PE Scheme of Work Overview

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2 PE Scheme of Work Overview Areas of PE curriculum Games inc. invasion, striking and fielding, net and wall Dance Gymnastics Athletics Outdoors and adventure inc. residential Swimming planned and monitored by external swimming instructors. High quality PE High quality PE offers a range of opportunities to all children, engaging them in their physical development and educating them about the importance of their health. The acquisition of skills, composition of ideas, ability to plan, practice and evaluate are all crucial to a child s well being and maturation. The following document outlines key skills and developmental requirements through nationally recognised levels of achievement within the various core areas of teaching in PE. QCA schemes are, at this time, still a good source of teaching activities, structure and assessment for each core element.

3 Coverage overview Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Games unit 3 Gymnastics unit 5 Dance unit 1 Games unit 4, 10 Gymnastics unit 6 Dance unit 2 Games unit 10, 12, 13 Gymnastics unit 14 Dance unit 8 Athletics unit 17 Outdoor PE/adventure unit 19 Games unit 11, 12, 13 Gymnastics unit 15 Dance unit 9 Athletics unit 18 Outdoor PE/adventure unit 20 Games unit 23, 25, 26 Gymnastics unit 27 Dance unit 21 Athletics unit 29 Outdoor PE/adventure unit 30 Games unit 24, 25, 26 Gymnastics unit 28 Dance unit 22 Athletics unit 29 Outdoor PE/adventure unit 30 With reference to QCA units for guidance only Initial development levels Level descriptors, for appropriate engagement and skill application and acquisition, for levels P1 P3 apply across all activities within the PE curriculum. Initial development levels All areas of PE P1-3 P1(i) Engage in, and encounter a range of activities and experiences. Participate in passive experiences. Demonstrate resistance to experiences. Show signs of simple reflex response. P1(ii) Emerging awareness and engagement in activities. Demonstrate alertness during experiences. Focus attention on a person. Give a reaction to experiences.

4 Initial development levels All areas of PE P1-3 P2(i) Consistent responses to familiar people. React to new activities. Show interest in people, events and objects. Engage in exploration movement in areas, object exploration. P2(ii) Begin to be proactive in interactions. Begin to communicate consistent preferences or consistent responses. Recognise familiar people, events and objects. Perform actions trial and improvement. Demonstrate recall of learnt responses over short periods of time. Co-operate in shared exploration and supported participation. P3(i) Communicate intentionally. Seek attention through eye contact, gesture, vocalisation or action. Demonstrate participation in activities with less support. Sustain concentration for short periods. Observe own interactions and achievements with interest. Demonstrate recall of learnt responses over longer periods of time. P3 (ii) Communicate using emerging conventional communication. Greet known people. Initiate interactions. Demonstrate recall of learnt responses over increasing periods of time and anticipate known events. Respond to options or choices via action or gesture. Engage in activities and actively explore objects and events for longer periods. Apply potential solutions moving round objects, moving objects, reaching etc.

5 Games Striking and fielding games cricket, boccia, golf, rounders Invasion games football, netball, hockey, tag rugby Net and wall games tennis, volleyball, badminton Anticipation games actions, hydropool games, multi-skills Key skills to acquire and master Travelling Changing direction Using space Control of speed Ball skills Bat skills Kicking/striking Stopping Attacking Defending Working with a partner Working as part of a team

6 Games P4 8 P4 Learn to perform pattern of movement run, turn, change direction, jump. Respond to simple commands stop, turn, offside. Recognise familiar pieces of equipment ball, hoop, net, goal, racket, bat, hockey stick, club. Develop skills using equipment linked with game. Have awareness of others around them. Develop awareness of cause and effect movement of ball, striking, goal. P5 Learn to link movements dribbling, tackling, striking and running. Follow instruction using symbols or other visual cues start, stop. Able to explore a variety of movements linking movements together in a game, running, turning. Show an awareness of space. Gain understanding of some basic concepts of games competing, control, working in a team, working with a partner. Ability to take turns and wait. Learn to recognise, identify and use equipment appropriately hockey stick, tennis racket, football. P6 Develop skills working with a partner with limited support practising skills, within a team. Learn to work within a team with limited support passing, sharing, taking turns, communicating. Learn to follow instructions, with some support visual or verbal, to stay on task. Begin to move in various ways fast, slow, dodge, turn, change direction, jump, dribble. Recognise various equipment and use it with some basic control scoring a net, striking, dribbling. Develop skills to throw or kick a ball any direction. P7 Engage actively in games through enthusiasm in movement running, dodging, using space. Develop control and co-ordination dribbling, travelling, shooting, striking. Develop accurate listening skills following instructions, stop, start. Develop ability to work more independently with a partner, small group or team co-operation, close proximity, turn taking. Begin to learn about changes that happen to their body when exercising pulse increase, shortening of breath when running around. P8 Engage actively and precisely in games co-ordination, effort, quick responses. Follow and mirror tactics and skills to improve their game. Use equipment accurately and safely rackets, balls, sticks, clubs, nets. Acquire an awareness of self and others within space playing within able to find and use space. Begin to play games following rules with support. Begin to understand and keep score with support. Develop an understanding and recognise the changes that happen to the body during exercise pulse increase, shortening of breath when running around, sweating, changing colour.

