Autumn Term
We Date
ek
1
5 SEPT
2
12 SEPT
3
19 SEPT
Aims
In this unit children develop
basic game-playing skills, in
particular throwing and catching
Possible Teaching Activities
Outcomes
use big hoops as targets; moving the All year 1 children can: sometimes catch a
hoops nearer to the line will make the beanbag and a medium-sized ball;
All year 2 children can: use basic underarm,
game easier
rolling and hitting skills
Some year 1 children can: use a small range
of collecting and receiving skills;
Some year 2 children can: use a small range
of underarm throwing and rolling skills
accurately;
Apply more specific techniques, Batting stance and technique. Directional
Improve consistency, quality
hitting. Catching, underarm throwing
fielding a ball travelling along the ground,
Improve use of technique for a cones for target practice, Running between
specific purpose. Explain to the posts,
children the difference between
helping a partner and playing
against someone.
Resources
Striking
& fielding
Some year 1 children can: pass the ball in the Striking & fielding
right direction
Some year 2 children can: bat in the right
direction
All year 1 children can: hit the ball showing
correct technique
All year 2 children can: make contact with the
ball; bowl showing some accuracy; retrieve and
return the ball.
Some year 1 children can: show control and
Striking & fielding
accuracy with the basic actions for rolling
Some year 2 children can: show underarm
throwing, striking a ball and kicking
All year 1 children can: move fluently,
changing direction and speed easily and avoiding
collisions
All year 2 children can: understand the
concept of tracking, and get in line with the ball to
receive it
4
26 SEPT
5
3 OCT
6
10 OCT
7
17 OCT
How to choose and use skills
effectively for particular games,
to be confident and safe in the
spaces used to play games
Children will work to improve
basic skills; make simple
choices in target games
make early decisions about the
skills and tactics to use when
playing
to be confident and safe in the
spaces used to play games
Encourage them to explore different ways
of sending equipment so that it is difficult
for their opponent to intercept or stop.
Teach them ways to defend their targets.
Some year 1 children can: understand the
concepts of aiming, hitting into space,
Some year 2 children can: use skills in
different ways in different games,
All year 1 children can: take the ball to a good
position for aiming
All year 2 children can: recognise space in
their games and use it to their advantage,
Target games, dribbling race. Different
ways of passing the ball to the partner
Some year 1 children can: pass the ball with
the left and right foot
Some year 2 children can: score with accuracy
All year 1 children will be able to show left
and right side kick
All year 2 children can: pass the ball for
longer distance
Cone practice, shooting to the target score Some year 1 children can: strike with
on a particular colour cone (put out cones confidence
of different colours), traveling with the ball Some year 2 children can: travel with the ball,
with simple dribbling
All year 1 children can: pass the ball to the
partner
All year 2 children can: control the ball with
right/left foot
Small size games, play in a bigger space
with more attackers (this will make the
game easier)
Some year 1 children: will now what to do after
when their score or loose a goal
Some year 2 children can: say a few words
Striking & fielding
footballs, cones, bips,
hurdles
footballs, cones, bips,
hurdles
footballs, cones, bips,
hurdles
about simple tactics
All year 1 children can: tell where is the
football pitch (penalty aera)
All year 2 children : will now what to do after
when their score or loose a goal
8
24 OCT
How to play simple competitive
games as individuals and later
in pairs and small groups.
Teach them to be alert. In invasion games, Some year 1 children can: move fluently,
footballs, cones, bips,
talk to them about how they can keep the
hurdles
changing direction and speed easily and avoiding
ball and move it to the best places to score
collisions
Some year 2 children can: choose, use and
vary simple tactics
All year 1 children will now: How to be a part
of the team
All year 2 children can: They will know where
to stand to make it difficult for opponents
HALF-TERM BREAK
9
7 NOV
The child should be enabled to
(* 11 NOV BANK develop the basic movement
actions of balancing, rolling,
HOLIDAY)
Learning about moving in your own space
in a variety of ways safely using your
equipment.
turning, twisting, stretching,
10
14 NOV
The child should be able to
show some climbing skills and
transferring weight using a
variety of body parts while
exploring space
Discussing the importance of gymnastics
and talking about certain structured safety
measurements.
Some year 1 children can: Use the apparatus
to explore ways of turning
Some year 2 children can: link and repeat
basic gymnastic actions
All year 1 children can: The child should be
enabled to develop rolling, turning,
All year 2 children can: Use the apparatus to
explore ways of turning and swinging,
Gymnastics equipment
Some year 1 children can: manage the space
safely,
Some year 2 children can: work in pairs with
the partner
All year 1 children can: repeat simple
movement
All year 2 children can: manage the space
safely, showing good awareness of each other,
mats and apparatus
Gymnastics equipment
11
21 NOV
Variety of ways of travelling (walking fw/bw
on toes, hopping, skipping, turning,
Practise and perform the
running)Starting, stopping and changing
forward roll with control, Be able direction.
to continue to develop body
awareness through further
movement
Some year 1 children can: Travel stretched out Gymnastics equipment
and curled in along apparatus.
