouraging them to become independent learners.
- Children are supported to review their own performance, understand what they need to improve, and take control of their progress.
- These independent learning skills are not only used in PE but are also transferred into the wider curriculum, helping pupils grow in confidence and responsibility.
Y3 Curriculum Map (Real PE)Y3 Curriculum Map (Real Gym)
Y3 Curriculum Map (Real Dance)Y4 Curriculum Map (Real PE)Y4 Curriculum Map (Real Gym)Y4 Curriculum Map (Real Dance)
Y5-Y6 Curriculum Map (Real PE)
Y5-6 Curriculum Map (Real Gym)
Y5-6 Curriculum Map (Real Dance)
To keep all children safe and ready for PE, we ask that:
- Children wear the correct PE kit: house PE T‑shirt, black shorts and suitable footwear. In cold weather, children may wear black leggings or tracksuit bottoms and a jumper.
- All jewellery and watches are removed before the lesson.
- Earrings must be removed, not taped. Children must take them out independently.
- If a child cannot remove their earrings, they will take part in a non‑physical role such as coaching, analysing or officiating.
- Hair longer than chin length or covering the eyes must be tied back, for all genders. A spare bobble will be given if needed.
- If a child is unable to take part physically, they must bring a note from home explaining why.
- They will still join the lesson in a different role, such as coach or official, so they can continue learning and making progress.
Clowne Junior School - Our Houses
At Clowne Junior School, we encourage friendly competition and are proud of our strong record in local sports events. To support this, we use our house system to promote sport, teamwork and healthy lifestyles. Our houses are named after local sporting heroes, giving children real role models from our own area.
Our houses are named after:
- Matthew Lowton – A Premier League footballer who played for Aston Villa and Burnley. He grew up in Clowne and even attended Clowne Junior School, showing our pupils that they can achieve great things too.
- Millie Bright – Born in Killamarsh, Millie is a Women’s Super League footballer for Chelsea and has represented England at the World Cup. She inspires girls and boys everywhere with her determination and success.
- Kell Brook – Known as “Special K”, he is a former IBF World Welterweight Boxing Champion from Sheffield. He is admired for his courage and hard work in the ring.
- Richard Whitehead – A two‑time Paralympic gold medallist from Nottingham. Born without his lower legs, he shows that with resilience and self-belief, anything is possible.
These role models help our pupils feel proud of their community and excited to take part in sport.