movements in share and create dance phrases with a partner and intercepting and speeds, and catch with response to a task. in a small group. stopping a ball, with changing speed control to keep some control and and direction. possession and Choose and plan Repeat, remember and perform these phrases in a accuracy score ‘goals’. sequences of dance. Link running contrasting actions. Choose and vary skills and jumping Be aware of space Use dynamic, rhythmic and expressive qualities and tactics to suit the activities with and use it to Adapt sequences to clearly and with control. situation in a game. some fluency, support suit different types control and and cause Understand the importance of warming up and of apparatus and Carry out tactics consistency. problems for the cooling down. their partner’s successfully; set up opposition. ability. small games. Make up and Recognise and talk about the movements used and repeat a short Know and use rules the expressive qualities of dance and suggest Explain how Know rules and use sequence of fairly to keep improvements to their own and other people’s strength and them fairly to keep linked jumps; games going and suppleness affect dances games going and explain take part in a keep possession performance. what they need to do to relay activity, with some success get ready to play remembering when using . Identify some games. when to run equipment that is muscle groups used and what to do. not used for in gymnastic Carry out warm ups throwing and activities. with care and an Throw a variety catching skills. awareness of what is of objects, Suggest warm-up happening to their changing their Explain why it is activities. bodies. action for important to warm accuracy and up and cool down. Compare and Describe what they and distance and contrast gymnastic others do that is recognise when Say when a player sequences, successful and suggest has moved to help their heart commenting on what needs practising. rate, others and apply similarities and this knowledge to temperature differences. and breathing their own play. rate have With help, recognise changed. how performances could be improved. – SWIMMING termly Swim between 25 and 50 metres unaided,
movements in response to a task. Choose and plan sequences of contrasting actions. Adapt sequences to suit different types of apparatus and their partner’s ability. Explain how strength and suppleness affect performance. Identify some muscle groups used in gymnastic activities. Suggest warm-up activities. Compare and contrast gymnastic sequences, commenting on similarities and differences. With help, recognise how performances could be improved. share and create dance phrases with a partner and in a small group. Repeat, remember and perform these phrases in a dance. Use dynamic, rhythmic and expressive qualities clearly and with control. Understand the importance of warming up and cooling down. Recognise and talk about the movements used and the expressive qualities of dance and suggest improvements to their own and other people’s dances . intercepting and stopping a ball, with some control and accuracy Choose and vary skills and tactics to suit the situation in a game. Carry out tactics successfully; set up small games. Know rules and use them fairly to keep games going and explain what they need to do to get ready to play games. Carry out warm ups with care and an awareness of what is happening to their bodies. Describe what they and others do that is successful and suggest what needs practising. speeds, changing speed and direction. Link running and jumping activities with some fluency, control and consistency. Make up and repeat a short sequence of linked jumps; take part in a relay activity, remembering when to run and what to do. Throw a variety of objects, changing their action for accuracy and distance and recognise when their heart rate, temperature and breathing rate have changed. and catch with control to keep possession and score ‘goals’. Be aware of space and use it to support and cause problems for the opposition. Know and use rules fairly to keep games going and keep possession with some success when using equipment that is not used for throwing and catching skills. Explain why it is important to warm up and cool down. Say when a player has moved to help others and apply this knowledge to their own play. SWIMMING – termly Swim between 25 and 50 metres unaided,
WEB-KS2-Y3-group-Subject-Planning-Overview.docx