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PE at Lydgate

At Lydgate, PE is a key priority for our children to ensure exercise, healthy lifestyle and positive mental wellbeing. We want our children to have a love for sports and exercise to give them long-term skills and a positive attitude which will impact them throughout their lives.

We use our Sports Premium Funding to provide teaching staff with skills and knowledge to teach the PE National Curriculum. This is implemented through the support of Legacy Sport. Each class has a weekly session with Legacy Sport where their teacher observes and gets involved in the lesson, teachers then apply what they have learnt to their own PE lessons. We also use Sports Premium Funding to replenish our sports equipment and to participate in competitions with other schools in our Local Authority. This year we used part of our Sports Premium Funding to buy some new outdoor gym equipment for children to use during PE lessons and break times.

In school, we encourage daily exercise by participating in The Daily Mile. Each class is encouraged to run, walk or exercise to the equivalent of a mile at a time in the day which works for the children and the class teacher. This encourages positive attitudes to exercising and healthy mental wellbeing which aids children’s learning in other subjects.

PE Long Term Plan

Key Stage 1

Key Stage 2

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending perform dances using simple movement patterns.
  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders’ and tennis], and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Swimming and water safety

  • 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.

Long Term Plan

 

Autumn  1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Y1 and Y2

Agility, Balance, Co-ordination

Gymnastics

Team Games

Dance

Multi Skills

Athletics

Y3 and Y4

Agility, Balance, Co-ordination

Gymnastics

Invasion Games

Dance

Striking & Fielding

Athletics

Y5 and Y6

Agility, Balance, Co-ordination

Invasion Games

Gymnastics

Dance

Outdoors and Adventurous Activities

Athletics

Progression of skills PE

 

By the end of Year 2 the pupils should be able to:

By the end of Year 4 the pupils should be able to:

By the end of Year 6 the pupils should be able to:

Games

  • Use the terms ‘opponent’ and ‘team-mate’.
  • Use rolling, hitting, running, jumping, catching and kicking skills in combination.
  • Develop tactics.
  • Lead others when appropriate.
  • Throw and catch with control and accuracy.
  • Strike a ball and field with control.
  • Choose appropriate tactics to cause problems for the opposition.
  • Follow the rules of the game and play fairly.
  • Maintain possession of a ball (with, e.g. feet, a hockey stick or hands).
  • Pass to team mates at appropriate times.
  • Lead others and act as a respectful team member.
  • Choose and combine techniques in game situations (running, throwing, catching, passing, jumping and kicking, etc.).
  • Work alone, or with team mates in order to gain points or possession.
  • Strike a bowled or volleyed ball with accuracy.
  • Use forehand and backhand when playing racket games.
  • Field, defend and attack tactically by anticipating the direction of play.
  • Choose the most appropriate tactics for a game.
  • Uphold the spirit of fair play and respect in all competitive situations.
  • Lead others when called upon and act as a good role model within a team.

Dance

  • Copy and remember moves and positions.
  • Move with careful control and coordination.
  • Link two or more actions to perform a sequence.
  • Choose movements to communicate a mood, feeling or idea.
  • Plan, perform and repeat sequences.
  • Move in a clear, fluent and expressive manner.
  • Refine movements into sequences.
  • Create dances and movements that convey a definite idea.
  • Change speed and levels within a performance.
  • Develop physical strength and suppleness by practising moves and stretching.
  • Compose creative and imaginative dance sequences.
  • Perform expressively and hold a precise and strong body posture.
  • Perform and create complex sequences.
  • Express an idea in original and imaginative ways.
  • Plan to perform with high energy, slow grace or other themes and maintain this throughout a piece.
  • Perform complex moves that combine strength and stamina gained through gymnastics activities (such as cartwheels or handstands).

Gymnastics

  • Copy and remember actions.
  • Move with some control and awareness of space.
  • Link two or more actions to make a sequence.
  • Show contrasts (such as small/tall, straight/curved and wide/narrow).
  • Travel by rolling forwards, backwards and sideways.
  • Hold a position whilst balancing on different points of the body.
  • Climb safely on equipment.
  • Stretch and curl to develop flexibility.
  • Jump in a variety of ways and land with increasing control and balance.
  • Plan, perform and repeat sequences.
  • Move in a clear, fluent and expressive manner.
  • Refine movements into sequences.
  • Show changes of direction, speed and level during a performance.
  • Travel in a variety of ways, including flight, by transferring weight to generate power in movements.
  • Show a kinaesthetic sense in order to improve the placement and alignment of body parts (e.g. in balances experiment to find out how to get the centre of gravity successfully over base and organise body parts to create an interesting body shape).
  • Swing and hang from equipment safely (using hands).
  • Create complex and well-executed sequences that include a full range of movements including:
  • Travelling
  • Balances
  • Swinging
  • Springing
  • Flight
  • Vaults
  • Inversions
  • Rotations
  • bending, stretching and twisting
  • gestures
  • linking skills.
  • Hold shapes that are strong, fluent and expressive.
  • Include in a sequence set pieces, choosing the most appropriate linking elements.
  • Vary speed, direction, level and body rotation during floor performances.
  • Practise and refine the gymnastic techniques used in performances (listed above).
  • Demonstrate good kinaesthetic awareness (placement and alignment of body parts is usually good in well-rehearsed actions).
  • Use equipment to vault and to swing (remaining upright).

Swimming

Not applicable

  • Swim between 25 and 50 metres unaided.
  • Use more than one stroke and coordinate breathing as appropriate for the stroke being used.
  • Coordinate leg and arm movements.
  • Swim at the surface and below the water
  • Swim over 100 metres unaided.
  • Use breast stroke, front crawl and back stroke, ensuring that breathing is correct so as not to interrupt the pattern of swimming.
  • Swim fluently with controlled strokes.
  • Turn efficiently at the end of a length.

Athletics

Athletic activities are combined with games in Years 1 and 2.

  • Sprint over a short distance up to 60 metres.
  • Run over a longer distance, conserving energy in order to sustain performance.
  • Use a range of throwing techniques (such as under arm, over arm).
  • Throw with accuracy to hit a target or cover a distance.
  • Jump in a number of ways, using a run up where appropriate.
  • Compete with others and aim to improve personal best performances
  • Combine sprinting with low hurdles over 60 metres.
  • Choose the best place for running over a variety of distances.
  • Throw accurately and refine performance by analysing technique and body shape.
  • Show control in take-off and landings when jumping.
  • Compete with others and keep track of personal best performances, setting targets for improvement.

Outdoors and Adventurous Activities

Not applicable

  • Arrive properly equipped for outdoor and adventurous activity.
  • Understand the need to show accomplishment in managing risks.
  • Show an ability to both lead and form part of a team.
  • Support others and seek support if required when the situation dictates.
  • Show resilience when plans do not work and initiative to try new ways of working.
  • Use maps, compasses and digital devices to orientate themselves.
  • Remain aware of changing conditions and change plans if necessary.
  • Select appropriate equipment for outdoor and adventurous activity.
  • Identify possible risks and ways to manage them, asking for and listening carefully to expert advice.
  • Embrace both leadership and team roles and gain the commitment and respect of a team.
  • Empathise with others and offer support without being asked.
  • Seek support from the team and the experts if in any doubt.
  • Remain positive even in the most challenging circumstances, rallying others if need be.
  • Use a range of devices in order to orientate themselves.
  • Quickly assess changing conditions and adapt plans to ensure safety comes first
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