Medium term plan for PE Summer Term/athletics Year 5 and 6

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1 Key Skills to be covered: Taken from Level 4 Taken from Level 5 1a Consolidate existing skills and gain new ones 1b Perform actions and skills with more consistent control and quality 2a Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities 2b Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their ness 2c Apply rules and conventions for different activities 4a How exercise affects the body in the short-term 4b To warm up and prepare appropriately for different activities 4c Why physical activity is good for health and well-being 4d Why wearing appropriate clothing and being hygienic is good for their health and safety 1a Consolidate existing skills and gain new ones 1b Perform actions and skills with more consistent control and quality 2a Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities 2b Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their ness 2c Apply rules and conventions for different activities 4a How exercise affects the body in the short-term 4b To warm up and prepare appropriately for different activities 4c Why physical activity is good for health and well-being 4d Why wearing appropriate clothing and being hygienic is good for their health and safety Pupils should be taught to: Use running, jumping, throwing, and catching in isolation and in combination Using different running techniques for long and short distances Compare their performances with previous ones and demonstrate improvement to achieve their personal best Computing: Literacy: Writing Opportunities: Evaluation of a partners performance Instructions to be successful in either running, jumping or throwing. Advertisement for sports week in school. Extended Opportunities including possible visits/visitors and local connections: Visits/Visitors: High Schools for Sports week.

2 1 Might have to be over 2 sessions. Key objectives as questions Key Skills that can be covered Possible activities including use of Computing and Technology End of unit objective _.Most children will have improved on a personal target showing control and accuracy and good technique in all events LA- Some children will have progressed with some accuracy demonstrating a range of throwing techniques and simple jumping skills HA Some children will show good control, speed, strength and stamina across a range of events and will adapt skills and techniques to meet the challenges. What did you learn in PE last time? Why is exercise good for you? What do you already know about athletics? What skills do you want to develop? Why do we need PE Kit? Why do we need to warm up? 4a How exercise affects the body in the short-term 4b To warm up and prepare appropriately for different activities 4c Why physical activity is good for health and well-being 4d Why wearing appropriate clothing and being hygienic is good for their health and safety To be able to pace themselves when running for distance Discuss what athletics is. Show extracts from the Olympics or Commonwealth games. Why is exercise good for you? What skills do you need for athletics? i.e. running, jumping, throwing. What do you need to be successful? Correct kit, perseverance, good self- evaluation skills. Discuss. GIVE: LA children ready- made writing frame to fill in with questions t I.e. what kit do you need? Warm up: Why do we need to warm up? What happens to your heart rate when you warm up? Why is this important? Discuss Divide group into two, one team dishes one domes. The aim to turn all cones to dishes or domes dependent on team in. Set play area and send teams to either side. Give 30 s then send back to side and count. Repeat with other movements i.e. skip, hop, walk etc. (as this is played at all levels there is no need for differentiation) Outcomes/Evidence that teaching has taken place Children will have been able to pace themselves when running for distance and will have managed to keep going for at least 5 mins. Ask the children to find a space. Play bread butter spead out. Make sure you can see all children. On command show sprinting technique, jog run. When would you use each one? What are the different running styles for. Tell children that today going to practice the pace for long distance. Misconceptions might be no use of arms when running. Ask children to run with arms by side, what do they notice. Repeat using arms. How much easier is it? Set up two running areas. (One for more able and shorter one for less able) Tell children they can choose which area to use. Children who are less able to run distance choose shorter course. When say go each partner runs one loop of the course then passes on to partner. How many loops can they complete in 2 mins. Repeat increasing time. (Children on shorter course should be able to complete nearly same amount as children on longer course)

3 Partner not running evaluates running technique of partner and in each break feed back opinions. Ask children what they have learnt today. Hopefully they will have understood the difference between sprinting and running and will have learnt to sustain pace for short periods. 2 What safety precautions do I need to take when taking part in a throwing event? What action do I need to do to throw a cricket or rounders ball? What is the best way to throw a discus? What is the best action to throw a javelin? 1a Consolidate existing skills and gain new ones 1b Perform actions and skills with more consistent control and quality 2b Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their ness WARM UP: Windmills. Children move around an area walking, running, jogging etc. When shout windmills they circle arms forward whilst keep moving. Introduce different windmill techniques i.e. reverse, right arm, left arm, one forward one back. Safety ensure enough space. Set up three throwing stations: Explain safety in each area i.e. not to go out to pick up apparatus until everybody thrown. Discuss if its easier to throw standing with feet together or one foot in front of other ask children to demonstrate each. 1.Show children technique for throwing javelin, eg. Straight arm, smooth action and stepping into throw. Using body weight behind throw to propel forward. 2.Discus- Discus supported on side of hand and fingers, Coit rolls by leaving index finger last. Step into roll leading with opposite throwing arm to leg.arm level with shoulder from side to front of body) 3.Small ball throw. Step into throw and let go so hand points to where ball needs to go. Let go so ball gains some height but not strainght up. Again step into throw using body. Children will have learnt 3 different throwing techniques for different pieces of equipment and will have thrown successfully. Photographic evidence of technique. Children rotate around the different throwing areas ensuring they follow safety precautions. Work in pairs and evaluate each others techniques. Talk to each other to try to improve. Finish lesson with small competition: All children choose the equipment of their choice to throw. Encourage LA children encouraging them to have a go. Use fence of playing field. Encourage to hit the fence using their body strength in their throw) 3 What forms of jumping are done in athletics? What is different about long jump and high jump? What takes you forward in long jump 2a Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities 2b Develop and use knowledge of the WARM UP: LINE DANCING. Ask the children to stand in lines with space. Ask them to follow instructions carefully. Two steps forward, two back (repeat twice) Side step right for two, left for two (repeat twice) Hop on left for three, right for three (repeat twice) Children will have mastered the skill of linking 3 jumps together to cover a horizontal distance.

