lancashire physical education scheme of work 2008

Lancashire Physical Education Scheme of Work

2008

Objectives

• To understand the philosophy behind the scheme of work and what a core task is

• To understand the progressions that lead to a core task using the scheme and the TOPS cards.

•To be able to adapt the scheme of work.

• To understand how to assess children by using the scheme of work

Activity or learning in PE?In pursuit of high quality PE, Primary Link Teachers (subject leaders in primary schools who are involved with school sport partnership) should be looking more closely at the quality of learning in lessons and asking

‘Are children learning from the activity?’

Few would disagree that activity is important especially with the health agenda, but if every child is to matter and have access to learning, then PE lessons need to be about more than just activity and particular sports.

Lessons should not be planned around a series of activities that fill the time without considering the process and whether it offered opportunities for learning. This issue has also been identified in annual primary subject inspection reports

The Philosophy of the new scheme• Uses Motor Development as the basis of the Scheme of Work from Foundation Stage

• Uses QCA Core Tasks as what children should be able to do at the end of a unit. These are flexible and can be adapted to meet the needs of the learners.

• Each unit of work in the scheme has a series of progressions that lead to the core task. These progressions use the TOPS cards to help the teacher deliver the sessions.

• Each progression has success criteria and expectations for the end of that progression that can be used for assessment for learning.

• At the end of each unit the teacher can use the core tasks to assess the children against N.C levels.

What are core tasks?Core Tasks have been designed to give pupils an opportunity to use what they have learnt through the unit in an authentic context that is suitably challenging for their age and ability.

Core tasks:• are activity-based challenges• represent a complete piece of work for pupils to achieve• give pupils a clear picture of what they are aiming for• are designed to match the physical, mental and emotional maturity of the majority of pupils in an age group and provide a link with expectations pitched around a particular level• grow in difficulty and complexity as pupils make progress• build on one another across units of work, and within and between years• enable pupils’ progress to be recognised and validated.

Each core task focuses on the four aspects of knowledge, skills and understanding identified in the programmes of study for PE:

• acquiring and developing skills• selecting and applying skills, tactics and compositional ideas• evaluating and improving performance• knowledge and understanding of fitness and health.

The aspects are linked and all need to be developed in order to perform a core task well. The third aspect – evaluating and improving performance – takes into account the relationship between the other three aspects and the impact they have on performance.

• Start with the Core Task and the Medium Term Plan .

• Use and develop the series of six progressions that lead to the core task through the four strands

• What TOPS resources support the progressions?

• Deliver the first session, evaluate, then adapt, review and plan for the next progression.

• Assess the core task at the end of the unit – pass on to next teacher

How to use the Scheme to Plan a Unit of Work

Invasion Games – Year 4 – Core Task 1QCA Core Task 1

The aim of the game is to pass the ball to a nominated player in the end zone of the pitch.Play the game four against two and then four against three. Play on a pitch that is about 10m X 20m – the end zones should be about 1m wide, running the width of the pitch. Use netball, basketball, football or hockey equipment and techniques.To score points, the ball has to be passed to, and stopped by, a player who has been nominated to receive the ball in the end zone. This player can move anywhere on the pitch, but must be in the end zone to receive the ball, and then shoot to score a ‘goal’. The goals can be hoops, nets, posts, etc. After every goal, the team that did not score takes a free pass from its back line. If the ball goes out, the opposition throws in from where the ball went out.

Adaptations and variations on the task

Ask the children to:Start by using throwing and catching techniques with no travelling. Later introduce travelling by bouncing the ballUse non-typical equipment and rules, eg a frisbee, a bat to hit the ball to a team-mate who catches the ballPlay on a court that is wider or longerTry playing on a pitch that is longer than it is widePractise shooting, eg into a hoop, when they get the ball in the end zonePlay in smaller teams, eg three against one, three against twoPlay in slightly larger teams (if they are more able children)