Some year 2 children can: Land of an
apparatus. Stretching and curl-ups.
All year 1 children can: show various ways of
rolling.
All year 2 children can: Work on travel
sequences.
12
28 NOV
Body Shapes
Curling and stretching different body parts
(Curling and stretching)
on different apparatus.
Begin to practise and perform
backward roll from initial rocking
and rolling activities
Some year 1 children can: do forward roll with
help
Some year 2 children can: do forward roll
without help
All year 1 children can: roll sideways with
control
All year 2 children can: link and repeat basic
gymnastic actions perform movement phrases
with control and accuracy
Gymnastics equipment
13
5 DEC
Walking on hands and feet (bear walk,
travelling on two hands and one crab walk, frog jumps, caterpillar walk)
foot, holding a stretched
Travelling along apparatus on hands and
balance in that position
feet.
Some year 1 children can: carry equipment
properly and safely.
Some year 2 children can: Demonstrate an
ability to hold body parts high and low.
Gymnastics equipment
All year 1 children can: travel in diferrent ways
All year 2 children can: talk about the
difference between tension and relaxation
14
12 DEC
(* 16 DEC halfday)
to perform movement phrases
using a range of body actions
and body parts
Working on basic sequences.
Learning the basic spotting techniques.
Some year 1 children can: use information to
improve their work
Some year 2 children will: know when their
body is active
All year 1 children can: say wich body parts
are responisble for specific movement
All year 2 children can: use information to
improve their work
Gymnastics equipment
XMAS BREAK
Spring Term
Wee Date
k
1
3 JAN
(* 6 JAN BANK
HOLIDAY)
2
9 JAN
Aims
Explore gymnastics actions
& still shapes
Copy, create movement with
beginning, middle
Supporting body weight
Demonstrate an ability to hold
body parts high and low.
Possible Teaching Activities
Travel & be still – find three ways of
travelling: find three ways of being still
(balances)
Outcomes
Resources
Some year 1 children can: describe what they Gymnastics equipment
do in their movement phrases
Some year 2 children can: identify and copy the
basic actions of gymnasts
All year 1 children can: children should be able
to show basic control and coordination
All year 2 children can: remember and repeat
these actions accurately and consistently;
Demonstrating all previously learned skills Some year 1 children can: comment on what it Gymnastics equipment
independently at own level in circuit setting. contains and whether it is performed smoothly and
(Vaulting with teachers spotting).Working on with control
Some year 2 children can: choose one aspect
basic acro-gym & counterbalances.
of their sequence to improve, and say how to
improve it
All year 1 children can: repeat 1 sequence
smoothly
All year 2 children can: describe their own or
3
16 JAN
Travelling,
Discussing the importance of
gymnastics and talking about
certain structured safety
measurements.
4
23 JAN
Body Shapes
(Curling and stretching) Develop
an understanding of good
posture.
5
30 JAN
Supporting Bodyweight
Talk about body tension and showing the
Taking weight on different parts of importance of it.
the body (Small & Large parts) on
Exploring the different ways of balancing.
the floor, mat or apparatus.
6
6 FEB
Transference of weight
Various ways of rolling
Starting, stopping and changing direction.
Travelling along apparatus on hands and
feet.
Start cartwheel preparation.
Develop and improve cartwheels in various
levels. Teach the children a range of basic
gymnastic actions, eg travel (on feet, hands
and feet, push, pull, slide and roll), take
weight on hands, rock and roll, climb, be
still)
Pencil roll, Log roll, forward roll, backward
roll, dive forward roll.
Continue and improve cartwheels (with an
approach).
their partner's sequence accurately,
Some year 1 children can: perform basic
Gymnastics equipment
gymnastic actions,
Some year 2 children can: perform basic
gymnastic actions, including jumping and
climbing, and stay still when required
All year 1 children can: manage the space
safely, showing good awareness of each other,
All year 2 children can: perform basic gymnastic
actions, including travelling, rolling,
Some year 1 children can: i response to simple Gymnastics equipment
tasks
Some year 2 children can: perform movement
phrases with control and accuracy
All year 1 children can: make up and perform
simple movement phrases
All year 2 children can: link and repeat basic
gymnastic actions
Some year 1 children can: watch and describe Gymnastics equipment
accurately a short sequence
Some year 2 children will: know how to
recognise how their body feels when still and
when exercising
All year 1 children can: use the balance in a
proper way
All year 2 children will: know how to carry and
place apparatus
Some year 1 children can: describe the actions Gymnastics equipment
of their friends
Some year 2 children can: copy a partner's
sequence of movement
All year 1 children can: repeat 2 movements in
a row
All year 2 children can: describe the actions in
more detail, eg hopping, sideways, slowly.
