PHYSICAL EDUCATION

P.E.

Games

Gymnastics

Dance

Athletics

Term 1 - Football

INTENT: Children to be able to pass the ball with the inside of their foot.

IMPLEMENTATION: Children worked in pairs to pass the ball between 2 cones using the inside of their foot. They attempted to use different parts of their feet to find out which one was best to be successful. They then made their cones or gates smaller to pass through in order to increase the difficulty.

IMPACT: Children are now able to pass the ball with the inside of their foot.

INTENT: Children to pass and control the ball.

IMPLEMENTATION: Children attempted the same activity as last week, where they were passing the ball between 2 cones, also known as a gate. This time they made sure to stop or control the ball before passing it back. They tried to use different parts of their feet to control the ball and worked out that using the inside of their feet again would work the best. They then passed the ball through one gate and then moved to a new gate. Children were allowed to either dribble or pick up the ball to help them get to the next gate quicker.

IMPACT: Children are now able to pass and control the ball.

INTENT: Children to learn the term dribble and be able to show this.

IMPLEMENTATION: Children were moving around an open area with their partner. They would dribble the ball for 8 seconds before passing the ball to their partner to let them have a turn. This was to allow the class to experiment with using different parts of their feet. The children then realised that they can dribble the ball using any part of their feet in order to keep the ball under control. Cones were then placed around the area which they had to dribble around and not bump into as an extra challenge. This meant the children had to keep the ball under control and close to them in order to be successful.

IMPACT: Children are now able to dribble the ball and demonstrate this.

INTENT: Children to be able to keep the ball under control and dribble the ball.

IMPLEMENTATION: Children started off with completing the same activity as last week where they had to keep the ball under control whilst avoiding the cones. The adults were then tasked with walking around the area to become a moving obstacle for the children to then avoid. This meant they would also need to work on their decision making to avoid a moving obstacle.

IMPACT: Children are now able to keep the ball under control and dribble the ball.

INTENT: Children to be able to attack and defend a goal.

IMPLEMENTATION: Children played the game 'terminator' which is where the attacker has to dribble past the defender (terminator) in order to dribble through the end zone.

IMPACT: Children are now able to attack and defend a goal.

INTENT: Children to play a game of football.

IMPLEMENTATION: Children were again split into 4 equal teams based on their house groups. They then each played each other once to determine which house won the most games.

IMPACT: Children were able to be more successful in knowing the positions by playing a game of football.

Term 1 - Gymnastics

INTENT: Children to learn what static and dynamic balances are.

IMPLEMENTATION: Children were taught what static and dynamic balances are. They then went and created their own as a group, practised these and then showed the rest of the class their balances.

IMPACT: Children now know what static and dynamic balances are.

INTENT: Children to learn how to perform a variety of rolls.

IMPLEMENTATION: Children were shown a variety of rolls and then had to perform these on the mats. They performed these rolls to the rest of the groups and then they had to recreate their favourite ones.

IMPACT: Children now know how to perform a variety of rolls.

INTENT: Children to learn how to travel in a variety of ways.

IMPLEMENTATION: Children were taught the 5 main jumps on how to take off and land. They then had the opportunity to practise these jumps where some groups developed this further by adding a movement into their jump such as a tuck jump.

IMPACT: Children are now able to travel in a variety of ways.

INTENT: Children to travel across an apparatus and identify an element to improve upon.

IMPLEMENTATION: Children recapped how to land safely from a jump by bending their knees. They then travelled across different pieces of apparatus whilst performing a jump off them at the end. Children then watched the others in their group and offered teaching points to help them improve their movement.

IMPACT: Children are now able to travel across an apparatus and identify an element to improve upon.

INTENT: Children to perform a sequence with 4 elements in time with a partner.

IMPLEMENTATION: Children recapped the 4 elements (static balance, dynamic balance, jump and roll). They then came up with a sequence within their groups ready to perform to the rest of the class.

