St Therese of Lisieux

St Norbert's
Catholic Primary School

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Physical Education

The purpose of physical education is to provide a high-quality curriculum that inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

National Curriculum Programme of Study

https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study

By the end of Year 1

  • Pupils can perform and develop basic movements including running, jumping and hopping, throw and catch basic equipment including a ball, bean bag and quoit and use some accuracy to roll a ball along a line or towards a target.
  • Track objects that are rolled and be able to pick them up as they slow down.
  • Pupils can say how to warm their bodies up before exercising.
  • In gymnastics pupils are able to hold simple shapes, create a series of movements and link actions together in a sequence using different speeds and levels.
  • In dance pupils are able to develop balance and co-ordination and perform a piece that encapsulates simple movement patterns. 

By the end of Year 2

  • Pupils develop skills in order to throw and catch a small ball, accurately send an object by rolling it and master basic movements including running, jumping and hopping.
  • Pupils use agility and co-ordination and apply these to a range of activities including starting to develop spatial awareness within a game situation.  
  • In gymnastics pupils can balance confidently on a piece of apparatus with agility and co-ordination, roll with control and link a sequence of movements including balances and jumps.
  • In dance pupils create different movements and body shapes to perform a dance motif inspired by a stimulus.
  • Pupils are also able to work collaboratively and co-operatively with a partner or small group.

By the end of Year 3

  • Pupils develop skills in order to send and receive objects with accuracy, keep possession of an object when not under pressure and develop fielding skills.
  • In gymnastics pupils are able to link shapes and partner balances within a sequence, as well as hold and control different balances in the air.
  • Pupils are able to link movements together including, steps, jumps and leapsand perform movements and balances including jumps, rolls, vaults, lunges, handstands and cartwheels.
  • In dance pupils create and perform imaginative movements inspired by a stimulus, linking actions and showing awareness of others when working in a group.
  • Pupils are also able to use improvisation to create movements when working with a partner.

By the end of Year 4

  • Pupils are able to develop skills in order to keep possession of an object and send and receive an object within a game situation.
  • Pupils are able to use a piece of equipment to send an object accurately including striking a ball.
  • Pupils are also able to field within a game situation.
  • In gymnastics pupils are able to perform a range of movements including jumps, leaps and pivots and balances including jumps, rolls, vaults, lunges, handstands and cartwheels in order to perform a more complex sequence within a pairing or small group.
  • In dance pupils respond to a stimulus in order to create and combine movement phrases and skills that are performed within a sequence to create mood,
  • Pupils are introduced to outdoor and adventurous activity that they can partake in individually.
  • To be able to swim 25m using a variety of strokes.

 

By the end of Year 5

 

  • Pupils are able to send and receive an object and use it to gain an advantage to keep possession within a competitive situation, as well as keep control of any object, using any piece of equipment to gain an advantage in a game situation.  
  • In gymnastics pupils combine travel and dynamic balances holding weight on their hands in a controlled way, as well as in unison or canon throughout a sequence.
  • Pupils plan a sequence of movements including jumps, leaps, rolls, squats, vaults, handstands, cartwheels and round off creatively in a pair and individually.
  • In dance pupils respond to a stimulus creating and combining a range of techniques and movement phrases and skills related to different styles of dance.
  • Pupils can perform movements based on a character or appropriate to the style and mood of the dance.
  • Pupils take part in outdoor and adventurous activity within a team, developing navigation skills.
  • In swimming pupils are able to perform and use some strokes effectively and begin to perform safe self-rescue techniques.

 

By the end of Year 6 

 

  • Pupils are able to send and receive an object within a competitive situation to outwit an opponent and gain advantage.
  • Pupils are able to use tactics when fielding in order to gain advantage within competitive sports.
  • In gymnastics pupils work in a larger group to choreograph and perform a gymnastics routine to music.
  • Pupils are able to combine travel and dynamic balances in unison or canon throughout a sequence including a variety of jumps, leaps, rolls, squats, vaults, handstands, cartwheels and round offs in quick succession.
  • Sequences use symmetry and asymmetry at different levels using a range of equipment.
  • In dance pupils are able to respond to a stimulus responding freely combining movement phrases and skills in a controlled way with accuracy and consistency.
  • Pupils are able to represent objects and actions using a range of dance phrases and analyse their own and peers performance.
  • In outdoor and adventurous activity pupils partake both individually and with a team using a map to navigate and take leadership of a small group of children.
  • In swimming pupils perform and use a range of strokes effectively and are able to perform safe self-rescue in different water-based situations.