Some year 1 children can: hold their body still Gymnastics equipment
on the equipment
Some year 2 children can: move smoothly and
Holding the body still on apparatus. Ask
in a controlled way from one position of stillness to
them to repeat a simple movement phrase
another
and keep repeating it accurately.
All year 1 children can: perform a range of
actions with control and coordination
All year 2 children can: repeat accurately
sequences of gymnastic actions
13 FEB
Body shape (balancing)
Start with frog stands, head
stands.
8
27 FEB
Supporting body weight
Demonstrate an ability to hold
body parts high and low.
9
6 MARCH
Performing basic body actions on Ask the children to copy and explore basic
the beat of the drum/tambourine. body actions, egg travel, jump, turn,
gesture, stillness
Body awareness skills
(pretending it’s
hot/cold/slippery/sticky/windy
7
Learning how to spot appropriately is
important.
HALF-TERM BREAK
Demonstrating all previously learned skills Some year 1 children can: comment on what it Gymnastics equipment
independently at own level in circuit setting. contains and whether it is performed smoothly and
(Vaulting with teachers spotting).Working on with control
Some year 2 children can: choose one aspect
basic acro-gym & counterbalances
of their sequence to improve, and say how to
improve it
All year 1 children can: repeat 1 sequence
smoothly
All year 2 children can: describe their own or
their partner's sequence accurately,
Some year 1 children can: copy simple
movement patterns from each other and explore
the movement
Some year 2 children can: copy and explore
basic body actions demonstrated by the teacher
Gymnastics equipment
All year 1 children can: follow simple patterns in
dance
All year 2 children can: respond to different
stimuli with a range of actions
Give them a range of stimuli, eg words,
Some year 1 children can: recognise rythms
Performing basic body actions
CD Radio, cones,
poetry, pictures, sounds and objects, and
Some year 2 children can: practise and repeat Bips.
and recognising rhythms.
Starting and stopping with the
ask them to respond with different actions. their movement phrases and perform them in a
music. Doing a basic sequence of
controlled way
All year 1 children can: respond for different
movements.
actions
All year 2 children can: choose movements to
make into their own phrases with beginnings,
middles and ends
Use of their own rhythmic
Ask the children to use different parts of the Some year 1 children can: dance in pairs
CD Radio, cones,
body to respond to stimuli, eg jumping jacks Some year 2 children can: talk about dance,
qualities in their own dance.
Bips.
(curled shapes to big jumps), long and wide linking movement to moods, ideas and feelings
(Making up your own happy
All year 1 children can: use simple dance
dance/ sad dance/ angry dance) jumps, wide eyes, wide fingers
vocabulary to describe movement
All year 2 children can: know where their heart
is and understand why it beats faster when
exercising
Continue to work on musical
Teach the children to copy movements and Some year 1 children can: show an
CD Radio, cones,
phrases. Individually, in couples, movement patterns, eg follow the leader's awareness of others when moving
Bips.
Some year 2 children can: describe what
in small groups. Learning certain walking and skipping patterns.
names for certain steps.
makes a good dance phrase
All year 1 children can: perform short dances
with expression,
All year 2 children can: explore and develop
new actions while working
etc.)
10
13 MARCH
11
20 MARCH
12
27 MARCH
\
13
3 APRIL
(*7 AP half day)
Repeat and improve the use of
longer sequences.
Discussing the importance of
dance for health and mental
condition.
Encourage them to move in different
directions and at different levels without
bumping into other children.
Some year 1 children can: incorporate
different qualities and dynamics into their
movement
Some year 2 children can: link actions to
make dance phrases,
All year 1 children can: explore and develop
new actions while working with a partner or a
small group
All year 2 children can: show an imaginative
CD Radio, cones,
Bips.
response to different stimuli through their use of
language and choice of movement
EASTER BREAK
Summer Term
We Date
ek
Aims
Possible Teaching Activities
1
24 APRIL
develop a range of sending and
receiving skills and perform
these with control
Playing games involving: scoring as many Some year 1 children can: begin to
Summer games,
points as possible before the defender, Ice understand of simple tactics
equipment
Some year 2 children can: demonstrate
and Sun
increased skill in controlling, sending and
receiving a ball
All year 1 children can: play simple cooperative and competitive games with others
All year 2 children can: begin to understand of
simple tactics of playing games.
