Contact Us

Use the form on the right to contact us.

You can edit the text in this area, and change where the contact form on the right submits to, by entering edit mode using the modes on the bottom right. 

           

123 Street Avenue, City Town, 99999

(123) 555-6789

email@address.com

 

You can set your address, phone number, email and site description in the settings tab.
Link to read me page with more information.

P.E & Sport


v.cragg.jpg

Miss V Cragg

P.E Subject Leader

P.E & Sport Policies & Guidelines - View

P.E & Sport Curriculum Programmes of Study - View

In Nursery and Reception children learn to show good control and co-ordination in large and small scale and move confidentially in a range of ways, safely negotiating space. They also learn the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

In Key Stages 1 and 2 Physical Education is delivered through six strands:


Useful Links:

Association for Physical Education - View

jQuery UI Tabs - Default functionality

Year 1

Acquiring and Developing

  • Move forwards, backwards and sideways with a piece of equipment.
  • Explore ways of travelling with an object (e.g. beanbag, ball, skipping rope, quoit).
  • Throw object under / overarm (beanbag, ball).
  • Roll ball underarm.
  • Aim at various targets using different equipment (beanbag, ball, quoit).
  • Stop ball with feet.
  • Stop ball with hands.
  • Catch medium sized ball with two hands.
  • Drop a ball onto a bat and strike underarm.

Selecting and Applying

  • Use equipment in a space and be aware of others whilst playing.
  • Understand the concept of aiming (e.g. which direction should you throw in?)
  • Understand how to pass and receive correctly with a partner.

Evaluating and Improving

  • Describe what they have done or seen others doing.
  • Copy what they have seen and say why it is good.
  • Use ideas they have seen to improve their own skills.

Year 2

Acquiring and Developing

  • Move forwards, backwards and sideways with a piece of equipment whilst avoiding obstacles.
  • Dodge a rolling medium sized ball.
  • Throw underarm and catch a ball.
  • Throw different sized balls overarm at a ball.
  • Strike tennis ball with bat after one bounce.
  • Stop a moving ball with hands.
  • Stop a moving ball with feet and kick to a partner.
  • Throw foam ball at moving target.

Selecting and Applying

  • Move with equipment whilst being aware of obstacles.
  • Throw an object into space to make it more difficult for their opponents.
  • Understand the concept of passing to a partner in space.
  • Understand the benefit of throwing, hitting and running into space to help them score.
  • Understand the benefit of hitting into space to help them score.
  • Understand the benefit of running into space to help them score.

Evaluating and Improving

  • Give two stars for what they have seen others doing.
  • Give a target for what they have seen others doing.
  • Meet a target set by others (an improvement).
  • Decide whether or not they have improved their own skills.

Year 3

Acquiring and Developing

  • Move forwards and change direction without equipment.
  • Move forwards and change direction holding equipment.
  • Move forwards whilst using equipment (e.g. bouncing ball, dribbling).
  • Pass to a partner using: chest pass, overhead pass, rugby pass, simple bounce pass.
  • Throw medium and large balls two-handed at a target.
  • Strike a ball which is travelling towards them.
  • Stop a ball with equipment.

Selecting and Applying

  • Use skills to keep a ball away from defenders.
  • Be aware of teammates who are standing in space.
  • Be aware of attackers positions when defending.
  • Choose which attacker to follow when defending.

Evaluating and Improving

  • Explain why a partner’s action during a game was effective.
  • Choose two players in a game who performed well.
  • Identify a given skill or tactic when watching another group / partnership.
  • Explain which skills they would like to improve.
  • Advise a partner on how to improve at a skill they feel comfortable with.

Year 4

Acquiring and Developing

  • Move forwards and accelerate in a different direction without equipment.
  • ove forwards and accelerate in a different direction holding equipment (e.g. holding a stick).
  • Move forwards and accelerate in a different direction whilst using equipment (e.g. moving a ball with a stick).
  • Pass to a partner using: chest bounce pass, one-armed pass.
  • Shoot different sized balls into target, net, hoop and basket (head on).
  • Throw ball underarm, overarm: one and two-handed, at a moving target.
  • Intercept a ball.
  • Hit ball accurately with a racket (e.g. forehand, backhand, soft and hard shots).
  • Stop a ball and return it back to partner, quickly and accurately.

