P.E. P.E. Teaching P.E. at Normanton Junior Academy Teaching P.E. at Normanton Junior Academy “Sport can create hope where once there was only despair. It laughs in the face of all types of discrimination.” Nelson Mandela Anti-apartheid revolutionary and first president of South Africa y.” Martin Luther King
1 | P a g e Contents What we do in P.E.................................................................................................2 What our aims are in P.E...................................................................................................................................2 The skills and knowledge we develop in P.E.............................................................................................2 What P.E. looks like at Normanton Junior Academy..............................................................................4 Long term plan for P.E.......................................................................................................................................5 Overview of P.E. themes – Year 3 ..................................................................................................................7 Overview of P.E themes – Year 4 ................................................................................................................ 18 Overview of P.E themes – Year 5 ................................................................................................................ 32 Overview of P.E themes – Year 6 ................................................................................................................ 43 How we ensure progression of skills and knowledge in P.E. ........................................................... 59 Why we do this in P.E. ...................................................................................... 66 The reasons we teach what we do in P.E................................................................................................. 66 How we do this in P.E. ...................................................................................... 68 What underpins our P.E. curriculum.......................................................................................................... 68 What you will see in P.E. .................................................................................. 69 What you will see in P.E. lessons and around school.......................................................................... 69
2 | P a g e What we do in P.E. What our aims are in P.E. At Normanton Junior Academy, we believe that a high-quality physical education inspires all children to exceed and excel in physically demanding activities. Therefore, opportunities are provided for pupils to become physically confident, which supports their health and fitness. Additionally, we provide opportunities to compete in sport and other physical activities in order to build character and help embed our learning powers such as resilience and cooperation, which are key transferable life skills. We plan our P.E. curriculum around the needs and interests of our children and also to reflect the area in which we work. We strive to provide all children with access to a wide range of extra-curricular sporting activities. Pupils can participate in these at both lunchtime and after school. These additional activities allow us to offer a range of games, sports and fitness activities over and above our curriculum offer. There are a number of pupils, former and present, who excel at individual sports (such as gymnastics, rugby and football), and we facilitate pupils competing outside of school where necessary by authorising external sporting activities. The skills and knowledge we develop in P.E. The 2014 National Curriculum for P.E. aims to ensure that all children: • enjoy taking part in physical activity and understand the positive impact this has on physical and mental wellbeing; • develop their skills in a broad range of physical activities, including running, jumping, throwing and catching, dance, gymnastics, outdoor activities, and a wide range of team games. • are physically active for sustained periods of time on a daily basis; • engage in a range of competitive sports and activities through intra- and interschool competitions, using these to push themselves to further improvement; • are able to swim competently, confidently and proficiently over a distance of at least 25 metres. At Normanton Junior Academy, physical education plays an important role in the development of our children; these aims are embedded through every lesson of P.E. that children will receive. Through P.E., children develop a wide range of skills and abilities that are important for their overall physical, social, and emotional well-being. The three main areas of focus to support the children understanding and skill development are: motor competence, the understanding of rules, tactics and strategies and having a healthy participation. One of the primary skills that children develop in P.E. is movement proficiency. They learn how to perform a variety of movements with control and precision, including running, jumping, throwing, catching, and striking. These movements are the foundation of many sports and
3 | P a g e activities, and developing motor competency in them is critical for success in physical activity throughout their lives. Every child will develop motor competency within each area of the PE curriculum, through individual progression, teacher feedback and assessment. Another key skill that children develop in P.E. is physical fitness. They learn about the importance of regular physical activity and how to improve their endurance, strength, flexibility, and coordination through a range of different activities and exercises. They also learn how to set goals and monitor their progress, which helps to build self-confidence and motivation. This is embedded further through the lunch-time and after school provision, giving children practice of new skills and the overarching love for movement and fitness. In addition to movement competency and physical fitness, children in at Normanton Junior Academy will also develop important social and emotional skills in P.E.. They will learn how to work together as a team, communicate effectively, and resolve conflicts in a constructive way. This enables and develops resilience and the ability to cope with challenges and setbacks, which are important skills for success in all areas of life. With these learnt skills and knowledge, children at Normanton Junior Academy will have the opportunity to experience a wide range of different activities and sports; they will have access to a high-quality curriculum that supports their needs and movement skills in doing so. This helps them to develop an appreciation for physical activity and a lifelong love of movement. In every P.E. lesson, children have opportunity to identify areas of strength and interest, which they can pursue further outside of the classroom. Overall, the P.E. curriculum provides children with the skills, knowledge, and confidence they need to lead healthy and active lives.
4 | P a g e What P.E. looks like at Normanton Junior Academy A high-quality, inclusive education, regardless of starting points or experiences, is fostered at Normanton Junior Academy. We are committed to providing our students with a wide range of opportunities to develop their physical skills and abilities. Our P.E. lessons are designed to be both challenging and enjoyable, with a focus on fostering a love of physical activity and promoting lifelong health and wellbeing. Our curriculum covers a broad range of activities and sports, including athletics, gymnastics, dance, invasion games, and net and wall games. We place a strong emphasis on movement competence, with a particular focus on developing fundamental movement skills such as running, jumping, throwing, catching, and striking. Each P.E. unit focuses on a different sport which ensures that children are able to transfer their knowledge and learnt skills and apply to new contexts, ensuring progression of knowledge. Within a P.E. lesson, children will build procedural and declarative knowledge about physical activity and the importance of this. Through declarative knowledge, children will understand the ‘know-what’ which will emphasise the key parts of learning for the lesson. Teachers will use introduce vocabulary to children for the lesson and introduce knowledge ‘about’ movement such as, knowing the differences between different types of jumps in gymnastics. Through the procedural knowledge, children will understand the ‘know-how’ which will emphasise the knowledge ‘in movement’ where children can demonstrate the skills they have learnt. For example, being able to show what different jumps in gymnastics look like. Each element of the lesson, including procedural and declarative knowledge is modelled to the children, providing them with a clear example and checking for understanding of the key competency. Children are then provided with activities where they are able to practise the learning, to get better and become accurate; feedback is an essential part of this. Each lesson also aims to develop our pupils' physical fitness. We provide a range of activities and exercises that help students to improve their endurance, strength, flexibility, and coordination; this ensures that all children by Year 6 have the fundamental movement skills required. Our students also learn about the importance of regular physical activity and are encouraged to set goals and monitor their progress over time. We recognise the importance of social and emotional development alongside physical development. Every P.E. lesson includes a strong focus on developing teamwork, communication, and problem-solving skills. Pupils are encouraged to work collaboratively and to support one another in achieving shared goals. We also aim to promote positive attitudes towards physical activity and help our students to develop resilience, self-confidence, and a growth mindset. This is shown and developed in all children, no matter the outcome.
