Physical Education - KS2
St Martin and St Mary C of E Primary School
Physical Education Progression Grid 2021
Core Values | Key Stage 2 |
Friendship, Trust, Love, Forgiveness, Faith, Honesty | St Martin & Mary Church of England Primary School believes that physical education, experienced in a safe and supportive environment, is a unique and vital contributor to a pupil’s physical development and well-being. A broad and balanced physical education curriculum is intended to provide for pupils’ increasing self-confidence in their ability to manage themselves and their bodies within a variety of movement situations. Progressive learning objectives, combined with sympathetic and varied teaching approaches, endeavour to provide stimulating, enjoyable, satisfying and appropriately challenging learning experiences for all pupils. Through the selection of suitably differentiated and logically developed tasks, it is intended that pupils, irrespective of their innate ability, will enjoy success and be motivated to further develop their individual potential. The activities offered and the teaching approaches adopted seek to provide pupils with opportunities to develop their creative and expressive abilities, through improvisation and problem-solving. Pupils are encouraged to appreciate the importance of a healthy and fit body, and begin to understand those factors that affect health and fitness. This work is closely aligned with the school’s policy on Health Education. Whilst retaining its unique contribution to a pupil’s movement education, physical education also has considerable potential to contribute too much wider areas of learning. It is considered important that physical education is integrated into the whole school’s planning for the development of pupils’ communication, numeracy, PSHE and ICT skills. Physical education is an essential part of all children’s social and physical development. As a school we are committed to providing all the children with the opportunity to discover and develop their individual level of physical ability and motor skill. Through gym and dance we will create an exploratory environment where the children’s control and aesthetic understanding will be extended. Through the delivery of the curriculum we hope to develop positive attitudes to physical activity and encourage the children to adopt an active and healthy lifestyle. The school will further offer opportunity for social and emotional development by structuring activities where the children can plan and lead activities, work with others and make judgements about their own and others’ performances and actions. In Year 6 children are offered a six week Junior Sports Leader programme. This teaches the children the qualities of a coach and the impact that a coach has on its pupils and their overall enjoyment of a sport. It shows children how to set up safe and fun activities and how to adapt them according to ability. The children pull together lesson plans and are observed coaching younger children. The Leaders then volunteer themselves for break time & lunch time coaching & refereeing duties. We actively promote a wealth of 15 sporting opportunities both in and out of school’s hours. Through PE, the children of St Martin & St Mary Church of England Primary School will be made aware of their own and other strengths and weaknesses and will develop an appreciation of and empathy for other’s abilities and differences. |
Purpose of Study
A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
National Curriculum Subject Aims
The national curriculum for physical education aims to ensure that all pupils:
- Develop competence to excel in a broad range of physical activities
- Are physically active for sustained periods of time
- Engage in competitive sports and activities
- Lead healthy, active lives.
National Curriculum Subject Aims
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:
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Swimming and water safety
All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:
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Topic Progression Grid
Year Group/Class | Year 3 | Year 4 | Year 5 | Year 6 |
Autumn 1 | Multi Skills
Vary skills, actions and ideas and link these in ways that suit the activity of the game.
Beginning to communicate with others during game situations.
Uses skills with coordination and control.
Develops own rules for new games. Makes imaginative pathways using the equipment.
Works well in a group to develop various games.
Beginning to understand how to compete with each other in a controlled manner.
Beginning to select resources independently to carry out different skills.
Netball
To be able to perform basic netball skills such as passing and catching using recognised throws
To use space efficiently to build attacking play
To implement the basic rules of High 5 Netball
Tag Rugby
Handle and control a rugby ball with confidence.
Evade attackers using footwork and body control.
Link skills to perform as a team in attack.
Use basic game principles of tag rugby and play within simpler rules.
| Multi Skills
Vary skills, actions and ideas and link these in ways that suit the activity of the game.
Its gaining confidence in using ball skills in various ways, and can link these together e.g. dribbling, bouncing, kicking.
Uses skills with coordination, control and fluency.
Takes part in competitive games with a strong understanding of tactics and composition.
Can create their own games using knowledge and skills.
