Year group | Invasion games | Gymnastics | Dance | Net and wall | Striking and fielding | Athletics | Health and fitness |
Skills | Acquiring and Developing Skills (A&D) Selecting and applying skills, tactics and compositional ideas (S&A) Evaluating and improving performance (E&I) Knowledge and understanding of fitness and health (H&F)
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OAA | |||||
Development Matters | PHYSICAL DEVELOPMENT: EARLY LEARNING GOALS (ELG) Moving, and Handling Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Health and Self Care Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space
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| Invasion games | Gymnastics | Dance | Ball skills | Striking and fielding | Athletics | Health & fitness |
Foundation In all areas children will be taught to give feedback to their peers and how to receive it. (What they liked and didn’t like, what can be improved) (E&I)
| Move freely using suitable spaces and speed or direction to avoid obstacles. (S&A)
| Move freely and with pleasure and confidence in a range of ways including, rolling, floor shapes, ways of travel. Experiments with different ways of moving. Jumps off an object and lands appropriately. Stand on one foot to hold a balance.
| Move freely and with pleasure and confidence in a range of ways. Experiments with different ways of moving. Complete simple sequences to different stimulus.
| Catch a large ball. Demonstrate good control and coordination in large and small movements. Pass a ball: chest pass Kick a ball along the floor less than 10m with the correct technique. Dribble a ball at feet with control
| Throw over and under arm in a general direction Catch a variety of sized balls when bounced or thrown Strike a ball (self-bowled) in a general direction
| Children will be taught how to use their bodies to: · Participate in Sports day
| Understand the importance for good health of physical exercise, healthy diet and talk about different ways to keep healthy and safe. (H&F)
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Key stage 1:
National Curriculum | Key stage 1: Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils should be taught to: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities participate in team games, developing simple tactics for attacking and defending perform dances using simple movement patterns
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Year 1 | Invasion games | Gymnastics | Dance | Ball skills | Attack and Defence -
| Health & Wellbeing | Team Building | |
Year 1 In all areas children will be taught about how to give and receive feedback to their peers. (E&I)
| Explore different ways using a ball (A&D) Explore ways to send a ball or other equipment Retrieve and stop a ball using different parts of the body. (A&D) Play a variety of running and avoiding games. Participate in simple team games (1v1, 2v2) Develop simple attacking and defending techniques (A&D) Pass and receive a ball in different ways with increased control. (S&A)
| Learn a variety of basic gymnastic movements. Be still in different body shapes and balances and combine different ways of travelling. (A&D) Move between mats and small apparatus and change the speed of movement. Handle apparatus safely Recognise how it feels when the body is tense in a balance. Develop balance, agility, co-ordination of travelling, stillness, jumping, timing, changing shape, direction and size. (A&D)
| Learn basic movements relating to feelings. Learn what makes a good start and finish position in a sequence. Learn how to move their bodies in a variety of ways. Respond to different music showing a range of emotions and stimulus. Perform dance movements and simple sequences using simple movement patterns. Be taught to remember and perform short dance routines to other children (1-8 steps)
| Focus on throwing a ball with control both over and underarm with prompts. Focus on catching a ball from shorter and longer distances, on their own and in groups
| Focus on technique on striking a ball with control when shown. Focus on technique on fielding a ball using under and over arm throwing. Able to play simple games in small groups, applying rules and skills that have been taught.
| Talk about what our bodies do during exercise e.g breathing (H&F) Practice skills to make them warmer and cooler before and after exercises. (H&F) Discuss how the body changes during exercise
| Introducing teamwork and developing teamwork (A&D). Building trust and developing communication and cooperation. Explore simple strategies. Problem solving and teamwork. | |
Year 2 | Invasion games | Gymnastics | Dance | Net and wall | Striking and fielding | Team Building | Health & Well being | |
Year 2 In all areas children will be taught about how to give and receive feedback to their peers (E&I) | Develop control and accuracy when moving with a ball in a variety of different games. Pass and receive a ball with more control and accuracy. Recognise the best ways to score points and stop points being scored. Recognise how they work best with their partner. Use different rules and tactics for invasion games. Make it difficult for opponents. Keep the ball and find best places to score. (S&A) Watch others accurately. Describe what they see and ask to copy others’ ideas, skills and tactics. Participate in team games. Understand and develop tactics for attacking and defending.
