Dance
The National Curriculum requires that pupils can perform dances using a range of movement patterns. Dance modules have been chosen to meet these requirements, build upon prior knowledge and to continually develop it.
The National Curriculum requires that pupils can perform dances using a range of movement patterns. Dance modules have been chosen to meet these requirements, build upon prior knowledge and to continually develop it.
The National Curriculum requires that pupils develop flexibility, strength, technique, control and balance. These gymnastics modules have been chosen to meet these requirements, build upon prior knowledge and continually develop.
The Outdoor Games curriculum has been designed to meet the requirements of the National Curriculum in a way that will educate, train and inspire our pupils to build upon their previous knowledge.
Grade 1 Warm-Up
English Country Dancing
Vocabulary
Outdoor PE – Netball
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Grade 1 Warm-Up
English Country Dancing
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Outdoor PE – Netball
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Grade 1 Warm-Up
English Country Dancing
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Outdoor PE – Netball
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English Country Dancing
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Outdoor PE – Netball
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Bhangra dance
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Outdoor PE – Netball
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Bhangra dance
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Outdoor PE – Football
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Bhangra dance
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Outdoor PE – Football
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Bhangra Dance
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Outdoor PE – Football
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Bhangra Dance performed in Diwali Assembly
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Outdoor PE – Football
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Gymnastics – Rolling Module
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Outdoor PE – Football
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Gymnastics – Rolling Module
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Outdoor PE – Hockey
Vocabulary
Gymnastics – Vaulting
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Outdoor PE – Hockey
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Gymnastics – Vaulting
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Outdoor PE – Hockey
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Gymnastics – Vaulting
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Outdoor PE – Hockey
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Gymnastics – Vaulting
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Athletics – Indoor Circuit Training to music
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Gymnastics – Vaulting
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Athletics – Indoor Circuit Training to music
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Gymnastics – Vaulting
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Athletics – Indoor Circuit Training to music
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Gymnastics – Vaulting and apparatus
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Athletics – Indoor Circuit Training to music
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Gymnastics – Vaulting and wall apparatus
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Athletics – Indoor Circuit Training to music
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Gymnastics – Vaulting and wall apparatus
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Athletics – Indoor Circuit Training to music
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Dance – Maypole Dancing
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Outdoor PE – Badminton
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Dance – Maypole Dancing
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Outdoor PE – Badminton
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Dance – Maypole Dancing
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Outdoor PE – Badminton
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Dance – Maypole Dancing
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Outdoor PE – Tennis
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Dance – Maypole Dancing
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Outdoor PE – Tennis
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Dance – Maypole Dancing
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Outdoor PE – Tennis
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Outdoor Adventurous Activities – Obstacle Course
Vocabulary
Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Gymnastics – BGA Key Step 2 Body Management Sequence
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Outdoor PE – Cricket
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Gymnastics – BGA Key Step 2 Body Management Sequence
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Outdoor PE – Cricket
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Gymnastics – BGA Key Step 2 Body Management Sequence
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Outdoor PE – Cricket
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Gymnastics – BGA Key Step 2 Body Management Sequence
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Outdoor PE – Cricket
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Gymnastics – BGA Key Step 2 Body Management Sequence
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Outdoor PE – rounders
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Gymnastics – BGA Key Step 2 Body Management Sequence
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Outdoor PE – rounders
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Gymnastics – BGA Key Step 2 Body Management Sequence
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Outdoor PE – rounders
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Year 3 starts with English Country dancing. This acts as reinforcement of the simple movement patterns learnt in KS1. Pupils perform Circassian Circle with control and co-ordination. They are expected to walk in time with the music, should be able to clap on the beat and show a good sense of rhythm. This dance style builds self-confidence and social skills; reduces stress and provides an overall sense of well-being.
The ISTD modern warm up provides vibrant, energetic and fun exercises developing the pupils. It teaches correct posture and develops range of movement within the dancers’ natural capabilities. It builds a sound technique and promotes understanding of use of dance terminology.
Pupils then progress to learning Bhangra dancing related to their Diwali topic, which culminates in a performance at the Diwali Assembly. Pupils are taught to count and remember a simple movement pattern, move with control and a good sense of spatial awareness. The pupils should try to use strong dynamics in their actions and are encouraged to perform with expression. Elevating the heart rate increases stamina and builds endurance.