7 Games NC Levels 1 3 NC1 Begin to copy, repeat and explore simple skills with control and co-ordination forehand, backhand, dribble and turn, strike. Begin to link skills and actions appropriately for the game dribble and shoot, run and strike, return and move. Learn to describe and talk about what they and others have done describe a goal, talk about a pass. Begin to talk about how to exercise safely warm up, follow rules, stretch. Learn to talk about how their body feels during exercise hot, sweaty, heart pumping. NC2 Begin to explore simple skills trying own versions of modelled skills dribbling, kicking, shooting, defending. Able to copy and remember, repeat and explore single actions with control and co-ordination. Able to vary skills in application and link in a way that best suits dribble and pass, dribble and turn, strike and run, stop. Begin to develop an awareness of simple tactics and compositional ideas discussing where to move, who to pass to, where to throw, where to aim. Learn to talk about differences between their and others approaches and achievements in games and suggest improvements who scored, who saved a goal. Begin to demonstrate consistent awareness of how to exercise safely warm up, using space, stretching. Describe how their body feels during exercise hot, fast heart rate, sweaty. NC3 Develop skills to select and use actions appropriately in games and demonstrate use with co-ordination and control decide how to score a goal, how to attack, how to defend. Show an understanding of tactics and composition varying approaches within games choosing attacking approach, directing others in the team. Able to talk about how their approach is similar or different to others playing, and use this to improve their own performance comparing self and adaption in own approach, grip, speed, tactic. Give reasons for warming up and why it is important use correct muscles, prevent injury, get heart going ready for sport. Understand why physical activity is good for their health obesity, fitness, well being.

8 Dance Individual, partner or group Participation, mimicking Responding Creation, choreography Key skills to acquire and master Travelling Changing direction Using space Speed Balance Position Start/stop Working with a partner Working as part of a group

9 Dance P4 8 P4 Learn to perform pattern of movement travelling, balancing, rolls, jumping. They are able to respond to simple commands stop, turn, balance, freeze. They recognise familiar pieces of equipment mat, ribbon, hoop. Develop skills using equipment linked with dance. Have awareness of others around them. Develop awareness of cause and effect movement and effect. P5 Learn to link movements run, jump, balance. Follow instruction using symbols or other visual cues start, stop. Able to explore a variety of movements linking movements together to create a dance sequence. Show an awareness of space. Gain understanding of some basic concepts of dance movement to music, shapes, travelling, working with a partner, working in a group. Ability to take turns and wait. Learn to recognise, identify and use equipment appropriately mat, ribbon, hoop. P6 Develop skills working with a partner with limited support practising moves, within a group. Learn to work within a group with limited support moving together, making suggestions, holding hands. Learn to follow instructions, with some support visual or verbal, to stay on task. Begin to move in various ways fast, slow, turn, jump, travel, balance. Recognise various equipment and use it with some basic control twirl a ribbon, roll on a mat, throw and catch a hoop. P7 Engage actively in dance through enthusiasm in movement leaping, rolling, using space. Develop control and co-ordination balance, poses, travelling. Develop accurate listening skills following instructions, stop, start. Develop ability to work more independently with a partner or small group co-operation, close proximity, turn taking. Begin to learn about changes that happen to their body when exercising pulse increase, shortening of breath when running around. P8 Engage actively and precisely in dance co-ordination, effort, linked movements. Follow and mirror actions to improve own work. Use equipment accurately and safely ribbons, mats (getting out and putting away), hoops, balls. Acquire an awareness of self and others in the space they are dancing within able to find and use space. Begin to create dance with structure with support. Begin to recall planned dances with support. Develop an understanding and recognise the changes that happen to the body during exercise pulse increase, shortening of breath when running around, sweating, changing colour.

