Burlington Junior School PE

Sports, health and fitness education Purpose of study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims

The programme is aligned with the 2014 national curriculum for physical education and aims to ensure that all pupils: • 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.

Structure

All children participate in 2 hours’ curriculum PE each week focusing on the sport and fitness strands. Health education is taught through other subject areas like Science and PSHCE.

Expert support

To ensure sessions of the highest quality we will engage with a range of external experts to work with us, for example: specialist coaches.

Assessment Assessment will be carried out on a termly basis and recorded on O track against the National curriculum areas of the PE curriculum. A child will be assessed as expected if they are meeting the objectives in their year group. Teachers will refer to the gifted and talented document to judge whether a child is better than expected.

Sports education

Purpose High-quality sports education inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. This is a progressive curriculum building from the early development of gross motor skills; it then focuses on teaching skills required for a range of sports and then providing opportunity for pupils to apply their skills in competitive games. The sports education programme is linked to the 2014 National Curriculum ensuring full coverage of all relevant programmes of study. Aims The sports education programme aims to ensure that all pupils:

• develop competence to excel in a broad range of physical activities • engage in competitive sports and activities.

Key stage 2 Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to:

• use running, jumping, throwing and catching in isolation and in combination. • play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. • develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]. • compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Swimming and water safety Pupils will be taught to:

• swim competently, confidently and proficiently over a distance of at least 25 metres • use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] • perform safe self-rescue in different water-based situations.

Curriculum map for sports education

Burlington Junior School PE

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Multi skills Throwing and Brilliant Ball Skills African Dance Groovy gymnastics Active athletics Year 3 Sport catching (field games) (agility/balance/ GAMES PE PE co-ordination) GAMES GAMES GAMES

Invaders Dynamic Dance Striking and fielding Nimble nets Gym sequences Young Olympians Year 4 Sport (football/hockey) /swimming (cricket/rounders) (short tennis) PE GAMES GAMES PE GAMES GAMES

Striking and fielding Nimble nets Invaders (netball) Dynamic Dance Gym sequences Young Olympians Year 5 Sport (cricket) (tennis) GAMES PE PE GAMES GAMES GAMES

Striking and fielding Gym sequences Nimble nets Invaders (rugby) Dynamic Dance Young Olympians Year 6 sport (rounders) PE (tennis/ badminton) GAMES PE GAMES GAMES GAMES

Skills progression in sports education

Games (invasion) Year 3 Year 4 Year 5 Year 6 Acquiring and developing Brilliant ball skills Invasion (football/hockey) Invasion Invasion skills • To be aware of others when • To keep possession of a ball. (Netball) (Rugby) playing games • To use ABC (agility, balance, • To demonstrate basic passing and • To understand the basic rules of Selecting and applying • To choose the correct skills to co-ordination) techniques to receiving skills using a netball. tag rugby. skills, tactics and meet a challenge. keep control of a ball in a • To develop an understanding and • To work as a team, using ball- compositional ideas. • To perform a range of actions, competitive situation. knowledge of the basic footwork rule of handling skills. maintaining control of the ball. • To use accurate passing and netball. • To pass and carry a ball using Evaluating and improving • To perform a range of catching dribbling in a game. • To use good hand/eye co-ordination to balance and co-ordination. performance. and gathering skills with control. • To identify and apply ways to pass and receive a ball successfully. • To use skills learned to play a • To master the basic catching move the ball towards an • To develop skills in the range of passes game of tag rugby. technique. opponent’s goal. – chest pass, overhead pass, bounce • To apply rules and skills learned • To catch with increasing control • To learn concepts of attack and pass and to understand which pass to to a game. and accuracy. defence. use depending on the distance the ball • To play in a mini tag rugby • To master the basic throwing • To play in a mini football needs to travel. competition technique. competition. • To understand the importance of • To throw and hit a ball in different ‘getting free’ in order to receive a pass. ways (e.g. high, low, fast or slow). • To understand how to make space by • To apply skills and tactics in moving away and coming back and by small-sided games. dodging. • To identify and follow the rules of • To be able to demonstrate a range of games. defending skills and understand how to • To choose and use simple tactics mark an opponent. to suit different situations. • To understand how to intercept a pass. • To react to situations in ways that • To learn how to shoot. make it difficult for opponents to • To understand the different positions in win. a netball team (five-a-side). • To recognise which positions are attacking and which are defending.

