Physical Education
Physical Education at ChristChurch
PE Intent Statement
Be Inspired
At Christ Church, we strive to create a culture which aims to inspire an active generation to enjoy PE, encourage each other and achieve. We provide a safe and supportive environment for children to flourish in a range of physical activities which is essential in supporting their physical, emotional, spiritual, social and moral development.
Be Articulate
Through our PE curriculum, children are encouraged to work individually and collaboratively with others. They are taught to communicate effectively when participating in sports and activities, giving feedback to their peers in an appropriate and sensitive manner and learning how to receive constructive advice. Through the teaching of subject specific technical vocabulary and opportunities to discuss technique and performance, children are able to communicate their knowledge and understanding of a range of sports.
Be Community Minded
At Christ Church, we encourage children to participate in competitive sport and recognise the role that sporting activities can have on connecting communities together. Through this we teach children how to cooperate and collaborate effectively as part of a team and compete appropriately against others, adhering to the principles of fairness, sportsmanship and respect, values we hope to embed for future life.
Be Empowered
Our intent in lessons is to promote a life-long positive and healthy relationship with sport and fitness; both physically and mentally. We want children to develop their skills in movement, as well as to develop and apply their interpersonal skills including determination, self-belief, honesty, teamwork and passion. We encourage children to compete against themselves and others whilst challenging them to use self-evaluation to analyse their own learning and performance and look at ways of improving themselves. In PE, we challenge and promote self-esteem through the development of physical confidence and problem solving. It can teach children to cope with both success and failure in competitive, individual and team based physical activities.
Be Inquisitive
At Christ Church, children are helped to acquire a wide range of skills needed to confidently participate in a range of sports and activities. As children master these fundamental movement skills, they are encouraged to develop their imagination and creativity in their tactics and techniques. By providing a range of experiences, it enables our children to develop their own interests, have a desire to improve and flourish in an area or sport of particular interest to them.
Sports News!!
March
Here are all the girls, who have represented Christ Church in the girls football league this year, receiving their participation certificates. Well done!
Girls Football
A huge well done to our Year 5 and 6 girls who played in their final round of matches tonight. Luck was not on our side and unfortunately we didn’t make it through to the finals. However, this does not reflect the resilience, determination, sportsmanship and dedication you all showed throughout the matches. Your positive attitude was exemplary and you should be really proud of your performance. A HUGE well done girls, you did Christ Church proud!
Aqua Challenge – A fantastic opportunity for our Year 5 and 6 pupils who took part in the Aqua Challenge tonight. They had to compete against three other schools in a range of challenges. Children had to work together as a team and earn as many points as they could. They competed in challenges including the mushroom float, starfish float, seahorse relay, mat relay, walking relay, 25m freestyle race and a beach ball keepy up challenge.
We placed 1st in the mushroom float, joint 1st in the starfish float and 1st in the girls 25m freestyle race.
The children had a fantastic time and worked well together as a team, displaying great sportsmanship and support for each other. Mr Peers and Mrs Canipa were very proud tonight! Well done!!
Swimming Gala – Tonight some of our Year 5 and 6 pupils took part in a swimming gala against 10 other schools. Despite being a little nervous, the children displayed great determination and team work whilst supporting each other in their races. Christ Church placed 4th out of the 11 schools that competes, closely missing out on 3rd place by two points! Although narrowly missing out on a podium place, we did place in the following races;
- 3rd place – Girls 50m freestyle
- 3rd place – Boys 4 x 25m relay
- 2nd place – Boys 25m breaststroke
- 1st place – Boys 25m backstroke
Mr Peers and Mrs Canipa are very proud of you! WELL DONE!!
February
Tag Rugby – Today, Year 4 girls and boys took part in a Tag Rugby competition against some local schools. Despite this being a relatively new sport to the children, they picked the game up quickly and showed great teamwork throughout the games they played. The afternoon was enjoyed by all!
Football - Tonight we saw the Year 5 and 6 boys play in their 2nd round of the football tournament. Despite the wind, rain and very cold temperatures the boys played 8 games, winning 6 and drawing 2! A huge well done boys!