5 | P a g e Long term plan for P.E. Autumn Spring Summer Year 3 Autumn 1 Investigate (Indoor): Floor Gymnastics Cooperate (Outdoor): Football Spring 1 Independent (Indoor): Badminton Creative (Indoor): Dance Summer 1 Organise (Outdoor): Orienteering Creative (Indoor): Dance Autumn 2 Investigate (Indoor): Apparatus Gymnastics. Cooperate (Outdoor): Netball Spring 2 Independent (Indoor): Gymnastics Communicate (Outdoor): Cricket Summer 2 Resilience (Outdoor): Athletics Communicate (Outdoor): Tennis - Rounders Year 4 Autumn 1 Investigate (Indoor): Floor Gymnastics Cooperate (Outdoor): Netball Spring 1 Table Tennis/Badminton: Ackworth School Creative (Indoor): Dance Summer 1 Organise (Outdoor): Orienteering Creative (Indoor): Dance Football: Leeds United Foundation Autumn 2 Investigate (Indoor): Apparatus Gymnastics. Cooperate (Outdoor): Football Spring 2 Communicate (Outdoor): Cricket Table Tennis/Badminton: Ackworth School Summer 2 Resilience (Outdoor): Athletics Communicate (Outdoor): Tennis - Rounders Football: Leeds United Foundation (as per Summer 1)
6 | P a g e Autumn Spring Summer Year 5 Autumn 1 Investigate (Indoor): Floor Gymnastics Confidence: Swimming Spring 1 Independent (Outdoor): Tennis Confidence: Swimming Football: Leeds United Foundation Summer 1 Creative (Indoor): Dance Confidence: Swimming Autumn 2 Cooperate (Outdoor): Hockey Confidence: Swimming Spring 2 Confidence: Swimming Cooperate (Outdoor): Basketball Football: Leeds United Foundation (as per Spring 1) Summer 2 Resilience (Outdoor): Athletics Confidence: Swimming Year 6 Autumn 1 Investigate (Indoor): Floor Gymnastics Cooperate (Outdoor): Rugby Football: Leeds United Foundation Spring 1 Independent (Outdoor): Tennis Creative (Indoor): Dance Summer 1 Organise (Outdoor): Orienteering Creative (Indoor): Dance Autumn 2 Investigate (Indoor): Apparatus Gymnastics. Cooperate (Outdoor): Hockey Football: Leeds United Foundation (as per Autumn 1) Spring 2 Cooperate (Outdoor): Netball Communicate (Outdoor): Cricket Tag Rugby: Wakefield Trinity Rugby League •play competitive games, modified where appropriate •use running, jumping, throwing and catching in isolation and in combination Summer 2 Resilience (Outdoor): Athletics Communicate (Outdoor): Rounders
7 | P a g e Overview of P.E. themes – Year 3 Year 3 – Autumn 1 Sport Floor Gymnastics Football What pupils will learn To travel in a range of different ways using feet, hands feet and also hands without feet. To begin to use all available space using different pathways and changes in direction. To select, link and perform a variety of actions. To describe own and others movements, balances and body shapes, using appropriate vocabulary. To repeat simple sequences accurately and consistently. To perform phases of movement with a clear beginning, middle and end. Use a range of throwing and catching skills with control to keep possession and to score goals/points. Be aware of space and members of the opposition. Use a variety of simply tactics for attacking and keeping possession of the ball. Understand the need to defend and attack. Become increasingly familiar with the rules of the game. Key knowledge • To investigate movements and shapes the body can perform. • To be able to hold certain body postures and travel in different ways whilst being composed. • To investigate using different directional movements in given space. • To use space to develop path of movements. • To investigate different actions. • To investigate how actions can be controlled, sequenced and performed. • To investigate different actions on the equipment. • To understand how sequences can be progressed. • To investigate how movements can be ordered to develop a beginning, middle and end. • Develop an understanding of how to catch an object and the importance of technique over power. • Identify the key skills required to throw and catch, including being able to throw the ball and move into space to retrieve the next pass. • Understand how to throw and catch successfully. • Cooperate with team mates to be able to be successful as a team. • Develop an understanding of how to identify space and how to get into space. • Identify the key skills required to move into space and how to find space. • Understand the importance of finding space.
8 | P a g e Year 3 – Autumn 1 National Curriculum Focus: • Develop flexibility, strength, technique, control and balance. • Compare their performances with previous ones and demonstrate improvement to achieve their personal best. • Develop an understanding of what possession is and how to maintain possession. • Identify the key skills required to keep hold of possession and why it is important. • Understand the importance of keeping possession. • Develop an understanding of the principals of attacking and defending. • Identify key skills related to both attacking and defending. • Understand the importance of shape when attacking and defending. • Understand the importance of following rules and what the consequences are for breaking rules. • Understand the importance of shape when attacking and defending in football. • Develop an understanding of football and be able to organize and play a small-sided game. • Identify key rules required to play football. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination. Vocabulary compose control static dynamic coordination speed balance shape communication movement agility outwit opponent area space pass receive speed teamwork anticipate
9 | P a g e Year 3 – Autumn 2 Sport Apparatus Gymnastics Rugby What pupils will learn Travel in a range of different ways using feet, hands feet and without feet. Begin to use all available space using different pathways and changes in direction. Select, Link and Perform with control a variety of actions. Describe own and others movements, balances and body shapes, using appropriate vocabulary. Repeat simple sequences accurately and consistently Perform phases of movement with a clear beginning, middle and end. At the end of the unit, pupils will perform a 7-part sequence that shows the different actions, complex actions and body holds which have been taught in the last 5 weeks. Use a variety of different ways to kick the ball in order to pass the ball to another player in space. Be aware of space and members of the opposition. Use a variety of simply tactics for attacking and keeping possession of the ball. Understand the need to defend and attack. Become increasingly familiar with the rules of the game. Begin to play a game of football, understanding the rules, regulations and tactics required. Key knowledge • To investigate how to travel in different ways across the equipment. • To investigate key actions and develop upon these on the equipment. • To identify how to work in small groups to complete a small sequence together. • To begin to use more complex pieces of equipment – such as boxes. • To investigate how to use the equipment and space to complete a sequence of movements. • To use both equipment and floor space to create a sequence. • To understand safety and how to be safe during a body hold. • Develop an understanding of how to pass an object and how to kick the ball with accuracy. • Identify the key skills required to pass the ball, including being able to kick the ball and move into space to retrieve the next pass. • Understand how to pass and control the ball successfully. • Cooperate with teammates to be able to be successful as a team. • Develop an understanding of how to identify space and how to get into space. • Identify the key skills required to move into space and how to keep possession of the ball when in space. • Understand the importance of finding space.
