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Connecting Learning

o p i n g
ev e l
al
The purpose of this section is to highlight and reinforce the FMS in a range of contexts

D e n t
m
THE ARTS LANGUAGE AND LITERACY

n d a i l ls
Fu k
Art & Design

S
• Listen and respond to a range of stories, rhymes and media.

e n t
• Experiment and use dough, plasticine and clay to make figures • Recall a story and repeat a rhyme, eg,

e m
which show themselves running. ‘The Gingerbread Man’, ‘The Big Pancake’, ‘Three Little Pigs’,

M o v
• Depict and capture speed, eg, sports day, catching the dog, ‘The Grand Old Duke of York’.
running in the playground. • Explain what they have done and give reasons.
• Experiment and use a range of media, materials and processes • Shared/creative/independent writing, eg, Why we run?
to design and produce collage work, eg, for sports day, be • Describe and record how different body parts move when
healthy week, children practising running technique. running.
Music • Retell and record stories, rhymes and personal experiences
• Move at different speeds in response to music, eg, ‘I went to in sequence, eg: orally, using props, through drawing and
school one morning’, ‘Peter plays with one hammer’. writing.
• Listen to, join in and remember a range of rhymes, simple songs
and singing games related to movement, especially running. PERSONAL DEVELOPMENT
Drama
• Discuss and act out possible scenarios, eg, running away from a • Explore and discuss the importance of being healthy and
fire. share ideas on how to keep healthy.
• Take part in simple drama games and stories, adopting and • Cooperate with others – knowing how to treat others fairly
sustaining a role, eg, ‘Jack and the Beanstalk’, ‘Gingerbread Man’, and be able to share equipment.
‘Going on a Bear Hunt’. • Similarities and differences: Understand that everyone has
different strengths, some are good at running, while others
may need some help.
MATHEMATICS AND NUMERACY
• Use of Circle Time to discuss ‘Why we run and when we need
• Count orally in 1s forwards and backwards to/from 10 or 20 to run?
whilst running between two markers, skittles. • Develop self-confidence by setting and achieving simple
• Recognise numerals to 10/20. Teacher holds up A4 card with challenges and by participating in and improving the skill of
a number on it, children have to run to that number on the running.
number line, or complete the number of runs between markers,
etc. WORLD AROUND US
• Run between various markers and place different number of
items at each marker, eg, one red beanbag placed in red circle , • Sort and classify animals, eg, animals that are fast runners,
two small blue balls placed in blue triangle. such as hares and cheetahs.
• Running relay activities using coins/puzzles etc. • Identify similarities and differences in living things, including
• Copy or create and continue a simple pattern, eg, run for count animals and insects that move and the way that they move.
of five, be still for count of five, then run for count of five. • Discuss how and why materials can be used for different
• Compare two intervals of time, talk about longer and shorter purposes, eg, to make things move faster or slower.
times when running. • Understand positional and directional language in relation to

n
movement.

u
• Talk about what they are doing using appropriate mathematical

t R
language. • Know that exercise is good for the body.

PHYSICAL DEVELOPMENT HOME LEARNING

c u s : prin
S E • PHYSICAL DE
VELOP
MENT
• Use of playground markings and games to explore and reinforce
ways of running.
• Participate in a range of fun games and activities to enjoy and to
• Complete Home Learning activities to reinforce the skills
required to be able to run. o
F DATION STAG
improve the skill of running. FOUN
• Develop spacial awareness whilst running in different directions
and at different speeds.

