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Welcome toSt Martin & St Mary Church ofEngland Primary School

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:

  • 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 competitive and festival activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best.

 

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:

  • Swim competently, confidently and proficiently over a distance of at least 25 metres
  • Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
  • Perform safe self-rescue in different water-based situations.

 

 

 

 

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.

 

 

 

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.

 

 

 

 

 

 

 

 

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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.

 

 

 

 

 

 

 

 

Summer 1

Athletics & Summer 2

 

  • Beginning to run at speeds appropriate for the distance. e.g. sprinting and cross country.

 

  • Can perform a running jump with some accuracy.

 

  • Performs a variety of throws using a selection of equipment.

 

  • Can use equipment safely and with good control.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dance

  • Beginning to improvise independently to create a simple dance.

 

  • Beginning to improvise with a partner to create a simple dance.

 

  • Translates ideas from stimuli into a movement

with support.

 

  • Beginning to compare and

adapt movements and

motifs to create a larger sequence.

 

  • Uses simple dance vocabulary to compare and improve work.
  •  
  • Year group performance in school assembly, Christmas Service, Fantasia & Celebration Evening.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Athletics & Summer 2

 

  • Beginning to build a variety of running techniques and use with confidence.

 

  • Can perform a running jump with more than one component. e.g. hop skip jump (triple jump)

 

  • Demonstrates accuracy in throwing and catching activities.

 

  • Describes good athletic performance using correct vocabulary.

 

  • Can use equipment safely and with good control.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dance

  • Confidently improvises with a partner or on their own.

 

  • Beginning to create longer dance sequences in a larger group.

 

 

  • Demonstrating precision and some control in response to stimuli.

 

  • Beginning to vary

dynamics and develop actions and motifs.

 

  • Demonstrates rhythm and spatial awareness.

 

  • Modifies parts of a sequence as a result of self-evaluation.

 

  • Uses simple dance vocabulary to compare and improve work.

 

  • Year group performance in school assembly, Easter Service, Fantasia & Celebration Evening.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Athletics & Summer 2

 

  • Beginning to build a variety of running techniques and use with confidence.

 

  • Can perform a running jump with more than one component. e.g. hop skip jump (triple jump)

 

  • Beginning to record peer performances, and evaluate these.

 

  • Demonstrates accuracy and confidence in throwing and catching activities.

 

  • Describes good athletic performance using correct vocabulary.

 

  • Can use equipment safely and with good control.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dance

  • Beginning to exaggerate dance movements and motifs (using expression when moving)

 

  • Demonstrates strong movements throughout a dance sequence.

 

  • Combines flexibility, techniques and movements to create a fluent sequence.

 

  • Moves appropriately and with the required style in relation to the stimulus. e.g using various levels, ways of travelling and motifs.

 

  • Beginning to show a change of pace and timing in their movements.

 

  • Uses the space provided to his maximum potential. Improvises with confidence, still demonstrating fluency across their sequence.

 

  • Modifies parts of a sequence as a result of self and peer evaluation.

 

  • Uses more complex dance vocabulary to compare and improve work.

 

  • Year group performance in school assembly, Christmas & Easter Service, Fantasia & Celebration Evening.

 

 

 

 

 

Athletics & Summer 2

 

  • Beginning to build a variety of running techniques and use with confidence.

 

  • Can perform a running jump with more than one component. e.g. hop skip jump (triple jump)

 

  • Beginning to record peer performances, and evaluate these.

 

  • Demonstrates accuracy and confidence in throwing and catching activities.

 

  • Describes good athletic performance using correct vocabulary.

 

  • Can use equipment safely and with good control.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dance

  • Exaggerate dance movements and motifs (using expression when moving)

 

  • Performs with confidence, using a range of movement patterns.

 

  • Demonstrates a strong imagination when creating own dance sequences and motifs.
  • Demonstrates strong movements throughout a dance sequence.
  • Combines flexibility, techniques and movements to create a fluent sequence.

 

  • Moves appropriately and with the required style in relation to the stimulus. e.g using various levels, ways of travelling and motifs.

