Key Stage 2 – Performing Guide

  • Warms up prior to exercise and is able to sustain performance over periods of time.
  • Has a sense of anticipation; can find space and is aware of others.
  • Demonstrates agility, balance, coordination and precision.
  • Performs with control and poise.
  • Understands how to work alongside and against others when attacking and defending
  • Links skills to perform actions and sequences of movement.

 

Outcomes Gym/dance examples OAA, Athletics, swimming examples Games examples
Warms up prior to exercise and is able to sustain performance over periods of time. Gym-Are they focused throughout the warm up and able to target specific body areas which might bear more weight? Athletics- Do they understands warm ups should target specific muscle groups/ joints e.g. hamstrings, ankles, groin when sprinting Tag Rugby- Can they warm up self and group using dynamic and static moves?
Demonstrates agility, balance, coordination and precision. Dance -Do they move fluently and gracefully showing a sense of rhythm? OAA- Can they negotiate an obstacle course moving over, under and through obstacles? Do they pass and dribble with accuracy and move into space to receive the next pass?
Has a sense of anticipation; can find space and is aware of others. Gym -Do they find space and show interesting starting positions with poise and tension? Athletics- Do they take up a good starting position for running a leg in relay considering their teammates positions. Can they find good spaces which help their teammates and make it hard for their opponents?
Performs with control and poise. Gym-Do they travel with appropriate speed and poise particularly when rolling and in flight? Swimming- Do they swim fluently managing to breathe appropriately and sustain technique? Can they transfer weight quickly and retain some composure when in possession in basketball?
Understands how to work alongside and against others when attacking and defending Dance -Can they work in a group to dance with different relationships and dynamics? Athletics- Do they work as part of a team to transfer a relay baton as efficiently as possible? Kwik cricket- Do they communicate with other batsmen to maximise the number of runs from the strike taking into account the ability of the fielders?
Links skills to perform actions and sequences of movement. Gym-Do movements flow seamlessly and include different dynamics (levels, speed, and pathways)? Triple Jump- Can they combine the elements of hop, skip and jump with a dynamic run up and safe efficient landing? Can they receive a ball in football knowing already what they intend to do with it and then make the right decision in terms of shielding, passing or dribbling