Stamford Green Primary School Physical Education Curriculum Map

Stamford Green Primary School

Physical Education

Curriculum Map Updated September 2018

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Contents Page

Essential characteristics of physically active pupils Page 3

Aims of the National Curriculum Page 4

Early Years – Early Learning Goals and Expectations of skills Page 5

Year 1 – Programme of study and Expectation of skills Page 6

Year 2 – Programme of study and Expectation of skills Pages 7-8

Year 3 – Programme of study and Expectation of skills Page 9




Assessment Opportunities Pages 16-20

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Essential characteristics of physically active pupils

The ability to acquire new knowledge and skills exceptionally well and develop an in-depth

understanding of PE.

The willingness to practice skills in a wide range of different activities and situations, alone, in

small groups and in teams and to apply these skills in the chosen activities to achieve

exceptionally high levels of performance.

High levels of physical fitness.

The ability to remain physically active for sustained periods of time and an understanding of the

importance of this in promoting long-term health and well-being.

The ability to take the initiative and become excellent young leaders, organising and

officiating, and evaluating what needs to be done to improve, and motivating and instilling

excellent sporting attitudes in others.

Exceptional levels of originality, imagination and creativity in their techniques, tactics and

choreography, knowledge of how to improve their own and others’ performance and the

ability to work independently for extended periods of time without the need of guidance or

support.

A keen interest in PE. A willingness to participate eagerly in every lesson, highly positive attitudes

and the ability to make informed choices about engaging fully in extra-curricular sport.

The ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain

safe in and around water.

Chris Quigley – Essentials

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Aims of the National Curriculum

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.

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Early Years – Early Learning Goals

Area of EYFS curriculum Early Learning Goals

Physical Development –

Moving and Handling

Children show good control and co-ordination in large and small movements. They move confidently in

a range of ways, safely negotiating space. They handle equipment and tools effectively, including

pencils for writing.

Early Years – Expectations of skills

Expectations

Jump off an object and land appropriately.

Show increasing control over an object when pushing, patting, throwing, catching or kicking.

Experiment with different ways of moving.

Travel with confidence and skills, around, under, over and through balancing and climbing equipment.

Negotiate space successfully when playing racing and chasing games with others, adjusting speed or changing direction to

avoid obstacles.

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Year 1 – Programme of Study

PE overview Term National Curriculum Programme of Study

Dance - indoor Autumn 1

Summer 1

Perform dances using simple movement patterns.

Gymnastics - indoor Autumn 2

Spring 2

Master basic movements including running, jumping, throwing

and catching, as well as developing balance, agility and

coordination, and begin to apply these in a range of activities.

Athletics - indoor Spring 1

Summer 2




Throwing & catching -

outdoor

Autumn 1

Autumn 2




Multi-skills - outdoor Spring 1

Spring 2




Invasion games -

outdoor

Summer 1

Summer 2

Participate in team games, developing simple tactics for

attacking and defending.

Year 1 – Expectations of Skills

Area of PE Expectations

Games (including athletics) Use rolling, hitting, running, jumping, catching and kicking skills in combination.

Dance Copy and remember moves and positions.

Link two or more actions to perform a sequence.

Gymnastics Copy and remember actions.

Show contrasts (such as small/tall, straight/curved and wide/narrow).

Travel by rolling forwards, backwards and sideways.

Climb safely on equipment.

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Gymnastics- indoor Autumn 1

Spring 1




Athletics - indoor Autumn 2

Summer 1




Dance - indoor Spring 2

Summer 2

Perform dances using simple movement patterns.

Multi skills - outdoor Autumn 1

Autumn 2




Scatterball – striking Spring 1

Spring 2






Athletics & Invasion

games

Summer 1

Summer 2






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Games (including athletics) Use the terms ‘opponent’ and ‘team mate’.

Develop tactics.

Lead others when appropriate.

Dance Move with careful control and control and coordination.

Choose movements to communicate a mood, feeling or idea.

Gymnastics Move with some control and awareness of space.

Link two or more actions to make a sequence.

Hold a position whilst balancing on different points of the body.

Stretch and curl to develop flexibility.

Jump in a variety of ways and land with increasing control and balance.

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Spring 1

Develop flexibility, strength, technique, control and balance.


Summer 2


Use running, jumping, throwing and catching in isolation and in

combination.

