INTENT: 

For children to explore different types of throw. 

IMPLEMENTATION:

Children explored the under arm throw using a beanbag by throwing to a partner. Children then used soft balls to practise throwing underarm to a partner.

IMPACT:

Children were able to explore underarm throw and improve their accuracy of throwing to a partner.

INTENT: 

For children to throw for accuracy.

IMPLEMENTATION:

Children practised throwing to a target for accuracy. Children used under arm throw using a bean bag to throw to a spot. Children then moved on to throwing to a hoop target and finally moved their hoop to achieve different distances. 

IMPACT:

Children were able to throw underarm to a target with increasing accuracy. 

INTENT: 

For children to throw for distance using underarm throw.

IMPLEMENTATION:

Children recapped underarm throw. They then threw bean bags to targets with different distances to see how far they could throw.

IMPACT:

Children improved their throwing at a distance skill. 

INTENT: 

For children to throw for distance using the overhead throw.

IMPLEMENTATION:

Children practised the overhead throw technique and practised altering direction and distance.

IMPACT:

Children understand the technique of the overhead throw and are improving their distance thrown. 

Lesson 1

INTENT: To be able to evaluate maypole dances.

IMPLEMENTATION: Children watched a selection of maypole dancing. Children discussed the skills/ dance moves within each dance e.g. skipping, turning, partner work. Children evaluate the dances to consider the emotions and mood of the dance.

IMPACT: Children were able to explain some of the moves used in maypole dancing.

Lesson 2

INTENT: To be able to practise skipping techniques and skip with good timing.

IMPLEMENTATION: Children built up a skip and practised skipping at different paces. Children skipped in a circle. 

IMPACT: Children were able to skip in time with each other in a circle. 

Lesson 3

INTENT: For children to be able to practise different turns.

IMPLEMENTATION: Children practised spinning/turning with a partner and embedded this into the skip with changing directions. Children practised a jump turn, turning by stepping to 4 beats, crossing their foot over and untwisting. 

IMPACT: Children were able to turn different ways in time with the group. 

Lesson 4

INTENT: For children to put together a maypole dance. 

IMPLEMENTATION: Children applied skills learnt and together thought of ideas that could be used in a class dance. Children rehearsed their movements.

IMPACT: Children are able to move in a circle in time using skipping, turning and changing direction. 

Lesson 5

INTENT: To be able to dance a Maypole Dance.

IMPLEMENTATION: Children continued to practise their routine keeping in time to a steady beat. 

IMPACT: Children were able to dance a Maypole Dance with skipping, turning and changes of direction.

Lesson 6

INTENT: To be able to perform a Maypole Dance.

IMPLEMENTATION: Children rehearsed and performed their dance to their year group. 

IMPACT: Children were able to celebrate their learning and identify things that went well within their performance.

INTENT: to use a variety of equipment and teamwork to complete a task. 

IMPLEMENTATION: in house teams, children to negotiate the teacher-shark-infested playground using only hoops and cones.  No child to be left behind!

IMPACT: children to have learnt to work as a team to achieve their goal.

Team Phoenix demonstrated the best team spirit this week!

INTENT: to use a variety of equipment and teamwork to complete a task.

IMPLEMENTATION: children to be grouped into house teams as before, but this time each team is to be split in two: one half on each side of the playground. Using only hoops and cones, the children then to take it in turns to rescue the other half of their team and bring them safely back to shore.

IMPACT: the children will work as a team to use their resources to complete the task.

INTENT:   to use a variety of equipment and teamwork to complete a task.

IMPLEMENTATION: in a timed competition, children in their house groups are to rescue all of their equipment from the shark-infested playground.

IMPACT: children will be able to work as a team at a good pace.

INTENT: To be able to use a variety of equipment and work as a team to complete a task.

IMPLEMENTATION: Children used euipment to travel across shark infested water and collect items. Children had to use the items to recreate an image they had been given.

IMPACT: Children were able to support one another in a team. Listening and following instructions to complete a set task. 

INTENT: to practise balancing.

IMPLEMENTATION: teacher and class discuss what a point of contact is and what a shape or balance is.  Children then practise positioning and holding their body in different shapes and balances.

IMPACT: children will be able to hold a stable balance.

INTENT: to practise jumping.

IMPLEMENTATION: discuss with children what a jump is and how to jump safely. Children then to practise a variety of different jumps, including tuck, pike, straight and star.

IMPACT: children will be able to perform a range of jumps safely.

INTENT: to perform contrasting movements.

IMPLEMENTATION: children to discuss what is meant by contrast: high/low, fast/slow, wide/thin, etc.  Children then to practise different  movements, alone and in pairs.

IMPACT: children will be able to perform contrasting movements.

INTENT: to extend arms and legs when performing a movement.

IMPLEMENTATION: children to walk around the hall, holding their bodies tall and straight.  Children to then practise extending their bodies in leaps and jumps as well as balances.

IMPACT: children will understand the role of extension in movement.

INTENT: to combine movements.