Vocabulary Awareness, tactics, defend, attack, Dribble, support play, attack, Footwork, land, step, pivot, pass, receive, Tag, hop, skip, forfeit, try, dodging, position, movement, defence, passing, receiving. , step, push, point, chest pass, overhead handover, rules, competition, control, ball control, catch, throw, pass, shoulder pass, bounce pass, tournament. prepared, ready, catch, gather, dodging, non-contact, marking, , signal, receive, clockwise, anti-clockwise, defend, intercepting, High 5 Netball, goal underarm, overarm, technique, aim, shooter (GS), goal attack (GA), centre follow, skills, accuracy, power, (C), goal defence (GD), goal keeper pass, catch, throw, score. (GK), goal. Dance

Acquiring and developing African dance Line dance Bollywood dance Street dance skills • To explore African dance • To identify and practise the • To identify and practise the patterns • To identify and practise the movements and create patterns patterns and actions of line and actions of the Bollywood dance patterns and actions in a street Selecting and applying of movement. dancing. style. dance style. skills, tactics and • To work with a partner to create • To demonstrate an awareness • To demonstrate an awareness of the • To demonstrate an awareness of compositional ideas. African dance patterns. of the music’s rhythm and music’s rhythm and phrasing when the music’s rhythm and phrasing • To perform a dance with rhythm phrasing when improvising. improvising. when improvising. Evaluating and improving and expression. • To create an individual dance • To create and perform an individual • To create a dance that represents performance. • To use knowledge of African that reflects the line dancing dance that reflects the Bollywood a street dance style. dance to create a story in small style. dance style. • To create a dance as a group, groups. • To create partnered dances that • To create partnered dances that reflect using any street dance moves. • To develop precision of reflect the line dancing style and the Bollywood dancing style and apply • To perform and analyse own and movement. apply the key components of the key components of dance. others’ performance. • To work co-operatively with a dance. • To create group dances that reflect the group to create a dance piece. • To perform a line dance using a Bollywood dance style. • To perform in front of others with range of movement patterns. • To perform a Bollywood dance using a confidence. • To perform and evaluate own range of movement patterns. and others’ work. • To perform and evaluate own and others’ work. Vocabulary Clock, direction, tempo, timing, Line dancing, Charleston step, Bollywood dancing, lotus, prayer, back Street dance, canon, unison, mirror, pivot, performances, formation, chassé, strut, rhythm, phrasing, point step, posture, balance, control, match, pose, routine, choreograph, canon, unison, confidence. improvise, space, dynamics, fluency, rhythm, phrasing, improvise, timing, beat, fluency. sequence, flexibility, balance, co- space, dynamics, sequence, flexibility, ordination, stamina, muscular balance, co-ordination, stamina, strength and endurance, agility, muscular strength and endurance, agility, timing, expression, emotion, motif, timing, expression, emotion, motif, changing order, unison, canon, changing order, motif, unison, canon, variation, break-it-down, sections, variation, break-it-down, sections, beats, beats, collaboration. collaboration. Games (Striking and fielding)