both indoors and outdoors. exploring personal and general space. taking the dog for a run. body movements. • stop and start using my feet? backwards stop • try something first before asking for help? The sprint run is an important aspect of PE. football. imagination and some safety. or generally running for pleasure. except there is a flight phase when both feet are momentarily • run in different ways and at different speeds? off the ground. eg change of speed. feelings and movements. Overview of Statutory Requirements Key Experiences Progress in Learning From Towards Children should have opportunities to: Children should have opportunities to: • Experiment with different ways of moving and • Move with control and coordination. Can I? Key Vocabulary (Self Evaluation) GENERAL OVERVIEW OF THE ‘SPRINT RUN’ • move my feet very fast? • focus my eyes forwards towards a given point? fast • pump my arms backwards and forwards? forwards Running can be seen as an extension of walking. imagination and • Develop confidence. basketball. netball. • try and help others? start arms It is essential that children are taught the correct techniques for running and are provided with rich I enjoy choosing an activity I like opportunities to practise running in a range of contexts. • Move with some confidence. and • Be aware of the effects of exercise on the body. chasing a butterfly. and • Explore and refine simple movements. . • Talk about what they are doing. ball or quoit. • Develop body awareness through varying • Travel showing change of speed and direction. ideas. • Use appropriate language to talk about their direction. sports (athletics. understanding of safety through participation in a range of movement activities. playing tig or • play with others? pump chasing a rolling hoop. I know why running is good for me safely run I know why it is important to be able to run They should be encouraged to practise the skills at home and join activity clubs that provide opportunities to I am good at … develop such skills I need to practise … as running. rugby) and everyday • listen to simple rules and instructions? slow activities such as running to catch falling leaves. • Show an awareness of general space.

ball or quoit. • Talk about what they are doing. rugby) and everyday • listen to simple rules and instructions? slow activities such as running to catch falling leaves. sports (athletics. Overview of Statutory Requirements Key Experiences Progress in Learning From Towards Children should have opportunities to: Children should have opportunities to: • Experiment with different ways of moving and • Move with control and coordination. eg change of speed. . feelings and movements. or generally running for pleasure. • Develop body awareness through varying • Travel showing change of speed and direction. basketball. and • Be aware of the effects of exercise on the body. I know why running is good for me safely run I know why it is important to be able to run They should be encouraged to practise the skills at home and join activity clubs that provide opportunities to I am good at … develop such skills I need to practise … as running. Can I? Key Vocabulary (Self Evaluation) GENERAL OVERVIEW OF THE ‘SPRINT RUN’ • move my feet very fast? • focus my eyes forwards towards a given point? fast • pump my arms backwards and forwards? forwards Running can be seen as an extension of walking. taking the dog for a run. • try and help others? start arms It is essential that children are taught the correct techniques for running and are provided with rich I enjoy choosing an activity I like opportunities to practise running in a range of contexts. • Use appropriate language to talk about their direction. imagination and • Develop confidence. ideas. body movements. and • Explore and refine simple movements. playing tig or • play with others? pump chasing a rolling hoop. exploring personal and general space. football. • Move with some confidence. • stop and start using my feet? backwards stop • try something first before asking for help? The sprint run is an important aspect of PE. chasing a butterfly. except there is a flight phase when both feet are momentarily • run in different ways and at different speeds? off the ground. • Show an awareness of general space. imagination and some safety. netball. understanding of safety through participation in a range of movement activities. both indoors and outdoors.

Elbows bent at 90°(degrees). “Head steady – no wobbly head”. Lean backwards slightly. Practise walking then running on the spot. “Look straight ahead”. “Head up”. Lift knees – take big steps. High knee lift. hurrah”. slow down. FOUNDATION STAGE • PHYSICAL DEVELOPMENT . Use marching songs eg. Arms drive vigorously forward Pump the arms like a train and backward. Feet land along a narrow path. “The ants come marching one by one hurrah. Back of hands on bottom. Arms not stiff. DRIVE. Pretend to run up stairs. Run between two narrow lines drawn on ground. Focus: Sprint Run DEVELOPING FUNDAMENTAL MOVEMENT SKILLS TEACHABLE POINTS CUES Head and trunk stable. Run on the spot and slap the knees with the hands. Bend the elbows. fingers pointing downwards – “Kicking horses” – heels coming up behind – hit off palms of hands/fingers. Run along a line. Look ahead and focus on a particular thing. Forwards and backwards. “Keep looking at the tree/post/ me”. Hands and arms straight out in front at waist height. After running fast. Eyes focused forward. The hands and arms are held at waist height and parallel to ground. Foot close to buttocks.