IMPLEMENTATION: children to recap the movements they have practised this term.  Alone and in pairs, children to put the movements into sequences.

IMPACT: children will be able to sequence their movements..

INTENT: I can develop throwing techniques.

IMPLEMENTATION: Children discussed the different types of throw e.g. chest pass, overhead throw and underarm throw. The children practised underarm throwing. They threw bean bags to a set of targets. Children continued their underarm throwing by throwing bean bags to a partner to catch. Children began to use tennis balls to throw to each other.

IMPACT: Children were able to throw a ball to a partner using underarm throw. 

INTENT: To be able to understand the term 'bat' and the role of a 'batter'.

IMPLEMENTATION: Children were introduced to bats and the role of a batter. Children practised being in role of 'the batter' by  standing and moving in the correct position whilst holding a bat. Children moved on to hitting a bean bag off of their bat / racquet. 

IMPACT: Children were able to understand the vocab batter and bat. 

 INTENT: To be able to hit with a bat for distance.

IMPLEMENTATION: Children recapped hitting a beanbag with their bat. Children practised hitting for distance using a bean bag or a tennis ball. 

IMPACT: Children were able to hit for distance using a bat.

 INTENT:  To be able to hit a moving ball to a specific area.

IMPLEMENTATION: Children practised hitting a bean bag off of the bat into set regions to be able to hit to a target. 

IMPACT: Children were able to hit a bean bag with a bat to a set area. 

INTENT: I can use batting in a game.

IMPLEMENTATION: Children played a game where they hit the ball with a bat and ran to a base. Other children collected the ball and teams swapped over.

IMPACT: Children were able to bat and ball and run to a base in a game.

INTENT: I can use batting in a game.

IMPLEMENTATION: Children hit a ball with a bat and ran to a base. The opposite team had two taggers. If batter caught by a tagger whilst running to a base, they were out. Children competed in house groups

IMPACT: Children were able to compete in a batting game

Lesson 1

INTENT: to practise balancing using a variety of points of contact.

IMPLEMENTATION: children to learn what a point of contact is and the difference between a balance and a shape.  Children then to practise a range of balances using a range of points of contact and a different numbers of points of contact.

IMPACT: children will be able to balance using a range of points of contact.

Lesson 2

INTENT: to practise balancing alone and in pairs.

IMPLEMENTATION: children to recap their understanding of points of contact from last lesson and to then consider how to use contrasting balances, alone and with a partner.

IMPACT: children will be able to perform a variety of contrasting balances.

Lesson 3

INTENT: to create a sequence of jumps and balances.

IMPLEMENTATION: children to extend their use of balances from previous lessons by adding a range of simple jumps.  

IMPACT: children will be able to perform a sequence of contrasting balances and jumps.

Lesson 4

INTENT: to perform a movement whilst extending arms and legs.

IMPLEMENTATION: children to perform a series of balances whilst extending their arms, legs, fingers and toes

IMPACT: children will have learnt how extending their limbs alters and improves their balance.

Lesson 5

INTENT: to create a sequence of jumps, shapes and balances to create a sequence.

IMPLEMENTATION: children to link together a series of movements with a partner to create a sequence.

IMPACT:  children will have been able to create their own sequence of varied movements.

Lesson 6

INTENT: to create and perform a sequence of jumps, shapes and balances to create a sequence.

IMPLEMENTATION: children to link together a series of movements with a partner or in a group to create a sequence.

IMPACT:  children will have been able to create their own sequence of varied movements.

Lesson 1

INTENT: To be able to control a ball. 

IMPLEMENTATION: Children began by moving a ball around their body and passing to themselves without dropping. Children then bounced the tennis ball and caught it with two hands. After, the children moved around a set area with their ball. Children complete 5 throws and catches when instructed.  

IMPACT: Children were able to trow and catch a tennis ball with increasing accuracy. 

Lesson 2

INTENT: To be able to hold a bat with the correct grip and hit to a target. 

IMPLEMENTATION: Children recapped how to hold a bat from last term. Children practised hitting their ball to a space. Some children then moved on to batting a tennis ball into set zones. 

IMPACT: Children were able to accurately hold a bat and hit it into a space.

Lesson 3

INTENT: To be able to hit a moving ball and return it back to a partner. 

IMPLEMENTATION: Children began by feeding ball to partner's racket. Their partner focused on returning the ball to their partner. Some children began to try and catch the returned ball. 

IMPACT: Children were able to hit a moving ball cleanly.

Lesson 4

INTENT: I can hit a ball to a zone.

IMPLEMENTATION: Children played a game to practise hitting a ball into spaces between cones. Children batted the ball to hit through the cones. 

IMPACT: Children were able to hit a move ball with a bat cleanly to a zone.

Lesson 5

INTENT: To be able  play a game using a batting skills.

IMPLEMENTATION: Children played a game in small groups. Their groups consitsted of a batter who hit the ball into the fielding area and scored points by running around the bases. Fielders had to return the ball to the fielding cones. 

