Personal Cog Information

At Keep Hatch we follow the Real PE scheme of work. This builds on developing 6 areas of a child’s learning which we call cogs. This approach allows us to develop the whole child and support the development of fundamental skills needed to do everyday activities such as, walking, getting in and out of a car, climbing the stairs. If all the cogs are working together, children will be successful and happy learners.

The children also learn at the end of each unit how to play traditional and non-traditional sports, learn rules to a game, work as a team, work on personal best, create their own dance sequence etc. To learn these fundamental skills, children need to be able to try their best, work together, follow instructions, be confident at being active. Each term, we focus on different cogs which support developing the whole child so they will learn be happy and confident learners not only in PE but in all areas of the curriculum.

In autumn term 1 we focus on the Personal Cog, which aligns with our school values of happiness, ambition, responsibility and confidence and resilience. This is what each year group will be developing in PE but also across the curriculum to be successful learners. For the personal cog, this could be by wanting to improve their personal best in an arithmetic test or explaining why they are proud of their work in Art and Design.

EYFS

The focus is on following instructions.

Expected:

I can enjoy working on simple tasks with help.

Exceeding:

I can follow instructions and practice safely.

I can work on simple tasks by myself

Year 1

The focus is on staying on task.

Emerging:

I can enjoy working on simple tasks with help.

Expected:

I can follow instructions and practice safely.

I can work on simple tasks by myself

Exceeding:

I try several times if, at first, I don’t succeed, and I ask for help when appropriate.

Year 2

The focus is on keep trying.

Emerging:

I can follow instructions, practice safely and work on simple tasks by myself.

Expected:

I try several times if, at first, I don’t succeed, and I ask for help when appropriate.

Exceeding:

I know where I am with my learning

I have begun to challenge myself

Year 3

The focus is on knowing where I am in my learning.

Emerging:

I try several times if at first I don’t succeed.

I ask for help when appropriate

Expected:

I know where I am with my learning

I have begun to challenge myself

Exceeding:

I cope well and react positively when things become difficult.

I can persevere with a task and improve my performance through regular practice.

Year 4

The focus is on accepting challenges.

Emerging:

I try several times if at first I don’t succeed.

I ask for help when appropriate

Expected:

I know where I am with my learning

I have begun to challenge myself

Exceeding:

I cope well and react positively when things become difficult.

I can persevere with a task and improve my performance through regular practice.

Year 5

The focus is on reacting positively to challenge

Emerging:

I know where I am with my learning

I have begun to challenge myself

Expected:

I cope well and react positively when things become difficult.

I can persevere with a task and improve my performance through regular practice.

Exceeding:

I see all new challenges as opportunities to learn and develop.

Year 6

The focus is on consistently trying to improve.

Emerging:

I know where I am with my learning and I have begun to challenge myself.

Expected:

I cope well and react positively when things become difficult.

I can persevere with a task and improve my performance through regular practice.

Exceeding:

I recognise my strengths and weaknesses and can set myself appropriate targets.

I can accept critical feedback and make changes.

Next term we will be focusing on the social cog.