Get Set 4 PE is an inspiring, active and progressive scheme of work we use here at Sandhurst Primary for our PE lessons. Get Set 4 PE has a vision which enables all children, no matter what age or ability, to flourish in Physical Education and to enjoy utilising and using their physical environment. Get Set 4 PE gives children the best chance at enjoying and succeeding in their PE lessons because the scheme provides the resources required for the lessons, has challenge points for those thriving in their lessons and also has an assessment folder to ensure children are assessed accurately according to the National Curriculum. Children at Sandhurst aim high in sport because of the love they have for PE lessons. Through PE, we aim to improve children’s physical, mental and social development across a variety of different sports and physical activities.
Extra-curricular achievements
At Sandhurst Primary School we enjoy participating in a range of inter-school competitions, tournaments and matches in our local area. We ensure we give children of all abilities and ages the chance to partake in these opportunities to represent the school, engage with children from other schools and to gain confidence and skills in new sports. At the time of wrinting in the 2022/23 academic year, we have taken part in a Year 6 football tournament, a Year 3 netball tournament, taken Year 4s to a hockey tournament and we plan on attending several more events throughout the year.
Sports Day
Sports Day is something all staff and children enjoy. Sports Day is planned to ensure children of all abilities within their year group to get a chance at taking part in different sporting activities. Stickers and points are given out to all children throughout the day and one team takes the cup at the end of the day!
School Games
In 2022 we won a Bronze School Games mark which is fantastic! We will continue our local school competitions, teaching PE twice a week to ensure we are covering the National Curriculum and also organize intra-school events which will lead us to another Bronze.
PE here at Sandhurst is a lesson the children enjoy because they get to learn a new skill which they can practise independently before putting it into practice with their peers to create games and matches. Each unit is picked carefully to ensure a range of skills can be practised more than once throughout the year.
- Children and adults are engaged and take part in 2 one hour lessons a week
- We wear appropriate PE kit (depending on the weather) and remove or cover jewellery
- We take part in “Mile A Day” to ensure we are keeping active on non-PE days
- We always have an adult to lead and support the lesson.
- Adults leading from the Get Set 4 PE scheme
- We have a fully resourced lesson with the appropriate equipment
- We always start with a warm up and cool down to finish
- Questions are asked from the adult leading the session to ensure children are engaged and understanding
- Appropriate differentiation and support for SEND children is provided
- We have many happy, active children giving all the tasks a go!
Each lesson is structured with an introduction/warm up so the child can get not only get ready physically and mentally for their PE lesson ahead, but also recap prior knowledge and making links to their previous week’s lesson so they are ready to build on that foundation. The lesson then moves into learning the skill for that session so children can broaden their knowledge and further their development on a particular skillset. A plenary is then recapped knowledge and understanding from the lesson so children go away from each lesson knowing what they have learnt. Each lesson taught is from a lesson plan from the Get Set 4 PE website which we follow rigidly.
Our PE curriculum enables the children to work through a lesson that covers the important aspects of physical education in a school. Having the majority of the lesson to be taught new skills and revisit previously taught skills, the children are continuously working on what they already know to help them with working on new skills. The curriciulum also provides knowledge organisers which are shared and are taught explicitly throughout the lesson so they understand why they are learning something.
| Term 1 and 2 | Term 3 and 4 | Term 5 and 6 |
| Fitness, ball skills and Invasion | Net and wall games and gymnastics | Athletics and striking and fielding |
Possible Career Aspirations for the Future
We want our pupils to develop a love for Physical Exercise and as a result remind them, if they continue to aim high they could become a Sports Coach, Dancer or Gymnast, Part of a GB sporting team, Physiotherapist or choose from many other exciting professions!
Please note dance is not taught explicitly as a unit of work but it is taught throughout the year as six lessons instead.
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Ball Skills Progression Ladder
| Ball Skills Progression Ladder | ||
| Year | Skills | Knowledge |
| Year 6 | Sending: show good technique when sending a ball with increasing control, accuracy and consistency under pressure.
Catching: demonstrate increasing consistency of catching under pressure in a variety of game situations. Tracking: demonstrate a wider range of techniques when tracking a ball under pressure Dribbling: dribble consistently using a range of techniques with increasing control under pressure. |
Sending: understand and make quick decisions about when, how and who to pass to.
Catching: know how to catch a ball for different situations, considering trajectory, speed, height and size of the ball. Tracking: know how to track a ball for different situations, considering trajectory, speed, height and size of the ball. Dribbling: choose the appropriate skill for the situation under pressure e.g. a V dribble in basketball to keep the ball away from a defender. |
| Year 5 | Sending: demonstrate clear technique when sending a ball under pressure.