IMPACT: Children are now able to perform a sequence with 4 elements in time with a partner.

Term 2 - Dance

INTENT: Children to learn the terms speed and strength in dance.

IMPLEMENTATION: Children had to show what they thought speed and strength within a dance was and they did this by pretending to be different animals. They were then told and shown what the terms meant within a dance. The children then went and showed the different types of speed and strength.

IMPACT: Children now know the terms speed and strength in dance.

INTENT: Children to learn the terms level and direction in dance.

IMPLEMENTATION: Children were moving around the hall as animals trying to show what they thought level and direction is. They then learnt the definition of them and were shown what animals do in order to show each one. They then went and moved around the hall again showing these. They also linked to our last lesson and showed speed and strength as well.

IMPACT: Children now know the terms level and direction in dance.

INTENT: Children to apply different speeds and be able to use space in their movements.

IMPLEMENTATION: Children recapped their previous learning by showing different levels of speed, strength, level and direction. They then watched a quick video showing them how to perform a robot dance to 8 beats. They then followed the video to create a dance sequence as a class.

IMPACT: Children are now able to apply different speeds and be able to use space in their movements.

INTENT: Children to create a dance based on machinery.

IMPLEMENTATION: Children warmed up showing the 8 beats to follow in a dance sequence. This involved stamping their feet, clapping their hands, etc. They then looked at the video again showing them how to move as robots where there movements had to be rigid. They then went into pairs to create their own dance sequence that their partner would then mirror.

IMPACT: Children are now able to create their own dance based on machinery.

INTENT: Children to perform their dance and keep in time to 8 beats.

IMPLEMENTATION: Children had the opportunity to practise their dance sequence last lesson and to improve on any parts they wanted. The class then performed to each other their sequences.

IMPACT: Children were able to perform their dance and keep in time to 8 beats.

Term 2 - Hockey

INTENT: Children will be able to hold a hockey stick correctly.

IMPLEMENTATION: Children learnt how to pick up a hockey stick with the correct technique. This allowed them to feel more comfortable when dribbling the ball in and out of cones.

IMPACT: Children are now able to hold a hockey stick correctly.

INTENT: Children to learn how to dribble the ball.

IMPLEMENTATION: Children dribbled the ball in and out of cones. They had to use only one side of the hockey stick to achieve this. They then moved around the entire area keeping the ball close and under possession.

IMPACT: Children are now able to dribble the ball.

INTENT: Children can defend a goal.

IMPLEMENTATION: Children were shown how to lower their hockey sticks in order to cover a larger area to make defending easier. They then used this new skill in a one against one session.

IMPACT: Children are now able to defend a goal.

INTENT: Children to learn how to attack a goal.

IMPLEMENTATION: Children looked at the technique of shooting where they are not pushing the ball but hitting the ball. They attempted this after dribbling in and out of cones. The children were trying to shoot the ball between 2 cones representing a goal.

IMPACT: Children now know how to attack a goal.

INTENT: Children to learn how to play a game scenario.

IMPLEMENTATION: Children were working in pairs to attack a goal that had a defender blocking the way. This meant the pair had to work together to get past the defender before they could shoot.

IMPACT: Children learnt how to play a game scenario.

Term 3 - Outdoor and Adventuring

INTENT: Children to develop co-operation and teamwork skills.

IMPLEMENTATION: The class became a human knot by forming a circle and placing their hands into the middle. Then they held hands with another person in the circle which locked them all together creating a human knot. Their goal was to then untangle themselves by moving around and not letting go of anyone's hands.

IMPACT: Children developed their co-operation and teamwork skills.

INTENT: Children to develop trust in their class mates and teamwork.

IMPLEMENTATION: The class played a game of dishes and domes, where both teams were trying to turn all of the cones over to be facing their teams side. They then had an opportunity after each game to discuss how they could work better as a team and any other tactics.

IMPACT: Children developed trust in their class mates and teamwork.

INTENT: Children to work with others to achieve a shared goal.

