Lesson 1

INTENT: Know the different types of passing in netball.

IMPLEMENTATION: Children were taught 3 different style passes- chest pass, bounce pass and overhead pass. We discussed areas on court and different situations where the best style pass would be suitable. The children were then put into a 5 v 5 game where they had to carry out a variety of different passes before scoring a goal. 

IMPACT: Children understand how to use different style passes and where on the court is best to use them. 

Lesson 2

INTENT: To be able to pivot to change direction.

IMPLEMENTATION: Netball rules were discussed on how travelling with the ball is not allowed. Children ran around the netball court and when the whistle blew they had to jump and practice landing. They then has to incorporate pivoting carrying it out in different directions. Children played small sided games to practice the skills in a game like situation. 

IMPACT: Children understand why pivoting is used and how to do it correctly. 

Lesson 3

INTENT: To get into a good goal scoring position.

IMPLEMENTATION: Teachers explained the layout of a netball court and the different areas. Children played a 5 v 5 game and they had designated cones they had to receive the ball in in order to score a point. Gradually, the cones area was made smaller. Children had to ensure they got into a good goal scoring position to be successful. 

IMPACT: Children understand how to get into a good scoring position and where that is on a netball court. 

Lesson 4

INTENT: To defend a player that I am marking.

IMPLEMENTATION: Children discussed defending rules and tactics in netball. They were also made aware the reason why we have defenders. Children were in pairs and had to track their partner around the court ensuring they are following netball rules. Children then played a 2v3 practicing defensive techniques before finishing the lesson off with games.

IMPACT: Children understand why they defend in netball and know defensive techniques. 

Lesson 1:

INTENT: I can jump and land safely with bent knees. 

IMPLEMENTATION: Children were taught about the five different types of jumps and how to do them safely. Children were taught to bend their knees when jumping and landing. Children were also told to think about how they could adapt the 5 different types of jump to make them more interesting or a higher level of difficulty. Children also explored how they might try and time their jumps with a partner so that they are jumping in unison.

IMPACT: Children understand how to jump safely and in time with a partner. Children now have a wide knowledge on different types of jumps to think about for their routines.

Lesson 2:

INTENT: I can perform a range of balances.

IMPLEMENTATION: Children were taught the difference between a static and a dynamic balance. Children explored different balances both solo and with a partner. Children thought about how they might link a balance and a jump together in their routines.

IMPACT: Children understand the different types of balances and how to balance safely both on their own and with a partner. 

Lesson 3: 

INTENT: I can travel in different ways.

IMPLEMENTATION: Children thought about different ways of travelling safely around a space. Children thought about the different levels they could use-whether they travelled high up on their toes or low down towards the ground. Children used different travelling steps to link their jumps and balances together from previous lessons and started to think about how they might link these transitions when performing their final sequence.

IMPACT: Children understand the different ways of travelling around a space and can use them to help them link other types of gymnastic moves together in a sequence.

Lesson 4: 

INTENT: I can perform a range of movements, including with a partner.

IMPLEMENTATION: Children recapped all of the different elements of a sequence that we have explored with their partners. Children thought about their favourite jumps, balances and travelling steps and thought about how they would include them with their partners. Children focussed on performing in time with their partner and explored different ways to help them stay in time with their partner. Children began to plan their gymnastics sequences with their partner.

IMPACT: Children are able to discuss the importance of staying in time with their partner when performing a routine. Children are able to use their knowledge to create an effective gymnastics routine with a partner.

Lesson 1:

INTENT: To create a series of moves based on a story.

IMPLEMENTATION: children were introduced to the story that their dances will be based on. Children thought about the different ways in which they could move to the music in order to portray the characters. Children tried to incorporate their dance moves to the beat and patterns of the music. 

IMPACT: Children were able to create a series of moves that reflected the different parts of the story they had read. Children were able to find and use the beat of the music to inspire their choreographic choices. 

Lesson 2:

INTENT: To create a dance routine in pairs.

IMPLEMENTATION: Children revisited the story they are basing their dance on and recapped some of the movement they explored in their previous lesson. Children then created a dance sequence with a partner. Children were told to think very carefully about how they created their dance and that the narrative they are creating needed to be obvious. 