Catching: demonstrate good technique under pressure. Tracking: demonstrate a range of techniques when tracking and collecting a ball. Dribbling: dribble with some control under pressure. All Y5 & 6 Games Units |
Sending: know that controlling a ball before sending it will allow me to send it accurately.
Catching: understand when to use different types of catching. Tracking: know that tracking a ball will help me to collect/stop/receive it quickly and successfully. Dribbling: know that dribbling in different directions will help me to lose a defender in game situations. |
| Year 4 | Sending: accurately use a range of techniques to send a ball to a target.
Catching: catch different sized objects with increasing consistency with one and two hands. Tracking: consistently track a ball sent directly and indirectly. Dribbling: dribble a ball with increasing control and co-ordination. |
Sending: know that I can use a variety of ways to send the ball and it may depend on the situation e.g. distance, speed, if there is a defender.
Catching: know to adjust my hands to the height of the ball. Tracking: know that tracking a ball is an important skill used in games activities and be able to give examples of this. Dribbling: know that dribbling with soft hands/touches will help me to keep control. |
| Year 3 | Sending: send a ball with accuracy and increasing consistency to a target.
Catching: catch a range of objects with increasing consistency. Tracking: track a ball not sent directly. Dribbling: dribble a ball with hands and feet with control. |
Sending: know that pointing my hand/foot/stick to my target on release will help me to send a ball accurately.
Catching: know to move my feet to the ball. Tracking: know that using a ready position will help me to react to the ball. Dribbling: know that dribbling is an attacking skill used in games which helps us to move towards a goal or away from defenders. |
| Year 2 | Sending: roll, throw and kick a ball to hit a target.
Catching: develop catching a range of objects with two hands. Catch with and without a bounce. Tracking: consistently track and collect a ball being sent directly. Dribbling: explore dribbling with hands and feet with increasing control on the move. |
Sending: know that stepping with opposite foot to throwing arm will help me to balance.
Catching: know to use wide fingers and pull the ball in to my chest to help to securely catch. Tracking: know that it is easier to move towards a ball to track it than chase it. Dribbling: know to keep my head up when dribbling to see space/opponents. |
| Year 1 | Sending: roll and throw with some accuracy towards a target.
Catching: begin to catch with two hands. Catch after a bounce. Tracking: track a ball being sent directly. Dribbling: explore dribbling with hands and feet. |
Sending: know to face my body towards my target when rolling and
Throwing underarm: to help me to balance. Catching: know to watch the ball as it comes towards me. Tracking: know to move my feet to get in the line with the ball. Dribbling: know that moving with a ball is called dribbling. |
| EYFS | Sending: explore sending an object with hands and feet.
Catching: explore catching to self and with a partner. Tracking: explore stopping a ball with hands and feet. Dribbling: explore dropping and catching with two hands and moving a ball with feet. |
Sending: know to look at the target when sending a ball.
Catching: know to have hands out ready to catch. Tracking: know to watch the ball as it comes towards me and scoop it with two hands. Dribbling: know that keeping the ball close will help with control. |
Dance Progression Ladder
| Dance Progression Ladder | ||
| Year | Skills | Knowledge |
| Year 6 | Actions: show controlled movements which express emotion and feeling.
Dynamics: explore, improvise and combine dynamics to express ideas fluently and effectively on my own, with a partner or in a small group. Space and Relationships: use a variety of compositional principles when creating my own dances. Performance: demonstrate a clear understanding of timing in relation to the music and other dancers throughout my performance. |
Actions: understand that actions can be improved with consideration to extension, shape and recognition of intent.
Dynamics: understand that selecting a variety of dynamics in my performance can help to take the audience on a journey through my dance idea. Space and Relationships: know that combining space and relationships with a prop can help me to express my dance idea. Performance: understand how a leader can ensure our dance group performs together. Strategy: know that if I keep in character throughout, it will help me to express an atmosphere or mood that can be interpreted by the audience. |
| Year 5 | Actions: choreograph dances by using, adapting and developing actions and steps from different dance styles.
Dynamics: confidently use dynamics to express different dance styles. Space: confidently use direction and patterning to express different dance styles. Relationships: confidently use formations, canon and unison to express a dance idea. Performance: perform dances expressively, using a range of performance skills, showing accuracy and fluency. |
Actions: understand that different dance styles utilise selected actions to develop sequences in a specific style.
Dynamics: understand that different dance styles utilise selected dynamics to express mood. Space: understand that space relates to where my body moves both on the floor and in the air. Relationships: understand that different dance styles utilise selected relationships to express mood. Performance: understand what makes a performance effective and know how to apply these principles to my own and others’ work. Strategy: know that if I use dance principles it will help me to express an atmosphere or mood. |
| Year 4 | Actions: respond imaginatively to a range of stimuli related to character and narrative.