| Develop short sequences on their own. Use imagination to find different ways of using apparatus. Form simple sequences of different actions using floor and apparatus. Have a clear start, middle and end. S&A Have a clear focus when watching others perform. (E&I) Say when a movement or skill is performed well (aesthetic appreciation). (E&I) Describe what they have done and what they have seen. (Make easier or harder. Use advice to improve.) (E&I) Develop balance, agility and coordination of travelling, stillness, jumping, timing, changing shape, size, direction
| Use a range of vocabulary to describe moods and how dances make them feel. Perform dances using simple movement patterns with a clear start middle and end. On their own can remember and perform short dance routines to other children (1-8 steps) Evaluate and improve a dance performance by recording and viewing their rehearsals. (E&I)
| Use their skills to play end to end games, games over a barrier and fielding games. Use their ability to solve problems and make decisions. (S&A) Watch others and describe what is happening. Talk about what they have done and how they did it. Participate in team games. Pass and receive a ball in different ways with control and increased accuracy. Perform fielding techniques with increased control and coordination.
| Choose, use and vary simple tactics. (S&A) Recognise good quality in performance. Participate in team games. Pass and receive a ball in different ways with control and increased accuracy. Perform fielding techniques with increased control and co-ordination.
| Introducing teamwork and developing teamwork (A&D). Building trust and developing communication and cooperation. Explore simple strategies. Problem solving and teamwork. | Talk about what our bodies do during exercise e.g breathing, start to find their pulse (H&F) Practice skills to make them warmer and cooler before and after exercises. (H&F) Discuss how the body changes during exercise.
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Key stage 2
National Curriculum | Key stage 2: Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best
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Year 3/4 | Invasion games | Gymnastics | Dance | Net and wall | Striking and fielding | OAA | Athletics |
Year 3/4 In all areas children will be taught about how to give and receive feedback to their peers. (E&I)
| Partner using several sending and receiving techniques. Improve accuracy of passes and use space to keep possession better. Remain in control of ball while travelling. To help others know where they are going. Look when travelling and what happens after they have passed ball. (A&D) Play games that involve keeping possession and scoring in targets. Know which passes are best, tactics to keep possession. Find space to receive and support.
| Develop and perform actions. Practice and concentrate on quality of movement. Link different balances moving in and out of positions of stillness. Transfer weight smoothly from one part of body to another. Use actions on floor and over, through, across and along apparatus. (A&D) Vary and apply actions on floor and apparatus. Copy a partner’s sequence on floor and apparatus.
| Improvise freely on their own and with a partner, translating ideas from a stimulus to a movement. (A&D) Learn a short sequence with a clear, middle and end that they can perform on their own and in a group, with between 8-20steps. Learn how to develop actions and movements within short dances by changing the dynamics, space and relationships. Learn a variety of travels, gestures, turns, jumps and balances with good composure and control.
| Practise throwing and catching with a variety of different balls and using different types of throwing. Hit the ball with a racket. Use different shots. (A&D) Play games using throwing and catching skills. Vary strength, length and direction of throw. Know how can they make it difficult for opponent to receive ball.
| Consolidate and develop the range and consistency of their skills in striking and fielding games. (A&D) (rounders, cricket)
| Communication & tactics- creating and applying simple tactics. Developing leadership. (A&D) Developing communication as a team/ collaborate effectively as a team. (A&D) Creating defending and attacking tactics as a team. (S&A) Problem Solving- Using benches, mats rope etc. Orienteering- face orienteering, cone orienteering etc. (E&I) | Exploring running for speed. Explore acceleration. Introduce/ develop relay: running for speed in a team. Throwing: Accuracy Vs Distance. (S&A) Standing long jump. Exploring running at speed and stride. (S&A) Understanding running tactics for running for distance. (S&A)
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Year 4/5 | Invasion games | Gymnastics | Dance | Net and wall | Striking and fielding | OAA | Athletics |
Year 5 In all areas children will be taught about how to give and receive feedback to their peers. (E&I)
| Show ways to keep ball away from defenders. How to shield the ball. Change speed, direction with ball to get away from defender. Shoot accurately in a variety of ways. Mark an opponent. (A&D) Watch and evaluate the success of the games they play in. Identify parts of the game that are going well and parts that need improving. Explain how confident they feel in different positions. Suggest what they need to practice to enjoy game more. Change pitch size to make games better. (E&I) | Explore range of symmetric and asymmetric actions, shapes and balances. Control actions and combine them fluently. Be aware of extension, body tension and control. Move from floor to apparatus, change levels and move safely. Combine movements with other in a group (matching and mirroring). (A&D) Watch a performance and evaluate its success. Identify what was performed well and what needs improving. Choose a focus for improvement. Identify one or two aspects of their performance to practice a
| Explore and improvise ideas for dances in different styles, working on their own, with a partner(A&D) Explore and experiment imaginatively with a stimulus for a given audience. Composing more complex routines with clear sections, starting to use unison, canon, repetition. Changing the dynamics, space and relationships. Can remember and perform a dance routine to any audience with 20+ steps.