Works well in a group to develop various games. Compares and comments on skills to support the creation of new games.
Can make suggestions as to what resources can be used to differentiate a game.
Apply basic skills for attacking and defending.
Uses running, jumping, throwing and catching in isolation and combination.
Netball
Introduce high five netball positions
Acquire and apply basic shooting techniques
Demonstrate and implement some basic rules of high five
Develop netball skill such as marking and footwork
Tag Rugby
To consistently perform basic tag rugby skills.
Implement rules and develop tactics in competitive situations.
To increase speed and build endurance during gameplay.
Handle a rugby ball with confidence and control.
Evade attackers using footwork and body control.
Link skills to perform as a team in attack.
Use basic game principles of tag rugby and play within simpler rules.
| Multi Skills
Vary skills, actions and ideas and link these in ways that suit the activity of the game.
Shows confidence in using ball skills in various ways, and can link these together.
Uses skills with coordination, control and fluency.
Takes part in competitive games with a strong understanding of tactics and composition.
Can create their own games using knowledge and skills.
Can make suggestions as to what resources can be used to differentiate a game.
Apply basic skills for attacking and defending. Uses running, jumping, throwing and catching in isolation and combination
Netball
To be able to use specific netball skills in games for example confidently: pivoting, dodging, bounce pass and previously learnt skills
To begin to play efficiently in different positions on the court in both attack and defence.
To increase power and strength of passes, moving the ball over longer distances
Tag Rugby
To combine basic tag rugby skills such as catching and quickly passing in one movement.
To be able to select and implement appropriate skills in a game situation.
To begin to play effectively when attacking and defending.
To increase the power of passes so the ball can be moved quickly over greater distance.
Observe, analyse and recognise good individual and team performances.
Suggest, plan and lead a warm-up as a small group.
| Multi Skills
Vary skills, actions and ideas and link these in ways that suit the activity of the game.
Consistently shows confidence in using ball skills in various ways, and can link these together effectively, e.g. dribbling, bouncing, kicking.
Keeps possession of balls during games situations. Consistently uses skills with coordination, control and fluency.
Takes part in competitive games with a strong understanding of tactics and composition.
Can create their own games using knowledge and skills. Modifies competitive games. Compares and comments on skills to support the creation of new games.
Can make suggestions as to what resources can be used to differentiate a game. Apply knowledge of skills for attacking and defending.
Uses running, jumping, throwing and catching in isolation and in combination.
Netball
Work as a team to improve group tactics and gameplay
Play within the rules using blocking skills for shots and passes
Develop defensive skills
To be able to use specific netball skills in games for example confidently: pivoting, dodging, bounce pass and previously learnt skills
To begin to play efficiently in different positions on the court in both attack and defence.
To increase power and strength of passes, moving the ball over longer distances
Tag Rugby
Choose and implement a range of strategies and tactics to attack and defend.
Combine and perform more complex skills at speed.
Observe, analyse and recognise good individual and team performances.
Suggest, plan and lead a warm-up as a small group.
To combine basic tag rugby skills such as catching and quickly passing in one movement.
To be able to select and implement appropriate skills in a game situation.
To increase the power of passes so the ball can be moved quickly over greater distance.
Have confidence and the knowledge of the rules in Tag Rugby and be able to umpire in matches in lower Key Stage 2.
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Autumn 2 | Circuits
To develop their knowledge and understanding of the different types of fitness.
To develop their understanding and knowledge of the benefits of Circuit Training, and the types of fitness used in a Circuit.
To learn the muscles that are used at each station.
To know and understand the strengths and weaknesses of circuit training.
To develop their physical strength, stamina, speed and flexibility.
Long term goal to be able to analyse, evaluate and improve personal achievements throughout upper key stage 2.
To understand the importance of cooling down at the end of a session.
Hockey
To be able to consistently perform basic hockey skills such as dribbling and push pass.
To implement the basic rules of hockey.
To develop tactics and apply them in competitive situations.
To increase speed and endurance during gameplay.
To play Quickstix in teams of four players.
Basketball
To be able to perform basic basketball skills such as passing and catching using recognised throws.
To use space efficiently to build attacking play.