10 | P a g e Year 3 – Autumn 2 • To understand the importance of using equipment and the floor during a performance. • To use different movements, balances, and body shapes as well as other actions to create complex actions. • Develop an understanding of how to create a set of criteria to mark a sequence. • Identify different ways to create a sequence and demonstrate the ways to use all the space. National Curriculum Focus: • Develop flexibility, strength, technique, control and balance. • Compare their performances with previous ones and demonstrate improvement to achieve their personal best. • Develop an understanding of what possession is and how to maintain possession in a football situation. • Identify the key skills required to keep hold of possession and why it is important. • Understand the importance of keeping possession and the impact that this has on a game. • Develop an understanding of the principals of attacking and defending and link the similarities between netball and football. • Identify key skills related to both attacking and defending and how to use them. • Develop an understanding of netball and be able to play a small sided game. • Identify key rules required to play netball. • Understand the importance of finding space in netball and why is it crucial to scoring points. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination. Vocabulary compose extend flex control static dynamic side on head on coordination speed endurance balance communication movement agility outwit opponent area space pivot pass receive speed teamwork anticipate
11 | P a g e Year 3 – Spring 1 Sport Badminton Dance What pupils will learn Learn the basics of badminton and how to hold and use the racquet successfully. Learn how to play a forehand shot and understand the importance of moving the feet to play these shots. Learn how to play a variety of different serves and be able to return a serve using a forehand shot. Learn how to develop a backhand shot and be able to play a series of backhand shots successfully. Learn how to develop upon both forehand and backhand shots to play more advanced shots in game situations. Develop upon previous skills and be able to put these skills into a game situation. The aim of these 6 lessons is for the students to learn and understand a wide variety of different dance styles and cultures. Key knowledge • Develop hand-eye coordination skills and be able to learn the basics of badminton. • Identify the different shots to play when playing badminton or completing a rally. • Learn and understand the rules of badminton and how to play successfully. • Be independent and be able to play badminton independently. • Develop an understanding of how to perform a specific dance. • Understand the different culture and history around each dance. • Identify how to perform the dance and begin to practice and perform the dance. • Be creative and develop different ways of dance styles and genres.
12 | P a g e Year 3 – Spring 1 National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination. National Curriculum Focus: • Develop flexibility, strength, technique, control and balance. • Compare their performances with previous ones and demonstrate improvement to achieve their personal best. • Perform dances using a range of movement patterns. Vocabulary badminton serve coordination touch shot forehand backhand boundaries net rally actions balances speeds space movements timings the Siva Tau the Lindy Hop the Pantsula the Calusari the Hopak
13 | P a g e Year 3 – Spring 2 Sport Gymnastics Cricket What pupils will learn In this unit, children will develop their understanding of rhythm and beat in Gymnastics. Create our own rhythm and beat which can be used when performing a short gymnastics sequence. Understand how to use rhythmic gymnastics equipment and use these to create a sequence to a rhythmic beat. Understand how to create a complex rhythmic gymnastics sequence. Select, Link and Perform a series of complex actions to create a routine. Create a set of criteria that can be planned and practiced into a structured rhythmic gymnastics routine. Use, with increasing accuracy, underarm and overarm throwing skills to bowl the ball. Track, intercept, stop and catch balls consistently and accurately. Use bats with increasing accuracy to hit the ball consistently. Become familiar with and begin to apply rules consistently and fairly. Describe simple tactics and skills they can use in games. Be able to play a game fairly, respecting rules and communicating with teammates. Key knowledge • Develop and understand how to create a rhythmic beat and begin to use this beat in short sequences. • Identify how to perform an 8-part beat with differing tempo. • Learn how to perform a short sequence to the beat. • Investigate ways that we can perform rhythmic gymnastics. • Develop an understanding of how to use rhythmic gymnastics equipment. • Identify how to use a variety of equipment and how to perform a basic beat. • Investigate the ways that we can perform rhythmic gymnastics. • Develop an understanding of how to create a complex rhythmic gymnastics sequence. • Develop an understanding of cricket and begin to think of the different skills required for cricket. • Identify new skills that are needed when playing cricket and understand how to develop upon old skills. • Learn the rules and tactics of cricket and begin to organise players in order to outwit opponents. • Communicate effectively with teammates. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination.
14 | P a g e Year 3 – Spring 2 • Identify how to include different speeds, levels, and directions into a sequence. • Learn how to perform a 5 or 6-part complex rhythmic gymnastics sequence. • Identify how to perform a routine and include a start and finish pose. • Develop an understanding of how to co-create a set of criteria with others. • Learn how to develop a set of criteria for rhythmic gymnastics. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination. Vocabulary actions balances travelling movements body shapes jumps rhythmic equipment sequence complex speeds levels directions batting bowling fielding catch out runs wicket stump over arm communicate
15 | P a g e Year 3 – Summer 1 Sport Orienteering Dance What pupils will learn Respond to a set challenge or problem. A challenge is something that all people will come across in their life. Being able to make the right choice when it comes to a challenge is something that the children will be looking at during the organise strand. Being able to make the right decision during problem solving tasks is a key part of the organise strand and being able to work as a team to solve the problems is a great skill to have. The aim of these 6 lessons is for the students to learn and understand a wide variety of different dance styles, cultures and the history about them. Key knowledge • Develop an understanding of how to solve a series of challenges or problems that the students might face. • Identify different answers that can be made when solving a variety of problems. • Learn new games and how to play these games with a series of problems. • To be able to work as a team and be able to organise each other to solve problems. National Curriculum Focus: • Take part in outdoor and adventurous activity. • Challenges both individually and within a team. • Develop an understanding of how to perform a style of dance. • Understand the different culture and history around each style of dance. • Identify how to perform the dance and begin to practice and perform the dance. • Be creative and develop different ways of dance styles and genres. National Curriculum Focus: • Develop flexibility, strength, technique, control and balance. • Compare their performances with previous ones and demonstrate improvement to achieve their personal best. • Perform dances using a range of movement patterns. Vocabulary tracking locate listening problem solving compass direction speaking attention actions balances speeds space movements timings waltz
16 | P a g e Year 3 – Summer 2 Sport Athletics (Indoor) Tennis Rounders What pupils will learn Make up and repeat a short sequence of linked jumps. Link running and jumping activities with fluency, control and consistency. Know and demonstrate a range of throwing techniques. Take part in an athletic event, e.g., a relay activity. Run at fast, medium and slow speeds, changing speed and direction. Perform a mini-Olympics which includes skills learnt previously. Use, with accuracy, underarm throwing skills to bowl the ball consistently towards a target thinking about the aim and speed of the ball. Track, intercept, stop and catch balls consistently and accurately, also being able to field the ball effectively getting the ball to a base or bowler. Use bats with increasing accuracy to hit the ball consistently and begin to place the ball away from where the fielders are standing. Be able to play a game fairly, respecting rules and communicating with teammates effectively. Describe complex tactics and skills they can use in games and begin to organise players in the fielding team and begin to understand the correct vocabulary of some positions. Be able to play a game fairly, respecting rules and communicating with teammates. Key knowledge • Develop an understanding of how to combine the skills needed to complete different jumping techniques. • Learn the technique of how to jump side – side and forward - backwards. • Identify how to describe how these two styles of jumps can link to the long jump and triple jump. • Be resilient and do not give up when things get tough. • Develop different ways to run, whilst being able to coordinate both arms and legs to run with control. • Learn the technique of how to sprint over different distances. • Identify which technique is best suited to you and which running style you prefer. • Develop an understanding of rounders and the specific skills required in each role. • Identify the different tactical aspects of cricket and how these can be used to win a game. • Learn the different positions in rounders and how to position these to win the game. • Communicate effectively with teammates.