Selecting and Applying

  • Use skills to keep possession and make progress towards a goal or target.
  • Make good decisions based on space.
  • Choose good places to stand/move when attacking without the ball.
  • Choose where to stand to make it harder for an attacker.
  • Choose good places to stand when receiving.
  • Choose a type of pass based on partner’s and defender’s position.

Evaluating and Improving

  • Explain how to keep possession and describe how they have achieved it.
  • Identify good skills and tactics which they are confident with and use well in games.
  • Identify skills and tactics which they lack confidence with and need to use more in games.

Year 5

Acquiring and Developing

  • Avoid obstacles by changing direction without equipment.
  • Avoid obstacles by changing direction using equipment.
  • Pass different sized balls to moving targets.
  • Shoot different sized balls into target, net, hoop and basket.
  • Hit a ball at the top of a bounce.
  • Feet are in the correct position for type of shot being played.
  • Strike a ball towards a target after one bounce.
  • Bowl a ball overarm with increasing accuracy.

Selecting and Applying

  • Choose good players to pass to based on space.
  • Choose places to stand which creates space (attacking).
  • Choose places to stand which reduces space (defending).
  • Use tactics which involve another player to achieve an objective.
  • Choose to strike when in a good scoring position.

Evaluating and Improving

  • Look for specific aspects in a game and explain how well they are being played.
  • Identify specific aspects of their own and others performance which are most effective.
  • Know and choose ways of improving these skills and tactics.

Year 6

Acquiring and Developing

  • Change direction by performing a side step.
  • Change speed whilst avoiding obstacles.
  • Feint a direction change by performing a side step.
  • Pass accurately and consistently moving targets.
  • Control speed and accuracy when shooting at a target from different positions.
  • Retrieve and throw accurately when fielding.
  • Move feet in order to strike a ball which is moving towards them.
  • Strike a ball which is travelling towards them at a target.

Selecting and Applying

  • Make good decisions when to pass and travel with a ball.
  • Help teammates by moving defenders to create space.
  • Understand marking to defend their goal/goals.
  • Recognise space on an opponent’s court/half when attacking and defending.
  • Use tactics which involve teamwork (e.g. bowlers and fielders).
  • Choose a type of strike to improve chance of scoring.

Evaluating and Improving

  • Explain why a team/partnership performance was effective.
  • Recognise the best points of team / partnership performance.
  • Identify specific aspects of another team / partnership which were effective and also suggest improvements.
  • Create a game to improve specific aspects.

Year 1

Acquiring and Developing

  • Move forwards and backwards by jogging, skipping, galloping and hopping (on the floor and on apparatus).
  • Make wide, thin and tucked shapes.
  • Rock back and forth and complete pencil and egg rolls.
  • Balance on four points using limbs, tummy, back, bottom and shoulder.
  • Jump forwards and backwards two feet to two feet.
  • Jump and tuck to gain more height.
  • Handle small equipment safely (e.g. quoits, hoops etc).
  • Handle large apparatus safely (e.g. benches, mats and beams).

Selecting and Applying

  • Be aware of space and other children when using equipment and apparatus.
  • Perform two shapes, rolls or balances in a row which they like.
  • Link together two shapes, rolls or balances with a jump.
  • Link simple combinations of three or four actions / skills which they like.
  • Remember and repeat a sequence accurately.

Evaluating and Improving

  • Describe what they have seen others doing.
  • Copy what they have seen and say why it is good.
  • Use ideas they have seen to improve their own skills and sequences.

