Welcome to Harlands Community
Primary & Nursery School

Physical Education

The National Curriculum for Physical Education

PRIMARY_national_curriculum_-_Physical_education.pdf

Physical Education Intent

We offer a high-quality physical education curriculum that inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It provides opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

The national curriculum for PE aims to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities

  • are physically active for sustained periods of time

  • engage in competitive sports and activities

  • lead healthy, active lives


Physical Education

Progression in Art

Nursery Physical Education

Reception Physical Education

  • Shows understanding of the need for safety when tackling new challenges and considers and manages some risks when using equipment.

  • Can play in a group, extending and elaborating play ideas within the group.

  • Begins to accept the needs of others and can take turns and share, sometimes with the support of others.

  • Shows increasing control when throwing and catching a large ball

  • Showing increased control when catching a ball.

  • Shows increasing control over an object, pushing, pasting, throwing, catching, or kicking it

  • Keeps play going by responding to what others are saying or doing.

  • Runs skilfully and negotiates spaces successfully, adjusting speed or direction to avoid obstacles.

  • Explore and copy basic body actions and rhythms.

  • Negotiate space confidently, using appropriate strategies.

  • Use their bodies to respond to stories, topics, and music.

  • Travels with confidence and skill in a range of movements when using equipment.

  • Shows understanding of the need for safety when tackling new challenges and considers and manages some risks.

  • Moves freely and with pleasure and confidence in a range of skilful ways.

Year 1 Physical Education

Year 2 Physical Education

  • Practise different skills associated with simple games (e.g. co-ordinating throwing and catching)

  • Change speed and direction with and without a ball

  • Work co-operatively in teams

  • Understand simple rules within a game

  • Run for 1 minute

  • Show differences in running at speed and jogging

  • Show a basic level of control, coordination and consistency when running

  • Develop the underarm throw, throwing accurately at a target

  • Perform the 5 basic jumps (2-2. 2-1, 1-2, 1-1 same foot, 1 to 1 landing on other foot) and combinations of them

  • Show control at take-off and landing

  • Explain what is successful or how to improve

  • Respond imaginatively to a range of stimuli

  • Copy some moves

  • Move confidently and safely in their own and general space using changes of speed, level and direction

  • Move spontaneously showing some control and co-ordination

  • Move with confidence when walking, hopping, jumping, landing

  • Move with some rhythm in the above actions

  • Demonstrate good balance

  • Move in time with music

  • Co-ordinate arm and leg actions (e.g. march and clap)

  • Interact with a partner (e.g. holding hands, swapping places, meeting and parting)

  • Perform gymnastic sequence with a balance, a travelling action, a jump and a roll

  • Teach sequence to a partner and perform together

  • Stand and sit “like a gymnast”

  • Explore the 5 basic shapes: straight/tucked/star/ straddle/pike

  • Balance in these shapes on large body parts: back, front, side, bottom

  • Explore balance on front and back so that extended arms and legs are held off the floor (arch and dish shapes respectively)

  • Begin to travel on hands and feet (hands flat on floor and fully extend arms)

  • Bunny hop (transfer weight to hands)

  • Begin to explore shape in the air when jumping and landing with some control (straight and star shape)

  • Pencil/log roll – from back to front keeping body and limbs in straight shape

  • Egg roll – lie on side in tucked shape, holding knees tucked into chest roll onto back and onto other side. Repeat to build up core strength

  • Explore different ways to use, move and send a ball (using feet - kicking, hands, different throws and bouncing, using equipment - racket, sticks)

  • Throw and hit a ball in different ways - high, low, fast, slow showing some control

  • Apply simple tactics to a game including recognising space and using it to your advantage.

  • React to situations to make it difficult for your opponent - moving to defend.

  • Show awareness of others when playing a game

  • Explore and practise a variety of athletic movements and apply athletic skills and techniques to a variety of activities.

  • Describe different ways of running and develop distance running technique.

  • Develop the overarm and pull throw, throwing accurately at a target.

  • Develop coordination and balance while exploring different running, jumping and throwing techniques.

