The key to setting suitable learning challenges for pupils who are talented in PE is to assess the level of challenge that suits the needs of each individual pupil.

The QCA/DfES schemes of work for PE describe progress through a series of core tasks. These develop in complexity, depth and difficulty in each area of activity through the four key stages, providing increasingly challenging steps in which pupils can apply their knowledge, skills and understanding. The performance of each core task depends on:

• the quality and range of pupils' skills
• their level of tactical or compositional awareness
• their physical condition and preparedness.

Talented pupils should be given opportunities to develop the quality and range of their skills, and to apply these in situations and tasks that stretch them technically, physically and mentally. This could mean giving them tasks and challenges normally set for pupils in later year groups or the next key stage. Most pupils who are talented in PE need opportunities out of lesson time to practise and perform in contexts that suit their level of performance, size, and physical, intellectual and emotional development. This will include additional time in core hours and out-of-core hours.

Inclusion issues in the general guidance

Statutory inclusion statement