River Beach Physical Education Skills Progression

Year 1

(KS1 skills)

Year 2

(KS1 skills)

Year 3

(Lower KS2 skills)

Year 4

(Lower KS2 skills)

Year 5

(Upper KS2 skills)

Year 6

(Upper KS2 skills)

Dance

Copy and explore basic movements and body patterns

Remember simple movements and dance steps

Link movements to sounds and music.

Respond to range of stimuli.

Copy and explore basic movements with clear control.

Vary levels and speed in sequence

Vary the size of their body shapes

Add change of direction to a sequence

Use space well and negotiate space clearly.

Describe a short dance using appropriate vocabulary.

Respond imaginatively to stimuli.

Begin to improvise independently to create a simple dance.

Begin to improvise with a partner to create a simple dance.

Translate ideas from stimuli into movement with support.

Begin to compare and adapt movements to create a larger sequence.

Use simple dance vocabulary to compare and improve work.

Confidently improvise with a partner or on their own.

Begin to create longer dance sequences in a larger group.

Demonstrate precision and some control in response to stimuli.

Begin to vary dynamics and develop actions and motifs.

Demonstrates rhythm and spatial awareness.

Modify parts of a sequence as a result of self-evaluation.

Use simple dance vocabulary to compare and improve work.

Begin to exaggerate dance movements and motifs (using expression when moving)

Demonstrate strong movement throughout a dance sequence.

Combine flexibility, techniques and movements to create a fluent sequence.

Move appropriately and with the required style in relation to the stimulus.

e.g using various levels, ways of travelling and motifs.

Begin to show a change of pace and timing in their movements.

Use the space provided to the maximum potential.

Improvise with confidence, still demonstrating fluency across their sequence.

Modify parts of a sequence as a result of self and peer evaluation.

Use more complex dance vocabulary to compare and improve work.

Exaggerate dance movements and motifs (using expression when moving)

Perform with confidence, using a range of movement patterns.

Demonstrate a strong imagination when creating own dance sequences and motifs.

Demonstrate strong movements throughout a dance sequence.

Combine flexibility, techniques and movements to create a fluent sequence.

Move appropriately and with the required style in relation to the stimulus.e.g using various levels, ways of travelling and motifs.

Begin to show a change of pace and timing in their movements.

Move to the beat accurately in dance sequences.

Improvise with confidence, still demonstrating fluency across their sequence.

Dance with fluency, linking all movements and ensuring they flow.

Demonstrate consistent precision when performing dance sequences.

Modify parts of a sequence as a result of self and peer evaluation.

Use more complex dance vocabulary to compare and improve work.

Gymnastics

Copies and explores basic movements with some control and coordination.

Can perform different body shapes

Performs at different levels using equipment

Can perform 2 footed jump

Can use equipment safely

Balances with some control

Can link 2-3 simple movements

Explores and creates different pathways and patterns.

Uses equipment in a variety of ways to create a sequence

Link movements together to create a sequence

Applies compositional ideas independently and with others to create a sequence.

Copies, explores and remembers a variety of movements and uses these to create their own sequence.

Describes their own work using simple gym vocabulary.

Beginning to notice similarities and differences between sequences.

Uses turns whilst travelling in a variety of ways.

Beginning to show flexibility in movements

Beginning to develop good technique when travelling, balancing, using equipment etc

Links skills with control, technique, co-ordination and fluency.

Understands composition by performing more complex sequences.

Beginning to use gym vocabulary to describe how to improve and refine performances.

Develops strength, technique and flexibility throughout performances.

Creates sequences using various body shapes and equipment.

Combines equipment with movement to create sequences.

Select and combine their skills, techniques and ideas.

Apply combined skills accurately and appropriately, consistently showing precision, control and fluency.

Draw on what they know about strategy, tactics and composition when performing and evaluating.

Analyse and comment on skills and techniques and how these are applied in their own and others' work.

Uses more complex gym vocabulary to describe how to improve and refine performances.

Develops strength, technique and flexibility throughout performances.

Links skills with control, technique, co-ordination and fluency.

Understands composition by performing more complex sequences.

Plan and perform with precision, control and fluency, a movement sequence showing a wide range of actions including variations in speed, levels and directions.

Performs difficult actions, with an emphasis on extension, clear body shape and changes in direction.

Adapts sequences to include a partner or a small group.

Gradually increases the length of sequence work with a partner to make up a short sequence using the floor, mats and apparatus, showing consistency, fluency and clarity of movement.

Draw on what they know about strategy, tactics and composition when performing and evaluating.

Analyse and comment on skills and techniques and how these are applied in their own and others' work.

Uses more complex gym vocabulary to describe how to improve and refine performances.

Develops strength, technique and flexibility throughout performances.

Games

Such as

Tag rugby, hockey, football,

Tennis

Badminton,

Handball,

Cricket

Rounders

Stoolball

Can travel in a variety of ways including running and jumping.

Beginning to perform a range of throws.

Receives a ball with basic control

Beginning to develop hand-eye coordination

Participates in simple games

Confident to send the ball to others in a range of ways.

Beginning to apply and combine a variety of skills (to a game situation)

Develop strong spatial awareness.

Beginning to develop own games with peers.

Understand the importance of rules in games.

Develop simple tactics and use them appropriately.

Beginning to develop an understanding of attacking/ defending

Understands tactics and composition by starting to vary how they respond.

Vary skills, actions and ideas and link these in ways that suit the games activity.

Beginning to communicate with others during game situations.

Uses skills with co-ordination and control.

Develops own rules for new games.  

Makes imaginative pathways using equipment.  

Works well in a group to develop various games.

