Schola Europaea

Office of the Secretary-General

Pedagogical Development Unit

Ref. : 2015-01-D-39-en-4
Orig. : EN

Physical education syllabus – Primary cycle 1

APPROVED BY THE JOINT TEACHING COMMITTEE AT ITS MEETING OF 13 AND 14
OCTOBER 2016 IN BRUSSELS

Addition of the attainment descriptors for the 5th year

Entry into force on 1 September 2017

1
Syllabus approved by the Joint teaching committee of 12 and 13 February 2015 (2015-01-D-39-en-2)

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Contents

1. GENERAL OBJECTIVES .............................................................................................................................. 3

2. DIDACTICAL PRINCIPLES ........................................................................................................................... 4

2.1 MAIN AIMS IN PHYSICAL EDUCATION .............................................................................................................. 4

2.2 ORGANISATION OF PE .................................................................................................................................. 5
2.3 TEACHING PRINCIPLES .................................................................................................................................. 5

3. CONTENTS ............................................................................................................................................... 5

3.1 INDIVIDUAL ACTIVITIES ................................................................................................................................. 5

3.2 TEAM ACTIVITIES ......................................................................................................................................... 6
3.3 SWIMMING ................................................................................................................................................ 8

4. LEARNING OBJECTIVES ............................................................................................................................. 9

4.1 P1 ........................................................................................................................................................... 9
4.2 P2 ......................................................................................................................................................... 10
4.3 P3 ......................................................................................................................................................... 11
4.4 P4 ......................................................................................................................................................... 12
4.5 P5 ......................................................................................................................................................... 13

5. TRANSITION P5 TO S1 ............................................................................................................................ 14

6. ASSESSMENT.......................................................................................................................................... 14

6.1 FORMATIVE AND SUMMATIVE ASSESSMENT .................................................................................................... 14

6.2 ASSESSMENT METHODS/TOOLS .................................................................................................................... 15
6.3 ATTAINMENT DESCRIPTORS FOR YEAR 5 ......................................................................................................... 16

7. ANNEX ................................................................................................................................................... 19

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 1. General Objectives

The European Schools have the two objectives of providing formal education and of encouraging
pupils’ personal development in a wider social and cultural context. Formal education involves
the acquisition of competences – knowledge, skills and attitudes across a range of domains.
Personal development takes place in a variety of spiritual, moral, social and cultural contexts. It
involves an awareness of appropriate behaviour, an understanding of the environment in which
pupils live, and a development of their individual identity.

These two objectives are nurtured in the context of an enhanced awareness of the richness of
European culture. Awareness and experience of a shared European life should lead pupils
towards a greater respect for the traditions of each individual country and region in Europe,
while developing and preserving their own national identities.

The pupils of the European Schools are future citizens of Europe and the world. As such, they
need a range of competences if they are to meet the challenges of a rapidly-changing world. In
2006 the European Council and European Parliament adopted a European Framework for Key
Competences for Lifelong Learning. It identifies eight key competences which all individuals
need for personal fulfillment and development, for active citizenship, for social inclusion and for
employment:

1. Communication in the mother tongue

2. Communication in foreign languages

3. Mathematical competence and basic competences in science and technology

4. Digital competence

5. Learning to learn

6. Social and civic competences

7. Sense of initiative and entrepreneurship

8. Cultural awareness and expression

The European Schools’ syllabuses seek to develop all of these key competences in the pupils.

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 2. Didactical principles
2.1 Main aims in Physical Education

Physical Education (PE) is built on a holistic view of children recognising the level of physical,
mental and social maturity of the child and precedes what has been previously taught in line
with the “Early Education Curriculum” (2011-01-D-15).

Education aims to develop understanding of how physical activities affect health in a positive
way and to realise the importance of adequate equipment and personal hygiene routines.
Through PE, children should create a life-long interest in being physically active. PE should
motivate and encourage children to do sport in their spare time and prepare them for the
secondary cycle.

