PE - Progression Ladder

Purpose of study (National Curriculum 2015) A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. Aims The national curriculum for PE aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives

EYFS

Skills – by the end of Reception, children should be able to… ELG04 – Moving and handling ELG05 – Health and self-care Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Subject Content - children should learn about… How to show good control and co-ordination in large and small movements. How to move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Knowing the importance for good health of physical exercise, and a healthy diet, and talking about ways to keep healthy and safe. Managing their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Experiences - children should…. -Have regular access to large and small play equipment. -Have next steps specifically catered to their physical developmental needs. -Have regular discussions regarding health and self-care. -Have appropriate self-care expectations made of them.

MPL/EYFS/’Val Sabin’ Expected learning outcomes for the end of Reception:

A) dress and undress independently

B) move about the space safely

C)show an awareness of space safely

D)start and stop on a given signal

E) listen to instructions

F) travel with control and co-ordination

G) move with confidence and imagination

H) move different parts of the body in a controlled way when stationary

I) make simple shapes with their bodies

J) travel on feet in a variety of ways

K) travel with changes of speed

L) respond to a range of stimuli including percussion, voice and taped music

M) recognise repeated sounds and sound patterns, and match movements to music

O) describe simple movements using appropriate vocabulary

P) recognise changes that happen to their bodies when they are active

KS1 Purpose of study A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. Aims The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives

Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Pupils should 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. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils should be taught to: 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 perform dances using simple movement patterns

KS1 Games at MPL Pupils follow a schedule of games lessons, through use of the Suffolk Scheme, based on the essential outcomes of understanding and performing:

-Being ready to play -Throwing underarm -Jumping to stop the ball -Using feet to stop the ball -Defending -Understanding the court -rolling the ball -Being ready to stop the ball -Moving to stop the ball -Playing games with balls -Understanding the playing area -Being ready to throw and collect -Throwing underarm -Retrieving equipment -Jumping in and out of an area -Hitting the ball over the net -Feeding the ball to a partner using a bat -Catching the ball before it bounces -Running around bases -Hitting in different directions -Scoring points -Returning the ball to a base

Key stage 2 Purpose of Study Pupils should continue to 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. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply

basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best LKS2 Games at MPL Pupils follow a schedule of games lessons, through use of the Suffolk Scheme, based on the essential outcomes of understanding and performing: -Using space -challenging for possession -scoring a goal -supporting your team

-working hard to keep possession -playing small games -trying to score in larger or smaller games -supporting each other as a member of a team -passing to a nominated player -moving to gain possession -establishing starting positions of attacking and defending teams -passing the ball among attackers -pivoting to shield the ball -building an attack UKS2 Games at MPL Pupils follow a schedule of games lessons, through use of the Suffolk Scheme, based on the essential outcomes of understanding and performing: -positions of readiness -tracking the ball -jumping to intercept -creating space and keeping possession -challenging for the ball -scoring a goal -using the width of the pitch -speed in attack -using football skills -block tacking in football -using hockey skills -moving out of defence and into attack -regaining possession -starting play from a line out in rugby -remembering to pass the ball backwards in rugby -using width in rugby -scoring a try in rugby

Swimming and water safety All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to: swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] perform safe self-rescue in different water-based situations Dance at MPL Pupils follow a schedule of dance lessons, through use of the Val Sabin Dance Scheme, based on the essential aspects of: Composing: developing structure to their dances through exploring, copying, creating, composing, improvising, choosing, selecting and refining movements into whole dances and dance phrases, which are demonstrative of a beginning, middle and end.

Performing: linking movement phrases to create simple dances. This is through the combination of movement skills and performance. Appreciating: observing, analysing, interpreting and appreciating dance.

*Subject content and experiences are evidenced through the medium term planning attached to this progression ladder*

Dance EYFS & KS1

Reception Year 1 Year 1/2 Year 2

Dance Dance Dance Dance

Unit 1 VS Reception: Dance 1 (Stars in space) Year 1: Core Task 1 (Peter and the Wolf) Year 1: Core Task 1 (Fidgety Fish) Year 2: Core Task 1 (Sea and Shore)

Unit 1 VS Reception: Dance 2 (Rabbits) Year 1: Core Task 1 (Peter and the Wolf) Year 1: Core Task 1 (Fidgety Fish) Year 2: Core Task 1 (Sea and Shore)