IMPACT: Children created a small dance routine based on the Robot narrative where they portrayed a character. Children put a lot of thought into their movement choices and ensured that their dance told a story that was clear and engaging.

Lesson 3: 

INTENT: I can use unison in my dance.

IMPLEMENTATION: Children revisited their sequence of dance moves they created to the story in the previous week. Children were introduced to the term "unison" and explored what it meant. Children then devised more movement for the next two lines of the story that were in unison. Children performed their dances to the class and gave each other constructive feedback to focus on next lesson.

IMPACT: Children now understand that performing in unison means to perform together at the same time doing the same movement. Children were able to work on their timing so that they were performing in unison when showing their dances. Children are able to link their dance moves with the story the dance is based on.

Lesson 4:

INTENT: I can finish and improve my dance routine.

IMPLEMENTATION: Children recapped their dances that they have been adding to each week. Children rehearsed their unison section that they created in the previous week. Children then completed their dance with their partners and were given the chance to perform their dance to the rest of the class. Children used peer feedback to offer ways that children could improve their dances and also highlight what  had gone well already.

IMPACT: Children have demonstrated that they know how to create a dance in a partnership team. Children have shown that they know how to choreograph and perform using unison. Children have demonstrated they know how to take on peer feedback and improve their own dance.

Lesson 1

INTENT: to explain why symbols are used in orienteering. 

IMPLEMENTATION: Firstly, as a class, we went through what communication was and the different ways we can communicate. Children then looked through atlases and they had to find ways in which we communicated on a map (symbols). In groups, the children were given different symbols that they had to match with the correct wording. 

IMPACT: Children understand the different ways we can communicate and can identify the meaaning of symbols. 

Lesson 2

INTENT: to work in a team to problem solve.

IMPLEMENTATION: We discussed the importance of effective communication skills during group tasks and what it looks like to be a good communicator. Children were put into group of six and they were given different pieces of equipment. Their challenge was to get themselves and their equipment from one end of the netball court to the other. They will have three hula hoops  and use them as stepping stones. If they fall out of the stepping stones, they have to go back to the beginning. 

IMPACT: Children will understand the importance of working as a team and how to effectively communicate to problem solve.

Lesson 3

INTENT: to navigate equipment to solve a problem.

IMPLEMENTATION: Children were put into groups and they were given a map and a key. The symbols represented different pieces of equipment that they were given. The children had to follow the map and create the shapes out of the equipment provided. Groups then swapped maps and equipment to navigate different equipment and create a variety of outcomes. 

IMPACT: Children know how to work together to navigate equipment and solve problems using good communication skills. 

Lesson 4

INTENT: to be able to explain what skills are needed to be a good communicator.  

IMPLEMENTATION: Class recapped what communication is and discussed different ways in which we can communicate effectively. After that, in pairs, children carried out an obstacle course blinfolded. Their partner had to provide them with clear and concise instructions to complete each level successfully. 

IMPACT: Children understand the importance of effective communication skills as well as listening. 

Lesson 1 

INTENT: I can use dance movements based on a narrative.

IMPLEMENTATION: Children were told that they were going to be dancing the narrative of a balloon inflating and then floating around until it pops and comes back down. The children were taught a short inflation motif and then were given time to develop it by adding similar dance movements and some travelling steps. Children put both the original motif and their developed motif together to the music and performed what they had done to the class.

IMPACT: Children are able to develop a motif in the same dance style and use their storytelling skills to embody the movements that a balloon may make on its journey. Children understand that they can develop a motif by adding travelling steps.

Lesson 2

INTENT: I can use unison in a group

IMPLEMENTATION: Children retrieved their knowledge of the word 'unison' from term two. Children re-capped the motif from lesson one and learnt a new motif. Children developed the second motif in groups and had to use the choreographic technique of unison to do so.

IMPACT: Children understand how to use unison in dance and can define the word unison. Children are able to adapt a motif in order to have moments of unison throughout.

Lesson 3

INTENT: I can use dance movements to portray a narrative.

