M anor Prima ry School PE Year 1: Active play … Autumn Y1-Y3.pdfManor Primary School M anor Prima ry School PE Year 1: Active play invasion games Ove rview of the Learning: In this

Manor Primary School


PE Year 1: Active play – invasion games

Overview of the Learning:

In this unit of learning children will be introduced to a multi-skills approach to learning through activities that are fundamentals of movement. This approach focuses on the development of movement, balance and co-

ordination which link to the long term athlete development framework. The approach also helps children develop the five multi-abilities of creative, cognitive, social, physical and personal development. Developing

competence in fundamental movement skills leads to competence in more complex sports skills. E.g) an overarm throw involves co-ordinating body parts which when mastered aids the development of throwing in cricket

and rounders, the javelin throw, tennis serve and the netball shoulder pass.

Core Aims

develop competence to excel in a broad range of physical activities

becoming physically active for sustained periods of time

engage in competitive sports and activities

lead healthy, active lives.

reflect on and evaluate evidence when making personal choices or bringing about improvements in

performance and behaviour

generate and implement ideas, plans and strategies, exploring alternatives

move with ease, poise, stability and control in a range of physical contexts

find information and check its accuracy, including the different ways that issues are presented by

different viewpoints and media

communicate clearly and interact with a range of audiences to express views on issues that affect

their wellbeing.

Pupils should be taught to acquire and develop skills by:

explore basic skills, actions and ideas with increasing understanding

remember and repeat simple skills and actions with increasing control and coordination.

Pupils should be taught to select and apply skills, tactics and compositional ideas:

explore how to choose and apply skills and actions in sequence and in combination

vary the way they perform skills by using simple tactics and movement phrases

apply rules and conventions for different activities.

Evaluating and improving performance.

Pupils should be taught to:

Describe what they have done.

observe, describe and copy what others have done

use what they have learnt to improve the quality and control of their work.

Knowledge and understanding of fitness and health.



how important it is to be active

to recognise and describe how their bodies feel during different activities.


Expectations

Children can:

master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

participate in team games, developing simple tactics for attacking and defending.

develop fundamental movement skills,

become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.

engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

be physically active for sustained periods of time

have the strength, stamina and suppleness to use a range of fundamental movement skills across a broad range of activities

develop simple tactics for attacking and defending

create simple movement patters

master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination

recognise their own success

The activities and experiences in the PE programmes of study should aim to ensure ALL pupils lead healthy and active lives.


Learning Objectives Suggested Learning Opportunities

To move around the room with energy and pace.

To warm up the body ready for exercise.

Active Play cards - Wake and shake: energisers. (see cards for additional ideas).

Warming up

March on the spot – lift knees high, push elbows backwards. Keep body upright and avoid stamping.

Disco dance – Use music with a good beat. Encourage arm and feet movements.

Jog on the spot – Lift knees high, push elbows backwards. Keep body upright, gradually increasing the pace.

Skipping on the spot (with or without a rope) – keep the jump low and the body upright. Touch the heels down on landing as often as possible.

Mobilising

Waist twists – hips and feet should stay facing forwards. Knees remain slightly bent.

Side Bends – bend directly to the side as if between two panes of glass. Keep knees slightly bent, hands on hips.

Shoulder circles – Make the circles large and controlled.

Claps under knee – lift the knees and keep the upper body upright.

With ball – With a partner back to back, turn to each side to receive the ball.

Feeling Hot and breathing a lot

Throw and catch – keep eye on ball. Cup hands to receive the ball.

Dribble with feet – keep ball close to the feet.

Jumping jax – Knees should be over ankles when feet are jumped apart. Touch heels down on landing.

Step on a bench – ensure heels make contact with the bench.

Sprint and lunge – sprint 5 metres and bend to touch or retrieve an object.

Hit the beat – Start by clapping simple rhythms: one-two-three and one-two-three-four. Clap the rhythms moving the arms: in front, to the side,

behind, under the legs. Clap the beats of the names in the group: sha-kir-a, A-my. Try to follow a clapping rhythm while: throwing a ball to each

other, skipping, bouncing a ball. Invent some rhymes.

Use STEPS to differentiate learning opportunities

To control a ball with hands and feet.

Active story time: Creative movement using stories

Choose a story for the children. Read the story and discuss the theme and characters. Explore creative ideas with the children. Find key words to

trigger actions and starting points. Consider mood, atmosphere and the rhythm of the text.

Ask the chn to work in pairs or small groups. Explore a variety of movements and shapes relating to the chosen subject. Make and perform a simple

dance using these actions.

Close control: controlling

Start by rolling a ball with the hands. Control a rebound from a wall. Control a bouncing ball. Control a ball in the air. Progress using feet then some

equipment. Always start with the ball from the ground. Watch the ball at all times and keep it under control. Work in a large space and be aware of

others.



PE assessment

See games core skills – activity 4 print out activity and leader notes for chn to use as part of an assessment.

touch the cone with the ball

To be able to catch a range of different sized balls.

To get used to using a ball.

Cool catcher: catching

Ensure children have done a lot of practice receiving a rolling ball. Start by catching a ball that has bounced 2 or 3 times. Gradually decrease the

number of bounces. Gradually increase the distance between thrower and catcher. Play games where the children have to catch the ball a number of

times.

Handy Ball: Getting used to a ball

Try to ensure everyone has a ball. Encourage children to move the ball around their body. Pick up the ball with different parts of their bodies. Balance

bean bags and balls on different parts of body. Year 1 could sit down to complete activities. Children to use small equipment. Put out markers for the

children to run to or organise small relays. Chn should move slowly with the ball first and then increase their speed. Move onto using feet and finally

using sticks and other equipment. Move the ball and follow at first. Progress to closer control.


Core skills – games 4,

1 Person B: Throw and catch the ball without moving.

2 Person B: Touch the cones with the ball.

Do not touch the same cone twice in a row.

3 Person A: Try to touch the ball.

To aim a ball at a target.

To improve co-ordination and control when using a ball.

To think about ways to move to jump and land.

Hit the target: Aiming

Set up 6 different areas with targets to aim at. Inside: use smaller distances with smaller targets. Outside: use larger targets with greater distances. Try

to vary the type of target (big, small, high, low, round, square). Try to vary the distance. Some chn may need the target to be large and colourful,

others may need someone to tell them how near they are getting with each attempt.


Jumping jacks: jumping and landing

Chn are shown the correct landing position. Chn then travel around the floor: when the teacher calls out land, children show the landing position.

Develop by asking the chn to jog and then peform a small jump to landing position. Shaped jumps. Bunny jump – low and long. Frog jump – low to

high to low. Stretch jump – 2 feet to 2 feet. Star jump – 2 feet to 2 feet. Tuck jump.


To explore different ways of moving around a space. Magic Mover: different ways of moving

Encourage the children to move forwards at first asking them to: use big steps and small steps. Run with knees high and arms pumping backwards

and forwards. Run quietly. Run and stop.

Ask children to practise moving sideways to the right and left. When introducing moving backwards ask the children to go very slowly at first and

then gradually build up speed. Use the children’s ideas to make different kinds of slalom. Getting better: encourage children to run on the balls of

their feet, swing their arms in the direction of the run, lean body slightly forwards, stop with control by putting the weight on the front foot and

bringing the other foot alongside. Practising: explain how to run faster and then do it, explain why dodging and swerving are important for playing

games, and then get them to practise dodging and swerving in different directions. Explain why controlled stopping is important and then practise it.

Play any tag game. Being healthy and active: encourage the children to gradually increase the amount of time they can run.

See also music maker: creative movement using music and sounds.


To explore different ways of travelling around a room. On the go: different ways of travelling

Visit to the zoo. Tell the chn about a trip to the zoo. Introduce animals one at a time showing how they move or get a child to demonstrate. Chn

copy the actions one at a time. Select from frog, crocodile, caterpillar, bunny, crab, spider, giraffe etc...

3 or 4 chn are selected to tag other members of the group. When caught, chn must take up a front or back support position. Chn can be released

when a free player touches them. Play as a walkling game then introduce other ways of travelling.

See also Outside-inside: creative movement using the environment

Pace it out: stepping, striding and jumping

Activity 1: combination jumps (step...leap...step...leap)

Activity 2: in pairs chn make up their own combination sequences using hops, steps, leaps, jumps and bounces. Remember, repeat and demonstrate

the sequence to someone else.

Activity 3: working in 3s and 4s ask the chn to make up their own jumping challenges using mats and equipment. Practise, perform and then explain

their ideas to others.



PE assessment

See invasion games core skills – activity 1 and 2 print out activity and leader notes for chn to use as part of an

assessment.

bounce the ball and knock over the skittle

score in your goal



PE Year 1: gymnastics


In this unit children investigate ways to jump and balancing on different body parts. They explore basic gymnastic actions on the floor. They copy or create, remember and repeat, short movement phrases of ‘like’ linked

actions, eg two jumps, or two rolls.In gymnastics as a whole, children use skills and agilities individually, in combination and in sequence, with the aim of showing as much control and precision as possible. This unit links

with gymnastics in cycle B, when children will learn a range of basic gymnastic skills and put together a short sequence of actions, with a starting and finishing position. They will link actions on the floor. They will work

on their own to put together a sequence. They will learn how exercise affects the body. They will watch gymnastic performances and learn to describe what they see.

In other physical education units, children will use the same range of ‘travelling and balancing’ ideas. In dance they will use them to express ideas and feelings, and in games they will develop running and jumping actions,

often using or carrying equipment.

Core Aims












their wellbeing.




perform dances using simple movement patterns
















Expectations

Children can:

















perform basic gymnastic actions, including travelling,

rolling, jumping, and stay still when required

know when their body is active and talk about the

difference between tension and relaxation

watch and describe accurately a short sequence of basic

gymnastic actions, using appropriate language

Experiment which body parts can be rocked on.

Rock to stand up and rock to turn over.

Rolling actions

Jump actions

Different shaped jumps linked to different shaped rolls.

Joining them together smoothly.

