Characteristics of Effective Learning
NURSERY
We recognise that children learn in different ways. Children’s learning styles often evolve as childrendiscover new ways to problem solve through play based activities. We ensure that the following characteristics of effective learning are apparent in our enabling environment by carefully planning learning opportunities across a play based learning environment. These continue to be reflected upon across the school year. Our three areas of focusare:
Playing and Exploring- Having a go Active Learning- Keep on trying Creating and thinking critically- Having own ideas
Concept Preparing for Fundamental Movement Skills Dance
Vocabulary
Run, kick, throw, catch, balance, arm, leg, straight, feet, stop, hand, crawl, walk, fast, slow, up, down.
Flashback Waves, climbs, kicks, walks, runs, enjoys using balls to kick, throw and catch, uses scooters or tricycles.
Key skills and knowledge
Skill: To continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
Knowledge: To know that they need to use their arms to help them to balance and to use their feet to keep them steady or to stop.
To know which hand is their strongest hand.
To Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.
Skill: Go up steps and stairs, or climb up apparatus, using alternate feet.
Knowledge: To know that stairs can be climbed using alternate feet. To know which apparatus are safe to climb up.
Clap, stamp, dance, move, music, step, beat, time, pattern, pose, hold, stop, fast, slow
Claps and stamps to music
Skill: Increasingly able to use and remember sequences and patterns of movements which are related to music and rhythm.
Knowledge: To know that we can dance in different ways using all of our body.
To know that there are different types of dancing.
Preparing for Gymnastics
Roll, swing, slide, skip, hop, pose, freeze, space, balance
Rolls, fits themselves into spaces, spins, uses apparatus such as swings and slides
Skill: Skip, hop, stand on one leg and hold a pose for a game like musical statues
Knowledge: To know how to keep safe when moving in different ways.
To know that many gymnastic moves need balance and to know how to hold a balance for a short period of time.
Other opportunities available across school
-All children prepare for and take part in sports day.
-Regular use of the playground area where tricycles and throwing and catching equipment can be accessed during break and lunch times.
-Regular walks around the local village.
-Access to steps when walking to and from the school hall.
-Weekly sessions with Fleetwood town- use of balance bikes.
-Music played during lunchtime with props to support music and dance- Lead by Year 6 house captains.
-Nursery children taught a dance routine by Blue Moose dance company. Routine performed to parents as part of the Sports Day opening ceremony.
-All children perform a short dance on ‘Olivia’s stage’ during their Nativity performance.
-‘Squiggle while you wriggle’. Movements to music to further support handwriting.
-Open ended access to climbing wall and climbing frame during break and lunch times.
-Climbing and balancing equipment available during continuous provision.
-Supervised tree climbing during forest school.
-Regular visits to the local playground (slide, swings, seesaw, roundabout)
Characteristics of Effective Learning
We recognise that children learn in different ways. Children’s learning styles often evolve as childrendiscover new ways to problem solve through play based activities. We ensure that the following characteristics of effective learning are apparent in our enabling environment by carefully planning learning opportunities across a play based learning environment. These continue to be reflected upon across the school year. Our three areas of focusare:
Playing and Exploring- Having a go
Active Learning- Keep on trying
Concept Preparing for Fundamental Movement Skills Dance
Vocabulary
Flashback
Key skills and knowledge
Roll, jump, hop, skip, climb, control, balance, direction, forwards, aim, kick, pass, bat, aim, shuttlecock, quoit, beanbag
Balances and uses scooters and bikes, uses balls to kick, throw and catch to some effect, most to have chosen a dominant hand for throwing, uses stairs well.
Run, kick, throw, catch, balance, arm, leg, straight, feet, stop, hand, crawl, walk, fast, slow, up, down.
Skill: To revise and refine the fundamental movement skills they have already acquired in rolling, crawling, walking, jumping running, hopping, skipping and climbing
Knowledge: To know which fundamental movement is best for carrying our a specific task.
Skill: Progress towards a more fluent style of moving with developing control and grace.
Knowledge: To know the importance of using our whole bodies to help them to balance and control movements.
Skill: To define and refine a range of ball skills including throwing, catching, kicking, passing, batting and aiming.
To develop confidence, competence, precision and accuracy when engaging in activities that involve a ball.
Knowledge: To know that they type of ball used can affect the way that we use it.
To know how to move the ball a shorter or longer distance.
To begin to know which ball is used for which task.
Other opportunities available across school
-All children prepare for and take part in sports day.
-Regular use of the playground area where tricycles and throwing and catching equipment can be accessed during break and lunch times.
-Weekly sessions with Fleetwood town- use of balance bikes.
-Opportunity to join multi skills extra-curricular activities from Spring term.
Coordination, balance, point, observe, evaluate, feeling, emotion, sad, happy, excited, angry, scared, curious, upset.
Remembers simple patterns and sequences related to music and rhythm.
Clap, stamp, dance, move, music, step, beat, time, pattern, pose, hold, stop, fast, slow
Skill: To develop body strength, coordination, balance and agility needed to engage successfully with dance, sport and other physical disciplines.
Knowledge: To know what a balance is and to know that we can balance using different parts of our bodies.
Skill: To combine different movements with ease and fluency
Knowledge: To know how to use their whole bodies to move in different ways.
To know how to improve theirs and others performance in order to move with more ease.
Skill: To move to music, expressing their feelings and responses.
To watch and talk about dance expressing their feelings and responses.
Knowledge: To know that music can change the way that we feel and that we can respond to this through dance.
Creating and thinking critically- Having own ideas
Preparing for Gymnastics
Balance, coordination, gymnastics, apparatius, climbing horse, climbing frame, balance beam, bench, mats, pencil roll, teddy bear roll, egg roll.
Holds a pose, balances on one leg.
Roll, swing, slide, skip, hop, pose, freeze, space, balance
-Music played during lunchtime with props to support music and dance- Lead by Year 6 house captains.
-Reception children taught a dance routine by Blue Moose dance company. Routine performed to parents as part of the Sports Day opening ceremony.
-All children perform a short dance on ‘Olivia’s stage’ during their Nativity performance.
Skill: To develop body strength, coordination, balance and agility needed to engage successfully with gymnastics, sport and other physical disciplines.
Knowledge: To know what a balance is and to know that we can balance using different parts of our bodies..
Skill: To combine different movements with ease and fluency.
Knowledge: To know how to use their whole bodies to move in different ways.
To know how to improve theirs and others performance in order to move with more ease.
Skill: Confidently and safely use a range of large and small apparatus indoors and outside alone and in small groups.
Knowledge: To know how to move on and off apparatus safely.
To know how to transport mats safely.
-Open ended access to climbing wall and climbing frame during break and lunch times.
-Climbing and balancing equipment available during continuous provision.
-Supervised tree climbing during forest school.
-‘Squiggle while you wriggle’. Movements to music to further support handwriting. -Opportunity to join dance extra curricular activities from Spring term.
Year One National Curriculum
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
To participate in team games, developing simple tactics for attacking and defending
To perform dances using simple movement patterns
YEAR ONE
Determination, Cooperation, Self belief, Concentration
Vocabulary Left, right, forwards, backwards, football, basketball, bowling, boules, boccia, balance, coordination, harder, gentle, faster, slower, pace, determination, self belief, tactic, concentration
Flashback Developing FMS in rolling, crawling, walking, jumping, running, hopping, skipping, throwing and catching a ball
Roll, jump, hop, skip, climb, control, balance, direction, forwards, aim, kick, pass, bat, aim, shuttlecock, quoit, beanbag
Key knowledge and skills Skill: To demonstrate the FMS of underarm throwing
Knowledge: To know when they might need to use an underarm throw in their chosen activities.
Skill: To demonstrate the FMS of an overarm throw.
Knowledge: To know when it is appropriate to use an over arm throw in their chosen activities.
Skill: To demonstrate the FMS of hopping
Balance, coordination, collaboration, expression, emotion, movement, link, convey, relationship, respect, travel, turn, stillness, mood, sequence, respond, combine, retell.
Moves to music with expression recognising the feelings that can be portrayed.
Coordination, balance, point, observe, evaluate, feeling, emotion, sad, happy, excited, angry, scared, curious, upset
Skill: To link movements to show character of different toys.