January
New Age Kurling - Another new experience opportunity for a few of our Year 5 pupils tonight. This time we enjoyed learning how to play New Age Kurling. We partnered up with another school and had a great time! Christ Church showed real sportsmanship and supported others in their team who were unfamiliar with team sports. Mrs Canipa is really proud of the impeccable behaviour and support you displayed to your new teammates! Well done!
Bench Ball - Year 5 enjoyed a visit to Park High School this evening to take part in a friendly Bench Ball competition. Christ Church, along with three other schools played in mixed teams against one another. The children were fantastic and they enjoyed getting to know other children from other schools, as well as playing alongside them. Well done Year 5!
December
UV Dodgeball - Year 4 were invited tonight to take part in a new experience – UV Dodgeball! The children had a fantastic time and worked as a team well. Mr Parson’s was very impressed with your exemplary behaviour and positive attitude! Well done!
November – Tonight Year 4 represented Christ Church in an Indoor Athletics competition! The team worked exceptionally well together, supporting one another and encouraging each other to beat their previous efforts. Christ Church did very well overall, placing 1st in the girls javelin and 1st in the girls AND boys speed bounce. A huge well done!
November – Tonight it was the turn of the Year 5 and 6 mixed team to play in the Pokemon Football Cup. Just like the girls the previous week, the team made it through to the semi-finals but just missed out on a place in the finals to represent Pendle! Great team effort, you should be really proud of yourselves!
November - Tonight we saw our Year 5 and 6 girls compete in the Pokemon Football Cup. The pressure was on to try and reach the finals, with the winner representing Pendle in the county finals. The girls played exceptionally well, displaying great teamwork and a fantastic attitude throughout the tournament. The girls made it through to the semi finals but unfortunately lost out to a place in the final by a late goal from the opposite team. Girls, you should be really proud of your achievements tonight! You have made Christ Church very proud!
November – Tonight was the turn of the Year 5 and 6 boys who played in their first football tournament of the year. Winning 2 games and drawing 2, the boys showed great teamwork and a super attitude. Well done boys!
October – Another HUGE well done to the Year 5 and 6 girls who played in their second round at football last night. They played 3 matches, winning 2 and losing 1. Great teamwork as usual and fantastic spirit. Well done!
September
Progression of Knowledge and Skills through Fundamental Movement Skills
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Start to perform fundamental skills at an emerging level-
Travelling: - running fast - hopping on both feet
Sending Skills: - roll a ball underarm - underarm throw - overarm throw - bounce a ball
Receiving Skills: - catch a large ball | Perform fundamental movement skills at a developing level in:
Travelling: - running fast -hopping on both feet - jumping - skipping -side galloping
Sending Skills: - rolling a ball - underarm throw - overarm throw - bounce a ball
Receiving Skills: - catch a large ball
| Perform fundamental movement skills at a developing level and start to master some basic movements in:
Travelling: - running fast -hopping on both feet - jumping - skipping - dodging - side galloping
Sending Skills: - rolling a ball - underarm throw - overarm throw - bounce a ball - strike a ball off a tee - strike with a drop feed
Receiving Skills: - catch a large ball | Master fundamental skills from KS1. Start to develop sport specific skills and perform them with some accuracy. | Master fundamental movement skills. Start to develop sport specific skills performing them with consistency and accuracy. | Continue to develop sports specific skills and perform with consistency, accuracy, confidence and control. | Continue to develop sports specific skills and perform them with consistency, accuracy, confidence, control and speed. |
Progression of Knowledge and Skills through Invasion Games
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.
Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles. | Aim of Invasion Games | |||||
Children develop basic game-playing skills, in particular the FMS of throwing and catching. They play games based on net games and striking and fielding games. They have an opportunity to play 1v1, 1v2 and 1v3. | Children will improve and apply their basic FMS in games. They play games that demand simple choices and decisions on how to use space and avoid opponents, keep the ball and score points. They will continue to practice and refine their FMS and techniques, using them to outwit others. They will also develop an early understanding of simple concepts of attack. | Children will learn to apply their understanding and skills from KS1. Children will improve their accuracy in throwing and catching and will learn new invasion game sport specific techniques. | Children continue to learn simple attacking tactics using a range of equipment and sport specific skills. They play small, uneven-sided games and think about how to use skills, strategies and tactics to outwit the opposition. | Children will learn how to work well as a team when attacking and explore a range of ways to defend. They play uneven-sided games leading to 5v4 or 4v3.