10 Dance NC Levels 1 3 NC1 Begin to copy, repeat and explore simple skills with control and co-ordination turn, pirouette, leap, travel. Begin to link skills and actions appropriately for dance move, balance, jump. Learn to describe and talk about what they and others have done describe a sequence. Begin to talk about how to exercise safely warm up, follow rules, stretch. Learn to talk about how their body feels during exercise hot, sweaty, heart pumping. NC2 Begin to explore simple skills trying own versions of modelled skills jumping, balancing, travelling. Able to copy and remember, repeat and explore single actions with control and co-ordination. Able to vary skills in application and link in a way that best suits jump into travel, balance to begin/end. Begin to develop an awareness of simple actions and compositional ideas discussing where to move, who to move where, how to move. Learn to talk about differences between their own and others approaches and achievements in dance and suggest improvements holds, balances, movements. Begin to demonstrate consistent awareness of how to exercise safely warm up, using space, stretching. Describe how their body feels during exercise hot, fast heart rate, sweaty. NC3 Develop skills to select and use actions appropriately in dance and demonstrate use with co-ordination and control decide what looks effective, how to link movements. Show an understanding of planning and composition varying approaches within dance choosing movements, partner, planning links. Able to talk about how their approach is similar or different to others, and use this to improve their own performance comparing self and adaption in own approach, speed, composition. Give reasons for warming up and why it is important use correct muscles, prevent injury, get heart going ready for sport. Understand why physical activity is good for their health obesity, fitness, well being.

11 Gymnastics Body shapes Sequences Floor work Equipment Partner work Key skills to acquire and master Travelling Creating shape Using space Balance Position open, close Linking movements Using apparatus Working with a partner Working as part of a group

12 Gymnastics P4 8 P4 Learn to perform pattern of movement shape, jump, balance, travel. Respond to simple commands stop, turn, balance, travel. Recognise familiar pieces of equipment box, mat, bench. Develop skills using apparatus linked with gymnastics. Have awareness of others around them. Develop awareness of cause and effect roll to move, jump to get down. P5 Learn to link movements dribbling, tackling, striking and running. Follow instruction using symbols or other visual cues start, stop. Able to explore a variety of movements linking movements together balance, travel, jump. Show an awareness of space. Gain understanding of some basic concepts of gymnastics competing, control, using apparatus, working with a partner. Develop ability to take turns and wait. Learn to recognise, identify and use equipment appropriately hockey stick, tennis racket, football. P6 Develop skills working with a partner with limited support practising skills. Learn to work within a group with limited support turn taking, supporting others. Learn to follow instructions, with some support visual or verbal, to stay on task. Begin to move in various ways roll, change direction, jump, travel. Recognise various apparatus and use it with some basic control balancing on a bench, jumping from a box. P7 Engage actively in gymnastics through enthusiasm in movement climbing on apparatus, travelling, using space. Develop control and co-ordination balance, jump, roll. Develop accurate listening skills following instructions, stop, start. Develop ability to work more independently with a partner or small group co-operation, close proximity, turn taking. Begin to learn about changes that happen to their body when exercising pulse increase, shortening of breath when running around. P8 Engage actively and precisely in gymnastics co-ordination, effort, planned movements. Follow and mirror shapes and actions to improve their skills. Use apparatus accurately and safely moving mats with a partner, balancing on benches, bending knees to jump. Acquire an awareness of self and others in the space they are playing within able to find and use space. Begin to engage in gymnastics following rules with support. Begin to understand and plan actions with support. Develop an understanding and recognise the changes that happen to the body during exercise pulse increase, shortening of breath when running around, sweating, changing colour.