Physical activities (sports) are parts of our culture. PE which reflects these aspects enhances
understanding of others in a European context.

Holistic
Motivation
Approach

Positive
Attitude to Cooperation
Enjoy Sports

PHYSICAL
EDUCATION

Performance Health and

and Nutrition
Competitivity

Creativity Security

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2.2 Organisation of PE

PE is offered during PE-lessons in gym halls, swimming halls and/or in outdoor areas. The
number of hours allocated for PE is regulated in the document “Harmonized Timetable-
Primary” (2006-D-246). It is recommended, due to the nature of the subject, that all its different
parts (swimming, individual- and team activities) are covered each school year of the Primary
Cycle. To make it possible to arrange sports days, PE-lessons could be merged into blocks (whole
day, half day).

The PE-teacher could be the class teacher or a specialist. It is essential that the teacher is
qualified for the task and is aware of security rules and health aspects.

Teaching should be both individual and group oriented. Boys and girls should be challenged,
taught and treated equally, and every child should develop at their own pace according to their
individual capacity.

2.3 Teaching principles

The teacher should explain and motivate children to perform exercises, games and movements.

It is important that PE offers a broad range of possibilities for children to try and explore
different areas of body related activities. Children must have ample opportunities to practice if
they are to develop motor skills and achieve automaticity. The development of social skills (like
fair play, cooperation, tolerance, respect etc.) and cognitive skills (e.g. tactic, rules, body control,
health and security aspects) are considered and highlighted in PE teaching.

During the learning process, children should be trained to reflect on and evaluate their progress.
The teacher should through formative and summative assessment support the development of
the child.

3. Contents
3.1 Individual activities
The teacher guides the child towards increased body knowledge, perception, stamina, strength,
coordination, courage and agility by conscious choice of exercises. The older the child, the more
complex and challenging movements should be taught. The child’s awareness and reflections of
their purposes and knowledge of ways to improve their performance is also expected to increase
over the years.

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 INDIVIDUAL ACTIVITIES

Moving over a distance Moving on the spot Manipulative Skills

Actions: Actions: Actions:

-Different directions, - Handstand -Vary the type of throws
levels and ways to get in and objects
- Exercise on rings and
and out of rolls
bars - Parcour / obstacle track
-Different shapes, ways (Moving quickly through
- Rope climbing
and flight for landing an area)
- Dancing
- Rotate and balance on a
bar
Skills:
- Spring onto boxes,
-Throwing, catching,
horses of varying heights Skills: bouncing/ dribbling,
- Sprints, starts, distance - Bending, twisting, rolling, kicking
running, hurdling turning, balancing,
- Long jump, high jump, pushing, pulling,
triple jump stretching, lifting

Skills:
-Walking, running,
jumping, sliding,
hopping, leaping,
skipping, galloping,
skating, orienteering

Orienteering aims to give the child tools to find his/her way safely in the city, forest, mountains
and at sea. Knowledge of signs and colours of the map and practical experience of how to hold,
read and turn the map facilitates an active life style. Different outdoor activities like skating,
slack lining, skateboarding, orienteering, wall climbing, cycling etc. are often organised during
sport days or school trips. It is recommended that outdoor activities should be carried out
during all seasons.

3.2 Team activities

Games are an integral part of the PE syllabus which serves to equip children with knowledge,
skills and attitudes to pursue and enjoy a physically active and healthy lifestyle. Basic games
concepts are introduced through modified games, which provide greater opportunities for
children to improve fundamental skills. Children perform a variety of manipulative movements
with correct technique.

