Progression of Skills
The table shows the expected progress made by pupils within their learning. The progress may be much more evident in some activity areas and/or at appropriate times during their learning journey.
It will be our aim to identify any gaps in progression with individuals or classes and assess the areas of need. Teaching and learning across all PE curricula has a personalised approach to suit pupils’ needs and abilities.
| Content: | Phase 1 Basic movements | Phase 2 Breadth of movement | Phase 3 Embed movement | Post 14 Apply movements appropriately |
| Physical development Fundamental movement skills Use skills and techniques (games and athletics, movement and physical development) | Master basic movements e.g. running, jumping, rolling, throw and catch through a variety of activities Develop fine and gross motor skills within a range of activities Explore SOL – stability, object control and locomotion within a range of activities | Apply and develop a broad range of movements and use them to link actions and create sequences Development of SOL of agility, balance and coordination when using fine and gross motor skills | Build on and embed fundamental skills with more confidence and competence in isolated situations and when being competitive – to apply prior knowledge and skills within a range of activities | Apply developed skills with ease and controlled movements showing greater competence in isolated situations.Skills and sequences are performed by linking movements effectively within a range of activities |
| Physical development Apply tactics and strategy Analyse and evaluate | Explore, create and understand movement and how to improve. Develop an understanding of how to perform and how to improve – practice in isolation | Realise, anticipate, persist and reflect on their own performance. To be able to understand what makes a performance effective and identify how they can improve own performances Identify the differences between how each other perform | Reflect on own performance and compare to previous and think about how to improve. Evaluate performances in comparison to previous experiences and accept personal challenges to improve in isolated and competitive situations | |
| Preparation for life and participation Cooperation Competition | Work with peers and take turns and share equipmentPersist in familiar activities in familiar environmentPlay small sided competitive games, use scoring systems for tasks | Work alone, in small groups. Work together to complete challenges Increase pace and intensity when performing skills, dealing with pressurised situations | ||
| Preparation for life and participation Challenge Health and wellbeing | Movements explored in a range of physical activities with an increase of challenge to perform Increase duration of being active –Know the effects of being active on the body and why it is important to be active | Develop confidence and interest to be active and engage in physical activity out of school and in later life Participate in a range of competitions in and out of school Self-motivate and manage to increase level of intensity and competition through personal bests | ||