13 Gymnastics NC Levels 1 4 NC1 Begin to copy, repeat and explore simple skills with control and co-ordination balance, jump, travel, make shapes and link. Begin to link skills and actions appropriately for the routine use of apparatus in sequence. Learn to describe and talk about what they and others have done describe a sequence, comment on actions used. Begin to talk about how to exercise safely warm up, follow rules, stretch. Learn to talk about how their body feels during exercise hot, sweaty, heart pumping. NC2 Begin to explore simple skills trying own versions of modelled skills shaped jumps, shaped balances. Able to copy and remember, repeat and explore single actions with control and co-ordination. Able to vary skills in application and link in a way that best suits routines appropriate for floor, routines appropriate for apparatus. Begin to develop an awareness of simple actions, shapes and compositional ideas discussing where to move, how to move, how to start, how to finish. Learn to talk about differences between their own and others approaches and achievements in gymnastics and suggest improvements jump used, balance used, how improve. Begin to demonstrate consistent awareness of how to exercise safely warm up, using space, stretching. Describe how their body feels during exercise hot, fast heart rate, sweaty. NC3 Develop skills to select and use actions appropriately in gymnastics and demonstrate use with co-ordination and control plan a routine and trial it, then adapt and change to add to. Show an understanding of actions and composition varying approaches within gymnastics choosing apparatus, balances, ways of travelling which are interesting. Able to talk about how their approach is similar or different to others, and use this to improve their own performance comparing self and adaption in own approach, shape, speed. Give reasons for warming up and why it is important use correct muscles, prevent injury, get heart going ready for sport. Understand why physical activity is good for their health obesity, fitness, well being.

14 Athletics KS2 only Running Racing Throwing Jumping Key skills to acquire and master Running Racing Relay Long jump Standing jump Underarm throw Overarm throw Overhead throw Target aim

15 Athletics P4 8 P4 Learn to perform pattern of movement run, turn, throwing, jumping. They are able to respond to simple commands stop, jump, throw. They recognise familiar pieces of equipment ball, foam javelin, cones, ropes. Develop skills using equipment linked with athletics. Develop awareness of others around them. Develop awareness of cause and effect movement of ball, striking, goal. P5 Learn to link movements running and jumping, step and throw. Follow instruction using symbols or other visual cues start, stop. Able to explore a variety of movements linking movements together. Show an awareness of space. Gain understanding of some basic concepts of athletics competing, control, working in team, personal best. Ability to take turns and wait. Learn to recognise, identify and use equipment appropriately javelin, ball, baton. P6 Develop skills working within a team with limited support taking turns, communicating, supporting others. Learn to follow instructions, with some support visual or verbal, to stay on task. Begin to move in various ways fast, slow, run, jump. Recognise various equipment and use it with some basic control hitting a target, increasing distance. Develop skills to throw a ball/javelin in a given direction. P7 Engage actively in activities through enthusiasm in movement running, jumping throwing. Develop control and co-ordination throwing, jumping. Develop accurate listening skills following instructions, stop, start. Develop ability to work more independently within a small group or team co-operation, turn taking. Begin to learn about changes that happen to their body when exercising pulse increase, shortening of breath when running around. P8 Engage actively and precisely in athletics co-ordination, effort, quick responses. Follow and mirror tactics and skills to improve their accuracy and achievement. Use equipment accurately and safely javelins, balls, ropes. Acquire an awareness of self and others in the space they are playing within able to use given space and judge distance. Begin to participate following rules with support. Begin to understand and keep scores with support. Develop an understanding and recognise the changes that happen to the body during exercise pulse increase, shortening of breath when running around, sweating, changing colour.

16 Athletics NC Levels 1 3 NC1 Begin to copy, repeat and explore simple skills with control and co-ordination overarm, underarm, jumps. Begin to link skills and actions appropriately for the game hop, skip and jump, run and hand over baton. Learn to describe and talk about what they and others have done describe a jump or throw, talk about a race. Begin to talk about how to exercise safely warm up, follow rules, stretch. Learn to talk about how their body feels during exercise hot, sweaty, heart pumping. NC2 Begin to explore simple skills trying own versions of modelled skills jumping style, own throwing style. Able to copy and remember, repeat and explore single actions with control and co-ordination. Able to vary skills in application and link in a way that best suits hop, skip and jump. Begin to develop an awareness of simple skills and compositional ideas discussing where to move, where to throw, where to aim. Learn to talk about differences between their own and others approaches and achievements in athletics and suggest improvements who is leading, who has a personal best. Begin to demonstrate consistent awareness of how to exercise safely warm up, using space, stretching. Describe how their body feels during exercise hot, fast heart rate, sweaty. NC3 Develop skills to select and use actions appropriately in athletics and demonstrate use with co-ordination and control decide how to throw further, how to jump, how to run faster. Show an understanding of tactics and composition varying approaches within athletics choosing throwing style, directing others in the team. Able to talk about how their approach is similar or different to others playing, and use this to improve their own performance comparing self and adaption in own approach, grip, speed, aim. Give reasons for warming up and why it is important use correct muscles, prevent injury, get heart going ready for sport. Understand why physical activity is good for their health obesity, fitness, well being.