IMPLEMENTATION: Children re-capped the two motifs they have learnt in the last two dance lessons. Children also revisited and rehearsed their own developments made to the motifs. Children revisited the narrative their dances are following and had rehearsal time to ensure that their movements were following the narrative. Children thought about the way they moved their bodies through the choreography to represent the balloon moving in the story.

IMPACT: Chidlren understand how to change the dynamics of their body to fit a narrative when performing choreography. Children understand how to develop motifs in order to make a dance narrative clearer.

Lesson 4

INTENT: I can explain how my dance represents a narrative 

IMPLEMENTATION: Children re-visited their dances that they have been developing. Children were asked to re-read the balloon story and think about whether their choreography told the story. Children were given time to adapt and rehearse their dance pieces in order to make them portray the narrative more accurately. Children then performed their improved dance pieces and gave feedback to each other. 

IMPACT: Children recognise the importance between their own choreography and depicting a narrative. Children are now able to think about their choreographic choices and how they help them to portray a story. Children can think about the success criteria and use this to give respectful and constructive feedback to their peers.

Lesson 1 

INTENT: To name the parts of a football pitch.

IMPLEMENTATION: Children were shown a football pitch and they were asked to name the different areas. The class then had a discussion about the different areas and the correct names. After this, we went out onto the field to play a game. Children were in partners and when their partner called an area of the pitch, partner two had to run to the correct area. 

IMPACT: Children understand the correct areas of the pitch.

Lesson 2

INTENT: To understand what areas of the pitch need to be carefully defended.

IMPLEMENTATION: As a class, we recapped what the different areas were of a football pitch. Children were then put into partners and they played a small defensive game to understand what defence is and what it is important in the game. Children then carried out a drill where there were certain areas they needed to defend in clusters to prevent the attacking team from scoring a goal. 

IMPACT: Children understand that the 18 yeard box is the most important area to defend. 

Lesson 3

INTENT: To explain the area of the pitch that needs to be most carefully defended. 

IMPLEMENTATION: Children were split into 2 groups. One group in one half of the football pitch and one in the other half. There were bean bags in the penalty area on both sides.

The bids had to try and steal non-bibs bean bags and vice versa without getting tagged. Children can be stood anywhere on the pitch to tag each other. It was then discussed why most people wanted to defend and stay by the penalty box.

IMPACT: Children understand the importance of defending certain areas on the pitch. 

Lesson 4

INTENT: to move around the pitch to create space.

IMPLEMENTATION: Children explored different ways in which they can move and create space on the pitch. For example, dodging, pass and move. They were then given designated areas in which they had to create space to dribble the ball into it before they could score. 

IMPACT: Children understand the importance of creating space and can carry out a variety of ways to do it.  

Lesson 5

INTENT: I can combine passing and finding an open position. 

IMPLEMENTATION: Children were split into groups. Group one were playing a small sided game of tag rugby- ensuring they are using different pass styles. Group two were playing touch rugby and focusing on regular passing. Group three were focusing on mastering passing at a pace. 

IMPACT: Children were able to combine and passing and running into open spaces. 

Lesson 2

INTENT: to pass the ball avoiding obstacles.

IMPLEMENTATION: The class recapped how to pass  a rugby ball, ensuring that it was passed sideways and backwards as oppose to in front. Three defenders were then added in to be obstacles, making it harder to pass the ball by adding pressure. Children had to think about moving around the obstacles whilst still ensuring they pass correctly.

IMPACT: Children can pass correctly and avoid obstacles. 

Lesson 3

INTENT: to find an open position and avoid being tagged. 

IMPLEMENTATION: Half of the class were wearing rugby tags and the children were asked to run around and see how many tags they could get. The class were then brought back together and discussed what were useful strategies to avoid being tagged. Children were then put into groups of four and were running around a chosen area, passing the ball between each other whilst trying not to get tagged. Children were using strategies that were discussed to avoid getting tagged.

IMPACT:  Children get into open positions without being tagged. 

Lesson 4

INTENT: I can successfully use different passes with a partner.  

