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PE at MBA

As part of the Paralympic celebrations we held our own Paralympic Day in school led by Mr Garfield. We learnt about some of the challenges other people face, which links in with our value of equality. We experienced what it would be like to have a visual impairment or have a difficulty moving. We had to show trust when we used guides to help us to take part in short sprint races. For goal ball it was really important that we listened carefully to the ball and to what our team were communicating to us. The children also had to refine their precision and develop strategies whilst playing Boccia. We all gained a lot from the experience. 

Paralympic Day

As a celebration for our year's work, we took part in our very 'Mini Olympics'. We made sure that we incorporated our school values of pride, respect, resilience and equality as well as the Primary School Games values of self belief, team work, fair play and fun!

It was our first time competing on an Athletics track and field, so we were all very excited. We are going to continue our healthy lifestyles so we can better our performance next year. It was fantastic to see so many parents coming along to support the children too.

School Games 2015

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Physical Development in Nursery.

Physical Development is a very important area of learning in Early Years.  It is one of our Prime areas and supports so many other areas of our learning.  We think about our physical development all the time in Nursery.

We are using big gross motor movements to make lines and circles with ribbons.

We have moved along a bench in a variety of ways.

Thinking about having our own space as we run and change direction and speed.

We have also been really clever and talked about the changes that happen to our bodies when we move and exercise.  We know that we get 'hot,' 'tired' and 'our heart beats faster!

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We cover a wide range of skills and activities during PE lessons at Merritts Brook and every child has access to swimming lessons for a term each year.

We work alongside Aspire coaches to deliver high quality PE to all of our pupils.

An overview of what the whole school covers in PE can be seen below along with a more detailed summary of individual year group expectations.

Year 4 PE

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Physical Activity can also help your Numeracy skills. Year 4 created their own target games which had to involved addition, subtraction and multiplication. It's really pleasing to see them making their own games out of the skills they've acquired in both PE and Numeracy. Why not ask them to teach you a game?

Physical Activity can also help your Numeracy skills. Year 4 created their own target games which had to involved addition, subtraction and multiplication. It's really pleasing to see them making their own games out of the skills they've acquired in both PE and Numeracy. Why not ask them to teach you a game? 1
Physical Activity can also help your Numeracy skills. Year 4 created their own target games which had to involved addition, subtraction and multiplication. It's really pleasing to see them making their own games out of the skills they've acquired in both PE and Numeracy. Why not ask them to teach you a game? 2

We are proud to represent our school in the Primary School Games!

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Year 1

 

Dance Expectations

Perform basic body actions

• Use different parts of the body singly and in combination

• Show some sense of dynamic, expressive and rhythmic qualities in their own dance

• Choose appropriate movements for different dance ideas

• Remember and repeat short dance phrases and simple dances

• Move with control

• Vary the way they use space

• Describe how their lungs and heart work when dancing

• Describe basic body actions and simple expressive and dynamic qualities of movement

                      

Gymnastics expectations

Show basic control and coordination when travelling and when remaining still

• Choose and link 'like' actions

• Remember and repeat these actions accurately and consistently

• Find and use space safely, with an awareness of others

• Identify and copy the basic actions of gymnasts

• Use words such as rolling, travelling, balancing, climbing

• Make their body tense, relaxed, stretched and curled

• Describe what they do in their movement phrases

 

                            

Invasion Games

Use basic underarm, rolling and hitting skills

• Sometimes use overarm skills

• Intercept, retrieve and stop a beanbag and a medium-sized ball with some consistency

• Sometimes catch a beanbag and a medium-sized ball

• Track balls and other equipment sent to them, moving in line with the ball to collect it

• Throw, hit and kick a ball in a variety of ways, depending on the needs of the game

• Choose different ways of hitting, throwing, striking or kicking the ball

• Decide where to stand to make it difficult for their opponent

• Describe what they and others are doing

• Describe how their body feels during games

 

Year 2

 

Dance Expectations

Perform body actions with control and coordination

• Choose movements with different dynamic qualities to make a dance phrase that expresses an idea, mood or feeling

• Link actions

• Remember and repeat dance phrases

• Perform short dances, showing an understanding of expressive qualities

• Describe the mood, feelings and expressive qualities of dance

• Describe how dancing affects their body

• Know why it is important to be active

• Suggest ways they could improve their work

 

                       

