West Leigh Infant School Physical Education Scheme of Work

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West Leigh Infant School Physical Education Scheme of Work Introduction At West Leigh Infant school All KS1 children have 3 PE lessons per week and over the year cover,, and Swimming.

1 West Leigh Infant School Physical Education Scheme of Work Introduction At West Leigh Infant school All KS1 children have 3 PE lessons per week and over the year cover,, and Swimming. Mainly the Val Sabin Scheme of work is used although this is supplemented by TOPPS, BBC dance tapes and activities linked to concerts, sports Day, Tag Rugby Day etc., games and swimming are generally taught discretely but is often linked to the various year group topics and concerts. In the EYFS children have 2 PE lessons per week and over the year cover gym, dance and games. They have 4 or 5 swimming lessons in the summer term. The also have daily access to the outside area where further opportunities are given for them to develop their fine and gross motor skills. Inclusion Teachers through their planning and teaching will provide effective learning opportunities for all pupils in PE by: Setting suitable learning challenges Responding to pupils diverse learning needs Overcoming potential barriers to learning and assessment for individuals and groups of pupils Language Pupil s will be taught in PE to express themselves correctly and appropriately. ICT Children will be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in PE. This will include photos and the use of video cameras. Health and Safety All children are taught the safety aspects of PE from the EYFS and throughout KS1. These include: Mats are to be used as exit points only No running or walking across mats Tops and strings on shorts are to be tucked in for gym lessons No talking in gym lessons The children are also taught how to correctly lift and carry PE equipment including mats and benches. Aims The aim of the National Curriculum for physical education is to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. WLIS Music Scheme of Work 1

2 Programme of Study Pupils should develop fundamental movement skills, become increasingly competent and confident across a broad range of opportunities to extend their agility, balance and co-ordination, 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. Pupils should be taught to: 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. (Through games, gym and dance) Participate in team games, developing simple tactics for attacking and defending (games) Perform dances using simple movement patterns (dance) Swimming activities and water safety 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 Development Matters In the EYFS children are taught and consolidate skills from the Prime Area of Physical Development. It recognises that Physical Development is an important and fundamental area that children need to master and embed before they can access lots of other learning. EYFS Strand 1 Acquiring and Developing Skills Unit 1 lessons 1-7 should all be taught as an introduction to gym. They include progressive tasks relating to the use of space, different footwork, awareness of Strand 2 Selecting and Applying Skills, Tactics (attacking and defending) and Compositional Ideas Unit A, B and C cover travelling, stretching and curling and taking weight on different body parts. You will not be able to do all the lessons but choose a selection from each Strand 3 Exploring and Improving Performance Give children the opportunity to demonstrate and compare movements. Children should be given the chance to explore Strand 4 Knowledge and Understanding of Fitness and Health Each lesson should start with a warm up and children should talk about what effect it has on them eg. Their heart beating faster and how they are breathing more quickly. WLIS Music Scheme of Work 2 Quality Product/s

3 different parts of the body and travelling in different directions. Unit 1 focus on using a beanbag (Balancing, aiming, jumping, throwing and catching) Unit 2 Focus on using a ball (rolling, passing, bouncing, throwing, catching, kicking, aiming) Unit 4 focus on ropes, bats and balls (travelling over ropes, hitting, bouncing, moving a ball with a bat, aiming) Unit 1- Stars in Space, Rabbits and Autumn Leaves Be aware of space and move safely, make simple shapes, travel in different ways, match movements to music. Unit 2 Icicles and water, Mr Jelly and Mr unit. Children will have the chance to select the best way of travelling, stretching and curling and will be able to practise and perfect their moves. Unit 3 Focus on hoops and quoits (using them in imaginative ways) All units give the opportunity to explore the skills they have learnt in the game activity. Unit 4 includes the use of tactics through attacking or defending the target. In all units the children select movements that match the music. Unit 2 is particularly good for this as it focuses on contrasting movements. and improve the skills they have learnt through the game activity at the end of the lesson. Get children to compare what they are doing with other groups. Unit 3 - Describe their own actions and actions of others Unit 4 - Talk about their dance and explain why they liked it Rules should be emphasised at the beginning of every lesson explaining why they are necessary. Unit 4 The Very Hungry Caterpillar gives the opportunity to talk about healthy eating. WLIS Music Scheme of Work 3

