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Physical Education in Year 2

National Curriculum Focus    
  • Become increasingly competent and confident in fundamental agility, balance, and co-ordination (ABC) in relation to gymnastic activity
  • Develop and perform simple sequences
    
Unit Focus    
  • Describe and explain how performers can transition and link gymnastic elements
  • Perform with control and consistency basic actions at different speeds and on different levels
  • Challenge themselves to develop strength and flexibility
  • Create and perform a simple sequence that is judged using simple gymnastic scoring
Prior Learning Vocabulary Equipment
Have performed a variety of basic gymnastics  Jump, roll, balance, travel, control, speed, link,  Mats, hoops, cones, wall bars, bean bags, low 
actions showing control slow, fast, high, low, shape, sequence, pattern,  apparatus, ropes, and action cards (e.g. 
Introduced to turn, twist, spin, rock and roll and  movement, music, timing, hang, like, carry,  examples of shapes, jumps, etc).
learned to link these into movement patterns relaxation, extension, body tension, muscles,  
Can perform longer movement phrases and strength, rock, roll, turn, spin.  
link with confidence    
Assessment for Learning
Devise and perform a simple movement pattern which includes work on the floor and on mats.   
The movement pattern should be made up of 4 elements which can include: jumps, rolls, rocks, spins, balances or shapes. 
The movement pattern should include a clear starting and finishing position.  
     
Development: Shorter, copy and repeat earlier actions  
     
Challenge: Increase the amount of elements.  Add equipment/apparatus.  

P.E. YEAR 2 DANCE

National Curriculum Focus    
Become increasingly competent and confident in fundamental basic ABC in relation to dance activity.
Develop and perform simple movement patterns.  
Unit Focus    
  • Describe and explain how performers can transition and link shapes and balances
  
  • Perform basic actions with control and consistency at different speeds and on different levels
  • Challenge themselves to move imaginatively responding to music
  
  • Work as part of a group to create and perform short movement sequences to music
  
Prior Learning Vocabulary Equipment
Respond to a range of stimuli and types of Dance, twist, turn, rhythm, step, music, beat, Music player, music, cones, hoops, throw down
music.  stretch, feet, curl, high, low, fast, slow,  spots, balloons, laptop with internet access.
Explore space, direction, levels and speeds direction, huddle, group, mood, feeling,   
Experiment creating actions and performing  musicality, respond, galloping, flying,   
movements with different body parts jumping.  
Assessment for Learning
Pupils work in pairs and help one another to create different shapes/movements to represent the penguin huddle.
Each pair should aim to create three movements performed slowly for four counts each.  
Challenge: Use more body parts; combine with another pair to make a small group piece  
Development: Shorter, copy and repeat earlier actions  

Corpus Christi Catholic Primary School | Hosted by New Era Technology | DB Primary | DB Learning Library

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