To implement the basic rules of basketball.
| Circuits
To develop their knowledge and understanding of the different types of fitness.
To develop their understanding and knowledge of the benefits of Circuit Training, and the types of fitness used in a Circuit.
To learn the muscles that are used at each station.
To know and understand the strengths and weaknesses of circuit training.
To develop their physical strength, stamina, speed and flexibility.
Long term goal to be able to analyse, evaluate and improve personal achievements throughout upper key stage 2
To understand the importance of cooling down at the end of a session.
To be able to lead a cool down.
Hockey
To be able to consistently perform basic hockey skills such as dribbling and push pass.
To implement the basic rules of hockey.
To develop tactics and apply them in competitive situations.
To increase speed and endurance during gameplay.
Combine basic hockey skills such as dribbling and push pass Select and apply skills in a game situation confidently.
Play effectively in different positions on the pitch including in defence.
To increase power and strength of passes, moving the ball over longer distances.
To play Quickstix in mixed teams of four players.
Basketball
Introduce basketball positions.
Acquire and apply basic shooting techniques.
Demonstrate and implement some basic rules of basketball e.g. travelling.
Develop basketball skill such as marking and footwork, dribbling.
| Circuits
To develop their knowledge and understanding of the different types of fitness.
To develop their understanding and knowledge of the benefits of Circuit Training, and the types of fitness used in a Circuit.
To learn the muscles that are used at each station. Link to science How we grow & how our bodies change.
To know and understand the strengths and weaknesses of circuit training.
To develop their physical strength, stamina, speed and flexibility.
Long term goal to be able to analyse, evaluate and improve personal achievements throughout upper key stage 2
To know and understand the strengths and weaknesses of circuit training.
To develop their physical strength, stamina, speed and flexibility to enhance their performances
To be able to lead a cool down and warm up.
Hockey
Combine basic hockey skills such as dribbling and push pass.
Select and apply skills in a game situation confidently.
Play effectively in different positions on the pitch including in defence.
To increase power and strength of passes, moving the ball over longer distances.
To choose and implement a range of strategies and tactics to attack and defend.
To combine and perform more complex skills at great speed.
To recognise and describe good individual and team performances.
To suggest, plan and lead a warm-up as a small group.
Compete in outdoor six a side festivals.
Have confidence and the knowledge of the rules in mini hockey and be able to umpire in matches in lower Key Stage 2.
Basketball
To be able to use specific basketball skills in games for example confidently, dribbling, dodging, bounce pass and previously learnt skills.
To begin to play efficiently in different positions on the court in both attack and defence.
To increase power and strength of passes, moving the ball over longer distances.
To learn and use basketball rules in game of play and be able to referee small sided games.
| Circuits
To develop their knowledge and understanding of the different types of fitness.
To develop their understanding and knowledge of the benefits of Circuit Training, and the types of fitness used in a Circuit.
To learn the muscles that are used at each station. Link to science How we grow & how our bodies change.
To know and understand the strengths and weaknesses of circuit training.
To develop their physical strength, stamina, speed and flexibility.
Long term goal to be able to analyse, evaluate and improve personal achievements throughout upper key stage 2.
To know and understand the strengths and weaknesses of circuit training.
To develop their physical strength, stamina, speed and flexibility to enhance their performances.
To be able to lead a warm up and cool down.
Hockey
Combine basic hockey skills such as dribbling and push pass.
Select and apply skills in a game situation confidently.
Play effectively in different positions on the pitch including in defence.
To increase power and strength of passes, moving the ball over longer distances.
To choose and implement a range of strategies and tactics to attack and defend.
To combine and perform more complex skills at great speed.
To recognise and describe good individual and team performances.
To suggest, plan and lead a warm-up as a small group.
Compete in both indoor and outdoor hockey festivals.
Have confidence and the knowledge of the rules in mini hockey and be able to umpire in matches in both upper and lower Key Stage 2.
Basketball
Work as a team to improve group tactics and game play.
Play within the rules using blocking skills for shots and passes.
Develop defensive skills.
To be able to use specific basketball skills in games for example confidently: dribbling, dodging, bounce pass and previously learnt skills.