4 Strong, Angry Elephant match movements to music (contrast), change in speed, move from one shape to another Unit 3 Dinosaurs, the Shaking puppet move and freeze with control, travel and turn on high and low levels, Remember and perform short phase of movement, describe their own actions and actions of others Unit 4 The Hungry Caterpillar link different movements, talk about their dance and explain why they liked it Skills Negotiate space successfully, adjusting speed or direction to avoid obstacles Experiment with different ways of moving Negotiate space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles Describe their actions and the actions of others Say what they like about their performance Show an understanding of the need for safety when tackling new challenges and considers and manages some risks Show some understanding that good practises with regard to WLIS Music Scheme of Work 4

5 Show increasing control over an object in pushing, patting, throwing, catching or kicking it Travel with skill and confidence under, over and through balancing and climbing equipment Link moves together in a simple dance Respond to music by matching movements to it. exercise can contribute to good health Assessment by Development Matters In the EYFS pupils are taught and consolidate skills from the Prime area of Physical Development. These are broken down into month bands: Moving and Handling months Runs safely on whole foot Can kick a large ball Climbs confidently and is beginning to pull themselves up on nursery equipment months Moves freely and with confidence in a range of ways such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping Runs skilfully and negotiates space successfully adjusting speed or direction to avoid obstacles. Can catch a large ball Mounts climbing equipment using alternates feet months Experiments with different ways of moving Jumps off an object and lands appropriately Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles WLIS Music Scheme of Work 5

6 Travels with skill and confidence under, over and through balancing and climbing equipment Shows increasing control over an object in pushing, patting, throwing, catching or kicking it ELG Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively. Health and self care months Observes the effect of activity on their bodies months Shows some understanding that good practises with regard to exercise can contribute to good health Shows understanding of the need for safety when tackling new challenges and considers and manages some risks Shows understanding of how to transport and store equipment safely. Practises some appropriate safety measures without direct supervision ELG Children know the importance of good health including physical exercise and talk about ways to keep healthy and safe. Year 1 Themes Strand 1 Acquiring and Developing Skills Strand 2 Selecting and Applying Skills, Tactics (attacking and defending) and Compositional Ideas Strand 3 Exploring and Improving Performance Strand 4 Knowledge and Understanding of Fitness and Health Quality Product/s Unit D Bouncing, Jumping and Landing ( bounce, hop, spring and jump using a variety of take offs and landings) Unit E Points and Patches ( travel on different parts of the body including hands, hold balances on large or small body parts, adapt floorwork onto Unit F Rocking and Rolling (plan and link a series of movements together) Unit G Wide, narrow, curled (select and link together 3 different movements) Unit 2 Throwing and Catching aiming games All units give opportunities for children to demonstrate and compare movements Unit 4 Developing Partnerwork (Cooperative games, changing the rules of games to make them more challenging) Begin each lesson with a warm up and explain why we need to do this. Talk about how our heart rate quickens during exercise. Summer term topics incorporate healthy living (cross curricular link with science) WLIS Music Scheme of Work 6

7 apparatus) Unit 1 Focus on Ball skills and games (balancing, rolling, passing, patting, kicking and dribbling) Unit 3 Bat / ball skills and games (balancing, hitting upwards / downwards, pushing and rolling) Unit 1 Streamers, Conkers, Playing with a ball (respond to a range of stimuli, rounded and spiky shapes to create different patterns in the air or on the floor) Unit 2 March, march, march, Jack and the beanstalk, Unit 3 Fog and Sunshine, Washing Day, Handa s Surprise, (communicate mood, feelings and ideas, turning, rolling, jumping) (using different equipment, throwing and catching one handed, rolling, kicking, bouncing and throwing to aim at a range of targets) Sports Day Unit 2 March, march, march, Jack and the beanstalk, ( rhythmic patterns, select movements to create a dance) Unit 4 The Rainbow Fish, Going on a bear hunt (peer observation and discussion) WLIS Music Scheme of Work 7

