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CONTENTS
INTRODUCTORY MATTERS
Preface .................................................................................................................... 6Constructing, Adjusting or Adapting Schemes of Work ............................................ 8Physical Literacy..................................................................................................... 10Proposed National Curriculum 2013....................................................................... 11Guidance from the Association of Physical Education .......................................... 13Attributes of Outstanding PE (Extracts from Ofsted Surveys) ................................ 15
SECTION 1 - PLANNING THE PHYSICAL EDUCATION PROGRAMME
Planning.................................................................................................................. 17Long Term Planning ............................................................................................... 20Medium Term Planning ........................................................................................... 26Short Term Planning ............................................................................................... 29
SECTION 2 - THE RULES OF FIVE, A MODEL OF SKILL ANALYSIS & PROGRESSION
Skill Development in Physical Education................................................................ 35Setting the Scene ................................................................................................... 38The 5 Points of the Programme of Study ............................................................... 39Basic components of Skill Development ................................................................ 40Putting skills at the heart of the model.................................................................... 44Understanding the Inter-related Nature of Skill Development ................................ 45Defining and extending the skills ............................................................................ 46Adding Complexity, Quality and more Advanced Moves ........................................ 47Last Piece of the Jigsaw ......................................................................................... 48Adding Use of Equipment/Apparatus to the Analysis ............................................. 49The 5-Point Inter-related system of Analysis in an Environment ............................ 50Identification of more specific skills in the Core Categories ................................... 52Core skill links across the Physical Education Curriculum .................................... 58
SECTION 3 - INDEPENDENT LEARNING WITHPERFORMANCE PRINCIPLES
Performance Principles ..........................................................................................66
SECTION 4 - COMPREHENSIVE REFERENCE SHEETS FOR THE BUILDING BLOCKS OF PEBuilding Blocks for PE ............................................................................................70
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SECTION 5 - MINIMUM EXPECTED STANDARDS OF PERFORMANCE IN PHYSICAL EDUCATION
Athletics ..................................................................................................................75Dance .....................................................................................................................83Games ....................................................................................................................95Gymnastics ...........................................................................................................119Outdoor & Adventurous ........................................................................................133Swimming .............................................................................................................141
SECTION 6 - ASSESSMENT, RECORDING & REPORTING
Assessment ..........................................................................................................149Recording .............................................................................................................157Self/Peer Assessment ..........................................................................................166Reporting ..............................................................................................................169
Acknowledgements:- For the initial idea of the Building Blocks Reference Sheets
Jo Wright (• Bright PE Ltd)
For their expert contributions to specific areas of activity in the Minimum Expected Standards.Liz Harrison (• Athletics)Bobby Gargrave • (Dance)Lesley Montague & Graham Bailey • (Outdoor & Adventurous)Suzanne Kendrick-Davies • (Swimming)Anne Higgins • (Trampolining)
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INTRODUCTORY MATTERS
● PREFACE● CONSTRUCTING, ADJUSTING OR ADAPTING SCHEMES OF WORK● PHYSICAL LITERACY● PROPOSED CURRICULUM 2013● GUIDANCE FROM THE ASSOCIATION FOR PHYSICAL EDUCATION● ATTRIBUTES FOR OUTSTANDING PE
What are we aiming to achieve through our Physical •Education Curriculum?How do we achieve the objectives?•How do we use the schemes of work which have been •created?Physical Literacy and Quality Physical Education•Any curriculum for Physical Education needs to comply •with National Curriculum requirements and pay due regard to any advice or guidance given by the Association for Physical Education and Ofsted.
© VAL SABINwww.valsabinpublications.com
17
SECTION 1
PLANNING THEPHYSICAL EDUCATION
PROGRAMME
To deliver a Physical Education curriculum of quality,it is necessary to plan for a broad and balanced programmewhich allows children to learn and experience a wide range
of activities in different contexts and environments.
Rigorous curriculum planning must be in place
PLANNING IS AT THE HEART OF THEPHYSICAL EDUCATION PROGRAMME.
Long Term / Curriculum Map. - Key Stage and Year Plan•Medium Term - Unit Plan•Short Term - Lesson Plan•
© VAL SABINwww.valsabinpublications.com
18
PLA
NN
ING
(1
) W
hat i
s to
be
lear
ned?