Copyright © 2006 Lancashire County Council,

KEY STAGE TWO YEAR FOUR AREA OF ACTIVITY - GAMES

NC /Programme of Study

Learning Objectives – QCA

Learning Activities

Learning Outcomes Children should be taught to: a) play and make up small sided and modified competitive net, striking/ fielding and invasion games b) use skills and tactics and apply basic principles suitable for attacking and defending c) work with others to organise and keep the games going SELECTING AND APPLYING 1. Repeat and explore simple skills control and coordination. Start to link these skills and actions. 2. Explore, vary and link simple skills, actions and ideas. Begin to show some understanding of simple tactics

and basic compositional ideas 3. Select and apply skills actions and ideas with control and coordination. Show they understand tactics and

composition by starting to vary how they respond. 4. Link skills, techniques and ideas applying them accurately and appropriately. Show an understanding of

tactics and composition. 5. Select and combine skills, techniques and ideas applying them accurately and appropriately. Draw upon

what they know about strategy, tactics and composition. EVALUATING AND IMPROVING 1. Copy simple skills and actions. Describe and comment on their own and others actions. 2. Copy actions with control and coordination. Talk about differences between their own and others'

performance and suggest improvements. 3. See how their work is similar to and different from others' work, and use this understanding to improve their

own performance. 4. Compare and comment on skills, techniques and ideas used in their own and others' work, and use this

understanding to improve their performance. 5. Analyse and comment on skills and techniques and how these are applied in their own and others' work.

Modify and refine skills and techniques to improve their performance FITNESS AND HEALTH 1. Talk about how to exercise safely, and how their bodies feel during an activity 2. Understand how to exercise safely, and describe how their bodies feel during different activities. 3. Give reasons why warming up before an activity is important, and why physical activity is good for their

health. 4. Explain and apply basic safety principles in preparing for exercise. Describe what effects exercise has on

their bodies, and how it is valuable to their fitness and health. 5. Explain how the body reacts during different types of exercise, and warm up and cool down in ways that suit

the activity. They explain why regular, safe exercise is good for their fitness and health SAFETY EDUCATION 1. Follow instructions. Know and follow simple routines and rules 2. Lift, carry and place equipment correctly Use equipment safely with an awareness of others 3. Verbalise reasons for routines and rules 4. Identify possible risks and be responsible for the working environment 5. Arrange, use and store equipment responsibly without direct supervision INTERPERSONAL SKILLS 1. Share space and take turns individually with the class group 2. Work cooperatively with another sharing and taking turns 3. In 2s, be lead by a partner (support and make positive contributions) 4. In 2s, lead a partner (involve organise and ask opinion of partner) 5. Lead a small group (involve, motivate, encourage members and coordinate contributions)

Children should learn In Invasion Games ACQUIRING AND DEVELOPING to develop the range and

consistency of their skills SELECTING AND APPLYING SKILLS to devise and use rules to use and adapt tactics in different

situation FITNESS AND HEALTH to know and describe the short

term effects of different exercise activities on the body

to recognise which activities help their speed, strength and stamina are important in games

EVALUATING AND IMPROVING to explain their ideas and plans to recognise aspects of their work

that need improving

Progressions leading to QCA Core Task 1

To develop sending and receiving using a chest pass

To improve sending and receiving using chest and bounce passes

To disguise different types of passes

To develop a consistency in throwing and catching skills

and to use and adapt tactics in a game situation

To use and adapt tactics in simple game

To use and adapt tactics in different situations. To explain their ideas and plans

Progressions leading to Core Task 2

To develop throwing and catching skills using a rugby

ball

To develop a consistency in throwing and catching skills and to use and adapt tactics in a game situation

To use and adapt tactics in a game situation and

recognise aspects of their work that needs improving

To develop passing and dribbling skills. To use and adapt skills and tactics in different situations

To devise and use rules. To use and adapt skills and

tactics in different situations Core Task 3 - Apply generic attacking and defending skills to game situations. To use tactics to outwit opposition

In Invasion Games - Children ACQUIRING AND DEVELOPING use a range of techniques when passing, eg high, low, bounced, fast, slow

change direction and speed when dribbling the ball show growing consistency and control in games play with greater speed and flow SELECTING AND APPLYING SKILLS keep and use rules they are given suggest how rules could be changed to improve the game

adapt rules in agreement with others and, later, make rules for their own games, which they explain and teach to others

use a range of tactics to keep possession of the ball and get into positions to shoot and score

have a simple plan that they know them can make work FITNESS AND HEALTH use the knowledge they are learning in PE to make up suitable warm-up activities for the game they are playing

EVALUATING AND IMPROVING know and explain the tactics and skills that they are confident with and use well in games

choose different ways of practising these tactics and skills

describe the help they need to improve their play

O A

A

D A

Restart Point

A

Date Term Class Progression 1 Learning Objective

To throw a ball using a chest pass. To receive a ball and keep control. To know why we warm up and cool down.

Introduction to activity Explain to children that they are going to learn how to throw using a chest pass. Explain how they should have their hands when they are going to receive a ball. (Need this for warm up).