Unit 1 VS Reception: Dance 3 (Follow my feet) Year 1: Core Task 1 (Peter and the Wolf) Year 1: Core Task 1 (Fidgety Fish) Year 2: Core Task 1 (Sea and Shore)

Unit 1 VS Reception: Dance 4 (Hickory, dickory dock) Unit 1 VS Year 1: Dance 16 (Streamers) Unit 4 VS Year 1: Dance 24 (The rainbow fish) Year 2: Core Task 1 (Traditional Dance)

Unit 1 VS Reception: Dance 4 (Hickory, dickory dock) Unit 1 VS Year 1: Dance 16 (Streamers) Unit 4 VS Year 1: Dance 24 (The rainbow fish) Year 2: Core Task 1 (Traditional Dance)

Unit 1 VS Reception: Dance 5 (Autumn Leaves) Unit 1 VS Year 1: Dance 17 (Conkers) Unit 4 VS Year 1: Dance 24 (The rainbow fish) Year 2: Core Task 1 (Traditional Dance)

Unit 2 VS Reception: Dance 6 (Icicles) Unit 1 VS Year 1: Dance 17 (Conkers) Unit 4 VS Year 1: Dance 25 (We’re going on a bear hunt) Unit 3 VS Year 2: Dance 32 (Words and word messages)

Unit 2 VS Reception: Dance 7 (Mr Jelly and Mr Strong) Unit 1 VS Year 1: Dance 18 (Playing with a ball) Unit 4 VS Year 1: Dance 25 (We’re going on a bear hunt) Unit 3 VS Year 2: Dance 32 (Words and word messages)

Unit 2 VS Reception: Dance 7 (Mr Jelly and Mr Strong) Unit 1 VS Year 1: Dance 18 (Playing with a ball) Unit 4 VS Year 1: Dance 25 (We’re going on a bear hunt) Unit 3 VS Year 2: Dance 32 (Words and word messages)

Unit 2 VS Reception: Dance 8 (Wriggling William) Unit 2 VS Year 1: Dance 19 (March, march, march) Unit 1 VS Year 2: Dance 26 (The cat) Unit 3 VS Year 2: Dance 33 (Three little pigs)

Unit 2 VS Reception: Dance 8 (Wriggling William) Unit 2 VS Year 1: Dance 19 (March, march, march) Unit 1 VS Year 2: Dance 26 (The cat) Unit 3 VS Year 2: Dance 33 (Three little pigs)

Unit 2 VS Reception: Dance 9 (The angry elephant) Unit 2 VS Year 1: Dance 19 (March, march, march) Unit 1 VS Year 2: Dance 27 (balloons) Unit 3 VS Year 2: Dance 33 (Three little pigs)

Unit 2 VS Reception: Dance 9 (The angry elephant) Unit 2 VS Year 1: Dance 20 (Jack and the beanstalk) Unit 1 VS Year 2: Dance 27 (balloons) Unit 3 VS Year 2: Dance 34 (Copy cat)

Unit 3 VS Reception: Dance 10 (Blowing bubbles) Unit 2 VS Year 1: Dance 20 (Jack and the beanstalk) Unit 1 VS Year 2: Dance 28 (Reach for the stars) Unit 3 VS Year 2: Dance 35 (Pat a cake polka)

Unit 3 VS Reception: Dance 10 (Blowing bubbles) Unit 2 VS Year 1: Dance 20 (Jack and the beanstalk) Unit 1 VS Year 2: Dance 28 (Reach for the stars) Unit 3 VS Year 2: Dance 36 (Jumping Joan)

Unit 3 VS Reception: Dance 11 (Dinosaurs) Unit 3 VS Year 1: Dance 21 (Fog and sunshine) Unit 2 VS Year 2: Dance 29 (Friends) Unit 3 VS Year 2: Dance 37 (Elsden circle dance and anything goes)

Unit 3 VS Reception: Dance 11 (Dinosaurs) Unit 3 VS Year 1: Dance 21 (Fog and sunshine) Unit 2 VS Year 2: Dance 30 (Bubbles) Unit 3 VS Year 2: Dance 39 (Galopede)

Unit 3 VS Reception: Dance 12 (The shaking puppet) Unit 3 VS Year 1: Dance 22 (Washing day) Unit 2 VS Year 2: Dance 30 (Bubbles) Unit 3 VS Year 2: Dance 40 (Circassian circle)