Dynamics: change dynamics confidently within a performance to express changes in character. Space: confidently use changes in level, direction and pathway. Relationships: use action and reaction to represent an idea. Performance: perform complex dances that communicate narrative and character well, performing clearly and fluently. |
Actions: understand that some actions are better suited to a certain character, mood or idea than others.
Dynamics: understand that some dynamics are better suited to a certain character, mood or idea than others. Space: understand that space can be used to express a certain character, mood or idea. Relationships: understand that some relationships are better suited to a certain character, mood or idea than others. Performance: know that being aware of other performers in my group will help us to move in time. Strategy: know that I can select from a range of dance techniques to translate my idea. |
| Year 3 | Actions: create actions in response to a stimulus individually and in groups.
Dynamics: use dynamics effectively to express an idea. Space: use direction to transition between formations. Relationships: develop an understanding of formations. Performance: perform short, self-choreographed phrases showing an awareness of timing. |
Actions: understand that sharing ideas with others enables my group to work collaboratively and try ideas before deciding on the best actions for our dance.
Dynamics: understand that all actions can be performed differently to help to show effect. Space: understand that I can use space to help my dance to flow. Relationships: understand that 'formation' means the same in dance as in other activities such as football, rugby and gymnastics. Performance: understand that I can use timing techniques such as canon and unison to create effect. Strategy: know that if I show sensitivity to the music, my performance will look more complete. |
| Year 2 | Actions: accurately remember, repeat and link actions to express an idea.
Dynamics: develop an understanding of dynamics. Space: develop the use of pathways and travelling actions to include levels. Relationships: explore working with a partner using unison, matching and mirroring. Performance: develop the use of facial expressions in my performance. |
Actions: know that sequencing actions in a particular order will help me to tell the story of my dance.
Dynamics: understand that I can change the way I perform actions to show an idea. Space: know that I can use different directions, pathways and levels in my dance. Relationships: know that using counts of 8 will help me to stay in time with my partner and the music. Performance: know that using facial expressions helps to show the mood of my dance. Strategy: know that if I practice my dance my performance will improve. |
| Year 1 | Actions: copy, remember and repeat actions to represent a theme. Create my own actions in relation to a theme.
Dynamics: explore varying speeds to represent an idea. Space: explore pathways within my performance. Relationships: begin to explore actions and pathways with a partner. Performance: perform on my own and with others to an audience. |
Actions: understand that actions can be sequenced to create a dance.
Dynamics: understand that I can create fast and slow actions to show an idea. Space: understand that there are different directions and pathways within space. Relationships: understand that when dancing with a partner it is important to be aware of each other and keep in time. Performance: know that standing still at the start and at the end of the dance lets the audience know when I have started and when I have finished. Strategy: know that if I use exaggerated actions it helps the audience to see them clearly. |
| EYFS | Actions: explore how my body moves. Copy basic body actions and rhythms.
Dynamics: explore actions in response to music and an idea. Space: begin to explore pathways and the space around me and in relation to others. Performance: perform short phrases of movement in front of others. |
Actions: understand that I can move my body in different ways to create interesting actions.
Dynamics: understand that I can change my action to show an idea. Space: know that if I move into space it will help to keep me and others safe. Performance: know that when watching others I sit quietly and clap at the end. Strategy: know that if I use lots of space, it helps to make my dance look interesting. |
Fitness Progression Ladder
| Fitness Progression Ladder | ||
| Year | Skills | Knowledge |
| Year 6 | Agility change direction with a fluent action and transition smoothly between varying speeds.
Balance: show fluency and control when travelling, landing, stopping and changing direction. Co-ordination: co-ordinate a range of body parts with a fluent action at a speed appropriate to the challenge. Speed: adapt running technique to meet the needs of the distance. Strength: complete body weight exercises for increased repetitions with control and fluency. Stamina: use my breath to increase my ability to move for sustained periods of time. |
Agility understand that agility requires speed, strength, good balance and co-ordination.
Balance: know where and when to apply force to maintain control and balance. Co-ordination: understand that co-ordination also requires good balance and know how to achieve this. Speed: know that speed can be improved by training and know which speed to select for the distance. Strength: understand that I can build up my strength by practicing in my own time. Stamina: know which exercises can develop stamina and understand that it can be improved by training over time. |
| Year 5 | Agility demonstrate improved body posture and speed when changing direction.