Children will also learn a wider range of sport specific techniques for passing, dribbling and shooting and will learn to apply basic principles for attacking and defending. | Children will improve their defending and attacking play. They start to play even-sided mini-versions of invasion games.
Children will think about how to use skills, strategies and tactics to outwit the opposition. In invasion games, they enter their opponents territory with the ‘ball’ and try to get into good positions for shooting or reaching the ‘goal’. | |
To use simple tactics to outwit an opponent E.g. - Pretend to throw one way then throw the other. - Look one way and roll the ball the other. - To throw away from the cones.
| To use simple tactics E.g. - Move into a space to receive a ball - To pass a ball to a player in a space - To throw the ball into a space away from the opponent.
| Develop simple attacking skills in a 3v1 invasion game.
Develop sport specific skills: - chest pass - bounce pass - dodging - catching a ball - swing pass - one-handed pass
Knowledge: To know to move into a space to receive a ball. To pass to a ball to a player in space when playing an invasion game. | Develop attacking skills in a 4v2 invasion game
Develop sport specific skills: Chest pass, bounce pass - dodging - catching a ball - swing pass - one-handed pass - shooting a ball - dribbling a ball
Knowledge: To know to move into a space to receive a ball. To feint or disguise a pas a ball to outwit a defender. | Collaborate as a team and develop defending skills through modified versions of 5v3 or 5v4 invasion games.
Develop sport specific skills: Chest pass, bounce pass, dodging, catching a ball, swing pass, one-handed pass, shooting a ball, dribbling a ball, shoulder pass, kicking a ball, push pass (hockey), receiving a pass
Knowledge: Attacking skills To use a range of passes. To pass ahead of supporting players. To get away from a defender to receive a pass.
Defending skills To close down space. | Apply attacking and defending skills through modified versions of 4v4 or 5v5 invasion games
Develop sport specific skills: Chest pass, bounce pass, dodging, catching a ball, swing pass, one-handed pass, shooting a ball, dribbling a ball, shoulder pass, kicking a ball - push pass (hockey), receiving a pass
Knowledge: Attacking skills - To use a range of passes. - To pass ahead of supporting players. - To get away from a defender to receive a pass. - To send the ball wide and/or deep to supporting players. Defending skills -To close down space. - To intercept a pass. | |
Progression of Knowledge and Skills through Dance
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Create movement in response to music
Use movement to express feelings
Create new combinations of movement and gesture in order to express their feelings, ideas and experiences
| Aim of Dance | |||||
Children will explore basic body actions e.g. jumping and turning, and use different parts of their body to make movements. They create and repeat short dances inspired by different stimulus and themes. In dance as a whole, children think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts. | Children will focus on creating and performing short dances that communicate moods, feelings and ideas. Children will learn how to use different parts of the body to imitate and lead movements. They will create short dances individually and also create and perform with a partner. | Children perform dances, focusing on creating, adapting and linking a range of dance actions. These are inspired by a variety of subjects, including some traditional, social and/or historical dances. They work with a partner and in small groups, developing their ability to create, perform and appreciate dance. | Children focus on creating characters and narrative through movement and gesture. They gain inspiration from a range of subjects and work in pairs and small groups. Children concentrate on combining and linking phrases of movement fluently and with control. | Children learn different styles of dance and focus on dancing with other people. They create, perform and watch dances in a range of styles, working with partners and groups. | Children will focus on using different visual images as a starting point for composing, performing and watching dance. They will extend the range of movements they use and develop new skills in working with a partner, including taking weight, supporting, leaning, balancing and lifting. | |
Uses movement to express feelings
Creates movement in response to music
Initiates new combinations of movement and gestures in order to express and respond to feelings, ideas and experiences | Create and link simple combinations of 2 or 3 actions to create a sequence
