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Gym

Please scroll down for years 1 & 2

 

Gym

EYFS

Intent

 

Development matters

Physical development

Moving and handling ELG=

  • show good control and coordination in large and small movements
  • move confidently in a range of ways, safely negotiating space
  • handle equipment and tools effectively

 

Health and self-care ELG=

Children know the importance for good health of physical exercise and a healthy diet, and talk about the ways to keep healthy and safe

 

Premier sport objectives

  • To be able to copy and repeat movement
  • Start to move confidently and with some control and coordination in large and small movements
  • Demonstrate some balance and coordination
  • Safely negotiating space
  • To link movement together

 

  • Opportunities for all children to develop the school core values of resilience, kindness, curiosity and perseverance through PE lessons.

Implement

Activities/ units of work

skills, progression

 

Share Lesson plans w/ LSA’S prior to lesson

SHARE STEPS differentiation and give possible ideas for that lesson

 

 

 

Possible differentiation for SEND

  • Begin to learn and develop basic shapes using general language e.g. tall, wide, small etc.
  • Learn how to jump and land safely and effectively
  • Begin to show  some shapes in a jump Bounce/Star/Pencil/Tuck
  • Learn what is a balance and 1 and 2 point balances and demonstrate a variety of  balances using 1 or 2 points
  • Travel in a variety of movements i.e. hopping, side steps, bunny hops
  • Develop control and coordination: understanding how to have control of your body.

 

Vocab:

  • shape- wide, tall, small
  • balance
  • control
  • still
  • jump
  • land
  • point balance- 1 and 2
  • travel- hopping, jumping, jogging, bunny hops

 

Impact

 

  • Demonstrate their understanding of the basic gymnastic actions, including travelling, rolling, jumping, climbing and stillness.
  • To show some control of the basic actions by engaging their core
  • Looking and keeping their own space.

 

  • - Children’s perseverance should be developed and able to be applied to games e.g. can’t catch a ball straight away but persevere until they can.
  • - Resilience-
  • - Kindness
  • - Curiosity

Gym

 

Year 1

Intent

 

NC Aims

NC subject ccontent

  •  Develop competence to excel in a broad range of physical activities
  •  are physically active for sustained periods of time
  •  engage in competitive sports and activities
  •  lead healthy, active lives.
  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

QCA learning objectives

  • To explore gymnastic actions and still shapes
  • To move confidently and safely in their own and general space, using changes of speed, level and direction
  • To copy or create and link movement phrases with beginnings, middles and ends
  • To perform movement phrases using a range of body actions and body parts
  • To know how to carry and place apparatus
  • To recognise how their body feels when still and when exercising
  • To watch, copy and describe what they and others have done
  • Opportunities for all children to develop the school core values of resilience, kindness, curiosity and perseverance through PE lessons.

Implement

  • Learn and develop basic skills such as: shapes, travelling, jumps, balances and rock/roll.
  • Link skills together to make sequences.
  • Adapt skills onto and off apparatus, using directions and levels.
  • Begin to make a sequence using apparatus.
  • Peer and self-assessments to improve their knowledge and understanding of the skills.

Vocab:

  • jump, land, rock, roll, grip, hang, push, pull, bounce, hop, skip, step, spring, crawl, slide
  • shapes e.g. straight, tuck, star, straddle, pike

words to describe:

  • speed, eg stop, still, slowly
  • shape, eg tall, long, wide, narrow
  • direction, eg up, down, forwards
  • level, eg high, low
  • pathway, eg zigzag, straight
  • body parts and surfaces, eg feet, hands, toes, heels, knees, head, elbows, bottom, back, tummies
  • along, around, across, on, off, over, under, through
  • tension, extension, relaxation

Impact

 

QCA Learning outcomes

  • perform basic gymnastic actions, including travelling, rolling, jumping and climbing, and stay still when required
  • manage the space safely, showing good awareness of each other, mats and apparatus
  • make up and perform simple movement phrases in response to simple tasks
  • link and repeat basic gymnastic actions
  • perform movement phrases with control and accuracy
  • know when their body is active and talk about the difference between tension and relaxation
  • carry and place appropriate apparatus safely, with guidance
  • watch and describe accurately a short sequence of basic gymnastic actions, using appropriate language
  • copy a partner's sequence of movement

 

  • - Children’s perseverance should be developed and able to be applied to games e.g. can’t catch a ball straight away but persevere until they can.
  • - Resilience-
  • - Kindness
  • - Curiosity
       

                                                                                                                                                                                                              

Gym

Year 2

Intent

 

NC Aims

NC subject ccontent

  •  Develop competence to excel in a broad range of physical activities
  •  are physically active for sustained periods of time
  •  engage in competitive sports and activities
  •  lead healthy, active lives.
  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

QCA learning objectives

  • To remember, repeat and link combinations of gymnastic actions, body shapes and balances with control and precision
  • To choose, use and vary simple compositional ideas in the sequences they create and perform
  • To recognise and describe what their bodies feel like during different types of activity
  • To lift, move and place equipment safely
  • To improve their work using information they have gained by watching, listening and investigating
  • Opportunities for all children to develop the school core values of resilience, kindness, curiosity and perseverance through PE lessons.

Implement

  • To improve basic skills to develop coordination and control
  • To create, repeat and perform short sequences showing clear beginnings, middles and ends.
  • Adapting sequences to larger apparatus and partners 
  • To work in pairs to develop peer and self-assessment and begin to use their understanding and knowledge of skills to make their sequences/skills better

Vocab:

  • hang, swing, sequence, copy, upside-down, take off, smooth, quarter-turn

words to describe:

  • speed, eg fast
  • shape, eg twisted, curled, wide, narrow
  • level, eg medium
  • direction, eg backwards, sideways
  • pathway, eg zigzag, angular
  • body parts and surfaces, eg legs, arms, hips, fingers, shoulders, tummy, sides
  • under, through, towards, in front, behind, over

 

Impact

 

QCA Learning outcomes

  • Perform a range of actions with control and coordination
  • Repeat accurately sequences of gymnastic actions
  • Move smoothly from a position of stillness to a travelling movement
  • Move smoothly and in a controlled way from one position of stillness to another
  • Devise, repeat and perform a short sequence in which there is a clear beginning, middle and end
  • Adapt the sequence to include apparatus or a partner
  • Use different combinations of floor, mats and apparatus, showing control, accuracy and fluency
  • Say whether their heart is beating fast or slow, whether their breathing is normal or puffed, and whether they feel hot, warm or cool
  • Recognise and avoid risks when handling and placing apparatus
  • Describe their own or their partner's sequence accurately, commenting on what it contains and whether it is performed smoothly and with control
  • Choose one aspect of their sequence to improve, and say how to improve it
  • - Children’s perseverance should be developed and able to be applied to games e.g. can’t catch a ball straight away but persevere until they can.
  • - Resilience-
  • - Kindness
  • - Curiosity

 

                                                                                                                                                                                                              

Resilience
Perseverance
Kindness
Curiosity
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