Acquiring and developing Throwing and catching (field Cricket/rounders Cricket Striking and fielding skills games) • To develop and investigate • To develop skills in batting and fielding. (Rounders) • To consolidate and develop a different ways of throwing, and • To choose fielding techniques. • To throw and catch under Selecting and applying range of skills in striking and to know when each is • To run between the wickets. pressure. skills, tactics and fielding. appropriate. • To run, throw and catch. • To use fielding skills to stop the compositional ideas. • To develop and investigate • To use ABC (agility, balance, • To develop a safe and effective ball effectively. different ways of throwing and to co-ordination) to field a ball well. overarm throw. • To learn batting control. Evaluating and improving know when it is appropriate to use • To use ABC (agility, balance, • To learn batting control. • To learn the role of backstop. performance. them. co-ordination) to move into • To use all the skills learned by playing • To play in a tournament and work • To practise the correct technique good positions for catching and in a mini tournament. as team, using tactics in order to for catching a ball and use it in a apply it in a game situation. beat another team. game. • To practise the correct batting • To use hand-eye co-ordination technique and use it in a game to strike a moving and a situation. stationary ball. • To practise the correct technique • To develop fielding skills and for fielding and use it in a game understand their importance situation. when playing a game. • To consolidate the throwing, • To play in a competitive catching and batting skills already situation, and to demonstrate learned. sporting behaviour. • To strike the ball for distance. • To know how to play a striking and fielding game competitively and fairly. Vocabulary Accuracy, underarm throw, overarm Underarm throw, overarm throw, Watch the ball, grip, wicket keeper, Underarm throw, Long barrier, throw, wickets, stumps, soft hands, wickets, stumps, receive, field, Action, underarm, overarm, release, scatter ball, back stop, tournament. target hands, defenders, stumped, beat-the-ball rounders, stumped, follow through, scatter ball, bowl, underarm bowling, run, Long underarm bowling, run, long tournament. barrier, surface area, Safe zone, barrier, cricket, rounders, retrieve, fielding, tournament. Gymnastics Acquiring and developing • To explore movement actions • To identify and practise body • To identify and practise body shapes • To identify and practise gymnastic skills with control and link them shapes. and balances. shapes and balances. together with flow. • To identify and practise • To identify and practise symmetrical • To identify and practise Selecting and applying • To explore gymnastic actions and symmetrical and asymmetrical and asymmetrical body shapes. symmetrical and asymmetrical skills, tactics and shapes. body shapes. • To use and refine the following skills: body shapes. compositional ideas. • To explore travelling on benches. • To construct sequences using flexibility, strength, balance, power and • To construct sequences using • To choose and use simple balancing and linking mental focus. balancing and linking movements. Evaluating and improving compositional ideas by creating movements. • To develop skills for movement, • To use counterbalances and performance. and performing sequences. • To use counterbalances and including rolling, bridging and dynamic incorporate them into a sequence • To repeat and link combinations incorporate them into a movement. of movements. of gymnastic actions. sequence of movements. • To use counterbalances and • To perform movements in canon • To link combinations of • To perform movements in incorporate them into a sequence of and in unison. movements and shapes with canon and in unison. movements. • To perform and evaluate own and control. • To perform and evaluate own • To perform movements in canon and in others’ sequences. and others’ sequences. unison. • To perform and evaluate own and others’ sequences. Vocabulary Landing shapes, jumps, Travelling, Balance, tuck, straddle, pike, Star, dish, arch, , symmetrical, Front and back support, shapes, rolls, balance, Teamwork, posture, body, tension, symmetry, asymmetrical, balance, shape, sequence, symmetrical, asymmetrical, balance, co-operation. asymmetry, counterbalance, balance, sequence, points of balance, shape, sequence, level, direction, canon, unison, balance, level, direction, rotation, dynamic rotation, dynamic movement, rolling sequence, moves, techniques. movement, rolling, bridging, and bridging, counterbalance, counterbalance, tension, pull, push, tension, pull, push, extend, canon, extend, canon, unison, balance, moves, unison, counterbalance, forfeit, techniques, evaluate (critique). fluency. Games (net/wall) Acquiring and developing Multi-skills Nimble nets Nimble nets Nimble nets skills • To change and maintain centre of (short tennis) (Tennis) (Tennis/badminton) balance. • To become familiar with balls • To identify and apply techniques for • To demonstrate and use the Selecting and applying • To develop co-ordination whilst and short tennis rackets. hitting a tennis ball. correct grip of the racket and skills, tactics and moving an object. • To get the ball into play. • To develop the techniques for ground understand how to get into the compositional ideas. • To demonstrate agility by being • To accurately serve underarm. strokes and volleys. ready position. able to twist and turn and change • To build up a rally. • To develop a backhand technique and • To use good hand/eye co- Evaluating and improving direction. • To build a rally, focusing on use it in a