17 | P a g e Year 3 – Summer 2 • Develop different ways to throw different objects of different shapes and sizes, using throwing techniques that we have previously done before. • Learn the technique of how to throw objects over different distances. • Identify which throwing style is best suited to you and which you prefer to practice. • Develop an understanding of how to run long distance, thinking about the technique and seeing if the students can keep going and not give up. • Learn the technique of how to run over a long distance. • Identify why it is important to pace yourself during a longdistance running event. • Develop an understanding of how to observe and copy the skills needed to complete relay races. • Learn the technique of how to do a relay race/s. • Identify how to describe the difference between a relay race and just a regular race. National Curriculum Focus: As per Tennis Rounders National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination. Vocabulary combinations control triple jump power speed agility technique skill compete Olympics coordination batting bowling fielding bases back stop tactics rules officials full rounder half rounder
18 | P a g e Overview of P.E themes – Year 4 Year 4 – Autumn 1 Sport Floor Gymnastics Netball What pupils will learn Perform actions, balances, body shapes and movements with control. Combine an increasing range of elements with a sequence. Combine own work with the work of others. Prepare well-structured sequences that can be performed alone or with a partner. Identify aspects of a performance that need to be practiced. Plan, perform and repeat sequences that include changes in speed, level, direction, with clear shapes and quality of movement. Use different techniques for passing, controlling, dribbling and shooting the ball in games. Mark opponents and support players in defence. Identify tactics to help the team to keep the ball and take it towards the opposition’s end. Use a range of tactics to attack and defend. Use and interpret the rules of the game. Begin to play a game of netball, understanding the rules, regulations and tactics required. Key knowledge • To investigate movements and shapes the body can perform. • To investigate new movements and shapes the body can perform • To be able to hold certain body postures and travel in different ways whilst being composed. • To investigate different styles of rolling and how to link that within a sequence. • To investigate how to develop a sequence effectively and included the different actions from previous lessons. • To investigate how we can combine our own work and link it together with others. • To investigate how to create a structured sequence with a partner, including all actions. • Develop an understanding of how to pass and shoot with control and accuracy needed in netball. • Identify the key skills required to pass and shoot, including being able to throw the ball and move into space to retrieve the next pass. • Understand how to pass and shoot successfully. • Cooperate with team mates to be able to be successful as a team. • Develop an understanding of how to mark a player and how to work as a team to defend. • Identify the key skills required to defend a player or defend a space. • Understand the importance of marking and defending.
19 | P a g e Year 4 – Autumn 1 • To understand the importance of creating a sequence with structure and be able to link movements together. • To begin to find key movement patterns and be able to combine actions together to create complex actions. • To investigate a variety of different ways that we can interpret an 8-part or 9-part sequence. National Curriculum Focus: • Develop flexibility, strength, technique, control and balance. • Compare their performances with previous ones and demonstrate improvement to achieve their personal best. • Develop an understanding of what tactics are more specifically what possession is and how to maintain possession. • Identify the key skills required to keep hold of possession and why it is important. • Understand the importance of keeping possession. • Develop an understanding of the principals of attacking and defending. • Identify key skills related to both attacking and defending. • Understand the importance of shape when attacking and defending. • Develop an understanding of rules both as a player and as an official. • Identify key rules required to play netball. • Understand the importance of following rules and what the consequences are for breaking rules. • Develop an understanding of netball and be able to play a small sided game. • Identify key rules required to play netball. • Understand the importance of finding space in netball and why is it crucial to scoring points. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination.
20 | P a g e Year 4 – Autumn 1 Vocabulary composure posture extend hold twist traverse coordination speed endurance communication movement agility outwit opponent area space pivot pass receive speed teamwork
21 | P a g e Year 4 – Autumn 2 Sport Apparatus Gymnastics Football What pupils will learn Perform actions, balances, body shapes and movements with control. Combine an increasing range of elements with a sequence. Combine own work with the work of others. Prepare well-structured sequences that can be performed alone or with a partner. Plan, perform and repeat sequences that include changes in speed, level, direction, with clear shapes and quality of movement. Identify aspects of a performance that need to be practiced. Begin to kick the ball in order to pass to another player in space over a variety of different distances. Be able to defend and attack space effectively, by dribbling the ball with control and marking someone in space. Understand a few simple tactics that can be used in both an attacking and defending scenario. Understand the need to attack and defend and start to implement different tactics and ideas into the different scenarios. Recall and use some of the rules that has been taught previously to develop further the ideas of football. Begin to play a game of football, understanding the rules, regulations and tactics required Key knowledge • Develop upon previous knowledge of the key actions and how we can use them to perform on equipment. • Identify the key actions and how we can adapt them to be performed on different equipment. • Learn new ways to perform these actions and the importance of practising on each equipment. • Develop understanding of how to perform a body hold, and how we can perform these on equipment. • Identify how the actions can be turned to complex actions, and how these can be performed on equipment. • Learn new ways to perform sequences which include different complex actions and body hold combined. • Develop understanding of including speed, levels, and direction into a sequence on apparatus. • Develop an understanding of how to pass an object and how to kick the ball with accuracy over a variety of different distances. • Identify key skills required to pass the ball, including being able to kick the ball and move into space to retrieve the next pass. • Understand how to pass and control the ball successfully. • Cooperate with team-mats to be able to be successful as a team. • Develop an understanding of how to identify space and how to attack into space. • Identify the key skills required to defend space and how we can do so effectively.
22 | P a g e Year 4 – Autumn 2 • Identify ways to combine movements both on the floor and on the equipment together, to create a complex action. • Learn how to work together with others, to create a piece of work on the equipment. • Develop a well-structured sequence that can meet a set of criteria and be expanded on week after week. • Identify how to make a structured sequence and how to link that to a set of criteria. • Develop an understanding of how-to performance against a set of criteria and receive a score. National Curriculum Focus: • Develop flexibility, strength, technique, control and balance. • Compare their performances with previous ones and demonstrate improvement to achieve their personal best. • Understand the importance of attacking into space and how to create chances from this. • Develop an understanding of what tactics are in football and how these help the team. • Identify the key skills required for each tactic and why these are important in football. • Understand the importance of attacking and defending tactics and the impact they have. • Develop an understanding of the principals of attacking and defending and how to invade another team’s space. • Identify key tactics related to both attacking and defending and how to use them. • Understand the importance of shape and tactics when attacking and defending in football. • Develop an understanding of rules both as a player and as an official in football. • Identify key rules required to play football. • Understand the importance of following rules and what the consequences are for breaking rules. • Develop an understanding of football and be able to organize and play a small sided game. • Identify key rules required to play football. • •Understand the importance of finding space and keeping possession. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination.
