Ainthorpe Primary School. PE Long Term Plan (in line with National Curriculum 2014).

Transcription

1 Ainthorpe Primary School PE Long Term Plan (in line with National Curriculum 2014).

2 Ainthorpe Primary School - National Curriculum 2014 for PE Long Term Plan. An overview of PE At Ainthorpe Primary School we aim to provide a well- balanced curriculum which covers the statutory requirements of the PE National Curriculum In the EYFS, opportunities are provided for children to be active and to develop their co-ordination, control and movement through moving and handling activities which involve the use of a range of equipment and involve different spatial experiences. Pupils in both KS1 and KS2 engage in the minimum of two hours of high quality PE during the course of each week. In KS1 the curriculum focuses on fundamental movement skills to develop agility, balance and co-ordination. Curriculum content includes ball skills and team games, gymnastic and dance activities. At KS2 pupils continue to apply and develop a range of skills and units of work including a range of invasion, net / wall, and fielding and striking games, gymnastics, dance, athletics and swimming. We also enrich children s experiences through opportunities for outdoor and adventurous activities. We believe that through the variety of opportunities that PE offers, children can develop a sense of personal achievement, fair play and teamwork. We plan a range of activities that encourages children to develop their creative and expressive abilities, through improvisation and problem-solving. They are taught to appreciate the importance of a healthy and fit body, and begin to understand those factors which affect health and fitness. All children are encouraged to join clubs and extend their interest and involvement in sport. The national curriculum for PE 2014 aims to :- provide a broad and balanced curriculum, and seek to develop in children an awareness of the importance of exercise, and the desirability of an active way of life: enable children to develop and explore physical skills with increasing control and co-ordination; encourage children to work and play with others in a range of group situations; teach children to recognise and describe how their bodies feel during exercise; develop an understanding in children of how to succeed in a range of physical activities and how to evaluate their own success. Teaching of PE at Ainthorpe Primary School. PE lessons are taught on a weekly basis, consisting of a minimum of 1hr x2 sessions per week. Lessons focus on the specific areas of learning taken from the Programmes of Study. (Identified on each year group LTP below) Teachers use schemes of work focusing on each of the key skills and cross- curricular links to other subjects are made when ever possible. Each lesson is adapted to challenge pupils and provide opportunity for children of all abilities to develop their skills, knowledge and understanding of each key area. Intra- school competitions and festivals are planned at the end of each unit, allowing pupils to experience sport with other pupils from different classes. The specific sports taught are identified on the LTP for each year group below. A timetable of the sports covered by each year group, over each half term, can be found on the school website.

3 The areas of PE taught in each phase/year group. PE is taught in line with the National Curriculum Each year group covers all areas of the subject as set out in the NC 2014 document. They are: At Key Stage 1:- Dance, Games and Gymnastic At Key Stage 2:- Dance, Games, Gymnastics, Athletics and Outdoor Activities, (with Year 4 pupils having additional swimming and water safety lessons.) Key stage 1 Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.! master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities! participate in team games, developing simple tactics for attacking and defending! perform dances using simple movement patterns. Key stage 2 Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.! use running, jumping, throwing and catching in isolation and in combination! play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending! develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]! perform dances using a range of movement patterns! take part in outdoor and adventurous activity challenges both individually and within a team! compare their performances with previous ones and demonstrate improvement to achieve their personal best. Swimming and water safety All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:! swim competently, confidently and proficiently over a distance of at least 25 metres! use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]! perform safe self-rescue in different water-based situations. As a school we have adopted the CQ Essential package where clear learning objectives have been identified and progress milestones are used to promote appropriate inclusion and challenge. (Identified on each year group LTP below) Timetable of teaching PE. Each POS will be covered at least once over the year. Some of the learning objectives will be revisited throughout the year and others identified to specific terms on the LT plan. The coverage and standards of the provision will be monitored by the subject leader on a termly basis through the scrutiny of planning, lesson observations, pupil interviews etc.