Warm up – Traffic Lights

RED – Freeze after countdown of 3 in a space, AMBER – jump stop (bend knees, head up and eyes forward, hands up ready to receive a pass). GREEN – jog round using all the space. POINTS – Tell children they must be looking for space, keeping away from other children. Point out to children any spaces; make it a competition against you. 1 point to children if there are no spaces 1 point to you if there are.

Tasks Teaching Points Success Criteria

1 ball each / pair – Pass the ball around the waist, head, around legs, one leg, make a figure 8 through legs. Stationary, then walking forwards, backwards, sideways. Change over with partner if needed.

Demonstrate how to throw a ball using a chest pass.

In pairs face each other and practise chest pass.

In groups of 4 set up Pepper Pot (3 standing in semi circle, 1 player in middle) Player in middle passes ball to one end then receives it back then passes it to next player and receives it back then passes etc

Focussed Observation:- Look for good examples of passing and receiving to share with children during Pepper Pot.

In groups of 4 set up Treasure Chest (with different types of balls in middle if possible)

(i) One at a time collect a ball and take it to the home area (ii) First player runs to middle picks a ball and passes it to team receives it

then puts it back in middle and returns to team so next player can run. (iii) On Teacher shouting Treasure Chest revert to (i)

Fingers should be spread comfortably around the ball.

Appropriate distance for children.

How many passes can you make in 1 min? 2 min? Change player in middle and repeat. Use STEP process from TOP Sport Card Treasure Chest.

Children moving the ball around the body with control.

Correctly performed chest pass. Children improve consistency of passes. Children can access game at their level of ability.

Cool down tasks Vocabulary / Resources Learning Outcomes

Pulse lowering activities which gradually help the heart and lungs to recover. Perform one or two whole body stretches. Ask children why it is important to warm up and cool down.

Pass, send, receive. TOP Sport Card Treasure Chest.

To pass a ball using chest pass. To receive a ball from a chest pass and keep control consistently.

Most children will be able to Some children will not have progressed as far Some children will have progressed further

Throw and catch a ball with control. Be aware of space. Be able to explain why it is important to warm up and cool down.

Throw and catch a ball with limited control. Be able to follow a simple warm up.

Throw and catch a ball effectively with speed and precision. Be able to explain why it is important to warm up and demonstrate activities to the group.

Copyright © 2006 Lancashire County Council,

KEY STAGE TWO YEAR FOUR AREA OF ACTIVITY - GAMES



Learning Activities

Learning Outcomes Children should be taught to: a) play and make up small sided and modified competitive net, striking/ fielding and invasion games b) use skills and tactics and apply basic principles suitable for attacking and defending c) work with others to organise and keep the games going SELECTING AND APPLYING 1. Repeat and explore simple skills control and coordination. Start to link these skills and actions. 2. Explore, vary and link simple skills, actions and ideas. Begin to show some understanding of simple tactics




what they know about strategy, tactics and composition. EVALUATING AND IMPROVING 1. Copy simple skills and actions. Describe and comment on their own and others actions. 2. Copy actions with control and coordination. Talk about differences between their own and others'







the activity. They explain why regular, safe exercise is good for their fitness and health SAFETY EDUCATION 1. Follow instructions. Know and follow simple routines and rules 2. Lift, carry and place equipment correctly Use equipment safely with an awareness of others 3. Verbalise reasons for routines and rules 4. Identify possible risks and be responsible for the working environment 5. Arrange, use and store equipment responsibly without direct supervision INTERPERSONAL SKILLS 1. Share space and take turns individually with the class group 2. Work cooperatively with another sharing and taking turns 3. In 2s, be lead by a partner (support and make positive contributions) 4. In 2s, lead a partner (involve organise and ask opinion of partner) 5. Lead a small group (involve, motivate, encourage members and coordinate contributions)

Children should learn In Invasion Games ACQUIRING AND DEVELOPING to develop the range and

consistency of their skills SELECTING AND APPLYING SKILLS to devise and use rules to use and adapt tactics in different

situation FITNESS AND HEALTH to know and describe the short

term effects of different exercise activities on the body

to recognise which activities help their speed, strength and stamina are important in games

EVALUATING AND IMPROVING to explain their ideas and plans to recognise aspects of their work

that need improving


To develop sending and receiving using a chest pass

To improve sending and receiving using chest and bounce passes

To disguise different types of passes

To develop a consistency in throwing and catching skills

and to use and adapt tactics in a game situation

To use and adapt tactics in simple game

To use and adapt tactics in different situations. To explain their ideas and plans

