Physical Education

Year 5

Module 6

Rounders and Athletics

Pupils should be taught to:

use running, jumping, throwing and catching in isolation and in combination
play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

Rounders

This module, we have participated in rounders. We have explored a number of different parts of rounders including catching and batting methods individually and with a partner and then used these in some competitive game play. We have played a mini game similar to rounders that involved us kicking the ball instead of batting it. We worked in teams of fielders and kickers and had to work together to get the other team's players out. This then enabled us to play full games of rounders where we worked together as a team.

Module 5

Tennis and cricket

This module, children have been learning tennis. The have worked individually, in pairs and as part of a larger team game and have worked hard to develop their skills to control the ball with ease. This has allowed them to play team games and score accordingly.

Pupils should be taught to:

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
take part in outdoor and adventurous activity challenges both individually and within a team

Cricket:

In this module, children have had their lessons delivered by Charlie from Kent County Cricket. Weekly, children have developed a range of skills: throwing, bowling, batting and catching. They have applied these skills in different drills, gaes and matches

Pupils should be taught to:

use running, jumping, throwing and catching in isolation and in combination
play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Module 4

Gymnastics (2)

Children worked in groups t create their own routines. Each week we explored a different feature that could be included in their routine, including shapes, balances, movements, rolls, heights and using props. Groups created their routines to a piece of music by Young Mozart, Ballroom dancing, and children peer assessed the routines, offering development points and celebrating successes.

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
perform dances using a range of movement patterns
take part in outdoor and adventurous activity challenges both individually and within a team
compare their performances with previous ones and demonstrate improvement to achieve their personal best.

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Module 3

Basketball and Dance Unit 1

Pupils should be taught to:

use running, jumping, throwing and catching in isolation and in combination
play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

This term in basketball, we have been developing our control, passing and dribbling skills. We have completed a variety of drills incorporating defensive and attacking tactics.

Dance: Unit 1

This module, we have been creating dance routines inspired by Bollywood styled dancing and line dance. Throughout this unit, we have been focusing on being able to perform a routine fluently, using key elements, rhythms and expressions to adapt and make improvements. We were introduced to locomotor and non-locomotor routines which enabled us to move around our dancefloor area and performed a variety of these in our own group routines. During our line dancing section of the unit, we were introduce to a simple line dance routine and used a 3 steph routine during our performances. We were able to work collaboratively to make adaptations and improve our performances.

perform dances using a range of movement patterns

Module 1

OAA and Tag Rugby

OAA Unit

In PE we are taking part in a range of team building and problem solving activities, both indoor and outdoor. Our key areas were communicating directions for a friend to follow and following a designated route at maximum speed.

take part in outdoor and adventurous activity challenges both individually and within a team.

We revisited Morse Code and used it to decipher code words. Following this, we worked in groups of 4 to create a word, using our bodies to create the Morse Code for each letter. Our challenege was for the rest of the class to be able to solve the word.

take part in outdoor and adventurous activity challenges both individually and within a team.

Tag Rugby Unit

In our Tag Rugby unit, which we complete at the secondary school, we have been developing our passing and catching techniques with the 'pocket, rocket, shoot' principle.

We have worked in teams to pass the ball whilst moving along a pitch and have worked competitively in defensive and attacking roles.

play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending.

In PE we have built upon our knowledge and skills of tag rugby and have been to successfully pass, move and catch the ball. We have been starting the lessons by playing a game of tails - where we have to attack the 'tails' team to try to get them on our side. We continue to do this unstll all but one of the tails team has been caught. We then moved on to play a small game of moving the ball across our team until we ready the end.

Module 2

Swimming and Gymnastics (Unit 1)

Lesson 1: Key steps to performing a round off

Today we completed a four-element sequence containing actions at different heights and speeds. We learnt how put weight on our hands to create a round off and created asymmetrical shapes with our bodies. Our sequence then required a roll that allowed us to fluently move to create a symmetical shape with our bodies to end our routine.

Select ways of improving technique.

Lesson 2: Create and perform a partner sequence using symmetry

Today we recapped on the meaning of symmetrical and asymmetrical movements within a routine. We then practised these including round offs to create a 6 element sequence with our partner. During this activity, we also focused on holding a symmetrical pose for atleast 3 seconds to ensure fluidity and balance during our routines. We used peer conferencing to give praise for strengths whilst giving constructive feedback on improvements for next time.

Explore symmetrical balances and travels.

Lesson 3: Create and perform a partner sequence using asymmetry

Today we compared the meaning of symmetrical and asymmetrical movements within a routine. We then practised a new skill of over the shoulder rolls as an asymmetrical form of travel to create a 6 element sequence with our partner. During this activity, we also focused on holding an asymmetrical pose for atleast 3 seconds to ensure fluidity and balance during our routines. We used peer conferencing to give praise for strengths whilst giving constructive feedback on improvements for next time and highlighted the areas of improvements that we saw from the previous week.

show increasing proficiency in asymmetrical balances, shapes and travels.

Lesson 4: Performing counter balances with a partner

Today we practised performing counter balances with our partners, which needed effective communication and effective body tension to ensure the counter balance was successful. We ensured that our limbs, back amd torso were straight and that we moved slowly in and out of the counter balance. In order to make our balances easier, we started off with wide bases and made sure that we used the correct wrist grip to keep us both safe. Once we practised, we performed a variety of counter balances and created our own sequence, incorporating them with symmetrical and asymmetrical poses.

explore partner and counter balances.

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