(i)
Sta
tuto
ry b
read
th o
f stu
dy w
ell d
istri
bute
d to
giv
e a
bala
nced
cur
ricul
um
(ii) A
ctiv
ities
whi
ch a
ddre
ss th
e pr
ogra
mm
es o
f stu
dy(ii
i) A
ppro
pria
te k
now
ledg
e, a
pplic
atio
ns a
nd u
nder
stan
ding
for t
he s
tage
of
deve
lopm
ent
(iv) P
rogr
essi
ve a
nd d
evel
opm
enta
l sta
ges
of le
arni
ng.
(2)
How
the
pupi
ls a
re ta
ught
.(i)
App
ropr
iate
teac
hing
/lear
ning
stra
tegi
es fo
r age
/abi
lity.
(ii
) Inc
lusi
ve a
ctiv
ities
for a
ll pu
pils
. (ii
i) S
uita
ble
envi
ronm
ent a
nd re
sour
ces.
(3
) W
hat i
s as
sess
able
?(i)
Act
iviti
es w
hich
can
be
asse
ssed
with
in th
e fo
ur c
ateg
orie
s of
kno
wle
dge,
ski
ll an
d un
ders
tand
ing.
(ii) A
ctiv
ities
ass
esse
d ag
ains
t the
app
ropr
iate
at
tain
men
t tar
gets
or E
xpec
ted
Min
imum
S
tand
ards
REP
OR
TIN
G
1. T
he m
ain
purp
ose
(a) H
ighl
ight
ach
ieve
men
t(b
) Ide
ntify
targ
ets
for t
he fu
ture
(c) T
o in
form
- pr
ovid
e fe
edba
ck a
nd fe
ed-fo
rwar
d
2. W
hat i
s re
porte
d?(a
) Sta
tuto
ry re
quire
men
t: P
rogr
ess
in re
latio
n to
the
atta
inm
ent t
arge
ts .
(b) A
sho
rt co
mm
enta
ry.
(c) H
ighl
ight
par
ticul
ar s
treng
ths
and
achi
evem
ents
.(d
) Ide
ntify
par
ticul
ar w
eakn
esse
s.
3 To
Who
m?
(a) P
aren
ts (b
y la
w)
(b) P
upils
and
teac
hers
for f
eedb
ack
and
feed
-forw
ard
4 H
ow?
(a) V
erba
l or w
ritte
n.(b
) Pre
sent
ed in
sch
ool f
orm
at.
2
How
do
we
reco
rd?
(a) C
heck
lists
(b) R
ecor
d ca
rds
or s
heet
s(c
) Dia
ries
(d) P
hoto
grap
hy(e
) Vid
eo(f)
Pup
il w
ork
book
(g) T
ask
card
s et
c.
3
Who
reco
rds/
prov
ides
ev
iden
ce o
f ach
ieve
men
t?(a
) The
teac
her
(b) T
he p
upil.
4 H
ow m
uch
do w
e re
cord
?
REC
OR
DIN
G
1 W
hy re
cord
? —
To
prov
ide
info
rmat
ion
and
evid
ence
fo
r fee
dbac
k.
(a
) to
the
pupi
ls
(b) t
o te
ache
rs
(c
) to
pare
nts
etc.
ASS
ESSM
ENT
1 B
egin
s at
the
plan
ning
sta
ge
2 A
sses
smen
t is
abou
t mak
ing
judg
emen
ts
(a
) Sub
ject
ive
— u
sing
pro
fess
iona
l jud
gem
ent
(b
) Obj
ectiv
e —
test
ing,
mea
surin
g, ti
min
g et
c.
3 (i)
C
an b
e cr
iteria
refe
renc
ed
(a
) Ow
n cr
iteria
(b) A
gree
d cr
iteria
f
or th
e sc
hool
(c) N
atio
nally
set
crit
eria
(ii
) N
orm
refe
renc
ed
4 M
etho
ds o
f ass
essm
ent
ca
n in
clud
e
(a) t
each
er o
bser
vatio
n
(b) p
upil
obse
rvat
ion
(c
) que
stio
ns a
nd a
nsw
ers
(d
) dem
onst
ratio
ns
(e) m
easu
ring
/ tim
ing
etc.
