Gym

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