Knowledge: To know what is means to collaborate
Skill: To convey the different emotions within a relationship
Knowledge: To value and respect other peoples ideas.
Skill: To link, travel, turn and stillness within a sequence depicting a different mood.
Balance, coordination, courage, concentration, self-belief, resilience, travel, jump, apparatus, shape, wide, tuck, roll, sequence
Beginning to use apparatus to climb and balance from including horse, climbing frame, balance beam and benches.
Balance, coordination, gymnastics, apparatus, climbing horse, climbing frame, balance beam, bench, mats, pencil roll, teddy bear roll, egg roll.
1.Skill: To demonstrate a travel and a pencil roll. To show a jump 2 feet to 2 feet with a straight shape.
Knowledge: To know what they can do to improve.
2,Skill: To demonstrate travelling actions. To show an egg roll. To show a jump 2 feet to 2 feet with a tuck shape.
Knowledge: To know what they can do to improve.
Co-operation, Encouragement, Honesty, Self-Belief
Athletics, honesty, self-belief, encouragement, co-operation, accuracy, direction, fast, slow, underarm, overarm, distance, short, long.
Developing FMS in rolling, crawling, walking, jumping, running, hopping, skipping, throwing and catching a ball
Roll, jump, hop, skip, climb, control, balance, direction, forwards, aim, kick, pass, bat, aim, shuttlecock, quoit, beanbag
1.Skill: To show a hopping skill with rhythm. To demonstrate rolling a ball with accuracy.
Knowledge: To know how to help others when working in a group
2,Skill: To show running and changing direction quickly. To demonstrate underarm with some accuracy.
Knowledge: To know how to support others when they are finding something challenging.
Knowledge: To know the importance of showing determination. To know that hopping begins from balancing on one leg.
Skill: To demonstrate the FMS of skipping Knowledge: To know that the foundations of skipping come from hopping.
Skill: To assess the fundamental movement skills of catching a ball Knowledge: To know that that the type of ball being thrown can make it easier or harder to catch.
Skill: To assess the fundamental movement skills of bouncing a ball. Knowledge: To know which physical activities require the use of a bouncing ball and to know when to use the skill appropriately.
Skill: To develop the FMS of running and jumping.
Knowledge: To know how to increase speed of running to move into a sprint. To know the difference between jumping for movement and jumping for distance.
Skill: To demonstrate the FMS of kicking a ball
Knowledge: To know which physical activities require the kicking of ball and selects tasks appropriately. To recognise that balls can be kicked in passes and can be kicked whilst moving.
Skill: To demonstrate the FMS of rolling a ball
Knowledge: To recognise which physical activities require the rolling of a ball and selects these appropriately.
To work together to perform a whole class sequence.
Knowledge: To know which pieces of music strike emotion within them. To know how a piece of music makes them feel and responds with dance.
Skill: To travel from one space to another using different pathways and levels.
To work with a friend to think of lots of different ways to travel across the hall. Knowledge: To know what we mean by travel and to know different ways in which we can travel with our bodies.
Skill: To work in a group to create a sequence. To celebrate success.
Knowledge: To know when it is appropriate to listen, speak up, intervene and suggest new ideas. To know what a routine is and how it should start and end.
Skill: To combine all the dance sequences in order to retell aspects of a story.
Knowledge: To know how to collaborate to improve a dance sequence.
Other sound clips can be accessed on passport- audio network
3.Skill: To demonstrate travelling actions. To show a travel and a roll with a shape. To travel 2 feet to 2 feet with a wide shape.
Knowledge: To know that they can learn new things and improve if they try.
4.Skill: To apply the skills of travelling, rolling and jumping into a sequence.
Knowledge: To focus on a task of creating a sequence of a travel, roll and jump with a shape.
4.Skill: To apply the skills of travelling, rolling and jumping into a sequence with two different shapes.
Knowledge: To focus on a task of creating a sequence of a travel, roll and jump with a two different shapes.
5.Skill: To apply the skills of travelling, rolling and jumping into a sequence with two different shapes on a piece of apparatus.
Knowledge: To focus on a task of creating and performing a sequence with control.
6.Skill: To demonstrate shapes in a sequence.
Knowledge: To know which shapes can possibly be made using body parts.
7.Skill: To demonstrate a sequence using travelling and three balances.
Knowledge: To know that to balance you need to keep still.
8.Skill: To demonstrate a sequence using travelling and 2 balances on large body parts.
Knowledge: To know that a balance requires you need to keep still.
3.Skill: To demonstrate jumping as far as possible and landing safely with control.
Knowledge: To know which events in athletics require jumping for distance.
4.Skill: To show good posture when running fast. To demonstrate rolling a ball with some accuracy and control.
Knowledge: To know the importance of being honest when carrying out their own games with rules.
5.Skill: To complete a running and jumping course.
Knowledge: To know how to improve their own performance.
6.Skill: To demonstrate the skills of running and changing direction. Knowledge: To know how to improve their own performance.
Skill: To demonstrate and show a simple tactic in a game.
9.Skill: To demonstrate a sequence using travelling, balance and 2 rolling actions.
Other opportunities available across school
Knowledge: To know what a tactic is and what it means in a game. To understand when a tactic might need to be used and to choose this tactic appropriately.
-All children prepare for and take part in sports day.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join multi skills extracurricular activities.
-Opportunity to join football extra curricular activities.
-Playground games made accessible and lead by year 6 house captains all year round.
Year Two National Curriculum
-Music played during lunchtime with props to support music and dance- Lead by Year 6 house captains.
-Year 1 children taught a dance routine by Blue Moose dance company. Routine performed to parents as part of the Sports Day opening ceremony.
-All children perform a short dance on ‘Olivia’s stage’ during their Christmas performance.
-Opportunity to join dance extra curricular activities from Spring term.
-Opportunity to join cheerleading extra curricular activities from Summer term.
Knowledge: To know that a roll can be performed in a variety of different ways and to know how to perform this safely.
10.Skill: To show a sequence using the skills of travelling, balance, 3 jumps on the floor and apparatus. Knowledge: To know how to improve their performance.
11.Skill: To show the skills of combining travelling, rolling, balancing and jumping into a sequence using apparatus, Knowledge: To know how to use control to perform a routine.
-Open ended access to climbing wall and climbing frame during break and lunch times.
-Climbing and balancing equipment available during continuous provision.
-Supervised tree climbing during forest school.
-Opportunity to join gymnastics extra curricular activities.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join multi skills extra-curricular activities
-Playground games made accessible and lead by year 6 house captains all year round.
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
To participate in team games, developing simple tactics for attacking and defending
To perform dances using simple movement patterns
Concept
Building Character
Games- Striking and Fielding Games- Net and Wall Concentration, Self-Belief Dance- Moving Along
YEAR TWO
Once Upon a Giant
Belief
Vocabulary Opponent, tactic, strike, field, target, racquet, accuracy, straight, aim, direction, forwards, backwards, rounders, cricket, tennis, tennis, badminton, table tennis.
Flashback Developing FMS in underarm and overarm throw, catching, hopping, running, jumping, rolling a ball, bouncing a ball and kicking a ball.
Left, right, forwards, backwards, football, basketball, bowling, boules, boccia, balance, coordination, harder, gentle, faster, slower, pace, determination, self belief, tactic, concentration
Exaggerate, execute, gesture, movement, link, travel, stillness, contrast, pathway, emotion, feeling, control, balance, coordination, retell.
Links and creates movements in response to music. Responds to how the music can make them feel retelling parts of a story.
Balance, coordination, collaboration, expression, emotion, movement, link, convey, relationship, respect, travel, turn, stillness, mood, sequence, respond, combine, retell.
Balance, coordination, hold, freeze, perform, travel, jump, roll, sequence, routine, courage, concentration, selfbelief.
Creates a gymnastics routine which involves a roll, jump, travel and a balance.
Balance, coordination, courage, concentration, selfbelief, resilience, travel, jump, apparatus, shape, wide, tuck, roll, sequence
Overarm, underarm, direction, aim, target, longer, shorter, distance, forward, push, accuracy, faster, slower, speed, agility, pace.
Develop running understanding how to run faster. Developed hopping and jumping- how to jump for distance.
Athletics, honesty, self-belief, encouragement, co-operation, accuracy, direction, fast, slow, underarm, overarm, distance, short, long.