game. ordination to be able to contact performance. • To practise co-ordination and accuracy of strokes. • To practise techniques for all strokes. the shuttle with the face of the moving with others. • To play a variety of shots in a • To use the scoring system and court racket. • To use co-ordination skills to game situation and to explore for singles tennis. • Understand how to serve the move an object. when different shots should be • To play a tennis game using an shuttle in order to start the game. • To use all ABC skills learned so played. overhead serve and the correct • Recognise the difference between far, to the best of your ability. • To play a competitive tennis selections of shots. the low serve and the high serve. game. • To understand and use doubles • To develop children’s ability to scoring in a tennis game. perform and understand the ‘overhead clear’ shot and the impact that playing the overhead clear can have on winning points during game play. • To understand that the drop shot is an attacking shot, and why. • To know where the drop should be aimed for, for it to be most productive, and why. • To understand how to use different shots to outwit an opponent in a game. Vocabulary Balance, bounce, send, Travel, Trap, send, receive, Drop serve, Forehand, backhand, drop serve, volley, Shuttle, racket, court, net, shot, control, dribble, agility, speed, Forehand, backhand, rally, rally rally, overhead serve, scoring. rally, ready position, serve, high, observation, safety, concentrate, building, volley. low, short, long, overhead clear, focus, utilise opponent, back line, contact, pressure, disguise, attack, outwit, opponent, doubles, aim, target, tournament, scoring. Athletics Acquiring and developing Active athletics Young Olympians Young Olympians Young Olympians skills • To run in different directions and • To select and maintain a • To use correct technique to run at • To investigate running styles and at different speeds, using a good running pace for different speed. changes of speed. Selecting and applying technique. distances. • To develop the ability to run for • To practise throwing with power skills, tactics and • To improve throwing technique. • To practise throwing with power distance. and accuracy. compositional ideas. • To reinforce jumping techniques. and accuracy. • To throw with accuracy and power. • To throw safely and with understanding. Evaluating and improving • To understand the relay and • To throw safely and with • To identify and apply techniques of • To demonstrate good running performance. passing the baton. understanding. relay running. technique in a competitive • To choose and understand • To demonstrate good running • To explore different footwork patterns. situation. appropriate running techniques. technique in a competitive • To understand which technique is most • To explore different footwork • To compete in a mini-competition, situation. effective when jumping for distance. patterns. recording scores. • To explore different footwork • Learn how to use skills to improve the • To understand which technique is patterns. distance of a pull throw. most effective when jumping for • To understand which technique • To demonstrate good techniques in a distance. is most effective when jumping competitive situation. • To utilise all the skills learned in for distance. this unit in a competitive situation. • To utilise all the skills learned in this unit in a competitive situation. Vocabulary Direction, overarm, underarm, Pace, distance, stride length, arm Continuous, push technique, relay, baton, Take-off, landing, relay, action, knee lift, relax, effort, take off, landing, long jump, extend, changeover, technique, improve, Javelin, position, direction, target, bend, distance, control, Pull and push competition. technique, distance, pull, relay, throw, carousel. position, pace, handover, positioning, take off, landing, long jump, extend, bend, distance, control, carousel. OAA (TAUGHT THROUGH ENRICHMENT ACTIVTIES) • Develop the range and • Develop the range and • Develop and refine orienteering and • Develop and refine orienteering consistency of their skills and consistency of their skills and problem-solving skills when working in and problem-solving skills when work with others to solve work with others to solve groups and on their own. working in groups and on their challenges. challenges. • Decide what approach to use to meet own. • Choose and apply strategies and • Choose and apply strategies the challenge set. • Decide what approach to use to skills to meet the requirements of and skills to meet the • Adapt their skills and understanding as meet the challenge set a task or challenges. requirements of a task or they move from familiar to unfamiliar • Adapt their skills and • Describe and evaluate their own challenge. environment. understanding as they move from and others’ performances, and • Describe and evaluate their own • See the importance of a group or team familiar to unfamiliar environment. identify areas that need and others’ performances, and plan, and the value of pooling ideas. • See the importance of a group or improving. identify areas that need • Improve their performance by changing team plan, and the value of improving or adapting their approaches as pooling ideas. needed. • Improve their performance by changing or adapting their approaches as needed. Vocabulary Problem- solving, teamwork, Problem- solving, teamwork, Problem-solving, orienteering, teamwork, Problem-solving, orienteering, strategies. strategies, apply, challenge. solve, adapt, environment, plan, create. teamwork, solve, adapt, Problem-solving, orienteering, teamwork, environment, plan, create. solve, adapt, environment, plan, create.