Unit 3 VS Reception: Dance 12 (The shaking puppet) Unit 3 VS Year 1: Dance 22 (Washing day) Unit 2 VS Year 2: Dance 31 (Shadows) Unit 3 VS Year 2: Dance 40 (Circassian circle)

Unit 4 VS Reception: Dance 13 (The scarf) Unit 3 VS Year 1: Dance 23 (Handa’s surprise) Unit 2 VS Year 2: Dance 31 (Shadows) Total number of dance lessons: 19

Unit 4 VS Reception: Dance 13 (The scarf) Unit 3 VS Year 1: Dance 23 (Handa’s surprise) Unit 2 VS Year 2: Dance 31 (Shadows)

Unit 4 VS Reception: Dance 14 (Painting a picture) Unit 3 VS Year 1: Dance 23 (Handa’s surprise) Total number of dance lessons: 21

Unit 4 VS Reception: Dance 14 (Painting a picture) Total number of dance lessons: 22

Unit 4 VS Reception: Dance 15 (The hungry caterpillar) KS1 Dance Festival (Level 1)

Unit 4 VS Reception: Dance 15 (The hungry caterpillar)

Total number of dance lessons: 25

EYFS Physical Development

Moving and Handling

Fine motor

Finger gym x 3

Gross motor

Fitness trail x 2

Ourselves (my body) MTP:

Lesson 1: Understanding expectations in PE/Following instructions/performing basic travelling skills.

Lesson 2: Show awareness of immediate space around body/use space to move safely around others/begin to handle equipment with control.

Lesson 3: Explore movement imaginatively to express emotion/move safely around others/begin to handle equipment with control.

Lesson 4: Explore movement imaginatively to express emotion/recognise how bodies communicate feelings to others.

Lesson 5: Understand how different parts of the body are able to move/understand how important it is to be active.

Lesson 6: Understand how we use our body to travel/perform basic skills in travelling using different parts of the body.

Multi-skills:

Multi-skills Lesson (Balance)

Multi-skills Lesson (Co-ordination - movement)

Multi-skills Lesson (Co-ordination – aiming and timing)

Multi-skills Lesson (Agility - movement)

Multi-skills Lesson (Agility – changing direction)

Multi-skills Lesson (Agility - balance)

Gymnastics

Year 1: Core Task 1

Year 1: Core Task 1

Storycards – Robbie the rolling rabbit

Storycards – Timbo the tidy travelling tiger

Storycards – Spooky the under arm tickle spider

Storycards – Maddy the mischievous climbing monkey

Movement and dance – A magical Christmas x 2

Health and self-care (To be covered in class, with activities recorded)

Hygiene

Healthy diet

Keeping safe

Going to the toilet

Dressing and undressing

Total number of planned lessons:24

No additional fine or gross motor lessons required, due to nature of EYFS and the way in which this is currently embedded within class learning time.

Games/Gymnastics KS1

Year 1 Year 1/2 Year 2

Games Games Games

Year 1: Core Task 1 Year 1: Core Task 1 Year 2: Core Task 1

Year 1: Core Task 1 Year 1: Core Task 2 Year 2: Core Task 2

Year 1: Core Task 2 Year 1: Core Task 3 Year 2: Core Task 3

Year 1: Core Task 3 Year 2: Core Task 1 Year 2: Core Task 3

Year 1: Core Task 3 Year 2: Core Task 2 (Process of core task teaching to be repeated, based on assessment) – Repeat at least 2 sessions and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 2 sessions and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

Year 2: Core Task 2

Year 2: Core Task 3

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 2 sessions and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

Football – The bullseye Challenge Card (Level 1)

Football – Mini-soccer 7 v 7 Challenge Card (Level 1)

Basketball – Dribble relay Challenge Card (Level 1)

KS1 Hockey Quicksticks festival (Level 1) – selected pupils

Gymnastics Gymnastics Gymnastics

Year 1: Core Task 1 Year 1: Core Task 1 Year 2: Core Task 1

Year 1: Core Task 1 Year 1: Core Task 2 Year 2: Core Task 1

Year 1: Core Task 1 Year 2: Core Task 1 Year 2: Core Task 1

Year 1: Core Task 2 Year 2: Core Task 1 Year 2: Core Task 2

Year 1: Core Task 2 Year 2: Core Task 2 Year 2: Core Task 2

Year 1: Core Task 2 Year 2: Core Task 2 Year 2: Core Task 2

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 2 sessions and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 2 sessions and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 2 sessions and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