Year 2

Acquiring and Developing

  • Move forward, backward and sideways using animal actions on the floor and on the apparatus (e.g. frog, bunny, crab, caterpillar and lizard).
  • Make arched and hoop shapes with arms, legs and the body.
  • Complete teddy bear / circle rolls, dish rolls and forward rolls (see safety guidance on forward rolls).
  • Balance in front support (press-up position).
  • Balance on four and three body points using limbs, tummy, back, bottom, elbows and shoulder (on the floor and on the apparatus).
  • Jump forwards and backwards (2 feet to 1 foot and 1 foot to 2 feet).
  • Swing arms to gain more distance when jumping.
  • Handle very large apparatus safely (e.g. tables and climbing frames).

Selecting and Applying

  • Choose an appropriate starting position for a sequence with awareness of space.
  • Link together two shapes, rolls or balances with two jumps.
  • Link simple combinations of four or five actions / skills with a clear beginning, middle and end.
  • Adapt a known sequence for another apparatus.

Evaluating and Improving

  • Describe what they have seen others doing using appropriate vocabulary.
  • Give two stars for what they have seen others doing.
  • Give a target for what they have seen others doing.
  • Meet a target set by others.
  • Decide whether or not they have improved their own skills.

Year 3

Acquiring and Developing

  • Handle equipment and apparatus safely and with independence.
  • Perform animal movements from Year 2 very slowly.
  • Hold KS1 shapes (hoops and arches) for 5 seconds.
  • Balance on 2 and 1 body points using limbs, tummy, back, bottom and shoulder.
  • Perform KS1 rolls very slowly.
  • Jump forwards, backwards and sideways with feet 2:2, 2:1, 1:2 and 1:1.

Selecting and Applying

  • Link together a sequence of 6 gymnastic actions which they like.
  • End a sequence with soft and strong actions.
  • Adapt a sequence to include a change of: level, speed, direction.
  • Teach a sequence of gymnastic actions to a partner and perform together.

Evaluating and Improving

  • Identify gymnastic actions given by the teacher in another’s performance (e.g. rolls, jumps etc).
  • Explain which skills they would like to improve.
  • Advise a partner on how to improve at a skill they feel comfortable with.
  • Describe differences between two performances using simple vocabulary.

Year 4

Acquiring and Developing

  • Change speed and direction when travelling on hands and feet.
  • Change speed and direction when jumping (see Y3 jumps).
  • Change body level when travelling on feet and on hands and feet.
  • Change body level when performing balances (see Y3 balances).
  • Extend parts of the body to develop tension when performing shapes and balances.
  • Transfer weight from one part of the body to another when performing balances.

Selecting and Applying

  • Link together 4 shapes and balances with rolling and jumping movements.
  • Devise a sequence with a clear change of: level, speed, direction.
  • Add 3 more gymnastic actions to a known sequence.
  • Use 3 parts of their own sequence and 3 of a partner’s and perform together.

Evaluating and Improving

  • Identify gymnastic actions in another’s performance using correct vocabulary (e.g. rolls, jumps).
  • Use gymnastic vocabulary to describe differences between two performances.
  • Identify gymnastic actions and skills which they are confident with and use well in performances.
  • Identify gymnastic actions and skills which they are not confident with and don’t use well in performances.
  • Know and choose ways of improving gymnastics actions and skills (e.g. learn from partner, repetition).

Year 5

Acquiring and Developing

  • Perform symmetrical and asymmetrical actions (i.e. shapes, balances, rolls, travelling and jumping from progressions).
  • Develop actions so that they are fluent and clear, with good body tension and extension on the floor.
  • Develop actions so that they are fluent and clear, with good body tension and extension on apparatus.
  • Set up apparatus safely.
  • Move from floor to apparatus safely.
  • Vary learnt actions by slightly changing body level, direction, limb positions, etc.

Selecting and Applying

  • Create a long sequence made up of at least one roll, jump, balance and shape linked together by travelling movements.
  • Use more difficult gymnastic actions which have an emphasis on extension and clear body shape.
  • Devise a sequence with many changes of level, speed and direction.
  • Adapt a sequence to show a given feeling by changing level, speed and direction.
  • Adapt a sequence to include a partner.