Balance: change my body position to maintain a controlled centre of gravity. Co-ordination: demonstrate increased speed when co-ordinating my body. Speed: apply the best pace for a set distance or time. Strength: demonstrate increased technique in body weight exercises. Stamina: use a steady pace to be able to move for sustained periods of time. |
Agility understand that to change direction I push off my outside foot and turn my hips.
Balance: understand that dynamic balances are harder than static balances as my centre of gravity changes. Co-ordination: understand that people will have varying levels of co-ordination and that I can get better with practice. Speed: understand that taking big consistent strides will help to create a rhythm that allows me to run faster. Strength: know the muscles I am using by name. Stamina: understand that keeping a steady breath will help me to move for longer periods of time. |
| Year 4 | Agility show balance when changing direction at speed.
Balance: show control whilst completing activities which challenge balance. Co-ordination: explore increased speed when co-ordinating my body. Speed: demonstrate improved sprinting technique. Strength: develop building strength in different muscle groups. Stamina: demonstrate using my breath to maintain my work rate. |
Agility know that keeping my elbows bent when changing direction will help me to stay balanced.
Balance: understand that I need to squeeze different muscles to help me to stay balanced in different activities. Co-ordination: understand that if I begin in a ready position I can react quicker. Speed: understand that a high knee drive, pumping my arms and running on the balls of my feet gives me power. Strength: understand that strength comes from different muscles and know how I can improve my strength. Stamina: understand that I need to pace myself when running further or for a long period of time. |
| Year 3 | Agility show balance when changing direction.
Balance: explore more complex activities which challenge balance. Co-ordination: co-ordinate my body with increased consistency in a variety of activities. Speed: explore sprinting technique. Strength: explore building strength in different muscle groups. Stamina: explore using my breath to increase my ability to work for longer periods of time. |
Agility understand how agility helps us with everyday tasks.
Balance: understand how balance helps us with everyday tasks. Co-ordination: understand how co-ordination helps us with everyday tasks. Speed: understand that leaning slightly forwards helps to increase speed. Leaning my body in the opposite direction to travel helps to slow down. Strength: know that when completing strength activities they need to be performed slowly and with control to help me to stay safe. Stamina: understand how stamina helps us in other life activities. |
| Year 2 | Agility demonstrate improved technique when changing direction on the move.
Balance: demonstrate increased balance whilst travelling along and over equipment. Co-ordination: perform actions with increased control when co-ordinating my body with and without equipment. Speed: demonstrate running at different speeds. Strength: demonstrate increased control in body weight exercises. Stamina: show an ability to work for longer periods of time. |
Agility know using small quick steps helps me to change direction.
Balance: understand that I can squeeze my muscles to help me to balance. Co-ordination: understand that some skills require me to move body parts at different times such as skipping. Speed: know that I take shorter steps to jog and bigger steps to run. Strength: know that strength helps us with everyday tasks such as carrying our school bag. Stamina: know that I need to run slower if running for a long period of time. |
| Year 1 | Agility change direction whilst running.
Balance: explore balancing in more challenging activities with some success. Co-ordination: explore co-ordination when using equipment. Speed: explore running at different speeds. Strength: explore exercises using my own body weight. Stamina: explore moving for longer periods of time and identify how it makes me feel. |
Agility understand that bending my knees will help me to change direction.
Balance: know that looking ahead will help me to balance. Co-ordination: know that using the opposite arm to leg at the same time helps me to perform skills such as running and throwing. Speed: understand that if I swing my arms it will help me to run faster. Strength: understand that exercise helps me to become stronger. Stamina: understand that when I move for a long time it can make me feel hot and I breathe faster. |
| EYFS | Agility explore changing direction safely.
Balance: explore balancing whilst stationary and on the move. Co-ordination: explore moving different body parts together. |
Agility know that moving into space away from others helps to keep me safe.
Balance: know that I can hold my arms out to help me to balance. Co-ordination: know that moving my arms and legs at the same time helps me to walk, run and jump. |
Fundamentals Progression Ladder"
| Fundamentals Progression Ladder | ||
| Year | Skills | Knowledge |
| Year 6 | Running: change direction with a fluent action. Transition smoothly between varying speeds.
Balancing: show fluency and control when travelling, landing, stopping and changing direction. Jumping and Hopping: demonstrate good technique when jumping and hopping for distance and height. Fluently link jumps together. Skipping: consistently show a range of skills when skipping in a rope. |
Running: know that running develops stamina and speed and both can be improved by training over time.
Balancing: know that balance underpins many skills in PE and everyday life and this feels different in different situations. Jumping and Hopping: understand when to jump for height or jump for distance in different activities and what to do to achieve this. Skipping: understand that skipping helps to develop co-ordination, stamina and balance. |
| Year 5 | Running: demonstrate improved body posture and balance when changing direction. Accelerate and decelerate appropriately for the situation.
