PE
At Crowle Primary Academy , we use the Primary Steps in PE Planning to support the planning and delivery of the PE curriculum. The planning encompasses all aspects of the PE curriculum and provides resources to enhance lessons e.g. suggested music and video links. Pupils access 2 hours of high quality PE per week completing a session indoor (dance or gym) and outdoor (games, athletics or OAA) each week.
Our intent for PE is that it provides children with opportunities to:
- develop competence to excel in a broad range of physical activities
- be physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives.
Implementation of PE:
Outlined below is the knowledge, skills and vocabulary progression at Crowle Primary Academy for each strand of learning in PE.
Phase |
Cycle |
Strand: |
Key vocab |
Key knowledge and skills |
KS1 |
A |
Gymnastics |
Tension, balance, stillness, extension, link, roll, spin, travel, jump, range, confidence, quality, smooth, height, technique, speed, power |
To use tension in a range of balances. Copy a complex sequence. Perform basic gymnastic movements. |
B |
Gymnastics |
Tension, spiky, stillness, balance, extension, roll, spin, turn, travel, jump, sequence, link, range, confidence, quality, smooth, posture, speed, level, purpose, direction, space, awareness, height, direction |
Balance using a range of body parts and perform a sequence. Can copy a sequence. Show control when jumping in a variety of ways. |
|
KS2 |
A |
Gymnastics |
slow, control, stillness tension,, slowly, counter-balance, counter-tension, precision, partnership, performance, fluidity, mirror, control, accuracy, smooth, support, teamwork, sequence, poise, power, |
To create a sequence using a range of body shapes and actions with a partner. Can perform complex sequences with a partner. Perform spins and a variety of leaps in isolation. |
B |
Gymnastics |
Tension, stillness, creativity, unique, variety, range, safety, fluidity, rules, link, sequence, quality, performance, control, balance, posture, purpose, levels, direction, speed, power, elegance, unison, canon, mirroring |
To use tension in balances and sequences. Adapt and perform a sequence. Perform gymnastic movements such as jumps, turns and balances in isolation. |
|
UKS2 |
A |
Gymnastics |
control, accuracy, tension, flexibility, balance, stillness, link, fluidity, sequence, performance, practise, accuracy, speed, levels, posture, technique, flexibility, repetition, seamless, unison, canon, mirror, match |
Show elements of tension and control when performing balances. can perform a sequence combining key aspects of gymnastics with control and poise. Show awareness of gymnastic principles. |
B |
Gymnastics |
control, accuracy, mirror, opposite, tension, support, steady, creativity, explore, invent, adapt, movement, flow, fluid, performance, precision, poise, elegance, height, power |
Create and perform a sequence of balances with consistency. Can work collaboratively and evaluate a performance. Perform spins and a variety of leaps in isolation. |
Phase |
Cycle |
Strand: |
Key vocab |
Key knowledge and skills |
KS1 |
A |
Dance |
space, speed, direction, levels, expression, mood |
Perform a dance sequence |
B |
Dance |
space, speed, direction, levels, expression |
Move appropriately in response to stimuli. Perform a sequence. |
|
KS2 |
A |
Dance |
space, speed, direction, levels, expression, precision, composition, linking, repeat, canon, timing |
Perform a dance sequence |
B |
Dance |
space, speed, direction, levels, expression, precision, composition, linking, repeat, canon, timing |
Work cooperatively to perform a dance sequence |
|
UKS2 |
A |
Dance |
Fluidity, continuous, tempo, interpretation, expression, timing, beat |
Perform a narrative dance sequence as part of a group. |
B |
Dance |
Fluidity, continuous, tempo, interpretation, expression, timing, beat |
Perform a narrative dance sequence as part of a group. |
Phase |
Cycle |
Strand: |
Key vocab |
Key knowledge and skills |
KS1 |
A |
Games |
technique, control, position |
Hit a moving ball with control. |
B |
Games |
send, receive, control, power |
Control an object coming towards them. |
|
KS2 |
A |
Games |
control, technique, power, evade, marking, spatial awareness, attack, defend |
Participate effectively in game situations. Play a variety of shots. |
B |
Games |
control, technique, power, evade, marking, spatial awareness, attack, defend |
Know the difference between attack and defence and be able to control a ball from a stationary position. Perform volley and forehand shots Throw and catch consistently and accurately. |
|
UKS2 |
A |
Games |
control, technique, power, evade, marking, spatial awareness, attack, defend, agility, pressure, tactics, reactions |
Participate fully in a variety of games. Perform a variety of shots with accuracy and control. Apply skills to game situations. |
B |
Games |
control, technique, power, evade, marking, spatial awareness, attack, defend, agility, pressure, tactics, reactions |
Use principles of attack and defence and participate fully in game situations. Perform a variety of shots with accuracy and control. Use the correct technique when batting, bowling and fielding |
Phase |
Cycle |
Strand: |
Key vocab |
Key knowledge and skills |
KS1 |
A |
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B |
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KS2 |
A |
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B |
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UKS2 |
A |
OAA |
teamwork, cooperation, communication, problem solving, leader, decision making, visualise, systematic |
Work as part of a team to solve a problem. |
B |
OAA |
teamwork, cooperation, communication, problem solving, leader, decision making, visualise, systematic |
Work as part of a team to solve a problem. |
Phase |
Cycle |
Strand: |
Key vocab |
Key knowledge and skills |
KS1 |
A |
Athletics |
distance, height, power, stretch, straight speed, balance |
Can jump, run and throw effectively. |
B |
Athletics |
distance, height, power, stretch, straight speed, balance |
Know the basic principles of running, jumping and throwing. |
|
KS2 |
A |
Athletics |
balance, strength, control, speed, posture |
Combine movements with fluency and use the correct technique when jumping and throwing |
B |
Athletics |
balance, strength, control, speed, posture |
Aware of basic technique in running, jumping and throwing |
|
UKS2 |
A |
Athletics |
distance, balance, control, fluid, speed, endurance pace, energy |
Know and use the correct technique when running, jumping and throwing. |
B |
Athletics |
distance, balance, control, fluid, speed, endurance pace, energy |
Combine movements with fluency and use the correct technique when running, jumping and throwing |