Choose appropriate movements for different ideas and repeat short dance phrases
Copy and explore basic body actions Travel, Turn, Jump, Gesture, Stillness | Create and link simple combinations of 3 or 4 actions to create a sequence
Link body actions and remember and repeat dance phrases
Copy and explore basic body actions Travel, Turn, Jump, Gesture, Stillness
Vary speed, strength, energy and tension of movement
| Create and perform sequences of actions (4-6) smoothly
Share and create dance phrases with a partner and in a small group; repeat, remember and perform these phrases in a dance
| Create and perform sequences of actions (6) with control and precision
Use simple motifs and movement patterns to structure dance phrases on their own and with a partner
| Create and perform longer sequences of actions (6-8) with a partner
Compose motifs and plan dances creatively and collaboratively in groups | |
Progression of Knowledge and Skills through Gymnastics
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Move freely with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hoping
Mount stairs, steps or climbing equipment using alternate feet
Can stand momentarily on one foot when shown
Jumps off an object and lands appropriately
Travels with confidence and skill around, under, over and through balancing and climbing equipment
| Aim of Gymnastics | |||||
Children investigate movement, stillness, and how to find and use space safely. They explore basic gymnastic actions on the floor and using apparatus. They copy or create, remember and repeat, short movement phrases of ‘like’ linked actions e.g. two jumps, or two rolls. | Children will focus on increasing their range of basic gymnastic skills/ They create simple sequences of actions on the floor e.g. a roll, jump and a shape. They then transfer what they learn on the floor to apparatus. | Children will focus on improving the quality of their movement e.g. by stretching fingers and pointing toes, to help them produce extension. They will learn how to plan and perform actions and sequences, and develop flow by linking actions smoothly. | Children will learn and develop their skills with control and precision and combine these skills to create a sequence for a competition. They will extend their range of actions, balances, body shapes and agilities, working on more difficult combinations. The children will work in pairs using matching and mirroring to plan and perform sequences. | Children will develop a wider range of actions and use their skills and agilities individually, and in sequence with a partner, with the aim of showing as much control as possible. Children will create longer sequences using their knowledge of compositional principles with a partner to perform paired balances for an audience. | Children use their knowledge of compositional principles e.g. how to use variations in speed, level and direction, how to combine and link actions, how to relate to partners and apparatus, to develop sequences that show an awareness of their audience. Children will plan and perform a sequence with a partner. They will choose their own apparatus and design a simple layout. | |
In gymnastics as a whole, children use skills and agilities individually, in combination and in sequence, with the aim of showing as much control and precision as possible. | ||||||
Create a gymnastic sequence on floor, mats and/or apparatus by linking two or three gymnastic shapes through rolling, travelling or jumping.
Developing Physical Skills Shape – wide, thin
Travelling – feet: - Jog, skip, gallop, hop, walk forwards, walk backwards
Travelling – hands and feet: - Frog, caterpillar, bunny, crab, bear, crocodile, monkey
Balancing: - Front support, balance on 4 and 3 points, large body parts – tummy, back, bottom, shoulders
Rolling: - Rock and roll, pencil, egg roll
Jumping and landing: - 2 feet to 2 feet for height
Apparatus work
| Create a gymnastic sequence on floor, mats and/or apparatus of four actions by linking a roll, a balance, a jump and a travel.
Developing Physical Skills Shape – wide, thin, dish, arc, tuck
Travelling – feet: - Jog, skip, gallop, hop, walk forwards, walk backwards
Travelling – hands and feet: - Frog, caterpillar, bunny, crab, bear, crocodile, monkey
Balancing: - Front support, balance on 4 and 3 points, large body parts – tummy, back, bottom, shoulders
Rolling: - Rock and roll, pencil, egg roll, dish roll, teddy roll, forward roll
- Jumping and landing
Apparatus work
| Create a gymnastic sequence with six actions on floor, mats and apparatus linked through travelling, rolling and jumping. Sequences will contain different levels and changes in direction.