IMPLEMENTATION: The children were placed into small teams. They had to transport the hoop from their starting position to the cone and then back again. They had to all carry the hoop at the same time. Then, they were given rules on how to carry it, for example they were not allowed to use their hands.

IMPACT: Children worked with others and achieved a shared goal.

INTENT: Children to listen to others and follow instructions.

IMPLEMENTATION: Children had to put their teamwork and trust skills to the test. They had to follow the instructions of another person in their group to step into a hoop and pick up both cones to make a pile outside of the hoop. This was then made a lot more challenging when the class were not allowed to see. One person then had to close their eyes and follow their team's instructions.

IMPACT: Children listened to others and followed instructions.

INTENT: Children to identify objects, draw and follow a simple map.

IMPLEMENTATION: The class had to create their own maps of the playground using the grid sheets to help them. They then were given a couple of objects they had to place around the playground. They then made sure to mark these on their maps and they drew a route through the map which another group had to follow in order to find all the objects.

IMPACT: Children identified objects, drew and followed a simple map.

Term 3 - Dance

INTENT: Children to remember, repeat and create actions to represent an idea.

IMPLEMENTATION: Children were shown a video where a group were dancing and showing them where they took a trip. The children had to guess the location and then replicate this dance following the steps to a count of 8.

IMPACT: Children are now able to remember, repeat and create actions to represent an idea.

INTENT: Children to use actions and dynamics to create a dance that shows a location.

IMPLEMENTATION: Children practised the trip to the beach dance that they were doing in the last lesson. Then in small groups, they made their own dance to the same count of 8. At the end, they performed these to each other and the rest of the class guessed where they were taking a trip to.

IMPACT: Children can use actions and dynamics to create a dance that shows a location.

INTENT: Children to use choreographing ideas to develop a dance.

IMPLEMENTATION: Children looked at their dances from last lesson and created a new one. This new dance had to be based on a different location and was now to the count of 16.

IMPACT: Children are now able to use choreographing ideas to develop a dance.

INTENT: Children to create a dance based on machinery.

IMPLEMENTATION: Children looked at creating a new dance as a whole class. This dance was to tell a story that would build up to their final performance. They recapped and extended (using their own movements) about being on the beach.

IMPACT: Children can now create a dance based on machinery.

INTENT: Children to perform their dance and keep in time to an 8 beat count.

IMPLEMENTATION: Children recapped their beach dance from last lesson. They then looked at transitioning from the beach heading towards a theme park. They looked at how they move through the sand and heading into the theme park. Finally, they looked at how some children moved like they were on a roller coaster and others were on merry go rounds (some moving up and down and others spinning).

IMPACT: Children can now perform their dance and keep in time to an 8 beat count.

Term 4 - Gymnastics

INTENT: Children to know what static and dynamic balances are.

IMPLEMENTATION: Children were taught the differences between a static and a dynamic balance. They then attempted to to perform different types of balances in their groups whilst helping each other with some improvement points.

IMPACT: Children now know what static and dynamic balances are.

INTENT: Children to be able to perform a variety of rolls.

IMPLEMENTATION: Children watched a video showing 3 different types of rolls. They then attempted to replicate these rolls in groups whilst offering improvement points to each other.

IMPACT: Children are now able to perform a variety of rolls.

INTENT: Children to be able to travel high and low using a variety of apparatus.

IMPLEMENTATION: First, the class recapped how to land safely on 2 feet and bending their knees. They then travelled across different apparatus and attempted to perform a static or a dynamic balance on the equipment.

IMPACT: Children are now able to travel high and low using a variety of apparatus.

INTENT: Children to perform a sequence with 4 elements in time with a partner.

IMPLEMENTATION: Children recapped the 4 elements they have learnt this term. They then got into small groups to practise and create their own sequence using the 4 elements. At the end of the lesson, they performed these for the rest of the class.

IMPACT: Children are now able to perform a sequence with 4 elements in time with a partner.