  • Use different techniques to meet challenges

  • Explain what is successful or how to improve

  • Perform movement phrases using a range of different body actions and body parts - with control and accuracy

  • Create linked movements - combining different ways of travelling with beginnings, middles and ends

  • Compose short dances that express and communicate mood, ideas and feelings, varying compositional ideas

  • Explore, repeat and remember short dance phrases, showing control and spatial awareness

  • Describe phrases and expressive qualities

  • Work on their own and with a partner by teaching each other 2 movements to create a dance with 4 actions

  • Perform gymnastic sequence with more than one balance, travelling action, jump and/or roll on the floor and with apparatus

  • Teach sequence to a partner and perform together

  • Develop balance by showing good tension in the core and tension and extension in the arms and legs, hands and feet

  • Develop balance on front and back so that extended arms and legs are held off the floor (arch and dish shapes respectively)

  • Balance and use of core strength by exploring and developing use of upper body strength taking weight on hands and feet – front support (press up position) and back support (opposite) NB: ensure hands are always flat on floor and fingers point the same way as toes

  • Monkey walk (bent legs and extended arms)

  • Caterpillar walk (hips raised so legs as well as arms can be fully extended. Keep hands still while walking feet towards hands, keep feet still while walking hands away from feet until in front support position)

  • Explore shape in the air when jumping and landing with increasing control (straight, tuck, star shape)

  • Continue to develop control in different rolls

  • Dish roll – with extended arms and legs off the floor, roll from dish to arch shape slowly and with control

  • Begin forward roll (crouch in tucked shape, feet on floor, hands flat on floor in front. Keep hands and feet still, raise hips in the air to inverted ‘V’ position

Year 3 Physical Education

Year 4 Physical Education

  • Explore different ways to use, move and send a ball (using feet - kicking, hands, different throws and bouncing, using equipment - racket, sticks)

  • Throw and hit a ball in different ways - high, low, fast, slow showing some control

  • Apply simple tactics to a game including recognising space and using it to your advantage.

  • React to situations to make it difficult for your opponent - moving to defend.

  • Show awareness of others when playing a game

  • Explore and practise a variety of athletic movements and apply athletic skills and techniques to a variety of activities.

  • Describe different ways of running and develop distance running technique.

  • Develop the overarm and pull throw, throwing accurately at a target.

  • Develop coordination and balance while exploring different running, jumping and throwing techniques.

  • Use different techniques to meet challenges

  • Explain what is successful or how to improve

  • Perform movement phrases using a range of different body actions and body parts - with control and accuracy

  • Create linked movements - combining different ways of travelling with beginnings, middles and ends

  • Compose short dances that express and communicate mood, ideas and feelings, varying compositional ideas

  • Explore, repeat and remember short dance phrases, showing control and spatial awareness

  • Describe phrases and expressive qualities

  • Work on their own and with a partner by teaching each other 2 movements to create a dance with 4 actions

  • Create gymnastic sequences that meet a theme or set of conditions, showing a clear beginning, middle and end.

  • Work with a partner to create a sequence. From starting shape move together by e.g. travelling on hands and feet, rolling, jumping. Then move apart to finish

  • Explore balancing on combinations of 1/2/3/4 “points” e.g. 2 hands and 1 foot, head and 2 hands in a tucked head stand

  • Balance on floor and apparatus exploring which body parts are the safest to use

  • Develop flexibility, strength, control, technique and balance

  • Find different ways of using a shape, balance or travel and link them to make actions and sequences of movement.

  • Use a variety of rolling actions to travel on the floor and along apparatus

  • Travel with a partner; move away from and together on the floor and on apparatus

  • Begin to orientate simple maps and plans

  • Find way back to a base point sometimes with support

  • Co-operate and beginning to share roles within a group

  • Listen to each other’s ideas when planning a task and adapt

  • Understand the roles needed within the group

  • Recognise that some outdoor adventurous activities can be dangerous

  • Follow rules to keep self and others safe

  • With adult support, select appropriate equipment/route/people to solve a problem successfully

  • Practise skills in isolation and combination to apply to different sports (e.g. throwing and catching with greater accuracy)

  • Work well as a team in competitive games

  • Apply basic principles of attacking (finding a space) and defending (challenging a player in possession)