 

  • Improvises with confidence, still demonstrating fluency across their sequence.

 

  • Dances with fluency, linking all movements and ensuring they flow.

 

  • Demonstrates consistent precision when performing dance sequences.

 

  • Modifies parts of a sequence as a result of self and peer evaluation.

 

  • Uses more complex dance vocabulary to compare and improve work.

 

  • Year group performance in school assembly, Leavers Service, Fantasia & Celebration Evening.

Summer 2

Swimming & Gala

 

  • Pace themselves in floating and swimming challenges related to

speed, distance and personal survival.

 

  • Swim unaided for a sustained period of time over a distance of at least 25 metres.

 

  • Use recognised arm and leg actions, lying on their front and back.

 

  • Use a range of recognised stroke and personal survival skills [for example, front crawl, back crawl, breaststroke, sculling floating and surface diving].

 

  • Representing their own house group each child swims as an individual and as part of a team in both relays and individual races

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

 

  • Pace themselves in floating and swimming challenges related to

speed, distance and personal survival.

 

  • Swim unaided for a sustained period of time over a distance of at least 25 metres.

 

  • Use recognised arm and leg actions, lying on their front and back.

 

  • Use a range of recognised stroke and personal survival skills [for example, front crawl, back crawl, breaststroke, sculling, floating and surface diving]

 

  • Representing their own house group each child swims as an individual and as part of a team in both relays and individual races

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

 

  • Swim between 50 and 100 metres and keep swimming for 45 to 90 seconds

 

  • Use three different strokes, swimming on their front and back with controlled breathing

 

  • Swim confidently and fluently on the surface and under water

 

  • Work well in groups to solve specific problems and challenges, water safety practice

 

  • Recognise how swimming affects their body, and pace their efforts to meet different challenges

 

  • Representing their own house group each child swims as an individual and as part of a team in both relays and individual races

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

 

  • Swim between 50 and 100 metres and keep swimming for 45 to 90 seconds

 

  • Use three different strokes, swimming on their front and back with controlled breathing

 

  • Swim confidently and fluently on the surface and under water

 

  • Work well in groups to solve specific problems and challenges, water safety practice

 

  • Recognise how swimming affects their body, and pace their efforts to meet different challenges

 

  • Representing their own house group each child swims as an individual and as part of a team in both relays and individual races

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.

 

 

 

 

 

 

 

 

 

 

 

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.

 

 

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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.

 

Swimming

OPPORTUNITY IS OFFERED TO DEVELOP & ACHIEVE THE FOLLOWING BY THE END OF KEY STAGE 2:

Key Stage 2 LOWER

 

  • swim between 50 and 100 metres and keep swimming for 45 to 90 seconds
  • use three different strokes, swimming on their front and back with controlled breathing
  • swim confidently and fluently on the surface and under water
  • work well in groups to solve specific problems and challenges, sharing out the work fairly
  • recognise how swimming affects their body, and pace their efforts to meet different challenges
  • suggest activities and practices to help improve their own performance
  • Take part in Swimming Gala representing house group as individual and team relays

 

Key Stage 2 UPPER

 

  • Time, distance & challenges related to speed in the water
  • Evaluating, explaining and describing swimming activities; evaluation is highlighted as an appropriate activity in each year group
  • Investigating propulsion with arms and legs, exploring forces
  • pupils will be able to understand use and describe correctly words relating to the activities e.g. starts, turns, crawl, tread water, water polo etc.
  • Finding out why swimming is good for your  health
  • Take part in Swimming Gala representing house group as individual and team relays

 

Gifted & Talented

 

  • challenges and targets for personal stroke development
  • Time, distance & challenges related to speed in the water
  • pupils will be able to understand use and describe correctly words relating to the activities e.g. starts, turns, crawl, tread water, water polo etc.
  • Understand the forces and propulsion relating to sculling & stroke techniques
  • Solve problems, consider alternatives, structure plans and organise group activities
  • Take part in Swimming Gala representing house group as individual and team relays
  • Practice water safety & understand what to do in an emergency in or by the water

 

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