IMPLEMENTATION: Children practised  passing by running in 4s up to the end of the line and back. They then focussed on pop passing in pairs. Children combined the two in small sided games in which they had to complete a certain amount of pop passes before scoring. 

IMPACT: Children can successfully carry out a pop pass.  

Lesson 1 

INTENT:I can recap gymnastic elements.

IMPLEMENTATION: Children thought about the different elements that make up a gymnastics sequence. Children recalled what they used in term one when they did gymnastics. Children thought about the different jumps, rolls, balances and ways they could travel. Children practised all elements independently. 

IMPACT: Children understand the different elements that make up a gymnastics sequence.

Lesson 2

INTENT: I can sequence movements that move people apart and together.

IMPLEMENTATION: Children recapped the different elements of a gymnastic sequence. Children thought about how they could move these elements to create sections of a sequence where they moved apart from their partner and then back together. Children explored the different ways they could do this and created a small sequence incorporating all elements.

IMPACT: Children can use different elements of a gymnastic sequence to move apart and together with their partners.

Lesson 3

INTENT: I can perform in time with a partner.

IMPLEMENTATION: Children played the mirror game where they had to mirror their partner and ensure that they were moving in time with them. They then explored the different elements of a gymnastic sequence and incorporated them into their mirroring game. Children then created a short sequence of elements where they ensured they moved at the same time. Children discussed why moving in time with each other would be effective, especially when we add music to our sequences.

IMPACT:  Children understand why moving in time with each other is important and the effects it can have when putting their sequence to music. 

Lesson 4

INTENT: I can teach a sequence of 3 elements to a partner.

IMPLEMENTATION: Children worked independently to recap the elements that make up a gymnastics sequence and practised their favourite ones. Children then linked 3 elements together to make a short sequence. Children then taught their partners their short sequences and put them together in order to create sequences of 6 elements.

IMPACT: Children were able to explore the different elements of a gymnastics sequence. Children were able to teach their partners and link two different short sequences together to make one longer sequence.

Lesson 1 

INTENT: To be able to dribble using a hockey stick.

IMPLEMENTATION: Classes firstly recapped how to hold a hockey stick and hockey rules. They were then shown how to dribble in hockey ensuring they look up whilst dribbling. In pairs, they carried our dribbling relays in partners to encourage speed once they had mastered the technique.  The children then played a game which involved running around the court area holding their sticks, some children were dribbling a ball and some did not have a ball. Those without a ball, had to try and steal the hockey ball from a person dribbling.  

IMPACT: Children understand how to dribble in hockey using the correct technique and ensuring they are looking so that they are aware of space around them.

Lesson 2 

INTENT: To be able to accurately pass a ball with a hockey stick.

IMPLEMENTATION: Children were shown how to carry out a push pass through demonstrations. They then practised the technique in pairs ensuring they pass between to cones to encourage accuracy. Children to play a 2 vs 2 scenario ensuring they have to carry out 3 successful push passes before scoring a goal. 

IMPACT: Children understand how to carry out a push pass successfully whilst stationary and moving. 

Lesson 3 

INTENT: To be able to pass the ball whilst moving and to be able to shoot.

IMPLEMENTATION: Children were shown how to carry out a shot accurately in hockey. Firstly, they practised whilst stationary in order to develop their power. Then, they carried out a drill where they had to dribble around cones before getting to a boxed area that they had to score in. Children then had the opportunity to play 4 vs 4.

IMPACT: Children can pass whilst stationary and moving.

Lesson 4 

INTENT: To be able to tackle correctly and to understand how to defend in hockey and apply it to a game scenario. 

IMPLEMENTATION: Children discussed body positioning whilst defending and the most effective stance. Teacher demonstrated to children how to tackle and track an attacker on the pitch. Children then played a 'piggy in the middle' style game where the person in the middle had to defend the passes. Children then applied this technique into came-like scenarios.

IMPACT: Children can tackle and defend in hockey. 

Lesson 1 & 2

INTENT: To be able to identify effective methods of throwing and identify the importance of following through and accurate form when throwing.

IMPLEMENTATION: Children remembered the different types of throw they could perform with a bean bag and practised these (overarm, underarm etc). Children then practised these types of throw with a target. Children incorporated their different types of throw with a relay race and developed their speed and accuracy. Children discovered how they could use different levels of power to hit targets varying in distance from their starting point.

