Subject Focus: PE. Year: Grade 3, Grade 4, Grade 5 Duration: 6 weeks

Central Idea: We have choices in planning how we can improve upon our techniques in Athletics

Lines of Inquiry

  • How we can improve upon our techniques in Athletics?
  • Can we use our team members' strengths to choose a successful team for KIS Olympics/Sports Day?

A full range of Track & Field events that include Running (short & long distance), throwing (small & big objects) and jumping.

An Inquiry into: -

  • How to become more efficient in Athletics
  • the similarities and differences in each event
  • which types of practices we need to do in order to improve upon our results

PE – Active Living (Phase 1)

Conceptual Understandings

  • Our daily practices can have an impact on our well-being.
  • We can observe changes in our bodies when we exercise.
  • Our bodies change as we grow.
  • We can explore our body's capacity for movement.
  • Our bodies can move creatively in response to different stimuli.
  • Safe participation requires sharing space and following rules.

Learning Outcomes

  • develop a range of fine and gross motor skills
  • explore creative movements in response to different stimuli
  • recognize that acting upon instructions and being aware of others helps to ensure safety.
  • engage in a variety of different physical activities
  • demonstrate an awareness of how being active contributes to good health

Learner Profile

  • Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
  • Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
  • Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
  • Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
  • Risk-takers (Courageous): We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
  • Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.


  • Commitment
  • Creativity
  • Curiosity
  • Enthusiasm
  • Integrity

Transdisciplinary Skills

  • Research Skills: Formulating Questions, Collecting Data, Recording Data, Organizing Data, Interpreting Data.
  • Self-Management Skills: Gross Motor, Fine Motor, Spatial Awareness, Time Management.
  • Thinking Skills: Acquisition of knowledge, Comprehension, Analysis, Evaluation.
  • Social Skills: Cooperating, Adopting a variety of group roles.
  • Communication Skills: Listening, Speaking, Reading, Writing.


An inquiry into generic throwing. You can use a larger ball (see video) for Shot Putt and a Tennis ball for the start of javelin. Again, in pairs, measure how far they can throw using just their fingers; fingers & wrist; fingers, wrist & arm up to elbow; shoulder (all lying down); on knees; feet together; one foot behind; with run-up


This is an inquiry into sprinting. Specifically, Leg action, arm techniques and head position. Pupils mainly work in pairs to firstly compete against each other and then to coach their partner by giving feedback into areas of improvement. View the video (left) for a quick exercise into discovering how important arm swing is whilst running.

Self-reflection & Peer feedback

Feedback from peers is an integral part of our PSPE syllabus as we ask students to become coaches and try to help their teammates/partners improve their athletic performances. This can be done by giving immediate verbal feedback to the pupil directly as they are practicing or even by written or audio comments on Seesaw. We also get students to self-reflect on their work at the end of the unit with a reflection sheet (see left).