• Sit in space – keep feet together + stand up without using hands. Try rocking backwards and forwards to

stand up. (Curl body into shape to rock). Can you rock on other body parts? Curl up on knees – rock gently from

side to side, roll over + back to starting position. Explore different ways of rocking on body parts.

Transform rocking to use low apparatus – traveling in + out, underneath, over and around. Travel in a bouncing way.

• Move around the room + freeze taking the weight onto different body parts. Which parts of the body can

you rock on? Stand up, sink down, roll lover, stand up again. Try to do it smoothly? Introduce compass directions for

rolling in different directions – chn to use mats.

Chn to use benches – practice how to land when jumping off the apparatus. Chn can jump on + off.

• Run in and out of each other – jump up into a space to land on 2 feet. Make different shapes in the air.

Jump into a space then sink down and roll over. Think about what shapes can be made. Chn to travel in different

directions and move creating different shapes.

Explore using low apparatus – traveling in different directions + creating shapes. Chn to create a sequence of

movements over and under low apparatus. Join together with a partner and create your sequence.

• Find out how many different ways you can curl up to roll on a mat. Can you start the roll on a different part

of your body? Can you make a roll that is a different shape – sausage shape etc… can you make a starting shapes and end in the same shape after you have made a roll?

Using benches, top of the box, mats, and ladders show and demo your sequence of shapes.

make up and perform simple movement phrases in

response to simple tasks

know when their body is active and talk about the


watch and describe accurately a short sequence of basic

• Can you find ways of traveling with hands and feet touching the floor?

Change the direction in which you travel. Moving forwards, backwards and to the side.

Show examples of simple hand / foot movements for the class to copy. A class activity where they all move to the

right with their hand / foot movements before moving to the left or forwards or backwards can be used at this point.

Note the variety of body shapes adopted. Look for curved and zigzag, pathways. Begin in a stretched position taking

up as much space as possible and step into a small position.

Roll on the floor and stretch out again. Repeat the same sequence of movements.



Task 1 : Working with a partner chn are asked to create a forward roll by changing the position of their legs at the

beginning of the roll and landing in the same position.

Examples : Pike position , Crossed legs, Straddle, 1 legged, one leg up (as in an airplane stand or arabesque), Scissors

(feet in a forward and back position).

At the end of a specified time limit ask groups to present their results. Have all of the chn practice each new roll at

the completion of each presentation.

Task 2 : Challenge the chn to start a forward roll with the legs in one position and end with the legs in another

position.

eg. Start in a tuck position, end in a straddle position and stand.

Task 3 : Challenge the chn to combine three forward rolls, changing the leg position before each new roll.

eg. Start in a straddle position, roll to a tuck position, roll to a crossed leg position and stand.

PE assessment

See gymnastics core skills – activity 1 and 2- print out activity and leader notes for chn to use as part of an

assessment.

Make a short movement phrase

Link together like actions

make up and perform simple movement phrases

in response to simple tasks

• know when their body is active and talk about the

• Make a s many different shapes as you can standing or on the floor. How can you make it longer? Make as

many different long shapes as you can. Chn can use different body parts to take the weight. Can you make a long

thin shape? Choose 2 long thin positions and ask chn to move smoothly from one to the next by counting to 8.

Travel in and out of high apparatus. Stop and create a long thin shape. Repeat using all apparatus.

• Can you travel long and thin in different ways? What other stretched shape can you make? WIDE and

STRETCHED. Try out ideas for wide and stretched shapes. Can you choose 2 and move from one to the other by



• watch and describe accurately a short sequence of

basic gymnastic actions, using appropriate language

Observe, copy and describe the movements of others and

show a variety of wide and narrow balances.

Travel showing long and narrow and wide and short

shapes.

know how to use a variety of ways of traveling in a curled-

up shape.

counting to 8? Practice running and jumping and making a wide shape in the air.

Using low apparatus chn to experiment with creating wide shapes along benches, jumping off and creating a stretched

shape in the air – use the crash mat to jump off the top of the box.

• Run in and out of each other into a space, hold a wide shape for 3 secs then move again. Chn to choose

when to move and when to balance. Repeat with narrow shapes. can you travel long and thin into a shape then wide

and short into another? What other shapes could we do? (curled). Chn to practice their shapes.

Using apparatus chn to practice traveling in different ways starting with long and then and moving to short and wide.

• Start by lying down on the floor. Can you show me a wide, narrow, curled shape close to the ground? Can

you show me a wide, narrow, curled shape not close to the ground? Chn to show a shape and then jump, creating

another shape and then sink down onto the floor to create their final shape.

manage the space safely, showing good awareness of each

other, mats and benches

• link and repeat basic gymnastic actions

• carry and place appropriate apparatus safely, with

guidance

• copy a partner’s sequence of movement

Using mats with a partner create a sequence of both your ideas.

Travel along the floor using your feet and hands. Practice making different shapes as you travel. Make a curled shape

and roll into another shape. Use knowledge of different shapes and rolls to create a sequence of movements with a

partner on the mats.

Task:

Over 2 weeks ask chn to use their learning to create a sequence of movements with their partner on high and low


apparatus. They should include:

Wide shapes,

Narrow shapes

Curled shapes

Wide traveling

Narrow traveling

Linking movements.

Shape jumps

They should make sure each child takes on a different part and their sequences are linked together.

To bounce, hop, spring and jump using a variety of take offs and

landings.

To observe, recognise and copy different body shapes.

To link together two or more actions with control and be able to

repeat them.

To describe what they see using appropriate vocabulary.

Bounce on spot remembering teaching points. Bounce from side to side, forwards and backwards, bounce like a

ball. On spot jump high into the air using arms to help – stretch in air and make the landing squashy. How high

can you jump and land in the same spot? Try making thin and wide shapes in the air as you jump. Link thin and

wide shapes together. e.g, start on floor in a thin shape and run and jump to make a wide shape. Look at using thin

and wide shapes on apparatus.

Use traffic lights game and get children to use their bouncing and wide and thin shapes. Make a small shape that is

curled up in as many ways as possible. Curl up small on the spot on feet and explode up into a shape in the air –

stretched and thin or stretched and wide. Run into a space and sink down into a curled small shape. Look at

different ways to travel into that space. Jump into a space to slowly sink down small and explode again into a

stretched, thin or wide shape on the floor. Instead of using feet, travel around the room using hands and feet in a

bouncy way. Use skills in exploding shapes on apparatus.

See also: Matalan cards – steady as a rock


To explore gymnastic actions and still shapes

To know how to carry and place apparatus

To watch, copy and describe what they and others have done

Make a simple game using a tambourine to encourage children to listen to create their own shapes. E.g, bang once

small shape, bang twice wide shape, shake run in and out etc… Bounce high on 2 feet – use arms to help you to

get higher. Go sideways, forwards, backwards, diagonally. Bend knees and squat low. Bounce around while

squatting low. Demo and look at other ways to bounce low to the floor. Use hands and feet to bounce low to the

floor.

Ask the children to link basic movement actions, eg a jump and a roll, a slide and be still in a shape, move from

upside-down to the right way up. Help them to explore a range of starting movements or shapes linked to ‘like’ movements or shapes, eg one jump followed by a different jump, a roll followed by a roll in a different direction, a

shape on the floor linked to the same shape on benches.

PE assessment

See gymnastics core skills – activity 1 and 2- print out activity and leader notes for chn to use as part of an

assessment.

Make a short movement phrase

Link together like actions



PE Year 1: Multi-skills ABC’s (agility, balance, co-ordination)


In this unit children will gain the experience of appropriate FUNdamental movement abilities to help them develop physical competence. They will include simple activities and games which will provide deliverers with a fun

and exciting way of presenting this important work for children.

Core Aims












their wellbeing.



















Expectations

Children can:















To balance with co-ordination and control.

Resources – Multi-skills cards (balance 1, co-ordination 1, agility 1).

Remind children of ABC’s (Agility, balance, co-ordination) Balance 1 – where’s my body. Children to explore and find the best base position to

balance. Look at ways to balance and explore with children. Balance on different number of body parts (2 parts, 3 parts etc...). Try bending and

twisting. See FUNS for everyone cards (number 1 static balances and number 2 static balances - speed). Year 1 to try yellow and green levels. Move

year 2 children onto red and blue levels, depending on levels of ability children could progress to pink level. Cards to provide assessment

opportunities for children to work together as a class, in small groups or pairs. Allow children time to explore cards and develop key skills. Set out

several different circular layouts. Standing on one foot, touch safety markers with other foot in the order they are called out. Move the cones further

away. Try balancing on bottom, knees or standing touching head with one hand. Getting skilful - Encourage children to move the feet to

counterbalance the arms. Bend knees to lower the body. Use arms to counterbalance the legs. Keep body lower to the ground for stability. Keep body

over knee. Getting better – challenge year 2 children to use space, objects, speed, strength in different ways. Move children on to co-ordination 1

(moving on my own) – challenging balance when moving with something and agility 1 (Changing pace) – movement activities which require balance

when moving with something.


Assessment of progress - FUNS for everyone cards

Number 1 – static balances

number 2 static balances – speed

To create a balance that can be held.

To create a balance as a starting position.


Balance 2 - Am I stable? Recap previous learning. See FUNS for everyone cards (number 3 static balances – floor work and number 4 static balances

– small base). Year 1 to try yellow and green levels. Move more able children onto red and blue levels, depending on levels of ability children could

progress to pink level. Children to demonstrate 6 balance positions using the suggestions from the cards or other ideas they think of. Using a dice or a

spinning hand find a number from 1 to 6. Make the shape corresponding to the number. The dice or clock could be spun for a second time for how

long the balance needs to be held. Music can be used to enhance when children stop. Provide children with a range of equipment that they will have

to stop using and demonstrate balance. Ideas: animal walks, musical hoops, frog spawn, chicken dance, squat jump, square dance. Getting skilful –

Encourage children to place feet wider apart to give a bigger base of support. Place hands wider apart to give a bigger base of support. Keep their

centre in the middle of the base. Think about what shape the base needs to be and where is their centre? Getting better – Challenge year 2 children to

use space, objects, speed, strength in different ways. Move children onto co-ordination 2 (moving on my own – jumping) – balanced positions when

moving something and agility 2 (patterns) – movement activities which require a good balanced position before setting off.