IMPACT: Children understand how power and precision effects their throwing technique and can understand how to amend their throw in order to hit a target.

Lesson 3 & 4

INTENT: I can perform a safe and successful long jump. I can perform a safe and successful triple jump.

IMPLEMENTATION: Children recapped the different things they needed to remember when jumping in order to keep themselves safe. Children remembered that they need to bend their knees when taking off and landing to protect their legs. Children also discussed the importance of swinging their arms to give themselves more power when performing a long jump. Children learnt and practised the different steps in a triple jump and practised putting them together. Some children added a run-up to their jumps to try and increase their power and overall distance.

IMPACT: Children understand how to jump safely and know the different steps to a triple jump. Children know how to increase power and distance in their jumps. 

Lesson 1

INTENT: To know how to throw and catch a ball.

IMPLEMENTATION: Children discussed the importance of being able to throw and catch in cricket. Children then discussed the different throwing methods (under arm and over arm).

Teacher demonstrated these methods before getting the children to practiced. Children then were put into teams and carried out a throwing and catching relay which encouraged speed and accuracy. 

IMPACT: Children understand the importance of throwing and catching in cricket and how to execute this skill successfully. 

Lesson 2

INTENT: To know how to bowl in cricket.

IMPLEMENTATION: Teacher recapped what an overarm throw looks like and the coaching points involved with carrying it out successfully. Children were put into groups of 3 and they had stumps set up behind them. The aim of the activity is to overarm bowl the ball and hit the stump. This was created into a game where children received points for hitting certan parts of the stumps. 

IMPACT: Children are able to aim towards the stump when bowling. 

Lesson 3

INTENT: To know how to bat in cricket.

IMPLEMENTATION: Children were shown the correct batting stance and practiced batting without a ball to get used to the motion. After that, children bowled the ball towards the batter and they tried to hit the ball successfully. Children then had certain 'gates' that they would aim to get the ball through when batting.  

IMPACT: Children can successfully bat.

Lesson 4

INTENT: To know how to field in cricket.

IMPLEMENTATION: The concept of fielding was explained to the class. The children had discussions based on what areas would be most effective to field in depending on batter's dominant side, stance. Children had the opportunity to play mini games and trial out underarm and overarm throwing. They then discussed which throw was most effective while fielding and why. 

IMPACT: Children can field successfully and understand the key aim of fielding. 

Lesson 1

INTENT: to understand how runners need to pace themselves.

IMPLEMENTATION: children to first run the length of the field as fast as they can.  Class then to discuss what pace is and the impact it can have on their running. Next, children to repeat the exercise but this time to pace themselves to ensure that they have something in reserve as they reach the end of the race.

IMPACT: children understand what pace is and how to implement this into their running.

Lesson 2

INTENT: to maintain a steady pace during a long distance run.

IMPLEMENTATION: children to start by running for three minutes continuously around a lap of the field.  Children to consider their pace: what happens if they use all their energy up by sprinting in the first lap? Children then to run the laps with a pace setter ensuring that everyone maintains an appropriate pace.

IMPACT: children understand how adjusting their pace to suit the length of their run improves their ability to run long distances.

Lesson 3

INTENT: I can pace myself during different lengths of run.

IMPLEMENTATION: children to first run a series of sprints and then discuss the pace needed.  Children then to run two longer runs - one with and one without a pace setter.  Should the pace be the same for both types of run?  What is similar?  What is different?  Did the pace setter help?

IMPACT: children with know how to pace themselves for different lengths of run.

Lesson 4

INTENT: to be able to run 60m in 26 seconds or less.

IMPLEMENTATION: children to complete a series of sprints, using personal and peer feedback to improve on each successive attempt.

IMPACT: the children will succeed in running 60m in less than 26 seconds.

Lesson 5

INTENT: to compete in a running competition.

IMPLEMENTATION: children to compete in a series of running races to win points for their house.  Points awarded for most improved and most effort as well as for speed.

IMPACT: the children will successfully compete.