4 Support for SEN and AGT Pupils All pupils will be given the opportunity to get involved in PE taking into account, differing physical -ability levels and support required. All lessons and activities will be differentiated carefully to ensure physical engagement, matching the challenge of the task to the ability of the child, so progress and a sense of achievement is achieved by all. We endeavour to meet the needs of all children including gifted and talented through: Planning and suitability of task Support required Use of appropriate resources Monitoring children s progress Monitoring delivery of curriculum Sports Premium / Out of school- hours learning ( OSHL) Through the Government funding for sport, Ainthorpe is able to provide a high quality of PE and raise the level of participation in sport. The funding supports a specialist PE Mentor to work within the school, working alongside teachers to deliver high quality sport. Being part of the PE and School Sport Strategy Group enables our pupils to take part in Inter-school festivals and competitions and so have increased participation in competitive and performance opportunities. We also have an extra-curricular programme which compliments and supplements the range of activities covered in curriculum time. Lunchtime and After-school Clubs run each week to increase participation in PE. We offer competitive, non- competitive, team and informal activity. Ainthorpe endeavours to: Increase participation in High Quality Physical Education. Increase participation in High Quality Out of School Hours Learning. Increase participation in High Quality Informal Activity. Increase attainment and achievement through PE and Sport. Improve behaviour and attitude in PE, Sport and whole school. Increase participation in competitive and performance opportunities. Increase involvement in community sport and improved quality of community life. Additional Information. Throughout the school year, parents will be invited into the school to watch the children take part in Intra- Festivals and Inter- festivals. These will include:- Sports Weeks, Health Weeks and Sports Days. This helps to develop school links with parents as well as celebrate the sporting talents of our children to the wider community. The school has a PE policy as well as PE schemes of work for each of the specific sports which ensure a high level of PE is being taught throughout the school. These documents are available on our school s website.

5 Ainthorpe Primary School Long Term Plan for PE Year 1. Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.! Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities! Participate in team games, developing simple tactics for attacking and defending! Perform dances using simple movement patterns. Games Use the terms opponent and team-mate. ZG1-1 Use rolling, hitting, running, jumping, catching and kicking skills in combination. ZG1-2 Develop tactics. ZG1-3 Lead others when appropriate. ZG1-4 Athletic activities are combined with games in Years 1 and 2. ZA1-1 Basic Ball Control Dance Copy and remember moves and positions. ZD1-1 Move with careful control and coordination. ZD1-2 Link two or more actions to perform a sequence. ZD1-3 Choose movements to communicate a mood, feeling or idea. ZD1-4 Story dance. Interpretive dance. Gymnastics Copy and remember actions. ZG1-1 Move with some control and awareness of space. ZG1-2 Link two or more actions to make a sequence. ZG1-3 Show contrasts (such as small/tall, straight/curved and wide/narrow). ZG1-4 Travel by rolling forwards, backwards and sideways. ZG1-5 Hold a position whilst balancing on different points of the body. ZG1-6 Climb safely on equipment. ZG1-7 Stretch and curl to develop flexibility. ZG1-8 Jump in a variety of ways and land with increasing control and balance. ZG1-9 Floor sequences.

6 Ainthorpe Primary School Long Term Plan for PE Year 2. Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.! Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities! Participate in team games, developing simple tactics for attacking and defending! Perform dances using simple movement patterns. Games Use the terms opponent and team-mate. ZG1-1 Use rolling, hitting, running, jumping, catching and kicking skills in combination. ZG1-2 Develop tactics. ZG1-3 Lead others when appropriate. ZG1-4 Athletic activities are combined with games in Years 1 and 2. ZA1-1 Dance Copy and remember moves and positions. ZD1-1 Move with careful control and coordination. ZD1-2 Link two or more actions to perform a sequence. ZD1-3 Choose movements to communicate a mood, feeling or idea. ZD1-4 Gymnastics Copy and remember actions. ZG1-1 Move with some control and awareness of space. ZG1-2 Link two or more actions to make a sequence. ZG1-3 Show contrasts (such as small/tall, straight/curved and wide/narrow). ZG1-4 Travel by rolling forwards, backwards and sideways. ZG1-5 Hold a position whilst balancing on different points of the body. ZG1-6 Climb safely on equipment. ZG1-7

7 Basic Ball control Story dance Improvisation Stretch and curl to develop flexibility. ZG1-8 Jump in a variety of ways and land with increasing control and balance. ZG1-9 Apparatus work