Number 3 – static balances – floor work

number 4 static balances – small base

PE assessment

See games core skills – activity 4 print out activity and leader notes for chn to use as part of an assessment.

touch the cone with the ball

To explore ways of changing a balance.

To move in different directions.


Balance 3 – Changing balance: moving body parts. Recap previous learning. See FUNS for everyone cards (number 5 – dynamic balance and number

6 Dynamic balance to agility). Year 1 to try yellow and green levels. Move more able children onto red and blue levels, depending on levels of ability

children could progress to pink level. The alphabet game. Call out a letter of the alphabet and individuals, pairs or groups try to make that letter.

Body Semaphore. Work with a partner to make shapes of letters to send a message. Explore different ways of changing balance. Children to try

different areas and then set up a circuit of these tasks: Send a ball and catch it in many different ways as possible, feed and control/catch and rebound,

balance and bounce. Change hands and position. Spin one hoop or two hoops, roll ball to a partner. Use good balance when sending and receiving;

throw a ball against a wall. Use children’s ideas. Getting skilful – Encourage children to place feet wider apart to give a bigger base of support. Place

hands wider apart to give a bigger base of support. Keep their centre in the middle of the base. Think about what shape the base needs to be and

where is their centre? Getting better – Challenge year 2 children to use space, objects, speed, strength in different ways. Move children onto co-

ordination 3 (moving with others) and agility 3 (Changing direction). Use multi-skills cards for suggestions to simplify and extend ability of year 1

and 2 children.



Number 5 – dynamic balance

number 6 Dynamic balance to agility


To use different skills in balancing to create a counter balance. Resources – Multi-skills cards (balance 4, co-ordination 4, agility 4).

Balance 4 – changing balances, producing forces. Recap previous learning. See FUNS for everyone cards (number 7 – counter balance in pairs and

number 8 coordination with equipment). Year 1 to try yellow and green levels. Move more able children onto red and blue levels, depending on levels

of ability children could progress to pink level. In pairs arrange the five challenges (See multi-skills card) 1. Standing on one leg with 2 hands on a

hoop or a ball. Push or pull to get one person on two legs. 2. Sitting on a swiss ball and throw a ball to each other. Who loses balance first? 3.

Holding a rope with two hands, pull the rope to get one person off balance. 4. Standing on wobble cushions, hold hands and try to push and pull

each other off balance. 5. Standing on a beam or line, bounce a ball between each other. Who loses balance first? Shift the balance and counter

balance. Getting skilful – Encourage children to place feet wider apart to give a bigger base of support. Place hands wider apart to give a bigger base

of support. Keep their centre in the middle of the base. Think about what shape the base needs to be and where is their centre? Getting better –

Challenge year 2 children to use space, objects, speed, strength in different ways. Move children onto co-ordination 4 (moving something) and agility

4 (twisting and turning). Use multi-skills cards for suggestions to simplify and extend ability of year 1 and 2 children.



number 7 – counter balance in pairs

number 8 coordination with equipment

To explore different bases of support when balancing and co-ordinating a

shape.

Resources – Multi-skills cards (balance 5, co-ordination 5,).

Balance 5 – balance and moving. Recap previous learning. See FUNS for everyone cards (number 9 – coordination – ball skills and number 10

coordination – floor movement patterns). Year 1 to try yellow and green levels. Move year 2 children onto red and blue levels, depending on levels of

ability children could progress to pink level. Crab and basket. Arrange the playing area as shown in multi-skills cards. Make crab position with hands

pointing forwards. Ball can be carried anywhere on the body. Get ball into basket and score 5 points. Get ball onto a mat and score 2 points. When

points are scored, the opposition start with the ball. Human skittles – assemble in groups of four with everyone standing on one leg. One person rolls

a sponge ball and the others jump to avoid it. How far can you stretch...before balance is lost? Where is the base? Explore different bases of support.

Getting skilful – Encourage children to place feet wider apart to give a bigger base of support. Place hands wider apart to give a bigger base of

support. Keep their centre in the middle of the base. Think about what shape the base needs to be and where is their centre? Think about the

direction in which they want to move. Where should the base be? Getting better – Challenge year 2 children to use space, objects, speed, strength in

different ways. Move children onto co-ordination 5 (moving with something) and games 1. Use multi-skills cards for suggestions to simplify and

extend ability of year 1 and 2 children.




number 9 – coordination – ball skills

number 10 coordination – floor movement patterns

PE assessment


assessment.


score in your goal

To consolidate and challenge all levels of multi-skill development in an intra

school competition

Chn will take part in:

intra school competition of multi skills

This will assess and be used to consolidate key multi skills that have been taught across the unit.

Scores will be collected and submitted.



PE Year 1: Dance – story dancing


In this unit children will children focus on creating and performing short dances that are based upon different stories the children have read. There is a lot of scope to change story ideas to what the children think should

happen next. This unit works well with cross curricular links to the literacy hour – traditional stories. In dance as a whole, children think about how to use movement to explore and communicate ideas in stories, and use

their own feelings and thoughts. As they work, they will communicate an idea and unfold a character in a story. This unit lays the foundations for future dance units, in which children will explore a wider range of dance.

They will look at how different body actions show moods and feelings, and will learn how to use different parts of the body to imitate and lead movements. They will also create short dances, perform with a partner or small

group, and use language associated with movement to evaluate and improve their dances. Many of the actions and skills that children use in this dance unit will also be used in gymnastic activities in the future, eg work on

remembering movement phrases and short dances will be supported by work on movement phrases in gymnastic.

Core Aims












their wellbeing.




















Expectations

Children can:
















To perform basic body actions and choose appropriate

movements for different dance ideas.

To remember and repeat short sequences whilst working

alone.

To move with control and vary how they use the space.

To retell a story about Peter Pan.

PETER PAN (developed over 2 weeks)

Stimulus – See poem

Music – You can fly! You can fly! You can fly! – Peter Pan, The second star to the right – Peter Pan, I wanna be

like you – Jungle book

Pupils in pairs now use the space in the hall to march, skip, crawl. Make partner follow and copy

Mirroring- Pupils face each other. Try to copy actions of partner as if in a mirror

Bring group together- discuss reflections and shadows. Who lost his shadow? Introduce shadow poem In pairs, choose

movements, shapes for first verse of poem. Introduce idea of sewing shadow back on

Creating a dance

Split group in half, Let pupils perform first verse. Watchers evaluate

Use Follow the leader track from Peter Pan. Pupils in a space where they can see and copy teacher. Use music - Pupils

get into pairs. Decide who is a and b A leads first, b leads when teacher shouts change. No music. Concentrate on

copying partner’s actions, gestures and facial expressions.

Pupils working in pairs. A is peter Pan B is shadow then swap after a few goes. Use Follow the leader track from

Peter Pan. Pupils in a space where they can see and copy teacher. Use music ‘I wanna be like you’ - Pupils get into

pairs. Decide who is a and b. A leads first, b leads when teacher shouts change. Suggest movements such as swing

arms for 8 beats, march for 8, wave etc then repeat. Pupils look for change of level, interesting shapes

Pupils working in pairs. A is peter Pan B is shadow then swap after a few goes. Add this to beginning of movement

phrase and use crockets theme as accompaniment.

Extension and development

WILD BOYS – THE LOST BOYS Listen to the music- try to guess words

Who are the wild boys in Peter Pan? Why are they wild –untamed /no rules.

March round the room on command FIGHT ME stand still in a war/fighting pose. On command SCARE ME pull a


scary face. Repeat using imagination.

Look at photos of New Zealand rugby team doing Haka war dance

PE assessment

See dance core skills – activity 1 - print out activity and leader notes for chn to use as part of an assessment.

Make up your own dance

To turn, jump and travel in different ways and use gesture,

shape and stillness.

To copy, remember and repeat simple dance phrases.

To select movements from those they practice to create a

dance and understand the structure of the dance.

To work alone in response to the story.

To observe each other and themselves dancing.

JACK AND THE BEANSTALK (developed over 2/3 weeks)

Stimulus – relax kids cd – Jack and the beanstalk, traditional story, pictures for visual ideas.

Music – Primary school dance – year 1 cd – Track 6 – Jack and the beanstalk.

Introduce main characters in story. Talk about feelings in the story. How did jack feel at the start? how did the

mother feel? Look at using different pathways – curved, straight, zig zagged to represent the feelings. Show how

you would move along the pathway as Jack in a happy way, as the mother in an angry way etc…Look at ways to fall to sleep after throwing beans out of window.

Ways to slowly wake up – yawning gestures, stretching into different shapes, being surprised at what has happened

to the beans. Climbing the beanstalk, getting tired and climbing through the clouds, tip toeing through the giant’s castle. Introduce using high and low levels.

How could Jack get away from the giant and back down the beanstalk? Encourage children to use different

pathways to get there. What obstacles could be in the way? Talk about how Jack feels when he has to escape.

Making a dance


Put together the start of the story – jack being hungry, selling the cow, coming home with beans, what the mother

does, going to sleep with the music.

Introduce second part of the story with the children. Teacher to take on role of giant saying Fe fi fo fum!!!! and

children could freeze on the spot.

Put together the whole dance and re-tell the story.


Introduce different characters in story – the magic harp, the hen that lays golden eggs. Children could take on roles

as these or other characters in the story.

Relax kid cd for other traditional stories

To explore actions in response to the stimuli.

To use a variety of basic actions to create a dance.

To select movements to create a dance.

To talk about the dance using appropriate vocabulary.

To create animal actions to show how animals move.

HANDA’S SURPRISE (Developed over 2 weeks)

Stimulus – Handa’s surprise – by Eileen Browne (see Primary school dance teacher book page 140 for story

synopsis if no book)

Music – Primary school dance – year 1 cd – track 9 – Handa’s surprise.

Provide children with a beanbag or quoit to put on head. Balance on head to introduce slow, careful walking with a

steady pace. Use different pathways. Practice without object pretending a basket of fruit is on head. Lift it slowly

onto head. Which animals come to steal the fruit? Introduce animal movements with children.