Trail, direction, respect, trust, care, cooperation, journey, control card, problem solve, navigate.
Key skills and knowledge
1.Skill: To demonstrate an overarm throw for distance
Knowledge: To know when it is appropriate to use an overarm throw and to know which sports this is most appropriate for.
2,Skill: To strike a ball for distance. To play a simple striking and fielding game.
Knowledge: To know which sports require striking a ball and to use the skill appropriately for the activities they have chosen.
3.Skill: To strike a ball with accuracy for distance. To play a simple striking and fielding game and use a simple tactic.
Knowledge: To know where to strike a ball to get more runs.
1.Skill: To demonstrate how to catch a ball. To show a side gallop with some rhythm.
Knowledge: To focus on performing the skill of a side gallop.
1.Skill: To link 4 contrasting travelling movements in the style of transport.
Knowledge: To know how to take the lead with a friend.
2.Skill: To develop teamwork skills by working in a group, share appropriate movement ideas and create a short unison dance.
Knowledge: To know how to take inspiration for movements from transport.
3.Skill: To develop teamwork skills by working in groups, sharing appropriate ideas and creating a short dance.
Knowledge: To know the importance of starting and ending at the same time as their partner.
4.Skill: To plan and follow a pathway.
1.Skill: To demonstrate jumping actions with different shapes in the air.
Knowledge: To know the importance of taking off and landing appropriately when performing a jump.
2.Skill: To show travelling actions using hands and feet. To demonstrate balancing on large body parts.
Knowledge: To know that a balance should be held for a short period of time.
3.Skill: To show an egg roll, pencil and teddy bear roll. To create and demonstrate a sequence using rolling, jumping and travelling.
Knowledge: To know the importance of performing rolls safely.
4.Skill: To perform jumping and rolling actions. To create a
1.Skill: To throw underarm accurately into a target. To throw as far as possible.
Knowledge: To know which events in athletics require aiming at a target.
2.Skill: To throw overarm accurately. To throw overarm for distance.
Knowledge: To know which events in athletics require an overarm throw and throwing for distance.
3.Skill: To throw using a push and two handed throw for distance. To jump for distance with control.
Knowledge: To know which is the best throw for distance.
4.Skill: To throw using overarm and underarm throw for distance and accuracy.
Knowledge: To know which us the best throw for distance.
1.Skill: To take responsibility for themselves and others. To respect, trust and care for each other. To remember objects on a trail.
Knowledge: To know how their sense of sight can help them to remember objects on a trail.
2.Skill: To cooperate and work together as a team. To work with a partner to undertake an adventurous journey.
Knowledge: To know how to work in a pair- listening to ideas and problem solving when faced with a challenge.
3.Skill: To work with others to complete a journey within the school grounds.
Knowledge: To know how to record their answers to show the route completion.
2.Skill: To show the ready position. To demonstrate how to catch a ball.
Knowledge: To understand why it is important to know the ready position.
3.Skill: To show how to hold a bat. To demonstrate catching a ball from the ready position. To strike a ball to a partner.
Knowledge: To know how to use concentration skills to listen to instructions carefully.
4.Skill: To strike a ball with accuracy. To show a simple tactic in competitive fours.
Knowledge: To know that to gain more points the best tactic is to throw a ball into space.
5.Skill: To strike a ball with accuracy. To apply a simple tactic in a net/wall game.
Knowledge: To know the importance of throwing the ball into space away from an opponent.
Knowledge: To know what a pathway needs to include (start, end, travel).
5.Skill: To create a sequence with a partner containing four dance elements.
Knowledge: To know what they are looking for in a performance- what they liked and why.
5.Skill: To link two sequences to create a dance.
Knowledge: To know where a sequence starts and ends. To know which moves can be used to link a sequence together.
Cars Soundtrack
Other sound clips can be accessed on passport- audio network
1.Skill: To explore actions related to work. To link two travelling actions to a gesture.
Knowledge: To know what a gesture is and how to represent it.
2,Skill: To explore contrasting gestures and travelling actions.
Knowledge: To know that facial expressions can help you to perform a gesture.
sequence using rolling, jumping and travelling.
Knowledge: To know that repeating a sequence will help them to perfect it.
5.Skill: To create a sequence using travelling, balancing, rolling and jumping.
Knowledge: To know that repeating a sequence will help them to perfect it.
5.Skill: To throw underarm for accuracy. To throw overarm for distance. To complete an obstacle course with speed and agility.
Knowledge: To begin to understand the advantages and disadvantages of an overarm and underarm throw
4.Skill: To work with others to complete a journey within the school grounds and marks a control card correctly. To make decisions about how to navigate safely, to a control site.
Knowledge: To know how to make solutions by working together.
Other opportunities available across school
-All children prepare for and take part in sports day.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join multi skills extracurricular activities.
-Opportunity to join football extra curricular activities.
-Playground games made accessible and lead by year 6 house captains all year round.
3.Skill: To explore and travel along different pathways. Knowledge: To know what a pathway needs to include (start, end, travel).
4.Skill: To explore fighting actions. To link movements through travel, jump, turn, gesture and stillness.
Knowledge: To know how to link different movements together.
5.Skill: To work as individuals, pairs, small groups, and a class to convey the story through movement using a travel, jump, stillness and gesture.
Knowledge: To know how to work well in a pair and small groups, putting new ideas to the group and listening well to others.
-Music played during lunchtime with props to support music and danceLead by Year 6 house captains.
-Year children taught a dance routine by Blue Moose dance company. Routine performed to parents as part of the Sports Day opening ceremony.
-All children perform a short dance on ‘Olivia’s stage’ during their Christmas performance.
-Open ended access to climbing wall and climbing frame during break and lunch times.
-Supervised tree climbing during forest school.
-Opportunity to join gymnastics extra curricular activities
-All children prepare for and take part in sports day.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join multi skills extra-curricular activities
-Opportunity to join football extra curricular activities.
-OAA activities lead by WFSSP one half term a year.
-Opportunities to complete OAA activities as part of forest school.
-Team game days across school throughout the year.
-Group work activities take place across all classes in all subjects weekly.
-Opportunity to join dance extra curricular activities from Spring term.
-Opportunity to join cheerleading extra curricular activities from Summer term.
Year Three National Curriculum
-Use running, jumping, throwing and catching in isolation and in combination
-Playground games made accessible and lead by year 6 house captains all year round.
-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
-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.
Building Character Games- Tag & Target Invasion GamesBasketball Co-operation, Determination, Evaluation
Vocabulary Basketball, dodge, space, opponent, attack, defend, coordination, target, accurate, chest pass, bounce pass, dribble, outwit, signal, tactic, evaluate, feint
Flashback Net & Wall unit has been taught. Aiming at and striking a moving target. Understanding of how to throw a ball into space to
Strike, field, rounders, space, accurate, batter, fielder, backstop, base, target, direction, drop feed, tactic
Year Three
Unique, structure, travel, pathway, choreograph, creative, solo, stillness, performance rhythm, circle dance, unison, timing, fixed point.
Beginning to strike a ball with some accuracy.
Developed the skill of underarm and overarm throws. Works as part of a team to link sequences of movements together. Creates pathways with a clear beginning, middle and end.
Routine, balance, travel, roll, jump, point, perform, stillness, combine, pencil roll, teddy bear roll, sequence, direction, speed, apparatus, extension, transition.
Developing routines which include a jump, travel, balance and roll.
Balance, coordination, hold, freeze, perform,
Pull, push, chest throw, sling throw, baton, relay, force, target
Communication, Self-discipline
Control site, set map, orientated map, orienteering, symbol, navigate, journey,
Beginning to develop overarm, underarm, push and two handed throw.
Overarm, underarm, direction, aim, target, longer,
Developing an understanding of how to work in a successful team.
Key skills and knowledge
stay away from an opponent.
Opponent, tactic, strike, field, target, racquet, accuracy, straight, aim, direction, forwards, backwards, rounders, cricket, tennis, tennis, badminton, table tennis.
1.Skill: To perform the fundamental skill of dodging
Knowledge: To know that movements need to be smooth, quick and coordinated.
2,Skill: To perform the fundamental skill of dodging in a tag game.
Knowledge: To know ways in which others can improve.