  • Use a range of tactics to keep possession of the ball

  • Continue to develop an understanding of fair play (respect team -mates and opponents)

  • Show control and consistency during games

  • Pass, shoot, hit and receive a ball with increasing accuracy and success using both their bodies and equipment

  • Pass in different ways e.g. high, low, fast, slow

  • Work together to keep a rally going

  • Choose different styles of running of different distances to meet the demand of a task

  • Begin to pace and sustain their effort over longer distances

  • Perform combinations of jumps e.g. hop, step, jump showing control and consistency

  • Show consistency, coordination and control when running, throwing and jumping

  • Explore different styles of throwing, e.g. pulling, pushing and slinging (to prepare for javelin, shot and discus)

  • Throw with greater control

  • Consistently hit a target with a range of implements

  • Set realistic targets when throwing over an increasing distance and understand that some implements will travel further than others (guidance)

  • Perform dances to a range of movement patterns - accurately, fluently, consistently and with control on their own and with a partner

  • Develop dance phrases using action/reaction, and question and answer

  • Demonstrate use of space – levels, directions, pathways and body shape

  • Demonstrate different relationships – mirroring, unison, canon, complementary & contrasting

  • Combine actions and maintain the quality of performance when performing at the same time as a partner

  • Experiment with a wide range of actions, varying and combining spatial patterns, speed, tension and continuity when working with a partner or group.

  • Understand and use an increasing range of simple dance vocabulary

  • Compare and comment on their own and other’s work -strengths and areas for improvement

  • Perform a gymnastic sequence with clear changes of speed, 3 different balances with 3 different ways of travelling

  • Create, perform and repeat a combination of actions that include changes of dynamic e.g. changes of level, speed, direction, and clarity of shape.

  • Explore and develop use of upper body strength taking weight on hands and feet – front support (press up position) and back support (opposite). NB: ensure hands are always flat on floor and fingers point the same way as toes

  • Explore balancing with a partner: facing, beside, behind and on different levels

  • Move in and out of balance fluently

  • Travel at different speeds e.g. move slowly into a balance, travel quickly before jumping

  • Travel in different pathways on the floor and using apparatus, explore different entry and exit points other than travelling in a straight line on apparatus

  • Explore leaping forward in stag jump, taking off from one foot and landing on the other (on floor and along bench controlling take-off and landing)

  • Add a quarter or half turn into a jump before landing

  • Make a twisted shape in the air and control landing by keeping body upright throughout the twisting action

  • Orientate simple maps and plans

  • Mark control points in correct position on map or plan

  • Find way back to a base point

  • Co-operate and beginning to share roles within a group

  • Listen to each other’s ideas when planning a task and adapt

  • Take responsibility for a role within the group

  • Follow rules to keep self and others safe

  • Select appropriate equipment/route/people to solve a problem successfully

  • Choose effective strategies and change ideas if not working

Year 5 Physical Education

Year 6 Physical Education

  • Develop techniques of a variety of skills to maximise team effectiveness

  • Use the skills e.g. of throwing and catching to gain points in competitive games (fielding)

  • Use tactics when attacking or defending

  • Apply rules of fair play to competitive games

  • Begin to use different skills to keep possession of the ball, thinking about moving towards goal, different positions and the use of space.

  • Develop control while performing skills (e.g. passing, hitting) at speed

  • Show a good awareness of others in game situations

  • Use defending principles in game situations including marking

  • Perform skills (e.g. passing, striking, hitting) with accuracy, confidence, control and increasing speed.

  • Improve consistency of shots, noticing longer rallies and directing shots to help win.

  • Work effectively as a team to keep possession of the ball when faced with opponents.

  • Choose when to dribble or pass to keep possession.