Look at large animals which come along – zebra, elephant, giraffe. Look at ways these animals would move.

Refer to how the antelope, the parrot and the goat would move and introduce this in the story.

Making a dance


Put together Handa walking with the basket and the animals stealing the fruit as a story dance.


See tops card – penguin small and introduce how penguins would move

To perform the basic actions with increasing control.

To choose appropriate dance actions and phrases to convey

the meaning of the story.

To work co-operatively with a partner and in a group.

To watch other’s dances and suggest ways they can be

improved.

THE RAINBOW FISH (developed over 2/3 weeks)

Stimulus –The rainbow fish by Marcus Pfister, pictures of fish and under the sea.

Music –Primary school dance – year 1 cd – Track 10 - The Rainbow Fish

Discuss what could be found in the sea. What different shapes rea there – rounded, stretched, wavy, wiggly, spiky,

jagged, bumby etc. Make a coral shape? Demo lots of different shapes using different levels. Think about how waves

make plants move under water. Make shapes with body. Try taking weight on different body parts. Look at how

seaweed moves small fish move etc…

Move around like the rainbow fish. Discuss the differences between the rainbow fish and the small fish. How do they

move? Rainbow fish tells the small fish to go away when they ask him to share his beautiful shiny scales – look at

ways in darting away and back – move to slow movements.

The rainbow fish visits the starfish and octopus – represent these actions.

Making the dance

Change from coral to plants to seaweed to small fish to create a dance with music.

Put together a sequence of rainbow fish movements using the starfish and octopus.

In groups of 4 or 5 create a short dance using the ideas above.


Extension and development.

Discuss the characteristics of the rainbow fish and the gestures and actions he could make.

For complex dance routine see primary school dance – page 150.

See also tops cards shoreline for seaside dance actions.

To remember and repeat simple actions to make up the

dance idea.

To perform the basic dance actions of travelling, turning,

gesture, shape, jumping and stillness.

To vary the speed, direction and pathways used during the

dance.

To choose different movements to tell the story.

WE’RE GOING ON A BEAR HUNT (developed over 2/3 weeks)

Stimulus – We’re going on a bear hunt by Michael Rosen.

The story can be broken down into any number of weeks using each idea or ideas:

The grass –very long and wavy, look high, look low, travel through, swishy, swashy grass.

The river – very cold, look across river then at it, splish, splosh.

The mud – Thick and oozy, squelch, squelch, feet getting stuck.

The forest –Big and dark, scary, look up to trees and down through bushes.

A snowstorm – Swirling, whirling, hooo wooo!, snow in eyes, on face.

A cave – narrow, gloomy. Tip toe. who might be in there?

Our front door –open door, run up stairs, slam door, quick movements.

Get into bed – Hide under covers, peep out occasionally. Call out: we’re going on a bear hunt again!

Making the dance

Use ideas to re-tell the story. Children could work in small groups or as a class and play follow my leader through the

different parts of the story.


Children could act as the bear in the cave and following the children home.


PE assessment


Make up a dance to show different moods



PE Year 2: Gymnastics


In this unit children investigate movement, stillness, and how to find and use space safely. They explore basic gymnastic actions on the floor. They copy or create, remember and repeat, short movement phrases of ‘like’ linked actions, eg two jumps, or two rolls.

In gymnastics as a whole, children use skills and agilities individually, in combination and in sequence, with the aim of showing as much control and precision as possible.

Core Aims












their wellbeing.




















Expectations

Children can:
















To perform basic gymnastic actions, including travelling,

rolling and jumping.

To know when their body is active and talk about the

difference between tension and relaxation.

To watch and describe accurately a short sequence of basic

gymnastic actions, using appropriate language.

Experiment which body parts are linked to shaped jumps

and shaped rolls.

• Sit in space – keep feet together + stand up without using hands. Try rocking backwards and forwards to

stand up. (Curl body into shape to rock). Can you rock on other body parts? Curl up on knees – rock gently from

side to side, roll over + back to starting position. Explore different ways of rocking on body parts.

Transform rocking to use low apparatus – traveling in + out, underneath, over and around. Travel in a bouncing way.

• Move around the room + freeze taking the weight onto different body parts. Which parts of the body can

you rock on? Stand up, sink down, roll lover, stand up again. Try to do it smoothly? Introduce compass directions for

rolling in different directions – chn to use mats.

Chn to use benches – practice how to land when jumping off the apparatus. Chn can jump on + off.

• Run in and out of each other – jump up into a space to land on 2 feet. Make different shapes in the air.

Jump into a space then sink down and roll over. Think about what shapes can be made. Chn to travel in different

directions and move creating different shapes.

Explore using low apparatus – traveling in different directions + creating shapes. Chn to create a sequence of

movements over and under low apparatus. Join together with a partner and create your sequence.

• Find out how many different ways you can curl up to roll on a mat. Can you start the roll on a different part

of your body? Can you make a roll that is a different shape – sausage shape etc… can you make a starting shapes and

end in the same shape after you have made a roll?

Using benches, top of the box, mats, and ladders show and demo your sequence of shapes.

make up and perform simple movement phrases in response

to simple tasks

• know when their body is active and talk about the difference

between tension and relaxation

• watch and describe accurately a short sequence of basic


• Can you find ways of traveling with hands and feet touching the floor?

Change the direction in which you travel. Moving forwards, backwards and to the side.

Show examples of simple hand / foot movements for the class to copy. A class activity where they all move to the

right with their hand / foot movements before moving to the left or forwards or backwards can be used at this point.

Note the variety of body shapes adopted. Look for curved and zigzag, pathways. Begin in a stretched position taking

up as much space as possible and step into a small position.

Roll on the floor and stretch out again. Repeat the same sequence of movements.

Task 1 : Working with a partner chn are asked to create a forward roll by changing the position of their legs at the

beginning of the roll and landing in the same position.


Examples : Pike position , Crossed legs, Straddle, 1 legged, one leg up (as in an airplane stand or arabesque), Scissors

(feet in a forward and back position).

At the end of a specified time limit ask groups to present their results. Have all of the chn practice each new roll at

the completion of each presentation.

Task 2 : Challenge the chn to start a forward roll with the legs in one position and end with the legs in another

position.

eg. Start in a tuck position, end in a straddle position and stand.

Task 3 : Challenge the chn to combine three forward rolls, changing the leg position before each new roll.

eg. Start in a straddle position, roll to a tuck position, roll to a crossed leg position and stand.

PE assessment

See gymnastics core skills – activity 3 and 4 - print out activity and leader notes for chn to use as part of an

assessment.

make a sequence using elements

perform with a partner

make up and perform simple movement phrases in response

to simple tasks

• know when their body is active and talk about the difference

between tension and relaxation

• watch and describe accurately a short sequence of basic


• Make as many different shapes as you can standing or on the floor. How can you make it longer? Make as

many different long shapes as you can. Chn can use different body parts to take the weight. Can you make a long

thin shape? Choose 2 long thin positions and ask chn to move smoothly from one to the next by counting to 8.

Travel in and out of high apparatus. Stop and create a long thin shape. Repeat using all apparatus.

•Can you travel long and thin in different ways? What other stretched shape can you make? WIDE and

STRETCHED. Try out ideas for wide and stretched shapes. Can you choose 2 and move from one to the other by

counting to 8? Practice running and jumping and making a wide shape in the air.


Observe, copy and describe the movements of others and show a

variety of wide and narrow balances.

Using low apparatus chn to experiment with creating wide shapes along benches, jumping off and creating a stretched

shape in the air – use the crash mat to jump off the top of the box.

•Run in and out of each other into a space, hold a wide shape for 3 secs then move again. Chn to choose when to

move and when to balance. Repeat with narrow shapes. can you travel long and thin into a shape then wide and short

into another? What other shapes could we do? (curled). Chn to practice their shapes.

Travel showing long and narrow and wide and short shapes.

know how to use a variety of ways of traveling in a curled-up shape.

Using apparatus chn to practice traveling in different ways starting with long and then and moving to short and wide.

•Start by lying down on the floor. Can you show me a wide, narrow, curled shape close to the ground? Can you show

me a wide, narrow, curled shape not close to the ground? Chn to show a shape and then jump, creating another

shape and then sink down onto the floor to create their final shape.

manage the space safely, showing good awareness of each other, mats

and benches

• link and repeat basic gymnastic actions

• carry and place appropriate apparatus safely, with guidance

• copy a partner’s sequence of movement

Using mats with a partner create a sequence of both your ideas.

Travel along the floor using your feet and hands. Practice making different shapes as you travel. Make a curled shape

and roll into another shape. Use knowledge of different shapes and rolls to create a sequence of movements with a

partner on the mats.

Task:

Over 2 weeks ask chn to use their learning to create a sequence of movements with their partner on high and low

apparatus. They should include:

Wide shapes,

Narrow shapes

Curled shapes

Wide traveling

Narrow traveling

Linking movements.


Shape jumps

They should make sure each child takes on a different part and their sequences are linked together.


assessment.

perform a sequence of contrasting actions

perform a sequence at different speeds



PE Year 2 – mini soccer/mini benchball


In this unit children will improve and apply their basic skills in invasion games. They play games that demand simple choices and decisions on how to use space to avoid opponents, keep the ball and score points. In all

games activities, children think about how to use skills, strategies and tactics to outwit the opposition.

Core Aims












their wellbeing.


















Expectations


Children can:















to improve coordination and control when throwing and catching.

to choose and use simple tactics

to recognise and describe what you feel like during different types of

activity

Demo how to use a beanbag in different ways. Balance beanbag on your head, move in different directions with diff speeds, balance on

foot, repeat, balance on knee etc…

GAME 1 – Make up a game which involves throwing and catching. Can you play one-handed? Can you play as you are moving

around?

CIRCLES – Group of chn. 1 child in middle. How many times can you throw the ball to the middle child and back again so it travels

around the group? in 30 seconds?

Ask the children to practise accuracy in their throwing and catching skills. Throw the ball high so it bounces on ground by feet, catch

with 2 hands, 1 hand, how high can you bounce it?