Progressions leading to Core Task 2

To develop throwing and catching skills using a rugby

ball

To develop a consistency in throwing and catching skills and to use and adapt tactics in a game situation

To use and adapt tactics in a game situation and

recognise aspects of their work that needs improving

To develop passing and dribbling skills. To use and adapt skills and tactics in different situations

To devise and use rules. To use and adapt skills and

tactics in different situations Core Task 3 - Apply generic attacking and defending skills to game situations. To use tactics to outwit opposition

In Invasion Games - Children ACQUIRING AND DEVELOPING use a range of techniques when passing, eg high, low, bounced, fast, slow

change direction and speed when dribbling the ball show growing consistency and control in games play with greater speed and flow SELECTING AND APPLYING SKILLS keep and use rules they are given suggest how rules could be changed to improve the game

adapt rules in agreement with others and, later, make rules for their own games, which they explain and teach to others

use a range of tactics to keep possession of the ball and get into positions to shoot and score

have a simple plan that they know them can make work FITNESS AND HEALTH use the knowledge they are learning in PE to make up suitable warm-up activities for the game they are playing

EVALUATING AND IMPROVING know and explain the tactics and skills that they are confident with and use well in games

choose different ways of practising these tactics and skills

describe the help they need to improve their play

O A

A

D A

Restart Point

A

Date Term Class Progression 5 Learning Objective

To use and adapt tactics in a simple game. To recognise aspects of their work that need improving.

Introduction to activity

Warm up – (Most lessons should start with short warm up activities that help the children remember what they did in the last lesson and prepare them for what they will learn next – QCA)


In pairs, choose 6 defenders. Choose a suitable safe playing area for number of children. Each pair apart from defenders has 1 ball. Defenders try and intercept passes. If possession is lost pair moves to safe zone to make 10 chest passes and then rejoins game. Repeat to improve score.

Set up Find That Space as in previous session.

Ask children to play the game using the rules and any adaptations that made it easier for the attackers, from the previous session.

Focussed observation - How successful were you in scoring more points than the defenders? Did children keep to the rules that were given for the game?

Ask the children to play the game again but have an extra child outside the last zone and to score the team has to get the ball to this child who then shoots to score in a net / hoop etc. (see diagram).

Change over roles so every member of the team gets to shoot.

Focussed observation – discuss what they think they need to do to improve their game and what help they think they need with practising skills.

How many passes can you make in 2 minutes? (only passes in the game area count). Look for a space to run into to receive a pass. Choose a pass which beats the defender. Use the width of the area. Run into the next area to stand in a place away from the defender but not too far that the pass can’t reach.

How can we make sure that the shooter receives the ball? What worked well in the game? What do you think you need to improve on? How could you do that?

Children making appropriate decisions of when to pass. Attackers use the correct pass at the correct time to move through the zones. Children applying simple tactics and keep to the rules of the game.

Children can find space effectively. Children can explain in simple terms what they need to improve on and offer simple suggestions as to how.


Keep possession, make and use space, support, pass, tactics TOP Sport Card Find That Space

To use simple tactics in a game to keep possession.


Use simple tactics for attacking well and keeping possession of a ball. Watch and describe others performance as well as their own, suggest practices that will help them and others play better.

Play games with less consistency and control. Use a small number of tactics for attacking and keeping possession.

Play the game well, make tactical decisions quickly, keep possession and make progress consistently. Suggest ways in which tactics or techniques could be used, chose one focus for improvement..

Assessment using the Lancashire PE Scheme of Work

Cool down tasks

Vocabulary / Resources Learning Outcomes

Keep possession, make and use space, support, pass, tactics rules

To use a range of tactics to keep possession and get into positions to shoot or score.


Play games with some fluency and accuracy, using a range of throwing and catching techniques. Use simple tactics to keep possession of a ball, know the rules of the game.

Play games at slower pace using throwing and catching techniques. Use a small number of tactics for attacking and keeping possession.

Play all the games well, make tactical decisions quickly, Keep possession and make progress consistently, have a strong influence on the game help others to play better.

A.D, B.V, G.H, K.L, J.S, I.L, P.S, D.C etc

S.C, F.V, W.E, S.D

L.M, A.S, F.W, A.N

Last progression of the Core Task (usually progression 6 or 12)

Mixed Age Planning• Each year group uses their own core

task.• Lesson progressions have activities

for Y1 and Y2 on the same sheet

Key Stage 1 Core Tasks – mixed age planning

Games – Year 1/2QCA Core Task 1

• The aim of the core task Ten point Hoops (Y1) is to throw beanbags into your opponent’s hoop to score points.