Running with legs too far Run along a narrow path or apart and flat feet. and pump them forwards and backwards. Quiet feet. “Why does it stay there when you let go?” Arms swinging erratically or Elbows bent like a square corner across the body rather than – lift bent elbows up behind forwards and backwards. canes across spacers/domes or sequencing spots the required distance apart. or up and down. Look forward. No wobbly head. Lean forward. A low knee lift resulting in a Place markers such as cones. then run. Focus: Sprint Run DEVELOPING FUNDAMENTAL MOVEMENT SKILLS INTERVENE IF YOU SEE CUES Head moving from side to side Head steady. Chest facing forward. “Hands closed loosely – no tight fists”. FOUNDATION STAGE • PHYSICAL DEVELOPMENT . short stride. Place a sheet of newspaper on the chest. Excessive trunk rotation. Body upright when running. Run on balls of feet. along a straight line.

• Observe. refine and improve simple movements. and • Talk about what they are doing using a range of appropriate movement vocabulary. • Know how to move in a variety of ways to explore personal and general space. FOUNDATION STAGE • PHYSICAL DEVELOPMENT . Focus: Sprint Run DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Sample PE unit of work This series of lessons is adapted from materials used in one of the pilot schools. • Know how to move safely and confidently. SUGGESTED LEARNING INTENTIONS The children will: • Understand how to listen to and follow simple instructions/rules. • Understand and use the skills required to complete a simple task. describe and copy what others have done. REMEMBER TO PLAN AND PROVIDE OPPORTUNITIES FOR INCLUSION Some of the activities and graphics within the PE lessons have been adapted from the Youth Sport Trust ‘Top Play’ resource pack. • Use a variety of skills to explore. • Know how to use a variety of equipment and resources. It includes sample lessons and may be used as a guide.

Focus: Sprint Run DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Planning Notes Resources FOUNDATION STAGE • PHYSICAL DEVELOPMENT .

right hand to right hand touches before next Finish is when all team are sitting. etc. March around hall with high knees – hold hands at waist height and Lift your knees! make knees come up to hands as they march. at curtain. EVALUATION RESOURCES Hoops – one between two. and • Respond appropriately to the instructions “On your marks. Use hand touches ie. Go! command. get set. SKILLS PRACTICE Run on the spot with high knees. 10m or winner is first to Listen to instructions. Head up – look at marker or at your team. Give each person a number one to six. line up. runs etc. DEVELOPMENT (simple/mini game) Race against a partner over a short run. go!” Run along a line. sit in a hoop. Get Set. Use of ‘SPRINT RUN’ cue card. Four cones. make a shape! Spacial awareness. ‘SPRINT RUN’ cue card. set. In relay lines. one of each colour for team event. Listening skills. Show good practice. Introduce a start line and “on your marks. eg. Running and stopping activities. INTRODUCTORY ACTIVITY Introduction to ready. eg. Quiet feet. Encourage stretching at end of lesson. In groups of six. When gently tapped on the shoulder. go! Safe use of space. Focus: Sprint Run DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Lesson 1 Year 1/2 Activity: Athletics Unit of Work: Sprint Run CONTEXTS FOR LEARNING TEACHING POINTS Pupils will be able to: • Run over short distances in a straight line. thin shape. Teach importance of head and trunk being stable – keep eyes Keep looking at the … focused forward – practise running looking ahead. number one runs to cone and back – then number two Run with high knees. COOL DOWN Show me a wide shape. tree. • Demonstrate a change of pace between walking and running. Play game of ‘Statues’ – run. Head up so you can see where you are going. go/on your marks. person can run. Hold stretches for count of five – ten seconds. Listen to teacher’s instructions. a tucked shape. Show me a flat shape on the ground. FOUNDATION STAGE • PHYSICAL DEVELOPMENT . a tall shape. Show me a tall. Go!”. picture. get set. Repeat. get set. stop. Use on your marks.