GAME 2 – make up a game that involves throwing and bouncing the apparatus high before catching it. How many times can you

successfully throw and catch before dropping it?


Assessment of progress - active play card:

cool catcher – focus on catching

To demonstrate key skills in co-ordination when using a ball.

To aim in a target with accuracy.

To throw and catch a ball with accuracy.

Bouncing in a target. Practice bouncing the ball into different targets – hoops, between cones etc…, stand inside hoop and bounce it, bounce at different heights.

GAME 3 - Make up a game using a variety of targets, including equipment, eg hoops and cones, and partners. Help them to improve


their accuracy and consistency by varying the size and distance of the targets, and by making the thrower and receiver either stand still

or move.

Throw ball into air and clap hands before catching it. How many times can you clap? Throw the ball in the air in different ways. Can

you catch it in one hand?

GAME 4 – make up a game where you throw and catch the ball in different ways. Can you play the game on the move? Ask the

children about the best ways to score points and to stop points being scored. Listen to them explain how they work best with their

partner(s). Teach them how to position their body, hands, feet to receive, pass and shoot a ball.


Assessment of progress – see games core activities 1 (see below)

Activity description - The aim of the game is to throw beanbags into your opponent’s hoop to score points.

The game is played 1 v 1.

Set up a ‘court’, with a line dividing 2 players. Position a hoop on either side of the

line, 1–2m from the line. Each player tries to throw 3 beanbags into the hoop on the

opposite side of the line, while their opponent tries to stop them without actually

touching the hoop. After 1 player has thrown 3 beanbags, the other player has a go.

Once the children have learnt how to defend their hoop well, add a second hoop about

a child’s stride away from the first.

PE assessment

See invasion games core skills – activity 1 print out activity and leader notes for chn to use as part of an assessment.


To use different ways to throw for accuracy.

To investigate different ways to receive a ball.

Practice aiming a ball or beanbag to a target, (Line or object on the ground). Target can be over object/line or on object/line. Stand

hoops on wall for chn to practice their aiming skills. Teach chn ways of aiming – hand high above head, stand sideways, underarm

throw.

GAME 5 – Make up a game where you aim at your target with an overarm throw. How can you score points? How can you make it

harder? Teach your game to a partner with the rules.

Place ball on head, let it drop off and catch it before and after it bounces. Repeat with ball under chin, on foot, crouching down etc…


GAME 6 – Make up a game where you throw and catch the ball at different heights. How do you score in the game? What are the

rules?


Assessment of progress - top play card:

using a target or partner

1-2-3-4

show a good awareness of others in running, chasing and avoiding

games, making simple decisions about when and where to run

react to situations in a way that helps their partners and makes it

difficult for their opponents

understand and describe changes to their heart rate when playing

different games

begin to anticipate what they will feel like after playing games

TADPOLES – Similar to CIRCLES - Repeat activity but half the class stand in circle rest of class stand in line. Line of chn (Tadpoles)

run around 4 markers, which are positioned around hall. When they have run around the markers twice they run to someone in the

circle and stand behind them. Circle of chn should be passing ball and counting how many times they have passed. Play stops when

last tadpole has returned. Change over roles to beat the score.

Roll the ball to a partner. Repeat using feet to kick the ball. Chn practice dribbling the ball around different targets and keeping

control of the ball. They can work in pairs to aim the ball to their partner, who then dribbles it around a cone and passes it back.


Assessment of progress – see games core activities 2 (see below)

Activity description - The aim of the game is to score points by sliding a beanbag or rolling a ball over your

opponent’s line. The game is played 1 v 1 or 2 v 2.

Set up 2 parallel lines, 3–5m apart (make sure there are sides to the court). The

children should position themselves on either side of the lines, but may put their

hands into the space between. The opponents try to intercept the ball or beanbag and

then try to score themselves.

To know different throwing and catching skills.

To play as a team

To understand rules of the game.

Mini – benchball (to be developed over several weeks – build on key sills throughout

Teach a range of different throwing and catching skills and lead into a game.

Teach rules of benchball

Look at skills involved to pass and send the ball towards goal.

Scoring a goal


Team work

Hand and eye co-ordination

Throwing – chest pass, shoulder pass

Catching

Footwork

Stay close

Getting free.


Assessment of progress - active play card:

pace it out – focus on stepping, striding and jumping

Magic mover – focus on different ways to move

Handy ball – getting used to a ball

show a good awareness of others in running, chasing and avoiding

games, making simple decisions about when and where to run

know how to score and keep the rules of the games

MINI – SOCCER (to be developed over several weeks – build on skills throughout

No goal keeper at first introduction to game. Chn to use their skills in aiming, hitting and kicking to have a go in playing a small

football game. They should think about how to make it difficult for their opponent. Teach them to be alert. Talk to them about how

they can keep the ball and move it to the best places to score. Play 5 chn on each team. They need to aim at another member of their

team to pass the ball at least 3 times before scoring.

POINTS 1

The aim is to score as many points as possible before the defender touches the ball.

Lay out 8 cones in a playing area that is between 5m2 and 10m2.

Play with a team of four attackers against one defender.

The four attackers must use throwing and catching skills, and cannot move with the ball.

Their aim is to score points by touching the cones with the ball as many times as they can.

They can touch the cones in any order, but must not touch the same cone twice in a row.


Less able children to use a bean bag instead of a ball.

Challenge:- Play in larger teams.

POINTS 2

Set up the game with the same basic rules as the previous session

Lay out 4 cones in a playing area that is between 5m2 and 10m2.

Play with two attackers and one defender.

Score on a particular colour cone (put out cones of different colours)

Use a small ball, to make throwing and catching more difficult

Challenge:- Play one against one.


Assessment of progress - active play card: sweet feet – focus on kicking

PE assessment


assessment.




PE Year 2: Multi-skills GAMES


In this unit children will gain the experience of appropriate FUNdamental movement abilities to help them develop physical competence. They will include simple activities and games which will provide deliverers with a fun

and exciting way of presenting this important work for children. This builds on from previous multi-skills ABC unit in year 1. This unit of learning can also be used as challenges for year 2. Developing competence in

fundamental movement skills leads to competence in more complex sports skills. E.g) an overarm throw involves co-ordinating body parts which when mastered aids the development of throwing in cricket and rounders, the

javelin throw, tennis serve and the netball shoulder pass.

Core Aims












their wellbeing.



















Expectations

Children can:















To use control and co-ordination when applying key throwing skills in a

game.

to work as a team when playing a game

Ten point hoops – PESSCL cards

Chn are involved in scoring points by throwing beanbags to a choice of two targets.

Teach the skills:

moving into different positions before throwing

throwing with a suitable underarm technique

moving to try and intercept the beanbags

changing speed and direction easily

changing their response to their opponents actions

scoring accurately in the game

watching others movements carefully

describing what they have done or seen others doing.

Chn to evaluate their performance

Can you describe how you threw the beanbags?

Can you describe what you tried to do to stop your opponent’s beanbags landing in the hoop?

What was good about your performance?

What did your opponent do well?

Were you able to move away from your opponent?


To throw and catch with accuracy.

To use tactics to move around a space.

Piggy in the middle – PESSCL cards

Chn are involved in trying to score as many points as possible by throwing and catching a ball between players on their team.

Teach the skills:

moving into different positions to catch the ball

throwing with a suitable technique


moving to try to intercept the ball

showing awareness of others when moving around the court

making simple decisions about when and where to run

watching and describing what others are doing

knowing how to score and follow the rules of the game

making it difficult for their opponents

Chn to evaluate their performance

Can you describe how you moved to catch the ball?

How did you throw the ball? Why did you choose this technique?

What type of throws did you use in your game?


PE assessment



To include all members of a team when throwing and catching.

To pass a ball with accuracy.

To remain balanced when passing and catching a ball

To twist, turn and pass a ball whilst moving.

Multi-skills card – circle permit

Teams of 5 lined up at each end of the court. On ‘go’ one player from each team runs to collect their ball from the centre circle. First pass must be

made in the centre circle. Ball is passed to all team players before a goal is scored.


Assess levels of agility, balance and co-ordination

Agility


receiving the ball while moving quickly

twisting, turning and passing

receiving the ball in difficult positions

Balance

different balanced positions for sending and receiving

passing and moving

receiving the ball overhead or off the floor

co-ordination

passing between 2 cones

passing and moving

passing left to right at different angles.

Assessment of progress: chn to use the FUNs cards to evaluate their own performance. Yellow level – blue level

To explore ways of scoring a goal between markers.

To use different techniques of moving with a ball.

Multi-skills card – find a goal

10 players to be split into pairs. Each pair sets out 2 markers of the same colour a metre apart. Practise passing the ball between the markers. Chn to

use rolling, kicking, bouncing etc) Start to introduce tactics to block other people from getting into your goal. See also: multi-skills cards: super

shooting shuttle


Assess levels of agility, balance and co-ordination

Agility

change of pace to move quickly and stop with control

Twisting and turning to move into good positions.

respond to a signal to explore sudden change of pace.

Balance

different balanced positions for shooting

balanced positions for sending and receiving

passing and moving.

co-ordination


shooting into different targets

passing and moving

moving the ball as soon as it has been received.

Assessment of progress: chn to use the FUNs cards to evaluate their own performance. Yellow level – blue level

To consolidate key skills learnt to play a game. Resources – Multi-skills cards (games 1 and 2). FUNS for everyone cards.

Recap and work on key skills the children have worked on in this unit.

See FUNS for everyone cards Move year 2 children onto red and blue levels, depending on levels of ability children could progress to pink level. Set

out the area using all of the cards the chn have used this half term. Children to work in a circuit to go over key skills and rotate around to try all

levels of ability for year group. Children to self assess their own levels of ability against the cards working in pairs or small groups and recording what

they think they do well and what they could do to improve for next time. Extend to multi-skills cards (games 1 and 2) to move skills into game like

activities.