To increase power and strength of passes, moving the ball over longer distances.
To learn and use basketball rules in game of play and be able to referee small sided games.
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Spring 1 | Gymnastics
Copies, explores and remembers a variety of movements and uses these to create their own sequence.
Describes their own work using simple gym vocabulary.
Beginning to notice similarities and differences between sequences.
Uses turns whilst travelling in a variety of ways.
Beginning to show flexibility in movements Beginning to develop good technique when travelling, balancing, using equipment etc.
Complete Key Step 2 Gymnastics Vault, Body Management & Floor Exercise.
Football
Can send a ball using feet and can receive a ball using feet.
Refine ways to control bodies and a range of equipment.
Recall and link combinations of skills, e.g. dribbling and passing.
To select and apply a small range of simple tactics.
Recognise good quality in self and others.
To work with others to build basic attacking play.
Able to show basic control skills including sending and receiving the ball.
| Gymnastics
Links skills with control, technique, coordination and fluency.
Understands composition by performing more complex sequences.
Beginning to use gym vocabulary to describe how to improve and refine performances.
Develops strength, technique and flexibility throughout performances.
Creates sequences using various body shapes and equipment.
Combines equipment with movement to create sequences.
Applies compositional ideas independently and with others to create a sequence.
Complete Key Step 2 Gymnastics Vault, Body Management & Floor Exercise
Football
Refine ways to control bodies and a range of equipment.
Recall and link combinations of skills, e.g. dribbling and passing.
To select and apply a small range of simple tactics.
Recognise good quality in self and others.
To work with others to build basic attacking play.
Able to show basic control skills including sending and receiving the ball.
To send the ball with some accuracy to maintain possession and build attacking play.
To implement the basic rules of football.
Introduce some defensive skills.
Dribbling in different directions using different parts of their feet.
Passing for distance.
| Gymnastics
Select and combine their skills, techniques and ideas.
Apply combined skills accurately and appropriately, consistently showing precision, control and fluency.
Draw on what they know about strategy, tactics and composition when performing and evaluating.
Analyse and comment on skills and techniques and how these are applied in their own and others' work.
Uses more complex gym vocabulary to describe how to improve and refine performances.
Develops strength, technique and flexibility throughout performances. Links skills with control, technique, coordination and fluency.
Understands composition by performing more complex sequences.
Complete Key Step 3 Gymnastics Vault, Body Management & Floor Exercise.
Football
Introduce some defensive skills.
Dribbling in different directions using different parts of their feet.
Passing for distance.
Evaluating skills to aid improvement.
To play effectively in a variety of positions and formations on the pitch.
Relate a greater number of attacking and defensive tactics to gameplay.
Become more skilful when performing movements at speed.
Have the confidence and the knowledge of the rules of junior football and be able to referee small sided games I lower Key Stage 2.
| Gymnastics
Plan and perform with precision, control and fluency, a movement sequence showing a wide range of actions including variations in speed, levels and directions.
Performs difficult actions, with an emphasis on extension, clear body shape and changes in direction.
Adapts sequences to include a partner or a small group. Gradually increases the length of sequence work with a partner to make up a short sequence using the floor, mats and apparatus, showing consistency, fluency and clarity of movement.
Draw on what they know about strategy, tactics and composition when performing and evaluating.
Analyse and comment on skills and techniques and how these are applied in their own and others' work.
Uses more complex gym vocabulary to describe how to improve and refine performances.
Develops strength, technique and flexibility throughout performances.
Complete Key Step 3 Gymnastics Vault, Body Management & Floor Exercise.
Competent within the rules of judging to mark Key Step 1 & 2 routines.
Football
To play effectively in a variety of positions and formations on the pitch.
Relate a greater number of attacking and defensive tactics to gameplay.
Become more skilful when performing movements at speed.
Choose and implement a range of strategies to attack and defend.
To perform a wider range of more complex skills.
Recognise and describe good individual and team performances.
Suggest, plan and lead simple drills for given skills.
Have the confidence and the knowledge of the rules of junior football and be able to referee small sided games in both upper and lower Key Stage 2.