Beginning to understand how to compete with each other in a controlled manner.

Beginning to select resources independently to carry out different skills.

Aware of space and use it support others or cause problems for opposition.

Vary skills, actions and ideas and link these in ways that suit the games activity.

Shows confidence in using ball skills in various ways, and can link these together.

e.g. dribbling, bouncing, kicking

Uses skills with co-ordination, control and fluency.

Takes part in competitive games with a strong understanding of tactics and composition.

Can create their own games using knowledge and skills.

Works well in a group to develop various games.

Compares and comments on skills to support creation of new games.

Can make suggestions as to what resources can be used to differentiate a game.  

Apply basic skills for attacking and defending.

Uses running, jumping, throwing and catching in isolation and combination.

Vary skills, actions and ideas and link these in ways that suit the games activity.

Shows confidence in using ball skills in various ways, and can link these together.

Uses skills with co-ordination, control and fluency.

Takes part in competitive games with a strong understanding of tactics and composition.

Can create their own games using knowledge and skills.

Can make suggestions as to what resources can be used to differentiate a game.  

Apply basic skills for attacking and defending.

Uses running, jumping, throwing and catching in isolation and combination.

Vary skills, actions and ideas and link these in ways that suit the games activity.

Shows confidence in using ball skills in various ways, and can link these together effectively.

e.g. dribbling, bouncing, kicking

Keeps possession of balls during games situations.

Consistently uses skills with co-ordination, control and fluency.

Takes part in competitive games with a strong understanding of tactics and composition.

Can create their own games using knowledge and skills.

Modifies competitive games.  

Compares and comments on skills to support creation of new games.

Can make suggestions as to what resources can be used to differentiate a game.  

Apply knowledge of skills for attacking and defending.

Uses running, jumping, throwing and catching in isolation and in combination.

Can communicate effectively in a game.

Athletics

Can run at different speeds.

Can jump from a standing position

Performs a variety of throws with basic control.

Can change the speed and direction whilst running.

Can jump from a standing position with accuracy.

Performs a variety of throws with control and coordination.

preparation for shot put and javelin

Can use equipment safely

Beginning to run at speeds appropriate for the distance.  

e.g. sprinting and cross country

Can perform a running jump with some accuracy

Performs a variety of throws using a selection of equipment.

Can use equipment safely and with good control.

Beginning to build a variety of running techniques and use with confidence.

Can perform a running jump with more than one component.

e.g. hop skip jump (triple jump)

Demonstrates accuracy in throwing and catching activities.  

Describes good athletic performance using correct vocabulary.

Can use equipment safely and with good control.

Beginning to build a variety of running techniques and use with confidence.

Can perform a running jump with more than one component.

e.g. hop skip jump (triple jump)

Beginning to record peers performances, and evaluate these.

Demonstrates accuracy and confidence in throwing and catching activities.  

Describes good athletic performance using correct vocabulary.

Can use equipment safely and with good control.

Beginning to build a variety of running techniques and use with confidence.

Can perform a running jump with more than one component.

e.g. hop skip jump (triple jump)

Beginning to record peers performances, and evaluate these.

Demonstrates accuracy and confidence in throwing and catching activities.  

Describes good athletic performance using correct vocabulary.

Can use equipment safely and with good control.

Can organise their own activities and adapt ideas given.

Outdoor Adventurous Activities

Exploring the school site

Visits to the local area

Beach school initiatives.

Develops listening skills.

Listens to instructions from a partner/ adult.  

Beginning to think activities through and problem solve.

Discuss and work with others in a group.

Demonstrates an understanding of how to stay safe.

Develops strong listening skills.

Uses simple maps.

Beginning to think activities through and problem solve.

Choose and apply strategies to solve problems with support.

Discuss and work with others in a group.

Demonstrates an understanding of how to stay safe.

Develops strong listening skills.

Uses and interprets simple maps.

Think activities through and problem solve using general knowledge.

Choose and apply strategies to solve problems with support.

Demonstrates an understanding of how to stay safe.

Develops strong listening skills.

Uses and interprets simple maps.  

Think activities through and problem solve using general knowledge.

Choose and apply strategies to solve problems with support.

Discuss and work with others in a group.

Demonstrates an understanding of how to stay safe.

Swimming

Provision provided only in Year 2 & Year 5

Discussion about water safety.

All children to take part in levelled swimming sessions for 1 term.

Targeted focus on those who cannot swim 25m or less.

Parental and pupil survey

Swims competently, confidently and proficiently over a distance of at least 25 metres 

Uses a range of strokes effectively e.g. front crawl, backstroke and breaststroke.

Performs safe self-rescue in different water-based situations.

Children to experience water sport activity that is not just swimming.

Evaluation

watch, copy and describe what others are doing describe what they are doing

recognise good quality in performance use information to improve their work

recognise good performance and identify the parts of a performance that need improving use what they have learned to improve their work

explain their ideas and plans recognise aspects of their work which need improving suggest practices to improve their play

choose and use information and basic criteria to evaluate their own and others’ work

evaluate their own and others’ work suggest ways of making improvements

Healthy Lifestyles

know that being active is good for them and fun

recognise and describe what their bodies feel like during different types of activity

know and describe the short term effects of different exercise activities on the body know how to improve stamina begin to understand the importance of warming up

recognise which activities help their speed, strength and stamina and know when they are important in games recognise how specific activities affect their bodies

know and understand the basic principles of warming up and why it is important for good quality performance understand why physical activity is good for their health

understand why warming up and cooling down are important understand why exercise is good for health, fitness and wellbeing and how to become healthier themselves carry out warm ups safely and effectively