Assessment of progress - FUNS for everyone cards (number 11 – agility – ball chasing and number 12 – agility reaction/response).

red level – blue level

pink level – challenge cards

To consolidate and challenge all levels of multi-skill development in an intra

school competition

Chn will take part in:

intra school competition of multi skills

This will assess and be used to consolidate key multi skills that have been taught across the unit.

Scores will be collected and submitted.

PE assessment



assessment.

score in your goal

score from inside the end zone



PE Year 2: Dance – story dancing


In this unit children will children focus on creating and performing short dances that are based upon different stories the children have read. There is a lot of scope to change story ideas to what the children think should

happen next. This unit works well with cross curricular links to the literacy hour – traditional stories. In dance as a whole, children think about how to use movement to explore and communicate ideas in stories, and use

their own feelings and thoughts. As they work, they will communicate an idea and unfold a character in a story. This unit lays the foundations for future dance units, in which children will explore a wider range of dance.

They will look at how different body actions show moods and feelings, and will learn how to use different parts of the body to imitate and lead movements. They will also create short dances, perform with a partner or small

group, and use language associated with movement to evaluate and improve their dances. Many of the actions and skills that children use in this dance unit will also be used in gymnastic activities in the future, eg work on

remembering movement phrases and short dances will be supported by work on movement phrases in gymnastic.

Core Aims












their wellbeing.




















Expectations

Children can:
















To perform basic body actions and choose appropriate

movements for different dance ideas.

To remember and repeat short sequences whilst working

alone.

To move with control and vary how they use the space.

To retell a story about Peter Pan.

PETER PAN (developed over 2 weeks)

Stimulus – See poem

Music – You can fly! You can fly! You can fly! – Peter Pan, The second star to the right – Peter Pan, I wanna be

like you – Jungle book

Pupils in pairs now use the space in the hall to march, skip, crawl. Make partner follow and copy

Mirroring- Pupils face each other. Try to copy actions of partner as if in a mirror

Bring group together- discuss reflections and shadows. Who lost his shadow? Introduce shadow poem In pairs, choose

movements, shapes for first verse of poem. Introduce idea of sewing shadow back on

Creating a dance

Split group in half, Let pupils perform first verse. Watchers evaluate

Use Follow the leader track from Peter Pan. Pupils in a space where they can see and copy teacher. Use music - Pupils

get into pairs. Decide who is a and b A leads first, b leads when teacher shouts change. No music. Concentrate on

copying partner’s actions, gestures and facial expressions.

Pupils working in pairs. A is peter Pan B is shadow then swap after a few goes. Use Follow the leader track from

Peter Pan. Pupils in a space where they can see and copy teacher. Use music ‘I wanna be like you’ - Pupils get into

pairs. Decide who is a and b. A leads first, b leads when teacher shouts change. Suggest movements such as swing

arms for 8 beats, march for 8, wave etc then repeat. Pupils look for change of level, interesting shapes

Pupils working in pairs. A is peter Pan B is shadow then swap after a few goes. Add this to beginning of movement

phrase and use crockets theme as accompaniment.


WILD BOYS – THE LOST BOYS Listen to the music- try to guess words

Who are the wild boys in Peter Pan? Why are they wild –untamed /no rules.

March round the room on command FIGHT ME stand still in a war/fighting pose. On command SCARE ME pull a

scary face. Repeat using imagination.


Look at photos of New Zealand rugby team doing Haka war dance

PE assessment


Make up your own dance

To turn, jump and travel in different ways and use gesture,

shape and stillness.

To copy, remember and repeat simple dance phrases.

To select movements from those they practice to create a

dance and understand the structure of the dance.

To work alone in response to the story.

To observe each other and themselves dancing.

JACK AND THE BEANSTALK (developed over 2/3 weeks)

Stimulus – relax kids cd – Jack and the beanstalk, traditional story, pictures for visual ideas.

Music – Primary school dance – year 1 cd – Track 6 – Jack and the beanstalk.

Introduce main characters in story. Talk about feelings in the story. How did jack feel at the start? how did the

mother feel? Look at using different pathways – curved, straight, zig zagged to represent the feelings. Show how

you would move along the pathway as Jack in a happy way, as the mother in an angry way etc…Look at ways to fall to sleep after throwing beans out of window.

Ways to slowly wake up – yawning gestures, stretching into different shapes, being surprised at what has happened

to the beans. Climbing the beanstalk, getting tired and climbing through the clouds, tip toeing through the giant’s castle. Introduce using high and low levels.

How could Jack get away from the giant and back down the beanstalk? Encourage children to use different

pathways to get there. What obstacles could be in the way? Talk about how Jack feels when he has to escape.

Making a dance

Put together the start of the story – jack being hungry, selling the cow, coming home with beans, what the mother

does, going to sleep with the music.


Introduce second part of the story with the children. Teacher to take on role of giant saying Fe fi fo fum!!!! and

children could freeze on the spot.

Put together the whole dance and re-tell the story.


Introduce different characters in story – the magic harp, the hen that lays golden eggs. Children could take on roles

as these or other characters in the story.

Relax kid cd for other traditional stories

To explore actions in response to the stimuli.

To use a variety of basic actions to create a dance.

To select movements to create a dance.

To talk about the dance using appropriate vocabulary.

To create animal actions to show how animals move.

HANDA’S SURPRISE (Developed over 2 weeks)

Stimulus – Handa’s surprise – by Eileen Browne (see Primary school dance teacher book page 140 for story

synopsis if no book)

Music – Primary school dance – year 1 cd – track 9 – Handa’s surprise.

Provide children with a beanbag or quoit to put on head. Balance on head to introduce slow, careful walking with a

steady pace. Use different pathways. Practice without object pretending a basket of fruit is on head. Lift it slowly

onto head. Which animals come to steal the fruit? Introduce animal movements with children.

Look at large animals which come along – zebra, elephant, giraffe. Look at ways these animals would move.

Refer to how the antelope, the parrot and the goat would move and introduce this in the story.

Making a dance

Put together Handa walking with the basket and the animals stealing the fruit as a story dance.



See tops card – penguin small and introduce how penguins would move

To perform the basic actions with increasing control.

To choose appropriate dance actions and phrases to convey

the meaning of the story.

To work co-operatively with a partner and in a group.

To watch other’s dances and suggest ways they can be

improved.

THE RAINBOW FISH (developed over 2/3 weeks)

Stimulus –The rainbow fish by Marcus Pfister, pictures of fish and under the sea.

Music –Primary school dance – year 1 cd – Track 10 - The Rainbow Fish

Discuss what could be found in the sea. What different shapes rea there – rounded, stretched, wavy, wiggly, spiky,

jagged, bumby etc. Make a coral shape? Demo lots of different shapes using different levels. Think about how waves

make plants move under water. Make shapes with body. Try taking weight on different body parts. Look at how

seaweed moves small fish move etc…

Move around like the rainbow fish. Discuss the differences between the rainbow fish and the small fish. How do they

move? Rainbow fish tells the small fish to go away when they ask him to share his beautiful shiny scales – look at

ways in darting away and back – move to slow movements.

The rainbow fish visits the starfish and octopus – represent these actions.

Making the dance

Change from coral to plants to seaweed to small fish to create a dance with music.

Put together a sequence of rainbow fish movements using the starfish and octopus.

In groups of 4 or 5 create a short dance using the ideas above.


Discuss the characteristics of the rainbow fish and the gestures and actions he could make.

For complex dance routine see primary school dance – page 150.


See also tops cards shoreline for seaside dance actions.

To remember and repeat simple actions to make up the

dance idea.

To perform the basic dance actions of travelling, turning,

gesture, shape, jumping and stillness.

To vary the speed, direction and pathways used during the

dance.

To choose different movements to tell the story.

WE’RE GOING ON A BEAR HUNT (developed over 2/3 weeks)

Stimulus – We’re going on a bear hunt by Michael Rosen.

The story can be broken down into any number of weeks using each idea or ideas:

The grass –very long and wavy, look high, look low, travel through, swishy, swashy grass.

The river – very cold, look across river then at it, splish, splosh.

The mud – Thick and oozy, squelch, squelch, feet getting stuck.

The forest –Big and dark, scary, look up to trees and down through bushes.

A snowstorm – Swirling, whirling, hooo wooo!, snow in eyes, on face.

A cave – narrow, gloomy. Tip toe. who might be in there?

Our front door –open door, run up stairs, slam door, quick movements.

Get into bed – Hide under covers, peep out occasionally. Call out: we’re going on a bear hunt again!

Making the dance

Use ideas to re-tell the story. Children could work in small groups or as a class and play follow my leader through the

different parts of the story.


Children could act as the bear in the cave and following the children home.

PE assessment

See dance core skills – activity 1 and 2 - print out activity and leader notes for chn to use as part of an assessment.


Make up a dance to show different moods



PE Year 3 – dance


In this unit children will focus on creating characters and narrative through movement and gesture. They gain inspiration from a range of subjects, and work in pairs and small groups. In dance as a whole, children think

about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts. As they work, they develop an awareness of the historical and cultural origins of different dances.

Core Aims


are physically active for sustained periods of time



Pupils should be taught:

Acquiring and developing skills

apply and develop a broader range of skills such as running, jumping, throwing and catching in

isolation and in combination and develop overall fitness and strength.

perform dances using a range of movement patterns

Selecting and applying skills, tactics and compositional ideas

apply basic principles suitable for attacking and defending

use compositional skills to create and perform a range of movement patterns

solve problems and overcome challenges both as an individual and within a team

Evaluating and improving performance

develop an understanding of how to improve in different physical activities and sports and learn

how to evaluate and recognise their own success

compare their performance with previous ones and demonstrate improvement in order to achieve

their personal best

Knowledge and understanding of fitness and health


develop flexibility, strength, stamina to be able to play in games, take part in performances,

overcome challenges and achieve personal bests

Expectations


Children can:

apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.

enjoy communicating, collaborating and competing with each other.

develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.


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.





to explore characters and narratives in response to a range of stimuli

to develop simple choreographic principles to create motifs and

narrative

to know and describe what you need to do to warm up and cool

down for dance

to describe, interpret and evaluate their own and others’ dances,

taking account of character and narrative

Ask the children to look at different pictures retelling stories and short pieces of film, e.g. silent movies, and ask them to describe

the movements used to create humour, horror, suspense, and so on. Encourage them to draw on their experience of narrative and

character in films, drama and stories.