Developing Physical Skills
Travelling – feet: - Jog, skip, gallop, hop, walk forwards, walk backwards
Travelling – hands and feet: - Frog, caterpillar, bunny, crab, bear, crocodile, monkey
Balancing: - Small body parts, one-foot balance, arabesque, square bridge, bridge, hands and feet
Rolling: - Rock and roll, pencil, egg roll, dish roll, teddy roll, forward roll
Jumping: - Straight, straddle, pike, tuck
Apparatus work
| Create a sequence of six skills, which include one roll, one jump and one balance, using the floor, mats and/or apparatus.
Developing Physical Skills Travelling – feet: - Jog, skip, gallop, hop, walk forwards, walk backwards, side gallop, walk on tiptoes
Travelling – hands and feet: - Frog, caterpillar, bunny, crab, bear, crocodile, monkey
Balancing: - Small body parts, one-foot balance, arabesque, square bridge, bridge front support, back support, hands and feet - Large body parts, V sit, dish, arch, shoulder stand
Rolling: - Rock and roll, pencil, egg roll, dish roll, teddy roll, forward roll
Jumping: - Straight, straddle, pike, tuck, ½ turn, full turn
Apparatus work
| Create and perform a pair sequence on floor, mats and apparatus that includes three basic acrobatic balances (a part-weight bearing balance, counter-tension and a counter-balance) and up to six other actions.
Developing Physical Skills Travelling – feet: - Jog, skip, gallop, hop, walk forwards, walk backwards, side gallop, chasse
Travelling – hands and feet: - Frog, caterpillar, bunny, crab, bear, crocodile, monkey
Balancing: - Small body parts, one-foot balance, arabesque, square bridge, bridge front support, back support, hands and feet - Large body parts, V sit, dish, arch, shoulder stand
Rolling: - Rock and roll, pencil, egg roll, dish roll, teddy roll, forward roll
Jumping: - Straight, straddle, pike, tuck, ½ turn, full turn
Apparatus work | Work in groups of four to six to create and perform a sequence that shows their knowledge of gymnastic actions and compositional principles.
Developing Physical Skills Travelling – feet: - Jog, skip, gallop, hop, walk forwards, walk backwards, side gallop, chasse
Travelling – hands and feet: - Frog, caterpillar, bunny, crab, bear, crocodile, monkey
Balancing: - Small body parts, one-foot balance, arabesque, square bridge, bridge front support, back support, hands and feet - Large body parts, V sit, dish, arch, shoulder stand - Balance with a partner and small group, counter balance, counter tension
Rolling: - Rock and roll, pencil, egg roll, dish roll, teddy roll, forward roll
Jumping: - Straight, straddle, pike, tuck, ½ turn, full turn Apparatus work | |
Progression of Knowledge and Skills through Athletics
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Start to perform fundamental skills at an emerging level:
Travelling Skills - Running fast
Sending Skills - Roll a ball underarm - Underarm throw - Overarm throw
Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.
Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles. | Aim of Athletics | |||||
Children will explore the FMS of running, jumping and throwing activities, and take part in simple challenges and competitions. They experiment with different ways of travelling, throwing and jumping, increasing their awareness of speed and distance.
In all athletic activities, children think about how to achieve the greatest possible speed, height, distance or accuracy. | Children should concentrate on developing good basic running, jumping and throwing techniques. They will be set challenges for distance and time that involve using different styles and combinations of running, jumping, and throwing. Children will develop their technical understanding across all areas of athletics. They will also be encouraged to take more responsibility for designing, organising and judging their athletic events. | Children will focus on developing their technical understanding of athletic activity. They learn how to set targets and improve their performance in a range of running, jumping, and throwing activities.
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Perform FMS at a developing level. - Running - Hopping - Rolling a ball - Underarm throw - Jumping | Perform FMS at a developing level and start to master some basic skills. - Running - Underarm throw - Overarm throw - Push throw - Jumping for distance | Master FMS skills and start to develop athletic specific skills performing them with consistency and accuracy
Throwing – push, pull and sling
Hop, step and jump
Combination of jumping actions | Master FMS skills and start to develop athletic specific skills performing them with consistency and accuracy
Throwing – push, pull and sling
Hop, step and jump
Combination of jumping actions
| Continue to develop athletic specific skills and perform them with consistency, accuracy, confidence, control and speed. Throwing – push, pull, sling, heave
Jumping – standing long jump and triple jump.