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 TEAM ACTIVITIES

Territorial Games Net Games Striking & Fielding Games

Examples of Games: Examples of Games: Examples of Games:

- Handball - Badminton - Rounders
- Basketball - Table Tennis - Tee- Ball
- Netball - Tennis - Softball
- Hockey/floorball - Indiaka/ Volleyball - Baseball
- Soccer
- Ultimate Frisbee
- Rugby Games Skills: Games Skills:
- Service - Striking/ Hitting
Games Skills: - Forehand strokes - Running
- Backhand strokes - Catching
- Passing
- Offensive strokes - Throwing
- Receiving
- Defensive strokes - Pitching
- Travelling with the
- Footwork - Stopping and
ball
- Volleying keeping the ball
- Marking and
- Setting
intercepting
- Receiving
- Tackling and
challenging an
opposing player in
possession of the
ball

Dance is a team activity for all year levels. It is also eligible for a cross curriculum approach with
music and rhythm. Children can perform a dance and recognize the rhythm. Dance could also be
a part of different school projects in cooperation with music teachers, art teachers or external
experts.

The children start with moving to music and singing before continuing to discover different
dances from Europe and around the world.

Dance
Modern Dance Cultural Dance
-Hip Hop - Folk dances
-Break dance - Circle dances
-Jazz dance - Waltz/ polka etc. in rounds
- Aerobics - Singing games and dances

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3.3 Swimming

Swimming is not only a sport but might also be a life-saving and a lifelong recreational activity.

SWIMMING
Safety Styles

Water safety: Actions:

- Visibility and location of water, hazards - breast stroke
in a variety of conditions - front crawl
- Learn and know the code of hygiene - back stroke
and courtesy for using swimming pools - butterfly
- Rules of behaviour in, on or near the - diving
water - different turns
- Recognition of emergency signs - different jumps
- water games

Water confidence:
- Slide- in entry Skills:
- Recover from a face float or glide to a - Breathing
standing or other secure position - Position and tension of the body
- Recover from the back float or glide to inside and out of the water
a standing or other secure position - Tactics and fairness in games
- Breathe and inhale in and out of the
water
- Blowing bubbles
- Jump into the water
- Stay under the water

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 4. Learning Objectives

The learning objectives aim to challenge and develop the child each school year. The learning objectives will help the teacher to plan lessons and
assess the children:

4.1 P1

LEARNING OBJECTIVES YEAR 1

Individual activities Team activities Swimming

The child should: The child should: The child should:

- experience basic movements e.g. rolling, - experience basic movements e.g. rolling, - breathe as appropriate i.e. inhale out of
balancing, swinging, climbing, hanging balancing, swinging, climbing, hanging the water and exhale underwater while
- engage in movement with and without - engage in movement with and without blowing bubbles
materials like: skip, toss, knot, build, materials like: skip, toss, knot, build, - practise floating in back and front
carry etc. carry etc. positions
- engage in different activities which - engage in different activities which - jump into the water from the edge of the
include running, jumping, throwing include running, jumping, throwing pool
fast/slow, hard/soft, heavy/light, fast/slow, hard/soft, heavy/light, - move their feet in two styles i.e. breast
stressed/relaxed, strong/weak, stressed/relaxed, strong/weak, stroke, freestyle or backstroke
tired/alert tired/alert - do simple swimming exercises to
- move through an obstacle course - move through an obstacle course develop understanding of the
aforementioned swimming strokes
- follow safety rules in and around the
water and understand how to react in
emergency situations

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4.2 P2

LEARNING OBJECTIVES YEAR 2

Individual activities Team activities Swimming

The child should: The child should: The child should:

- complete basic movements e.g. rolling, - understand and use simple rules in - practise moving the feet in 3 styles i.e.
balancing, swinging, climbing, hanging sport activities, games and dances freestyle, breast stroke and back stroke

- engage in movements with and without - cooperate with other team members in - perform simple swimming exercises to
materials and small apparatus while order to reach a common goal develop understanding of the
performing exercises which include aforementioned strokes
different ways of rolling, - manage emotions in win-lose situations
head/handstand, cartwheels, jumping - dive, swim underwater and collect
over an obstacle and swinging between objects from the bottom of the pool
apparatus with help
- use at least one of the aforementioned
- run, jump and throw in order to perform swimming styles whilst swimming
a number of exercises i.e. sprint games, autonomously for 15m
differentiation of running styles,
jumping over obstacles, bouncing and - follow safety rules in and around the
catching a ball and throwing various water
objects
- explain and perform how to react in
- move on an obstacle course emergency situations