23 | P a g e Year 4 – Autumn 2 Vocabulary composure posture extend hold twist traverse coordination speed endurance balance shape control dynamic communication movement agility outwit opponent area space pivot pass receive speed teamwork anticipate
24 | P a g e Year 4 – Spring 1 Sport Badminton Dance What pupils will learn Learn the basics of badminton and how to hold and use the racquet successfully. Learn how to play a forehand shot and develop an understanding of footwork when playing this shot. Learn how to play a backhand serve and be able to return a serve using a variety of different shots. Learn and develop a backhand shot and be able to play these shots consistently and confidently. Learn how to play a variety of advanced shots including drop shots and clearance shots. Develop upon previous skills and be able to put these skills into a game situation. Learn, watch then show a wide variety of dance cultures and styles. Key knowledge • Develop hand-eye coordination skills and be able to learn the basics of badminton. • Identify the different shots including forehand, backhand, and serving when playing badminton. • Learn, develop, and understand the rules of badminton and how to play successfully. • Be independent and be able to play badminton independently. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination. • Develop an understanding of how to perform a specific dance. • Understand the different culture and history around each dance. • Identify how to perform the dance and begin to practice and perform the dance. • Be creative and develop different ways of dance styles and genres. National Curriculum Focus: • Develop flexibility, strength, technique, control and balance. • Compare their performances with previous ones and demonstrate improvement to achieve their personal best. • perform dances using a range of movement patterns.
25 | P a g e Vocabulary badminton serve coordination touch shot forehand backhand boundaries net rally actions dynamics space movements timings the Cibi the Odissi the Pasodoble the Cha Cha contemporary dance street dance
26 | P a g e Year 4 – Spring 2 Sport Cricket Table Tennis What pupils will learn Use, with increasing accuracy, underarm and overarm throwing skills to bowl the ball consistently towards a target. Track, intercept, stop and catch balls consistently and accurately, also being able to field the ball effectively. Use bats with increasing accuracy to hit the ball consistently to play a variety of different cricket shots. Become familiar with and begin to apply rules consistently and fairly. Describe simple tactics and skills they can use in games and begin to organise players in the fielding team. Be able to play a game fairly, respecting rules and communicating with teammates. Learn the basics of badminton and how to hold and use the racquet successfully. Learn how to play a forehand shot and develop an understanding of footwork when playing this shot. Learn how to play a backhand serve and be able to return a serve using a variety of different shots. Learn and develop a backhand shot and be able to play these shots consistently and confidently. Learn how to play a variety of advanced shots including drop shots and clearance shots. Develop upon previous skills and be able to put these skills into a game situation. Key knowledge • Develop an understanding of cricket and begin to use and apply these skills in a game situation. • Identify and develop upon old skills and use these to build new skills when playing cricket. • Learn the different tactics of cricket and use these to outwit an opponent. • Communicate effectively with teammates. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination. • Develop hand-eye coordination skills and be able to learn the basics of badminton. • Identify the different shots including forehand, backhand, and serving when playing badminton. • Learn, develop, and understand the rules of badminton and how to play successfully. • Be independent and be able to play badminton independently. National Curriculum Focus: • Play competitive games, modified where appropriate use running, jumping, throwing and catching in isolation and in combination.
27 | P a g e Vocabulary batting bowling fielding catch out runs wicket stump over arm communicate badminton serve coordination touch shot forehand backhand boundaries net rally
28 | P a g e Year 4 – Summer 1 Sport Orienteering Dance What pupils will learn Solve problems by using and applying a range of approaches. Respond to a set challenge or problem. Use more detailed plans and diagrams to pinpoint their position and plot a route. Travel around a simple course; respond when the task or environment changes. Travel around a simple course; respond when the task or environment changes. Work and behave safely. Learn, understand then practice a wide variety of dance cultures and styles, learning some of the history behind each dance. Develop and create a dance using ideas from previous lessons to enhance learning of different dances. Learn, understand then practice a wide variety of dance cultures and styles, learning some of the history behind each dance. Key knowledge • Develop an understanding of how to solve a series of challenges or problems that the students might face. • Identify different answers that can be made when solving a variety of problems. • Learn new games and how to play these games with a series of problems. • To be able to work as a team and be able to organise each other to solve problems. • To develop organization skills to find solutions to problems. • To work with a team to undertake challenges and solve problems in an organized manner. National Curriculum Focus: • Take part in outdoor and adventurous activity challenges both individually and within a team. • Develop an understanding of how to perform a style of dance. • Understand the different culture and history around each style of dance. • Identify how to perform the dance and begin to practice and perform the dance. • Be creative and develop different ways of dance styles and genres. National Curriculum Focus: • Develop flexibility, strength, technique, control and balance. • Compare their performances with previous ones and demonstrate improvement to achieve their best. • Perform dances using a range of movement patterns.
29 | P a g e Year 4 – Summer 1 Vocabulary tracking locate listening problem solving compass contour orienteering communicate meters map signs actions balances speeds space movements timings the quickstep ballet
30 | P a g e Year 4 – Summer 2 Sport Athletics (Indoor) Tennis Rounders What pupils will learn Perform a range of jumps showing consistent technique and where appropriate using a short run up. Increase the fluency and control of running and/or jumping activities. Throw objects, changing their action for accuracy and distance including the throwing of objects at targets. Effectively assume the role of a team member taking part in an athletic event, e.g., in a relay team. Understand and demonstrate the difference between sprinting and running for sustained periods. Use, with accuracy, underarm throwing skills to bowl the ball consistently towards a target thinking about the aim and speed of the ball. Track, intercept, stop and catch balls consistently and accurately, also being able to field the ball effectively getting the ball to a base or bowler. Use bats with increasing accuracy to hit the ball consistently and begin to place the ball away from where the fielders are standing. Be able to play a game fairly, respecting rules and communicating with teammates effectively. Describe complex tactics and skills they can use in games and begin to organise players in the fielding team and begin to understand the correct vocabulary of some positions. Be able to play a game fairly, respecting rules and communicating with teammates. Key knowledge • Develop an understanding of how to combine the skills needed to complete different jumping techniques. • Learn the technique of how to do a long and triple jump. • Identify how to describe the difference between long and triple jump, and how to do this. • Be resilient and do not give up when things get tough. • Develop different ways to run, whilst being able to coordinate both arms and legs to run with control. • Learn the technique of how to sprint over different distances. • Develop different ways to throw different objects of different shapes and sizes, using throwing techniques • that we have previously done before. • Develop an understanding of rounders and the specific skills required in each role. • Identify the different tactical aspects of cricket and how these can be used to win a game. • Learn the different positions in rounders and how to position these to win the game. • Communicate effectively with teammates. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination.
