catch, hit and visually track ways to control equipment as equipment with accuracy 1.2 Willingly persists in hitting, objects. they hit, kick, throw, catch kicking, throwing and catching Students demonstrate a variety Visually tracks objects in and visually track objects. familiar equipment with of manipulative skills using a With explicit support, will familiar games/activities with occasional prompts. range of implements and participate in new increasing accuracy. different parts the body. balance/control/strength With occasional prompts, events. visually tracks objects with increasing control/accuracy. The Arts: Dance Gross-motor planning HPE: DCSPA Responds to familiar language With support is beginning to With some prompts, describes Uses specific language to related to gross-motor use familiar language to their position and movements plan, discuss and describe 1.1 experiences, e.g. one describe and plan while planning alternative gross-motor movements and “Move Students demonstrate a variety foot and one or on movements and sequences or pathways. coordinate and plan hand” “hold of basic locomotor skills and or one leg over experiences, e.g. not movements, e.g. put all tight” “take “I’m “Let’s Links own movement with an non-locomotor skills, varying or the going to climb up the ladder; the hoops in a ring and jump first” “jump into hoop”. understanding of positional body actions and use of space. pull myself up with my in I’ll them” Requires demonstrations with and directional language, e.g. hands.” verbal descriptions to try out can stand beside the fort Negotiates spaces 1.3 new movements, e.g. With support, is able to judge when asked to join in a game. successfully, adjusting speed “Move Students describe the physical this leg a bit body space in relation to and balance as needed. next”; “It’s With prompts, moves through and emotional effects that have to other children during games. wobbly, I’ll go slow”. spaces with more accuracy. result from their participation in a variety of vigorous, activities. 1.4 Students categorise the physical activities that they and others watch or play. The Arts: Dance Health & physical learning: Fine–motor Learning statement: Children build a sense of wellbeing by using and extending fine-motor skills when integrating movements and manipulating equipment, tools and objects.
catch, hit and visually track objects. With explicit support, will participate in new balance/control/strength events. ways to control equipment as they hit, kick, throw, catch and visually track objects. Willingly persists in hitting, kicking, throwing and catching familiar equipment with occasional prompts. With occasional prompts, visually tracks objects with increasing control/accuracy. equipment with accuracy Visually tracks objects in familiar games/activities with increasing accuracy. 1.2 Students demonstrate a variety of manipulative skills using a range of implements and different parts the body. The Arts: Dance Gross-motor planning Responds to familiar language related to gross-motor experiences, e.g. “Move one foot and one hand” or “hold on tight” or “take one leg over first” or “jump into the hoop”. Requires demonstrations with verbal descriptions to try out new movements, e.g. “Move this leg next”; “It’s a bit wobbly, I’ll have to go slow”. With support is beginning to use familiar language to describe and plan movements and experiences, e.g. “I’m not going to climb up the ladder; I’ll pull myself up with my hands.” With support, is able to judge body space in relation to other children during games. With some prompts, describes their position and movements while planning alternative sequences or pathways. Links own movement with an understanding of positional and directional language, e.g. can stand beside the fort when asked to join in a game. With prompts, moves through spaces with more accuracy. Uses specific language to plan, discuss and describe gross-motor movements and coordinate and plan movements, e.g. “Let’s put all the hoops in a ring and jump in them” Negotiates spaces successfully, adjusting speed and balance as needed. HPE: DCSPA 1.1 Students demonstrate a variety of basic locomotor skills and non-locomotor skills, varying body actions and use of space. 1.3 Students describe the physical and emotional effects that result from their participation in a variety of vigorous, activities. 1.4 Students categorise the physical activities that they and others watch or play. The Arts: Dance Health & physical learning: Fine–motor Learning statement: Children build a sense of wellbeing by using and extending fine-motor skills when integrating movements and manipulating equipment, tools and objects.
ey_phase_descriptors_06.docx