– Pupils work in pairs with 5 bean bags, 2 hoops, 1 skipping rope. Set up playing area. • A stands in the half with 2 hoops, B stand in the other half with the 5 bean bags. • B throws the bean bags one at a time, aiming for either of the hoops. B is allowed to move around

their area and throw when they are ready. • A tries to stop the beanbag getting into the hoop. • If B is successful they score 2 points per bean bag, maximum of 10 points. After B has had 5

attempts at throwing, players swap over. A tries to beat B’s score.• To make it easier the defender can’t move to stop the beanbags

Piggy in the Middle Core Task (Y2)

– The pupils work in groups of four, with three attackers and one defender.• The attackers pass the ball between them – the person with the ball must stand still but the others

can move around.• The defender tries to intercept the ball without touching any of the attackers.• The attackers score one point for each pass they make and the aim of the game is to score as many

points as possible in the time.• If they drop the ball or the defender intercepts they start counting points again.• Each team plays for X mins before swapping roles

KEY STAGE ONE YEAR ONE / TWO AREA OF ACTIVITY - GAMES



Learning Activities

Learning Outcomes

Pupil should be taught to: a) travel with, and send and receive a ball and other equipment in different ways b) develop these skills for simple, net striking/fielding and invasion- type games c) play simple, competitive net, striking/ fielding and invasion- type games that they and others have

made, using simple tactics for attacking and defending SELECTING AND APPLYING 1. Repeat and explore simple skills control and coordination. Start to link these skills and actions. 2. Explore, vary and link simple skills, actions and ideas. Begin to show some understanding of simple tactics




what they know about strategy, tactics and composition.

EVALUATING AND IMPROVING 1. Copy simple skills and actions. Describe and comment on their own and others actions. 2. Copy actions with control and coordination. Talk about differences between their own and others'







the activity. They explain why regular, safe exercise is good for their fitness and health

SAFETY EDUCATION 1. Follow instructions. Know and follow simple routines and rules 2. Lift, carry and place equipment correctly Use equipment safely with an awareness of others 3. Verbalise reasons for routines and rules 4. Identify possible risks and be responsible for the working environment 5. Arrange, use and store equipment responsibly without direct supervision

INTERPERSONAL SKILLS 1. Share space and take turns individually with the class group 2. Work cooperatively with another sharing and taking turns 3. In 2s, be lead by a partner (support and make positive contributions) 4. In 2s, lead a partner (involve organise and ask opinion of partner) 5. Lead a small group (involve, motivate, encourage members and coordinate contributions)

Children should learn ACQUIRING AND DEVELOPING

to be confident and safe in the

spaces used to play games(Y1) to explore and use skills, actions

and ideas individually and in combination to suit the game they are playing(Y1)

to improve the way they coordinate

and control their bodies and a range of equipment (Y2)

to remember, repeat and link

combinations of skills (Y2) SELECTING AND APPLYING SKILLS how to choose and use skills effectively for particular game (Y1)

to choose use and vary simple

tactics (Y2) KNOWLEDGE AND UNDERSTANDING

that being active is good for them

and fun (Y1) to recognise and describe what

their bodies feel like during different types of activity (Y2)

EVALUATING AND IMPROVING to watch, copy and describe what

others are doing (Y1) to describe what they are doing

(Y1)

to recognise good quality in

performance (Y2) to use information to improve their

work (Y2)


to explore underarm throwing (Y1) to explore underarm throwing and catching at different levels

(Y2) to explore throwing with a variety of equipment (Y1) to improve throwing and catching at different levels (Y2) to improve throwing and catching skills in a game situation (Y2) to chose and use simple tactics in a game (Y1 &Y2) to chose skills effectively for a game (Y1) to chose and vary tactics when playing throwing and catching

games (Y2) Progression leading to QCA Core Task 2 (Cycle A)

to explore ways of rolling objects (Y1) to explore ways of using a bat and ball (Y2) to roll with accuracy and receive a rolled ball with control (Y1) to explore ways of striking objects (Y2) to improve co-ordination in rolling and striking skills (Y1& Y2) to chose and vary simple tactics (Y1 & Y2)

