Manor Primary School PE Year 1: Active play – invasion games Overview of the Learning: In this unit of learning children will be introduced to a multi-skills approach to learning through activities that are fundamentals of movement. This approach focuses on the development of movement, balance and co- ordination which link to the long term athlete development framework. The approach also helps children develop the five multi-abilities of creative, cognitive, social, physical and personal development. Developing competence in fundamental movement skills leads to competence in more complex sports skills. E.g) an overarm throw involves co-ordinating body parts which when mastered aids the development of throwing in cricket and rounders, the javelin throw, tennis serve and the netball shoulder pass. Core Aims Pupils should be taught to acquire and develop skills by: . develop competence to excel in a broad range of physical activities . explore basic skills, actions and ideas with increasing understanding . becoming physically active for sustained periods of time . remember and repeat simple skills and actions with increasing control and coordination. engage in competitive sports and activities . lead healthy, active lives. Pupils should be taught to select and apply skills, tactics and compositional ideas: . reflect on and evaluate evidence when making personal choices or bringing about improvements in . explore how to choose and apply skills and actions in sequence and in combination performance and behaviour . vary the way they perform skills by using simple tactics and movement phrases . generate and implement ideas, plans and strategies, exploring alternatives . apply rules and conventions for different activities. move with ease, poise, stability and control in a range of physical contexts Evaluating and improving performance. find information and check its accuracy, including the different ways that issues are presented by Pupils should be taught to: different viewpoints and media . communicate clearly and interact with a range of audiences to express views on issues that affect Describe what they have done. their wellbeing. observe, describe and copy what others have done use what they have learnt to improve the quality and control of their work. Knowledge and understanding of fitness and health. Knowledge and understanding of fitness and health. Pupils should be taught to: how important it is to be active to recognise and describe how their bodies feel during different activities. Manor Primary School Expectations Children can: . master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities. participate in team games, developing simple tactics for attacking and defending. develop fundamental movement skills, . become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. be physically active for sustained periods of time . have the strength, stamina and suppleness to use a range of fundamental movement skills across a broad range of activities . develop simple tactics for attacking and defending . create simple movement patters . master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination . recognise their own success The activities and experiences in the PE programmes of study should aim to ensure ALL pupils lead healthy and active lives. Manor Primary School Learning Objectives Suggested Learning Opportunities Active Play cards - Wake and shake: energisers. (see cards for additional ideas). To move around the room with energy and pace. Warming up March on the spot – lift knees high, push elbows backwards. Keep body upright and avoid stamping. To warm up the body ready for exercise. Disco dance – Use music with a good beat. Encourage arm and feet movements. Jog on the spot – Lift knees high, push elbows backwards. Keep body upright, gradually increasing the pace. Skipping on the spot (with or without a rope) – keep the jump low and the body upright. Touch the heels down on landing as often as possible. Mobilising Waist twists – hips and feet should stay facing forwards. Knees remain slightly bent. Side Bends – bend directly to the side as if between two panes of glass. Keep knees slightly bent, hands on hips. Shoulder circles – Make the circles large and controlled. Claps under knee – lift the knees and keep the upper body upright. With ball – With a partner back to back, turn to each side to receive the ball. Feeling Hot and breathing a lot Throw and catch – keep eye on ball. Cup hands to receive the ball. Dribble with feet – keep ball close to the feet. Jumping jax – Knees should be over ankles when feet are jumped apart. Touch heels down on landing. Step on a bench – ensure heels make contact with the bench. Sprint and lunge – sprint 5 metres and bend to touch or retrieve an object. Hit the beat – Start by clapping simple rhythms: one-two-three and one-two-three-four. Clap the rhythms moving the arms: in front, to the side, behind, under the legs. Clap the beats of the names in the group: sha-kir-a, A-my. Try to follow a clapping rhythm while: throwing a ball to each other, skipping, bouncing a ball. Invent some rhymes. Use STEPS to differentiate learning opportunities Active story time: Creative movement using stories To control a ball with hands and feet. Choose a story for the children. Read the story and discuss the theme and characters. Explore creative ideas with the children. Find key words to trigger actions and starting points. Consider mood, atmosphere and the rhythm of the text. Ask the chn to work in pairs or small groups. Explore a variety of movements and shapes relating to the chosen subject. Make and perform a simple dance using these actions. Close control: controlling Start by rolling a ball with the hands. Control a rebound from a wall. Control a bouncing ball. Control a ball in the air. Progress using feet then some equipment. Always start with the ball from the ground. Watch the ball at all times and keep it under control. Work in a large space and be aware of others. Manor Primary School Use STEPS to differentiate learning opportunities PE assessment See games core skills – activity 4 print out activity and leader notes for chn to use as part of an assessment. touch the cone with the ball Cool catcher: catching Ensure children have done a lot of practice receiving a rolling ball. Start by catching a ball that has bounced 2 or 3 times. Gradually decrease the To be able to catch a range of different sized balls. number of bounces. Gradually increase the distance between thrower and catcher. Play games where the children have to catch the ball a number of times. To get used to using a ball. Handy Ball: Getting used to a ball Try to ensure everyone has a ball. Encourage children to move the ball around their body. Pick up the ball with different parts of their bodies. Balance bean bags and balls on different parts of body. Year 1 could sit down to complete activities. Children to use small equipment. Put out markers for the children to run to or organise small relays. Chn should move slowly with the ball first and then increase their speed. Move onto using feet and finally using sticks and other equipment. Move the ball and follow at first. Progress to closer control. Use STEPS to differentiate learning opportunities Core skills – games 4, 1 Person B: Throw and catch the ball without moving. 2 Person B: Touch the cones with the ball. Do not touch the same cone twice in a row. 3 Person A: Try to touch the ball. To aim a ball at a target. Hit the target: Aiming Set up 6 different areas with targets to aim at. Inside: use smaller distances with smaller targets. Outside: use larger targets with greater distances. Try To improve co-ordination and control when using a ball. to vary the type of target (big, small, high, low, round, square). Try to vary the distance. Some chn may need the target to be large and colourful, To think about ways to move to jump and land. others may need someone to tell them how near they are getting with each attempt. Manor Primary School Jumping jacks: jumping and landing Chn are shown the correct landing position. Chn then travel around the floor: when the teacher calls out land, children show the landing position. Develop by asking the chn to jog and then peform a small jump to landing position. Shaped jumps. Bunny jump – low and long. Frog jump – low to high to low. Stretch jump – 2 feet to 2 feet. Star jump – 2 feet to 2 feet. Tuck jump. Use STEPS to differentiate learning opportunities To explore different ways of moving around a space. Magic Mover: different ways of moving Encourage the children to move forwards at first asking them to: use big steps and small steps. Run with knees high and arms pumping backwards and forwards. Run quietly. Run and stop. Ask children to practise moving sideways to the right and left. When introducing moving backwards ask the children to go very slowly at first and then gradually build up speed. Use the children’s ideas to make different kinds of slalom. Getting better: encourage children to run on the balls of their feet, swing their arms in the direction of the run, lean body slightly forwards, stop with control by putting the weight on the front foot and bringing the other foot alongside.