Running short and long distance.
Passing a baton in a relay. | Continue to develop athletic specific skills and perform them with consistency, accuracy, confidence, control and speed. Throwing – push, pull, sling, heave
Jumping – standing long jump and triple jump.
Running short and long distance.
Passing a baton in a relay. | |
Progression of Knowledge and Skills through Striking and Fielding
Year 3 | Year 4 | Year 5 | Year 6 |
Aim of Striking and Fielding Games | |||
Children will learn how to hit or strike the ball into spaces, so that they can score runs in different ways. When fielding, they learn how to work together to keep the batters’ scores down. In striking and fielding games, players learn to strike a ball and avoid fielders, so that they can run round bases to score runs. | Children will learn how to hit or strike the ball into spaces, so that they can score runs in different ways. When fielding, they learn how to work together to keep the batters’ scores down. In striking and fielding games, players learn to strike a ball and avoid fielders, so that they can run round bases to score runs. When fielding, they try to prevent runs or points being scored. | Children will develop the range and quality of their skills and understanding. They learn how to play the different roles of bowler, backstop, fielder and batter. Children will focus on developing their technique and using a wider range of shots and working in larger teams for some of the time. They will concentrate on developing their bowling technique and using tactics as a fielding team. | Children will develop the range and quality of their skills and understanding. They learn how to play the different roles of bowler, wicket-keeper, fielder and batter. Children will focus on developing their technique and using a wider range of shots and working in larger teams for some of the time. They will concentrate on developing their bowling technique and using tactics as a fielding team. |
Master most fundamental skills from KS1 and start to develop sport specific skills and perform them with some accuracy.
Developing Physical Skills - Bowl underarm - Strike a ball off a tee - Catch a ball - Field a ball and return it quickly
Knowledge Batters / Strikers - Hit the ball into a space away from the fielders
Fielders - Judge where the ball is going to be hit and try and intercept it | Master fundamental movement skills and start to develop sport specific skills performing them with consistency and accuracy.
Developing Physical Skills - Bowl underarm - Perform a straight drive - Catch a ball - Field a ball and return it quickly
Knowledge Batters / Strikers - Run as quickly as possible - Strike the ball into a space away from the fielders
Fielders - Judge where the ball is going to be hit and try and intercept it | Continue to develop sports specific skills and perform with consistency, accuracy, confidence and control.
Developing Physical Skills - Bowl underarm - Strike a ball off a tee - Strike a bowled ball - Field a ball and throw back overarm
Knowledge Batters - To run as quickly as possible to score - Strike the ball into a space away from the fielders
Fielders - Retrieve the hit object as quickly as possible to limit the number of runs scored | Continue to develop sports specific skills and perform them with consistency, accuracy, confidence, control and speed.
Developing Physical Skills - Bowl overarm - Strike a bowled ball - Field a ball and throw back overarm
Knowledge Batters - To run as quickly as possible to score - Strike the ball into a space away from the fielders
Fielders - Retrieve the hit object as quickly as possible to limit the number of runs scored |
Progression of Knowledge and Skills through Net/Wall Games
Year 3 | Year 4 | Year 5 | Year 6 |
Aim of Net/Wall Games | |||
Children will learn to develop the skills they need for net/wall games and on how to use these skills to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent. The aim is to get the ball to land in the target area and make it difficult or the opponent to return it. | Children will learn to develop the range and quality of their skills when playing games using rackets. They will learn specific tactics and skills for net/wall type games. They will also spend time developing effective serving techniques and tactics. The aim is to get the ball to land in the target area and make it difficult for the opponent to return it. | ||
Master most fundamental skills from KS1 and start to develop sport specific skills and perform them with some accuracy.