8 Unit 4 The Rainbow Fish, Going on a bear hunt (vary speed, direction and pathways) You do not need to do all the dances in the units but they are progressive so you need to start with unit 1 and choose 1 or 2 dances. Explore basic skills, actions and ideas with increasing understanding. Perform dances using simple movement patterns including those from different times and cultures. Skills Learn how to travel with, send and receive a ball. Explore how to choose and apply skills and actions in sequences. Change the rhythm, speed and direction of their movements. Develop ball skills for simple games. Choose and link gymnastic skills and actions in short movement phrases. Observe, comment and copy what others have done. To talk about differences between their own and others performance. Use what they have learnt to improve the quality and control of their work. Know how important it is to be active. To have knowledge of different ways to keep our bodies healthy. To understand how to exercise safely and describe how their bodies feel during different activities. Learn how to perform basic skills in travelling, being still, finding space, both on the floor and using apparatus. WLIS Music Scheme of Work 8

9 Assessment By the end of Year 1 children should be able to: Use space well and is aware of others within the space. Display good footwork. Can travel confidently and competently on different body parts. Can travel safely in different directions forwards, backwards and sideways. Can land safely when jumping on the floor and from low apparatus. Can take weight confidently on hands. Work on the apparatus with consideration of others. Work co-operatively to lift and carry apparatus. Is active throughout the lesson and willing to practise to improve. By the end of Year 1 children should be able to: Run with a change of direction Throw and catch as an individual a beanbag, quoit and ball Bounce and ball and catch it Throw accurately to a partner a beanbag, quoit and ball Bounce a ball accurately to a partner Catch from a partner - a beanbag, quoit and ball Can bounce a ball continuously a with a hand and with a bat Can control and dribble a ball with the inside of the foot Can observe and copy the movements of others By the end of Year 1 children should be able to: Use space well and be aware of others within the space Display good footwork and can go and stop with control Perform basic dance actions with some understanding of mood and feeling Change and vary the direction of activities forwards, backwards, sideways, straight, curved WLIS Music Scheme of Work 9

10 Change and vary levels of activities Change and vary size and shape of actions large/small, curled/stretched, spiky and twisted Change and vary speeds of actions - quickly and slowly. Resources Val Sabin Scheme of Work BBC tapes Equipment kept in PE cupboard in hall and in PE shed Year 2 Themes Content Strand 1 Acquiring and Developing Skills Unit H Parts high and parts low ( travel and balance) Unit I Pathways, straight, zigzag and curving (travel confidently and move in different directions) Unit J Turning, Spinning and Twisting ( turn, spin and twist on different body parts, show contrast in speed and level) Unit 3 Dribbling, Strand 2 Selecting and Applying Skills, Tatics and Compositional Ideas Unit K Linking movements together (understand how different movements can be linked together smoothly, recognise and use changes in speed, level and direction, compose and perform a simple sequence with a partner) s performed as part of the Nativity Concert Strand 3 Exploring and Improving Performance All units give opportunities for children to demonstrate and compare movements and make improvements on their own performance. Festival Unit 4 group games and Inventing Rules. Children to try each others games and talk about ways of improving them. Strand 4 Knowledge and Understanding of Fitness and Health Get children to feel heart rate before, during and after exercise. Unit 4 Copy Cat, pat-acake Polka, Jumping Joan, Elsden circle, Anything goes, Galopede, Circassian Circle (Understand that dance is active and change will occur in their bodies) WLIS Music Scheme of Work 10 Quality Product/s

11 Kicking and hitting ( use hands, feet and implements to change speed and direction. Strike a ball along the floor and through the air using hands and a range of implements.) Unit 1 The cat, balloons, reach for the stars ( understand and use contrasts in weight Unit 2 Friends, Bubbles, Shadows (contrast in shape, speed and size) Unit 3 Words and word messages, Three Little Pigs ( turning, jumping, travelling, gesture, shape and stillness) Unit 4 Copy Cat, pat-acake Polka, Jumping Joan, Elsden circle, Anything goes, Galopede, Circassian Circle (Copy and perform simple Unit 1 Throwing and catching inventing games (throw, catch and bounce in a stationary position, on the move, in different ways, make up games using throwing, catching and bouncing and teach game to a partner) Unit 2 Making up a game (Aiming at stationary and moving targets, develop simple strategies and tactics by bouncing, kicking or throwing a ball at different heights, angles and speeds. Choose equipment to create a game with a partner) Unit 4 Group games and Inventing rules (small groups and 3V1, 2V2, 4V4 across a net, inventing scoring systems and rules, developing group tactics including attacking and defending) Tag Rugby Day Sports Day Tennis Swimming Gala Unit 1 The cat, balloons, reach for the stars (Discussion about the dances and why they liked it) Unit 2 Friends, Bubbles, Shadows Unit 3 Words and word messages, Three Little Pigs (peer observation and discussion on what could make it better) WLIS Music Scheme of Work 11

