INTENT: Throw and catch a ball with a partner.

IMPLEMENTATION: The children will practice throwing a beanbag then catching it when thrown from a partner. They will have a go at seeing how many times they can throw a beanbag up in the air.

IMPACT: The children will begin to understand how to throw and catch.

INTENT: To throw and catch a ball.

IMPLEMENTATION: Children to throw a ball in the air and catch it.

With a partner, children to count the number of times they catch the ball before it drops.

IMPACT: Children are more confident with throwing a ball to a partner and catching it. Children are able to throw a ball in the air and catch it themselves.

INTENT: To throw the ball with a chest pass.

IMPLEMENTATION: Teacher to model to the class how to correctly throw a ball to a partner using a 'chest' pass after watching a video first. Children to practise this with a partner.

IMPACT: Children are more confident at throwing the ball with a chest pass to their partner.

INTENT: To throw a ball with a shoulder pass

IMPLEMENTATION: teacher to model a shoulder pass to a partner.

IMPACT: children will increase the amount of times they can successfully throw and catch the bean bag/ball using a shoulder throw.

INTENT: To intercept a ball throw

IMPLEMENTATION: Teacher to model catching a ball before the intended partner catches it

IMPACT: Children will intercept a ball with increasing accuracy.

INTENT: to know what an element is and begin to copy different 'space' balances.

IMPLEMENTATION:

Teacher to show class a video of 'Bop the alien'. Teacher to model 4 different balances: Star, planet, crescent moon and asteroid.  Children to form these shapes and copy.  Teacher to praise and show good examples. 

IMPACT:  the children will know what an element is and begin to copy these different balances.

INTENT: to recap what an element is from last week and copy different space 'rolling' elements.

IMPLEMENTATION: to show class a video of 'Bop the alien' again. Teacher to model 4 different 'rolling' elements: earth rotation, sleeping, meteorites and hello earth.  Children to form these rolls.  Teacher to praise and show good examples. 

IMPACT: children will know what an element is and begin to copy these different rolls.

INTENT: to recap missing elements of last week's lesson, by recapping what an element is and copying different space 'rolling' and 'jumping' elements.

IMPLEMENTATION: to show class a video of 'Bop the alien' again. Teacher to model 2 different 'jumping' elements: 'Hello sun' and 'space launch'  Children to form these jumps.  Teacher to praise and show good examples. 

Learning to lead opportunity: mixed groups with leaders sharing good techniques with their groups.

IMPACT: children will know what an element is and begin to copy these different jumps and rolls.

INTENT:  to recap what an element is and introduce the element of crawling.

IMPLEMENTATION: to show the class a video of Bop the Alien. Children to recap jumps and rolls. Teacher to introduce the term crawling. Children to explore ways of crawling around the hall. Teacher to share examples with the class and all have a go.

IMPACT: children will know what an element is and begin to move on all fours in a 'crawling' movement.

INTENT: I will explore energetic and emotional movements in an ice dance 

IMPLEMENTATION: Explore some of the jumps and spins that you would like to use in your dance. Think about the video clip. Include 1 jump and 1 spin to a count of 8

IMPACT: Perform the dance to class

INTENT: I will explore energetic and emotional movements in a rain dance. 

IMPLEMENTATION: Ask the children what they think improvise means.  It means to create your own movements to fit with the music.  

IMPACT: children will use dance moves from the video, friends and from last week. 

INTENT: I will explore energetic and emotional movements in a paired dance.

IMPLEMENTATION: share a dance which includes and jump and a spin with a partner turn taking.

IMPACT: perform a partner dance using both partners ideas.

INTENT: I will explore energetic and emotional movements in a paired dance using mirroring.

IMPLEMENTATION: children will discuss the dance from last week and mirror each other in key parts they like eg the spin or jump.

IMPACT: children will mirror their partners dance. 

INTENT: To know how to catch a ball before it bounces.

IMPLEMENTATION: Teacher to demonstrate catching a ball before it bounces with two hands.  Explain the importance of hand eye coordination in order to successfully catch a ball.

IMPACT: All children will be able to catch a ball before it bounces.

INTENT: To Throw and catch a ball with a partner.

IMPLEMENTATION: Teacher to recap how to correctly throw and catch a ball with a partner.

Revisit underarm throwing technique (bean bags and tennis balls)

Stand front on to your target, holding the ball with both hands to your chest. 

Recap catching technique.

Encourage children to catch the ball by wrapping their arms around the ball and cradling it to their chest.

When their accuracy to catch the ball against their chest improves, children will be encouraged to use only the palms of their hands and fingers.

IMPACT: All children will know how to throw and catch a ball with a partner.

These children earned a Golden Badger each for their super teamwork and for helping each other improve.

We have a range of warm-ups in PE.  Here we are playing Hedgehogs and Lamposts.  Can you guess which is which?

INTENT: Children drew a basic trail around the Avon building and followed it

IMPLEMENTATION: children swapped maps and followed a partners trail

IMPACT: children were able to use a trail to guide them around the school

INTENT: Follow clues to find photos to finish the picture puzzle. 