8 Ainthorpe Primary School Long Term Plan for PE Year 3.! use running, jumping, throwing and catching in isolation and in combination! play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending! develop flexibility, strength, technique, control and balance.! perform dances using a range of movement patterns! take part in outdoor and adventurous activity challenges both individually and within a team! compare their performances with previous ones and demonstrate improvement to achieve their personal best. Games Athletics Dance Gymnastics Outdoor and Adventurous Throw and catch with control and accuracy. ZG2-1 Strike a ball and field with control. ZG2-2 Choose appropriate tactics to cause problems for the opposition. ZG2-3 Follow the rules of the game and play fairly. ZG2-4 Maintain possession of a ball (with, e.g. feet, a hockey stick or hands). ZG2-5 Pass to team mates at appropriate times. ZG2-6 Lead others and act as a respectful team member. ZG2-7 Sprint over a short distance up to 60 metres. ZA2-1 Run over a longer distance, conserving energy in order to sustain performance. ZA2-2 Use a range of throwing techniques (such as under arm, over arm). ZA2-3 Throw with accuracy to hit a target or cover a distance. ZA2-4 Jump in a number of ways, using a run up where appropriate. ZA2-5 Compete with others and aim to improve personal best performances. ZA2-6 Plan, perform and repeat sequences. ZD2-1 Move in a clear, fluent and expressive manner. ZD2-2 Refine movements into sequences. ZD2-3 Create dances and movements that convey a definite idea. ZD2-4 Change speed and levels within a performance. ZD2-5 Develop physical strength and suppleness by practising moves and stretching. ZD2-6 Plan, perform and repeat sequences. ZG2-1 Move in a clear, fluent and expressive manner. ZG2-2 Refine movements into sequences. ZG2-3 Show changes of direction, speed and level during a performance. ZG2-4 Travel in a variety of ways, including flight, by transferring weight to generate power in movements. ZG2-5 Show a kinesthetic Arrive properly equipped for outdoor and adventurous activity. ZO2-1 Understand the need to show accomplishment in managing risks. ZO2-2 Show an ability to both lead and form part of a team. ZO2-3 Support others and seek support if required when the situation dictates. ZO2-4 Show resilience when plans do not work and initiative to try new

9 High 5 Netball badminton Hockey Rugby Football Tennis Rounders Qwik cricket Sprinting/ long distance Standing jumps/high Underarm to target throws Turbo javelin- overarm Cross- country Circuit Training Improvised dance Story dance sense in order to improve the placement and alignment of body parts (e.g. in balances experiment to find out how to get the centre of gravity successfully over base and organise body parts to create an interesting body shape). ZG2-6 Swing and hang from equipment safely (using hands). ZG2-7 Floor sequence Apparatus ways of working.zo2-5 Use maps, compasses and digital devices to orientate themselves. ZO2-6 Remain aware of changing conditions and change plans if necessary. ZO2-7 Simple maps skills

10 Ainthorpe Primary School Long Term Plan for PE Year 4.! use running, jumping, throwing and catching in isolation and in combination! play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending! develop flexibility, strength, technique, control and balance.! perform dances using a range of movement patterns! take part in outdoor and adventurous activity challenges both individually and within a team! compare their performances with previous ones and demonstrate improvement to achieve their personal best. Swimming, pupils should be taught to: 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 water-based situations. Games Throw and catch with control and accuracy. ZG2-1 Strike a ball and field with control. ZG2-2 Choose appropriate tactics to cause problems for the opposition. ZG2-3 Follow the rules of the game and play fairly. ZG2-4 Maintain possession of a ball (with, e.g. feet, a hockey Athletics Sprint over a short distance up to 60 metres. ZA2-1 Run over a longer distance, conserving energy in order to sustain performance. ZA2-2 Use a range of throwing techniques (such as under arm, over arm). ZA2-3 Throw with accuracy to hit a target or cover a distance. ZA2-4 Dance Plan, perform and repeat sequences. ZD2-1 Move in a clear, fluent and expressive manner. ZD2-2 Refine movements into sequences. ZD2-3 Create dances and movements that convey a definite idea. ZD2-4 Change speed and levels within a performance. ZD2-5 Gymnastics Plan, perform and repeat sequences. ZG2-1 Move in a clear, fluent and expressive manner. ZG2-2 Refine movements into sequences. ZG2-3 Show changes of direction, speed and level during a performance. ZG2-4 Outdoor and Adventurous Arrive properly equipped for outdoor and adventurous activity. ZO2-1 Understand the need to show accomplishment in managing risks. ZO2-2 Show an ability to both lead and form part of a team. ZO2-3 Support others and seek

