Physical education

Developing physical confidence for life

Newman’s PE curriculum aims to give pupils opportunities to:

• develop motor competence across a broad range of physical activities
• participate in sustained physical activity appropriate to their abilities
• experience competitive sports and activities
• improve strength, stamina, balance, agility and co-ordination
• work and communicate with others
• understand the importance of physical activity and healthy lifestyles
• develop confidence, resilience and independence.

The curriculum is flexible. Pupils are not necessarily fixed within a single pathway and may work across different pathways according to their individual physical development, needs and circumstances.

Learning Through Our Pathways

Engage

Developing movement and physical awareness

For pupils with significant physical or medical needs, PE is highly personalised.

Working alongside relevant therapists and professionals, activities focus on individual areas of physical development. Pupils develop strength, stamina and range of movement while becoming increasingly confident participating alongside their peers.

Physical activity also supports wider life skills through areas such as Healthy Me, Social Me and Thinking Me.

Discovery

Exploring movement and sensory development

Pupils develop fundamental movement skills alongside their sensory processing and physical awareness.

Activities can support balance and stability, body awareness, locomotion and manipulation skills, while helping pupils regulate their responses to different situations and environments.

National Curriculum activities are incorporated where appropriate, giving pupils opportunities to transfer their developing physical skills into different experiences.

Develop

Building fundamental movement skills

Pupils develop their agility, balance and co-ordination and learn to apply these skills individually and alongside others.

They experience a broad range of activities, including games and movement sequences, and begin to communicate, collaborate and compete with others.

Pupils learn how to improve their performance, recognise their own successes and transfer physical skills into sporting activities and everyday life.

Deepen

Applying skills with confidence

Pupils develop competence across an increasingly broad range of physical activities and become active for sustained periods.

They apply skills and techniques within competitive sports and increasingly understand rules, tactics and strategies.

Pupils also evaluate their own and others’ performances, respond to feedback and make adjustments to improve. Through sport and physical activity they develop qualities including fairness, respect, teamwork and resilience.

Developing Physical Skills

Building strong foundations

Fundamental movement skills provide important foundations for physical development.

Depending on their individual needs and pathway, pupils develop skills including running, jumping, throwing, catching, balance, agility, co-ordination and control.

As pupils progress, they learn to combine and apply these movements within increasingly challenging activities and sporting situations.

The curriculum includes experiences across team building, health and fitness, gymnastics, dance and movement, invasion games, net and wall activities, striking and fielding, and athletics.

Sport & Competition

Working together and achieving our best

Sport gives pupils opportunities to apply their physical skills while developing teamwork, communication and resilience.

As appropriate to their pathway, pupils experience activities including football, basketball, netball, hockey, handball, rugby, volleyball, tennis, badminton, cricket, rounders and softball, alongside athletics and fitness activities.

Pupils learn to work individually, in pairs and as part of a team. They develop an understanding of rules and tactics, learn to respond positively to feedback and experience both success and disappointment within competitive situations.

The emphasis is on helping every pupil work towards their personal best.

Swimming & Water Confidence

Developing confidence and safety in the water

Swimming forms an important part of physical development at Newman.

For some pupils, learning begins with hydrotherapy and water confidence, using the supportive properties of water to encourage movement, relaxation, sensory regulation and physical development.

As confidence and ability develop, pupils learn swimming and water-safety skills, including safe self-rescue and the effective use of different swimming strokes.

Where appropriate, pupils work towards swimming competently, confidently and proficiently over at least 25 metres.

Physical Activity & Wellbeing

Supporting healthy, active lives

PE contributes directly to pupils’ physical and mental wellbeing.

Regular physical activity helps pupils understand their bodies, recognise how exercise makes them feel and develop positive attitudes towards healthy lifestyles.

For some pupils, physical activity can also support sensory regulation, confidence and self-esteem, providing an appropriate outlet for tension and anxiety.

Through positive experiences of physical activity, Newman aims to help pupils discover activities they enjoy and develop habits that can contribute to their health and wellbeing beyond school.

Communication • Independence • Resilience

Newman’s three curriculum drivers are embedded throughout Physical Education.

Communication develops through participation, working with others and communicating feelings, needs and understanding. Pupils may communicate through speech, communication aids, gestures, signs or symbols before progressing towards discussing techniques, rules, tactics and performance.

Independence develops as pupils become increasingly confident participating in activities, selecting appropriate movements and equipment and transferring physical skills into everyday situations.

Resilience develops through practising challenging skills, working towards goals and learning to respond positively to feedback, competition and setbacks.

Additional Physical Development

Meeting individual needs

Newman’s wider physical development offer includes activities and interventions designed around individual pupils.

Sensory circuits use sequences of physical activities to help some pupils organise and regulate sensory responses and reach an appropriate level of alertness for learning.

Rebound Therapy uses trampoline-based movement to provide therapeutic exercise and recreational opportunities. It can support areas including movement, strength, balance, co-ordination, communication, confidence and social development.

Hydrotherapy provides another highly individualised physical experience, using warm water and controlled movement to support pupils’ specific physical and therapeutic needs.

Preparation for Adulthood

Developing skills for life beyond school

Physical Education makes an important contribution to Newman’s Preparation for Adulthood curriculum.

Pupils develop physical skills that can increase their independence while learning about good health, relationships and participation within their community.

Working with others develops communication, co-operation and social confidence, while experiencing physical activity helps pupils discover ways to maintain their health and wellbeing.

For more independent pupils, the curriculum encourages continued participation in sport and physical activity through community opportunities and sports clubs.

PE Across Newman

Provision shaped around individual pupils

At Whiston, PE supports Newman’s EYFS and primary pupils across a wide range of physical and cognitive abilities. The site also houses Newman’s hydrotherapy pool.

At Dinnington, PE forms part of the Key Stage 3 and Key Stage 4 curriculum and contributes to Preparation for Adulthood at Key Stage 5.

At NAR, provision is adapted for pupils aged 10–19 requiring an individualised, low-sensory environment. The site also provides access to Rebound Therapy.

Across all sites, provision is shaped around individual ability and need rather than assuming every pupil will follow the same physical pathway.