Gymnastics expectations

Plan and repeat simple sequences of actions

• Show contrasts in shape

• Perform the basic gymnastic actions with coordination, control and variety

• Recognise and describe how they feel after exercise

• Describe what their bodies feel like during gymnastic activity

• Describe what they and others have done

• Say why they think gymnastic actions are being performed well

 

                             

Invasion Games

• Show awareness of opponents and team-mates when playing games

• Perform basic skills of rolling, striking and kicking with more confidence

• Apply these skills in a variety of simple games

• Make choices about appropriate targets, space and equipment

• Use a variety of simple tactics

• Describe how their bodies work and feel when playing games

• Work well with a partner and in a small group to improve their skills

• Describe how their body feels during games

 

 

 

 

 

Athletics

• Run at fast, medium and slow speeds, changing speed and direction

• Link running and jumping activities with some fluency, control and consistency

• Make up and repeat a short sequence of linked jumps

• Take part in a relay activity, remembering when to run and what to do

• Throw a variety of objects, changing their action for accuracy and distance

• Recognize when their heart rate, temperature and breathing rate have changed

 

 

Outdoor adventurous activity

• Identify where they are by using simple plans and diagrams of familiar environments

• Use simple plans and diagrams to help them follow a short trail and go from one place to another

• Respond to a challenge or problem they are set

• Begin to work and behave safely

• Work increasingly cooperatively with others, discussing how to follow trails and solve problems

• Recognise that different tasks make their body work in different ways

• Comment on how they went about tackling tasks

 

Year 3

 

Dance Expectations

Use a greater number of their own ideas for movements in response to a task

• Choose and plan sequences of contrasting actions

• Adapt sequences to suit different types of apparatus and their partner's ability

• Explain how strength and suppleness affect performance

• Identify some muscle groups used in gymnastic activities

• Suggest warm-up activities

• Compare and contrast gymnastic sequences, commenting on similarities and differences

• With help, recognise how performances could be improved

 

                      

Gymnastics expectations

• Use a greater number of their own ideas for movements in response to a task

• Choose and plan sequences of contrasting actions

• Adapt sequences to suit different types of apparatus and their partner's ability

• Explain how strength and suppleness affect performance

• Identify some muscle groups used in gymnastic activities

• Suggest warm-up activities

• Compare and contrast gymnastic sequences, commenting on similarities and differences

• With help, recognise how performances could be improved

 

                            

Invasion Games

• Throw and catch with control to keep possession and score 'goals'

• Be aware of space and use it to support team-mates and cause problems for the opposition

• Know and use rules fairly to keep games going

• Keep possession with some success when using equipment that is not used for throwing and catching skills

• Explain why it is important to warm up and cool down

• Say when a player has moved to help others

• Apply this knowledge to their own play

 

 

 

Athletics

• Run at fast, medium and slow speeds, changing speed and direction

• Link running and jumping activities with some fluency, control and consistency

• Make up and repeat a short sequence of linked jumps

• Take part in a relay activity, remembering when to run and what to do

• Throw a variety of objects, changing their action for accuracy and distance

• Recognize when their heart rate, temperature and breathing rate have changed

 

 

Outdoor adventurous activity

• Identify where they are by using simple plans and diagrams of familiar environments

• Use simple plans and diagrams to help them follow a short trail and go from one place to another

• Respond to a challenge or problem they are set

• Begin to work and behave safely

• Work increasingly cooperatively with others, discussing how to follow trails and solve problems

• Recognise that different tasks make their body work in different ways

• Comment on how they went about tackling tasks

 

 

Net and Wall

• Keep up a continuous game, using a range of throwing and catching skills and techniques

• Use a small range of basic racket skills

• Choose and use a range of simple tactics for sending the ball in different ways to make it difficult for their opponent

• Choose and use a range of simple tactics for defending their own court

• Adapt and refine rules

• Make up their own net games

• Understand the point of the game

• Keep rules effectively and fairly

• Recognise how net games make the body work

• Talk about what they do well and recognise things they could do better

 

 

Striking and fielding

• Use a range of skills, eg throwing, striking, intercepting and stopping a ball, with some control and accuracy

• Choose and vary skills and tactics to suit the situation in a game

• Carry out tactics successfully

• Set up small games

• Know rules and use them fairly to keep games going

• Explain what they need to do to get ready to play games

• Carry out warm ups with care and an awareness of what is happening to their bodies

• Describe what they and others do that is successful

• Suggest what needs practicing

 

Year 4

 

Dance Expectations

• Respond imaginatively to a range of stimuli related to character and narrative

• Use simple motifs and movement patterns to structure dance phrases on their own, with a partner and in a group