Evaluating and Improving

  • Identify actions in another’s performance which they thought were good (e.g. rolls, jumps).
  • Use gymnastic vocabulary to describe another’s action (e.g. extension, tension, control).
  • Identify parts of their own performance which they consistently perform clearly and accurately.
  • Identify parts of their own performance which are not fluent.
  • Suggest improvements to speed, direction and level of a partner’s sequence.

Year 6

Acquiring and Developing

  • Continue to develop fluency and control of actions (see Year 5 fluency and body control).
  • Perform flight actions (e.g. pencil/straight jump, star jump, tuck jump) and land safely.
  • Develop symmetrical and asymmetrical actions to include twisting and turning.
  • Perform counterbalancing actions with a partner (see resource).
  • Vary the distance of travels, jumps and rolls.
  • Vary the time spent in shape and balances.

Selecting and Applying

  • Create a long (seven movements) with all types of gymnastic actions.
  • Move fluently between actions in a sequence with clarity of movement.
  • Vary direction, levels and pathways to improve a better overall effect.
  • Adapt sequences to better utilise the position of apparatus.
  • Plan new sequence with planned changes in direction, level and pathways when faced with new apparatus.

Evaluating and Improving

  • Use specific criteria to make judgements about another’s performance.
  • Explain how individual parts of a partner’s sequence contribute to the overall effect of a performance.
  • Use gymnastic vocabulary to describe this (e.g. extension, fluency, control).
  • Think of activities which could help to improve fluency, extension, control etc.

Years 1 and 2

Acquiring and Developing

  • Copy basic body shapes and actions from a variety of stimuli (e.g. animals).
  • Travel by copying a variety of movements from stimuli (e.g. waddling).
  • Use various turns by copying stimuli (e.g. spinning with feet together).
  • Make different gestures by copying stimuli (e.g. bobbing, flapping).
  • Freeze and hold a shape by copying stimuli.
  • Combine a way of travelling with body shape / action (e.g. waddling and flapping).
  • Change speed, direction, energy and tension of movements.
  • Move to simple rhythms.

Selecting and Applying

  • Choose three movements to make a simple dance sequence with beginning, middle and end.
  • Remember and repeat this sequence accurately.
  • Practise sequences so that they are performed in a controlled way.
  • Choose an appropriate starting position for a sequence with awareness of space.
  • Change the speed, strength, body-level or tension of a sequence to reflect a given mood.

Evaluating and Improving

  • Describe what they have seen others doing using simple dance vocabulary.
  • Copy what they have seen and say why it is good.
  • Give two stars for they have seen others doing.
  • Use ideas they have seen to improve their own skills and sequences.
  • Meet a target set by others.

Years 3 and 4

Acquiring and Developing

  • Travel by continuously repeating a movement from a stimuli.
  • Change direction when travelling in this style.
  • Continuously repeat a gesture to a rhythm.
  • March,walkandskipintimetoarhythm.
  • Freeze in time to a rhythm and then continue travelling.

Selecting and Applying

  • Choose five movements to make a simple dance sequence.
  • Create a sequence to include a clear change of level, speed or direction.
  • Add two more dance movements to a known sequence.
  • Lead a partner when teaching them a know sequence.
  • Use three parts of their own sequence and three parts of a partner’s and perform together.

Evaluating and Improving

  • Using correct vocabulary, identify dance movements in another’s performance (e.g. travels, turns, gestures and stillness).
  • Use dance vocabulary to describe differences between two performances.
  • Identify actions and skills which they are confident with and use well in performances.
  • Identify actions and skills which they are not confident with and don’t use well in performances.
  • Know and choose ways of improving actions and skills (i.e. learn from partner, repetition etc).

Years 5 and 6

Acquiring and Developing

  • Develop dance skills in a range of dance types.
  • Repeat a travel from a stimuli and do this in time to a rhythm.
  • Change direction to a rhythm when travelling in this style.
  • Develop flexibility, strength, control and balance of dance movements.
  • Perform actions clearly by extending body parts.
  • Perform actions slowly to show control.