• Teach the children how to create dance motifs that bring out character and dramatic effect, e.g. a House of Fun character –

giggle, giggle, stamp, stamp, kick, balance, tumble and splat! Teach them how to make motifs for different sections of a story.

Encourage them to explore how to communicate character and narrative when moving on their own, with a partner and in a

group.

• Ask the children to show you different activities that will warm the body, mobilise the joints and stretch the muscles, raising the

heart rate slowly. Talk to them about why they need to get warm, mobilise joints and stretch muscles before dancing, and why

they need to stretch, relax and breathe slowly to gradually calm the body down after dancing.

• Ask the children to focus on using shape, action, and dynamic and rhythmic phrasing more clearly in their dances.

See also: Matalan cards – read all about it

what and who do you need to consider when dancing in general space?

describe how you have effectively combined travelling at different levels and speeds


• to develop simple choreographic principles to create motifs and narrative

• to know and describe what you need to do to warm up and cool down for

dance

to describe, interpret and evaluate their own and others’ dances, taking account of

character and narrative

Help them to explore how to use actions, along with dynamic and spatial qualities, to communicate character and narrative, e.g.

expressing the character of Popeye might involve strong, powerful gestures and balances, boxing poses at different levels,

exaggerated and stylised actions and gestures; expressing blood becoming rivers and streams in Pangu (Chinese creation story)

might involve travelling in small groups, exploring different pathways, and changing levels, shape and speed.

• Help the children to sequence movement in a logical order. Ask them to think about the way they link motifs and sections.





PE assessment



Make a dance that looks like machinery




dance



Help the children to improvise, using a wide range of actions, dynamics, directions, levels and relationships.

• Teach the children to develop and vary dance phrases using canon, unison, repetition, and changes of direction, level, speed and

pathway. Teach them the importance of keeping focused on the dance idea. Ask them to think about the way that movement

material has been structured to get their ideas over through the dance. Encourage them to be aware of the people they are

performing with as a group.





See also: Matalan cards - technologic

to explore and create characters and narratives in response to a range of

stimuli

• to use simple choreographic principles to create motifs and narrative

• to perform more complex dance phrases and dances that communicate


• to know what you need to do to warm up and cool down for dance

• to describe, interpret and evaluate their own and others’ dances, taking account of character and narrative

To be developed over several sessions

Create and perform dances based on characters and narrative, using the dance idea ‘Welcome to the House of Fun’. The dance should

have two or three sections, which could be based on:

• individual characters – body shape, travelling at different speeds, shy, giggling, kicking, punching

• hall of mirrors – developing body shapes using different levels, balancing, supporting, changing the group shape by moving under,

round and through each other to create different still images, e.g. long, thin, contorted, wide, round, while pulling funny faces

• a comic fight – e.g. Popeye against Pluto, including action and reaction, and question and answer sequencing, e.g. swipe, turn, travel,

swing, fall, lift, tumble, roll

Adaptations and variations on the task

To make the task easier:

• use ideas the children are familiar with

• make the dance phrases shorter and keep actions simple

• use simple accompaniment

• ask the children to work on their own

• use small spaces and similar heights and directions

To make the task harder:


• use more abstract stimuli

• make the dance phrases longer and actions more complicated

• use more complex rhythms, including changes of speed

• work in small groups

• user larger spaces and different heights and directions

Other dance ideas could include myths and legends, e.g. Icarus, Where the Wild Things Are; films, e.g. The Iron Man, Midsummer

Night’s Dream, The Nutcracker Suite; advertisements; objects, e.g. shoes and hats.

•Ask them to suggest how the movement material, motifs and performances of their own and others dances could be improved to

communicate the dance idea more clearly. Ask them to say how successful they think different motifs are in expressing the dance idea.




dance

to describe, interpret and evaluate their own and others’ dances, taking

account of character and narrative

Ask the children to look at different pictures retelling stories and short pieces of film, e.g. silent movies, and ask them to describe

the movements used to create humour, horror, suspense, and so on. Encourage them to draw on their experience of narrative and

character in films, drama and stories.

• Teach the children how to create dance motifs that bring out character and dramatic effect, e.g. a House of Fun character –

giggle, giggle, stamp, stamp, kick, balance, tumble and splat! Teach them how to make motifs for different sections of a story.

Encourage them to explore how to communicate character and narrative when moving on their own, with a partner and in a

group.








dance


Help them to explore how to use actions, along with dynamic and spatial qualities, to communicate character and narrative, e.g.

expressing the character of Popeye might involve strong, powerful gestures and balances, boxing poses at different levels,

exaggerated and stylised actions and gestures; expressing blood becoming rivers and streams in Pangu (Chinese creation story)

might involve travelling in small groups, exploring different pathways, and changing levels, shape and speed.

• Help the children to sequence movement in a logical order. Ask them to think about the way they link motifs and sections.



character and narrative heart rate slowly. Talk to them about why they need to get warm, mobilise joints and stretch muscles before dancing, and why



PE assessment

See dance core skills – activity 4 and 5 - print out activity and leader notes for chn to use as part of an assessment.

Make a dance with characters, mirrors, fights!

copy and perform a famous dance


#Manor Primary School

PE Year 3 – Gymnastics (summer)


In this unit children focus on improving the quality of their gymnastic movement, e.g. by stretching fingers and pointing toes, to help them produce tension and extension. They plan and perform sequences of contrasting actions, and develop flow by linking actions smoothly and planning variations in speed.

In gymnastics as a whole, children use skills and agilities individually, in combination and in sequence, with the aim of showing as much control and precision as possible. This unit lays the

foundations for future gymnastic units, in which children will refine and combine their agilities and actions to answer set movement tasks. They will work with a partner on the floor and

using apparatus. They will choose and adapt actions from their individual sequences to create sequences together. They will learn that strength and suppleness affect the performance of

gymnastic actions, and will know whether or not the layout of apparatus is safe. In all physical education units, children will make simple assessments of their performance based on clear

criteria that their teacher gives them.

Core Aims


















their personal best






Expectations

Children can:














to consolidate and improve the quality of their actions, body shapes and

balances, and their ability to link phrases of movement

• to improve their ability to select appropriate actions and use simple

compositional ideas

• to recognise and describe the short-term effects of exercise on the body

during different activities

to describe and evaluate the effectiveness and quality of a performance

Help the children to develop and perform actions, e.g. jumping, balancing, transferring weight, rolling, turning, weight on hands.

Ask them to practise actions and concentrate on the quality of the movement, e.g. extended feet, hands, arms, legs.

• Help the children to vary and apply their actions on the floor and on apparatus, e.g. varying shapes (contrasting, twisting into),

changing speed, changing direction (forwards, backwards, sideways), changing level, using apparatus (onto, from over,

underneath). Teach them to copy a partner’s sequence on the floor and using apparatus, e.g. following or matching movements,

shapes, balances.

• Ask the children to say which parts of the body are important for gymnastic activities or movements. Ask them why the warm-up

is an important part of gymnastic activity.

• Ask the children to compare and contrast sequences. Ask them to identify similarities and differences in performance, e.g. similar

or contrasting movements, body shapes, balances, way the apparatus is used.




compositional ideas

• to recognise and describe the short-term effects of exercise on the body

during different activities

• to recognise how their own performance has improved

Teach the children to link different balances, moving in and out of positions of stillness, e.g. balance on hand, knee, elbow; move

smoothly into a roll; move smoothly into a balance on one foot.

• Teach the children easy combinations of contrasting actions, e.g. moving from a low travel to a high travel, from a high balance

to a low travel. Teach them how to choose combinations that work in their sequences. Talk to them about how they devise

sequences. Listen to their suggestions about how to adapt a sequence for a partner or for different apparatus. Encourage them to

work well with a partner.

• Ask the children to compare and contrast breathing and heart rates when resting and exercising. Talk to them about why good

suppleness and strength improve the quality of gymnastic performance.

• Teach the children to judge the best performance and say why, e.g. it meets the requirements of the task, better extension and

body tension, smooth transitions. Help them to suggest how a performance could be improved.


PE assessment


assessment.

Perform a sequence of contrasting actions

perform a sequence at different speeds




compositional ideas

• to know the importance of suppleness and strength

• to describe and evaluate the effectiveness and quality of a

performance

Teach the children to transfer weight smoothly from one part of the body to another, e.g. from a balance on the shoulders to a

movement taking weight on the hands. Help them to use these actions on the floor and over, through, across and along

apparatus.

• Teach them how to choose combinations that work in their sequences. Talk to them about how they devise sequences. Listen to

their suggestions about how to adapt a sequence for a partner or for different apparatus. Encourage them to work well with a

partner.

• Help the children to work safely on their own and in pairs, e.g. to decide which pathways to use when creating a sequence.

• When comparing and suggesting improvements listen to the language they use and help them to develop it.

. to demonstrate the quality of their actions, body shapes and balances, and

their ability to link phrases of movement

• to select appropriate actions and use simple compositional ideas

• to describe and evaluate the effectiveness and quality of a

performance

Task

Using floor and apparatus, create and perform a sequence of contrasting actions, e.g. three jumps and two balances, showing contrasting

shapes. Make sure you show extension when balancing and flow when transferring your weight, so that the end of one action is the

beginning of another.

• to demonstrate the quality of their actions, body shapes and balances, and

their ability to link phrases of movement

• to select appropriate actions and use simple compositional ideas

• to describe and evaluate the effectiveness and quality of a performance

•

Task (to be developed over several weeks)

Using floor and mats, create and perform a sequence that involves a clear change of speed, linking three balances with three different

ways of travelling, e.g. balance, travel, balance, travel, travel, balance.