3.Skill: To demonstrate aiming skills using the FMS of throwing and rolling a ball.
Knowledge: To know that precision and control are important when playing target games.
4.Skill: To demonstrate aiming skills using the FMS of throwing and rolling a ball in a target game.
Knowledge: To know that precision and control are important when playing target games.
Opponent, tactic, strike, field, target, racquet, accuracy, straight, aim, direction, forwards, backwards, rounders, cricket, tennis, tennis, badminton, table tennis.
Exaggerate, execute, gesture, movement, link, travel, stillness, contrast, pathway, emotion, feeling, control, balance, coordination, retell.
travel, jump, roll, sequence, routine, courage, concentration, self-belief.
shorter, distance, forward, push, accuracy, faster, slower, speed, agility, pace.
Trail, direction, respect, trust, care, cooperation, journey, control card, problem solve, navigate.
1.Skill: To demonstrate an underarm throw with accuracy.
Knowledge: To know the importance of aiming at a target facing in the correct direction.
2,Skill: To demonstrate how to throw a ball underarm with some accuracy. To catch a ball in a striking and fielding game.
Knowledge: To know where the best place on the field will be in order to score the most points.
3.Skill: To strike a ball from a tee or drop feed. To catch a ball in striking and fielding game.
Knowledge: To know how to use and hold a bat safely.
4.Skill: To strike a ball from a tee or drop feed. To apply a simple tactic in a striking and fielding game.
Knowledge: To know how to improve their
1.Skill: To demonstrate shapes as a team using their bodies in interesting ways.
Knowledge: To know the names of forms of rocks and where they may be found in real-life.
2,Skill: To demonstrate unique movement ideas. Knowledge: To know the names of the layers of the Earth and describe their qualities through words and movements.
3.Skill: To sequence movement together into a structure. To create effective travelling movements.
Knowledge: To know that choreograph means being responsible for making creative decisions.
4.Skill: To create a travelling solo, following a defined pathway. To effectively use stillness in their performance.
Knowledge: To know how to relate words to movement.
1.Skill: To demonstrate travelling with control on four points. To show balances on two and three points of the body.
Knowledge: To know some balances which can be performed using hands, feet, knees and elbows.
2,Skill: To show balances with stillness on 1, 2, 3 and 4 parts of the body. To combine actions of travelling and balance. Knowledge: To know the importance of using their whole bodies to help them to balance.
3.Skill: To demonstrate basic rolls with accuracy and control. To move from one action to another smoothly.
Knowledge: To know the names of some gymnastic rolls.
4.Skill: To demonstrate jumping and landing safely. To create and demonstrate a sequence to a partner.
1.Skill: To throw using a pull action. To explore different running techniques.
Knowledge: To know that the height that the ball is thrown can affect the distance that it travels.
2,Skill: To perform the sling throwing action. To develop jumping actions- two feet to two feet landing.
Knowledge: To know that they can use their whole bodies to generate force when throwing.
3.Skill: To throw using a push action.
Knowledge: To explain how to throw using the different taught techniques.
4.Skill: To throw for distance using a pull, push and sling throw. To pass a quoit/baton to a teammate in a relay. To perform a hop, step and jump.
Knowledge: To know which piece of equipment is most suitable for each throw. To know that a relay is to pass something on (baton/quoit).
1.Skill: To demonstrate with a partner how to solve trust challenges. Knowledge: To know that roles have to be agreed before a team game can begin.
2,Skill: To work with others to complete a journey within the school grounds.
Knowledge: To know that the control site is a place where information can be gathered.
3.Skill: To navigate safely to each control site.
Knowledge: To know how to use a control card.
4.Skill: To show how to keep a map ‘set’ or ‘orientated’.
Knowledge: To know some of the symbols on an orienteering map.
5.Skill: To send an object in a target game with accuracy.
Knowledge: To explain how the game might be improved.
1.Skill: To demonstrate passing a ball using a chest pass and bounce pass accurately. To move into space after using a chest pass and/or bounce pass in a game.
Knowledge: To know that determined means not giving up and trying to do something even when it is difficult.
2.Skill: To demonstrate dribbiling a basketball with some control. To pass a ball accurately to a teammate using a chest and bounce pass.
Knowledge: To know that a ball should not be patted with a flat hand.
3.Skill: To demonstrate dribbling a basketball with some control. To find a space to receive a chest or bounce pass.
Knowledge: To know that finding a space makes it harder for your opponent to intercept a ball.
4.Skill: To demonstrate dribbling a basketball with some control. To use tactics to outwit an opponent.
own bowling and striking skills.
5.Skill: To demonstrate bowling a ball underarm with accuracy. To apply simple tactics in a modified striking and fielding game.
Knowledge: To know that as a fielder you can judge where the ball is going to be hit in order to try to intercept it. To know that as a batter you need to try and hit the ball into a space away from the fielders.
5.Skill: To create a rhythmical circle dance performed in unison.
Knowledge: To know that unison means everyone performing the same movement at the same time.
6.Skill: To demonstrate increased movement ideas in ‘Don’t wake the Volcano’ game and perform with increased confidence, timing in the class circle.
Knowledge: To know that the ‘fixed point’ is an object or a space (volcano) that we use to focus on.
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Knowledge: To know ways to help their partner improve.
5.Skill: To create and demonstrate a gymnastic sequence of at least six actions using travelling, rolling, jumping and balancing on small body parts.
Knowledge: To know the importance of praising others during and after their performance.
6.Skill: To adapt and demonstrate a gymnastic sequence of at least six actions using travelling, rolling, jumping and balancing on small body parts with a change of direction and speed.
Knowledge: To know how to change the speed of movements.
7..Skill: To show different travelling and balancing actions using the apparatus.
Knowledge: Knows how to keep safe when moving, using and dismounting apparatus.
8.Skill: To use apparatus to perform jumping actions. To evaluate successful transitions between actions.
Knowledge: To know the best way of achieving height when jumping.
5.Skill: To perform push, pull and sling throw. To perform a combination of five jumps. Knowledge: To select the correct type of throw to complete a set task.
Access to orienteering symbols.
Other opportunities available across school
Knowledge: To know that a feint is to disguise a pass.
5.Skill: To use tactics to outwit an opponent. To evaluate what worked well in a game.
Knowledge: To know the importance of using hand signals to show where they want the ball.
6.Skill: To use tactics to outwit an opponent. To evaluate what worked well in a team.
Knowledge: To know how to successfully defend and attack in a simple game and how to improve their own and others performance.
-All children prepare for and take part in sports day.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join tag rugby, football extracurricular activities including competitions.
-Playground games made accessible and lead by year 6 house captains all year round.
-All children prepare for and take part in sports day.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join rounders and cricket extra-curricular activities including competitions.
-Playground games made accessible and lead by year 6 house captains all year round.
9.Skill: To use the apparatus to perform rolling actions. To demonstrate successful transitions between travelling, balancing on small body parts, jumping and rolling.
Knowledge: To know that different rolls need to be performed from different starting positions.
10.Skill: To evaluate successful transitions between travelling, balancing on small body parts, jumping and rolling. Knowledge: To know what makes a good sequence and to know how their sequences can be improved.
-Music played during lunchtime with props to support music and danceLead by Year 6 house captains.
-Year three children taught a dance routine by Blue Moose dance company. Routine performed to parents as part of the Sports Day opening ceremony.
-All children perform a short dance on ‘Olivia’s stage’ during their Year three performance.
-Opportunity to join dance extra curricular
-Open ended access to climbing wall and climbing frame during break and lunch times.
-Opportunity to join gymnastics extra curricular activities
-All children prepare for and take part in sports day.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join athletics extra-curricular activities and indoor and intra school athletics competitions.
-Playground games made accessible and lead by year 6 house captains all year round.
-OAA activities lead by WFSSP one half term a year.
-Opportunities to complete OAA activities as part of forest school.
-Team game days across school throughout the year.
-Group work activities take place across all classes in all subjects weekly.
activities from Spring term.
-Opportunity to join cheerleading extra curricular activities from Autumn term.
Year Four National Curriculum
-Use running, jumping, throwing and catching in isolation and in combination
-Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, rugby, 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
-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.
Vocabulary Rugby, netball, tactic, defender, attacker, feint, swing pass, bounce pass, chest pass, opponent.