Maypole dancing is an excellent introduction to British values and dance history. Pupils are initially taught circling then Ropes; as an introduction to basic techniques. They then progress to Silkstream which is the same dance but with everyone moving at once. They learn the Barber’s Pole as a development from circling. Expectations are that pupils are able to remember which colour ribbon they are holding and to remember their place in the circle. Pupils learn clockwise and anti-clockwise directions and should be able to travel in time with the music.
Year 3 starts with the rolling module and pupils learn to rotate and roll on different body parts and in different directions. They use different sizes and speeds. Pencil rolls are stretched with arms above the head, rotating smoothly. Shoulder rolls have knees tucked up to the chest. Teddy bear rolls are demonstrated in the straddle position. This introduces them to the three basic positions in gymnastics. Pupils are guided continuously to understand how to move into and from a range of skills with control and accuracy. They are taught the importance of warming up and cooling down after exercise. They are taught to use space safely.
The Body Management sequence focuses on joining strength training and flexibility skills together showing fluency of movement and demonstrating good technique. It is important to learn how to control the muscles in the body and to learn these basic shapes. Pupils focus on developing co-ordination in skipping. A tucked dish builds up core stability and we extend one leg out at a time in preparation for the dish shape. Towards half lever promotes upper body strength and towards japana facilitates flexibility.
Preparation for the vault is introduced on the bench. Pupils are taught to squat on to the bench securely taking their body weight on their arms. They learn to balance independently. They build on their prior knowledge from KS1 travelling along the bench in various ways and jumping off in the stretch position. They learn to demonstrate a ‘stick’ landing on the mat. Health and safety elements are emphasised when pupils are introduced to the wall bars and apparatus. They are used for climbing and for co-ordination skills.
Previously in Year 2 pupils focus on rolling, bouncing and passing with a larger ball and to score through a target. Work is done individually, in pairs and 2v2 small side games. Year 3 begins with the development of early netball and football skills, with the use of size 4 balls. In netball pupils are taught to land, balance and catch, in football to pass a football under control, with accuracy, and on receipt, trapped and protected. Hockey is focussed with a repetitive safety element with the hockey stick to be lifted no higher than the knee. Also pupils are taught to hold the stick correctly enabling the player to dribble, push and pass the ball in a straight line.
For racket sports, badminton and tennis, this involves the management of the weight of the racket and keeping control of the shuttlecock and the tennis ball, making a connection with the object used and the racket. Learning to know when, why and how do we hit the object.
Athletics is based on developing an upright running styles, simple body movements, pace, speed and breath control. Throwing techniques are broken down in order to link together and perform with rhythm.
Development of early striking and fielding skills involves being balanced with improving hand eye co-ordination and motor skills. Pupils in kwik cricket and rounders are taught to be able to bowl underarm and field throwing overarm, whilst making ball contact with a bat and with timing.
Gymnastics – BGA Body Management Sequence Key Step 2
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Outdoor PE – Football
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Gymnastics – BGA Body Management Sequence Key Step 2
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Outdoor PE – Football
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Gymnastics – BGA Body Management Sequence Key Step 2
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Outdoor PE – Football
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Gymnastics – BGA Body Management Sequence Key Step 2
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Outdoor PE – Football
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Gymnastics – BGA Body Management Sequence Key Step 2
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Outdoor PE – Football
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Gymnastics – BGA Body Management Sequence Key Step 2
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Outdoor PE – Hockey
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Gymnastics – BGA Body Management Sequence Key Step 2
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Outdoor PE – Hockey
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Dance – Ballet
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Outdoor PE – Hockey
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Dance – Ballet
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Outdoor PE – Hockey
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Dance – Ballet
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Outdoor PE – Netball
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Dance – Ballet
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Outdoor PE – Netball
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Dance – Rainforest Dance
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Outdoor PE – Netball
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Dance – Rainforest Dance
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Outdoor PE – Netball
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Dance – Rainforest Dance
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Outdoor PE – Netball
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Gymnastics – Vaulting
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Athletics – indoor circuit training to music
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Gymnastics – Vaulting
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Athletics – indoor circuit training to music
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Gymnastics – Vaulting
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Athletics – indoor circuit training to music
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Gymnastics – Vaulting
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Athletics – indoor circuit training to music
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Gymnastics – Vaulting
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Athletics – indoor circuit training to music
To be able to record reps every week and improve on my score:
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Gymnastics – Vaulting
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Indoor circuit training to music
To be able to record reps every week and improve on my score:
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Dance – Maypole Dancing
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Outdoor PE – Badminton
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Dance – Maypole Dancing
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Outdoor PE – Badminton
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Dance – Maypole Dancing
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Outdoor PE – Badminton
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Dance – Maypole Dancing
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Outdoor PE – Tennis
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Dance – Maypole Dancing
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Outdoor PE – Tennis
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Dance – Maypole Dancing
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Outdoor PE – Tennis
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Outdoor Adventurous Activities – BMX trip to the velodrome
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Sports Day
Gymnastics
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Outdoor PE – Cricket
Vocabulary
Gymnastics
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Outdoor PE – Cricket
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Gymnastics
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Outdoor PE – Cricket
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Outdoor PE – Rounders
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Outdoor PE – Rounders
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In the first term of Year 4 pupils learn ballet; promoting agility, boosting concentration and developing an understanding of music and rhythm. They learn the five positions of the feet and arm positions, various exercises, steps taken around the room, and steps of elevation which develop the strength of their major leg muscles by jumping. Focus is on the music section, being able to count movements to music and clapping and counting various time signatures. Pupils are taught to understand the meaning of the French vocabulary used for the steps and should be able to evaluate and improve on their performance.