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4.3 P3

LEARNING OBJECTIVES YEAR 3

Individual activities Team activities Swimming

The child should: The child should: The child should:

- combine movements and handle more - make decisions according to rules in - perform respiratory exercises, inhale-
complex exercises order to progress in sport activities, exhale, for both freestyle and
games and dances breaststroke
- engage in movements with and without
materials and small apparatus e.g. ropes - cooperate and understand team - perform advanced exercises to improve
and balls but also alternative materials strategies to experience different their swimming technique
like newspaper playing positions in a team
- jump into the water from a height of 1m
- run, jump and throw i.e. short and long - experience team strategies and
distance runs, different styles of jumps, understand the benefit of different - dive into the water from the edge of the
finding the right jump foot, throwing playing positions in a team pool
overhead and in the right direction
- participate in waterbased ball games
- move on an obstacle course
- swim for 25 m using two of the taught
- participate in outdoor sports like map swimming styles
reading walks, skateboarding, slack
lining

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4.4 P4

LEARNING OBJECTIVES YEAR 4

Individual activities Team activities Swimming

The child should: The child should: The child should:

- combine complex movements and - use the right technique to perform - swim under water for 5m
participate consciously in more complex versions of sport activities,
advanced activities games and dances - jump from a diving board of 3m or 5m
height
- perform more specialised exercises e.g. - develop tactics in team games and
treadmill, somersaults and handstand refine creativity in group performances - participate in water based games in
water i.e. relays, water polo,
- engage in movements with and without - engage as a team player, encourage synchronised swimming
materials and small apparatus e.g. ropes others and respect their different skills
and balls but also alternative materials and levels - swim using a life vest

- participate in outdoor sports like - swim confidently for 50 m using all the
skateboarding and slack lining three basic styles

- manage an orienteering course in a

known area i.e. school yard, playground

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4.5 P5

LEARNING OBLECTIVES YEAR 5

Individual activities Team activities Swimming

The child should: The child should: The child should:

- evaluate the quality of their movements - play simplified versions of official and - develop turning at the side of the pool in
and be conscious about their body standard sport activities, show different swimming styles
tension engagement in games and create short
dances with style and sensitivity - work further on butterfly exercises
- perform more complex movements in
longer and more complex sequences - develop tactics in team games and refine - play in a team and follow the rules of
creativity in group performances games
- participate in outdoor sports like
skateboarding and slack lining - feel comfortable in tournaments and - swim 100 m with a life vest in order to
competitive games manage an emergency situation
- manage a course in orienteering in a
fairly known area i.e. a park, small wood - fall into the water dressed in long
trousers and sleeves e.g. jump in the
water, feet first, head underwater, swim
for 80-100 m, swim for 3m-5m
underwater and climb out of the water
again

- swim confidently for 100m using one of

the three basic strokes

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 5. Transition P5 to S1

The teachers offering PE in year 5 are encouraged to refer to the PE syllabus of the Secondary
Cycle in order to facilitate a smooth transition of the children and to prepare them for the
requirements of the S1 syllabus. In the transition framework, common transition activities such
as sports days and sport events are organised in common with the Secondary Cycle. Such
activities promote social life in school and help to prevent bullying. The school management
should also encourage in-service training in PE in common for both cycles.

The coordinators play a major role in the realisation of these activities and active coordinators
in both cycles can successfully promote the transition, e.g. PE primary teachers and PE
secondary teachers can swap classes for some lessons at the end of the school year, especially
during a transition day.