Balancing: consistently demonstrate good balance when performing other fundamental skills. Jumping and Hopping: demonstrate good technique and co-ordination when linking Jumps:. Skipping: show a range of skills when skipping in a rope. |
Running: understand that to change direction, I push off my outside foot and turn my hips.
Balancing: understand that balance is a skill used in many different activities and everyday life. Jumping and Hopping: understand that there are different techniques for different situations. Skipping: understand that people will have varying levels of skipping ability and that I can get better with practice. |
| Year 4 | Running: change direction quickly under pressure. Demonstrate when and how to accelerate and decelerate.
Balancing: demonstrate good balance and control when performing other fundamental skills. Jumping and Hopping: link hopping and jumping actions with other fundamental skills. Skipping: consistently skip in a rope. |
Running: understand that a change of direction and speed can help to get past or away from an opponent.
Balancing: understand that I need to squeeze different muscles to help me to stay balanced in different activities. Jumping and Hopping: know that swinging my non-hopping foot helps to create momentum. Skipping: understand that keeping my chest up helps me to stay balanced. |
| Year 3 | Running: change direction. Show an increase and decrease in speed.
Balancing: demonstrate balance when performing other fundamental skills. Jumping and Hopping: link jumping and hopping actions. Skipping: jump and turn a skipping rope. |
Running: understand that leaning slightly forwards helps to increase speed (acceleration). Leaning my body in the opposite direction to travel helps to slow down (deceleration).
Balancing: understand how balance helps us with everyday tasks. Jumping and Hopping: know that if I jump and land in quick succession, momentum will help me to jump further. Skipping: understand that I should turn the rope from my wrists with wide hands to create a gap to step through. |
| Year 2 | Running: demonstrate balance when changing direction. Clearly show different speeds when running.
Balancing: demonstrate balance when performing movements. Jumping: demonstrate jumping for distance, height and in different directions. Hopping: demonstrate hopping for distance, height and in different directions. Skipping: explore single and double bounce when jumping in a rope. |
Running: know that putting weight into the front of my feet helps me to stop in a balanced position. Know that running on the balls of my feet, taking big steps and having elbows bent will help me to run faster.
Balancing: understand that squeezing my muscles helps me to balance. Jumping: know that swinging my arms forwards will help me to jump further. Hopping: know that if I look straight ahead it will stop me falling over when I land. Skipping: know that I should swing opposite arm to leg to help me balance when skipping without a rope. |
| Year 1 | Running: explore changing direction and dodging. Discover how the body moves at different speeds.
Balancing: move with some control and balance. Explore stability and landing safely. Jumping: demonstrate control in take off and landing when jumping. Hopping: begin to explore hopping in different directions. Skipping: show co-ordination when turning a rope. Use rhythm to jump continuously in a French rope. |
Running: understand that bending my knees will help me to change direction. Understand that if I swing my arms it will help me to run faster.
Balancing: know that looking ahead will help me to balance. Know that landing on my feet helps me to balance. Jumping: know that landing on the balls of my feet helps me to land with control. Hopping: know that I should hop with a soft bent knee. Skipping: know that I should use the opposite arm to leg when I skip. Know that jumping on the balls of my feet helps me to keep a consistent rhythm. |
| EYFS | Running: explore running and stopping. Explore changing direction safely.
Balancing: explore balancing whilst stationary and on the move. Jumping: begin to explore take off and landing safely. Hopping: explore hopping on both feet. Skipping: explore skipping as a travelling action. |
Running: know that I use big steps to run and small steps to stop. Know that moving into space away from others helps to keep me safe.
Balancing: know that I can hold my arms out to help me to balance. Jumping: know that bending my knees will help me to land safely. Hopping: understand that i use one foot to hop. Skipping: know that if I hop then step that will help me to skip. |
Gymnastics Progression Ladder
| Gymnastics Progression Ladder | ||
| Year | Skills | Knowledge |
| Year 6 | Shapes: combine and perform gymnastic shapes more fluently and effectively.
Inverted movements: develop control in progressions of a cartwheel and a headstand. Balances: explore counter balance and counter tension. Rolls: develop fluency and consistency in the straddle, forward and backward roll. Jumps: combine and perform a range of gymnastic jumps more fluently and effectively. |
Shapes: know which shapes to use for each skill.
Inverted movements: understand that spreading my weight across a base of support will help me to balance. Balances: know where and when to apply force to maintain control and balance. Rolls: understand that I can use momentum to help me to roll and know where that momentum from. Jumps: understand that taking off from two feet will give me more height and therefore more time in the air. Strategy: know that if I use changes in formation it will help to make my sequence look interesting. |
| Year 5 | Shapes: perform shapes consistently and fluently linked with other gymnastic actions.