11 stick or hands). ZG2-5 Pass to team mates at appropriate times. ZG2-6 Lead others and act as a respectful team member. ZG2-7 High 5 Netball badminton Hockey Rugby Football Tennis Rounders Qwik cricket Jump in a number of ways, using a run up where appropriate. ZA2-5 Compete with others and aim to improve personal best performances. ZA2-6 Sprinting/ long distance Standing jumps/high Underarm to target throws Turbo javelin- overarm Cross- country Circuit Training Develop physical strength and suppleness by practising moves and stretching. ZD2-6 Improvised dance Story dance Travel in a variety of ways, including flight, by transferring weight to generate power in movements. ZG2-5 Show a kinesthetic sense in order to improve the placement and alignment of body parts (e.g. in balances experiment to find out how to get the centre of gravity successfully over base and organise body parts to create an interesting body shape). ZG2-6 Swing and hang from equipment safely (using hands). ZG2-7 Floor sequence Apparatus sequence support if required when the situation dictates. ZO2-4 Show resilience when plans do not work and initiative to try new ways of working.zo2-5 Use maps, compasses and digital devices to orientate themselves. ZO2-6 Remain aware of changing conditions and change plans if necessary. ZO2-7 Early orienteering

12 Ainthorpe Primary School Long Term Plan for PE Year 5.! use running, jumping, throwing and catching in isolation and in combination! play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending! develop flexibility, strength, technique, control and balance.! perform dances using a range of movement patterns! take part in outdoor and adventurous activity challenges both individually and within a team! compare their performances with previous ones and demonstrate improvement to achieve their personal best. Games Athletics Dance Gymnastics Outdoor and Adventurous Choose and combine techniques in game situations (running, throwing, catching, passing, jumping and kicking, etc.). ZG3-1 Work alone, or with team mates in order to gain points or possession. ZG3-2 Strike a bowled or volleyed ball with accuracy. ZG3-3 Use forehand and backhand when playing racket games. ZG3-4 Field, defend and attack tactically by anticipating the Combine sprinting with low hurdles over 60 metres. ZA3-1 Choose the best place for running over a variety of distances. ZA3-2 Throw accurately and refine performance by analysing technique and body shape. ZA3-3 Show control in take- off and landings when jumping. ZA3-4 Compete with others and keep track of personal best performances, setting targets for improvement. ZA3-5 Compose creative and imaginative dance sequences. ZD3-1 Perform expressively and hold a precise and strong body posture. ZD3-2 Perform and create complex sequences. ZD3-3 Express an idea in original and imaginative ways. ZD3-4 Plan to perform with high energy, slow grace or other themes and maintain this throughout a piece. ZD3-5 Perform complex moves that combine strength and stamina Create complex and well-executed sequences that include a full range of movements including: travelling balances swinging springing flight vaults inversions rotations bending, stretching and twisting gestures linking skills. ZG3-1 Select appropriate equipment for outdoor and adventurous activity. ZO3-1 Identify possible risks and ways to manage them, asking for and listening carefully to expert advice. ZO3-2 Embrace both leadership and team roles and gain the commitment and respect of a team. ZO3-3 Empathise with others and offer support without being asked. Seek support from the team and the