31 | P a g e Year 4 – Summer 2 • Learn the technique of how to throw objects over different distances. • Identify which throwing style is best suited to you and which you prefer to practice. • Identify which technique is best suited to you and which running style you prefer. • Develop an understanding of how to run long distance, thinking about the technique and seeing if the students can keep going and not give up. • Learn the technique of how to run over a long distance. • Identify why it is important to pace yourself during a longdistance running event. • Develop an understanding of how to observe and copy the skills and techniques needed to complete relay races. • Identify how to describe the difference between a relay race and just a regular race. National Curriculum Focus: • Compare their performances with previous ones and demonstrate improvement to achieve their best. • Use running, jumping, throwing and catching in isolation and in combination. Vocabulary combinations control triple jump power speed mechanics triple joint agility technique extension compete Olympics coordination batting bowling fielding bases back stop tactics rules officials full rounder half rounder
32 | P a g e Overview of P.E themes – Year 5 Year 5 – Autumn 1 Sport Floor Gymnastics Swimming What pupils will learn Combine and perform a range of complex gymnastic actions, shapes and balances with control. Perform and choose from a wide range of complex and demanding actions, balances etc. Create increasingly complex and varied sequences with others. Use criteria to judge the quality of ideas, actions, composition and sequences. Share and evaluate the solutions ideas of others. Take the lead in the preparation of a performance including complex sequences to be performed by a group. Swim competently, confidently and proficiently over a distance of at least 25 metres. Use a range of strokes effectively. Perform safe self-rescue in different waterbased situations. Key knowledge • To recap the key actions and key terms from Year 4 and begin to develop the actions into complex actions. • To investigate ways to combine two actions to create a complex action. • To understand the safety of equipment, use and be able to confidently perform complex actions on equipment. • To investigate developing all actions into complex actions • To be able to choose 2 different actions to merge to create a complex action. • Recognise and perform complex actions individually and in a sequence • To investigate the different variety of ways that we can develop a sequence. • To create and develop a 7-part sequence that is confident and includes all aspects of the criteria. • To understand to how to give constructive feedback to another group. National Curriculum Focus: • Swim competently, confidently and proficiently over a distance of at least 25 meters. • Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke) • Perform safe self-rescue in different water-based situations.
33 | P a g e Year 5 – Autumn 1 • To investigate how to create a set of criteria that can be used to judge a performance. • To begin to develop a final sequence that includes • aspects of the criteria and more. • To find out what makes a good sequence a great • one, and how can we change sequences to make them better. • To be able to evaluate our own performance and make changes when feedback is received. • To investigate ways that we can construct a performance based upon feedback. • To begin to share ideas and solutions to identify areas for improvement. • To prepare for the final sequence, using feedback as a guide to improve. • To perform for a set of judges and be evaluated against a set of criteria. National Curriculum Focus: • Develop flexibility, strength, technique, control and balance. • Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Vocabulary composure posture compound extend hold twist pencil tuck coordination speed endurance flexion extension control dynamic
34 | P a g e Year 5 – Autumn 2 Sport Hockey Swimming What pupils will learn Begin to further develop the basic skills required in hockey, progressing further from previous years. Be able to defend and attack space effectively, looking at some tactics to be used when transitioning from defence to attack. Understand some tactics for hockey and how they can be used in both attacking and defending situation. Understand the need to attack and defend and start to implement different tactics and ideas into the different scenarios. Recall and use some of the rules that has been taught previously to develop further the ideas of hockey. Begin to play a game of hockey, understanding the rules, regulations and tactics required. Swim competently, confidently and proficiently over a distance of at least 25 metres. Use a range of strokes effectively. Perform safe self-rescue in different waterbased situations. Key knowledge • Develop an understanding of the skills required for hockey, moving onto more advanced skills such as shooting. • Identify the key skills required for shooting and begin to shoot the ball with accuracy and control. • Understand how to control a pass and have options for the next action. • Cooperate with team mates to be able to be successful as a team. • Develop an understanding of how to identify space and how to attack into space. • Identify the key skills required to defend space and how we can do so effectively. • Understand the importance of transitioning quickly from defence to attack. • Develop an understanding of what tactics are in hockey and how these help the team. • Identify the key skills required for each tactic and why there important in hockey • Understand the importance of attacking and defending tactics and the impact they have. National Curriculum Focus: • Swim competently, confidently and proficiently over a distance of at least 25 meters. • Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke). • Perform safe self-rescue in different water-based situations.
35 | P a g e Year 5 – Autumn 2 • Develop an understanding of the principals of attacking and defending and how to invade another team’s space. • Identify key tactics related to both attacking and defending and how to use them. • Understand the importance of shape and tactics when attacking and defending in hockey. • Develop an understanding of rules both as a player and as an official in hockey. • Identify key rules required to play hockey. • Understand the importance of following rules and what the consequences are for breaking rules. • Develop an understanding of hockey and be able to organize and play a small-sided game. • Identify key rules required to play hockey • Understand the importance of finding space and keeping possession in football and why is it crucial to scoring points. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running and dribbling in isolation and in combination. Vocabulary communication movement agility outwit opponent area space pivot pass receive speed teamwork anticipate
36 | P a g e Year 5 – Spring 1 Sport Tennis Swimming What pupils will learn Learn and develop upon the basics of tennis and how to hold and use the racquet successfully. Develop greater knowledge of playing a forehand shot and begin to play both forehand clearances and drop shots with confidence. Develop further understanding of serving and begin to understand how to play short and long serves accurately. Develop greater knowledge of playing a backhand shot and begin to play both backhand clearances and drop shots with confidence Learn how to play a variety of advanced shots including drop shots and clearance shots and smash shots. Develop upon previous skills and be able to put these skills into a game situation. Swim competently, confidently and proficiently over a distance of at least 25 metres. Use a range of strokes effectively. Perform safe self-rescue in different waterbased situations. Key knowledge • Develop greater hand-eye coordination skills and be able expand further upon the basics of tennis. • Identify the different shots including forehand, • backhand and begin to understand when to play. • these shots effectively. • Learn, develop, and understand the rules of tennis and how to play successfully. • Be independent and be able to play tennis independently. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination. National Curriculum Focus: • Swim competently, confidently and proficiently over a distance of at least 25 meters. • Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke) • Perform safe self-rescue in different water-based situations.