Inverted movements: explore progressions of a cartwheel. Balances: explore symmetrical and asymmetrical balances. Rolls: develop control in the straight, barrel, forward, straddle and backward roll. Jumps: select a range of jumps to include in sequence work. |
Shapes: understand that shapes underpin all other skills.
Inverted movements: understand that sometimes I need to move slowly to gain control and other times I need to move quickly to build momentum. Balances: understand how to use contrasting balances to make my sequences look interesting. Rolls: understand that I need to work within my own capabilities and this may be different to others. Jumps: understand that I can use jumps to link actions and changing the shape of these will make my sequence look interesting. Strategy: know that if I use different pathways it will help to make my sequence look interesting. |
| Year 4 | Shapes: develop the range of shapes I use in my sequences.
Inverted movements: develop strength in bridge and shoulder stand. Balances: develop control and fluency in individual and partner balances. Rolls: develop the straight, barrel, forward and straddle roll and perform them with increased control. Jumps: develop control in performing and landing rotation jumps. |
Shapes: understand how shapes can be used to improve my sequence.
Inverted movements: know that inverted movements are actions in which my hips go above my head. Balances: know how to keep myself and others safe when performing partner balances. Rolls: understand that I can keep the shape of my roll using body tension. Jumps: know that I can control my landing by landing toes first, looking forwards and bending my knees. Strategy: know that if I use different directions it will help to make my sequence look interesting. |
| Year 3 | Shapes: explore matching and contrasting shapes.
Balances: explore point and patch balances and transition smoothly into and out of them. Rolls: develop the straight, barrel, and forward roll. Jumps: develop stepping into shape jumps with control. |
Shapes: understand how to use body tension to make my shapes look better.
Balances: understand that I can make my balances look interesting by using different levels. Rolls: understand the safety considerations when performing more difficult rolls. Jumps: understand that I can change the take off and shape of my jumps to make them look interesting. Strategy: know that if I use different levels it will help to make my sequence look interesting. |
| Year 2 | Shapes: explore using shapes in different gymnastic balances.
Balances: remember, repeat and link combinations of gymnastic balances. Rolls: explore barrel, straight and forward roll and put into sequence work. Jumps: explore shape jumps and take off combinations. |
Shapes: know that some shapes link well together.
Balances: understand that squeezing my muscles helps me to balance. Rolls: understand that there are different teaching points for different rolls. Jumps: understand that looking forward will help me to land with control. Strategy: know that if I use shapes that link well together it will help my sequence to flow. |
| Year 1 | Shapes: explore basic shapes straight, tuck, straddle, pike.
Balances: perform balances making my body tense, stretched and curled. Rolls: explore barrel, straight and forward roll progressions. Jumps: explore shape jumps: including jumping off low apparatus. |
Shapes: understand that I can improve my shapes by extending parts of my body.
Balances: know that balances should be held for 5 seconds. Rolls: know that I can use different shapes to roll. Jumps: know that landing on the balls of my feet helps me to land with control. Strategy: know that if I use a starting and finishing position, people will know when my sequence has begun and when it has ended. |
| EYFS | Shapes: show contrast with my body including wide/narrow, straight/curved.
Balances: explore shapes in stillness using different parts of my body. Rolls: explore rocking and rolling. Jumps: explore jumping safely. |
Shapes: understand that I can make different shapes with my body.
Balances: know that I should be still when holding a balance. Rolls: know that I can change my body shape to help me to roll. Jumps: know that bending my knees will help me to land safely. Strategy: know that if I hold a shape and count to five people will see it clearly. |
Invasion Games Progression Ladder
| Invasion Games Progression Ladder (invasion, handball, netball, basketball, football, tag rugby and hockey) |
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| Year | Skills | Knowledge |
| Year 6 | Sending & receiving: s&r consistently using a range of techniques with increasing control under pressure.
Dribbling: dribble consistently using a range of techniques with increasing control under pressure. Space: move to the correct space when transitioning from attack to defence or defence to attack and create and use space for self and others. Attacking: confidently change direction to lose an opponent Defending: use a variety of defending skills (tracking, interception, jockeying) in game situations. |
Sending & receiving: understand and make quick decisions about when, how and who to pass to.
Dribbling: choose the appropriate skill for the situation under pressure e.g. a V dribble in basketball to keep the ball away from a defender. Space: understand that transitioning quickly between attack and defence will help my team to maintain or gain possession. Tactics: know how to create and apply a tactic for a specific situation or outcome. Rules: understand, apply and use rules consistently in a variety of invasion games whilst playing and officiating. |
| Year 5 | Sending & receiving: develop control when s&r under pressure.