4 and triple jump? principles behind the strategies, tactics and ideas to improve their ness March on spot for five. Repeat, try to increase speed, improve fluidity and introduce arms (ask children for ideas) Take out LA children ask them to come up with own ideas in small group, show rest of class. MAIN TEACH Ask children to explore different ways of jumping, play game shadowing their partner. In small groups play follow the leader. Set up jumping area, ie. River. Tell children they have to get across the river in three different jumps. How are they going to do it Children work in small groups to have a go. Pick out children to model and then have another go. (Ensure safety of landing: Balanced, soft knees and quiet feet) Introduce the hop, skip and jump. Model each one. In pairs children investigate which combination gives them the best distance. i.e. 3 hops,3 skips or 3 jumps. Or a combination of the three. LA ability children stick to jumping on both feet, how far can they get? (encourage to try 3 hops, skips when confident) Model hop skip and jump. Hop to same foot, skip to different foot then land on two feet. Set out markers. Have to hop to white cone, skip to red and jump to yellow. Can they link the jumps? Cones can be differentiated in distance for all abilities. Work in pairs and mark each others. Discuss how you can improve the distance covered: Fast take off; tall in air; drive arms. Small competition for children to have a go. Which stepping stones can they complete in one hop skip and jump? Show clip of Usain Bolt..Does he slow down at end? Does he look behind him, to the side? What does he do? Focus straight ahead and accelerates quickly and maintains speed. WARM UP: Statues balance. Use a variety of methods to travel, stop quickly and show balance on different number of parts of the body. \children to change balance each time Recap first lesson on different running techniques. What were they? We are going to sprint today? Do you need to pace yourself? Why? What do you need? i.e. strength, stamina to go at full speed to end of race? Refer back to U.Bolt. Photographic and video evidence. Children will have mastered the following skills. Take off and land on same foot Take off on foot above and land on other Take off on foot above and land on both feet Keep tall Swing arms and non jumping leg 4 What do I do with my arms when I am running a sprint? Do I need to pace myself for a sprint? What do I need to think about when I am sprinting? 4a How exercise affects the body in the short-term Ask children to stand with children with similar speed to themselves. Discuss why it is good to run with children with similar ability? i.e. push each other, set targets to beat each other. Better race.

5 Ie. No glory in beating someone you already know is slower than you. Challenge each other. Children work in pairs. White board and pen between each. Children run a short distance, other child evaluates, writes down points to think about. Re-race and see improvement. Race children off in ability groups. LA will hopefully try and improve their ability at their own level with some success. 5 How do I exchange a relay baton when I am running at speed? 2a Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities 2b Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their ness Show short film clip of relay event at commonwealth games. (England team) What do you notice about the exchange of the baton? Did they slow down before they passed the baton? Why not? What did the person do who was receiving the baton? WARM up run high, run low Children in space begin jogging in one direction follow instructions. Run high tall, high knees, and arms straight above head Run low short arms by knees Run wide knees and arms at side of body Left right backwards etc. MAIN TEACH Show me running technique on spot, high knees, fast feet and bum kicks. Put children into fours. Pass baton down the line. Child at back has baton, children move forward at walk. Back person shouts hand, all children stretch hand backward to receive baton. Back person runs to front when passed baton. Repeat at different speeds. LA children who struggle. Let them do a slow relay can they pass the baton ly. How slow can they do it? Children will have used the correct technique for running at speed and will have exchanged the baton from their hand to the opposite hand of the receiver with an upward movement and children will have received the baton ly. Encourage children to pass baton upwards to gap between index finger and thumb. Race children in groups. Other children watch and evaluate Why was the winning team successful? What did they do well?

6 6 Have I improved my own performance? Have I learnt the techniques for throwing, jumping and running to be successful? Chan I select the skills I need for each event independently? 1a Consolidate existing skills and gain new ones 1b Perform actions and skills with more consistent control and quality 2a Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities 2b Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their ness 2c Apply rules and conventions for different activities WARM UP Changing gears. Children move in different ways around the area changing gears with one being the slowest and 5 being the highest. Tell children that today they are going to work on 5 events using the skills they have learnt over the past five weeks. Shuttle run (10 x 10 m) Standing hop skip and jump Javelin throw Speed bounce Long distance (10 x 50 m) Split the children into five groups with an even number in each. (Children will work in partners) They record each other s score at each event. Pair LA children together so that they can be competitive against each other try to beat own personal score If there is time visit activities twice so that children can evaluate, improve and set personal targets for next time. Children will have been able to show improvements of techniques across all events. Photographic and video evidence. They will have fulfilled the following criteria: Show accurate control, speed, strength and stamina in my athletics. Adapt my skills to different situations. Know and follow event and safety rules At the end of the unit ask children if they feel that have improved in any areas. Ask them to tell you one area of improvement and how it has helped them succeed.