INTENT:  I can pass a ball with accuracy.

IMPLEMENTATION: Children self assessed themselves and worked with a peer of a similar ability, practising using the outside of the foot. Children increased the distance to increase the challenge.

IMPACT: Children were able to pass the ball with accuracy over a given distance.

INTENT:  I can trap a ball with the underneath or side of my foot.

IMPLEMENTATION: Children used a range of activities to show control of a ball, either with a partner or in small groups. Children self-assessed themselves in to groups based on their ability.

IMPACT: Children can control a ball and retain possession of it.

INTENT: I understand what the term intercept means.

IMPLEMENTATION: Children completed drills and competed in a game to apply their understanding.

IMPACT: Children know what the term intercept means.

INTENT: I understand about attacking and defending positions.

IMPLEMENTATION: Children self-assessed and competed in games against peers of similar ability. They created their own formations.

IMPACT: Children know the role of an attacker and defender in the context of a football match.

INTENT: To learn about the features of salsa and where it originated.

IMPLEMENTATION: The children watched examples of salsa dancing and learned about it's origins in Cuba. They then tried a basic salsa step in time to music.

IMPACT: This lesson developed the children's knowledge of salsa and helped them to move in time to music.

INTENT: To create an opening 30 seconds of a salsa-dance sequence.

IMPLEMENTATION: Year 6 revisited the key learning from the previous lesson and practised the 'salsa step' again. They then worked in groups of 6 to create the opening of a dance piece that included this step as well as other key features of salsa.

IMPACT: This lesson helped the children to understand the different movements associated with salsa and gave them the opportunity to move in time to music.

INTENT: To create the middle section of a salsa-dance sequence.

IMPLEMENTATION: The children practised their opening sections from the previous lesson and then discussed what they would includein their middle sections. The children were challenged by being asked to include a unison movement in this section.

IMPACT: The children's understanding of salsa improved as well as their dance skills and ability to dance in time to music.

INTENT: To create the final section of a salsa-dance sequence.

IMPLEMENTATION: The children practised their previous two sections before coming together to choreograph their endings. The focus on this section was to have a canon section where one movement is repeated by different dancers.

IMPACT: The children were able to revise key learning such as unison, canon and dancing in time to music.

INTENT: I can work as part of a team to solve problems.

IMPLEMENTATION: Children learnt some of the skills required to be a good team member. They then took part in a range of activities which tested their ability to work as part of a team.

IMPACT: Children were able to demonstrate the skills learnt to solve the given problems.

INTENT: I can use verbal and non-verbal communication skills to deliver and receive information.

IMPLEMENTATION: Children learnt what non-verbal communication skills could be utilised in each activity and reviewed these between sessions.

IMPACT: Children showed that they could adapt to a given task when normal communication cues were removed.

INTENT: I can explain which pass should be used in a game.

IMPLEMENTATION: Children practised a range of passes - chest, bounce and shoulder.

IMPACT: Children know when to use a pass in a given context.

INTENT: I can identify opportunities to intercept and can anticipate the travel path of a ball.

IMPLEMENTATION: Children took part in a range of contexts which enabled them to intercept a moving target.

IMPACT: Children used different contexts to understand what 'intercepting' means and to anticipate the flight of a ball.

INTENT: I can explain how my positioning can maximise the impact of attacking plays.

IMPLEMENTATION: Children practised attacking drills which made them consider appropriate body position.

IMPACT: Children can position their body more effectively to attack a ball or move quickly across the court.

INTENT: I can explain how my positioning  will change for defending plays.

IMPLEMENTATION: Children practised defending drills which made them consider appropriate body position.

IMPACT: Children can position their body more effectively to defend a ball or part of a court.

INTENT: I can name the positions on court in HI-five netball.

IMPLEMENTATION: Children took part in semi-competitive games in different positions.

IMPACT: Children know the names of the positions in Hi-5 netball.

NTENT: I can name the positions on court in HI-five netball.

IMPLEMENTATION: Children took part in semi-competitive games in different positions.

IMPACT: Children know the names of the positions in Hi-5 netball.

INTENT:  I can define the term 'flight'.

IMPLEMENTATION: Children practised different ways to use flight as part of a sequence.

IMPACT: Children are able to perform 3 ways tocreate and use flight as part of a sequence.

INTENT: I can perform a 5-element sequence including flight.

IMPLEMENTATION: Children worked with partners to sequence their performance.

IMPACT: Children combined flight with balances to create a sequence with 5 elements.

INTENT: I can explain how starting position impacts the first element in the sequence.

IMPLEMENTATION: Children explored different starting positions and practised transitioning in to their second element.

IMPACT: Children sequenced together 5 elements, considering how their starting position impacted the rest of their sequence.

INTENT: I know and can understand how people can be arranged in different ways in a sequence.

IMPLEMENTATION: Children used formations, and their previous knowledge of starting positions, to support their understanding of ways a group can be arranged within a gymnastics sequence.

IMPACT: Children were able to perform part of a sequence with a variety of formations and arrangements.

INTENT: I can recognise when someone is performing asymmetrical and symmetrical jumps and can explain the difference between them. 

IMPLEMENTATION: Children learnt about the key vocabulary and experimented ways of integrating this in to their existing routines.

IMPACT: Children understood what asymmetry and symmetry looked like in the context of a sequence.

INTENT: I can perform a 10 element sequence in a small group.

IMPLEMENTATION: Children finalsied their routines as a group.

IMPACT: As part of a group, children practised and performed their final sequences, using the skills learnt in previous weeks.

INTENT: I can dribble a ball.

IMPLEMENTATION: Children practised keeping control of a ball, including changing direction.

IMPACT: Children could dribble the ball over a given distance while maintaining possession.

INTENT: I can intercept using a  block tackle.

IMPLEMENTATION: Children practised dynamically intercepting another player while on the move using the block tackle.

IMPACT: Children could gain possession by using the block tackle technique.

INTENT: I understand the difference between attacking and defending positions.

IMPLEMENTATION: Children investigated the pros and cons of varying formation types. 

IMPACT: Children could create a formation which was either focused on attack, defence or a balance of both.

INTENT: I can apply my knowledge and skills in a competitive context.

IMPLEMENTATION: Children competed in games, based on self and teacher assessment of their levels.

IMPACT: Children were able to demonstrate their skills while competing in a competitve format.

INTENT: I can pass a ball to a partner.

IMPLEMENTATION: Children practised passing to a partner in an increasingly dynamic manner.

IMPACT: Children can pass a ball across their body to a prtner.

INTENT: I can intercept

IMPLEMENTATION: Children learnt the definition of 'intercept' and applied this in different contexts while receiving a ball from a partner.

IMPACT: Children can keep possession of a ball during dynamic movements.

INTENT: I can anticipate the path of a ball.

IMPLEMENTATION: Children practised dynamically collecting a ball either from their partner or from the ground.

IMPACT: Children can intercept the path of a moving target, realising that the ball can be unpredictable due to its shape.

INTENT: I can attack and defend in rugby.

IMPLEMENTATION: At their level. children applied their skills in a game of 'Catch Me If You Can'.

IMPACT: Children can make decisions to attack or defend in a competitive context.