lift and set a piece of equipment down safely. Four hoops – four cones for team game. your marks. and • Talk about what they are doing. Sprint run in pairs – begin at a start line. Go!’ Run to marker – encourage observation of Let some children demonstrate their running partner to see who can run well! techniques. One child is the Crow if others are caught they Head up so you can see where you are going. Winning team should have all cards collected and placed in order. FOUNDATION STAGE • PHYSICAL DEVELOPMENT . get set. get set. what do arms do? Demonstrate Run along a line. Run to hoop (five metres away) lift it over body. repeat for rest of the group. ‘SPRINT RUN’ cue card. INTRODUCTORY ACTIVITY Scarecrow Game. and continue to run to next cone (finish line). Quiet feet. COOL DOWN Walking in and out of all the spaces. someone must Spacial awareness. set it down safely Demonstrate Sprint Run technique. Finish is when all team members are sitting. Competitive races – teams against each other using instruction ‘On Run with high knees. Listen to instructions. Listen to and follow instructions. EVALUATION RESOURCES Dome markers. Head up – look at marker or at your team. must stand still and make a wide shape. run with high knees. Repeat race by skipping or hopping to hoop and then to cone. one to six. your marks. • Understand the idea of a finish line in a race. DEVELOPMENT (simple/mini game) In groups of six or seven. arm pumping – stand on spot and pump arms – sing ‘Johnny pumps Keep looking at the … with two arms’ ( tune – ‘Johnny works with one hammer!’). a tall shape. crawl under legs. a tucked shape. Pump your arms. • Participate appropriately in a race situation. Head up so you can see where you are going. SKILLS PRACTICE Revise ‘running’ skills taught last time – head up. eyes focused Remind high knees – lift your knees! forward. one between two. Go!’ Introduce the idea of a finish line. To be freed. ‘On Use of ‘SPRINT RUN’ cue card. Encourage pupils to run until they pass the Same teams – place number cards one – six in hoop. Focus: Sprint Run DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Lesson 2 Year 1/2 Activity: Athletics Unit of Work: Sprint Run CONTEXTS FOR LEARNING TEACHING POINTS Pupils will be able to: • Run. Talk about arms – observe a runner. Start on command. Show me each of above shapes. make a wide shape. on command Encourage stretching at end of lesson. Stretch out and close eyes. Discuss what makes a good runner. Four sets of cards numbered one to six. One child to run line! to collect one card and return to cone.

Imagine ground is very hot – lift feet quickly. French beans. jelly beans. jumping Beans Game – children run in and out of spaces – follow beans beans. Use of ‘SPRINT RUN’ cue card. beanbags or quoits. run over dome. eg. eventually lying down and stretching out with eyes closed. then 9. quoits Set up mini obstacle course for each pair. jump in and out of all the spaces. Listen to and follow instructions. beanbags. ‘Jumping Beans’. cones. round cone. Lie still until tapped on shoulder and told to line up quietly. SKILLS PRACTICE Revise skills taught last time – head up. Use instructions ‘On your Marks. run with high knees. All start at same side of hall to make best use of space. Practise running with big steps. 8 and so on. EVALUATION RESOURCES Dome markers. and • Listen to simple instructions from the teacher. frozen beans. ‘SPRINT RUN’ cue card. COOL DOWN Follow my leader – teacher led – including gentle running. DEVELOPMENT (simple/mini game) Head up so you can see where you are going. using all the spaces – point out that this will make running faster. baked commands. eg. eyes focused forward. head). each pair. look up. FOUNDATION STAGE • PHYSICAL DEVELOPMENT . etc. ‘Jelly beans’ – wobble and wiggle whole body. Focus: Sprint Run DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Lesson 3 Year 1/2 Activity: Athletics Unit of Work: Sprint Run CONTEXTS FOR LEARNING TEACHING POINTS Pupils will be able to: • Put FMS skill of run into practice in race situations. equipment in same manner. Tidy equipment away safely and quietly. chin 1) Number. Run on spot. gradually Encourage stretching and gentle slowing slowing down to walking and including some whole body stretches. eg. for example: Balance – focus on something ahead. over second dome Running “halo race” for example: (carrying quoit or beanbag on and back to base. Run in pairs using obstacles. Point out good examples. INTRODUCTORY ACTIVITY Use variety of beans – runner beans. Find a space. Go!’ Set out one course for children to see Repeat as previous but run in/out between objects then return and encourage pairs to set out their own “home”. beans. etc. beanpole. running in. • Run negotiating obstacles and spaces safely. one carries quoit on head. Repeat to count of 10. Partner races. use of arms to help you foot balance. out and over obstacles. Repeat using good technique. • Show control in the manipulation of equipment. down at end of lesson. number two carries it back on lifted. Get Set. cones. 2) Number one carries beanbag under chin and number two carries Use two domes or cones to mark course for it back on shoulder. domes.

