Moor Nook Community Primary School - Physical Education

Curriculum

Physical Education

PE Curriculum Content

Please find below PE curriculum content.

Physical Education Curriculum Document
Our Vision for PE Statement of Intent	The intent of our PE at Moor Nook Primary School is to deliver a fun, inspiring and high quality physical education curriculum that is accessible to all in order to maximise the development of every child’s ability and achievement. We aim to develop a child’s practical skills required to participate and compete whilst recognising the factors that contribute to a healthy lifestyle. We will provide opportunities for pupils to become physically confident in a way that supports their health and fitness. Our children will have opportunities to compete in sports and participated in activities which build character and help to embed our school values of fairness, respect, resilience and co-operation.
Aims	During their education at Moor Nook Community Primary School we aim for all our children to: To enable all children to experience physical activities/skills with increasing control coordination; To encourage teamwork and social skills in group situations; To develop the way children perform skills and apply rules and conventions for different activities; To increase children’s ability to use what they have learnt to improve the quality and control of performance; To teach children to recognise and describe how their bodies react during exercise and the benefits that can be gained; To develop enjoyment of physical activity through creativity and imagination and by providing a range of activities, catering for all needs and abilities; To develop strategies in children of how to improve and succeed and how to evaluate their performance; To ensure that each child has access to 2 hours quality P.E provision each week and also has the opportunity to take part in extra-curricular activities.
EYFS	Children will develop gross and fine motor skills through a range of activities within the continuous provision Children will regularly practise the 5 FMS skills (jumping, underarm throw, catching, running & hopping) during PE sessions Children will be given opportunities to practise FMS skills within continuous provision Staff will monitor children and assess on a termly basis (using the I,M and S approach) At the end of EYFS children will be assessed in the 5 FMS and information will be shared with the Year 1 teacher

Skill Progression
Year 1	Perform fundamental movement skills at a developing level in: Travelling skills- running, hopping, skipping Sending skills- rolling, kicking, throwing Receiving skills-catching
Year 2	Perform fundamental movement skills at a developing level and start to master some basic movements in: Travelling skills (running, galloping, dodging.) Sending skills (throwing, kicking, bouncing and striking a ball.) Receiving skills (trapping and catching an object.)
Year 3	Master most fundamental skills and start to develop sport specific skills. Develop throwing and catching skills using different sports and activities Examples of developing sport specific skills may include: Chest pass, bounce pass, swing pass, catching. Dodging and swerving. Underarm bowl. Throwing overarm. Strike a ball with implement. Travelling on hands and feet, balance on large and small body parts. Perform using a number of sending and receiving skills with some accuracy Travelling - change direction easily. Perform travelling, rolling, jumping and balancing skills. Perform freely, translating ideas from a stimulus into movement using dynamic, rhythmic and expressive qualities clearly and with control. Plan routes around obstacles (e.g. PE apparatus, table / chairs in classroom). Begin to work cooperatively with others to solve challenges
Year 4	Master fundamental movement skills and start to develop sport specific skills. Develop a broader range of skills using different sports and activities. Examples of developing sport specific skills may include: Chest bounce pass, swing pass, catching. Bouncing a ball, running with a ball. Underarm bowl. Throwing overarm. Strike a ball with implement. Matched and mirrored balances. Perform using a number of sending and receiving skills with consistency and accuracy. Travel with an object i.e. running or dribbling a ball with / without equipment. Perform movements, shapes and balances that are matched and / or mirrored. Perform dances clearly and fluently, show sensitivity to the dance idea and the accompaniment. Orientate a map consistently and accurately. Follow a simple star orienteering course and simple point to point orienteering course on school grounds recording controls. Work cooperatively with others to solve challenges.
Year 5	Continue to develop sport specific skills applying them with coordination and control. Perform a number of skills, i.e. travelling with and without equipment, sending and receiving skills with consistency, accuracy, confidence and control. Examples of sport specific skills may include: Chest bounce, shoulder pass, catching, push pass, kicking, shooting. Bowl underarm / overarm. Strike a ball (rounders / cricket). Catch a small ball. Counter balance with a partner. Perform different styles of dance clearly and fluently, adapt and refine the way they use weight, space and rhythm in their dances to express themselves in the style of dance. Perform symmetrical and asymmetrical actions and counter balance and counter tension with a partner. Follow a simple course using eight points of the compass and mark on a map the position of a ground. Work cooperatively with a partner and small group.
Year 6	Continue to develop sport specific skills, applying them with control and precision. Perform a number of travelling skills, i.e. with and without equipment, sending and receiving skills with consistency, accuracy, confidence, control and speed. Perform dances fluently and with control and can perform to an accompaniment expressively and sensitively. Follow a simple route on an OS map and keep it set and identify different features and successfully complete a timed orienteering course (competition). Accept responsibility when working in a team. By the end of key stage 2 children should have been taught to: Swim competently, confidently and proficiently over a distance of atheist 25 metres Use a range of strokes effectively e.g. front crawl, backstroke. Perform safe self-rescue in different water-based situations