Flashback Basketball
Passing and dribbling a basketball.
Learning how to use space to move
Bowling, striking, cricket, bowling tee, fielder, batter, wicket, boundary, underarm, fielder, aim, target, direction
Rounders
Developing bowling underarm- learning to aim at a target. Developed an understanding of
Year Four
Unison, canon, movement, duet, choreography, unique, combine, inspiration, imaginative
Performs shapes and comes up with their own unique movements. Puts movements and shapes into
Routine, sequence, evaluate, matched shape, mirrored shape, apparatus, arabesque.
Pull, push, chest throw, sling throw, baton, relay, force, target
Completes a sequence of moves using six parts including rolls, balances and jumps. Balances
Developed throwing using a pull, push and swing technique. Developing using these techniques in
Team work, problem solve, vision, cooperation, plan, communication, strengths, concise
Developing understanding of how to follow simple orienteering markers and simple trails.
Tennis, strike, throw, aim, target, field, space, outwit, opponent, handshake grip, racquet
Focus on catching a ball and striking a ball with some accuracy using a tennis racket.
One handed pass, self discipline, target, aim, pass, accuracy
Developed the skill of dodging and side stepping in order to avoid balls in games.
Key skills and knowledge
away from an opponent.
Basketball, dodge, space, opponent, attack, defend, coordination, target, accurate, chest pass, bounce pass, dribble, outwit, signal, tactic, evaluate, feint
the best place to stand when fielding and where to aim when batting.
Learnt how to strike from a drop feed.
Strike, field, rounders, space, accurate, batter, fielder, backstop, base, target, direction, drop feed, tactic
sequences and performs a circle dance as part of a whole class.
Unique, structure, travel, pathway, choreograph, creative, solo, stillness, performance rhythm, circle dance, unison, timing, fixed point.
can be performed on upto four body parts. Developing confidence in using apparatus to travel, jump and balance on.
Routine, balance, travel, roll, jump, point, perform, stillness, combine, pencil roll, teddy bear roll, sequence, direction, speed, apparatus, extension, transition.
order to throw for distance.
Pull, push, chest throw, sling throw, baton, relay, force, target
Control site, set map, orientated map, orienteering, symbol, navigate, journey,
1.Skill: To demonstrate passing a ball using a chest pass. To move into space after using a chest pass in a game.
Knowledge: To understand the meaning of being honest.
2,Skill: To demonstrate passing a ball using a bounce pass. To move into space after passing in a game.
Knowledge: To know when to use a bounce pass to outwit an opponent.
3.Skill: To perform a bounce pass and
1.Skill: To demonstrate an underarm throw with accuracy. To catch a ball.
Knowledge: To know how to communicate clearly and with confidence.
2,Skill: To demonstrate how to throw a ball underarm with some accuracy. To catch a ball in a striking and fielding game.
Knowledge: To know where the best place on the field will be in order to score the most points.
1.Skill: To think creatively and create their own movement using words as inspiration.
Knowledge: To understand uses for electricity.
2,Skill: To create and perform their own dance movements from the inspiration given, being as imaginative as possible.
Knowledge: To name the key components of an electrical circuit.
3.Skill: To demonstrate Canon and Unison. To demonstrate
1.Skill: To demonstrate travelling actions on feet and hands and feet. To show balances in front and back support positions. Knowledge: To know that to be self motivated you need to continue to try to complete activities even when you find them challenging.
2,Skill: To demonstrate the dish and arch shape. To combine travelling, jumping and balancing actions.
Knowledge: To know how to perform the dish
1.Skill: To throw using a pull action. To explore different running techniques. Knowledge: To know that the height that the ball is thrown can affect the distance that it travels.
2,Skill: To perform the sling throwing action. To develop jumping actionstwo feet to two feet landing.
Knowledge: To know that they can use their whole bodies to generate force when throwing.
3.Skill: To throw using a push action.
Basketball, dodge, space, opponent, attack, defend, coordination, target, accurate, chest pass, bounce pass, dribble, outwit, signal, tactic, evaluate, feint
1.Skill: To demonstrate working as part of a team to solve challenges.
Knowledge: To know that to work in a team you have to have the same shared ideas.
2,Skill: To demonstrate cooperating and working together as a team to complete challenges.
Knowledge: To understand the importance of a plan and know what a good plan looks like.
3.Skill: To cooperate and work together as a
1.Skill: To explore different throwing actions.
Knowledge: To know which throwing actions to use when.
2,Skill: To consolidate throwing actions and practise catching.
Knowledge: To recap where to send the ball when trying to outwit an opponent.
3.Skill: To explore different ways of throwing. To consolidate catching skills. To suggest ideas and practise to improve their performance.
1.Skill: To demonstrate throwing a ball at a target using a one handed pass.
Knowledge: To know which equipment can be used when performing a one handed pass.
2,Skill: To demonstrate throwing a ball at a target using a one handed throw with accuracy in a game situation.
Knowledge: To know the importance of managing your own feelings when playing a game.
a chest pass in a game. To apply a feint when passing to outwit a defender.
Knowledge: To know when is the best pass to use when.
4.Skill: To perform a pass in a game using a chest or bounce pass. To apply a simple tactic to outwit a defender.
Knowledge: To know what feints can be used in the game of netball.
1.Skill: To demonstrate passing a ball using a swing pass. To move into space after using a swing pass in a game. Knowledge: To know what a swing pass is and which games this is best used in.
2.Skill: To demonstrate passing a ball using a swing pass. To perform a feint when passing to outwit a defender.
Knowledge: To know which feints are most
3.Skill: To demonstrate how to strike a ball from a batting tee. To catch a ball in a striking and fielding game.
Knowledge: To know how to use and hold a cricket bat safely.
4.Skill: To demonstrate bowling a ball underarm. To demonstrate striking a ball from a batting tee. To apply simple tactics in a modified competitive game. Knowledge: To know how to improve their own bowling and striking skills.
developing performance skills. Knowledge: To know the difference between canon and unison dance movements.
4.Skill: To demonstrate performance skills Knowledge: To explain the difference between conductors and insulators.
5.Skill: To create a duet using increased choreographic skills. Knowledge: To know the meaning of a duet and what this refers to in dance.
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and arch shape safely.
3.Skill: To demonstrate basic rolling actions. To plan and perform a simple sequence to include travel, rolling and jumping. Knowledge: To know how their partners advice can help them to enhance their own performance.
4.Skill: To demonstrate balance on one foot and arabesque. To plan and perform a simple sequence to include travel, rolling, balance and jumping.
Knowledge: To know what an arabesque is and what is should look like.
5.Skill: To create and demonstrate a gymnastic sequence of 6 actions. To teach a sequence to a partner and make simple assessments of quality of their performance. Knowledge: To know what
Knowledge: To explain how to throw using the different taught techniques.
4.Skill: To throw for distance using a pull, push and sling throw. To pass a quoit/baton to a teammate in a relay. To perform a hop, step and jump. Knowledge: To know which piece of equipment is most suitable for each throw. To know that a relay is to pass something on (baton/quoit).
5.Skill: To perform push, pull and sling throw. To perform a combination of five jumps.
Knowledge: To select the correct type of throw to complete a set task.
team to complete challenges.
Knowledge: To know how to follow a set plan.
4.Skill: To show encouragement and support to team members. To demonstrate concise instructions. Knowledge: To know the meaning of being concise.
5.Skill: To explain how they worked as a team to solve challenges.
Knowledge: To know how to communicate in different ways.
6.Skill: To demonstrate how to work as a team using individual strengths. To explain how they chose their team roles.
Knowledge: To know that everyone has different strengths in different areas.
Knowledge: To know which pass is best for shorter passes and which pass is best for longer passes.
4.Skill: To strike a ball using their hand or a small bat.
Knowledge: To know what a shakehands grip is.
5.Skill: To improve movement skills and body positions. To familiarise themselves with a racquet and practise striking skills using a racquet.
Knowledge: To know what a racquet is and which sports it is used in.
6.Skill: To devise their own game. To consolidate striking and ball control skills.
Knowledge: To know that a successful game needs a scoring system, simple rules and a clear aim.
appropriate when using a swing pass.
3.Skill: To perform a swing pass and a bounce pass in a game. To apply a feint when passing to outwit a defender.