Variation

Ask the children to:


• make their sequences shorter, use simpler actions and agilities, and reduce the number of elements they use (this will make the tasks

easier)

• make their sequences longer, use harder actions and agilities, and increase the number of elements they use (this will make the tasks

easier)

• perform the sequence with a new change of speed, level or direction, or to change a balance, shape or way of travelling

• work in groups, e.g. divide the class into groups of four and ask the children to start and finish at the same time

• use higher or lower apparatus

• use the apparatus laid out in a different way

Challenge:- perform the same sequence with different emphasis, e.g. twisted shapes, symmetrical balances

PE assessment


assessment.

Perform a sequence with 6 elements

Perform with a partner from start to finish




PE Year 3 – invasion games


In this unit children will learn how to outwit their opponents and score when playing invasion games. They develop skills in finding and using space to keep the ball. They play with the same basic court set-up and rules,

but use a range of equipment and skills, including throwing, catching, kicking and striking skills.

In all games activities, children think about how to use skills, strategies and tactics to outwit the opposition. In invasion games, they enter their opponent’s territory with the ‘ball’ and try to get into good positions for

shooting or reaching the ‘goal’. They learn simple attacking tactics using a range of equipment and skills, and start to think about how to organise themselves to defend their goals. They start by playing small, uneven-sided

games, and move on to even-sided games.

Core Aims

















their personal best






Expectations

Children can:












WARM UP TO BE COMPLETED EVERY LESSON

To warm up the body ready for exercise.

Before every session – chn to warm up appropriately using a range of key multi skill movements.

Discuss the importance of warming up with the chn.

Remind children of ABC’s (Agility, balance, co-ordination) – chn could use FUNs cards to help them warm up before key tasks.

To explore different ways of passing the ball.

To investigate the ways to keep possession whilst passing a ball in a

team game.

Ask the children to practise passing to a partner, using a number of sending and receiving techniques, e.g. throwing and catching, hitting

or kicking and stopping. Help them to improve the accuracy of their passes, and to use space so that they keep possession better, e.g. how

many successful throws and catches can they make in 30 seconds, stationary and later on the move, and then with some opposition.

Ask the children to play games that involve keeping possession and scoring in any of a number of targets. Ask them to play games three

against one and four against one.

See STEPS to differentiate the tasks.

Teach the children which passes are best, and what tactics to use to keep possession. Help them to find space where they can receive a

pass or support a partner. Talk to them about what they have to think about when their team has got the ball and when the opposition

has the ball. Ask them what to do to make it difficult for the smaller team to play.

Ask the children what they find difficult about keeping possession or winning the ball back in a game. Find practices and ideas to help

them. Explain why these practices will help.

See Matalan cards for extensions to tasks

To explore a range of ways to travel with a ball.

To investigate tactics of play in an invasion game.

Help the children to remain in control of the ball while travelling, e.g. bouncing a ball with one hand, travelling with the ball at your feet

and to change speed and direction. Teach the children to call and signal to help partners know where they are going, e.g. by pointing.

Talk to them about where to look when they travel with the ball, and what happens after they have passed the ball.

Teach the children how to organise themselves differently to play each of the games in the core tasks successfully. Teach them to play the

games using different equipment and techniques, e.g. kicking, hitting and stopping.

Talk to the children about patterns of play, e.g. If the ball is on the left, where are the defenders and the attackers? Should they all be in

the same space? How do they back each other up? Help them to say how they could improve their chances of scoring or defending

successfully. Ask them what they do to take the ball towards a goal and score. Listen to what they find difficult and adapt the space and

goals to help.

Ask them to pick out the most effective parts of their play.


PE assessment


score in your goal

To investigate different tactics to keep possession of a ball.

To pass/dribble a ball with control.

Ask the children to play games using throwing and catching, then to play them using other equipment and techniques. Teach them how

to use different techniques and equipment, e.g. kicking or striking and stopping, footballs, rugby balls, hockey sticks, balls. Teach them

how to pass and dribble using different equipment and different techniques.

Help them to choose and adapt their techniques to keep possession and to give their team the chance to shoot.

Ask the children to evaluate how successful their tactics have been, e.g. Is it technique or tactics that stops them scoring? What are they

best at in games?

See Matalan cards for extensions to tasks.

Use STEPS to differentiate throughout

To explore the position of our body when we pas and receive a ball.

To investigate how to outwit an opponent.

Teach them how to position their bodies, hands, feet and equipment to receive, pass and shoot a ball.

Teach them how to see simple patterns of play and use them to outwit the opposition.

Ask the children to play games three against one and four against one. Teach them how to help each other and how to find and use

space.

Help them to score more regularly without making mistakes. Encourage them to have set moves and plans, which they use to help them

attack.

Teach them to use appropriate language to describe their performance. Encourage them to see how their skills and tactics change when

they get tired.


To create a set of rules to play an invasion game.

To identify ways to improve a game.

Listen to their views on developing control and consistency in practices and games. Encourage them to become more consistent in the

way they use a range of equipment and techniques, including shooting, during games.

Help the children to see that the plans, ideas and tactics they use in different invasion games are similar, especially the way they use space

and keep possession. Help them to understand what types of rule are needed to make a game fair and exciting. Talk about how to involve

everyone, and how to choose rules and skills that make the game fun. Talk to them about the techniques and equipment they use in their

own games, and how easy or difficult they are to use.

Help them identify what it is they do that make things difficult for their opponent. Encourage them to see how their skills and tactics


change when they get tired.

Ask them what they think they need to do to improve their game, and what help they think they need with practising skills. Ask them

what they think makes the rules difficult to interpret and apply


To score a goal by aiming with coordination at a target.

To use key skills in passing and travelling with the ball.

To play a team game, thinking about rules and tactics.

Use key skills from previous lessons to play a game. See FUNs cards to promote key multi skills. The aim of the game is to score points

by bouncing the ball in a target hoop, or by knocking over a target skittle.

Place a hoop or skittle in a target circle about 2 meters to 3 meters across. The playing space extends all around this circle, but players are

not allowed to enter the circle. Play the game four against two, and later, four against three. Both teams score by hitting the target hoop

or skittle. After a ‘goal’, the larger team takes a free pass from a specific starting point away from the circle. Both teams can travel with

the ball by bouncing it. There is no physical contact.


• swap groups regularly, taking into account size and ability

• play the game without travelling with the ball, or with only one side travelling

Challenge:-

play three against three

swap teams regularly, so that they all play in the small team

Variation: - play the game with football equipment; using cones about 1 metre apart as mini-goals inside the circle. Make sure there are

at least four goals to score through


PE assessment


score from inside your end zone


To throw and catch a ball with accuracy and control.

To use tactics to score a goal.

The aim of the game is to score more goals than the opposition. Play using throwing and catching skills, kicking skills, or striking skills.

Select appropriate equipment for the game.

Play this end-to-end game on a pitch that is about 10m x 20m (wider than it is long). Play three against one, and later, three against two.

Put three small goals at one end of the pitch (for the team of three) and one large goal at the other end. The larger team is not allowed to

travel with the ball, but the smaller team is allowed to travel by bouncing (or dribbling) the ball. There is no physical contact. The team

of three takes all re-start passes from its own goal line after a goal has been scored or the ball goes out of play.

Variation


• play the game with the goals spread out in different patterns across the goal line

• play with a larger number of goals

• play with goals that are worth different points, depending on how difficult they are, e.g. targets in the middle of the pitch are

worth more than targets in the corner, smaller targets are worth more than larger targets

• play on a pitch that is longer than it is wide

• play with an area in front of the goals where nobody can go, so that it is harder to defend the goals


To pass with control when playing an invasion game.

To score points.

The aim of the game is to pass the ball to a nominated player in the end zone of a pitch.

Play the game four against two and then four against three. Play on a pitch that is about 10m x 20m – the end zones should be about 1m

wide, running the width of the pitch. Use netball, basketball, football or hockey equipment and techniques.

To score points, the ball has to be passed to, and stopped by, a player who has been nominated to receive the ball in the end zone. This

player can move anywhere on the pitch, but must be in the end zone to receive the ball, and then shoot to score a ‘goal’. The goals can be

hoops, nets, posts, etc. After every goal, the team that did not score takes a free pass from its back line. If the ball goes out, the opposition

throws in from where the ball went out.




• start by using throwing and catching techniques with no travelling. Later introduce travelling by bouncing the ball

• use non-typical equipment and rules, e.g. a frisbee, a bat to hit the ball to a team-mate who catches

the ball

• play on a court that is wider or longer

• try playing on a pitch that is longer than it is wide

• practise shooting, e.g. into a hoop, when they get the ball in the end zone

• play in smaller teams, e.g. three against one, three against two

• Challenge play in slightly larger teams


PE assessment


score in the goal with the highest points

To use a range of passing and throwing skills to create an invasion

game.

The aim of the game is to pass the ball to a nominated player standing in one of the targets at the end of the playing space.

Play three against two and then three against three. Play on a pitch that is about 10m x 20m and position three goals at either end of the

pitch. Follow similar rules to those described in previous task. Each team has three goals to score in – the middle goal is worth three

points; the outer goals are worth one. Start by using throwing and catching skills, then introduce equipment and rules using kicking or

striking skills.




• move the goals closer to a corner

• play with a larger number of goals

• move the goals into the field of play

• shoot from either side of the target, if football or hockey-type goals are being used

• have a free shot at goal after receiving the ball in the target area

• play the game on a pitch that is longer than it is wide

• swap teams, so that they all play on both the smaller and larger teams. Introduce even-sided teams when the children are ready

and play well enough

• play the game on a smaller pitch, or in teams with an advantage in numbers (if they are less able children)

• allow any player to score

Challenge Limit the number of consecutive touches of the ball a player can have.


To use a range of skills to create an invasion game as a team. Ask the children to make up their own invasion game and find ways to play it well. Ask them to choose:

• rules

• equipment

• how to score

• how to start and restart the game

Tell them to think about how to make sure that their game is safe to play.

• Ask them what they think they need to do to improve their game, and what help they think they need with practising skills.


Ask them what they think makes the rules difficult to interpret and apply.


PE assessment


think of your own game

Documents

M anor Prima ry School PE Year 1: Active play … Autumn Y1-Y3.pdfManor Primary School M anor Prima ry School PE Year 1: Active play invasion games Ove rview of the Learning: In this