Virtual Skills Virtual Skills Virtual Skills

Virtual Skills Virtual Skills Virtual Skills

Rhythmic Challenge Card (Level 1)

Floor work – One foot balance Challenge Card (Level 1)

Dance LKS2

Year 3 Year3/4 Year 4

Dance Dance Dance

Year 3: Core Task 1 Creation Myth

Year 3: Core Task 1 Dance and Story

Year 4: Core Task 1 Forces

Year 3: Core Task 1 Creation Myth

Year 3: Core Task 1 Dance and Story

Year 4: Core Task 1 Forces

Year 3: Core Task 1 Creation Myth

Year 3: Core Task 1 Dance and Story

Year 4: Core Task 1 Forces

Unit 1 VS Year 3: Dance 1 (Who am I?) Unit 4 VS Year 3: Dance 6 (Mechanical progress) Year 4: Core Task 1 Traditional Dance

Unit 1 VS Year 3: Dance 2 (The language of dance) Unit 4 VS Year 3: Dance 6 (Mechanical progress) Year 4: Core Task 1 Traditional Dance

Unit 1 VS Year 3: Dance 2 (The language of dance) Unit 4 VS Year 3: Dance 6 (Mechanical progress) Year 4: Core Task 1 Traditional Dance

Unit 1 VS Year 3: Dance 2 (The language of dance) Unit 4 VS Year 3: Dance 6 (Mechanical progress) Unit 1 VS Year 4: Dance 8 (These shoes are made for walking)

Unit 1 VS Year 3: Dance 2 (The language of dance) Unit 4 VS Year 3: Dance 6 (Mechanical progress) Unit 1 VS Year 4: Dance 8 (These shoes are made for walking)

Unit 1 VS Year 3: Dance 2 (The language of dance) Unit 4 VS Year 3: Dance 6 (Mechanical progress) Unit 3 VS Year 4: Dance 12 (Snooker champions)

Unit 1 VS Year 3: Dance 2 (The language of dance) Unit 4 VS Year 3: Dance 7 (The human engine) Unit 3 VS Year 4: Dance 12 (Snooker champions)

Unit 2 VS Year 3: Dance 3 (The explorers) Unit 1 VS Year 4: Dance 9 (Giraffes can’t dance) Unit 3 VS Year 4: Dance 12 (Snooker champions)

Unit 2 VS Year 3: Dance 3 (The explorers) Unit 1 VS Year 4: Dance 9 (Giraffes can’t dance) Unit 3 VS Year 4: Dance 12 (Snooker champions)

Unit 2 VS Year 3: Dance 3 (The explorers) Unit 1 VS Year 4: Dance 9 (Giraffes can’t dance) Unit 3 VS Year 4: Dance 12 (Snooker champions)

Unit 2 VS Year 3: Dance 3 (The explorers) Unit 1 VS Year 4: Dance 9 (Giraffes can’t dance) Unit 3 VS Year 4: Dance 12 (Snooker champions)

Unit 2 VS Year 3: Dance 3 (The explorers) Unit 1 VS Year 4: Dance 10 (Incognito) Unit 3 VS Year 4: Dance 13 (Record and remember)

Unit 2 VS Year 3: Dance 3 (The explorers) Unit 2 VS Year 4: Dance 11 (Electricity) Unit 4 VS Year 4: Dance 14 (Wimbledon)

Unit 2 VS Year 3: Dance 4 (The Hornpipe) Unit 2 VS Year 4: Dance 11 (Electricity) Unit 4 VS Year 4: Dance 14 (Wimbledon)

Unit 3 VS Year 3: Dance 5 (The Eagle and the fish) Unit 2 VS Year 4: Dance 11 (Electricity) Unit 4 VS Year 4: Dance 14 (Wimbledon)

Unit 3 VS Year 3: Dance 5 (The Eagle and the fish) Unit 2 VS Year 4: Dance 11 (Electricity) Unit 4 VS Year 4: Dance 14 (Wimbledon)

Unit 3 VS Year 3: Dance 5 (The Eagle and the fish) Unit 2 VS Year 4: Dance 11 (Electricity) Unit 4 VS Year 4: Dance 14 (Wimbledon)

Unit 3 VS Year 3: Dance 5 (The Eagle and the fish) Unit 2 VS Year 4: Dance 11 (Electricity) Unit 4 VS Year 4: Dance 14 (Wimbledon)

