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Physical Education at St Thomas’ inspires learners to realise their potential and develop a lifelong interest in participating in physical activity and sport, whatever their ability in P.E.

Our P.E. curriculum is inclusive and ensures that pupils of all abilities access the range of activities that we offer and that they are physically active for sustained periods of time in order to encourage them to lead healthy, active lives.  Children will develop the fundamental movement skills (agility, balance and coordination) and take part in increasingly competitive situations, against themselves and others.  Whilst retaining its unique contribution to a pupil’s physical development and health and fitness, P.E. also has considerable potential to contribute to much wider areas of learning in terms of developing the whole child, including the development of physical, social, creative, personal and cognitive skills.

In addition to this, specialist coaches enhance the teaching and learning of P.E. within the curriculum and provide extra-curricular activities. Furthermore, participation in intra-school and inter-school competitions ensures maximum participation in physical activity outside of the P.E. curriculum. There is also the opportunity to take on leadership roles where the pupils build character and embed values such as fairness, teamwork and respect.

Regular participation in sport and physical activity helps to reduce the risk of heart failure, improve core physical fitness, help with weight management, promote good health, instil self-discipline, improve self-confidence, reduce stress and develop lifelong learning skills.


Year 1




  • Moving fluently, changing direction and speed easily without collision.
  • Describing what it feels like when breathing faster during exercise.
  • Using space to their advantage.
  • Copying and exploring basic body actions demonstrated by the teacher.
  • Knowing where their heart is and why it beats faster.
  • Linking movement to moods, ideas and feelings.
  • Responding to different stimuli with a range of actions.
  • Practising and repeating their phrase with some control.
  • Watching movements of others carefully.
  • Getting in line with the ball to receive.
  • Using simple dance vocabulary to describe movement.
  • Making up and performing simple movement phrases.
  • Linking and performing basic gymnastic actions.
  • Performing movements with some control and accuracy.
  • Performing simple gymnastic movements (jump, roll, travel, climb, still).
  • Using space safely, being aware of others and apparatus.
  • Carrying apparatus safely, with guidance.


  • Rolling, throwing, striking, and kicking with some control.
  • Knowing how to aim and hit into a good space.
  • Explaining why running and playing games is good for them.
  • Mastering basic movements including running, jumping, throwing, and catching, as well as developing balance, agility and coordination.
  • Using and changing skills to win games



Year 2




  • Perform basic skills in travelling, being still, finding space and using it safely, both on the floor and using apparatus.
  • Develop the range of their skills and actions, for example, balancing, taking off and landing, turning and rolling with control and coordination.
  • Describe their own or their partner’s sequence accurately and choose an aspect to improve.
  • Travel with, send and receive a ball and other equipment in different ways.
  • Develop these skills to play simple, competitive net, striking/ fielding and invasion type games that they and others have made, using simple tactics for attacking and defending.
  • Show good awareness of others in running, catching and avoiding games.
  • Watch and describe performances accurately.



  • Make and repeat short dance phrases that accurately express moods and feelings.
  • Consider how to improve control.
  • Use different parts of the body to show a sense of dynamic, expressive and rhythmic qualities in their own dance.
  • Talk about different stimuli for the start of dance phrases.
  • Choose appropriate movements for different dance ideas.
  • Say what they like and dislike, giving reasons to support their opinions.



The children will:

  • Develop balance, agility and coordination.
  • Turn on the floor and apparatus. 
  • Twist on the floor and apparatus. 
  • Understand how different movements can be linked together smoothly.
  • Create, repeat and perform a short sequence.
  • Vary their sequences using floor space and apparatus.
  • Review one or more aspects of their performance to improve and explain how.


The children will:

  • Show a good awareness of others in running, catching and avoiding games.
  • Copy actions and ideas to improve their own performance.
  • Master basic movements including running, jumping, throwing and catching.
  • Be a team player.
  • Push, throw and sprint.
  • Develop sprinting skills.
  • Throw from a distance.
  • Jump with an even pace.
  • Sports day skills.