►►
►►
►►►
►
►
►
►
PLA
NN
ING
TH
E PH
YSIC
AL
EDU
CAT
ION
PR
OG
RA
MM
EFi
gure
1
© VAL SABINwww.valsabinpublications.com
60
Games
● Feet - The five basic jumps 2-2 2-1 1-2 1-same 1-other● In different directions e.g. netball/ basketball/ volleyball.● In different game contexts.● Jump within a pattern of movement as in a lay-up shot.● Jump to receive/send/ intercept/keep goal/wicket keep or outwit opponents● Jump to score points through a basket in basketball, jump to catch; to rebound for defence or attack, jump to smash in badminton.● Individually/within a team.● Group assisted jump - rugby.
Gymnastics● Feet - the five basic jumps 2-2 2-1 1-2 1-same 1-other● Flight using hands and feet (e.g. vaulting)● Different body shapes and turning in different directions.● As part of a sequence of movements/skills requiring accurate repetition.● With a partner in different relationships.● With a group in different relationship.● Onto/from/over apparatus.● Whilst using apparatus clubs, skipping rope, hoop, ball and ribbon in rhythmic gymnastics. Sending/ receiving/ travelling with.● 2-2 in trampolining routines and on and from different body parts.
Dance
● Feet -The five basic jumps 2-2 2-1 1-2 1-same 1-other● Different body shapes and turning.● As part of dance phrases and dances which explore and communicate ideas.● With a partner in different relationships.● With a group in different relationships and group shapes.● Flight using hands and feet.● Assistedflightin2’s and groups.● Jumps when holding/ using props.● Jump when sending and receiving props.
Athletics
● Feet - The five basic jumps 2-2 2-1 1-2 1-same 1-other● Onto different body parts in high jump.● To jump for maximum performance.● Jump as long as possible and as high as possible.● In combination to jump as far as possible (triple jump).● With developed technique to run over hurdles as quickly as possible.● With a pole to jump as high as possible.● Individually – personal best or in competition with others or as part of a team against another team.● As part of an endurance activity – e.g. steeplechase.● Technique and accurate replication is necessary.
Outdoor & Adventurous
● Feet - The five basic jumps 2-2 2-1 1-2 1-same 1-other
● On feet to negotiate obstacles – e.g. jumping a stream.
● On hands and feet e.g. gate vault.
● As appropriate in different tasks/ expedition/ adventure situations.
● Individually or in a team to identify and solve problems and overcome challenges safely and efficiently.
Swimming
● Feet - 1-2 feet as in a springboard approach for a dive.
● 1-1 stride action as in shallow water entry for life-saving.
● 2 feet – 2 feet jumping into the water showing different body shapes before entry.
● Bouncing patterns used in aqua-aerobics.
● Flight from feet to hands as in a dive; accurate replications is necessary.
● Driving hard with legs to rise from the water to send/receive a ball in water polo.
● Identify and solve the problem of entry for both personal survival and life-saving situations.
Fitness & Health
● Feet - The five basic jumps 2-2 2-1 1-2 1-same 1-other
● Specificjump techniques as in karate.
● Exercising safely and effectively as in aerobics and rebound activities.
● Bouncing patterns as used in aerobics. ● Individually.
● In a group bound together by rhythm.
Skills are further developed into specific techniques unique to the game or activity.
JUMP - FLIGHT
© VAL SABINwww.valsabinpublications.com
65
SECTION 3
INDEPENDENT LEARNING
Teachers should always remember to select and present tasks which give children the opportunity to make informed choices and to make decisions about their own learning.
Using the gradually acquired knowledge of core skills and principles of movement, children will begin to understand how to use them in different contexts.
If they are asked to look at each others’ work and evaluate it, they can use thisknowledge to make informed judgements and engage in decision makingdiscussions.
In order to afford opportunities for this independent learning to take place, theperformance principles wall display has been devised. The accompanying CDcontains the wall display which may be printed out and mounted on thehall/gymnasium wall to encourage independent learning, self and peerevaluation and assessment appropriate for the age of the children in gymnasticsand dance. This resource can be used most effectively both for analysis and setting clear steps for challenge.