Next the pupils perform the Rainforest dance which is linked to their topic. They explore, improvise, and combine movement ideas fluently and effectively independently. They reinforce counting movements to music and create and structure a motif within their own group. Higher ability pupils can choreograph independently. They are all encouraged to share their ideas with their partner, within a small group and also with the whole class. The aim is to understand and demonstrate the intention of the dance.
In Year 4 maypole dancing progresses to performing Chrysanthemum. This dance practices changing the speed, direction and level whilst further developing balance and control of the body.
In year 4 pupils progress to forward and backward rolls. They are taught to know the sequence of movements leading to completing the full skill and can link a number of variations in beginning positions, the roll itself and finishing positions. Pupils can observe and describe movements of others using appropriate language. The focus in the Body Management sequence is on key skills such as an arch and front support. We learn how to control an arch in preparation for many skills as we progress. The half lever is a fundamental gymnastics strength hold that develops the core and upper-body muscle strength. We learn the basic split position which improves flexibility and the range of movement in the joints and we learn shoulder flexibility in preparation for the bridge.
Vaulting in year 4 progresses to using a vaulting box lengthways. Pupils prepare by practicing squatting on to the bench, balancing on the beam and executing a ‘stick’ landing from the springboard. They then learn to approach the springboard with speed and execute the hurdle step on take-off landing on the vaulting box. They travel along the vault and perform a stretch jump onto the crash mat. They should be able to start to begin to join each component together fluently to demonstrate the vault smoothly, securely and safely. Pupils continue to use the wall bars and apparatus safely. They continue to develop upper body strength and co-ordination skills.
Racket sports progress with the development of using a variation of serves, ground strokes and returns and finishing with a clean shot.
Year 4 netball and football progress with the ability of pupils knowing when to use a variety of different passes using the flight and weight of the ball. The work rate in hockey concentrates on keeping possession whilst under pressure, and using quick reactions to use transitions from attack to defence.
Progression in athletics is the coaching of increased stamina and endurance levels when running over the longer distance and keeping to an even pace, and having the power to finish in the latter stages with speed. The focus on sprinting is to learn how to accelerate and put the body over the line.
Striking and fielding games are coached with the “where to” approach, where the ball should be placed, at a distance but low and on the floor and finding space, and using speed to score quick runs and rounders, from a standing position.