13 direction of play. ZG3-5 Choose the most appropriate tactics for a game. ZG3-6 Uphold the spirit of fair play and respect in all competitive situations. ZG3-7 Lead others when called upon and act as a good role model within a team. ZG3-8 High 5 Netball badminton Hockey Rugby Football Tennis Rounders Qwik cricket Sprinting/ long distance Standing jumps/high Underarm to target throws Turbo javelin- overarm Cross- country Circuit Training gained through gymnastics activities (such as cartwheels or handstands). ZD3-6 Improvised dance Story dance Hold shapes that are strong, fluent and expressive. ZG3-2 Include in a sequence set pieces, choosing the most appropriate linking elements. ZG3-3 Vary speed, direction, level and body rotation during floor performances. ZG3-4 Practise and refine the gymnastic techniques used in performances (listed above). ZG3-5 Demonstrate good kinaesthetic awareness (placement and alignment of body parts is usually good in well-rehearsed actions). ZG3-6 Use equipment to vault and to swing (remaining upright). ZG3-7 Floor sequence Apparatus sequence experts if in any doubt. ZO3-4 Remain positive even in the most challenging circumstances, rallying others if need be. ZO3-5 Use a range of devices in order to orientate themselves. ZO3-6 Quickly assess changing conditions and adapt plans to ensure safety comes first. ZO3-7 Team building Problem solving

14 Ainthorpe Primary School Long Term Plan for PE Year 6.! use running, jumping, throwing and catching in isolation and in combination! play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending! develop flexibility, strength, technique, control and balance.! perform dances using a range of movement patterns! take part in outdoor and adventurous activity challenges both individually and within a team! compare their performances with previous ones and demonstrate improvement to achieve their personal best. Games Athletics Dance Gymnastics Outdoor and Adventurous Choose and combine techniques in game situations (running, throwing, catching, passing, jumping and kicking, etc.). ZG3-1 Work alone, or with team mates in order to gain points or possession. ZG3-2 Strike a bowled or volleyed ball with accuracy. ZG3-3 Use forehand and backhand when playing racket games. ZG3-4 Field, defend and attack tactically by anticipating the Combine sprinting with low hurdles over 60 metres. ZA3-1 Choose the best place for running over a variety of distances. ZA3-2 Throw accurately and refine performance by analysing technique and body shape. ZA3-3 Show control in take- off and landings when jumping. ZA3-4 Compete with others and keep track of personal best performances, setting targets for improvement. ZA3- Compose creative and imaginative dance sequences. ZD3-1 Perform expressively and hold a precise and strong body posture. ZD3-2 Perform and create complex sequences. ZD3-3 Express an idea in original and imaginative ways. ZD3-4 Plan to perform with high energy, slow grace or other themes and maintain this throughout a piece. ZD3-5 Perform complex moves that combine strength and stamina Create complex and well-executed sequences that include a full range of movements including: travelling balances swinging springing flight vaults inversions rotations bending, stretching and twisting gestures linking skills. ZG3-1 Select appropriate equipment for outdoor and adventurous activity. ZO3-1 Identify possible risks and ways to manage them, asking for and listening carefully to expert advice. ZO3-2 Embrace both leadership and team roles and gain the commitment and respect of a team. ZO3-3 Empathise with others and offer support without being asked. Seek support from the team and the

15 direction of play. ZG3-5 Choose the most appropriate tactics for a game. ZG3-6 Uphold the spirit of fair play and respect in all competitive situations. ZG3-7 Lead others when called upon and act as a good role model within a team. ZG3-8 High 5 Netball badminton Hockey Rugby Football Tennis Rounders Qwik cricket 5 Sprinting/ long distance Standing jumps/high Underarm to target throws Turbo javelin- overarm Cross- country Circuit Training gained through gymnastics activities (such as cartwheels or handstands). ZD3-6 Improvised dance Hold shapes that are strong, fluent and expressive. ZG3-2 Include in a sequence set pieces, choosing the most appropriate linking elements. ZG3-3 Vary speed, direction, level and body rotation during floor performances. ZG3-4 Practise and refine the gymnastic techniques used in performances (listed above). ZG3-5 Demonstrate good kinaesthetic awareness (placement and alignment of body parts is usually good in well-rehearsed actions). ZG3-6 Use equipment to vault and to swing (remaining upright). ZG3-7 Floor sequence Apparatus sequence experts if in any doubt. ZO3-4 Remain positive even in the most challenging circumstances, rallying others if need be. ZO3-5 Use a range of devices in order to orientate themselves. ZO3-6 Quickly assess changing conditions and adapt plans to ensure safety comes first. ZO3-7 Team building Problem solving