and • take big steps. domes. Small steps and large steps. ‘SPRINT RUN’ cue card. ropes etc. 3. Lifting hoop. look straight ahead. Focus: Sprint Run DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Lesson 4 Year 1/2 Activity: Athletics Unit of Work: Sprint Run CONTEXTS FOR LEARNING TEACHING POINTS Pupils will be able to: • Put FMS skills of run into practice in race situations. EVALUATION RESOURCES Dome markers. • head up. • Move safely and with confidence. DEVELOPMENT Revise races so far: Recap all work in previous lessons. SKILLS PRACTICE Revise skills needed for good running. Verbal cues: Discuss skills with the children. • run with high knees. Individual practice to allow teacher to observe who has improved • light feet. taking some small steps. cones. beanbags or quoits. FOUNDATION STAGE • PHYSICAL DEVELOPMENT . and • Talk about what they are doing. Finish with small steps to line up to go back to class. Use of ‘SPRINT RUN’ cue card. starting. cones. INTRODUCTORY ACTIVITY Beans Game – children run in and out of spaces – follow beans Encourage good use of space. • pump arms. Pass the beanbag relay – carry beanbag as a baton to pass to next person. Straight race. 4. eg. commands! Listen to and follow instructions. Remind children about instructions for 2. 5. Halo race (carrying quoit on head). Obstacle race – running over and around obstacles. COOL DOWN Move in and out of all the spaces. • Participate in a variety of competitive races and simple movement tasks involving running. then some large steps. Finish by sitting in a straight line. 1. the skills needed to run.

Problem solving Examples of problem solving questions: Movement to music 1. Run to match pictures/word. 2. Play stations Beginning Standing on the spot. practise pumping arms. flags. of a circular plastic lid. cones while I bounce the ball ten times? Cartoon ‘chase’ music. How many times can you run between two Television comedy theme tunes . eg. FOUNDATION STAGE • PHYSICAL DEVELOPMENT . playground markings. How many times can you run between two ‘Flight of the Bumble Bee’ – Rimsky Korsakoff given lines before I say stop? ‘Winter’ – Vivaldi’s Four Seasons. running on spot. stick in mud. Invented Games Circuits As above where children make up own games/ Set up a series of stations for one or more rules. 3. Use playground markings. pinwheels. streamers attached to a Consolidating small pole. around hoops and along chalk lines or Free play – tig. How many beanbags can you retrieve before I say stop? 4. FMS skills. kites. eg. running anti- clockwise. follow-the-leader. running clockwise. Run between two given points while pumping arms and lifting knees to retrieve beanbag. Focus: Sprint Run DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Additional Activities TEACHER LED CHILD LED Learning Experiences Learning Experiences Obstacle Course Playground Play Run between markers and skipping ropes. activity trail. Developing Dramatic Play Practise high knee lift while walking between ‘Windy Day Box’ – streamers attached to the rim two points. Relay type games.

Run to school. Focus: Sprint Run DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Rhymes and Action Songs ‘This is the way we run to School’ (Tune of ‘Here we go round the Mulberry Bush’) This is the way we run to school. This is the way we pump our arms… This is the way we lift our knees… ‘Hickory Dickory Dock’ ‘Wee Willie Winkie’ ‘The Gingerbread Man’ ‘The Big Pancake’ FOUNDATION STAGE • PHYSICAL DEVELOPMENT . run to school. This is the way we run to school When we hear the school bell ringing.