Swimming Acquiring and developing • To develop basic safety skills Top up lessons skills and confidence in water. • To develop basic safety skills and • To develop travel in vertical and confidence in water. Selecting and applying horizontal positions and • To develop travel in vertical and skills, tactics and introduce floats. horizontal positions and introduce compositional ideas. • To develop push and glides, floats. any kick action on front or back • To develop push and glides, any Evaluating and improving with or without support aids. kick action on front or back with or performance. • To develop entry and exit, travel without support aids. further, submerge and float. • To develop entry and exit, travel • To develop balance, link further, submerge and float. activities and travel further on • To develop balance, link activities whole stroke. and travel further on whole stroke. • To show breath control. • To show breath control. • Introduction to deeper water. • Introduction to deeper water. • Treading water. • Treading water.

Vocabulary Front crawl, back crawl , Front crawl, back crawl , breaststroke, float, scull , surface, breaststroke, float, scull , surface, diving, pull, push, kick, lie flat, diving, pull, push, kick, lie flat, streamlined, breathe, turning. streamlined, breathe, turning.

Health Education

The health education programme aims to ensure children lead, healthy, active lives. Healthy Body: Pupils will learn about their bodies and how to keep them healthy. Healthy Mind: Pupils will learn about the importance of a healthy mind. They will learn about how to keep themselves well and happy. Healthy lifestyles: Pupils will learn the importance of developing a healthy lifestyle including; healthy diet.

Key Stage 2 Healthy Body: Identify that humans and some other animals have skeletons and muscles for support, protection and movement. (ScY3) describe the simple functions of the basic parts of the digestive system in humans (ScY4) identify the different types of teeth in humans and their simple functions (ScY4) describe the changes as humans develop to old age. (ScY5) identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood (ScY6).

Healthy Mind: talk and write about their opinions, and explain their views, on issues that affect themselves and society; recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals; to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action; to recognise, as they approach puberty, how people's emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way. Learning about mental health and emotional wellbeing.

Healthy Lifestyle: Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat (ScY3) Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function (ScY6) describe the ways in which nutrients and water are transported within animals, including humans. (ScY6). What makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices; that bacteria and viruses can affect health and that following simple, safe routines can reduce their spread; about how the body changes as they approach puberty; which commonly available substances and drugs are legal and illegal, their effects and risks; to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable

Fitness Education

There are 4 types of fitness training incorporated into the fitness education programme.

The aim of the fitness programme is to ensure that pupils are physically active for sustained periods of time. The programme is designed to raise the heart rate and improve overall fitness, stamina and flexibility.

Flexibility exercise: One reward a child can reap from physical fitness is an increase in their flexibility. Children become more agile when they are able to stretch and move their bodies in a full range of motion. Encouraging children to begin stretching in childhood can help them maintain limber physiques throughout life. Classes include: gymnastics and dance.

Strength and stamina: Strength exercises can help children build healthy muscles. With an appropriately organized program, children can advance their strength and stamina. Due to the age of pupils and risk of injury during growth spurts no weights will be used during strength classes; the majority of workouts will focus on non- resistance training and developing stamina. Exercise include: lunges, dips, press-up, skipping, sit-ups.

Aerobic exercise: Cardiovascular training is an important component of children’s' fitness, keeping their heart and lungs strong. Classes may include: dance; boxercise and running.

Circuit training: Children can apply their strength and stamina and develop greater levels of fitness through circuit training. Circuit training combines aerobic exercise, strength and stamina and flexibility.

Curriculum map for fitness education

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year 3 fitness Skip to the beat Bootcamp Cool core Gymfit circuits Mighty movers Fitness frenzy (strength) (running) PE GAMES GAMES PE PE PE

Year 4 fitness Skip to the beat Bootcamp Cool core Gymfit circuits Mighty movers Fitness frenzy (Pilates) PE GAMES GAMES (boxercise) PE PE PE Year 5 fitness Skip to the beat Bootcamp Cool core Gymfit circuits Mighty movers Fitness frenzy (Pilates) PE GAMES GAMES (boxercise) PE PE PE

Year 6 fitness Skip to the beat Bootcamp Cool core Gymfit circuits Mighty movers Fitness frenzy (Pilates) PE GAMES GAMES (boxercise) PE PE PE