Unit 3 VS Year 3: Dance 5 (The Eagle and the fish) Unit 4 VS Year 4: Dance 15 (Musical statues)

Unit 3 VS Year 3: Dance 5 (The Eagle and the fish)

Total number of dance lessons: 23 Total number of dance lessons:21 Total number of dance lessons:22

LKS2 Dance Competition (Level 1)

LKS2 Dance festival (Traditional and historical dance) – English Country Dance (Years 3 and 4)

Games/Gymnastics LKS2

Year 3 Year3/4 Year 4

Games (Invasion) Games (Invasion) Games (Invasion)

Year 3: Core Task 1 Year 3: Core Task 1 Year 4: Core Task 1

Year 3: Core Task 1 Year 3: Core Task 2 Year 4: Core Task 1

Year 3: Core Task 2 Year 3: Core Task 3 Year 4: Core Task 2

Year 3: Core Task 2 Year 4: Core Task 1 Year 4: Core Task 2

Year 3: Core Task 3 Year 4: Core Task 2 Year 4: Core Task 3

Year 3: Core Task 3 Year 4: Core Task 3 Year 4: Core Task 3

Games (net and wall) Games (net and wall) Games (net and wall)

Year 3/4: Core Task 1 Year 3/4: Core Task 1 Year 3/4: Core Task 1

Year 3/4: Core Task 2 Year 3/4: Core Task 2 Year 3/4: Core Task 2

Year 3/4: Core Task 3 Year 3/4: Core Task 3 Year 3/4: Core Task 3

Games (Striking) Games (Striking) Games (Striking)

Year 3/4: Core Task 1 Year 3/4: Core Task 1 Year 3/4: Core Task 1

Year 3/4: Core Task 2 Year 3/4: Core Task 2 Year 3/4: Core Task 2

Year 3/4: Core Task 3 Year 3/4: Core Task 3 Year 3/4: Core Task 3

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 3 sessions and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

Netball challenge card – jump, land balance and three throws.

Athletics challenge card – continuous relay

Sports day practice x 2

Sports day practice

Football – The bullseye Challenge Card (Level 1)

Football – Mini-soccer 7 v 7 Challenge Card (Level 1)

Basketball – Dribble relay Challenge Card (Level 1)

Tennis – Bounce about Challenge Card (Level 1)

Table Tennis –Keep it moving Challenge Card (Level 1)

Total number of Games lessons: 24 Total number of Games lessons: 24 Total number of Games lessons: 24

LKS2 Basketball Festival

LKS2 Scatterball Rounders Festival

LKS2 KS1 Hockey Quicksticks festival (Level 1) – selected pupils

Gymnastics Gymnastics Gymnastics

Year 3: Core Task 1 Year 3: Core Task 1 Year 4: Core Task 1

Year 3: Core Task 1 Year 3: Core Task 2 Year 4: Core Task 1

Year 3: Core Task 1 Year 3: Core Task 2 Year 4: Core Task 1

Year 3: Core Task 2 Year 4: Core Task 1 Year 4: Core Task 2

Year 3: Core Task 2 Year 4: Core Task 2 Year 4: Core Task 2

Year 3: Core Task 2 Year 4: Core Task 3 Year 4: Core Task 2

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 2 sessions and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

Total number of Gymnastic lessons: 8 Total number of Gymnastic lessons: 8 Total number of Gymnastic lessons: 8

Dance UKS2

Year 5 Year 5/6 Year 6

Dance Dance Dance

Year 5: Core Task 1 The River

Year 5: Core Task 2 Dance styles from other cultures

Year 6: Core Task 1 Solar systems

Year 5: Core Task 1 The River

Year 5: Core Task 2 Dance styles from other cultures

Year 6: Core Task 1 Solar systems

Year 5: Core Task 1 The River

Year 5: Core Task 2 Dance styles from other cultures

Year 6: Core Task 1 Solar systems

Unit 1 VS Year 5: Dance 16 (Rubbish) Year 5: Core Task 2 Dance styles from other cultures

Year 6: Core Task 1 Warriors and Monsters

Unit 1 VS Year 5: Dance 16 (Rubbish) Unit 4 VS Year 5: Dance 21 (Volcanoes) Year 6: Core Task 1 Warriors and Monsters