Dribbling: dribble with some control under pressure. Space: explore moving to create space for themselves and others in their team. Attacking: use a variety of techniques to lose an opponent e.g. change of direction or speed. Defending: develop tracking and marking with increased success. Explore intercepting a ball using one and two hands. |
Sending & receiving: know that not having a defender between myself and a ball carrier enables me to s&r with better control.
Dribbling: know that dribbling in different directions will help to lose a defender. Space: know that by moving to space even if not receiving the ball will create space for a teammate. Tactics: understand the need for tactics and identify when to use them in different situations. Rules: understand and apply rules in a variety of invasion games whilst playing and officiating. |
| Year 4 | Sending & receiving: develop passing techniques appropriate to the game with increasing success. Catch a ball using one and two hands and receive a ball with feet/object with increasing success.
Dribbling: link dribbling the ball with other actions and change direction whilst dribbling with some control. Space: develop moving into space to help my team. Attacking: change direction to lose an opponent with some success. Defending: develop defending one on one and begin to intercept. |
Sending & receiving: know that cushioning a ball will help me to control it when receiving it.
Dribbling: know that protecting the ball as I dribble will help me to maintain possession. Space: know that moving into space will help my team keep possession and score goals. Attacking: recognise when to pass and when to shoot. Defending: know when to mark and when to attempt to win the ball. Tactics: know that applying attacking tactics will help to maintain possession and score goals. Know that applying defending tactics will help to deny space, gain possession and stop goals. Rules: know and understand the rules to be able to manage our own game. |
| Year 3 | Sending & receiving: explore s&r abiding by the rules of the game.
Dribbling: explore dribbling the ball abiding by the rules of the game under some pressure. Space: develop using space as a team. Attacking: develop movement skills to lose a defender. Explore shooting actions in a range of invasion games. Defending: develop tracking opponents to limit their scoring opportunities. |
Sending & receiving: know that pointing my hand/foot/stick to my target on release will help me to send a ball accurately.
Dribbling: know that dribbling is an attacking skill which helps us to move towards a goal or away from defenders. Space: know that by spreading out as a team we move the defenders away from each other. Attacking and Defending: know my role as an attacker and defender. Tactics: know that using simple tactics will help my team to achieve an outcome e.g. we will each mark a player to help us to gain possession. Rules: know the rules of the game and begin to apply them. |
| Year 2 | Sending & receiving: developing s&r with increased control.
Dribbling: explore dribbling with hands and feet with increasing control on the move. Space: explore moving into space away from others. Attacking: developing moving into space away from defenders. Defending: explore staying close to other players to try and stop them getting the ball. |
Sending & receiving: know to control the ball before sending it.
Dribbling: know that keeping my head up will help me to know where defenders are. Space: know that moving into space away from defenders helps me to pass and receive a ball. Attacking: know that when my team is in possession of the ball, I am an attacker and we can score. Defending: know that when my team is not in possession of the ball, I am a defender and we need to try to get the ball. Know that standing between the ball and the attacker will help me to stop them from getting the ball. Tactics: understand and apply simple tactics for attack and defence. Rules: know how to score points and follow simple rules. |
| Year 1 | Sending & receiving: explore s&r with hands and feet to a partner.
Dribbling: explore dribbling with hands and feet. Space: recognise good space when playing games. Attacking: explore changing direction to move away from a partner. Defending: explore tracking and moving to stay with a partner. |
Sending & receiving: know to look at my partner before sending the ball.
Dribbling: know that moving with a ball is called dribbling. Space: understand that being in a good space helps us to pass the ball. Attacking: know that being able to move away from a partner helps my team to pass me the ball. Defending: know that staying with a partner makes it more difficult for them to receive the ball. Tactics: know that tactics can help us when playing games. Rules: know that rules help us to play fairly. |
| EYFS | Sending & receiving: explore s&r with hands and feet using a variety of equipment.
Dribbling: explore dropping and catching with two hands and moving a ball with their feet. Space: recognise their own space. Attacking & Defending: explore changing direction and tagging games. |
Sending & receiving: know to look at the target when sending a ball and watch the ball to receive it.
Dribbling: know that keeping the ball close will help with control. Space: know that being in a space gives me room to play. Attacking & Defending: know that there are different roles in games. Tactics: make simple decisions in response to a task. Rules: know that rules help us to stay safe. |
Net and Wall Games Progression Ladder
| Net and Wall Games Progression Ladder (net and wall, tennis, volleyball and badminton) |
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| Year | Skills | Knowledge |
| Year 6 | Shots: demonstrate increased success and technique in a variety of shots.
