PE at key stages 3 and 4

• become skilful and intelligent performers;
• acquire and develop skills, performing with increasing physical competence and confidence, in a range of physical activities and contexts;
• learn how to select and apply skills, tactics and compositional ideas to suit activities that need different approaches and ways of thinking;
• develop their ideas in a creative way;
• set targets for themselves and compete against others, individually and as team members;
• understand what it takes to persevere, succeed and acknowledge others' success;
• respond to a variety of challenges in a range of physical contexts and environments;
• take the initiative, lead activity and focus on improving aspects of their own performance;
• discover their own aptitudes and preferences for different activities;
• make informed decisions about the importance of exercise in their lives;
• develop positive attitudes to participation in physical activity.

Key stage 3

During key stage 3, pupils become more expert in their skills and techniques, and learn how to apply them in different activities. They start to understand what makes an effective performance and how to apply these principles to their own and others' work. They learn to take the initiative and make decisions for themselves about what to do to improve performance. They start to identify the types of activity they prefer, and take a variety of roles, such as leader and official.

The programme of study identifies six areas of activity:

• dance activities;
• games activities;
• gymnastic activities;
• swimming activities and water safety;
• athletic activities;
• outdoor and adventurous activities.

During key stage 3, pupils should be taught the knowledge, skills and understanding through four areas of activity. These should include:

• games activities;
• either (or both) of dance activities or gymnastic activities;
• two (or one, as appropriate) of the following: swimming activities and water safety; athletic activities; outdoor and adventurous activities.

Key stage 4

During key stage 4, pupils tackle complex and demanding activities, applying their knowledge of skills, techniques and effective performance. They decide whether to get involved in physical activity that is mainly focused on competing or performing, on promoting health and wellbeing, or on developing personal fitness. They also decide on which roles suit them best including performer, coach, choreographer, leader and official. The view they have of their skilfulness and physical competence gives them the confidence to get involved in exercise and activity out of school and in later life.

During the key stage, pupils will take part in any two of the six areas of activity listed above.

Competitive games activities are compulsory throughout key stages 1 to 3. At key stage 4, although pupils can choose other activities instead of competitive team and individual games, the government expects schools to continue to provide these for pupils who wish to take up this option.

Planning for progression in PE

To help with long-term and medium-term planning, staff will need to consider the following questions:

• What is known about pupils' prior learning when they enter the key stage and how has it been accounted for in the pitch of early units?
• What core tasks have been successfully completed and how are the next core tasks more demanding or challenging? What new learning do they need?
• Which knowledge, skills and understanding associated with an area of activity depend on secure understanding of previously introduced ideas?
• How can units be sequenced and overlapped to ensure that earlier work lays the necessary foundation for later work without work having to be repeated?
• How are opportunities created for consolidating earlier work essential for progress and which some children might find difficult?
• When knowledge, skills and understanding are revisited and reinforced, is the same context used or are activities changed?
• How are pupils challenged who have some competence or expertise beyond the expected levels?
• How are pupils challenged who are unable to reach the expected levels?
• Are the activities differentiated appropriately to ensure pupils learn at different levels, rates, and outcomes?
• For effective learning, is it best to teach the unit for a shorter concentrated period of time, eg two lessons a week for six weeks? Would some activities be better distributed over a longer period of time, eg one lesson each fortnight for two terms?

Checking progress and attainment

• What are the learning objectives for each unit?
• Do the teaching activities focus on the learning objectives and make it possible to meet the learning outcomes?
• How is progress recognised, and how are checks on progress made?
• How are the activities and core tasks pitched to ensure expectations can be met?
• How is progress checked across activities and not just within them?
• How is account taken of learning that takes places outside lessons? How is it used?
• How are activities set that meet the needs of different groups of children and enable them to make progress?