Skills progression in fitness education

Fitness Frenzy Knowledge and • To complete an agility and co- • To complete a circuit that includes • To complete a circuit that • To complete a circuit that understanding of ordination circuit, spending 30 different aerobic activities. includes a range of activities. includes different aerobic fitness and health seconds at each station. • To perform a boxercise routine • To learn how boxercise moves activities. • To improve fitness by raising with precision. can be adapted and used in a • To perform and devise a the heart rate in a circuit-based • To develop co-ordination and different format. sequence of movements to lesson. balance. • To perform a sequence of steps music. • To develop skipping techniques • To complete an athletics-based in time with the music. • To understand the value of with control and balance. circuit with control and accuracy. • To understand the benefits of aerobic exercise. • To evaluate my performance of • To develop cool core moves using improving muscle tone and • To devise a sequence of step- gymnastic moves within a balance techniques. aerobic fitness (strength and based activities to music. circuit. • To perform a sequence of moves stamina) • To plan a personal • To improve core strength and at each station within a circuit with • To understand why fitness is programme. agility, and understand why increased accuracy. good for health and wellbeing. • To perform others’ sequences they are important. • To identify techniques to with control and balance. • To perform a sequence of improve balance and core • To perform a sequence of moves at each station within a strength. moves at each station within a circuit with increased accuracy. • To improve co-ordination. circuit with increased • To perform a sequence of accuracy. moves at each station within a circuit with increased accuracy. Vocabulary Basic circuit moves, running, Circuit, heart rate, burpee, spotty Circuit, heart rate, burpee, spotty Circuit, heart rate, burpee, spotty jumping jacks, ball pass, jumping dogs, plank, Jab, cross jab, jog and dogs, plank, Jab, cross jab, jog dogs, plank, aerobic warm-up, from side to side, method, circuit, roll, boxing twist, duck and dodge, and roll, boxing twist, duck and jab, cross jab, jog and roll, boxing activity, honest, skipping, timing, sidekick, Heart rate, knee crunch, dodge, sidekick, front kick, back twist, duck and dodge, sidekick, direction, strength and stamina, rhythm, cross step, flexibility, core kick, jumping jacks, turn, punch, front kick, back kick, jumping flexibility, aerobic, roles, strength, agility, stamina, mountain Heart rate, knee crunch, rhythm, jacks, turn, punch, upper cut, challenge. pose, rock, Siamese pose, giraffe, cross step, V step, Dips, burpees, hook, combination moves Pilates, mountain top, pencil point step-ups, press-ups, skipping, (combos), repetition, fitness pose, mountain ledge, aerobic. Sequence, fluency, core, Strength programme, Strength and and stamina, flexibility, aerobic, stamina, flexibility, aerobic, circuit circuit training. training. Bootcamp Knowledge and • Understand how to prepare the • Understand how to prepare the • Understand how to prepare the • To understand how to prepare understanding of body for exercise. body for exercise. body for exercise. the body for exercise. fitness and health • Understand what fitness • Understand what fitness means. • Understand what fitness means. • To understand what fitness means. • To complete a range of circuit- • To complete a range of circuit- means. • To complete a range of circuit- based activities and understand based activities and understand • To complete a range of circuit- based activities and understand the reason for doing them. the reason for doing them. based activities and the reason for doing them. • To understand what happens to • To understand what happens to understand the reason for • To understand what happens to the heart rate during exercise. the heart rate during exercise. doing them. the heart rate during exercise. • To understand what happens to heart rate during exercise. Vocabulary Personal fitness, heart, circuit, Running, heart rate, mobility, Direction, mobility, fitness, health, Direction, catcher, personal exercises, stations, basic circuit fitness, jumping, circuit, heart rate, circuit, heart rate, burpee, spotty fitness, heart rate, challenge, moves, running, jumping jacks, burpee, spotty dogs, plank. dogs, plank. circuit, aerobic fitness, burpee, ball pass, jumping from side to spotty dogs, plank. side, heart rate. Cool core (strength)