IMPLEMENTATION: teacher read clues and children found the location for the next clue

IMPACT: children were able to create a puzzel picture

INTENT: children will follow a shape trail around the school using arrows to ensure they go the correct way

IMPLEMENTATION: children followed arrows and created a picture trail

IMPACT: children followed a shape trail of the school using arrows

INTENT: Children added to the map they drew the week before by putting arrow on it.

IMPLEMENTATION: children were starting to decide if turning left of right would be a quicker easier option

IMPACT: children were able to give clear instructions to their partners.

INTENT: children were counting 8 beats

IMPLEMENTATION: clapping stamping and clicking 8 beats

IMPACT: children were able to find the beat of the music

INTENT:
I can recognise energetic and emotional movements and distinguish between them.

IMPLEMENTATION: Children were asked what emotional and energetic meant. They listened to pieces of music and decided if they were emotional, energetic or both. The children copied moves and had created their own moves , moving to 8 beats to two different pieces of music.

IMPACT:  Children were able to distinguish between emotional and energetic movement and copy these dance moves.

INTENT: I can create sequence of movements representing the beginning part of a story.

IMPLEMENTATION: Children worked individually and became the bean. They curled up low and used their hands to sprinkle water and  be the sun rays.  Children then  worked in groups of three and created a sequence of moves to show the bean growing with the sun  shining on it and  rain landing on it.

IMPACT: Children were able to create a sequence of dance moves both individually and in a group to represent part of a story.

INTENT: I can create the next part of the story through emotional and energetic movements. 

IMPLEMENTATION: Children were creating a sequence of dance moves to  represent Ben plant his seed and it growing into a plant. They considered whether to include emotional and energetic moves.

IMPACT: Most children were able to create a sequence of dance moves and move in time to 8 beats to represent part of a story.

INTENT: catch a ball independently

IMPLEMENTATION: throwing vertically and receiving it to the chest

IMPACT: children could catch a ball independently with increasing height

INTENT: catch and throw ball independently

IMPLEMENTATION: to a partner in a line

IMPACT: children could catch and throw a ball independently 

INTENT: children caught a bean bag using hand eye coordination

IMPLEMENTATION: children were able to track the bean bag with their eyes to ensure they successfully caught the bean bag

IMPACT:  children were able to catch the bean bag

INTENT: to throw and catch a ball without it bouncing

IMPLEMENTATION: play hot potato

IMPACT: children were able to throw and catch at pass.

INTENT: to know and understand the term 'elements'. Children will perform rolling elements.

IMPLEMENTATION: children recapped their learning from earlier in the year and understood what the term element was.  They then performed different kinds of rolling elements modelled by the teacher first.

IMPACT: the children will know how to perform different rolling elements.

INTENT:  to know and understand the term 'elements'. Children will sequence  elements both within and without a hoop.

IMPLEMENTATION: the children were reminded of the different kinds of elements and how this could be performed inside a hoop.  

IMPACT: children were able to link two elements inside a hoop.

INTENT: to know how to combine balancing and travelling elements and create a sequence.

IMPLEMENTATION: the children will travel across the mats in different ways and then, on a signal, children will balance on different parts of their body.

IMPACT: children will be able to combine different ways of travelling with different balances.

INTENT: to know how to hold a balance on a piece of apparatus.

IMPLEMENTATION: the children will move on apparatus on hands and feet. Then, they will find a place to stand where they can safely jump off. Some children will be able to make a tall shape before jumping off safely.

IMPACT: children will know how to hold a balance on a piece of apparatus. 

INTENT: to understand the benefit of running at different speeds

IMPLEMENTATION: move at different speeds

IMPACT: understand the benifit of running at  different speeds for different races

INTENT: to understand the benefit of running at different speeds

IMPLEMENTATION:  to understand the benefit of running at different speeds

IMPACT: to understand the benefit of running at different speeds

INTENT: to learn how to quick walk 

IMPLEMENTATION: play dome or dish in house teams

IMPACT: children were able to march at speed noticing the difference arm movements have on the speed

INTENT: work as a team to turn cones over using speed.

IMPLEMENTATION: play domes and dishes in house teams

IMPACT: children were able to turn over cones to make a dish and back to make a dome. 

INTENT: To know and understand the term 'elements'. Children will perform rolling elements.

IMPLEMENTATION: Children recapped their learning from earlier in the year and understood what the term element was.  They then performed different kinds of  elements modelled by the teacher first before putting them into a sequence.

IMPACT: The children will know how to perform different  elements in a simple sequence.

INTENT:  To know and understand the term 'elements'. Children will sequence 4 elements both independently and with a partner.

IMPLEMENTATION: The children were reminded of the different kinds of elements from last week. eg walk, jog, jump, hop skip.  Children practised sequencing elements together.

IMPACT: Children were able to link two- elements with transitions.

INTENT: To knows how to combine balancing and travelling elements and create a sequence.

IMPLEMENTATION: The children will travel across the mats in different ways and then on a signal, children will balance on different parts of their body.

IMPACT: Children will be able to combine different ways of travelling with different balances.

1st -  Pegasus

2nd - Phoenix

3rd - Griffin

4th - Dragons

1st - Dragons

2nd - Griffin

3rd - Pegasus

4th - Phoenix

1st - Griffin

2nd - Pegasus

3rd - Dragon

4th - Phoenix