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Spring 2 | Tennis & Badminton
Develop, practice and develop the ready position.
To develop ball control using a tennis racket.
Develop hitting the ball using a forehand along the ground & in the air.
Develop control and accuracy when returning the ball using a forehand.
To introduce & develop the backhand and understand when to use it.
Cricket
To developing hitting skills with a variety of bats.
Practice feeding/bowling skills.
Hit and run to score points in games.
Work on a variety of ways to score runs in the different hit, catch, run games.
Work in teams to field.
Begin to play the role of wicketkeeper or backstop.
To be able to adhere to some of the basic rules of cricket.
To develop a range of skills to use in isolation and a competitive context.
To use basic skills with more consistency including striking a bowled ball.
| Tennis & Badminton
Develop, practice and develop the ready position.
To develop ball control using a tennis racket.
Develop hitting the ball using a forehand along the ground & in the air.
Develop control and accuracy when returning the ball using a forehand.
To introduce & develop the backhand and understand when to use it.
Cricket
To be able to adhere to some of the basic rules of cricket.
To develop a range of skills to use in isolation and a competitive context.
To use basic skills with more consistency including striking a bowled ball.
To develop the range of Cricket skills they can apply in a competitive context.
Choose and use a range of simple tactics in isolation and in a game context.
Consolidate existing skills and apply with consistency.
To use basic skills with more consistency including striking a bowled ball.
| Tennis & Badminton
To develop the backhand and understand when to use it.
To work cooperatively with a partner to keep a continuous rally going.
To use simple tactics in a game to outwit an opponent.
To demonstrate honesty and fair play when competing against others.
Have confidence and the knowledge of the rules in mini tennis and be able to umpire in matches in lower Key Stage 2.
Cricket
To develop the range of Cricket skills they can apply in a competitive context.
Choose and use a range of simple tactics in isolation and in a game context.
Consolidate existing skills and apply with consistency.
Link together a range of skills and use in combination.
Collaborate with a team to choose, use and adapt rules in games.
Recognise how some aspects of fitness apply to cricket, e.g. power, flexibility and cardiovascular endurance.
Have confidence and the knowledge of the rules in Kwik Cricket and be able to umpire & score in matches in both upper and lower Key Stage 2.
| Tennis & Badminton
To develop the backhand and understand when to use it.
To work cooperatively with a partner to keep a continuous rally going.
To use simple tactics in a game to outwit an opponent.
To demonstrate honesty and fair play when competing against others.
Have confidence and the knowledge of the rules in mini tennis and be able to umpire in matches in both upper and lower Key Stage 2.
Cricket
Link together a range of skills and use in combination.
Collaborate with a team to choose, use and adapt rules in games.
Recognise how some aspects of fitness apply to cricket, e.g. power, flexibility and cardiovascular endurance.
Apply with consistency standard cricket rules in a variety of different styles of games.
Attempt a small range of recognised shots in isolation and in competitive scenarios.
Use a range of tactics for attacking and defending in the role of bowler, batter and fielder.
Have confidence and the knowledge of the rules in Kwik Cricket and be able to umpire & score in matches in both upper and lower Key Stage 2.
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Summer 1 | Athletics & Summer 2
Dance
with support.
adapt movements and motifs to create a larger sequence.
| Athletics & Summer 2
Dance
dynamics and develop actions and motifs.
| Athletics & Summer 2
Dance
| Athletics & Summer 2
Dance
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Summer 2 | Swimming & Gala
speed, distance and personal survival.
Sports Day
Junior Sports Leaders set up & assist Lead Coach.
8 Lanes – 2 Per House Group
Obstacle Challenge Hurdles Sprint Relay Skipping Team Ball Challenge Round The School Tug of War
The girls and boy races are run separately apart from Team Relay, Tug of War and Team Ball Challenge.
Each child takes part in three races or more. | Swimming & Gala
speed, distance and personal survival.
Sports Day
Junior Sports Leaders set up & assist Lead Coach.
8 Lanes – 2 Per House Group
Obstacle Challenge Hurdles Sprint Relay Skipping Team Ball Challenge Round The School Tug of War
The girls and boy races are run separately apart from Team Relay, Tug of War and Team Ball Challenge. Each child takes part in three races or more. | Swimming & Gala
Sports Day
Junior Sports Leaders set up & assist Lead Coach.