| Hold and swing racket and where to stand on the court when hitting, catching and receiving. Hit the ball on both sides of the body and above head. Use different types of shots during a game. Improve accuracy. (A&D) Explain why they or others are playing well in the games. Know what they need to get better at and what to practice. Know how to change court to make easier. Understand practices to help with precision and consistency and speed about the court(E&I)
| Develop the range and consistency of their skills, especially in specific striking and fielding games. E.g throwing, catching and striking a ball accurately to a static and moving partner at different distances (A&D)
| Communication & tactics- creating and applying simple tactics. Developing leadership. (A&D) Developing communication as a team/ collaborate effectively as a team. (A&D) Creating defending and attacking tactics as a team. (S&A) Problem Solving- Using benches, mats rope etc. Orienteering- face orienteering, cone orienteering etc. (E&I)
| Choose their favourite ways of running, jumping and throwing. Choose the best equipment for different activities. Knowhow to plan a run so they pace themselves evenly or unevenly. Plan to cover distances as a team to get the best results possible. Mark a run up for jumping and throwing. Set themselves and others targets in different events. (S&A) Watch partners athletic performance and identify the main strengths. Identify parts of the performance that need to be practised and refined, and suggest improvements. Children will be |
Year 6 | Invasion games | Gymnastics | Dance | Net and wall | Striking and fielding | OAA | Health & fitness |
Year 6 In all areas children will be taught about how to give and receive feedback to their peers. (E&I)
| Understand that when team has ball they are attacking and when they haven’t they are defending. Understand different ways of attacking and encourage them to use positions for their team carefully. Understand different ways to attack and defend. Choose right formations and tactics for attack and defence. Know how they support other players in attack and defence. (S&A) Understand how to get ready for games.
| Make up a sequence and adapt it to different apparatus layouts. Use combinations of dynamics (pathways) to use space effectively. Make up own rule for longer, more complex sequences. Plan a sequence and adapt it to limited equipment. Work as a group and share roles fairly. Investigate different ways of working with a partner or small group. Use compositional ideas (contrasts and variation in shape, speed, level, timing and actions) (S&A) Know how gymnastics promotes strength, power and suppleness. Set out and do risk assessments on apparatus.
| Explore, improvise and combine movement ideas fluently and effectively. S&A) Understand how a dance is formed and performed. To evaluate, refine and develop their own and others’ work. (E&I) Composing more complex routines with clear sections, using unison, canon, repetition. Changing the dynamics, space and relationships Can remember and perform a dance routine to any audience with 20+ steps.
| Devise a scoring system. Hit the ball in the court away from opponent, how to outwit them using speed height and direction of ball. Know where to stand when attacking and defending. (S&A) Explain why they or others are playing well in the games. Know what they need to get better at and what to practice. Understand how to change court to make easier. Understand practices to help with precision and consistency and speed about the court. (E&I)
| Use and adapt rules, strategies and tactics, using their knowledge of basic principles of batting and fielding. (S&A) Develop and adapt their striking, fielding, throwing and catching skills to different heights, distances in small and large games. Thinking about when to use an over and under arm throw. | Communication & tactics- creating and applying simple tactics. Developing leadership. (A&D) Developing communication as a team/ collaborate effectively as a team. (A&D) Creating defending and attacking tactics as a team. (S&A) Problem Solving- Using benches, mats rope etc. Orienteering- face orienteering, cone orienteering etc. (E&I) | Know some ideas for warm up exercises and routines. Know what makes a good warm up. Know what clothing and footwear is best to wear. Know how to check playing area. Know how playing invasion games helps your fitness and benefits of playing outside of school. Can take pulse, and name some muscles correctly, and they can explain the effects of exercise on their body. Value of exercise outside of school day. Understand why exercise is good for fitness, health and wellbeing.
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