Serving: serve accurately and consistently. Rallying: successfully apply a variety of shots to keep a continuous rally. Footwork: demonstrate a variety of footwork patterns relevant to the game I am playing. |
Shots: understand the appropriate skill for the situation under pressure e.g.choosing to play the ball short over the net if I have just moved my opponent to the back of the court.
Serving: begin to apply tactics when serving e.g. aiming to serve short on the first point and then long on the second point. Rallying: understand how to play different shots depending on if a rally is co-operative or competitive. Footwork: know that using the appropriate footwork will help me to react to a ball quickly and give me time to prepare to play a shot. Tactics: understand when to apply some tactics for attacking and/or defending. Rules: understand, apply and use rules consistently in a variety of net and wall games whilst playing and officiating. |
| Year 5 | Shots: develop the range of shots used in a variety of games.
Serving: develop the range of serving techniques appropriate to the game. Rallying: use a variety of shots to keep a continuous rally. Footwork: demonstrate effective footwork patterns to move around the court. |
Shots: know which skill to choose for the situation e.g. a volley if the ball is close to the net.
Serving: know that serving is how to start a game or rally and use the rules applied to the activity for serving. Rallying: know that playing the appropriate shot will help to keep the rally going. Know that control is more important than power to keep a rally going. Footwork: know that using small, quick steps will allow me to adjust my stance to play a shot. Tactics: understand the need for tactics and identify when to use them in different situations. Rules: understand and apply rules in a variety of net and wall games whilst playing and officiating. |
| Year 4 | Shots: demonstrate technique when using shots playing co-operatively and beginning to execute this competitively.
Rallying: develop rallying using both forehand and backhand with increased technique. Footwork: begin to use appropriate footwork patterns to move around the court. |
Shots: understand when to play a forehand and a backhand and why.
Rallying: know that moving my feet to the ball will help me to hit in a more balanced position therefore increasing the accuracy of my shot. Footwork: know that getting my feet in the right position will help me to balance before playing a shot. Tactics: know that applying attacking tactics will help me to score points and create space. Know that applying defending tactics will help me to deny space, return a ball and limit points. Rules: know and understand the rules to be able to manage our own game. |
| Year 3 | Shots: explore returning a ball using shots such as the forehand and backhand.
Rallying: explore rallying using a forehand. Footwork: consistently use and return to the ready position in between shots. |
Shots: know that pointing the racket face/my hand where I want the ball to go and turning my body will help me to hit accurately.
Rallying: know that hitting towards my partner will help them to return the ball easier and keep the rally going. Footwork: know that moving to the middle of my court will enable me to cover the most space. Tactics: know that using simple tactics will help to achieve an outcome e.g. if we spread out, we can cover more space. Rules: know the rules of the game and begin to apply them. |
| Year 2 | Hitting: develop hitting a dropped ball over a net.
Feeding: accurately underarm throw over a net to a partner. Rallying: explore underarm rallying with a partner catching after one bounce. Footwork: consistently use the ready position to move towards a ball. |
Hitting: know to watch the ball as it comes towards me to help me to prepare to hit it.
Feeding: know to place enough power on a ball to let it bounce once but not too much so that my partner can't return it. Rallying: know that sending the ball towards my partner will help me to keep a rally going. Footwork: know that using a ready position helps me to react quickly and return/catch a ball. Tactics: understand that applying simple tactics makes it difficult for my opponent. Rules: know how to score points and follow simple rules. |
| Year 1 | Hitting: explore hitting a dropped ball with a racket.Feeding: throw a ball over a net to land into the court area.
Rallying: explore sending a ball with hands and a racket. Footwork: use the ready position to move towards a ball. |
Hitting: know to use the centre of the racket for control.
Feeding: know to use an underarm throw to feed to a partner. Rallying: know that throwing/hitting to my partner with not too much power will help them to return the ball. Footwork: know that using a ready position will help me to move in any direction. Tactics: know that tactics can help us to be successful when playing games. Rules: know that rules help us to play fairly. |
| EYFS | Hitting: explore hitting a ball with hands and pushing with a racket. Feeding and
Rallying: explore sending and tracking a ball with a partner. Footwork: explore changing direction, running and stopping. |
Hitting: know to point my hand/object at my target when hitting a ball.
Feeding and Rallying: know to look at the target when sending a ball and watch the ball to receive it. Footwork: know to use big steps to run and small steps to stop. Tactics: make simple decisions in response to a task. Rules: know that rules help us to stay safe. |
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| Our agreed consistencies for PE: | If you were to walk into a PE lesson at Sandhurst you would see: | In our PE curriculum you will see that we value inclusion and diversity: |
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