Term 4 - Swimming

INTENT: To swim a length of the pool

IMPLEMENTATION: The children will practice swimming across the pool, using a stroke/method of their choice.

IMPACT: The children can swim a length of a pool, some in shallow and some in deeper water

INTENT: To swim using front crawl

IMPLEMENTATION: The children will be taught the methods on how to swim using front crawl, including when to breathe and which way to go

IMPACT: The children can swim using front crawl

INTENT: To swim using back crawl

IMPLEMENTATION: The children will be taught the methods on how to swim using back crawl, including when to breathe and which way to go

IMPACT: The children can swim using back crawl

INTENT: To swim a distance of 25m

IMPLEMENTATION: The children will be challenged to swim a length in a time limit. They can use a stroke of their choice.

IMPACT: The children can swim for 25m or more.

Term 5 - Rounders

INTENT: To be able to throw a ball underarm and overarm.

IMPLEMENTATION: The children were taught how to catch the ball using two hands, they then went into small groups and threw the ball to each other underarm. Once they had mastered this, they then looked at throwing and catching the ball by throwing it overarm. The children counted how many times they could catch it in a row.

IMPACT: The children can now throw a ball underarm and overarm.

INTENT: To be able to hit a ball with a bat or racquet.

IMPLEMENTATION: Children first learned the term fair ball. They then learnt the correct technique when hitting the ball or batting the ball. Children then put this into practise by attempting to hit the ball using a bat or a racquet in small groups.

IMPACT: Children are now able to hit a ball with a bat or racquet.

INTENT: To develop fielding skills to limit the batting team's score.

IMPLEMENTATION: Children learnt about another position in rounders called 'fielders'. Children were shown the technique of the long barrier in order to stop the ball from rolling further away from them. They practised this in small groups.

IMPACT: The children are now able field correctly to limit the batting team's score.

INTENT: To be able to play a game of rounders.

IMPLEMENTATION: The class recapped the different positions in a game of rounders. They then played a game with 1 house group batting and the other 3 houses playing as fielders.

IMPACT: Children are now able to play a game of rounders.

Term 5 - Athletics

INTENT: To be able to throw a ball underarm and overarm.

IMPLEMENTATION: Children learnt the proper technique to throw underarm. They then had a few minutes to throw and catch the ball as many times in a row without dropping it. They then learnt the correct technique for overarm throws and then had a competition to see who could throw the ball the furthest distance.

IMPACT: The children can now throw a ball underarm and overarm.

INTENT: Children to be able to jump in a variety of ways.

IMPLEMENTATION: First they recapped how to land safety. They then looked at performing a standing long jump and how each body part plays a role in jumping the furthest distance. They then had a mini competition of who could jump the furthest distance.

IMPACT: Children are now able to jump in a variety of ways.

INTENT: To be able to perform a triple jump and high jump (wall tap).

IMPLEMENTATION: Children looked at breaking down the technique for the triple jump (hop, skip, jump). They looked at how to use their arms for momentum, like in the jumping lesson before. They then attempted to jump the furthest distance. They then learnt about how to jump the highest. This focussed on pushing their feet into the ground and pushing up as hard as they could. They all had a competition of who could jump the highest.

IMPACT: Children are now able to perform a triple jump and high jump (wall tap).

INTENT: To be able to develop their sprinting technique and to be able to run for distance.

IMPLEMENTATION: The class looked at the best way to run short and long distance (sprint or jog). They focussed on what their bodies showld be doing with moving their arms and hands, then focussed on how their legs should move. They all had a mini sprint competition before they changed focus and looked at how to perform a long distance race. They learnt that hey needed to run at a speed they could maintain over a longer period of time. They looked at how their bodies will move differently compared to the technique of sprinting. They finally all competed in a long distance race around the football pitch to see if they can maintain the same speed for a longer period of time.

IMPACT: Children have now developed their sprinting technique and are more able to run for distance.

Term 6 - Athletics

INTENT: To be able to develop their throwing technique to increase accuracy.