37 | P a g e Year 5 – Spring 1 Vocabulary tennis serve coordination touch shot forehand backhand boundaries net rally drop shots
38 | P a g e Year 5 – Spring 2 Sport Basketball Swimming What pupils will learn Explain and evaluate the different techniques used for passing, controlling, dribbling and shooting the ball in games. Use marking, tackling and/or interception to improve defence. Apply principles of team play to keep possession of the ball and score effectively. Know what position they are playing and how to contribute when attacking and defending. Apply rules consistently and fairly. Be able to play a 5 versus 5 basketball tournament, including being able to coach tactics, officiate the game and know the role of your position. Swim competently, confidently and proficiently over a distance of at least 25 metres. Use a range of strokes effectively. Perform safe self-rescue in different waterbased situations. Key knowledge • Develop different ways of passing the ball – including a variety of different styles. • Understand the importance of moving into space and calling for a pass. • Identify which pass is the best for the situation and be able to take a shot. • Cooperate as a team and work as a team to solve problems and challenges. • Develop different ways of defending – thinking of how to intercept and man mark. • Understand the importance of marking and being able to stop the ball from reaching its target. • Identify how to mark and defend and the importance of it in netball. • Develop ways of keeping possession – thinking of the importance of this. • Understand how to keep possession and why it is needed to win the game. • Identify which passes are better for keeping • possession and why being in space helps. • Develop understanding of positions in netball • thinking about what each role is. • Understand the key roles of each position during attack and defence. National Curriculum Focus: • Swim competently, confidently and proficiently over a distance of at least 25 meters. • Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke) • Perform safe self-rescue in different water-based situations.
39 | P a g e Year 5 – Spring 2 • Identify which position is the best one for each member of the team – as a coach. • Develop understanding of the rules of the game including the rules implemented by the officials as well as the roles for each position. • Understand the rules of netball. • Identify what an infringement is and how to restart the game afterwards. • Develop understanding of netball and how to play, coach and officiate the game. • Understand the positions in netball and how to play in several positions. • Identify which position/roles is best suited to each player on your team. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination. Vocabulary communication movement agility outwit opponent area space pivot pass receive speed teamwork anticipate
40 | P a g e Year 5 – Summer 1 Sport Dance Swimming What pupils will learn In the first two lessons, the students will learn about a traditional war dance from TongaThe Sipi Tau and from The United States a traditional folk dance– The Charleston in lesson 4 and 5. They will start to practice recreating these traditional dances in lessons 1,2,4 and 5. This could be broken down into small groups, big groups or as a class. By the end of the third and sixth lesson, the children should be ready to perform their own version of Sipi Tau and Charlston to the rest of the class. It might be wise to create a criterion for the children to help them incorporate movements from the Polka and the Haka. Swim competently, confidently and proficiently over a distance of at least 25 metres. Use a range of strokes effectively. Perform safe self-rescue in different waterbased situations. Key knowledge • Develop an understanding of how to perform a specific dance. • Understand the specific culture and history around each dance and dance style. • Identify how to perform the dance and begin to practice and perform the dance. • Be creative and develop different ways of dance styles and genres. National Curriculum Focus: • Develop flexibility, strength, technique, control and balance. • Compare their performances with previous ones and demonstrate improvement to achieve their personal best. • Perform dances using a range of movement patterns. National Curriculum Focus: • Swim competently, confidently and proficiently over a distance of at least 25 meters. • Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke) • Perform safe self-rescue in different water-based situations. Vocabulary actions dynamics space relations pivot aesthetic the Sipi Tau the Charlston
41 | P a g e Year 5 – Summer 2 Sport Athletics Swimming What pupils will learn Show control at take-off in jumping activities. Select the most appropriate pace for a running event, to sustain running and improve upon personal targets. Show accuracy and good technique when throwing for distance. Demonstrate control and accuracy over running and/or jumping activities. Participate in a range of athletic events, e.g., long jump, 100 metres sprint etc. Swim competently, confidently and proficiently over a distance of at least 25 metres. Use a range of strokes effectively. Perform safe self-rescue in different waterbased situations. Key knowledge • Develop an understanding of how to combine the skills needed to complete different jumping techniques whilst controlled. • Learn the technique of how to do a long and triple jump in a controlled manner • Identify how to describe the difference between long and triple jump, and how to do this. • Be resilient and do not give up when things get tough. • Develop different ways to run, whilst being able to coordinate both arms and legs to run with control. • Learn the technique of how to sprint over different distances. • Identify which technique is best suited to you and which running style you prefer. • Develop different ways to throw different objects of different shapes and sizes, using throwing techniques that we have previously done before. • Learn the technique of how to throw objects over different distances. • Identify which throwing style is best suited to you and which you prefer to practice. • Develop an understanding of how to observe and copy the skills needed to complete relay races. National Curriculum Focus: • Swim competently, confidently and proficiently over a distance of at least 25 meters. • Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke) • Perform safe self-rescue in different water-based situations.
42 | P a g e Year 5 – Summer 2 • Learn the technique of how to do a relay race/s. • Identify how to describe the difference between a relay race and just a regular race. • Develop an understanding of how to run long distance, thinking about the technique and seeing if the students can keep going and not give up. • Learn the technique of how to run over a long distance, as well as perform other athletic events • Identify why it is important to pace yourself during a long-distance running event. • Develop an understanding of how to observe and copy the skills needed to complete a mini-Olympics. • Remember the techniques of how to complete a series of events in the miniOlympics. • Compete in teams to score the greatest number of points. National Curriculum Focus: • Compare their performances with previous ones and demonstrate improvements to achieve their personal best. • Use running, jumping, throwing and catching in isolation and combination. Vocabulary quoit compound control triple jump power flexion mechanics triple joint agility technique extension Olympics coordination
43 | P a g e Overview of P.E themes – Year 6 Year 6 – Autumn 1 Sport Floor Gymnastics Rugby What pupils will learn Combine and perform a series of sequences using a range of complex actions and balances etc. Plan a series of complex sequences with others. Formulate own criteria and evaluate the effectiveness of performances. Analyse actions against a set of criteria in order to evaluate the success of their performance. Share, evaluate and select the groups most effective solution or idea. Work as a team in the preparation of a performance through the delegation of roles and responsibilities. Begin to understand the basics of Rugby League, looking at being able to grip and carry the balls in two hands. Begin to understand how to catch and pass the ball correctly using the correct technique. Begin to understand what a good decision is and how to correctly execute a good decision in different attacking scenarios. Begin to understand how to defend as an individual and as a team. Begin to understand some of the core basics and skills for tag rugby. Be able to incorporate the skills learnt into a game of tag rugby. Key knowledge • To investigate the different complex actions and how these can be performed upon equipment. • To understand how to link actions from equipment and floor combined. • To perform a short sequence of complex actions that includes both the equipment and the floor. • To investigate how to perform a complex sequence, which includes different Speeds, Levels and Directions. • To understand how to develop a complex action into a sequence. • To begin to work in larger groups effectively. • To ensure ball is gripped correctly with two hands around the ‘belly’ of the rugby ball. • To grip the ball with the points aimed at the 12 and 6 on a clock. • The ball should be held out in front of their chest. • To ensure hands are up around the height of the chest. • To ensure fingers are spread out allowing for bigger surface area to aim for. • To allow the ball to come into the hands and not reach/snatch the ball.
