P.E.

INTENT: For children to develop their understanding of spacing.

IMPLEMENTATION: Children practised dribbling to a partner who was in space. They then passed to a pair who was in space and moved towards making 3 passes before shooting.

IMPACT: Children were able to use available space. 

INTENT: For children to consider effective places to shoot from.

IMPLEMENTATION: Children considered different scenarios about where they should stand to shoot and explained why there are more effective than others. They then completed drills where they moved into a place they would consider an appropriate place to shoot from and either pass or dribble to get there before taking their shot.

IMPACT: Shots were more effective as they were in better positions on the pitch. 

INTENT: For children to make three passes along a line.

IMPLEMENTATION: Children practised moving the ball between groups to move forwards towards a goal. They then tried to reduce the amount of passes by getting forward into more space and then they ended their passes with a shot on goal.

IMPACT: Children were able to move to make the passes but not always accurate with the end shot. 

INTENT: For children to pass three times before making a shot.

IMPLEMENTATION: Children practised moving towards the goal by making three passes. They then made a shot. Children then applied this to a game scenario.

IMPACT: Children were able to pass the ball ro move into goal scoring positions. 

INTENT: To understand elements in a sequence.

IMPLEMENTATION: Children defined key terms and considered what an element was and how they can be used to create a sequence. We then practised balancing at different levels, rolls and travelling and combined them to make a short group sequence composed of group and individual elements.

IMPACT: Children were able to create a sequence using 5 elements.

INTENT: To understand how levels could be used in a sequence. 

IMPLEMENTATION: Children recapped sequences and thought about how levels could be included within travelling, balances and jumps. Children then demonstrated levels in sequences. 

IMPACT: Children were able to use levels. 

INTENT: For children to use symmetry, asymmetry, mirroring and matching.

IMPLEMENTATION: Children learnt new terms and then applied them in pairs. Children created a 6 balance sequence using different types of balances.

IMPACT: Children were able to create symmetrical and asymmetrical balances, mirroring and matching.

INTENT: For children to explore weaving. 

IMPLEMENTATION: Children moved around the room side to side and up and down to replicate a weaving motion. Children then applied these motions to finding the things they need for battle around the space. Children learnt a weaving motif and then created their own next 8 bars of music.

IMPACT: Children were able to use weaving movements in a motif and independently. 

INTENT: For children to create a middle section of a dance. 

IMPLEMENTATION: Children recapped the first phase of their dance. They then learnt a 'Preparation for Battle' motif and developed this to create their own middle section. 

IMPACT: Children were able to create a preparation section of their Viking dance. 

INTENT: For children to create an end section to their dance. 

IMPLEMENTATION: Children recapped their dance and added a battle movement section using canon. 

IMPACT: Children were able to add a final section to their dance. 

INTENT: For children to learn the symbols used on orienteering maps.

IMPLEMENTATION: Children were introduced to the symbols and what they mean. They then had to find the missing symbol. Finally, children applied their knowledge to a symbol matching relay. 

IMPACT:  Children were able to recall the symbols and their meaning. 

INTENT: For children to follow a map to find a control point. 

IMPLEMENTATION: Children were given an aerial map of the school with locations to go to. They chose the route they thought would be most effective. When they reached this location, they found a control point and had to write down which orienteering symbol they found there. They had a time limit to complete this in.

IMPACT: Children were able to follow a map to collect control points. 

INTENT: For children to follow a map to collect control points in a given order. 

IMPLEMENTATION: Children were given an aerial map of the school with the control points. They had to go to each location in a given order to find the orienteering symbols. They had the same time limit as last week but had a specific route. They had to think about how they would adapt their pace/strategy. 

IMPACT: Children were able to follow the map to collect the control point.

INTENT: For children to follow directions.

IMPLEMENTATION: Children worked in pairs to navigate their partner from start to end point using clear, concise instructions.

IMPACT: Children were able to give and follow instructions. 

INTENT: For children to understand what a rope maze is. 

IMPLEMENTATION: Children looked at different types of maze. They defined a rope maze and then used their directional language to navigate a partner around the maze.

IMPACT: Children know what a rope maze is and how to navigate one. 

INTENT: To recap elements of a sequence.

IMPLEMENTATION: Children considered ways to jump, travel, roll and balance. They worked on the steadiness and control used to hold these shapes. 

IMPACT: Children were able to recall the what an element was. 

INTENT: To explain how levels can be adapted in a sequence. 

IMPLEMENTATION: Children followed  the I do/we do/ you do model to practise balancing and travelling at different levels. Children then chose a high, middle and low balance and travel to use in a 6 element sequence. 

IMPACT: Children were able to use levels in a sequence. 

INTENT: To understand the scoring system in tennis.

IMPLEMENTATION: Children learnt about how tennis is scored and when points would be given for faults, outs, inaccurate serves etc. They then watched Wimbledon clips where they practised being the umpire and scoring the game.

IMPACT: Children understood the scoring system and are starting to apply it to being the umpire. 

INTENT: For children to accurately demonstrate each pass and identify which pass should be used.

IMPLEMENTATION: For our first lesson, we introduced the positions in netball and where they can play on court. We looked at examples of each pass and decided which scenarios would warrant each pass. We looked at examples of spacing and how players can move on court to receive each pass. Outside, we demonstrated each pass in small groups. To challenge ourselves, we ran into an empty space to receive the ball whilst moving, focusing on keeping both feet planted for security and footwork purposes. 

IMPACT: Children could demonstrate each pass effectively, keeping their landing foot planted in order to pivot. Children could also discuss which pass should be used dependant on distance and spacing. 

INTENT: To be able to decide on appropriate passes. 

IMPLEMENTATION: Children were shown a variety of on-court scenarios and discussed how effective each pass would be. Children focused on creating appropriate space to receive a chets pass successfully. We also practised creating space behind our players so that an overhead pass can be used. 

IMPACT: Children were able to label the pass they were going to use in a variety of situations, including when distances are varied and defensive players are included. 

INTENT: To be able to create space on court.

IMPLEMENTATION: We recapped basic rules and positions. With one feeder and 2 cones of different colours, children drove forwards to that colour cone and received the ball whilst travelling. This was to practise driving forwards into space. We then added a defender and practised moving quickly in a variety of directions to get in front of our defender. We then practised moving our defender forwards to create space behind them and receiving an overhead pass. We applied this to mini game play.

IMPACT: Most children could show that they were able to move around their defender to locate a better position with more space meaning defenders were less likely to intercept. 

INTENT: I can use effective movement and passing in a game scenario.

IMPLEMENTATION: We revised some of the skills we have learned in the weeks prior. We then applied them to a full court match in our house groups. 

IMPACT: Children were able to find appropriate space and ran into areas rather than waiting for the ball. Children also marked effectively with their arms in an attempt to intercept the pass. 

INTENT: For children to recognise famous dances.

IMPLEMENTATION: Children considered what makes a dance famous and then named some. Following this, they practised the Macerena and Cha Cha Slide as well as exploring a Greek famous dance.

IMPACT: Children were able to name some famous dances and join in with them.

INTENT: For children to learn the end of a Greek dance. 

IMPLEMENTATION: Children developed the end of their Greek dance with kicks in lines of various directions and speeds. They worked on moving in unison. Children were split into two groups to use canon within the end section.

IMPACT: Children were able to create the end of a dance and are developing their timing.