  • Sustain pace over longer distance – 2 minutes

  • Identify the main strengths of a performance of self and others

  • Identify parts of the performance that need to be improved

  • Perform a range of warm-up exercises specific to running for short and longer distances

  • Explain how warming up affects performance

  • Explain why athletics can help stamina and strength

  • Set realistic targets for self, of times to achieve over a short and longer distance

  • Demonstrate a range of jumps showing power and control and consistency at both take-off and landing

  • Perform relay change-overs

  • Set realistic targets for self, when jumping for distance or height

  • Continue to develop a broad range of skills and movement patterns, exploring and practising movement ideas inspired by a stimulus

  • Perform dance to an audience showing confidence and clarity of actions

  • Show coordination, control, alignment, flow of energy and strength (Technical Skills)

  • Develop movement using actions - travel, turn, gesture, jump, stillness

  • Utilise space for formation, direction, level and pathways

  • Use basic compositional principles when creating dances - combining movements fluently and effectively

  • Perform a range of movements accurately and with a sense of rhythm, clarity and confidence

  • Link phrases to music

  • Begin to show an awareness of different dance styles, traditions and aspects of their historical/social context

  • Understand and use dance vocabulary

  • Compare and evaluate their own and others’ work

  • Create a sequence of up to 8 elements: (e.g. a combination of asymmetrical shapes and balances and symmetrical rolling and jumping actions; changes of direction and level and show mirroring; and matching shapes and balances

  • Perform balances with control, showing good body tension

  • Mirror and match partner’s balance i.e. making same shape on a different level or in a different place

  • Travel in time with a partner, move away from and back to a partner

  • Explore symmetrical and asymmetrical balances on own and with a partner

  • Explore and develop control in taking some/all of a partner’s weight using counter balance (pushing against) and counter tension (pulling away from)

  • Perform a range of acrobatic balances with a partner on the floor and on different levels on apparatus

  • Perform group balances at the beginning, middle or end of a sequence. Consider how to move in and out of these balances with fluency and control

  • Begin to take more weight on hands when progressing bunny hop into handstand

  • Draw maps and plans and set trails for others to follow

  • Use the eight points of the compass to orientate

  • Begin tp plan and share roles within the group based on each other’s strengths

  • Adapt roles or ideas if they are not working with support

  • Plan strategies to solve problems/plan routes/follow trails etc.

  • Implement and begin to refine strategies


  • Explore different ways to use, move and send a ball (using feet - kicking, hands, different throws and bouncing, using equipment - racket, sticks)

  • Throw and hit a ball in different ways - high, low, fast, slow showing some control

  • Apply simple tactics to a game including recognising space and using it to your advantage.

  • React to situations to make it difficult for your opponent - moving to defend.

  • Show awareness of others when playing a game

  • Explore and practise a variety of athletic movements and apply athletic skills and techniques to a variety of activities.

  • Describe different ways of running and develop distance running technique.

  • Develop the overarm and pull throw, throwing accurately at a target.

  • Develop coordination and balance while exploring different running, jumping and throwing techniques.

  • Use different techniques to meet challenges

  • Explain what is successful or how to improve

  • Perform movement phrases using a range of different body actions and body parts - with control and accuracy

  • Create linked movements - combining different ways of travelling with beginnings, middles and ends

  • Compose short dances that express and communicate mood, ideas and feelings, varying compositional ideas

  • Explore, repeat and remember short dance phrases, showing control and spatial awareness

  • Describe phrases and expressive qualities

  • Work on their own and with a partner by teaching each other 2 movements to create a dance with 4 actions

  • Create gymnastic sequences that meet a theme or set of conditions, showing a clear beginning, middle and end.

  • Work with a partner to create a sequence. From starting shape move together by e.g. travelling on hands and feet, rolling, jumping. Then move apart to finish

  • Explore balancing on combinations of 1/2/3/4 “points” e.g. 2 hands and 1 foot, head and 2 hands in a tucked head stand

  • Balance on floor and apparatus exploring which body parts are the safest to use

  • Develop flexibility, strength, control, technique and balance

  • Find different ways of using a shape, balance or travel and link them to make actions and sequences of movement.

  • Use a variety of rolling actions to travel on the floor and along apparatus

  • Travel with a partner; move away from and together on the floor and on apparatus

  • Begin to orientate simple maps and plans

  • Find way back to a base point sometimes with support

  • Co-operate and beginning to share roles within a group

  • Listen to each other’s ideas when planning a task and adapt

  • Understand the roles needed within the group

  • Recognise that some outdoor adventurous activities can be dangerous

  • Follow rules to keep self and others safe

  • With adult support, select appropriate equipment/route/people to solve a problem successfully