LKS2 Topic: Sports

LKS2 Topic: Sports Are you excited about a major sports tournament that is about to start? This topic takes the inspiration of a range of major sports including football, rugby, athletics, cycling, tennis and cricket to generate some fantastic learning opportunities. Learn about the origins and development of popular sports and their most important tournaments over time and stimulate some fantastic history learning. Find out about where sporting tournaments are taking place and which countries will be taking part and prompt some impressive geography learning. Research and discuss the values upheld by different sporting organisations; stage your own class tournaments and hone your PE skills. You will find a host of creative learning activities within these 12 blocks that capitalise on the energy and enthusiasm that great sports events stimulate.

Block Key NC Objectives Main creative outcomes History, PSHE and PE Be inspired by an upcoming athletics event. Use this  Pupils should continue to develop a chronologically secure block to teach children Block A knowledge and understanding of British, local and world history, about the history of establishing clear narratives within and across the periods they study. athletics and to make a History of  They should construct informed responses that involve thoughtful timeline of key events, Athletics selection and organisation of relevant historical information. research specific aspects of [3 sessions]  Pupils should be taught to use running, jumping, throwing and catching in isolation and in combination. To develop flexibility, athletic history, use hot- strength, technique, control and balance. seating and role-play to  Understood athletic history as an overview and researched some learn about the specific aspects of athletic history. Understood the motivations and achievements of Roger contributions of some famous British athletes. Understood the Bannister. Read variety of amateur athletics events available in the UK and motivational quotes from internationally, choosing one to research and present to the class. athletics and discuss what  Examined the skills needed by athletes and their training routines. motivates athletes to Devised and tested different games and training routines to play in the playground. Considered the attitude to health and diet that succeed. athletes have and made pledges to live a healthy lifestyle.  Pupils should 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. History, Geography, D&T and PSHE Focus on the Olympic Block B games, look at their history History of the  Pupils should continue to develop a chronologically secure and examine how the knowledge and understanding of British, local and world history, competitors prepared in Olympics establishing clear narratives within and across the periods they study. those early days. Learn  Use maps, atlases, globes and digital/computer mapping to [3 sessions] about the modern Olympic locate countries and describe features studied. games and the values they  Use research and develop design criteria to inform the design of try to uphold. innovative, functional, appealing products which are fit for purpose.  Discovered who were the first Olympians and what they meant to the Ancient Greeks.  Become familiar with the range of sports across both the Winter and Summer Games, including the Paralympics, and with the countries involved and those who host.  Discussed the Olympic ideals of co-operation, honour, fairness, and high moral and physical standards. Reflected on the need for a clean Games and discuss anti-doping and drugs cheats. History, PE, D&T, PSHE and Science Football's popularity is © Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the block overview, about links to other websites. LKS2 Topic: Sports Block C testament to the excitement History of of the game. Learn about its  Pupils should continue to develop a chronologically secure controversial history in Football knowledge and understanding of British, local and world history, medieval times. Find out [5 sessions] establishing clear narratives within and across the periods they study.  They should construct informed responses that involve thoughtful about some of the ancient selection and organisation of relevant historical information. ball games that were  Play competitive games, modified where appropriate [for example, precursors to football. Work badminton, basketball, cricket, football, hockey, netball, rounders in teams to devise your own and tennis], and apply basic principles suitable for attacking and version of football, assess defending. the risks, and then try them  Investigate and analyse a range of existing products. out with the whole class.  