Traditional Dance -

indoor

Spring 2

Summer 1

Perform dances using a range of movement patterns.

Hockey & Tag Rugby -

outdoor

Autumn 1

Autumn 2

Play competitive games, modified where appropriate and

apply basic principles suitable for attacking and defending.

Tag Rugby & Football -

outdoor

Spring 1

Spring 2



Athletics & Multi-skills -

outdoor

Summer 1

Summer 2




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Games Throw and catch with control and accuracy.

Strike a ball and field with control.

Follow the rules of the game and play fairly.

Dance Plan, perform and repeat sequences.

Refine movements into sequences.

Change speeds and levels within a performance.

Gymnastics Plan, perform and repeat sequences.

Show changes of direction, speed and level during a performance.

Travel in a variety of ways, including flight, by transferring weight to generate power

movements.

Athletics Sprint over a short distance up to 60 metres.

Use a range of throwing techniques (such as under arm, over arm).

Jump in a number of ways, using a run up where appropriate.

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Term PE overview National Curriculum Programme of Study


Summer 1



Summer 2


Dance - indoor Spring 1 Perform dances using a range of movement patterns.

Dodgeball - indoor Spring 2 Play competitive games, modified where appropriate and



combination.

Tennis & Tag Rugby -

outdoor

Autumn - outdoor Use running, jumping, throwing and catching in isolation and in

combination.



Hockey & Football -

outdoor

Spring - outdoor Use running, jumping, throwing and catching in isolation and in

combination.



Athletics, Rounders &

Orienteering

Summer - outdoor Play competitive games, modified where appropriate and


Take part in outdoor and adventurous activity challenges both

individually and within a team.

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Games Choose appropriate tactics to cause problems for the opposition.

Maintain possession of a ball (with, e.g. feet, a hockey stick or hands).

Pass to team mates at appropriate times.

Lead others and act as a respectful team member.

Dance Move in a clear, fluent and expressive manner.

Create dances and movements that convey a definite idea.

Develop physical strength and suppleness by practising moves and stretching.

Gymnastics Move in a clear, fluent and expressive manner.

Refine movements into sequences.

Show a kinaesthetic sense in order to improve the placement and alignment of body

parts (e.g. in balances experiment how to get the centre of gravity successfully over

based and organise body parts to create an interesting body shape).

Swing and hang from equipment safely.

Athletics Run over a longer distance, conserving energy in order to sustain performance.

Throw with accuracy to hit a target of cover a distance.

Compete with others and aim to improve personal best performances.

Outdoor and adventurous activities Show an ability to both lead and form part of a team.

Support others and seek support if required when the situation dictates.

Show resilience when plans do not work and initiative to try new ways of working.

Use maps, compasses and digital devices to orientate themselves.

Remain aware of changing conditions and change plans if necessary.

Understand the need to show accomplishment in managing risks.

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Dance - indoor Autumn 1 Perform dances using a range of movement patterns.

Handball & Dodgeball

- indoor

Autumn 2 Use running, jumping, throwing and catching in isolation and in

combination.



Athletics - indoor Spring 1 Develop flexibility, strength, technique, control and balance.


combination.

Gymnastics – indoor Spring 2

Summer 1


Team Challenges -

indoor

Summer 2 Use running, jumping, throwing and catching in isolation and in

combination.



Swimming - outdoor Autumn 1

Autumn 2


Swim competently and proficiently over a distance of at least

25 metres.

Use a range of strokes effectively.

Perform safe self-rescue in different water-based situations.

Tag Rugby & Hockey -

outdoor

Spring 1

Spring 2


combination.



Athletics, Rounder &

Cricket

Summer 1

Summer 2


combination.



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Games Choose and combine techniques in game situations (running, throwing, catching,

passing, jumping and kicking).

Field, defend and attack tactically by anticipating the direction of play.

Choose the most appropriate tactics for a game.

Uphold the spirit of fair play and respect in all competitive situations.

Dance Compose creative and imaginative dance sequences.

Express and idea in original and imaginative ways.

Plan to perform with high energy, slow grace or other themes and maintain this

throughout a piece.

Gymnastics Create complex and well-executed sequences that include a full range of

movements including travelling, balances, swinging, springing, flights, rotations,

bending, stretching and twisting, gestures, linking skills.

Vary speed, direction, level and body performances.