6. Assessment

Assessment plays an essential role in the process of teaching and learning and is an integral part
of it.
The purpose of assessment is:
- to provide the teachers with the information regarding knowledge and skills gained by
the child and give feedback on the effectiveness of the teaching methods used
- to enable the teachers to identify difficulties which a child may be experiencing, thus
helping the teacher to adjust their approach to the child and find the most appropriate
methods of teaching, for the group and for the individual child
- to help teachers in the planning of Physical Education and to adapt activities to the
group’s needs
- to facilitate a smooth transition by transferring information to the Secondary Cycle
- to inform parents about their child’s progress in Physical Education
- to help the school to evaluate the development of the Physical Education programme

6.1 Formative and summative assessment

Formative and summative assessments are an integral part of the teaching and learning process.
While summative assessment is to summarise the knowledge obtained by the children after the
completion of the process of learning, formative assessment is accompanied by a process of
learning and supports it.

Formative assessment is ongoing during the learning process, is based on prior learning and
provides feedback about how learning is proceeding, for pupils as well as teachers. Formative
assessment supports the pupils’ development, and enables teachers to know how effective their
teaching is.

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Summative assessment takes place at the end of a teaching/learning period, to see if intended
learning outcomes have been reached and to grade pupils. Summative assessment looks back
over what has been achieved.

Assessment is to complement the teaching of Physical Education and it should provide useful
information without consuming valuable teaching time.

The recording of information during a Physical Education lesson should be organised in a

practical and time effective way to ensure that the children are active, safe and they continue to
enjoy the lesson.

6.2 Assessment methods/tools

During the Physical Education lesson, the teacher uses various methods/tools of assessment of
pupil’s skills. These assessment methods/tools help the teacher to ensure that the children have
understood the assigned tasks and are able to perform them successfully. Their progress should
be recorded and achievements recognized and communicated to other teachers and parents. The
results of the assessment are the basis for planning the next stages of learning. A range of
assessment methods/tools can be used to gather information about a pupil’s progress.

- Observations - Teachers continually observe children and monitor their progress as

they engage in activities within the Physical Education lesson.
- Tests – The teacher sets tests with a wide range of tasks for the child to complete and
thus they assess pupils’ learning.
- Self-assessment - It should facilitate the pupils to become aware of their strengths and
weaknesses.
- Portfolio – A portfolio is a tool to record children’s achievements and it could include
self-evaluation of a child’s attitude to Physical Education.
- Pupils record/passport - The record of a pupil’s progress will contain information,
gathered by the use of the assessment tools outlined above, related to the attitude of the
pupil to participation and the pupil’s achievement related to the strands/areas of the
Physical Education syllabus
- School report - This is an obligatory tool which records the level of achievement on the
Physical Education objectives. The child’s progress can be assessed and recorded using
the indicators and the criteria as described in the school report.

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 6.3 Attainment descriptors for Year 5

Individual activities

The child should + ++ +++ ++++

be aware of how to The child shows limited The child tries to adapt The child adapts movements and The child adapts movements
improve movements and interest in improving movements and body tension body tension successfully independently based on
body tension. movements. according to teacher instructions. according to teacher instructions. self-awareness and is
conscious about body
tension.

perform more complex The child shows limited The child tries to perform The child performs complex The child performs complex
movements in longer and interest in complex movements in sequences movements in sequences movements in long and
more complex sequences. movements. according to teacher instructions. according to teacher instructions. more complex sequences
independently.

participate in outdoor The child shows limited The child shows interest when The child is committed while The child is actively involved
sports and activities. interest in outdoor performing different outdoor performing different outdoor during outdoor sports and
sports and activities. sports and activities. sports and activities. activities.

manage a course in The child shows limited The child shows interest in map The child shows interest and The child shows great
orienteering in a fairly interest in orienteering. reading and manages to locate ability in orienteering in a known interest and ability in
known area. posts with the help of the area. orienteering in both known
teacher. and unknown areas.