2
1 MAY
develop spatial awareness when Playing games involving: scoring as many
points as possible before the defender
touches the ball. 2v1, 2v2 & 3v3 with
attackers & defenders using throwing and
catching skills
(* 1-3 May bank playing running, chasing and
dodging games
holidays)
Outcomes
Some year 1 children can: play simple cooperative and competitive games with others;
Some year 2 children can: understand more
about how their bodies respond to vigorous
exercise.
All year 1 children can: run, chase and dodge
using space;
All year 2 children can: play simple cooperative and competitive games with others;
Resources
Summer games,
equipment
3
8 MAY
develop a greater understanding ‘batters’ striking a ball into a field, and then
of some simple tactics used in
to run as far as possible around bases
playing games
before the fielding team returns the ball to
the fielding base
Some year 1 children can: demonstrate
understanding of tactics;
Some year 2 children can: demonstrate
increased skill in controlling, sending and
receiving a ball;
All year 1 children can: play simple
competitive games against others;
All year 2 children can: demonstrate
understanding of tactics;
4
15 MAY
develop a greater understanding Games Playing: Speedy Gonzales & Run
about rules, including scoring
around. In this unit children will have an
opportunity to use a range of words and
phrases, e.g. rebound; tracking or
following the movement of a ball; aiming;
speed; direction; passing; controlling;
shooting; scoring.
Some year 1 children can: demonstrate
Summer games,
improved skills in using a racket;
equipment
Some year 2 children can: demonstrate
increased skill in controlling, sending and
receiving a ball;
All year 1 children can: demonstrate
understanding of simple tactics.
All year 2 children can: demonstrate improved
skills in using a racket;
5
22 MAY
develop a greater understanding to recognise and describe what their
of fitness and health
bodies feel like during different types
of activity, health related exercises
Some year 1 children can: understand and
describe changes to their heart
rate when playing different games
Some year 2 children can: begin to anticipate
what they will feel like after
playing games
All year 1 children can: describe how their
bodies work and
feel when playing games
All year 2 children can: understand and
describe changes to their heart
rate when playing different games
Summer games,
equipment
6
29 MAY
Different games to improve the way they
further develop the skills needed coordinate and control their bodies and a
to evaluate performance
range of equipment
to remember, repeat and link
combinations of skills
Some year 1 children can: show a good
awareness of others in running,
chasing and avoiding games
Some year 2 children can: perform a range of
rolling, throwing, striking,
kicking, catching and gathering skills, with
control
All year 1 children can: make simple
Summer games,
equipment
Summer games,
equipment
decisions about when and where to run
All year 2 children can: show a good
awareness of others in running,
chasing and avoiding games
7
5 JUNE
8
12 JUNE
(* 15-16 June
CC holiday)
Small size games, and full court games,
1;1, 2;2. 3;3,
Some year 1 children can: react to situations Summer games,
in a way that helps their
equipment
partners
Some year 2 children can: choose and use
tactics to suit different situations
All year 1 children can: know how to score
and keep the rules of the games
All year 2 children can: react to situations in a
way that helps their
partners
demonstrate increased skill in
controlling, sending and
receiving a ball;
Clearly mark out the activity area. Give
taggers braids so they can be easily
recognised.
All children should begin in spaces. Stress
awareness of space and others
Some year 1 children can: play simple cooperative and competitive games
Some year 2 children can: Do some or all of
the activities, as appropriate.
All year 1 children can: work individually in a
space
All year 2 children can: play simple cooperative and competitive games
use their evaluative skills to
improve performance.
Summer games,
equipment
9
19 JUNE
demonstrate improved skills in
using a racket;
Some pairs can progress to be introduced
to playing a cooperative game with a
skipping rope placed on the floor as a net
Some year 1 children can: move quickly into a Summer games,
space after you have sent the ball
equipment
Some year 2 children can: send the ball
accurately and with good strength over longer
distances
All year 1 children can: stop the ball with 1
hand as well as 2
All year 2 children can: move quickly into a
space after you have sent the ball
10
26 JUNE
intercept, retrieve and stop a
beanbag and a medium-sized
ball
with some consistency
sometimes
catch a beanbag and a medium
sized
ball
games ,tags, race
Some year 1 children can: show control and
Summer games,
accuracy with the basic
equipment
actions for underarm throwing, striking l Some
year 2 children can: understand the concept of
tracking, and get inline with the ball to receive it
All year 1 children can: show control and
accuracy with the basic actions for rolling,
All year 2 children can: show control and
accuracy
SUMMER HOLIDAY