Knowledge: To know which style of pass is most appropriate when performing a feint.
4.Skill: To perform a pass in an invasion game using a swing pass. To apply a simple tactic to outwit a defender.
Knowledge: To know the difference between a feint and a tactic.
qualities make a good teacher.
6.Skill: To show a sequence of six moves that meets level 1 competition criteria.
Knowledge: To know how routines are judged and how to use some set criteria.
7..Skill: To show a mirrored shape with a partner. To create a sequence of gymnastic actions with a partner.
Knowledge: To know what is meant by a mirrored shape and can give examples.
8.Skill: To show a matched balance with a partner. To create a sequence of gymnastic actions with a partner.
Knowledge: To know the difference between a mirrored shape and a matched balance.
9.Skill: To create a sequence of gymnastic actions including matched
7. Skill: To carry out a successful warm up.
Knowledge: To know why warming up is important.
8.Skill: To consolidate throwing actions. To suggest ideas and practises to improve play.
Knowledge: To recognise where they want to send the ball and why before sending it.
Other opportunities available across school
-All children prepare for and take part in sports day.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join tag rugby, football extracurricular activities including competitions.
-Playground games made accessible and lead by year 6 house captains all year round.
shapes and mirrored shapes with a partner.
Knowledge: To know which movements may require a change of speed.
10.Skill: To create a sequence of gymnastic actions including matched shapes and mirrored shapes with a partner using apparatus.
Knowledge: To know how to use apparatus safely when performing shapes.
-All children prepare for and take part in sports day.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join rounders and cricket extracurricular activities including competitions.
-Playground games made accessible and lead by year 6 house captains all year round.
-Music played during lunchtime with props to support music and dance- Lead by Year 6 house captains.
-Year three children taught a dance routine by Blue Moose dance company. Routine performed to parents as part of the Sports Day opening ceremony.
-All children perform a short dance on ‘Olivia’s stage’ during their Year three performance.
-Open ended access to climbing wall and climbing frame during break and lunch times.
-Opportunity to join gymnastics extra curricular activities
-All children prepare for and take part in sports day.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join athletics extracurricular activities and indoor and intra school athletics competitions.
-Playground games made accessible and lead by year 6
-OAA activities lead by WFSSP one half term a year.
-Opportunities to complete OAA activities as part of forest school.
-Team game days across school throughout the year.
-Group work activities take place across all classes in all subjects weekly.
-Opportunity to join dance extra curricular activities from Spring term.
-Opportunity to join cheerleading extra curricular activities from Autumn term.
Year Five National Curriculum
-Use running, jumping, throwing and catching in isolation and in combination
house captains all year round.
-Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, rugby, 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
-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.
Hockey Responsibility, Decision making, Evaluation
Vocabulary Deflect, hockey, hockey stick, flat, attack, defend, feint, tactic, dribble, drag, slap, goal line.
Flashback Netball
Developing bounce and chest pass and
Striking & Fielding- Cricket Encouragement, Decision Making, Evaluation
Cricket, wicket, runs, out, in, fielder, batter, stump, batting tee, overarm, target, aim, side on, strike, direction, bowler
Routine, performance, duet, cue, solo, decision making, depict, narrativem
Cricket Created their own dance movements in a sequence and have
Year Five
Communication, Willingness, Evaluation
Sequence, direction, partner, level, speed, counter balance, counter tension, unison, evaluate, balance
Introduced arabesque, dish and arch shapes, mirrored shapes and
Cooperation, Responsibility, Evaluation
Orienteering, compass, eight points, map, plan, route, efficient, course, control marker, score, record, decision
Racquet, badminton, shuttlecock, forehand, backhand, strike, accuracy, opponent, outwit, tactic.
Developed teamwork skills to be able to lead
Tennis
Developed throwing a ball with accuracy and
Float, submerge, stroke, beach flag, safety, blow, travel, star float, kick
Key skills and knowledge
learning how to use a feint to avoid an opponent.
Rugby, netball, tactic, defender, attacker, feint, swing pass, bounce pass, chest pass, opponent.
Developed underarm throw and striking a ball with a cricket bat. Only bowled using an underarm bowl.
Bowling, striking, cricket, bowling tee, fielder, batter, wicket, boundary, underarm, fielder, aim, target, direction
1.Skill: To show passing a ball to a teammate using a hockey stick.
Knowledge: To know how to use a hockey stick safely.
2,Skill: To demonstrate dribbling and passing a ball using a hockey stick.
Knowledge: To know that only the flat side of the stick can be used.
3.Skill: To demonstrate shooting a ball at a goal. To select attacking tactics when playing a hockey type game.
Knowledge: To know that a shot can only be taken from in front of the goal line.
performed them to a large audience. Developed dancing as part of a duet and large group.
Unison, canon, movement, duet, choreography, unique, combine, inspiration, imaginative
matched shapes and have learnt how to put these into a six part sequence.
Routine, sequence, evaluate, matched shape, mirrored shape, apparatus, arabesque.
and organise team building games.
Team work, problem solve, vision, cooperation, plan, communication, strengths, concise
have been introduced to the concept of striking a ball with either a tennis racquet or their hand.
Tennis, strike, throw, aim, target, field, space, outwit, opponent, handshake grip, racquet
1.Skill: To demonstrate bowling underarm with accuracy. To catch a ball when fielding.
Knowledge: To know that little fingers are together for catching below chest height and thumbs together for above chest height.
2,Skill: To strike a ball with a cricket bat off a tee. To bowl overarm with accuracy.
Knowledge: To know the sequence of body parts when bowling overarm.
3.Skill: To bowl overarm with accuracy in a game. To apply a tactic in a cricket type game.
1.Skill: To create a solo and demonstrate decision making skills in the creation of a new dance with a partner.
Knowledge: To know what a solo dance is and what it should look like.
2,Skill: To have well structured group dances depicting their planet.
Knowledge: To know the names and some of the characteristics of the planets in our solar system.
3.Skill: To have increased teamwork skills, spatial awareness and timing. Pupils have a group dance which follows a narrative.
Knowledge: To know how to develop a narrative to suit the
1.Skill: To perform partner balances. To create a simple sequence of matched and mirrored partner balances.
Knowledge: To know that a sequence needs to include a change in level and a change in direction.
2,Skill: To perform a range of counter balance actions with a partner.
Knowledge: To know that a counter balance is a balance where each partner supports the others weight by pushing against each other.
3.Skill: To perform a range of counter tension actions with a partner.
Knowledge: To know the difference between counter
1.Skill: To demonstrate how to keep a map set when moving.
Knowledge: To know that when orienteering, map equipment needs to be well organised and easy to move around with you.
2,Skill: To demonstrate how to set or orientate a map when moving around a simple course. To plan an efficient route around a simple course.
Knowledge: To know the importance of spending time on a plan in order to move around a map space more effectively and time efficiently.
3.Skill: To demonstrate how to get around a simple course using 8 points of a compass.
Knowledge: To know the eight points of a compass.
1.Skill: To demonstrate a forehand shot with some consistency.
Knowledge: To know how to use a hand shake grip.
2,Skill: To demonstrate a forehand and backhand shot with some consistency.
Knowledge: To know the difference between a forehand and a backhand shot.
3.Skill: To direct the shuttlecock reasonably well to their partner to continue a rally.
Knowledge: To know what the ready position is.
4.Skill: To demonstrate a simple tactic in a net type – to be able to hit a shuttlecock away from their partner.
1.Skill: To enter and exit the pool safely. To be confident with water on their face. To blow in the water. To travel around the pool.
Knowledge: To know how to keep themselves safe when in and out of the water.
2,Skill: To blow objects in different directions, beginning to submerge their mouth. To travel around the pool using a number of methods for a minimum of 5m.
Knowledge: To know the importance of being aware of others and their own space when in the pool.
3. Skill: To submerge their mouths and exhale confidently and controlled (blow bubbles). To travel around the pool confidently and
4
.Skill: To select attacking tactics when playing a game.
Knowledge: To know how to give feedback.
5.Skill: To play a role in a competitive modified game. To select attacking tactics when playing a game.
Knowledge: To know which tactics to use when on and off the ball.
Knowledge: To know the importance of running with speed in order to score more runs.
4.Skill: To demonstrate bowling with accuracy overarm in a game. To strike a ball with a cricket bat in a game. To use tactics in a cricket type game.