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Team activities

The child should + ++ +++ ++++

create short dances with The child has problems to The child is able to create The child is able to create The child is able to create
style and sensitivity together create short dances with short dances with others but short dances in a group dances with style and
with others. others. relies on some help of the coordinated with others. sensitivity, well-coordinated
teacher. with others.

act in a confident way in The child has problems in The child participates in The child is committed to The child is both engaged in,
competitive team activities participating in competitive competitive team activities. competitive team activities and contributes to, the team
such as tournaments and team activities. and displays some in competitive activities and
games. understanding of fair play. displays a good
understanding of fair play.

play simplified versions of The child is passively The child is able to play The child is able to play The child is able to play
official and standard sport engaged or does not follow simplified versions of official simplified versions of official simplified versions of official
activities following the rules. the rules. and standard sport activities sport activities following the sport activities following the
and follows the rules to rules. rules and shows
some extent. engagement in games.

develop strategies and The child shows limited The child is able to see a The child is able to see a The child is able to see a
understand how different understanding of rules and new development in team new development in team new development in team
tactics can influence a team strategies in games. games with the help of the games and change the games, change the tactics
game. teacher. tactics accordingly. accordingly and
communicate with team
members.

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Swimming

The child should + ++ +++ ++++

develop turning at the side The child tries to turn at the The child is able to turn at The child is able to turn at The child is able to turn at
of the pool in different side of the pool but is the side of the pool after the side of the pool in one the side of the pool in
swimming styles. unable to perform it. having a rest. swimming style. different swimming styles.

swim 100 m with a life vest The child tries to swim 100 The child manages to swim The child almost manages to The child can swim 100 m
in order to manage an m but only manages to swim 100 m but has to rest or swim 100 m without help or with a life vest in order to
emergency situation. a few meters. needs a person next to is able to swim 100 m but manage an emergency
him/her. without confidence. situation.

swim for 100 m using one of The child tries to swim 100 The child manages to swim The child manages to swim The child can swim
the three basic strokes. m but only manages to swim 100 m but has to rest or almost 100 m without help confidently for 100 m using
a few meters. needs a person next to or is able to swim 100 m but one of the three basic
him/her. without confidence. strokes.

fall into the water dressed in The child tries to do the task The child only manages The child manages the task The child manages all the
long trousers and sleeves but is not able to fulfil any parts of the requirements but not in one sequence or requirements in one
e.g. jump in the water, feet requirements. and/or needs help. without confidence. sequence with confidence.
first, head underwater,
swim for 80-100 m, swim for
3-5 m underwater and climb
out of the water again.

play in a team and follow The child is passively The child plays in a team The child plays in a team The child is actively involved
the rules of games. engaged or does not respect and follows the rules of and follows the rules of in a team and follows the
the rules of games. games to some extent. games. rules of games.

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 7. ANNEX
Recommended list of equipment and facilities for Physical Education in Primary cycle
Individual mark with Individual mark Indvidual mark with Individual / mark Individual / mark with Swimming: mark with Outdoor
activities: an X if activities with an X / team an X if team with an X team an X if an X if facilities
available if activities available activities if activities available available
and available and available and and
numbers and numbers and numbers numbers
numbers numbers
Parallel Medicine Sticks Mini Music or Swimmin Football
bars balls basketball sound g belts ground
goals system
Asymmetric Landing Skittles Volleyball Selection Kick Track and
bars pit for net of boards field area
long jump different
music
Fixed bars Running Hoops Handball Music Pull buoys Access to
track goals instrumen area for
ts orienterin
g
exercises
Pairs of High jump Skipping Football Flippers
rings set (posts, ropes goals
rope,
mat)
Beams Low Wooden Mini Playing
hurdles blocks football rafts
goals
Horse with Rubber (Mini)-
pommel rings basket
balls
Boxes Traffic (sponge)-
cones volley
balls

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Bucks Posts Footballs
(1.50 m
high)
Spring Bat (any (sponge)-
boards safe handballs
(Reuther) bat)
Mini Hockey Tennis
tramps sticks balls

Ladders Hockey
balls
Frames Indoor
hockey
balls
Small mats (Soft)-
Base balls
Long mats

Landing
mattress
3 Benches

6 Climbing
ropes

Other Other Other

equipment, equipment outdoor
please list , please facilities,
and add list and please list
numbers: add and add
numbers: numbers:

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