Move them further away and run between the Ride your bike for two markers again 5–10 minutes Throw a small ball or beanbag as far as you can out in the garden March with high knees on the spot Walk round a park or in a wood or a beach with an adult FOUNDATION STAGE • PHYSICAL DEVELOPMENT . Focus: Sprint Run DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Home Activity Card Shade in the area once the activity has been completed Do some stretching Run round your for 5 minutes garden/house 5 times Do 5 arm swings Pump your arms with each arm really fast and count to 10 Jump up and down 20 times Run between two cones or markers 3 times.

Focus: Sprint Run DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Home Learning Links My homework tonight is to practise running fast. I have to keep my head up. FOUNDATION STAGE • PHYSICAL DEVELOPMENT . Please help me follow points 1. This is how you can help me: 1. 4. 3. I can also run fast on the spot. I have to lift my knees. 2 and 4. I have to keep looking at the finish. I have to pump my arms. I have to take big steps. 5. 2.

running. • Participate in a range of fun games and activities to enjoy and to • Complete Home Learning activities to reinforce the skills required to be able to run. MATHEMATICS AND NUMERACY • Use of Circle Time to discuss ‘Why we run and when we need • Count orally in 1s forwards and backwards to/from 10 or 20 to run? whilst running between two markers. especially running. simple songs and singing games related to movement. eg: orally. Music • Retell and record stories. children have to run to that number on the running. skittles. children practising running technique. eg. • Explain what they have done and give reasons. join in and remember a range of rhymes. two small blue balls placed in blue triangle. ‘Three Little Pigs’. one red beanbag placed in red circle . • Similarities and differences: Understand that everyone has different strengths. running in the playground. then run for count of five. animals that are fast runners. • Experiment and use a range of media. such as hares and cheetahs. eg. talk about longer and shorter purposes. while others may need some help. adopting and • Cooperate with others – knowing how to treat others fairly sustaining a role. rhymes and personal experiences • Move at different speeds in response to music. through drawing and school one morning’. run for count animals and insects that move and the way that they move. including • Copy or create and continue a simple pattern. writing. eg. and be able to share equipment. ‘Jack and the Beanstalk’. . PHYSICAL DEVELOPMENT HOME LEARNING c u s : prin S E • PHYSICAL DE VELOP MENT • Use of playground markings and games to explore and reinforce ways of running. of five. rhymes and media. WORLD AROUND US • Run between various markers and place different number of items at each marker. • Develop self-confidence by setting and achieving simple • Recognise numerals to 10/20. eg. ‘The Gingerbread Man’. ‘I went to in sequence. eg. etc. be • Describe and record how different body parts move when healthy week. to make things move faster or slower. sports day. • Understand positional and directional language in relation to n movement. ‘The Big Pancake’. eg. • Identify similarities and differences in living things. eg. ‘Gingerbread Man’. be still for count of five. ‘The Grand Old Duke of York’. some are good at running. materials and processes • Shared/creative/independent writing. eg. o F DATION STAG improve the skill of running. ‘Going on a Bear Hunt’. number line. e m which show themselves running. eg. Teacher holds up A4 card with challenges and by participating in and improving the skill of a number on it. share ideas on how to keep healthy. • Listen to. u • Talk about what they are doing using appropriate mathematical t R language. FOUN • Develop spacial awareness whilst running in different directions and at different speeds. M o v • Depict and capture speed. Why we run? to design and produce collage work. eg. • Take part in simple drama games and stories. catching the dog. Connecting Learning o p i n g ev e l al The purpose of this section is to highlight and reinforce the FMS in a range of contexts D e n t m THE ARTS LANGUAGE AND LITERACY n d a i l ls Fu k Art & Design S • Listen and respond to a range of stories. times when running. running away from a • Explore and discuss the importance of being healthy and fire. or complete the number of runs between markers. PERSONAL DEVELOPMENT Drama • Discuss and act out possible scenarios. for sports day. e n t • Experiment and use dough. ‘Peter plays with one hammer’. using props. plasticine and clay to make figures • Recall a story and repeat a rhyme. eg. • Running relay activities using coins/puzzles etc. • Know that exercise is good for the body. • Discuss how and why materials can be used for different • Compare two intervals of time. • Sort and classify animals.