Application of Skills: Attacking and Defending Strategies
Year 1	Apply a simple tactic in a 1V1 or 2V2 net type game. Engage in simple competitive and cooperative activities.
Year 2	Apply simple tactics in a 3V1 game. Engage in simple competitive and cooperative activities.
Year 3	Develop simple attacking skills in a 3V1 invasion game. Apply skills and tactics in a range of other games such as net / wall or striking / fielding type activities.
Year 4	Develop attacking skills in a 4V2 invasion game. Apply skills and tactics in a range of other games such as net / wall or striking / fielding type activities.
Year 5	Collaborate as a team and develop defending skills through modified versions of 5V3 or 5V4 invasion games. Apply a range of skills and tactics in a range of other games such as net / wall or striking / fielding type activities.
Year 6	Collaborate as a team and apply attacking and defending skills through modified versions of 4V4 or 5V5 invasion games. Apply a range of skills and tactics in a range of other games such as net / wall or striking / fielding type activities.

Application of Skills: Linking Actions and Sequences of Movement
	Dance	Gymnastics
Year 1	Choose appropriate movements for different dance ideas and repeat short dance phrases. Perform basic body actions with control and show some sense of dynamic, expressive and rhythmic qualities in their own dance.	Perform basic body actions with control and show some sense of dynamic, expressive. Create and link simple combinations of 2 or 3 actions in ways that suit the physical activity.
Year 2	Link body actions and remember and repeat dance phrases.	Perform body actions with control and coordination and perform short dances, showing an understanding of expressive qualities. Create and link simple combinations of 3 or 4 actions in ways that suit the physical activity.
Year 3	Share and create dance phrases with a partner and in a small group; repeat, remember and perform these phrases in a dance.	Create and perform sequences of actions (4-6) smoothly in a range of activities as gymnastic activities.
Year 4	Use simple motifs and movement patterns to structure dance phrases on their own and with a partner.	Create and perform sequences of actions (6) with control and precision in a range of activities such as gymnastic activities.
Year 5	Compose motifs and plan dances creatively and collaboratively in groups.	Create and perform longer sequences of actions (6-8) with a partner in a range of activities such as gymnastic activities.
Year 6	Work creatively and imaginatively on their own, with a partner and in a group to compose motifs and structure simple dances and dance.	Create and perform longer sequences of actions (8-10) with a partner that show an awareness of their audience in a range of activities such as gymnastic activities.

Evaluating Success/ Assessment
Year 1	Describe what they have done or seen others doing.
Year 2	Describe what they have done or seen others doing. Comment on a skill or combination of skills and say how it could be improved
Year 3	Identify what they do best and what they find difficult. Make simple assessments of performance based on simple criteria given by the teacher.
Year 4	Describe what is successful in their own performances. Identify aspects of their game that needs improving and say how they could go about improving them.
Year 5	Recognise their own and others strengths and explain why a performance is good using appropriate terminology when evaluating both their own and others performances.
Year 6	Identify aspects of their own and others' performances that need improvement and suggest how to improve them, i.e. which aspects were performed consistently, accurately, fluently and clearly. Watch performances and games and use criteria to make judgements and suggest improvements.