Demonstrate good kinaesthetic awareness (placement and alignment of body parts

is usually good in well-rehearsed actions)

Swimming Swim a distance of at least 25 metres unaided.

Use breast stroke, front crawl and back stroke, ensuring that breathing is correct so as

not to interrupt the pattern of swimming.

Co-ordinate arm and leg movements.

Swim at the surface and below the water.

Athletics Choose the best place for running over a variety of distances.

Show control in take-off and landings when jumping.

Outdoor and adventurous activities Remain positive even in most challenging circumstances, rallying others if need be.

Embrace both leadership and team roles and gain the commitment and respect of

a team.

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Year 6 – Programme of study



Summer 1


combination.


Dance - indoor Autumn 2 Develop flexibility, strength, technique, control and balance.

Perform dances using a range of movement patterns.

Handball - indoor Spring 1 Develop flexibility, strength, technique, control and balance.


combination.

Athletics - indoor Spring 2

Summer 2


combination.


Autumn - outdoor

Football & Hockey -

outdoor

Autumn 1

Autumn 2



Tag Rugby & Cricket -

outdoor

Spring - outdoor Use running, jumping, throwing and catching in isolation and in

combination.



Athletics & Rounders -

outdoor

Summer - outdoor Develop flexibility, strength, technique, control and balance.



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Games Work alone, or with team mates in order to gain points or possession.

Strike a bowled or volleyed ball with accuracy.

Lead others when called up and act as a good role model within a team.

Dance Perform expressively and hold a precise and strong body posture.

Perform and create complex sequences.

Perform complex moves that combine strength and stamina gained through

gymnastic activities.

Gymnastics Hold shapes that are strong, fluent and expressive.

Include in a sequence set pieces. Choosing the most appropriate linking elements.

Practice and refine the gymnastic techniques used in performances.

Athletics Throw accurately and refine performance by analysing techniques and body shape.

Compete with others and keep track of personal best performances, setting targets

for improvement.

Outdoor and adventurous activities Select appropriate equipment for outdoor and adventurous activity.

Identify possible risks and ways to manage them, asking for and listening carefully to

expert advice.

Empathise with others and offer support without being asked. Seek support from the

team and the experts if in doubt.

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Assessment Opportunities

Reflect and evaluate

Reflect on and evaluate

evidence when making personal

choices or bringing about

improvements in performance

and behaviour

Plan and implement

Generate and implement ideas,

plans and strategies, exploring

alternatives

Move with control

Move with ease, poise, stability and control in

a range of physical contexts

Level 1 I talk about what I have done.

I describe what others have

done.

I describe how my body feels

during an activity.

I exercise safely by looking for

space.

I move to catch or collect.

I throw and kick a ball in different

ways.

I decide where to stand to make a

game difficult for the other team.

I copy actions.

I repeat and explore skills.

I move with some control and care.

I throw a ball underarm.

I roll a ball or a hoop.

I hit a ball with a bat.

I perform some dance moves.

I show rhythm in my dance.

I choose the best movements to show

different ideas.

I move carefully with control.

I use space safely.

I show control and co-ordination when

travelling or balancing.

I choose which actions to make.

I copy sequences and repeat them.

I can roll.

I can travel in lots of ways.

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I can balance

I can climb safely.

I can stretch my body.

I can curl my body.

With help I can swim up to 20 metres with

floats.

I can swim up to 5 metres without floats.

I can put my head in the water.

I join in water activities in the pool.

I explore different ways of moving in the

water.

Level 2 I talk about the differences

between my own and others’

performances.

I say what has gone well and

why.

I identify how a performance

could be improved.

I describe how my body feels

during different activities, using

parts of the body to describe the

effects.

I know how to exercise safely by

looking for space and others and

by warming up properly.

I use the terms ‘opponent’ and

‘team mate’ when playing games.

I use my rolling, hitting and kicking

skills in games.

I decide on the best position to be in

during a game.

I have developed some tactics for

the game I am playing.

I copy and remember actions.

I repeat and explore skills.

I move with careful control and co-

ordination.

I link two or more actions together to make a

sequence.

I remember and repeat dance movements.

I choose the best movements to

communicate a mood or feeling.

I plan sequences of movements.

I can show contrasts such as small/tall,

straight/curved.

I can balance on different points on my

body.

I can swim up to 20 metres using my arms

and legs to move.