• Refine, repeat and remember dance phrases and dances

• Perform dances clearly and fluently

• Show sensitivity to the dance idea and the accompaniment

• Show a clear understanding of how to warm up and cool down safely

• Describe, interpret and evaluate dance, using appropriate language

 

                      

Gymnastics expectations

• Perform actions, balances, body shapes and agilities with control

• Plan, perform and repeat longer sequences that include changes of speed and level, clear shapes and quality of movement

• Adapt their own movements to include a partner in a sequence

• Understand that strength and suppleness can be improved

• Lead a partner through short warm-up routines

• Recognise criteria that lead to improvement, eg changing a level

• Watch, describe and suggest possible improvements to others' performances

• Suggest improvements to their own performance

 

                            

Invasion Games

• Play games with some fluency and accuracy, using a range of throwing and catching techniques

• Find ways of attacking successfully when using other skills

• Use a variety of simple tactics for attacking well, keeping possession of the ball as a team, and getting into positions to score

• Know the rules of the games

• Understand that they need to defend as well as attack

• Understand how strength, stamina and speed can be improved by playing invasion games

• Lead a partner through short warm-up routines

• Watch and describe others' performances, as well as their own, and suggest practices that will help them and others to play better

 

 

Athletics

• Understand and demonstrate the difference between sprinting and running for sustained periods

• Know and demonstrate a range of throwing techniques

• Throw with some accuracy and power into a target area

• Perform a range of jumps, showing consistent technique and sometimes using a short run-up

• Play different roles in small groups

• Relate different types of activity to different heart rates and body temperatures, and use some of these activities when warming up

• Compare and contrast performances using appropriate language

 

 

Outdoor adventurous activity

• use maps and diagrams to orientate themselves and to travel around a simple course

• Respond when the task or environment changes and the challenge increases

• Start to plan sensible responses to physical challenges or problems, talking and working with others in their group

• Recognise some of the physical demands that activities make on them

• Identify parts of the work that were successful

• Respond to feedback on how to go about their work differently

 

 

Net and Wall

• Keep up a continuous game, using a range of throwing and catching skills and techniques

• Use a small range of basic racket skills

• Choose and use a range of simple tactics for sending the ball in different ways to make it difficult for their opponent

• Choose and use a range of simple tactics for defending their own court

• Adapt and refine rules

• Make up their own net games

• Understand the point of the game

• Keep rules effectively and fairly

• Recognise how net games make the body work

• Talk about what they do well and recognise things they could do better

 

 

 

Striking and fielding

• Use a range of skills, eg throwing, striking, intercepting and stopping a ball, with some control and accuracy

• Choose and vary skills and tactics to suit the situation in a game

• Carry out tactics successfully

• Set up small games

• Know rules and use them fairly to keep games going

• Explain what they need to do to get ready to play games

• Carry out warm ups with care and an awareness of what is happening to their bodies

• Describe what they and others do that is successful

• Suggest what needs practicing

 

 

Year 5

 

Dance Expectations

• Compose motifs and plan dances creatively and collaboratively in groups

• Adapt and refine the way they use weight, space and rhythm in their dances to express themselves in the style of dance they use

• Perform different styles of dance clearly and fluently

• Organise their own warm-up and cool-down exercises

• Show an understanding of safe exercising

• Recognise and comment on dances, showing an understanding of style

• Suggest ways to improve their own and other people's work

 

                      

Gymnastics expectations

• Create, practice and refine longer, more complex sequences for a performance, including changes in level, direction and speed

• Choose actions, body shapes and balances from a wider range of themes and ideas

• Adapt their performance to the demands of a task, using their knowledge of composition

• Understand the need for warming up and working on body strength, tone and flexibility

• Lead small groups in warm-up activities

• Use basic set criteria to make simple judgements about performances and suggest ways they could be improved

 

                            

Invasion Games

• Pass, dribble and shoot with control in games

• Identify and use tactics to help their team keep the ball and take it towards the opposition's goal

• Mark opponents and help each other in defence

• Know and carry out warm-up activities that use exercises helpful for invasion game

• Pick out things that could be improved in performances and suggest ideas and practices to make them better

 

 

 

 

 

Athletics

• Choose the best pace for a running event, so that they can sustain their running and improve on a personal target

• Show control at take-off in jumping activities

• Show accuracy and good technique when throwing for distance

• Organise and manage an athletic event well

• Understand how stamina and power help people to perform well in different athletic activities

• Identify good athletic performance and explain why it is good, using agreed criteria