Creative task-setting, problem solving tasks, small-sided games, practices with overloaded sides, cards, conditioned games, different equipment, different sizes and shapes of playing space or pitch could be some of the strategies used for devel-oping independent learning in all areas of the PE Curriculum.
INDEPENDENT LEARNING WITH PERFORMANCE PRINCIPLES
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ntr
atio
n
�
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lan
ce
an
d c
on
tro
l
�
Co
ord
ina
tio
n
�
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re s
tre
ng
th a
nd
po
stu
re
�
Eye
fix
ing
�
Ea
r tu
nin
g
�
Eye
tra
ckin
g
�
Bin
ocu
lar
vis
ion
�
Re
ad
ing
an
d in
terp
retin
g
bo
dy la
ng
ua
ge
�
Au
tom
aticity
�
Am
bid
exte
rity
�
Ph
ysic
al fitn
ess
Ma
kin
g d
ecis
ion
s a
bo
ut:-
�
ch
oic
e o
f skill
to
su
it t
he
situ
atio
n;
�
ch
oic
e o
f e
qu
ipm
en
t;
�
sp
ee
d;
�
dire
ctio
n;
�
leve
ls;
�
pa
tte
rns;
�
linkin
g t
rave
l a
rtis
tica
lly in
div
idu
ally
o
r w
ith
oth
ers
;
�
cre
atin
g in
div
idu
al p
att
ern
s o
f tr
ave
l to
lin
k w
ith
an
oth
er
pla
ye
r;
�
ad
ap
tin
g in
div
idu
al p
att
ern
s o
f tr
ave
l to
lin
k s
tra
teg
ica
lly w
ith
o
the
rs .
Ma
kin
g d
ecis
ion
s a
bo
ut:-
�
the
typ
e o
f ta
ke
off;
�
the
typ
e o
f sh
ap
e t
hro
ug
h t
he
air
�
the
typ
e o
f la
nd
ing
to
su
it t
he
e
nviro
nm
en
t;
�
the
ch
oic
e o
f sp
ee
d,
dire
ctio
n,
he
igh
t,
dis
tan
ce
an
d w
he
re t
o la
nd
fo
r sa
fety
;
�
tim
ing
to
co
ord
ina
te a
ju
mp
to
re
ce
ive
e
qu
ipm
en
t;
�
tim
ing
to
co
ord
ina
te a
se
qu
en
ce
of
actio
ns a
s a
n in
div
idu
al, in
a g
rou
p o
r a
s a
te
am
me
mb
er.
Ma
kin
g d
ecis
ion
s a
bo
ut:-
�
bo
dy s
ha
pe
fo
r e
ffic
ien
cy,
sta
bili
ty,
or
art
istic p
erf
orm
an
ce
;
�
ho
w t
o m
ove
in
to a
nd
fro
m a
n a
ctio
n;
�
ch
oo
sin
g t
he
ap
pro
pria
te a
ctio
n f
or
the
situ
atio
n;
�
sp
ee
d/le
ve
l/d
ire
ctio
ns;
�
re
latio
nsh
ips t
o t
he
flo
or,
ap
pa
ratu
s o
r o
the
rs.
Ma
kin
g d
ecis
ions a
bo
ut:-
�
bo
dy s
ha
pe
;
�
me
tho
d o
f m
ovin
g in
to a
nd
fro
m
a s
tatic b
ala
nce
;
�
the
siz
e a
nd
sh
ap
e;
�
join
ing
to
ge
the
r d
yn
am
ic
mo
ve
me
nts
to
re
tain
ba
lan
ce
a
nd
flu
en
cy;
�
sp
ee
d / d
ire
ctio
n / le
ve
l /
sh
ap
es
of
ba
lan
ce
s in
se
qu
en
ce
s /
mo
tifs
/ a
thle
tics a
nd
ga
me
s;
�
rela
tio
nsh
ips w
ith
oth
ers
a
rtis
tica
lly
�
rela
tio
nsh
ips w
ith
oth
ers
in
te
am
situ
atio
ns;
�
rela
tio
nsh
ips w
ith
eq
uip
me
nt
an
d
ap
pa
ratu
s.