IMPACT: Children were able to move a ball with a bat in a game.

Lesson 4

INTENT: to incorporate marching as a key movement within a dance sequence.

IMPLEMENTATION: begin with a recap of 8-beat counts and discuss how mood connects to music, movement, and appearance. Children will build on their previous dance by adding a march that reflects the style and personality of their character.

IMPACT:  Children will demonstrate the ability to march in time while expressing appropriate character emotions through their facial expressions and movement.

Lesson 5

INTENT: to create their own toy-inspired movements.

IMPLEMENTATION: Recap 8-beat counts and ways to link mood to music, movement and appearance. Children to refine their dance, starting in their toy packaging and moving into a march around the hall, considering their character's mood at different points and how to reflect this in their movements.

IMPACT: Children will have woven a variety of movements into their dance, each linked to changes in mood.

Lesson 1

INTENT: to practise jumps, shapes, travelling, and balances.

IMPLEMENTATION: The lesson began with a warm-up game called 'Mr Men,' where children performed actions linked to different characters - for example, jumping for 'Mr. Bounce.' They then recapped key movements including jumps (straight, tuck, star, and half-turn), a variety of shapes, ways of travelling, and balances.

IMPACT: Children can confidently perform jumps, create shapes and balances, and travel in different ways.

Lesson 2

INTENT: to create a simple sequence of movements.

IMPLEMENTATION: Children began with a warm-up game called 'Captains on Deck' followed by a series of stretches. They then combined jumps, balances, and shapes to build a sequence, focusing on controlled landings by extending and standing tall like a gymnast.

IMPACT:  Children can combine a jump, a shape, and a balance to create a movement sequence.

Lesson 3 and 4

INTENT: to create a sequence.

IMPLEMENTATION: Children begin with a warm-up and a series of stretches. In pairs, they play a 'copy cat' game where one child performs a stretch and the other mirrors it. They then recap key skills: jumps, balances, and shapes and use these to create their own sequences.

IMPACT: Children can perform a sequence that includes balances, shapes, and jumps.

Lesson 5

INTENT: to create a paired sequence.

IMPLEMENTATION: Children begin with the warm-up game 'Copycats' and complete a series of stretches. They then work in pairs to create a sequence that includes balances, jumps, shapes, and a method of travelling.

IMPACT:  Children can collaborate to perform a sequence that combines balances, shapes, jumps, and travelling.

Lesson 1

INTENT:  To develop  the technique for running/sprinting.

IMPLEMENTATION: Children started the lesson with a warm up, playing the traffic light game. The children enjoyed running, jumping and stopping at the red light. 

The children then explored a wide range of different ways to run, the children enjoyed trying to run with their feet close together. 

The children were able to identify that the best way to run is by looking forward, taking medium strides and using your arms to support the running motion. 

IMPACT: Children were able to apply elements of the sprinting technique. 

Lesson 2

INTENT:  To develop a running technique. 

IMPLEMENTATION: Children practised positions for starting a race focusing on the arms, head and legs. Children used their arms, head and legs to discuss techniques for running and practised these.  Children then developed this into a relay race.

IMPACT: Children were able to apply elements of sprinting techniques.

Lesson 3

INTENT: To be able to pace running over a longer distance. 

IMPLEMENTATION: Children discussed different styles of running including sprinting and running over longer distances. Techniques from previous lesson discussed for sprinting and how techniques will change for this lesson. Children practised running and walking to build pace over a longer distance. Children learnt to run at a slower pace so muscles aren't tired too quickly and energy is preserved. 

IMPACT: Children were able to recognised the different styles of running and the different techniques required. They were able to practise running over longer distances.

1st -  Phoenix

2nd - Griffins

3rd - Pegasus

4th - Dragons

Lesson 1

INTENT: To recognise Samba as a style of dance and to create a sequence.

IMPLEMENTATION: Children will explore the key features of Samba, including rhythm, energy and group coordination. They will experiment with steps, timing and formations, building towards choreographing a short Samba sequence. Children will work in pairs or small groups, using music to guide and structure their movements.

IMPACT: Children will be able to identify Samba as a distinct dance style and demonstrate this through their own choreographed sequences. 

Lesson 2

INTENT: To move in time to Samba music.

IMPLEMENTATION: Children will listen carefully to the rhythm and tempo of Samba music and practise moving in time with the beat. Through guided warm-ups, repeated patterns and call-and-response exercises, they will develop their ability to match movement to music. Activities will include marching, stepping, and simple combinations in time with the rhythm.

IMPACT: Children will be able to respond physically to the pulse of Samba music, showing improved coordination and timing. 

Lesson 3

INTENT: To choreograph a Samba dance.

IMPLEMENTATION: Children will explore basic Samba steps and movement patterns, building on their ability to move in time with the music. The process will include teacher modelling, group rehearsal, and opportunities for peer feedback.

IMPACT: Children will create and perform a simple Samba dance sequence with confidence, demonstrating creativity and coordination.