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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
Year 4 – Programme of study and Expectation of skills Pages 10-11
Year 5 – Programme of study and Expectation of skills Pages 12-13
Year 6 – Programme of study and Expectation of skills Pages 14-15
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
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.
Throwing & catching -
outdoor
Autumn 1
Autumn 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.
Multi-skills - outdoor Spring 1
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.
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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Year 2 – Programme of Study
PE overview Term National Curriculum Programme of Study
Gymnastics- indoor Autumn 1
Spring 1
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 Autumn 2
Summer 1
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.
Dance - indoor Spring 2
Summer 2
Perform dances using simple movement patterns.
Multi skills - outdoor Autumn 1
Autumn 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.
Scatterball – striking Spring 1
Spring 2
Participate in team games, developing simple tactics for
attacking and defending.
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 & Invasion
games
Summer 1
Summer 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.
Participate in team games, developing simple tactics for
attacking and defending.
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Year 2 – Expectations of Skills
Area of PE Expectations
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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Year 3 – Programme of Study
PE overview Term National Curriculum Programme of Study
Gymnastics - indoor Autumn 1
Spring 1
Develop flexibility, strength, technique, control and balance.
Athletics - indoor Autumn 2
Summer 2
Develop flexibility, strength, technique, control and balance.
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
Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
Athletics & Multi-skills -
outdoor
Summer 1
Summer 2
Develop flexibility, strength, technique, control and balance.
Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
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Year 3 – Expectations of Skills
Area of PE Expectations
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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Year 4 – Programme of Study
Term PE overview National Curriculum Programme of Study
Athletics - indoor Autumn 1
Summer 1
Develop flexibility, strength, technique, control and balance.
Gymnastics - indoor Autumn 2
Summer 2
Develop flexibility, strength, technique, control and balance.
Dance - indoor Spring 1 Perform dances using a range of movement patterns.
Dodgeball - indoor Spring 2 Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
Use running, jumping, throwing and catching in isolation and in
combination.
Tennis & Tag Rugby -
outdoor
Autumn - outdoor Use running, jumping, throwing and catching in isolation and in
combination.
Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
Hockey & Football -
outdoor
Spring - outdoor Use running, jumping, throwing and catching in isolation and in
combination.
Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
Athletics, Rounders &
Orienteering
Summer - outdoor Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
Take part in outdoor and adventurous activity challenges both
individually and within a team.
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Year 4 – Expectations of Skills
Area of PE Expectations
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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Year 5 – Programme of Study
PE overview Term National Curriculum Programme of Study
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.
Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
Athletics - indoor Spring 1 Develop flexibility, strength, technique, control and balance.
Use running, jumping, throwing and catching in isolation and in
combination.
Gymnastics – indoor Spring 2
Summer 1
Develop flexibility, strength, technique, control and balance.
Team Challenges -
indoor
Summer 2 Use running, jumping, throwing and catching in isolation and in
combination.
Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
Swimming - outdoor Autumn 1
Autumn 2
Develop flexibility, strength, technique, control and balance.
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
Use running, jumping, throwing and catching in isolation and in
combination.
Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
Athletics, Rounder &
Cricket
Summer 1
Summer 2
Use running, jumping, throwing and catching in isolation and in
combination.
Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
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Year 5 – Expectations of Skills
Area of PE Expectations
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
PE overview Term National Curriculum Programme of Study
Gymnastics - indoor Autumn 1
Summer 1
Use running, jumping, throwing and catching in isolation and in
combination.
Develop flexibility, strength, technique, control and balance.
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.
Use running, jumping, throwing and catching in isolation and in
combination.
Athletics - indoor Spring 2
Summer 2
Use running, jumping, throwing and catching in isolation and in
combination.
Develop flexibility, strength, technique, control and balance.
Autumn - outdoor
Football & Hockey -
outdoor
Autumn 1
Autumn 2
Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
Tag Rugby & Cricket -
outdoor
Spring - outdoor Use running, jumping, throwing and catching in isolation and in
combination.
Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
Athletics & Rounders -
outdoor
Summer - outdoor Develop flexibility, strength, technique, control and balance.
Play competitive games, modified where appropriate and
apply basic principles suitable for attacking and defending.
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Year 6 – Expectations of Skills
Area of PE Expectations
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.