Ma
kin
g d
ecis
ion
s a
bo
ut:-
�
sp
ee
d;
�
dire
ctio
n;
�
tra
jecto
ry/le
ve
l;
�
dis
tan
ce
;
�
ho
w,
wh
en
an
d w
he
re t
o
se
nd
an
d s
en
d/r
ece
ive
an
d
str
ike
eq
uip
me
nt;
�
wh
ich
eq
uip
me
nt
to u
se
, se
nd
an
d r
ece
ive
;
�
wh
o t
o s
en
d t
o o
r str
ike
to;
�
wh
ere
to
mo
ve
to
re
ce
ive
th
e e
qu
ipm
en
t;
�
wh
ich
co
mm
un
ica
tio
n s
tyle
to
use
an
d w
hic
h o
ne
to
re
sp
on
d t
o;
�
wh
en
to
use
de
ce
ptio
n.
––
Ma
kin
g d
ecis
ion
s a
bo
ut:-
�
fre
qu
en
cy o
f re
pe
titio
n;
�
de
gre
e o
f a
dju
stm
en
t;
�
de
gre
e o
f p
ers
iste
nce
an
d
pe
rse
ve
ran
ce
re
qu
ire
d t
o r
efin
e
an
d m
aste
r a
mo
ve
me
nt;
�
kn
ow
ing
wh
en
to
sto
p w
he
n
fatig
ue
pre
ve
nts
im
pro
ve
me
nt.
© VAL SABINwww.valsabinpublications.com
73
SECTION 5
MINIMUM EXPECTED STANDARDS OF
PERFORMANCE INPHYSICAL EDUCATION
This section will encourage the planning of excellent educational experiences and enhance teachers’ knowledge of the subject.
Having worked through “Planning the Curriculum”, “The Rule of 5” model ofanalysis of skill development and having access to the “Building Blocks” quick ref-erence guide showing everything that needs to be covered, we now arrive at the questions of what do we teach when and what should children to be able to do at different ages and stages of development from 5-14 year?
NB. Year 6 in Primary Schools have the Key Stage 3 standards to refer to, so teach-ers and children can see how their work fits into the whole developmental picture.
Key Stage 3 teachers will have Key Stage 2 standards identified to use as a bench mark or baseline for further development.
By 7 Years (end of Key Stage 1)
By 9 YearsBy 11 Years
(end of Key Stage 2)By 14 Years
(end of Key Stage 3)
© VAL SABIN96
GAMES
(These expectations reflect the Attainment appropriate for this age group)
By the age of 7 years (end of year 2) most children will be able to:‑
1 Perform in a co‑ordinated and controlled manner a range of “sending”, “receiving” and “travelling with...” skills.
● Sendaballandrangeofequipmentbysliding,pushing,rolling,bouncing,throwing,kicking,strikingandheading.
● Gatheraballorpieceofequipmentwithhands,feet,otherbodypartsoranimplement.
● Travelwithaballorpieceofequipmentbycarrying,balancing,pushing,tapping,bouncing,orbydribblingwithhands,feetoranimplement.
● Sustainconcentrationandpractisetoimproveandperformwithmoreconfidence.
● Repeatandusetheskillswithco-ordinationandcontrolinavarietyof co-operativeandcompetitivegames.
● Showagoodawarenessofothers’inrunning,chasingandavoidinggames,makingsimpledecisionsaboutwhenandwheretorun.
2 Apply the skills in a variety of simple games; make choices about appropriate targets, space and equipment; use simple tactics.
● Creategamesasanindividualorinpairs.● Understandtheimportanceofrulesandplaywithinthemandknowhowtoscore.● Changetherulesofthegametomakeitbetterormorechallenging.● Combineskillse.g.dribbleandkick.● Developsimpletacticsanduseappropriateonestosuitdifferentsituations.
3 Observe, copy and play games, then alter rules and tasks to make the games better. Describe performances accurately and recognise what is successful.
● Watchanddescribeperformancesaccurately.● Observe,demonstrateandcopysomeoneelse’sgameoridea.● Usewhattheyhavelearnttoimprovethequalityandcontroloftheirwork.● Workwellwithapartnerorsmallgrouptoimprovetheirskills.
4 Be actually involved and recognise how their body feels when playing games.
● Understandanddescribechangestotheirheartratewhenplayingdifferentgames.