Knowledge and • To improve core strength and • To improve balance and co- • To identify techniques to • To identify exercises that will understanding of agility, and understand why ordination. improve balance and core improve core strength and fitness and health they are important. • To consolidate and improve the strength. stability. moves learned so far. • To improve co-ordination. • To apply balance techniques • To develop balance techniques when performing cool core when performing cool core moves. exercises. • To sustain balance and • To perform cool core concentration when performing a exercises of increased variety of cool core moves. difficulty with balance. • To develop cool core moves using • To create original cool core balance techniques. moves. • To demonstrate balance and co-ordination. • To perform others’ sequences with control and balance. Vocabulary Snake charmer, popcorn, bridge, Mountain pose, rock, Siamese Cool core, chair pose, fluency, Cool core, Pilates, triangle pose, Squat thrust, burpee, running pose, giraffe, Pilates, pencil point flexibility, sequence. flexibility, fluency, create, squat, circuit. pose, rock, mountain ledge. sequence, share, evaluate. Gymfit circuits Knowledge and • To identify techniques to • To understand that a fitness circuit • To understand why fitness is • To plan a personal understanding of improve balance. can be sport-specific. good for health and wellbeing. programme. fitness and health • To practise a range of • To complete a hockey-based • To develop consistency in gymnastic skills through a circuit with understanding and technique. series of circuits. accuracy. • To develop personal fitness in • To perform a range of • To complete a netball/basketball an obstacle-style circuit. gymnastic skills with increased circuit with understanding and accuracy. accuracy. • To perform a sequence of • To complete a football-based gymnastic moves within a circuit with accuracy and circuit. understanding. • To perform a sequence of • To complete a cricket-based moves at each station within a circuit with accuracy and circuit with increased accuracy. understanding. • To evaluate my performance of • To complete an athletics-based gymnastic moves within a circuit with control and accuracy. circuit. Vocabulary Travelling, spotting, extend, Flexibility, core strength, agility, Squat, speed bounce, burpee, Repetition, fitness programme. flexible, stretch, reach, strength stamina. circuits, dips, step-ups, press-ups, and stamina, flexibility, aerobic, skipping. circuit training. Mighty movers Knowledge and • To explore running at different • To learn footwork movement • To perform a boxercise routine • To know and understand the understanding of speeds. patterns showing co-ordination. demonstrating good technique. basic principles of a good fitness and health • To work as a team in a running • To demonstrate correct technique • To understand the principles of warm-up. situation. for a jab. dynamic stretching. • To understand how moves can • To understand the value of a • To understand the value of • To improve fitness by raising be linked together to perform running-based circuit and the boxercise moves. the heart rate and strengthening more complex/challenging impact it can have on health. • To learn how to build an aerobic the legs and arms. moves. • To improve fitness by raising exercise routine including skilled • To create and apply • To perform and devise a the heart rate. moves. compositional ideas to the sequence of movements to • To create and perform a boxercise sequence. music. sequence with increased • To perform actions and moves accuracy. fluently to music in order to • To perform a boxercise routine improve personal fitness. with precision. • To learn how boxercise moves can be adapted and used in a different format.

Vocabulary Pace, stamina, speed, catcher, Jab, boxercise, cross jab, boxing Jab, cross jab, jog and roll, boxing Aerobic warm-up, jab, cross jab, zigzag, balance, relay. twist, toe touch, boxing twist, roll, twist, duck and dodge, sidekick, jog and roll, boxing twist, duck duck and dodge, sidekick, jog and dodge, front kick, jumping jacks, and dodge, sidekick, front kick, roll. punch, back kick, turn. back kick, jumping jacks, turn, punch, combination moves (combos).

Step to the beat Knowledge and • To develop skipping techniques • To understand the importance of a • To understand the importance • To understand the value of understanding of with control and balance. warm-up. of a warm-up. aerobic exercise. • To learn fitness and health • To improve fitness, particularly • To develop co-ordination and how to measure heart rate and strength and stamina. balance. note any changes. • To complete a step routine to • To develop co-ordination, • To perform aerobic activity to music to improve fitness. balance and timing. music. • To develop co-ordination and • To improve general fitness • To practise and apply a balance. levels. sequence of step moves to the • To understand the importance of a beat of the music. warm-up • To understand the benefits of • To understand the value of improving muscle tone in the step-based exercise. abdominals and legs. • To learn new strength-based moves. • To develop understanding of the value of this type of exercise. • To construct own moves from knowledge gained in the previous lessons. • To perform a sequence of steps in time with the music. • To understand the benefits of improving muscle tone and aerobic fitness (strength and stamina). Vocabulary Cross over, boxer style, ready, in Heart rate, knee crunch, rhythm, Heart rate, knee crunch, rhythm, Heart rate, knee crunch, rhythm, you go, now, compose, timing, sidestep, cross step. cross step, V step, heel flick, cross step, V step, heel flick, skipping, direction. repeated squat. squat, abdominals, grapevine, switch arm, push up.