Skip to content ↓

PE

Year Three

Developing and Applying Movement Skills

  • Can show different speeds and rhythm of running;
  • Can take off and land with different jump combinations;
  • Can throw underarm and overarm;
  • Can pass and move to retain possession;
  • Combine movement types into a movement pattern to music;
  • Combine movement type into a sequence using both floor and apparatus;
  • Complete an orienteering course Complete a basic outdoor problem solving challenge;
  • Use ICT to improve your own and others performance.

Personal Fitness and Healthy, Active Lifestyles

  • Can continuously run for over 8 minutes;
  • Resilience/Endurance – Continuing a physical activity past the point you would normally stop.

Life Skills and Personal Challenge

  • Can cross a road safely;
  • Responsibility – Taking responsibility for our own safety;
  • Can organise, set out and put away basic small equipment;
  • Responsibility – Taking responsibility for the equipment that is required, both before and after use;
  • Can move from changing to a starter activity independently.

Taught Through:

  • Gymnastics;
  • Dance;
  • Athletics;
  • Outdoor adventures;
  • Invasion games (football and netball);
  • Striking and fielding (rounders and cricket).

Year Four

Developing and Applying Movement Skills

  • Can sprint to show speed;
  • Can jump to increase distance;
  • Can jump to increase height;
  • Can field from a hit ball – from directly in front  to either side, chasing after the ball;
  • Can ‘rally’ and pass in sequence to maintain possession or advantage;
  • Choreograph and combine movement types into a movement pattern to music;
  • Choreograph and combine movement type into a sequence using both floor and apparatus;
  • Use ICT to analyse and improve your own performance.

Understanding and Applying Principles of Movement

  • Know how to jump for height and when it is required in different activities;
  • Know how to jump for distance and when it is required in different activities;
  • Understand principles of take-off and landing in jumps in a variety of activity areas;
  • Understand specific attacking skills to create space;
  • Understand specific defending skills to mark a player or reduce space;
  • Know how to adapt movements, pass, travel of object etc.;
  • Understand basic water dynamics for buoyancy and efficient movement through water;
  • Know and understand basic survival techniques in water.

Personal Fitness and Healthy, Active Lifestyles

  • Can run continuously for over 12 minutes;
  • Resilience/Endurance – Continuing a physical activity past the point you would normally stop;
  • Can hold a tuck shape on feet with a firm base, strong core and clear shape for over 1 minute;
  • Resilience/Endurance - Maintaining a position over a set period of time;
  • Know how to keep myself safe and others safe in different environments and using a variety of equipment;
  • Well-being/Community - Knowing how to maintain both personal good health and the good health of others in a variety of physical activities;
  • Know how to ensure safety from sunburn and dehydration;
  • Well-being – Knowing how to maintain good health when active outside in sunny weather.

Life Skills and Personal Challenge

  • Swim competently, confidently and proficiently over a distance of at least 25 meters in a recognised stroke on front;
  • Well-being – Being able to be safe in the water;
  • Use a range of strokes effectively, for example, front crawl, backstroke, and breaststroke;
  • Diversity – Be able to choose the most suitable stroke and use it effectively;
  • Perform safe self-rescue in different water-based situations;
  • Well-being – Being able to be safe in the water;
  • Know when to ‘move on’ in an activity, and know what to change to challenge themselves but make sure the activity is still inclusive;
  • Responsibility/Community – Taking responsibility for our own fitness, both physical and mental, whilst ensuring the inclusion of others.

Taught Through:

  • Gymnastics;
  • Dance;
  • Outdoor adventures;
  • Invasion games (hockey and basketball);
  • Net/wall games (badminton and table tennis);
  • Swimming.

Year Five

Developing and Applying Movement Skills

  • Can jump to receive a ball;
  • Can dodge, mark, feint, turn;
  • Can demonstrate a range of purposeful and accurate passing, receiving, striking, dribbling, and shooting skills when kicking, directing with hands or using an implement;
  • Can field from a rolling ball – from directly in front, to either side, chasing after the ball;
  • Show specific attacking skills to create space;
  • Show specific defending skills to mark a player or reduce space;
  • Can plan, perform and evaluate a sequence of movements to music, on the floor and/or apparatus;
  • Use ICT to analyse and improve your own and others performance.

Understanding and Applying Principles of Movement

  • Understanding the principles of pacing to run a distance;
  • Well-being/Responsibility/Resilience – Ensuring maximum efficiency of movement through mental control;
  • Know and understand the positions they play in;
  • Responsibility – Taking responsibility for performing our own roles within a team to the best of our ability;
  • Perform dances using a range of movement patterns and dynamics Perform sequences using all the fundamental movement categories and using all principles of movement.