12 movements/rhythmic patterns) You do not need to do all the dances in the units but they are progressive so you need to start with unit 1 and choose 1 or 2 dances. Tag Rugby Day Sports Day Unit 1 The cat, balloons, reach for the stars (working alone to create movement ideas) Unit 2 Friends, Bubbles, Shadows (work co-operatively in pairs / 3 s to create a dnace) Unit 3 Words and word messages, Three Little Pigs (working in pairs or small groups to create a dance) Skills Remember and repeat simple skills and actions with increasing control and coordination. Develop basic skills, responding to a range of stimuli, including music. Travel with, send and receive a ball and other equipment in different Vary the way they perform skills by using simple tactics and applying rules. To select and use skills, actions and ideas appropriately, applying them with coordination and control. Respond imaginatively to music and different stimuli. To recognise how their work is similar to and different from others work and use this understanding to improve their own performance. Use what they have learnt to self evaluate and improve the quality and control of their Recognise and describe how their bodies feel during different activities and understand why these changes occur. To give reasons why warming up before an activity is important and why physical activity is good for their health. WLIS Music Scheme of Work 12

13 ways. Develop their range of gymnastic skills and actions. Create and perform dances which express and communicate ideas and feelings. Play simple competitive games using simple tactics. Focus on the different tactics needed for defending and attacking. work. Create and perform short linked sequences that show a clear beginning, middle and end and have contrasts in direction, level and speed. Assessment By the end of Year 2 children should be able to: Travel along specific pathways: straight, zigzag and curving Demonstrate difference in speeds, levels and shapes Choose appropriate movements or skills they have learned and link them creatively Produce a short sequence of 3 movements which have a clear beginning, middle and end on the floor and on apparatus. Work co-operatively with a partner to perform some skills side by side and follow my leader Observe and copy the movements of others WLIS Music Scheme of Work 13

14 By the end of Year 2 children should be able to: Skip with a rope Throw accurately to a partner a beanbag, quoit and ball Hit a target by rolling a ball, throwing apparatus and kicking a ball Create games as an individual or in pairs Change the rules of a game to make it better or more challenging Combine skills eg. Dribble and kick Develop simple tactics including some for defending and attacking Watch and describe performances accurately Observe, demonstrate and copy someone else s game or idea Work well with a partner to improve their skills By the end of Year 2 children should be able to: Change and vary the weight of actions move lightly and with strength Copy and perform simple movements / rhythmic patterns Explore a range of movements suitable to the idea Choose appropriate movements to create short phrases and simple dances Perform a whole dance that has simple structure Work with a partner to show simple relationships and compositional skills to include follow the leader, copying movements, follow side by side, back to back and moving at the same time or one after another. Describe a short dance sequence or dance phrase using appropriate vocabulary Comment constructively on their own performance and that of others Resources Val Sabin Scheme of Work Topps cards Equipment kept in PE cupboard in hall and in PE shed WLIS Music Scheme of Work 14

15 NC Level 1 Pupils explore basic skills, actions and ideas with increasing understanding They explore how to choose and apply skills and actions in sequence and in combination They can describe what they have done They know how important it is to be active 2 Pupils remember and repeat simple skills and actions with increasing control and coordination. They vary the way they perform skills by using simple tactics and movement phrases They observe, describe and copy what others have done They learn to recognise and describe how their bodies feel during different activities. 3 Pupils apply rules and conventions for different activities. They use what they have learnt to improve the quality and control of their work. To give reasons why warming up before an activity is important and why physical activity is good for their health. 4 WLIS Music Scheme of Work 15

PE Long Term Planning Overview

PE Long Term Planning Overview PE Long Term Overview NURSERY AUTUMN SPRING SUMMER 22-36 months Moving and Handling Runs safely on whole foot Squats with steadiness to rest or play with objects on the ground, and rises to feet without