Progression leading to QCA Core Task 2 (cycle B)

explore different ways of kicking an object improving accuracy when kicking receive a ball with control choose skills effectively for a kicking game choose skills effectively for a kicking game choose skills effectively for a kicking game

Progression leading to Core Task 3

To explore overarm throwing (Y1) To improve co-ordination of throwing overarm (Y2) To chose and use simple tactics of throwing into space (Y2) To explore and improve striking skills (Y1 & Y2) To chose and use simple tactics of striking into space (Y2) To improve a combination of skills including throwing, catching

and striking (Y1 & Y2) To chose and use a variety of simple tactics (Y1 & Y2)

ACQUIRING AND DEVELOPING move fluently, changing direction and

speed and avoiding collisions (Y1) Show control and accuracy with the

basic actions for rolling, underarm throwing, striking a ball and kicking (Y1)

perform a range of rolling, throwing,

striking, kicking, catching and gathering skills, with control (Y2)

show a good awareness of others in

running, chasing and avoiding games, making simple decisions about when and where to run (Y2)

SELECTING AND APPLYING SKILLS

understand the concepts of aiming,

hitting into space, and taking the ball to a good position for aiming (Y1)

use skills in different ways in different games, and try to win by changing the way they use skills in response to their opponent’s actions (Y1)

recognise space in their games and use it to their advantage, planning where to stand to make it difficult for opponents

choose and use tactics to suit different situations (Y2)

react to situations in a way that helps their partners and makes it difficult for their opponents (Y2)

KNOWLEDGE AND UNDERSTANDING explain why running and playing games

is good for them (Y1) know how to score and keep the rules of

the games (Y2) understand and describe changes to

their heart rate when playing different games (Y2)

begin to anticipate what they will feel like after playing games (Y2)

EVALUATING AND IMPROVING describe what they have done for seen

others doing (Y1) copy what they see and say why it is

good (Y1) watch and describe performances

accurately (Y2) recognise what is successful (Y2)

Date Term Class Progression 4

Learning Objective:

To explore underarm throwing with a variety of equipment (Y1) To improve throwing and catching skills in a game situation (Y2) To chose and use simple tactics (Y2)

Introduction to activity –

Warm up – (Most lessons should start with short warm up activities that help the children remember what they did in the last lesson and prepare them for what they will learn next. – QCA)


Ask Y2children to throw the ball to their partner then run to the empty cone / marker then receive the ball back then throw to partner, then run. (See Progression 3)

Split the Y1 children into three groups and set up the three different underarm throwing tasks. (see diagram 1) Demonstrate to the children how to play each game.

Ask the Y1 children to play the games. Change the groups round after X minutes. Repeat the activities asking children to use opposite arm to throw with.

Ask Y2 to set up 1 – 2 – 3 – 4 (Diagram 2)

Ask children to repeat 1 – 2 – 3 – 4 with different pieces of equipment, rules (i.e. beanbag, small ball, beach ball, sponge ball, airflow balls, large balls) Ask some groups to try it with rolling a ball

Focussed Observation – ask Y1 children to describe how they are throwing underarm

Focussed observation – discuss with Y2 children the difference between using the different equipment and how this affected their throwing and catching.

Make a target to receive the pass

Make sure throwing arm is back, opposite leg steps forward, bend knees magic fingers point in the direction of the target.

Pick another piece of equipment and repeat the game. (Use STEP to ensure success) What was different when using X equipment in throwing and catching it?

Children can run after passing ball Children understand how to throw underarm Children can set up 1,2,3,4 safely Children can throw and catch using different equipment. Children can explain in simple terms how to throw underarm (Y1) and how different equipment altered their throwing and catching.


TOP Play Movement without a ball card, Aiming, 1,2,3,4 cards Underarm, throw, catch, track, medium, high, low

To show control with underarm throwing (Y1) To perform throwing and catching skills with control under pressure. (Y2)


Use a basic underarm throwing action with some consistency. (Y1) Apply the basic skills of throwing and catching with more confidence in a game situation. Work well with a partner to improve their skills.(Y2)

Use a basic underarm throwing action with help. Show some awareness of space(Y1) Need to work at performing the basic skills of catching and gathering (Y2)

Use a basic underarm throwing action with great consistency. Show good awareness of space and their movements. (Y1) Perform the basic skills of throwing and catching with a good level of consistency (Y2)

lancashire physical education scheme of work 2008

Documents

qca core tasks

unit of work

new scheme

scheme of workactivity

units of work

pupils progress

quality of learning

pe lessons