Unit 1 VS Year 5: Dance 16 (Rubbish) Unit 4 VS Year 5: Dance 21 (Volcanoes) Year 6: Core Task 1 Warriors and Monsters

Unit 1 VS Year 5: Dance 16 (Rubbish) Unit 4 VS Year 5: Dance 21 (Volcanoes) Unit 2 VS Year 6: Dance 25 (Theseus and the minotaur)

Unit 1 VS Year 5: Dance 16 (Rubbish) Unit 4 VS Year 5: Dance 21 (Volcanoes) Unit 2 VS Year 6: Dance 25 (Theseus and the minotaur)

Unit 1 VS Year 5: Dance 16 (Rubbish) Unit 4 VS Year 5: Dance 21 (Volcanoes) Unit 2 VS Year 6: Dance 25 (Theseus and the minotaur)

Unit 2 VS Year 5: Dance 17 (What a card!) Unit 4 VS Year 5: Dance 21 (Volcanoes) Unit 2 VS Year 6: Dance 25 (Theseus and the minotaur)

Unit 2 VS Year 5: Dance 17 (What a card!) Unit 4 VS Year 5: Dance 22 (Punch and wrestle) Unit 2 VS Year 6: Dance 25 (Theseus and the minotaur)

Unit 2 VS Year 5: Dance 17 (What a card!) Unit 4 VS Year 5: Dance 22 (Punch and wrestle) Unit 2 VS Year 6: Dance 25 (Theseus and the minotaur)

Unit 2 VS Year 5: Dance 17 (What a card!) Unit 4 VS Year 5: Dance 22 (Punch and wrestle) Unit 3 VS Year 6: Dance 27 (The rainforest)

Unit 2 VS Year 5: Dance 17 (What a card!) Unit 4 VS Year 5: Dance 22 (Punch and wrestle) Unit 3 VS Year 6: Dance 27 (The rainforest)

Unit 2 VS Year 5: Dance 17 (What a card!) Unit 1 VS Year 6: Dance 23 (The world of sport) Unit 3 VS Year 6: Dance 27 (The rainforest)

Unit 2 VS Year 5: Dance 18 (Word power) Unit 1 VS Year 6: Dance 23 (The world of sport) Unit 3 VS Year 6: Dance 27 (The rainforest)

Unit 3 VS Year 5: Dance 19 (City Life) Unit 1 VS Year 6: Dance 23 (The world of sport) Unit 3 VS Year 6: Dance 27 (The rainforest)

Unit 3 VS Year 5: Dance 19 (City Life) Unit 1 VS Year 6: Dance 23 (The world of sport) Unit 3 VS Year 6: Dance 27 (The rainforest)

Unit 3 VS Year 5: Dance 19 (City Life) Unit 1 VS Year 6: Dance 23 (The world of sport) Unit 4 VS Year 6: Dance 29 (Flight from danger)

Unit 3 VS Year 5: Dance 19 (City Life) Unit 1 VS Year 6: Dance 23 (The world of sport) Unit 4 VS Year 6: Dance 29 (Flight from danger)

Unit 3 VS Year 5: Dance 19 (City Life) Unit 1 VS Year 6: Dance 24 (Mix and match) Unit 4 VS Year 6: Dance 29 (Flight from danger)

Unit 3 VS Year 5: Dance 19 (City Life) Unit 1 VS Year 6: Dance 24 (Mix and match) Unit 4 VS Year 6: Dance 29 (Flight from danger)

Unit 3 VS Year 5: Dance 20 (Pleased to see you) Unit 2 VS Year 6: Dance 26 (Cat’s cradle) Unit 4 VS Year 6: Dance 29 (Flight from danger)

Total number of dance lessons: 23 Unit 2 VS Year 6: Dance 26 (Cat’s cradle) Unit 4 VS Year 6: Dance 29 (Flight from danger)

Unit 3 VS Year 6: Dance 28 (Hunting in unknown territory) Total number of dance lessons: 24

Unit 3 VS Year 6: Dance 28 (Hunting in unknown territory)

Total number of dance lessons: 27

UKS2 Dance Competition (Level 1)

UKS2 Dance festival (Traditional and historical dance) – English Country Dance (Years 5 and 6)

Optional KS2 dance festival - (Traditional and historical dance) –Tudor Dance (Years 3 - 6)

Games/Gymnastics UKS2

Year 5 Year 5/6 Year 6

Games (Invasion) Games (Invasion) Games (Invasion)