Knowledge: To know the difference between fielding tactics and batting tactics.
4.Skill: To demonstrate bowling overarm with accuracy and consistency in a game. To apply tactics in a modified competitive cricket game.
Knowledge: To know how to score in a cricket like game.
dance that they are planning to achieve.
4.Skill: To create dances using different formations and performed in unison. Knowledge: To know the importance of being well rehearsed before performing.
5.Skill: To demonstrate creative skills and decision making in the creation of a new duet.
Knowledge: To know how to set targets to improve.
6.Skill: To select, structure, rehearse and perform their dances demonstrating a broad range of skills acquired throughout the scheme.
Knowledge: To know how to use verbal and visual cues to support each other through performances.
balance and counter tension.
4.Skill: To create a gymnastic sequence with counter balances and counter tension with a partner.
Knowledge: To know that paired gymnastic sequences need to be completed in unison.
5.Skill: To create a gymnastic sequence with counter balances and counter tension with a partner. To evaluate and recognise their own success.
Knowledge: To know how to evaluate and provide feedback from the sequences they have seen.
4.Skill: To plan a route to a control. To find the correct control marker using a map.
Knowledge: To know what a control and a control marker is in orienteering.
5.Skill: To find the correct control marker using a map during a score event. To plan a route on which control markers to visit and how to get there. To record answers accurately.
Knowledge: To know the importance of allocating different roles within the team.
6.Skill: To navigate to a control markers during a score event. To make decisions about which control markers to visit n the time allowed.
Knowledge: To recap the importance of planning a route before starting the search.
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Digimaps- create a map of school for orienteering activities.
Knowledge: To know where to hit a shuttlecock to outwit their opponent.
5.Skill: To play the game for the core task and incorporate tactics to score points.
Knowledge: To know how to score points in a net and wall game like badminton.
efficiently through water at a different speeds and directions using a number of methods for a minimum of 5m.
Knowledge: To know what different beach flags mean.
4. Skill: To play a water based game.
Knowledge: To know how to remain safe in the pool when playing in a game.
5. Skill: To float on back and return to standing. To float on front and return to standing. To rotate from back to front or front to front to back.
Knowledge: To know when a float may be needed when in the water.
6. Skill: To float on front up to thirty seconds and return to standing. To push and glide on front.
Knowledge: To know how to control body movements.
7. Skill: To use an alternating leg kick on their front to propel themselves for a minimum of 5m. Knowledge: To know how to control body movements in the water.
8. Skill: To push and glide on back.
Knowledge: To know hot to control body movements in the water.
9. Skill: To experience the self rescue skills.
Knowledge: To recap what each of the beach flags stand for.
10. Skill: To submerge to retrieve and object under the water. To float in a prone and supine position in the water for thirty seconds. To develop their streamlining on their front and back.
Knowledge: To know the importance of engaging their core.
12. Skill: To hold a star float on their back for thirty seconds. To begin to travel upto 5M on their front.
Knowledge: To know how to use their bodies to get back into a standing position when they need to.
13. Skill: To travel 5m unaided on their front. To submerge while travelling through a hoop.
Knowledge: To know how to combine learnt movements so far.
14. Skill: To carry out the first few parts of a safe self rescue. To begin to propel themselves on their back using an effective leg action.
Knowledge: To know how to combine learnt movements so far.
15. Skill: To propel themselves on their back using an effective leg action for 5m unaided. To submerge themselves fully to retrieve a sunken object.
Knowledge: To know how to control their breathing under water.
Other opportunities available across school
-All children prepare for and take part in sports day.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join hockey, football extracurricular activities including competitions.
-Playground games made accessible and lead by year 6 house captains all year round.
-All children prepare for and take part in sports day.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join rounders and cricket extracurricular activities including competitions.
-Playground games made accessible and lead by year 6 house captains all year round.
-Music played during lunchtime with props to support music and dance- Lead by Year 6 house captains.
-Year three children taught a dance routine by Blue Moose dance company. Routine performed to parents as part of the Sports Day opening ceremony.
-All children perform a short dance on ‘Olivia’s stage’ during their Year five performance.
-Opportunity to join dance extra curricular activities from Spring term.
-Opportunity to join cheerleading extra curricular activities from Autumn term.
Year Six National Curriculum
-Use running, jumping, throwing and catching in isolation and in combination
-Open ended access to climbing wall and climbing frame during break and lunch times.
-Opportunity to join gymnastics extra curricular activities
-OAA activities lead by WFSSP one half term a year.
-Opportunities to complete OAA activities as part of forest school.
-Team game days across school throughout the year.
-Group work activities take place across all classes in all subjects weekly.
-Playground leaders to set up net and wall games during break times.
-Opportunity to join tennis or badminton extra curricular activites.
-Links made with the local lifeboat team to discuss water safety when visiting the beach.
-Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, rugby, 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
-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.
Concept
Building Character Invasion Games
Football Rugby Fairness, Evaluation, Decision Making, Encouragement, Determination
Vocabulary Football, kick, shoot, score, dribble, pass, rugby, tag, defend, attack, tactic, touch, accuracy
Flashback Hockey- Passing, dribbling and shooting a ball with a hockey stick. Put skills into a modified game.
Deflect, hockey, hockey stick, flat, attack, defend, feint, tactic, dribble, drag, slap, goal line.
Striking & FieldingRounders
Year Six
Key skills and knowledge
1.Skill: To develop dribbling with a ball. To develop sending skills.
Encouragement, Self Motivation, Evaluation
Strike, field, batter, rounder, underarm, overarm, tee, fielder, accuracy, swing, arch.
Dance- WW2 & Dance through the Ages Growth Mindset
Gymnastics
OAA
Cricket
Developed bowling overarm and catching from a height. Developed the use of a cricket bat and striking from a tee.
Cricket, wicket, runs, out, in, fielder, batter, stump, batting tee, overarm, target, aim, side on, strike, direction, bowler
1.Skill: To demonstrate bowling underarm with accuracy. To
Duet, solo, agility, balance, coordination, precision, pathway, travel, translate, sequence, communicate, choreography, canon, formative changes.
Creating their own routines and performances in both duets and solos. Using their dance movements to help them to retell a story.
Routine, performance, duet, cue, solo, decision making, depict, narrative.
Resourcefulness, Responsibility, Evaluation, Problem Solving
Counter balance, counter tension, part weight bearing balance, apparatus, success criteria
Orienteering Cooperation, Responsibility, Evaluation
Net & Wall Tennis Athletics
Self Motivation, Determination
1.Skill: To develop a motif demonstrating some agility, balance, coordination and precision.
Development of counter balance and counter tensions.
Sequence, direction, partner, level, speed, counter balance, counter tension, unison, evaluate, balance
Orienteering, compass, eight points, map, plan, route, efficient course, control marker, score, record, decision.
1.Skill: To perform balances and shapes with a partner.
Knowledge: To recap the difference
Developed the use of an 8 point compass to navigate themselves around a given map.
Orienteering, compass, eight points, map, plan, route, efficient, course, control marker, score, record, decision
Badminton
Developing striking with a forehand and a backhand shot.
Racquet, badminton, shuttlecock, forehand, backhand, strike, accuracy, opponent, outwit, tactic.
Developing the pull, swing and push throws.
Recognising which event each type of throw is best for.
Pull, push, chest throw, sling throw, baton, relay, force, target
1.Skill: To demonstrate how to keep a map set when moving.
Knowledge: To know that when orienteering,
1.Skill: To demonstrate a forehand shot with some accuracy.
Knowledge: To recap what a forehand shot
1.Skill: To perform running techniques for short and long distances. To perform a push and pull throw.
Knowledge: To know the similarities and differences between dribbling a ball in football compared to dribbling a ball in hockey.
2,Skill: To develop travelling with a ball. To develop sending skills.
Knowledge: To understand why it might be fair to give someone an extra advantage so they feel included.
3.Skill: To develop travelling with a ball. To develop sending skills. To develop shooting skills.
Knowledge: To understand why it is important to play fairly when working with a friend.
4.Skill: To develop travelling with a ball. To develop shooting skills. To develop tactics in a modified invasion game.
Knowledge: To understand how it feels when a game is unfair.
catch a ball when fielding.
