Year R

Skills, strategies and tactics (Head)

Healthy participation (Heart)

Motor competence (Hands)

• develop the ability to link movements together
• understand the basic principles of attack and defence and begin to apply
• begin to respond creatively to a range of stimuli using appropriate movements
• work respectfully with a partner celebrating each other’s efforts.
• Identify what a good one looks like and give feedback to help my partner improve in a kind and caring way.

• be confident to try new activities and show courage and resilience in the face of a challenge
• understand the importance of healthy food choices and hydration
• understand why appropriate clothing and footwear for PE is necessary
• develop and perform a simple sequence with confidence
• try a range of activities and notice how they affect our bodies and how they can help us to improve our mental health.
• be able to make safe decisions in PE for example on and around apparatus

• develop fundamental movement skills such as running, jumping, throwing, balance, agility and coordination
• develop sense of space when and moving and  balancing using points of the body – varying size of movements (wide/narrow, curled, big, small)
• develop sending and receiving with control and begin to apply with hands and feet
• introduce dribbling with a ball
• explore a range of pathways, levels, directions, speed and timing
• to use props to create shapes, movements and actions. 

Skills, strategies and tactics (Head)

Healthy participation (Heart)

Motor competence (Hands)

• participate in small team games, developing simple tactics for attacking and defending
• engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations
• respond creatively to a range of stimuli using appropriate movements
• link a range of different movements on the floor and apparatus and perform with courage, confidence and control
• work and communicate effectively as a small team
• to suggest simple ways to improve
• Improve work by acting upon feedback.
• Work together with a small team or partner to create basic sequences

• be courageous when trying a wide range of new activities and show independence and resilience in the face of increasingly challenging situations
• understand why appropriate clothing and footwear for PE is necessary and make appropriate choices
• develop and perform a simple sequence with confidence and increasing control

• respectfully watch and respond to a performance
• explain how a range of activities affect our bodies and how that can help us to support our mental health

• assess risks and make appropriate choices linked to personal safety
• show respect for each other and kindness when things go wrong
• show encouragement for others and celebrate individual achievements

• 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
• Perform dances using simple movement patterns.
• Use pathways, levels, directions, speed and timing
• develop passing, receiving and dribbling and apply to a basic team game
• Begin to control a ball with hands or feet.
• Hit a target with some accuracy

Skills, strategies and tactics (Head)

Healthy participation (Heart)

Motor competence (Hands)

• evaluate their own, and others’ performances, and begin to suggest improvements using some simple, appropriate language in a kind and caring way.
• understand the rules of the game and use them consistently
• understand the role as an attacker and a defender and apply the basic tactics of these to small sided games
• use a greater range of skills and simple tactics, varying them to suit the situation in a game 
• to plan and apply strategies to solve problems to show resilience when things go wrong.
• link together individual and partner balances as part of a sequence
• respond to stimuli as part of a small group; understand the impact of dynamics on an action and use them when creating a phrase
• choreograph small group performances

with use different levels and directions 

• understand the importance of activity to their fitness, health and physical and mental well-being.
• understand how strength, stamina and speed can be improved by playing games
• confidently communicate ideas and listen to others in a respectful way.
• work positively towards a team goal showing forgiveness, resilience and courage when things don’t go as planned
• compete against themselves and others in a controlled manner and demonstrate improvements to achieve their personal best

• perform actions and movement with control, coordination and variety
• pass and receive the ball with control and accuracy over a range of distances to create space
• develop ball control using a racket; to use a greater range of basic racket skills with some accuracy
• throw with some accuracy and power at a target and catch with increasing control
• perform a range of jumps showing consistent technique, increasing control and coordination;
• show balance when changing direction at speed; to show control when completing activities to improve balan

Skills, strategies and tactics (Head)

Healthy participation (Heart)

Motor competence (Hands)

• identify strengths and weaknesses in games and suggest ways to improve in a kind and caring way.
• plan and perform more complex sequences incorporating linking movements, different methods of travelling and different levels
• explain how using different parts of the body impacts on balance, coordination and travel
• work collaboratively with a group to create sequences and motifs that flow smoothly
• choreograph changes to the dynamics of an action and understand how this changes the appearance of the performance
• reflect on when and how they were successful at solving challenges, and show resilience when altering their methods in order to improve
• understand there are different skills for different situations and begin use of appropriate ones more consistently
• work effectively and inclusive with a partner and small group towards a goal or to compete against others

• explain the importance of physical activity -in and out of school -  on their long-term fitness, health and physical and mental well-being.
• plan and lead warm ups to prepare for playing safely
• demonstrate good control, courage and confidence when performing a wide range of skills and actions under pressure
• build communication and trust showing an awareness of respect.
• assess risks and make appropriate choices linked to personal safety and safety of your peers

• perform partner balances on and around apparatus
• perform and link movements in canon and in unison showing good timing
• adapt and refine different techniques to express different styles of dance clearly and fluently
• dribble, pass, receive and shoot the ball with increasing control and consistency under pressure
• throw with accuracy and power at a target and catch with increasing control.
• develop power, control and consistency when jumping for distance and height
• incorporate props and apparatus as part of a sequence of movements

Skills, strategies and tactics (Head)

Healthy participation (Heart)

Motor competence (Hands)

• compare their performances with previous ones and demonstrate improvement to achieve their personal best
• communicate, collaborate and compete respectfully
• Link a broader range of skills to make actions and sequences of movements.
• evaluate, through self and peer assessment and suggest a variety of changes using appropriate language and terminology in a kind and caring mannar.
• respond and apply movement to the rhythm of music, considering timings, formation and dynamics
• select and apply a variety of appropriate actions, tactics and principles dependent on the situation
• use and apply the rules of the game consistently, showing resilience when things go wrong
• create and perform more complex sequences and routines within a larger group using compositional devices to help show competence, fluency and control.

• understand and explain the impact of different activities on their health, fitness and physical and mental well-being
• plan and lead a small group or whole class through a short warm-up routine to prepare for playing safely considering the needs of all the children.
• perform with courage and confidence using exaggerated movements
• challenge themselves with a personal target and show resilience to achieve this.
• to assess risks and make appropriate choices linked to personal safety and that of your peers

• apply and develop a broader range of skills, learning how to use them in different ways
• choose and apply the best pace for a running event
• combine and perform gymnastic actions, shapes and balances with strength, control and fluency
• take part in outdoor and adventurous challenges with courage, both individually and within a team
• Use running, jumping, throwing and catching in isolation and combination.
• swim competently, competently and proficiently by the end of KS2
• Use a range of strokes effectively
• Perform safe, self rescue
• strike a ball with increasing accuracy and consistency in an intended direction
• use a wider range of fielding skills within small-sided games
• pass, receive and shoot the ball with accuracy and control under pressure
• use good technique in throwing and jumping with accuracy and success
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