Year 3




  • Tension, stretches and body shapes in gymnastics – linking this to our Science and Maths topics.
  • Different ball skills and developing throwing and catching techniques.
  • Our own dance creations using individual, partnered and group sequences.
  • Movements using shape, balance and travelling.
  • Actions to improve fluency.
  • Control and fluency when performing.



  • Techniques and tactics for hockey and try to incorporate these into the game.
  • How to respond to stimuli using language and movement.
  • New actions with a partner, incorporating different qualities and dynamics into our movements.
  • We will use a range of techniques and tactics to keep possession and control of the ball.




  • We will learn to master select skills and actions and use them appropriately with the correct control and coordination.
  • We will learn a variety of techniques suitable for specific skills and disciplines.



Year 4




Through the area of invasion games in Autumn 1 the children will learn to:

  • Use a range of techniques when passing.
  • Keep and use the rules they are given.
  • Suggest how rules can be changed to improve the game.
  • Adapt rules in agreement with others.
  • Use a range of tactics to keep possession of the all to attack and goal.
  • Use knowledge they have learnt to make up suitable warm up activities.
  • Know and explain tactics and skills they are confident with and use well in games.
  • Choose different ways of practising these skills and tactics.
  • Describe the help they need to improve play.

In the second half of the term, through dance, the pupils will learn:

  • To follow simple routines.
  • To devise, perform and evaluate their own dance sequences. 


Through gymnastics, the children will learn to:

  • Work with a partner to make a short sequence on the floor, mats and apparatus.
  • Devise routines of stretching exercises that prepare gym work.
  • Make simple assessments of performance based on criteria given by the teacher.
  • Refine sequences and other’s work.
  • Offer constructive ideas when working with a partner.


We will be developing and refining the skills associated with fielding and striking and Athletics through the following skills:

  • Strike a ball with intent and throw it more accurately when bowling/fielding.
  • Intercept and stop the ball with consistency and to sometimes catch it.
  • Return the ball quickly and accurately.
  • Choose and use batting or throwing skills to make a game harder for opponents.
  • Choose where to stand successfully as a fielder.
  • Work well as part of a team to make it harder for the batter.
  • Understand the demands that specific activities make on the body.
  • Understand the importance of warming up.
  • Describe what is successful in their own and others’ play.
  • Identify parts of a performance that needs improvement and suggest ways to achieve this.





Year 5




In Invasion games we will be building on previous learning to develop greater control and skill in game situations. (Basketball/Hockey)

We will do this through:

  • Performing skills with accuracy, confidence and control.
  • Know and find ways to get the ball towards the opponent’s goal.
  • Choose positions in teams and know how to help attack.
  • Suggest ideas for warming up, explaining reasons for choice.
  • Recognise activities that help build strength, speed and stamina.


In Net and Wall games, we will be learning to:

  • Explain what they are trying to do and why it is a good idea.
  • Carry out warm-up activities carefully and thoroughly.
  • Give explanations about how warm-up affects the body.
  • Know why warming up is important to help improve play.
  • Know the types of exercise they should concentrate on (speed and flexibility)
  • Know the difference between attacking and defending skills.
  • Recognise activities that help strength, speed and stamina.
  • Know what they are successful at and what they need to practise more.
  • Try things out and ask for help to perform better.
  • Know how to mark and defend their goal.
  • Recognise activities that help strength, speed and stamina.
  • Choose positions in their teams and know how to help attack.
  • Use a variety of tactics to keep the ball.
  • Know and find ways to get the ball towards the opponents’ goal.
  • Look for specific skills used in a game and explain if they are being done well.
  • Work well with others, adapting play to suit the strengths of everyone.
  • Spot the spaces in their opponents’ court and try to hit the ball towards them.
  • Position themselves well on court.
  • Play shots on both sides of the body and above the head.
  • Direct the ball reasonably well towards an opponents’ court.
  • Show good backswing, follow through and feet positioning.
  • Spot the spaces in an opponents’ court and try to hit the ball towards them.



In gymnastics we will be building on previous learning to develop greater control and skill.

