P.E
We believe our PE curriculum should inspire our children to succeed and excel in sport and other physically-demanding activities. We aim to provide opportunities for children to become physically confident in a way that supports their health and fitness. We aim to also design opportunities for our children to compete in sport and other activities that build character, grit, resilience, grace and help embed values of fairness, respect and good sportsmanship.
Progression of Skills Document – P.E – Uphill Village Academy
| End of KS1 | End of LKS2 | End of UKS2 | |
| Multi skills /Athletics | Developed throughout year through FUNS CARDS
Participate in sports day activities and practices | Developed throughout year through FUNS CARDS
Participate in sports day activities and practices | Developed throughout year through FUNS CARDS
Participate in sports day activities and practices |
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Invasion games | Recognise the best ways to score points and stop points being scored.
Use different rules and tactics for invasion games.
Make it difficult for opponents. Keep the ball and find best places to score. | Practise passing to a partner using a number of sending and receiving techniques.
Improve accuracy of passes and use space to keep possession better.
Remain in control of ball while travelling.
Choose and adapt their techniques to keep possession and give their team chance to shoot/score. | Understand that when team has ball they are attacking and when they haven’t they are defending. . Show ways to keep ball away from defenders and how to shield the ball.
Change speed, direction with ball to get away from defender.
Choose right formations and tactics for attack and defence. |
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Gymnastics | Develop short sequences on their own. Use imagination to find different ways of using apparatus.
Form simple sequences of different actions using floor and apparatus.
Have a clear start, middle and end. | Use actions on floor and over, through, across and along apparatus.
Link different balances moving in and out of positions of stillness.
Devise, perform and repeat sequences that include travel, body shapes and balances.
Include changes of dynamics.
Work with a partner.
Adapt their sequences to include apparatus and to suit partner or small group | Explore range of symmetric and asymmetric actions, shapes and balances.
Control actions and combine them fluently. Move from floor to apparatus, change levels and move safely.
Combine movements with other in a group (matching and mirroring).
Make up a sequence and adapt it to different apparatus layouts.
Use combinations of dynamics (pathways) to use space effectively.
Use compositional ideas (contrasts and variation in shape, speed, level, timing and actions) |
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Dance | Remember and repeat simple dance phrases. Perform dances using simple movement patterns Learn basic movements relating to feelings.
Show that they have a clear starting and finishing position.
Respond to different music showing a range of emotions | Improvise freely on their own and with a partner, translating ideas from a stimulus to a movement.
Explore and create characters and narratives in response to a range of stimuli. | Explore and improvise ideas for dances in different styles, working on their own, with a partner and in a group.
Explore, improvise and combine movement ideas fluently and effectively.
Understand how a dance is formed and performed. To evaluate, refine and develop their own and others’ work. |
| Net and wall games
| Practise throwing and catching with a variety of different balls and using different types of throwing.
Play games using throwing and catching skills
Know how they can make it difficult for opponent to receive ball.
Hit the ball with a racket.
Use different shots.
Understand where to stand when receiving.
| Hold and swing racket and where to stand on the court when hitting, catching and receiving.
Hit the ball on both sides of the body and above head.
Use different types of shots during a game. Improve accuracy
Hit the ball in the court away from opponent, how to outwit them using speed height and direction of ball.
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| Striking and fielding | Choose and use a range of simple tactics and strategies.
Keep, adapt and make rules for striking and fielding games. | Develop the range and consistency of their skills, especially in specific striking and fielding games.
Use and adapt rules, strategies and tactics, using their knowledge of basic principles of batting and fielding.
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| Swimming | Swims competently, confidently and proficiently over a distance of at least 25 metres Uses a range of strokes effectively e.g. front crawl, backstroke and breaststroke. Performs safe self-rescue in different water-based situations. | Swims competently, confidently and proficiently over a distance of at least 25 metres Uses a range of strokes effectively e.g. front crawl, backstroke and breaststroke. Performs safe self-rescue in different water-based situations. | |
| OAA | Cooperative activities
Group problem solving tasks | Take part in outdoor and adventurous activity challenges both individually and within a team.
Think activities through and problem solve using general knowledge.
Choose and apply strategies to solve problems with support. Discuss and work with others in a group |