8 Lanes – 2 Per House Group
Obstacle Challenge Hurdles Sprint Relay Skipping Team Ball Challenge Round The School Tug of War
The girls and boy races are run separately apart from Team Relay, Tug of War and Team Ball Challenge.
Each child takes part in three races or more. | Swimming & Gala
Sports Day
Junior Sports Leaders set up & assist Lead Coach.
8 Lanes – 2 Per House Group
Obstacle Challenge Hurdles Sprint Relay Skipping Team Ball Challenge Round The School Tug of War
The girls and boy races are run separately apart from Team Relay, Tug of War and Team Ball Challenge.
Each child takes part in three races or more.
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Curriculum Progression in Physical Education
| Year 3 | Year 4 | Year 5 | Year 6 |
Basic Movement | Run smoothly at different speeds.
Choose different styles of running of different distances.
Pace and sustain their effort over longer distances.
Perform combinations of jumps e.g. hop, step, jump showing control and consistency.
Use one and two feet to take off and to land with.
Develop an effective take-off for the standing long jump.
Develop an effective flight phase for the standing long jump. Land safely and with control.
Confidently demonstrate an improved technique for sprinting. Carry out an effective sprint finish.
Vary their pace and speed when running.
Run with a basic technique over different distances.
Show good posture and balance. Jog in a straight line.
Change direction when jogging.
| Sustain pace over longer distance.
Explore different styles of throwing, e.g. pulling, pushing and slinging.
Throw with greater control.
Consistently hit a target with a range of implements.
Confidently demonstrate an improved technique for sprinting.
Carry out an effective sprint finish.
Speed up and slow down smoothly.
Learn how to combine a hop, step and jump to perform the standing triple jump.
Land safely and with control.
Develop an effective technique for the standing vertical jump (jumping for height) including take-off and flight.
Begin to measure the distance jumped.
| Throw with greater accuracy, control and efficiency of movement using pulling, pushing and slinging action with foam javelin & shot put.
Set realistic targets when throwing over an increasing distance and understand that some implements will travel further than others.
Begin to combine running with jumping over hurdles.
Focus on trail leg and lead leg action when running over hurdles.
Understand the importance of adjusting running pace to suit the distance being run.
Confidently demonstrate an improved technique for sprinting.
Carry out an effective sprint finish. Perform a relay, focusing on the baton changeover technique.
Develop an effective technique for the standing vertical jump (jumping for height) including take-off and flight.
Land safely and with control
| Demonstrate a range of jumps showing power and control and consistency at both take-off and landing.
Develop the technique for the standing vertical jump.
Maintain control at each of the different stages of the triple jump.
Land safely and with control.
Develop and improve their techniques for jumping for height and distance and support others in improving their performance.
Perform and apply different types of jumps in other contexts
Recap, practise and refine an effective sprinting technique, including reaction time.
Build up speed quickly for a sprint finish. Run over hurdles with fluency, focusing on the lead leg technique and a consistent stride pattern.
Accelerate to pass other competitors. Work as a team to competitively perform a relay.
Confidently and independently select the most appropriate pace for different distances and different parts of the run.
Demonstrate endurance and stamina over longer distances in order to maintain a sustained run.
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Agility and coordination | Uses turns whilst travelling in a variety of ways.
Beginning to show flexibility in movements Beginning to develop good technique when travelling, balancing, using equipment etc.
Copies, explores and remembers a variety of movements and uses these to create their own sequence.
| Links skills with control, technique, coordination and fluency.
Develops strength, technique and flexibility throughout performances.
Creates sequences using various body shapes and equipment.
Combines equipment with movement to create sequences. | Select and combine their skills, techniques and ideas.
Apply combined skills accurately and appropriately, consistently showing precision, control and fluency.
Develops strength, technique and flexibility throughout performances. Links skills with control, coordination and fluency.
| Performs difficult actions, with an emphasis on extension, balance, control and clear body shape and changes in direction.