I can use one basic stroke to swim, breathing

properly.

Using floats, I swim with a controlled leg kick.

I describe different swimming strokes.

Level 3 I work and behave safely.

I discuss how my work is similar to

and different from others’.

I select and use the most

appropriate skills, actions and ideas.

I move with co-ordination and control.

I throw and catch a ball with control and

accuracy.

I strike a ball and field with control.

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I use this understanding to

improve my own performance.

I give reasons why warming up

before an activity is important.

I give reasons why physical

activity is good for my health.

I choose the appropriate tactics to

cause a problem for the opposition.

I follow rules in a game.

I keep possession of a ball (feet,

hockey stick, hands).

I improvise with ideas and

movements.

I use plans and diagrams to help me

get from one place to another.

I enjoy solving problems or

challenges outdoors.

My dance movements communicate an

idea.

I refine my movements into sequences.

My dance movements are clear and fluent.

I know that dance can express a variety of

things. My body is balanced.

My shapes are controlled.

I plan, perform and repeat sequences.

My sequences include changes in speed and

level.

I work on improving strength and suppleness

by practicing stretches and shapes.

I can swim between 25 and 50 metres.

My arms and legs are co-ordinated.

I use more than one swimming stoke.

I swim both on the surface and below the

surface of the water.

My breathing is controlled with the stroke I

am using.

I can sprint over a short distance.

I can run over a longer distance, conserving

energy.

I have a range of throwing techniques.

I throw with accuracy to hit a target.

I can jump in a number of ways, sometimes

using a short run-up.

I can follow a sketch map of places known to

me.

Level 4 I compare and comment on the

skills, techniques and ideas used

in my work and in others’.

I use this to improve my

performance.

I link skills, techniques and ideas and

apply them accurately and

appropriately.

I choose the most appropriate

tactics in a game.

I am creative and imaginative in

composing my own dances.

I am controlled and skilful in my actions and

movements.

My movements are controlled and express

emotion or feeling.

I make complex sequences that include

changes in direction, level and speed.

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I explain and apply basic safety

principles in preparing for

exercise.

I describe the effects exercise

has on my body.

I describe how valuable physical

exercise is to my health.

I perform expressively.

I use forehand and backhand when

playing racquet games.

I field well.

I can use a variety of techniques to

pass.

I can strike a bowled ball.

I work with my team or alone to gain

possession of the ball.

I can combine running and jumping

well.

I can adapt my actions to changing

situations.

With others, I plan careful responses

to challenges of problems.

I describe personal survival skills.

I use maps and diagrams to

orientate myself.

I combine actions, shapes and balances in

my gymnastic performance.

My movements are clear, accurate and

consistent.

I prepare and perform to an audience.

I can swim between 50 and 100 metres.

I use breast stroke, front crawl and back

stroke styles confidently.

My swimming uses arms and legs in a

confident and controlled manner.

I choose the best pace for running.

I am controlled in take-off and landing when

jumping.

I am accurate when throwing for distance.

Level 5 I analyse and comment on skills

and techniques and how they

are applied in my own and in

others’ work.

I modify and refine my skills and

techniques to improve my

performance.

I explain how different parts of

my body react during different

types of exercise.

I warm up and cool down in

ways that suit the activity.

I select and combine my skills,

techniques and ideas.

I apply my skills, techniques and

ideas accurately and consistently.

I use tactics and follow rules.

I plan my approach for attacking

and defending.

I use a range of shots and strokes to

strike a ball.

I refine my dances with style and

artistic intention.

I choose my own dance steps or

movements and develop them.

I link and adapt actions together into

a well-timed sequence.

I show precision, control and fluency.

My dance matches the mood of the

accompanying music.

I practice and perform with control.

My movements include very controlled

balances, shapes, levels and actions.

I can swim over 100 metres.

I use all three strokes with control and sustain

this for over 2 minutes.

I breathe so that the pattern of my swimming

is not interrupted.

I show accurate control, speed, strength and

stamina in my athletics.

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I describe why regular, safe

exercise is good for my fitness

and health.

I adapt my skills to different

situations.

I know and follow event rules.

I am careful but confident in

unfamiliar environments.

I use my senses to assess risks and

adapt my plans accordingly.

I prepare well by considering safety

first.

I plan with others, seeking advice.

Stamford Green Primary School Physical Education Curriculum Map

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