Outdoor adventurous activities are challenging and are based on team work and problem solving in small groups
Dance – Rainforest Dance
Vocabulary
Outdoor PE -Netball
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Dance – Rainforest Dance
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Outdoor PE – Netball
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Dance – Rainforest Dance
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Outdoor PE – Netball
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Dance – Rainforest Dance
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Dance
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Outdoor PE – Netball
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Gymnastics – BGA Body Management Sequence (step 3)
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Outdoor PE – Hockey
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Gymnastics – BGA Body Management Sequence (step 3)
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Outdoor PE – Netball
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Gymnastics – BGA Body Management Sequence Key Step 3
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Outdoor PE – Football
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Gymnastics
Vocabulary
Outdoor PE = Football
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Gymnastics
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Outdoor PE – Football
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Gymnastics
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Outdoor PE – Football
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Gymnastics
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Outdoor PE – Hockey
Vocabulary
Gymnastics – Vaulting
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Outdoor PE – Hockey
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Gymnastics – Vaulting
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Outdoor PE – Hockey
Vocabulary
Gymnastics
Vocabulary
Athletics – Indoor Circuit Training to music
Vocabulary
Swimming
Gymnastics
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Athletics – Indoor Circuit Training with music
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Swimming
Gymnastics
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Athletics – Indoor Circuit Training with music
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Swimming
Gymnastics
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Athletics – Indoor Circuit Training with music
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Gymnastics
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Athletics – Indoor Circuit Training with music
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Gymnastics
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Athletics – Indoor Circuit Training with music
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Dance – Maypole Dancing
Vocabulary
Outdoor PE – Badminton
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Dance – Maypole Dancing
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Outdoor PE – Badminton
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Dance – Maypole Dancing
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Outdoor PE – Badminton
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Dance – Maypole Dancing
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Outdoor PE – Tennis
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Dance – Maypole Dancing
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Outdoor PE – Tennis
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Dance – Maypole Dancing
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Outdoor PE – Tennis
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Outdoor Adventurous Activties – Mile End Climbing Wall
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Athletics
Vocabulary
Outdoor Adventurous Activities – Orienteering
To walk the map:
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Sports Day
Gymnastics – vaulting
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Outdoor PE – Cricket
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Gymnastics – Vaulting
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Outdoor PE – Cricket
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Gymnastics – Vaulting
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Outdoor PE – cricket
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Outdoor PE – rounders
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Outdoor PE – rounders
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In Year 5 the ISTD modern warm up allows pupils to gain a good sense of line through the body, legs, feet, arms and head; further developing co-ordination. Technical accuracy with correct placement to the best of their physical facility and a sound understanding of rhythm is expected.
The Stars dance relates to their topic and pupils move with increased control, fluency, co-ordination and accuracy. Pupils are taught to isolate various parts of their body using strong dynamics. The dance teaches various compositional devices such as canons and rounds. Pupils are required to count movements to music using more complex rhythms and to keep time. Pupils should demonstrate an increased sense of spatial awareness and perform showing the different qualities of movement required by each section of the dance.
In maypole dancing pupils learn Twister. In this dance they should be able to identify their partner, change positions and remember and perform the complete dance independently.
In the year 5 Body Management sequence we increase the number of skips we demonstrate to further enhance co-ordination. We extend our legs from the tucked dish into the full dish shape further developing core strength. We roll to arch and back to dish; giving the body power. A good front support position is crucial in maintaining many of the balance positions held in gymnastics and the press up is one of the compound strength training exercises.
Vaulting in year 5 pupils should demonstrate confidence in approaching the springboard with speed and executing the hurdle step on take-off. They travel along the apparatus and perform a stretch jump onto the crash mat. They are taught to dismount in different positions such as tuck and star. They should be able to link together each component to demonstrate the vault fluidly. They should be able to use the vault and apparatus sensibly and safely.
Year 5 netball, football and hockey focus on technical, tactical and movement skills, unit play, and getting free from the opponent, and when possession is lost, to win back the ball for the team. Working as a team player not physically but mentally also, and learning to perform under fatigue. Learning the roles and responsibilities of each team position is also important. Netball, football and hockey are coached as we enter local leagues and competitions that are played within the sporting calendar.
Racket sports progress with the learning to use rotation with a doubles partner, which shot to use, and how to execute the shot with power in order to win the point. Examples of a good doubles partnership is communication, covering the net and the back of the court.
Pupils are taught to swim and have weekly lessons in the Spring term aiming for 100% of pupils to be able to swim 25m.
The use of explosive power when long or triple jumping, sprinting as an individual, and as a member of a relay team becomes apparent with muscle development and growth.
Striking and fielding games focus on the delivery of a bowl, whether it is spun, or bowled with pace or slowly. Reaction to where the ball lands is important, as quick thinking skills, good decision making and accurate throwing are key.
Kwik cricket is coached in this term in preparation to compete with others at local competitions.