IMPLEMENTATION: Children started off throwing the ball underarm to each other and catching it with 2 hands. They then moved on to trying to throw the ball into a hoop to test their ability of throwing accurately.

IMPACT: Children are now able to throw for accuracy.

INTENT: To be able to develop their throwing technique for distance.

IMPLEMENTATION: Children looked at how to throw by breaking the movement down into smaller steps. They then tried to throw the ball over arm towards their partner. After they felt more confident in this, they then went into a distance challenge where the children tried to throw the ball as far as possible.

IMPACT: Children are now able to throw for distance more effectively.

INTENT: To be able to jump in a variety of ways.

IMPLEMENTATION: Children looked at practising their jumping technique by using their arms for momentum. They then moved on to walking forward before performing a long jump and then running to start this.

IMPACT: Children are now able to jump for distance (long jump).

INTENT: To be able to perform a high jump (wall tap).

IMPLEMENTATION: Children spoke about what they needed to do to be successful when performing the high jump. They looked at bending their knees so they were low to the ground and how their arms needed to swing to generate momentum and power. They put this to the test by trying to jump as high as possible and make a mark on the wall using chalk.

IMPACT: Children are now able to perform the high jump (wall tap).

INTENT: To compete in an inter-house competition.

IMPLEMENTATION: Children used all of their knowledge from term 5 and 6 athletics lessons to compete in lots of different events.

IMPACT: Children competed in an inter-house competition.

Term 6 - Tennis

INTENT: To be able to develop racket and ball control.

IMPLEMENTATION: Children recapped their knowledge from year 2, exploring the parts of the racket and how to grip it.

They recapped how to swing their racket appropriately.

IMPACT: Children are starting to develop controll of their racket and ball.

INTENT: To be able to hit forehand.

IMPLEMENTATION: Children applied their knowledge from last lesson to be able to hit the ball forehand.

IMPACT: Children can now hit the ball forehand.

INTENT: To be able to return a served ball with one bounce.

IMPLEMENTATION: Children learned a serve starts the match and has to go over the net and across the court diagonally.

Children learned the technique of throwing the ball and hitting it to serve.

Children considered how their body position impacted the success of their serves.

IMPACT: Children are starting to serve the ball to their opponent diagonally.

INTENT: To be able to hit the ball using backhand.

IMPLEMENTATION: Children learned to hit the ball backhand means to hit it with the back of their dominant hand facing the direction of the stroke, when the ball is on their non-dominant side.

Children practiced their technique, using backhand to return the ball to their partner.

IMPACT: Children are starting to use backhand.

INTENT: To learn the rules and scoring in a game of tennis.

IMPLEMENTATION: Children learned they could score points if their opponent fails to return it correctly, the ball lands out of bounds, bounces twice, or doesn't clear the net.

Children learned points are represented and counted as:

Love: Represents zero points.
15: Represents one point.
30: Represents two points.
40: Represents three points

IMPACT: Children are starting to play games as per the rules and count their score.

INTENT: To apply knowledge acquired throughout the term in a match.

IMPLEMENTATION: Children started matches by serving the ball to their partner diagonally. Within the game, they used C swing, forehand and backhand to return the ball and try to score points.

IMPACT: Children could play a match of tennis and keep score.

Intra-house Competitions

Term 1 Results

1st - Dragons

2nd - Griffin

3rd - Pegasus

4th - Phoenix

Term 2 Results

1st - Pegasus

2nd - Dragons

3rd - Phoenix

4th - Griffin

Term 3 Results

1st - Griffin

2nd - Phoenix

3rd - Dragons

4th - Pegasus

Term 4 Results

1st - Griffin

2nd - Phoenix

3rd - Pegasus

4th - Dragons

Term 5 Results

1st - Phoenix

2nd - Dragons

3rd - Griffin

4th - Pegasus

Term 6 Results

1st - Dragon

2nd - Griffin

3rd - Pegasus

4th - Phoenix

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