Personal Fitness and Healthy, Active Lifestyles

  • Can learn whilst moving for 40 minutes through vigorous physical activity without a break;
  • Resilience/Endurance – Continuing a physical activity past the point you would normally stop;
  • Understand how to prepare and recover from physical activity;
  • Well-being/Responsibility – Ensuring good physical and mental health is maintained and facilitating the best level of performance possible.

Life Skills and Personal Challenge

  • Can prepare the space, equipment, move into the starter activity independently as an individual, pair and small group;
  • Responsibility/Community – Taking responsibility for our own fitness, both independently and as a community;
  • Can physically challenge myself to improve;
  • Can mentally challenge myself to improve;
  • Responsibility– Taking responsibility for our own fitness.

Taught Through:

  • Gymnastics;
  • Dance;
  • Indoor athletics;
  • Outdoor adventures;
  • Invasion games (football and tag rugby);
  • Net/wall games (tennis)

Year Six

Developing and Applying Movement Skills

  • Can throw using the 3 different types of throw;
  • Can pace to run distance;
  • Play in a range of small sided games and make effective choices about when, how, where to move, pass, and receive;
  • Use basic performance data to improve your own and others' performance;
  • Devise and complete your own orienteering course.

Understanding and Applying Principles of Movement

  • Know how to change speed, level, pathway, curve and spin of  your body and in manipulating an object and the science related to these principles;
  • Know the right action to choose at the right time related to a specific scenario;
  • Know how a particular movement or action can be adapted to suit different activities;
  • Well-being – Using the body efficiently and effectively to achieve specific goals;
  • Apply rule and regulations;
  • Know and understand the principles of striking and fielding and invasion games;
  • Know and understand basic survival techniques for the outdoors;
  • Well-being – Being able to maintain good physical and mental health in potentially challenging circumstances;
  • Know and understand how to plan problem solving, tactics and strategies, game play/plan, performance.

Personal Fitness and Healthy, Active Lifestyles

  • Can run continuously for over 20 mins;
  • Resilience/Endurance – Continuing a physical activity past the point you would normally stop;
  • Can take weight on hands;
  • Can take weight on hands and travel;
  • Take part in vigorous physical activity for 30 mins or more 3 times a week;
  • Resilience/Well-being – Maintaining physical and mental well-being through challenging physical activity;
  • Can hold a tuck shape on feet with a firm base, strong core and clear shape for over 2 minutes;
  • Resilience/ Endurance - Maintaining a position over a set period of time;
  • Know what to do to prepare for physical activity and a range of activities;
  • Well-being/Responsibility – Ensuring good physical and mental health is maintained and facilitating the best level of performance possible;
  • Know lifting, handling and carrying techniques;
  • Well-being/Responsibility – Using knowledge responsibly to maintain good health;
  • Know major muscle groups and how to ensure they are prepared effectively for different activities;
  • Well-being/Responsibility – Use knowledge to ensure good physical and mental health is maintained and to facilitate the best level of performance possible.

Life Skills and Personal Challenge

  • Can ride a bike over a distance of 100m;
  • Can plan, perform and evaluate their own pair and small group activity, challenge, and progress for a lesson;
  • Responsibility/Community – Taking responsibility for our own fitness, both independently and as a community;
  • Can lead a small group in a coaching type scenario;
  • Responsibility/Community – Taking responsibility for the fitness of others;
  • Can support younger children in purposeful active playtime activities;
  • Responsibility/Community – Taking responsibility for others in a physical setting;
  • Can ride a bike showing road proficiency and safety;
  • Well-being – Using knowledge to ensure personal safety;
  • Know how to build basic shelter and ensure basic needs in outdoor environments;
  • Well-being – Being able to maintain good physical and mental health in potentially challenging circumstances;
  • Know what is expected of me in relation to conduct and etiquette in various scenarios or contexts;
  • Responsibility – Being responsible for our own behaviour;
  • Know how to support others in improving their own performance;
  • Community – Supporting others to do their best;
  • Can officiate in games;
  • Responsibility – Take responsibility for ensuring activities are carried out fairly, following all appropriate rules and guidance;
  • Can work independently to set up the lesson and transition between activities whilst challenging themselves and others in a supportive cooperative manner various activities;
  • Responsibility/Community – Taking responsibility for our own fitness, both independently and as a community.
  • Know how to read a compass and use basic compass bearings.

Taught Through:

  • Gymnastics;
  • Dance;
  • Young Leaders;
  • Outdoor adventures (Kingswood);
  • Orienteering;
  • Top-up swimming;
  • Invasion games (hockey and own games);
  • Striking and Fielding (Danish longball and cricket).
  1. PE Curriculum
    pdf
  2. PE Vocabulary Progression
    pdf
  3. PE Intent, Implementation, and Impact Statement
    pdf