Gymnastics – BGA Body Management Sequence Key Step 3
Vocabulary
Outdoor PE – Football
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Gymnastics – BGA Body Management Sequence Key Step 3
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Outdoor PE – Football
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Gymnastics – BGA Body Management Sequence Key Step 3
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Outdoor PE – Football
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Gymnastics – BGA Body Management Sequence Key Step 3
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Outdoor PE – Football
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Gymnastics – BGA Body Management Sequence Key Step 3
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Outdoor PE – Football
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Gymnastics – BGA Body Management Sequence Key Step 3
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Outdoor PE – Hockey
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Gymnastics – BGA Body Management Sequence Key Step 3
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Outdoor PE – Hockey
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Gymnastics – Vaulting
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Outdoor PE – Hockey
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Gymnastics – Vaulting
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Outdoor PE – Hockey
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Gymnastics – Vaulting
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Outdoor PE – Netball
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Gymnastics – Vaulting
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Outdoor PE – Netball
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Gymnastics
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Outdoor PE – Netball
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Gymnastics
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Outdoor PE – Netball
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Gymnastics
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Outdoor PE – Netball
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Gymnastics
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Athletics – Indoor Circuit training to music
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Gymnastics
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Athletics – Indoor Circuit Training to music
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Gymnastics
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Athletics – Indoor Circuit Training to music
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Gymnastics
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Athletics – Indoor Circuit Training to music
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Gymnastics
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Athletics – Indoor Circuit Training to music
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Gymnastics
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Athletics – Indoor Circuit Training to music
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Dance – Maypole Dancing
Vocabulary
Outdoor PE – Badminton
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Dance – Maypole Dancing
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Outdoor PE – Badminton
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Dance – Maypole Dancing
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Outdoor PE – Badminton
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Dance – Maypole Dancing
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Outdoor PE – Tennis
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Dance – Maypole Dancing
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Outdoor PE – Tennis
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Dance – Maypole Dancing
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Outdoor PE – Tennis
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Outdoor Adventurous Activities – Kayaking and raft building at Fairlop Waters
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Athletics
Vocabulary
Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Outdoor Adventurous Activities – Orienteering
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Athletics
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Sports Day
Dance
Vocabulary
Outdoor PE – Cricket
Vocabulary
Rhos y Gwaliau
Dance
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Outdoor PE – Cricket
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Dance
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Outdoor PE – Rounders
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Dance
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Outdoor PE – Rounders
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Outdoor PE – Rounders
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In Year 6 the pupils progress to learning the Easter Plait in maypole dancing. This more complex dance requires working in a trio, plaiting and weaving. It is a great problem solving activity. High ability groups can advance to making a single plait with the ribbons.
The warm-up is thorough and involves top to toe stretching to increase muscle length and improve joint mobility. Great emphasis is put on flexibility with dancers striving to achieve full range of motion.
At the end of the school year the production takes place. All pupils perform with confidence showing an excellent sense of musicality with an appreciation of varying musical styles. All pupils perform complex motifs with control, strong dynamics and high energy. They should show a sound understanding for use of space and an awareness of the audience and sense of performance. A sense of self-expression is encouraged and the performance promotes self-confidence and a great sense of achievement.
In year 6 the emphasis in the Body Management sequence is on continuing to increase flexibility in the splits. We turn our attention to the bridge, an important starting position in gymnastics. It is a great way to stretch and build core muscles that are needed to perform other moves. When sufficient shoulder flexibility is acquired the bridge can be first of all demonstrated with feet apart and then further developed and improved by putting the feet together. The broad jump provides an excellent way to measure explosive leg strength.
The aim in year 6 is to be able to squat through on the vault using the springboard. This is achieved first of all by squatting on to the vault securely with the vault positioned in a sideways position and jumping straight down to the crash mat finishing in the ‘stick’ position. Pupils should then aim to squat on and jump off with no pause, vaulting fluently through each stage. This is then developed by placing hands shoulder width apart and straight on the top of the vault. Pupils should aim to stretch legs back to achieve a ‘lay-out’ position before bringing the knees quickly under the body to clear vault for ‘through vault.’ Pupils can use the bars for resistance and flexibility training and to practice abdominal exercises.
Year 6 netball, football, hockey, tennis and badminton focus on how to win as a team and the responsibility of a loss and how to improve on performance.
Centralisation of the ball will consist of the strong forward and lateral movement of the attacker with the use of good angles and having the strength and ability to shift the defence and execute the shot.
Athletics when sprinting, running, throwing and jumping is focussed on the three years training of preparation, timing, technique and finishing.
Striking and fielding focus on producing an all rounder who as good bowling, batting and fielding skills. The pupils are asked to umpire games, adapt to rule changes and evaluate their own performance.
The pupils spend a week at an outdoor education centre that offers a wide range of activities including mountain walking, canoeing, paddle boarding, gorge walking, rock climbing and abseiling.