Year 5: Core Task 1 Year 5: Core Task 1 Year 6: Core Task 1

Year 5: Core Task 1 Year 5: Core Task 2 Year 6: Core Task 1

Year 5: Core Task 2 Year 5: Core Task 3 Year 6: Core Task 2

Year 5: Core Task 2 Year 6: Core Task 1 Year 6: Core Task 2

Year 5: Core Task 3 Year 6: Core Task 2 Year 6: Core Task 3

Year 5: Core Task 3 Year 6: Core Task 3 Year 6: Core Task 3

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 1 session and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 1 session and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 1 session and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

Games (net and wall) Games (net and wall) Games (net and wall)

Year 5/6: Core Task 1 Year 5/6: Core Task 1 Year 5/6: Core Task 1

Year 5/6: Core Task 2 Year 5/6: Core Task 2 Year 5/6: Core Task 2

Year 5/6: Core Task 3 Year 5/6: Core Task 3 Year 5/6: Core Task 3

Games (Striking) Games (Striking) Games (Striking)

Year 5/6: Core Task 1 Year 5/6: Core Task 1 Year 5/6: Core Task 1

Year 5/6: Core Task 1 Year 5/6: Core Task 1 Year 5/6: Core Task 1

Year 5/6: Core Task 2 Year 5/6: Core Task 2 Year 5/6: Core Task 2

Netball challenge card lesson: Jump, land balance and three throws.

Athletics challenge card – continuous relay

Sports day practice

Sports day practice

Football – The bullseye Challenge Card (Level 1)

Football – Mini-soccer 7 v 7 Challenge Card (Level 1)

Basketball – Dribble relay Challenge Card (Level 1)

Tennis – Bounce about Challenge Card (Level 1)

Table Tennis –Keep it moving Challenge Card (Level 1)

UKS2 Basketball Festival

UKS2 Scatterball Rounders Festival

KS1 Hockey Quicksticks festival (Level 1) – selected pupils

Total number of games lessons: 25

Gymnastics Gymnastics Gymnastics

Year 5: Core Task 1 Year 5: Core Task 1 Year 6: Core Task 1

Year 5: Core Task 1 Year 5: Core Task 2 Year 6: Core Task 1

Year 5: Core Task 1 Year 5: Core Task 2 Year 6: Core Task 1

Year 5: Core Task 2 Year 6: Core Task 1 Year 6: Core Task 2

Year 5: Core Task 2 Year 6: Core Task 2 Year 6: Core Task 2

Year 5: Core Task 2 Year 6: Core Task 2 Year 6: Core Task 2

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 5 sessions and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 5 sessions and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

(Process of core task teaching to be repeated, based on assessment) – Repeat at least 5 sessions and to do be afraid to do so – these lessons provide the foundation of skills to move forward.

Virtual Skills Virtual Skills Virtual Skills

Virtual Skills Virtual Skills Virtual Skills

MPL PE teaching overview (Long-term Planning)

Class Term 1.1 Term 1.2 Term 2.1 Term 2.2 Term 3.1 Term 3.2

Oakwood

Games

Gymnastics

Games

Dance

Games

Dance

Games

Gymnastics

Games

Swimming

Swimming

Athletics

Brackendene Games

Gymnastics

Games

Dance

Games

Dance

Games

Gymnastics

Games

Swimming

Swimming

Athletics

Woodside Games

Gymnastics

Games

Dance

Games

Dance

Games

Gymnastics

Games

Swimming

Swimming

Athletics

Saracens Games

Gymnastics

Games

Dance

Swimming

Dance

Swimming

Gymnastics

Games

Dance

Athletics

Dance

Harlequins Games

Gymnastics

Games

Dance

Swimming

Dance

Swimming

Gymnastics

Games

Dance

Athletics

Dance

Tigers Games

Gymnastics

Games

Dance

Swimming

Dance

Swimming

Gymnastics

Games

Dance

Athletics

Dance

Aldenham Swimming

Gymnastics

Swimming

Dance

Games

Dance

Games

Dance

Games

Gymnastics

Athletics

Dance

Abbey Swimming

Gymnastics

Swimming

Dance

Games

Dance

Games

Dance

Games

Gymnastics

Athletics

Dance

Columbus Swimming

Gymnastics

Swimming

Dance

Games

Dance

Games

Dance

Games

Gymnastics

Athletics

Dance