● Movesafelyandactivelyaboutthespaceandwhenusingequipment.● Knowthataftervigorousactivity,breathingandheartrateincreaseandbody
temperaturerisesandseethatfacesbecomeflushed.● Feelthatmusclesandlimbsareworkinghardandthattheybecometiredafter
sustainedactivity.● Knowthatregularexerciseimproveshealthandhelpsthebodytoworkwell.
© VAL SABIN97www.valsabinpublications.com
G
AM
ES Y
EAR
1 ‑
MIN
IMU
M E
XPEC
TED
STA
ND
AR
DS
1 FO
CU
S O
N:‑
USI
NG
A B
ALL
M
ost c
hild
ren
shou
ld b
e ab
le to
:‑
(a)
demonstrateco-ordinationwhenpassingaballaround
differentpartsofthebody
(b)
bounceandpat-bounceaballwithadegreeofcontrol.
(c)
understandhow
tosend,receive,kickanddribbleaballand
practisetoim
provetheskills.
(d)
show
adegreeofcontrolw
hensendingandreceivinga
rangeofequipment.
(e)
understandthattheymust“getinlinewithaballtoreceive
it”.
(f)
sendaballinvariouswaystoplayindividualtargetgam
esor
targetgam
eswithapartner.
2 FO
CU
S O
N:‑
THR
OW
ING
AN
D C
ATC
HIN
G
AN
D A
IMIN
G G
AM
ESM
ost c
hild
ren
shou
ld b
e ab
le to
:‑
(a)
know
andshow,bothindividuallyandinpairs,how
tothrowandcatchusingavarietyofapparatus.
(b)
sendaball,beanbagorquoitover-handed,usingunder
armthrow,rollor“skim”andkick.
(c)
aimconsistentlybetween,into,atoroveravarietyof
targetsusingarangeofsmallequipment.
(d)
understandtheconceptofaiminggamesandhow
tomaketheirgam
esharder.
(e)
playanaiminggameco-operativelywithapartnerand
“keepthescore”.
3 FO
CU
S O
N:‑
BAT
AN
D B
ALL
SK
ILLS
, DEV
ELO
PIN
G
PA
RTN
ER W
OR
KM
ost c
hild
ren
shou
ld b
e ab
le to
:‑
(a)
steeraballalongthegroundwithabatinacontrolledway
usingdifferentdirectionsandweavingthroughslalom
s.(b)
balanceaballonabatwhenstandingstillorw
alking.
(c)
hitaballw
ithabat,upw
ardsanddow
nwardswithsom
econtrol.
(d)
sendaballalongthegroundandthroughtheairfora
partnertocatchorreceive.
(e)
understandandshowskippingwitharope.
(f)
usesteering,hittingalongthegroundandhittingthroughthe
airtoplayindividualandco-operativetargetgam
es.
4 FO
CU
S O
N:‑
AN
D G
AM
ES A
ND
SK
IPPI
NG
Mos
t chi
ldre
n sh
ould
be
able
to:‑
(a)
playsafelywithapartnerinrunninggamesandwhen
usingequipm
ent.
(b)
throwandcatchindividuallyandinpairsusingavariety
ofapparatusincludinghoops.
(c)
kickanddribbleaballwithcontrolandrollandretrievea
hoop.
(d)
practiseanddeveloptheirsendingandreceivingskillsin
co-operativegameswithapartner.
(e)
demonstratehow
tochangethegametomakeitharder.
APPROXIMAT
ELY8-12HOURSOFACTIVITYTIMEW
ILLENABLE
MOSTCHILDRENTOREACHTHEMINIMUMSTA
NDARDS
© VAL SABIN149www.valsabinpublications.com
SECTION 6
ASSESSMENT,RECORDING&REPORTING
ASSESSMENT1 Beginsattheplanningstage
2 Assessmentisaboutmakingjudgements (a) Subjective-usingprofessionaljudgement (b) Objective-testing,measuring,timingetc.
3 (i) Canbecriteriareferenced (a)Owncriteria (b)Agreedcriteriafortheschool (c)Nationallysetcriteria (ii) Normreferenced
4 Methodsofassessmentcaninclude (a)teacherobservation (b)pupilobservation (c)questionsandanswers (d)demonstrations (e)measuring/timingetc