Understand how key events and individuals in design and technology Decide which one was most have helped shape the world.  To reflect on and celebrate their achievements, identify their fun, and whether any strengths, areas for improvement, set high aspirations and goals. changes are needed to  To learn about taking care of their body. make them work better.  Deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience.  Use test results to make predictions to set up further comparative and fair tests. Report and present findings from enquiries including conclusions, causal relationships and explanations of and degree of trust in results.  Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. History, English, Geography, D&T, Music, PE and PSHE Is there a football tournament on? Learn Block D 1. Pupils should continue to develop a chronologically secure about it using this block! knowledge and understanding of British, local and world history, Football Find out about the major establishing clear narratives within and across the periods they football tournaments, like Tournaments study. the FIFA World Cup and FIFA [4 sessions] 2. They should construct informed responses that involve thoughtful selection and organisation of relevant historical Women's World Cup, the information. UEFA Euro tournament and 3. Use maps, atlases, globes and digital/computer mapping to the UEFA Euro Women's locate countries and describe features studied. Championship, the Africa 4. Physical geography, including: climate zones, biomes and Cup of Nations and the vegetation belts, rivers, mountains, volcanoes and earthquakes, Africa Women Cup of and the water cycle. Nations. Host your own 5. Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of tournament! natural resources including energy, food, minerals and water.  Participate in discussions, presentations, performances, role play, improvisations and debates.  Retrieve and record information from non-fiction.  Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.  Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.  Improvise and compose music for a range of purposes using the inter-related dimensions of music.  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.  Recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a © Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the block overview, about links to other websites. LKS2 Topic: Sports balanced diet.  Work collaboratively towards shared goals.  Resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices. History and D&T Look back into the beginnings of rugby. Look Block E 6. Pupils should continue to develop a chronologically secure into the origins of the game knowledge and understanding of British, local and world history, History of and compare Rugby Union establishing clear narratives within and across the periods they and Rugby League. Rugby study. Investigate more recent [3 sessions] 7. They should construct informed responses that involve thoughtful selection and organisation of relevant historical history, including rugby’s information. role in the aftermath of  Use research and develop design criteria to inform the design of apartheid. functional products that are fit for purpose.  Generate, develop, model and communicate their ideas through discussion, annotated sketches and prototypes.  Evaluate their ideas and products against their own design criteria. History, Geography, PE and D&T Take a look at some of the nations who compete in the Block F 8. Pupils should continue to develop a chronologically secure men’s and women’s Rugby knowledge and understanding of British, local and world history, Rugby World World Cups. Learn about establishing clear narratives within and across the periods they their teams and their rugby Cup study. history. Reflect on Rugby [3 sessions] 9. Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Union's core values and 10. They should construct informed responses that involve compare these to British thoughtful selection and organisation of relevant historical values. Look in depth at the information. New Zealand rugby team 11. Generate, develop, model and communicate their ideas through and its history, understand discussion, annotated sketches and prototypes. the significance of the Haka  Perform dances using a range of movement patterns. to their culture and why they perform a Haka at the World Cup. Design and perform your own, meaningful Haka.