Selecting and Applying

  • Lead a group performing different dance movements in the style of a particular type of dance.
  • Choose a dance movement to repeat to the music of a particular type of dance.
  • Add two more movements to a know sequence.
  • Adapt a know sequence to music with different rhythms and moods.
  • Follow a partner’s sequence and repeat it with a change of level, speed or direction.

Evaluating and Improving

  • Use specific criteria to make judgements about another’s performance.
  • Explain how individual parts of their own sequence contribute to the overall effect of the performance.
  • Explain how individual parts of a partner’s sequence contribute to the overall effect of a performance.
  • Use dance vocabulary to describe (e.g. extension, fluency, control etc).
  • Think of and apply aspects which could improve the fluency, extension and control within the sequence.

Years 1 and 2

  • Know the difference between tension and relaxation.
  • Know that lessons begin with a warm up and end with a cool down.
  • Identify changes in temperature, breathing and heart rate.
  • Anticipate these changes before a lesson.
  • Explain why physical activity is good for them.

Years 3 and 4

  • Understand the importance of warming up.
  • Understand that strength and suppleness are important parts of fitness.
  • Identify which activities have the biggest impact for improving stamina.
  • Describe how some activities / games use short bursts of speed.
  • Use their own knowledge of an activity to devise an appropriate warm up / stretch.

Years 5 and 6

  • Recognise that a cool down is important.
  • Suggest ideas for warming up and explain their choice.
  • Recognise exercises and activities that help strength, speed, stamina and overall health.
  • Know the importance of being fit and what types of fitness are most important for P.E.
  • Understand how P.E. can contribute to a healthy lifestyle.

Key Stage 2

ASA National Plan for Teaching Swimming

Stage 1 (with or without arm bands and floats)

  • Enter the water safely.
  • Move forwards for a distance of 5 metres.
  • Move backwards for a distance of 5 metres.
  • Move sideways for a distance of 5 metres.
  • Scoop the water and wash face.
  • Be at ease with water showered from overhead.
  • Move into a stretched floating position using aids, equipment or support.
  • Regain an upright position from on the back, with support.
  • Regain an upright position from on the front, with support.
  • Push and glide in a horizontal position to or from a wall.
  • Take part in a teacher-led partner orientated game.
  • Demonstrate an understanding of pool rules.
  • Exit the water safely.

Stage 2 (with or without arm bands and floats)

  • Jump in from pool side safely.
  • Blow bubbles a minimum of three times rhythmically with nose and mouth submerged.
  • Regain upright position from the back without support.
  • Regain an upright position from the front without support.
  • Push from wall and glide on the back.
  • Push from wall and glide on the front.
  • Travel on the back for 5 metres, aids or equipment may be used.
  • Travel on the front for 5 metres, aids or equipment may be used.
  • Perform a rotation from the front to the back to gain an upright position.
  • Perform a rotation from the back to the front to gain an upright position.

Stage 3

  • Jump in from poolside and submerge (min. depth 0.9m).
  • Sink, push away from wall on side and maintain a streamlined position.
  • Push and glide on the front with arms extended and log roll onto the back.
  • Push and glide on the back with arms extended and log roll onto the front.
  • Travel on the front, tuck and rotate around the horizontal axis to return on the back.
  • Fully submerge to pick up an object.
  • Answer correctly three questions on the Water Safety Code.
  • Travel 10 metres on the back.
  • Travel 10 metres on the front.

Stage 4

  • Demonstrate an understanding of buoyancy.
  • Perform a tuck float for 5 seconds.
  • Perform a sequence of changing shapes (minimum of three) whilst floating at the surface.
  • Push and glide from the wall to the pool floor.
  • Kick 10 metres backstroke (one item of equipment optional).
  • Kick 10 metres front crawl (one item of equipment optional).
  • Kick 10 metres butterfly on the front or on the back.
  • Kick 10 metres breaststroke on the back (equipment optional).
  • Kick 10 metres breaststroke on the front (equipment optional).
  • Perform on the back, a head first sculling action for 5 metres in a horizontal position.
  • Travel on back and roll in one continuous movement onto front.
  • Travel on front an roll in one continuous movement onto back.
  • Swim 10 metres, choice of stroke is optional.