Developing Physical Skills - Ready position - Underarm throw - Overarm throw - Hold a racket - Strike a ball with a racket
Knowledge To use a simple tactic i.e. directing the ball to a space to make it more difficult for their opponent. | Master fundamental skills from KS1 and start to develop sport specific skills performing them with consistency and accuracy.
Developing Physical Skills - Ready position - Underarm throw - Overarm throw - Hold a racket - Strike a ball with a racket
Knowledge To use a simple tactic i.e. choose a good place to stand when receiving the ball
| Continue to develop sports specific skills and perform with consistency, accuracy, confidence and control.
Developing Physical Skills - Throwing a ball - Hold a racket correctly - Forehand - Backhand - Volley
Knowledge To use tactics effectively i.e. strike a ball with purpose, varying speed. Strike the ball into spaces they can see | Continue to develop sports specific skills and perform them with consistency, accuracy, confidence, control and speed.
Developing Physical Skills - Throwing a ball - Forehand - Backhand - Volley - Underhand serve
Knowledge To know the need for different tactics i.e. hit the ball with purpose, varying speed, height and direction. Position themselves well on court. |
Progression of Knowledge and Skills through Outdoor and Adventure
Year 3 | Year 4 | Year 5 | Year 6 |
Aims of Outdoor and Adventure | |||
Children take part in simple trust and orientation activities using maps and diagrams. Working in their own and in small groups, children will learn to use simple maps and follow simple trails. | Children will be set physical challenges and problems to solve. They will take part in a range of communication activities to develop problem solving skills om some adventure games. The problem solving tasks they tackle will require more teamwork, with clearly defined roles and responsibilities. | Children develop their orienteering and problem-solving skills in familiar and unfamiliar situations and environments. Throughout, there is an emphasis on building trust and working as a team. | Children will take part in more complex orienteering events. They will learn to read maps more accurately, and to adapt their skills to meet challenges set in new environments. They will research and undertake a journey safely, and will develop the skills and understanding to become more self-reliant. They will take on more demanding leadership roles and will learn to take the initiative more often. |
Developing Skills: - Orientate a map - Use a control card - Navigate a course safely
Application of Skills (through Core Tasks) - To orientate a map - To know where they are on a map at all times using a variety of different routes | Developing Skills: - Travel and balance safely when carrying out challenges - Demonstrate team work skills during planning, doing and reviewing
Application of Skills (through Core Tasks) - To complete a series of challenges | Developing Skills: - Know how to keep the map set or orientates when they move around a simple course - Know the eight points of the compass - Record information accurately at the control marker -Navigate to a control marker on a score event course
Application of Skills (through Core Tasks) - Working in pairs or small groups, complete an orienteering challenge | Developing Skills: - To set a map using a compass - To practise and refine thumbing the set map (orientated) - To set a direction of travel from the map using a compass - To follow instructions in order to complete an orienteering course
Application of Skills (through Core Tasks) - Take part in different competitive orienteering activity, balancing speed and accuracy
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PE Progression – Swimming
Swimming Beginners (Non-swimmers and developing swimmers) | Swimming (Developing and competent swimmers) |
Aim of Swimming | |
In this unit, children learn to enjoy being in water and become more confident. They learn how to keep afloat, move in the water, meet challenges and breathe when swimming. At first, they use swimming aids and support – in time, some children will manage without these. | In this unit, children focus on swimming more fluently, improving their swimming strokes, and learn about personal survival techniques. |
Children will learn how to swim between 10-20 metres unaided in shallow water, using their arms and legs to propel themselves. They will use one basic method to swim the distance, making sure they breathe. They will start by using floats, swim over longer distances and periods of time with a more controlled leg kick. They will explore freely how to move in and under water, recognise the affects their temperature and identify and describe the difference between leg and arm actions. |
The children will learn to swim between 50 and 100 metres and keep swimming or 45 to 90 seconds; use three different strokes (front crawl, back stroke and breast stroke), swimming on their front and back. They will control their breathing and swim confidently and fluently on the surface and under water.
Children should know the dangers of water locally and nationally.
Learn how and why to use appropriate survival and self-rescue skills if they fall in by accident, or get into difficulty and know what to do if others get into trouble in the water. |