 

 

 

Outdoor adventurous activity

• Choose and perform skills and strategies effectively

• Find solutions to problems and challenges

• Plan, implement and refine the strategies they use

• Adapt the strategies as necessary

• Work increasingly well in a group or in a team where roles and responsibilities are understood

• Prepare physically and organisationally for challenges they are set, taking into account the group's safety

• Identify what they do well, as individuals and as a group; suggest ways to improve

 

 

Net and Wall

•Use forehand, backhand and overhead shots increasingly well in the games they play

• Use the volley in games where it is important

• Use the skills they prefer with competence and consistency

• Understand the need for tactics

• Start to choose and use some tactics effectively

• Play cooperatively with a partner

• Apply rules consistently and fairly

• Identify appropriate exercises and activities for warming up

• Recognise how these games make their bodies work

• Pick out what they and others do well and suggest ideas for practices

 

 

 

Striking and fielding

• Strike a bowled ball

• Use a range of fielding skills, eg catching, throwing, bowling, intercepting, with growing control and consistency

• Work collaboratively in pairs, group activities and small-sided games

• Use and apply the basic rules consistently and fairly

• Understand and implement a range of tactics in games

• Recognise the activities and exercises that need including in a warm up

• Identify their own strengths and suggest practices to help them improve

 

 

Year 6

 

Dance Expectations

• Work creatively and imaginatively on their own, with a partner and in a group to compose motifs and structure simple dances

• Perform to an accompaniment expressively and sensitively

• Perform dances fluently and with control

• Warm up and cool down independently

• Understand how dance helps to keep them healthy

• Use appropriate criteria to evaluate and refine their own and others' work

• Talk about dance with understanding, using appropriate language and terminology

 

                      

Gymnastics expectations

•Make up longer, more complex sequences, including changes of direction, level and speed

• Develop their own solutions to a task by choosing and applying a range of compositional principles

• Combine and perform gymnastic actions, shapes and balances

• Show clarity, fluency, accuracy and consistency in their movements

• In small groups, prepare a sequence to be performed to an audience

• Understand the importance of warming up and cooling down

• Say, in simple terms, why activity is good for their health, fitness and wellbeing

• Show an awareness of factors influencing the quality of a performance and suggest aspects that need improving

 

 

                            

Invasion Games

• Use different techniques for passing, controlling, dribbling and shooting the ball in games

• Apply basic principles of team play to keep possession of the ball

• Use marking, tackling and/or interception to improve their defence

• Play effectively as part of a team

• Know what position they are playing in and how to contribute when attacking and defending

• Plan practices and warm ups to get ready for playing safely

• Recognise their own and others' strengths and weaknesses in games

• Suggest ideas that will improve performance

 

 

 

 

 

 

Athletics

• Choose the best pace for a running event, so that they can sustain their running and improve on a personal target

• Show control at take-off in jumping activities

• Show accuracy and good technique when throwing for distance

• Organise and manage an athletic event well

• Understand how stamina and power help people to perform well in different athletic activities

• Identify good athletic performance and explain why it is good, using agreed criteria

 

 

 

Outdoor adventurous activity

• Choose and perform skills and strategies effectively

• Find solutions to problems and challenges

• Plan, implement and refine the strategies they use

• Adapt the strategies as necessary

• Work increasingly well in a group or in a team where roles and responsibilities are understood

• Prepare physically and organisationally for challenges they are set, taking into account the group's safety

• Identify what they do well, as individuals and as a group; suggest ways to improve

 

 

Net and Wall

• Use forehand, backhand and overhead shots increasingly well in the games they play

• Use the volley in games where it is important

• Use the skills they prefer with competence and consistency

• Understand the need for tactics

• Start to choose and use some tactics effectively

• Play cooperatively with a partner

• Apply rules consistently and fairly

• Identify appropriate exercises and activities for warming up

• Recognise how these games make their bodies work

• Pick out what they and others do well and suggest ideas for practices

 

 

 

Striking and fielding

• Strike a bowled ball

• Use a range of fielding skills, eg catching, throwing, bowling, intercepting, with growing control and consistency

• Work collaboratively in pairs, group activities and small-sided games

• Use and apply the basic rules consistently and fairly

• Understand and implement a range of tactics in games

• Recognise the activities and exercises that need including in a warm up

• Identify their own strengths and suggest practices to help them improve

 

 

 

We attend many competions along with other schools at Shenly Academy  

You can read more about what activites we take part in with Shenly by clicking on the link below

 

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