Stage 5

  • Perform a horizontal stationary scull on the back.
  • Perform a feet first sculling action for 5 metres whilst horizontal on the back.
  • Perform a sculling sequence with a partner for 30-45 seconds to include a rotation.
  • Tread water for 30 seconds.
  • Perform three different shaped jumps into deep water.
  • Swim 10 metres backstroke (refer to the ASA expected stroke standards sheet).
  • Swim 10 metres front crawl face in the water (refer to the ASA expected stroke standards sheet).
  • Swim 10 metres breaststroke (refer to the ASA expected stroke standards sheet).
  • Swim 10 metres butterfly (refer to the ASA expected stroke standards sheet).
  • Perform a handstand and hold for a minimum of three seconds.
  • Perform a forward somersault, tucked in the water.
  • Demonstrate an action for getting help.

Stage 6

  • Demonstrate an understanding of preparation for exercise.
  • Sink, push off on side from wall, glide, kick and rotate into backstroke.
  • Sink, push off on side from wall, glide, kick and rotate into front crawl.
  • Swim 10 metres wearing clothes.
  • Swim front crawl to include at least six rhythmical breaths (refer to the ASA expected stroke standards sheet).
  • Swim breaststroke to include at least six rhythmical breaths (refer to the ASA expected stroke standards sheet).
  • Swim butterfly to include at least six rhythmical breaths (refer to the ASA expected stroke standards sheet).
  • Swim 25 metres, choice of stroke is optional (refer to the ASA expected stroke standards sheet).
  • Perform a ‘shout and signal’ rescue.
  • Perform a surface dive.
  • Exit the water without using steps.

Isle of Man Venture Centre Residential Trip - Year 6

Air Rifle

  • Understand the importance of range rules and discipline.
  • Supporting peers and help others to develop skills

Archery

  • Follow range rules.
  • Practical skills acquisition.
  • Relate to the history and development of archery.
  • Understand basic archery terms.
  • Analyse their performance and adjust accordingly.

Assault Course

  • Team work.
  • Physical ability.
  • Managing emotions.

Abseiling

  • Understand the importance of wearing appropriate safety equipment.
  • Practical skills acquisition.
  • Take responsibility for oneself.
  • Enhance their sense of self, improve their capacity to manage challenging circumstances and develop caring and respectful relationships.
  • Personal challenge, facing fears, trusting the equipment.
  • Encourage peer to peer support.

Coasteering

  • The environmental effects of the sea.
  • Identify at least one type of marine organism.
  • Water safety.
  • Effects of weather on the sea.

Gorge Walking

  • The environmental effect of this activity.
  • Water safety.

Climbing

  • Set own personal goals.
  • Awareness of the world.
  • Environment.

Canoeing

  • Workwithpeers.
  • Have knowledge of the history of canoeing.
  • Awareness of the effect of weather on the canoe.

Kayaking

  • Develop personal kayaking skills.
  • Understand water safety issues.

Raft Building

  • Understand the consequences of your own actions.
  • Apply skills that you have learnt in a practical situation.

Sailing

  • To be able to name parts of the boat. Bow, stern, port, starboard, rudder, tiller, dagger board.
  • Basic understanding of Beaufort scale.
  • How to tie boat up properly with round turn and two half hitches.
  • Practical sailing skills. Sail on a reach go about and return.

Map and compass

  • Be able to orientate a map using topological features.
  • Be able to set a compass for a given bearing and follow that compass over a short distance.

Campcraft / Survival

  • Types of wood.
  • Safety.
  • Environment issues.
  • Work as part of a group for common objective.

Coastal Walk

  • Personal preparation for activity.
  • History of area.
  • Awareness of geographical location place in the world.

Off Road Cycling

  • Understand the requirements for safety equipment.
  • Develop skills as appropriate to ability of group.

Shared Residential Experience

  • Working together.
  • Helping other people.
  • Shared social experiences.
  • Caring for others.