44 | P a g e Year 6 – Autumn 1 • To formulate our own criteria that our performances will be marked against. • To investigate how to create a clear and concise set of criteria. • To create a set of criteria that will be used for the final performance. • To be able to analyse our own performance to be successful and improve. • To investigate different ways to create a sequence, for example tell a story. • To share our performance with others to gain valuable feedback. • To evaluate our performance to make it better after using positive and constructive feedback to guide this. • To understand how sequences can be maintained and progressed. • To investigate the different ways that we can work as a team to complete a performance. • To use and evaluate feedback in order to improve a piece of work. National Curriculum Focus: • Develop flexibility, strength, technique, control and balance. • Compare their performances with previous ones and demonstrate improvement to achieve their personal best. • To understand when it would be best to pass or run the ball when attacking. • To develops children’s confidence in running forwards with the ball. • To develop the children’s decision making by getting them to read the defenders actions. • To develop the children’s understanding of how to defend as an individual and as a team by reducing the amount of space. • To understand the best way of taking an attacker’s tag and the importance of this. • To develop their understanding of how to restart the game once a player’s tag has been taken. • To investigate the ways in which a team has to defend without being called offside. • To develop their understanding of how a game would run by playing games of tag rugby. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running, jumping, throwing and catching in isolation and in combination.
45 | P a g e Year 6 – Autumn 1 Vocabulary expression posture compound triple joint roll twist pencil tuck coordination position endurance flexion extension vault dynamic criteria communication movement agility outwit opponent area space pivot pass receive speed teamwork anticipate
46 | P a g e Year 6 – Autumn 2 Sport Apparatus Gymnastics Hockey What pupils will learn Combine and perform a series of sequences using a range of complex actions and balances etc. Plan a series of complex sequences with others. Formulate own criteria and evaluate the effectiveness of performances. Analyse actions against a set of criteria in order to evaluate the success of their performance. Share, evaluate and select the groups most effective solution or idea. Work as a team in the preparation of a performance through the delegation of roles and responsibilities. Begin to further develop the basic and advanced skills required in hockey progressing further from previous years. Be able to defend and attack space effectively, looking at some tactics to be used when transitioning from defence to attack. Understand some and develop new tactics for hockey and how they can be used in both attacking and defending situation. Understand the need to attack and defend and start to implement different tactics and ideas into the different scenarios using the tactics created in the previous lessons. Recall and use all of the rules that has been taught previously to develop further the ideas of hockey Begin to play a game of hockey, understanding the rules, regulations and tactics required. Key knowledge • To investigate the different complex actions and how these can be performed upon equipment. • To understand how to perform complex actions confidently on the equipment. • To perform a short sequence of complex actions that includes both the equipment and the floor. • To investigate how to perform a complex sequence, which includes different Speeds, Levels and Directions. • To understand how to develop a complex action into a sequence upon the equipment. • Develop an understanding of the skills required for hockey moving onto more advanced skills such as shooting. • Identify the key skills required for shooting and begin to shoot the ball with accuracy and control. • Understand how to control a pass and have options for the next action. • Cooperate with team mates to be able to be • successful as a team. • Develop an understanding of how to identify space and how to attack into space. • Identify the key skills required to defend space and how we can do so effectively.
47 | P a g e Year 6 – Autumn 2 • To begin to work in larger groups effectively and be able to use the equipment to demonstrate different Speeds, Levels and Directions. • To formulate our own criteria that our • performances will be marked against. • To understand the differences between creating criteria on equipment compared to the floor. • To investigate how to create a clear and concise set of criteria. • To create a set of criteria that will be used for the final performance on the equipment. • To be able to analyse our own performance in order to be successful and improve. • To investigate different ways to create a sequence, by telling a story using the equipment. • To share our performance with others in order to gain valuable feedback. • To evaluate our performance to make it better after using positive and constructive feedback to guide this. • To understand how sequences can be maintained and progressed. • To investigate the different ways that we can work as a team to complete a performance. • To use and evaluate feedback in order to improve a piece of work. • Understand the importance of transitioning quickly from defence to attack. • Develop an understanding of what tactics are in hockey and how these help the team. • Identify the key skills required for each tactic and why there important in hockey • Understand the importance of attacking and defending tactics and the impact they have. • Develop an understanding of the principals of • attacking and defending and how to invade another team’s space. • Identify key tactics related to both attacking and defending and how to use them. • Understand the importance of shape and tactics when attacking and defending in football. • Develop an understanding of rules both as a player and as an official in hockey. • Identify key rules required to play hockey • Understand the importance of following rules and what the consequences are for breaking rules. • Develop an understanding of football and be able to organize and play a small-sided game. • Identify key rules required to play hockey • Understand the importance of finding space and keeping possession in hockey and why is it crucial to scoring points.
48 | P a g e Year 6 – Autumn 2 National Curriculum Focus: • Develop flexibility, strength, technique, control and balance. • Compare their performances with previous ones and demonstrate improvement to achieve their personal best. National Curriculum Focus: • Play competitive games, modified where appropriate. • Use running in isolation and in combination. Vocabulary expression posture compound triple joint roll twist pencil tuck coordination position endurance flexion extension vault dynamic criteria communication movement agility outwit opponent area space pivot pass receive speed teamwork anticipate
49 | P a g e Year 6 – Spring 1 Sport Tennis Dance What pupils will learn Learn and develop upon the basics of tennis and how to hold and use the racquet successfully with confidence and control. Develop greater knowledge of playing a forehand shot and begin to play both forehand clearances and drop shots with confidence and accuracy. Develop greater knowledge of playing a backhand shot and begin to play both backhand clearances and drop shots with confidence and accuracy. Learn how to play a variety of advanced shots including drop shots and clearance shots and smash shots and play these with confidence. Develop upon previous skills and be able to put these skills into a game situation. Rehearse, refine, and adapt a wide range of dance. Further develop and refine own dance style. The aim of these six lessons is for the students to learn and understand a wide variety of different dance styles and cultures. In the first two lessons, the students will learn about a traditional war dance from New Zealand - The Haka - and from Czech Republic - The Polka - in lesson 4 and 5. They will start to practice recreating these traditional war dances in lessons 1,2,4 and 5. This could be done in small groups, big groups or as a class. By the end of the third and sixth lesson, the children should be ready to perform their own version of Polka and Haka to the rest of the class. It might be wise to create a criterion for the children to help them incorporate movements from the Polka and the Haka. Key knowledge • Develop greater hand-eye coordination skills and be able expand further upon the basics of tennis. • Identify the different shots including forehand, backhand and begin to understand when to play these shots effectively. • Learn, develop, and understand the rules of tennis and how to play successfully. • Be independent and be able to play tennis independently. • Develop and understanding of how to perform a specific dance. • Understand the specific culture and history around each dance and dance style. • Identify how to perform the dance and begin to practice and perform the dance. • Be creative and develop different ways of dance, styles, and genres.