History, Geography, PE, PSHE, English, and Maths Learn about the history of cricket: where it got its Block G  Address and sometimes devise historically valid questions about name, where was it change, cause, similarity and difference, and significance. History of invented and how has it  Understand how our knowledge of the past is constructed from changed over the centuries. Cricket a range of sources. From its origins as a  Construct informed responses that involve thoughtful selection [4 sessions] children's game, it gained and organisation of relevant historical information.  Study of an aspect or theme in British history that extends popularity as a game for pupils’ chronological knowledge beyond 1066. adults and eventually the  Use maps, atlases, globes and digital/computer mapping to game spread from England locate countries and describe features studied. to places that Britain took  Play competitive games, modified where appropriate, (e.g. over as part of the British badminton, basketball, cricket, football, hockey, netball, rounders Empire, which was the basis and tennis), and apply basic principles suitable for attacking and defending. for several controversies.  Deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly.  That differences and similarities between people arise from a

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the block overview, about links to other websites. LKS2 Topic: Sports number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability.  To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours.  LKS2: Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.  UKS2: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.  Yr 3: Present data using bar charts, pictograms and tables.  Yr 4: Present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.  Yr 5: Solve comparison, sum and difference problems using information presented in a line graph. Yr 6: Interpret and construct pie charts and line graphs and use these to solve problems; calculate and interpret the mean as an average. History, English, PE and PSHE When did cricket become a Block H professional sport with Cricket  They should regularly address and sometimes devise historically worldwide competitions? valid questions about change, cause, similarity and difference, and When did the Ashes start Tournaments significance. and why is it called that?  They should understand how our knowledge of the past is [3 sessions] What other cricket constructed from a range of sources. tournaments take place?  They should construct informed responses that involve thoughtful selection and organisation of relevant historical Find out about these cricket information. tournaments in this block  Play competitive games, modified where appropriate (for and finally hold your own example, badminton, basketball, cricket, football, hockey, netball, Twenty20 cricket rounders and tennis), and apply basic principles suitable for attacking tournament! and defending.  Work collaboratively towards shared goals.  Resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices.  LKS2: pupils should become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.  UKS2: pupils’ confidence, enjoyment and mastery of language should be extended through public speaking, performance and debate. History, D&T and PE Learn about the history of tennis. You'll discover the Block I 12. They should regularly address and sometimes devise historically origins of tennis and other valid questions about change, cause, similarity and difference, and ball games played with the History of significance. palm of the hand or a 13. They should understand how our knowledge of the past is Tennis racquet and try out some of constructed from a range of sources. [3 sessions] 14. They should construct informed responses that involve the related games from the thoughtful selection and organisation of relevant historical past and present. information.  Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.  Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the block overview, about links to other websites. LKS2 Topic: Sports to their functional properties and aesthetic qualities.  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. History, English, Geography and PE Is there a tennis tournament Block J on? Find out about Tennis  Pupils should continue to develop a chronologically secure Wimbledon and the other knowledge and understanding of British, local and world history, Grand Slam tournaments, Tournaments establishing clear narratives within and across the periods they study. the tension between  They should construct informed responses that involve [3 sessions] amateur and professional thoughtful selection and organisation of relevant historical information. players and the beginning of  Locate the world’s countries, using maps to focus on Europe the 'open era' of tennis (including the location of Russia) and North and South America, tournaments, as well as the concentrating on their environmental regions, key physical and advent of women's human characteristics, countries, and major cities. championships. Host your  They should regularly address and sometimes devise historically own tournament! valid questions about change, cause, similarity and difference, and significance.  They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.  Participate in discussions, presentations, performances, role play, improvisations and debates.  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. History and D&T Learn about the history of Block K  Pupils should continue to develop a chronologically secure cycling from the first road History of knowledge and understanding of British, local and world history, bikes of 1817 to the concept establishing clear narratives within and across the periods they study. bikes of the present day; Cycling  Have a clear understanding of the history of cycling and the evolution find out about the British [3 sessions] of the bicycle. Be familiar with different styles of cycle racing and cycling team and the know something of those who compete. development of cycling as a  They should construct informed responses that involve thoughtful sport; design, build and race selection and organisation of relevant historical information.  Use research and develop design criteria to inform the design of your very own mini concept functional products that are fit for purpose. bike.  Generate, develop, model and communicate their ideas through discussion, annotated sketches and prototypes. Geography, History, PSHE and D&T Look at the history of the Block L Tour de France and how it Tour de  Continue to develop a chronologically secure knowledge and compares to the modern understanding of British, local and world history, establishing clear event. Learn something of France narratives within and across the periods they study. the areas the Tour travels  Construct informed responses that involve thoughtful selection [2 sessions] through and find out what it and organisation of relevant historical information. is like to compete in the  To use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. modern Tour. Take a look  Reflect on their own personal goals, how they plan on achieving behind the scenes at the them and who will support them as they do so. support teams involved, and  Understand and apply the principles of nutrition and learn how to consider the importance of cook. teamwork to enable success.

Geography and D&T Look at a host country or a Block M 15. Use maps, atlases, globes and digital/computer mapping to country taking part in a © Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the block overview, about links to other websites. LKS2 Topic: Sports Host Country locate countries and describe features studied. tournament and find out 16. Locate the world’s countries, using maps to focus on Europe [2 sessions] about its location in the (including the location of Russia) and North and South America, world, its main cities and Note: you may concentrating on their environmental regions, key physical and geographical features; require an human characteristics, countries, and major cities. explore the country. additional session 17. Name and locate counties and cities of the United Kingdom, Research what life would be in order to make geographical regions and their identifying human and physical like for a child in the country the recipes characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns. you are studying, experience researched by 18. Researched a host country or a country taking part in a some of the foods eaten the chn. tournament and found out about its location in the world, its there and the languages main cities and geographical features. spoken. 19. Explored what life would be like for a child in the country you have studying, experienced some of the foods eaten there and the languages spoken.  Understand and apply the principles of nutrition and learn how to cook.