Knowledge: To offer practical solutions to help teammates improve.
2,Skill: To strike a ball with a bat. To throw a ball overarm when fielding.
Knowledge: To know that the bat needs to be taken behind the shoulder before it strikes the ball.
3.Skill: To demonstrate a ball underarm with accuracy. To strike a ball with a bat off a tee.
Knowledge: To know is meant by intercepting and how this can be used to stop attackers from scoring.
4.Skill: To demonstrate an overarm throw when fielding a ball.
Knowledge: To explain where to strike a ball in a game.
Knowledge: To translate words and ideas into actions and combine together.
2,Skill: To show different levels, pathways and directions when they travel.
Knowledge: To know how to translate theme related actions into creative travelling movements.
3.Skill: To communicate effectively with a partner.
Knowledge: To know how to translate images into actions to communicate meaning.
4.Skill: To communicate effectively within a group.
Knowledge: To know how to use choreography to create a sequence.
5.Skill: To communicate effectively within a group. To improve their ideas.
Knowledge: To know how to use canon, formation changes, direction and level to improve ideas. To
between a counter balance and counter tension.
2,Skill: To demonstrate counter balance and counter tension paired balances using apparatus. Knowledge: To make positive suggestions to my partner and experiment with different shapes and balances using apparatus.
3.Skill: To demonstrate a group counter balance. To create a gymnastic sequence with counter balances and counter tension group.
Knowledge: To know the similarities and differences of creating counter tension and counter balances in a group rather than in pairs.
4.Skill: To create a gymnastic sequence with counter balances and counter tension with a partner.
Knowledge: To know how to plan and organise so that a group can complete a group balance.
5.Skill: To demonstrate paired and group
map equipment needs to be well organised and easy to move around with you.
2,Skill: To demonstrate how to set or orientate a map when moving around a simple course. To plan an efficient route around a simple course.
Knowledge: To know how to share ideas when working with others.
3.Skill: To demonstrate how to get around a simple course using the 8 points of a compass. Knowledge: To recap the eight points of a compass.
4.Skill: To plan a route to a control. To find the correct control marker using a map.
Knowledge: To recap what a control and a control marker is in orienteering.
5.Skill: To find the correct control marker using a map during a score event. To plan a route on which control markers to visit and how to get there. To record answers accurately.
Knowledge: To recap the importance of allocating different roles within the team.
is and how it can be used.
2,Skill: To demonstrate a forehand and backhand shot with some consistency.
Knowledge: To recap the difference between a forehand and a backhand shot.
3.Skill: To direct the ball reasonably well to their partner to continue a rally.
Knowledge: To know what a rally is and how to keep a rally going.
4.Skill: To demonstrate a tactic in a net type game.
Knowledge: To know where to hit a tennis ball to outwit their opponent.
5.Skill: To play a game for the core task and incorporate tactics to score points.
Knowledge: To know how to score points in a net and wall game like tennis.
Knowledge: To know that your style of run needs to change dependent on how far you are running.
2,Skill: To take off and land on one foot to one foot. To perform a pull throw. To develop running for distance.
Knowledge: To know how to practise throwing and jumping skills.
3. Skill: To take off and land one foot to two. To perform a push throw. To develop running for speed.
Knowledge: To know what a sprint is and how it should be performed.
4. Skill: To take off and land using a combination of jumps. To perform a sling throw. To develop running techniques at different speeds.
Knowledge: To show willpower when performing skills they find difficult.
5. Skill: To take off and land using a hop, step and jump. To perform a heave throw. To develop running techniques.
Knowledge: To know what a heave throw is and how it should be performed.
5.Skill: To develop travelling with a ball. To develop shooting skills. To develop tactics in a modified invasion game. To evaluate success.
Knowledge: To know how to give feedback to others.
1.Skill: To demonstrate passing and catching a rugby ball with consistency, accuracy and control.
Knowledge: To know that because of the shape of a rugby ball the way that it travels is different.
2.Skill: To pass and catch a rugby ball with consistency, accuracy and control.
Knowledge: To know when the right time is to pass the ball
3.Skill: To apply simple tactics when playing a rugby type game.
Knowledge: To make decisions on
5.Skill: To demonstrate bowling with accuracy in a game. To strike a ball with a bat. To use tactics in a rounders type game.
Knowledge: To know how to use the objectives and success criteria to help them to evaluate their own performance.
6.Skill: To demonstrate bowling underarm with accuracy in a game. To strike a ball with a bat. To use tactics in a rounders type game.
Knowledge: To identify strengths and areas for improvement in their own performance.
listen to others ideas and vocalise their own thoughts.
6.Skill: To evaluate the work of others using simple technical language.
Knowledge: To recognise good timing, execution and performance skills.
Music- American Patrol Glen Millar
Music- 101 all time greats WW2
counter balances in unison. To create a sequence of gymnastic actions, paired and group balances.
Knowledge: To know what quality of movement looks like.
6.Skill: To create a sequence of gymnastic actions, paired and group balances.
Knowledge: To know what a successful gymnastic sequence must include.
7.Skill: To demonstrate a part weight bearing balance.
Knowledge: To know what a part weight bearing balance is and what it should look like.
8.Skill: To create a sequence of gymnastic actions, paired and group balances using apparatus.
Knowledge: To know how to link actions together.
6.Skill: To navigate to a control markers during a score event. To make decisions about which control markers to visit n the time allowed.
Knowledge: To recap the importance of planning a route before starting the search.
Digimaps- create a map of school for orienteering activities.
Music- Uptown Funk
9.Skill: To create and perform a variety of gymnastic actions, paired and group balances using apparatus.
Knowledge: To know how to put their
6. Skill: To take part in an athletics event and record times and distances.
Knowledge: To know which events take place in an athletics event.
when to pass the ball in a game situation.
4.Skill: To apply simple defending and attacking tactics when playing a rugbytype game.
Knowledge: To know the importance of evaluating theirs and others performance during the game.
5.Skill: To pass a ball backwards with accuracy to a teammate.
Knowledge: To know that in Rugby the rules of the game are to only pass the ball backwards.
6.Skill: To apply simple tactics when playing a rugby type game. Knowledge: To know how to offer positive feedback to classmates.
7.Skill: To kick a rugby ball with accuracy and confidence.
Knowledge: To know that being dertemined means
Music Run DMC It’s Like That creations
10.Skill: To create a perform a group sequence using apparatus. Knowledge: To recognise ways to improve the group sequence through using a success criteria.
Other opportunities available across school
keeping going at something even when it gets difficult.
8.Skill: To apply simple attacking and defending tactics when playing a rugby type game. Knowledge: To know how to find the strengths of the attacking team in order to score against them.
9.Skill: To apply simple tactics when playing a competitive rugby type game. Knowledge: To know ways in which they can improve.
-All children prepare for and take part in sports day.
-All children prepare for and take part in sports day.
-Music played during lunchtime with props to support music and dance- Lead by Year 6 house captains.
-Open ended access to climbing wall and climbing frame during break and lunch times.
-OAA activities lead by WFSSP one half term a year.
-Playground leaders to set up net and wall games during break times.
-All children to take part in a sports carousel as part of sports week.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join tag rugby, football extracurricular activities including competitions.
-Playground games made accessible and lead by year 6 house captains all year round.
-School enters a football tournament.
-School enters a tag rugby tournament.
-Regular use of the playground area where throwing and catching equipment can be accessed during break and lunch times.
-Opportunity to join rounders and cricket extracurricular activities including competitions.
-Playground games made accessible and lead by year 6 house captains all year round.
-Year three children taught a dance routine by Blue Moose dance company. Routine performed to parents as part of the Sports Day opening ceremony.
-All children perform a short dance on ‘Olivia’s stage’ during their Year five performance.
-Opportunity to join dance extra curricular activities from Spring term.
-Opportunity to join cheerleading extra curricular activities from Autumn term.
-Opportunity to join gymnastics extra curricular activities
-Opportunities to complete OAA activities as part of forest school.
-Team game days across school throughout the year.
-Group work activities take place across all classes in all subjects weekly.
-Opportunity to join tennis or badminton extra curricular activities
-Children take part in playground games during lunch time. This includes activities which involve jumping and throwing.
-Children are given the opportunity to take part in an interschool athletics competition both indoor and outdoor.