17 Outdoor activities/adventure KS2 only Horse riding Playgrounds Orienteering Whickham Thorns Rock climbing Residentials Key skills to acquire and master Confidence Thinking skills Problem solving Agility Planning Strength Endurance

18 Outdoor/adventure P4 8 P4 Learn to control own body movements to engage and explore outdoors. Develop ability to respond to simple commands stop, turn, climb. Recognise familiar pieces of equipment wall, climbing frame, saddle. Develop skills using equipment linked with adventure and outdoor activities. Develop awareness of others around them. Develop awareness of cause and effect movement of ball, striking, goal. P5 Learn to link movements reach, foothold, climb. Follow instruction using symbols or other visual cues start, stop. Develop ability to explore a variety of movements linking movements together to explore. Show an awareness of space. Gain understanding of some basic concepts of outdoor adventure working with a partner, working in a team, problem solving, planning. Develop ability to take turns and wait. Learn to recognise, identify and use equipment appropriately climbing rope, maps, protective clothing. P6 Develop skills working with a partner with limited support practising skills, within a team. Learn to work within a team with limited support sharing, taking turns, communicating. Learn to follow instructions, with some support visual or verbal, to stay on task. Begin to move in various ways fast, slow, climb, ride. Recognise various equipment and use it with some basic control map for directions, helmet and ropes for climbing. P7 Engage actively in active pursuits with enthusiasm running, climbing, using space, exploration. Develop control and co-ordination climbing, riding, navigation Develop accurate listening skills following instructions, stop, start. Develop ability to work more independently with a partner, small group or team co-operation, problem solving, turn taking. Begin to learn about changes that happen to their body when exercising pulse increase, shortening of breath when running around. P8 Engage actively and precisely in outdoor activities co-ordination, effort, quick responses, thinking skills. Follow and mirror tactics and skills to improve their involvement. Use equipment accurately and safely ropes, riding gear, maps, climbing frames. Acquire an awareness of self and others within space playing within able to find and use space. Begin to play games and engage in activities following rules with support. Develop an understanding and recognise the changes that happen to the body during exercise pulse increase, shortening of breath when running around, sweating, changing colour.

19 Outdoor/adventure NC Levels 1 3 NC1 Begin to copy, repeat and explore simple skills with control and co-ordination map reading, climbing, riding. Begin to link skills and actions appropriately for the activity moving ropes, finding footholds. Learn to describe and talk about what they and others have done describe a climb, talk about a playground. Begin to talk about how to exercise safely warm up, follow rules, stretch. Learn to talk about how their body feels during exercise hot, sweaty, heart pumping. NC2 Begin to explore simple skills trying own versions of modelled skills navigating, climbing, aiming. Able to copy and remember, repeat and explore single actions with control and co-ordination. Able to vary skills in application and link in a way that best suits walk to trot, climb and belay. Begin to develop an awareness of simple tactics and compositional ideas discussing where to move, where to throw, where to aim. Learn to talk about differences between their own and others approaches and achievements in activities and suggest improvements who climbed highest, who achieved what. Begin to demonstrate consistent awareness of how to exercise safely warm up, using space, stretching. Describe how their body feels during exercise hot, fast heart rate, sweaty. NC3 Develop skills to select and use actions appropriately in games and demonstrate use with co-ordination and control decide how to read a map, how to climb a wall. Show an understanding of tactics and composition varying approaches within activities choosing routes, choosing equipment, choosing team members. Able to talk about how their approach is similar or different to others, and use this to improve their own performance comparing self and adaption in own approach, grip, speed, approach. Give reasons for warming up and why it is important use correct muscles, prevent injury, get heart going ready for sport. Understand why physical activity is good for their health obesity, fitness, well being. NB Outdoor activities are often planned for through community visits, focus sports weeks, residentials and inclusion work.