Continues to develop strength, technique and flexibility throughout performances. Links skills with control, technique, coordination and fluency.
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Control and Balance | Beginning to show flexibility in movements.
Beginning to develop good technique when travelling, balancing, using equipment etc.
Copies, explores and remembers a variety of movements and uses these to create their own sequence.
| Links skills with control, technique, coordination and fluency.
Develops strength, technique and flexibility throughout performances.
Creates sequences using various body shapes and equipment.
| Select and combine their skills, techniques and ideas.
Apply combined skills accurately and appropriately, consistently showing precision, control and fluency.
Develops strength, technique and flexibility throughout performances. Links skills with control, technique, coordination and fluency.
| Plan and perform with precision, control and fluency, a movement sequence showing a wide range of actions including variations in speed, levels and directions.
Performs difficult actions, with an emphasis on extension, clear body Shape, control, balance and changes in direction.
Develops strength, technique and flexibility throughout performances. |
Competitive and Team Games | Understands tactics and composition by starting to vary how they respond.
Vary skills, actions and ideas and link these in ways that suit the activity of the game.
Beginning to communicate with others during game situations. Uses skills with coordination and control.
Develops own rules for new games.
Works well in a group to develop various games. Beginning to understand how to compete with each other in a controlled manner.
| Vary skills, actions and ideas and link these in ways that suit the activity of the game.
Shows confidence in using ball skills in various ways, and can link these together. dribbling, bouncing, kicking.
Uses skills with coordination, control and fluency.
Takes part in competitive games with a good understanding of tactics and composition.
Can create their own games using knowledge and skills.
Works well in a group to develop various games. Compares and comments on skills to support the creation of new games.
| Shows confidence in using ball skills in various ways, and can link these together.
Uses skills with coordination, control and fluency.
Takes part in competitive games with a strong understanding of tactics and composition.
Can create their own games using knowledge and skills.
Apply basic skills for attacking and defending. Uses running, jumping, throwing and catching in isolation and combination.
Apply strong core skills for attacking and defending.
Uses running, jumping, throwing and catching in isolation and combination
| Vary skills, actions and ideas and link these in ways that suit the activity of the game.
Shows confidence in using ball skills in various ways, and can link these together effectively e.g. dribbling, bouncing.
Keeps possession of balls during games situations.
Consistently uses skills with coordination, control and fluency.
Takes part in competitive games with a strong understanding of tactics and composition.
Can create their own games using knowledge and skills. Modifies competitive games.
Apply consistently strong core skills for attacking and defending.
Uses running, jumping, throwing and catching in isolation and in combination. |
Movement patterns | Remember and repeat simple dance phrases.
Perform dances using simple movement patterns. Learn basic movements relating to feelings.
Show that they have a clear starting and finishing position.
Respond to different music showing a range of emotions.
Perform sequences of their own composition with coordination.
Perform learnt skills with increasing control.
| Respond to different music showing a range of emotions.
Perform dance movements and more complex routines using movement patterns.
Remember and repeat dance phrases.
Explore movement ideas and respond imaginatively to a range of stimuli.
Perform sequences of their own composition with coordination.
Perform learnt skills with increasing control. | Explore movement ideas and respond imaginatively to a range of stimuli.
Move confidently and safely in their own general space using changes of speed level and direction.
Compose and link movements to make beginnings, middles and ends.
Perform movement phrases using a range of body actions and body parts.
Develop the quality of the actions in their performances.
Perform learnt skills and techniques with control and confidence. Perform own longer, more complex sequences in time to music. | Explore, remember, repeat and link a range of actions with coordination, control.
Explore the change of rhythm, speed, level and direction.
Compose and perform short dances that express and communicate moods, ideas and feelings choosing and varying simple compositional ideas.
Link actions to create a complex sequence using a full range of movement.
Perform the sequence in time to music. Perform and apply a variety of skills and techniques confidently, consistently and with precision.
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Swimming | OPPORTUNITY IS OFFERED TO DEVELOP & ACHIEVE THE FOLLOWING BY THE END OF KEY STAGE 2: Key Stage 2 LOWER
Key Stage 2 UPPER
Gifted & Talented
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