We will do this through:

  • Perform combinations of actions that show clear levels, speeds and directions.
  • Perform actions, shapes and balances clearly, consistently and fluently.
  • Repeat a longer sequence with extension, clear body shape and changes in direction.
  • Adapt sequences to include a partner or small group.
  • Take more responsibility for their own warm up.
  • Understand how muscles work, how to stretch and how to do strengthening exercises.
  • Watch and comment on the quality of movements, shapes and balances.
  • Identify which aspects were performed accurately, fluently and clearly.
  • Suggest improvements to speed, direction and level in composition.
  • Show clear levels, speeds and directions and perform actions consistently.
  • Show extension, clear body shape and changes in direction in phrases with a partner or small group (6/8 actions).


In Dance we will be learning to:

  • Choose appropriate material to create new motifs in a dance style.
  • Perform specific skills, movement patterns and different dance styles with accuracy.
  • Compose, develop and adapt motifs to make dance phrases and use these in longer dances.
  • Warm up and cool down independently.
  • Use exercises that stretch and tone the body.
  • Use dance terminology to identify different styles of dance.
  • Talk about the relationship between the dance and its accompaniment.
  • Suggest ways to develop technique and composition.


In Athletics we will develop on the skills previously taught.


We Will:

  • Perform a range of jumps showing power, control and consistency at both take-off and landing.
  • Organise themselves in small groups safely, take turns and play different roles.
  • Know and understand the basic principles of relay take-overs.
  • Take part well in a relay event.
  • Perform a range of warm up activities.
  • Say why some athletic activities can improve strength, power or stamina, and explain how these can help performance in other types of activity.
  • Watch a partner/s athletic programme and identify and main strengths.
  • Identify parts of the performance that need to be practised and refined and suggest improvements.

Team games (Cricket)

  • Hit a ball with purpose, varying the speed, height and direction.
  • Explain what they are trying to achieve and why it is a good idea.
  • Spot the spaces in an opponent’s court and to try and hit the ball towards them.
  • Position themselves well on court.
  • Play shots on both sides of the body.
  • Direct the ball reasonably well.
  • Carry out warm up activities carefully and thoroughly.
  • Give good explanations of how warm up activities affect the body.
  • Know why warming up is important to help them play better.
  • Know the types of exercise they should concentrate on, e.g. speed and flexibility.
  • Know what they are successful at and what they need to practise more.
  • Try things out and ask for help to perform better.
  • Work well with others, adapting their play to suit their own and others’ strengths.





Year 6





  • Perform to an accompaniment communicating individually, with a partner or in a group.
  • Comment on what works well, explaining why.
  • Describe how dance contributes to fitness and wellbeing.
  • Recognise how costume, music and set can help to improve a dance performance.
  • Combine and perform skills with control.


  • Perform skills with greater speed.
  • Choose when to pass or keep possession and make progress towards a goal.
  • Choose and use different formations to suit the game.

Know the importance of being fit.

Perform Gymnastics

  • Perform fluently and with control, even when performing difficult combinations.
  • Work well with a partner or small group.
  • Make up longer sequences and perform them with fluency and clarity of movement.
  • Vary direction, levels and pathways, to improve the look of a sequence.
  • Use planned variations and contrasts in actions and speed in sequences.
  • Understand what it is important to include in a warm up for gymnastic activity.
  • Recognise that a cool down is important.
  • Understand how gymnastic activity helps overall health. 
  • Watch performances and use criteria to make judgements and suggest improvements.
  • Explain how a sequence is formed, using appropriate terminology to describe technique and composition.
  • Comment on what works well, explaining why.


Play rounders

  • Create a warm up and explain how it is organised.
  • Recognise our own and others’ strengths.
  • Know the importance of particular types of fitness to the game.
  • Bowl underarm accurately.
  • Bat effectively, using different types of shot.
  • Field with increased accuracy.
  • Throw over arm with accuracy and for a good distance.
  • Hit the ball from both sides of the body.
  • Direct the ball away from fielders, using different angles and speeds.
  • Plan to outwit the opposition individually, as a pair or as a team, when they are batting, bowling and fielding.
  • Gauge when to run after hitting the ball.
  • Use tactics which involve bowlers and fielders working together.