About the units
Each unit is designed for eight to 12 hours' work. Some teachers may wish to add other material or units to enable them to meet or exceed the expectations described in each unit. The time taken to cover the work in a unit will depend on the:
- length of each lesson;
- frequency of the lessons;
- abilities of the children;
- amount of material previously covered;
- amount of work being covered in other overlapping units;
- amount of work being covered out of lessons.
Key stage 1
At key stage 1, there are two units each in dance activities, games activities and gymnastic activities. Schools need to cover most of what is in these units to cover the national curriculum requirements for PE at this key stage. Unit 1 in each of these areas of activity is pitched at level 1, and unit 2 at level 2 (see the table 'Coverage of units'.)
If they wish, schools can also teach part or all of
Swimming activities and water safety Unit 1 in key stage 1.
Athletic activities Unit 1 and
Outdoor and adventurous activities Unit 1, which are introductions to these areas of activity, can also be used.
Key stage 2
Schools must teach five areas of activity during key stage 2: dance activities, games activities, gymnastic activities, and swimming activities and water safety, plus either athletic activities or outdoor and adventurous activities.
- In dance activities, gymnastic activities and invasion games, there is one unit in each of these areas of activity for each year group.
- In both striking and fielding games and net/wall games there are two units, one for years 3 and 4 and one for years 5 and 6.
- In swimming activities and water safety there is a beginners' unit that can be taught in key stage 1 or key stage 2 and a developers' unit that covers the key stage 2 requirements.
- In both athletic activities and outdoor and adventurous activities there are three units: unit 1, an introductory unit that can be used in year 3 (or even year 1 or 2); unit 2 that is for years 3 and 4; and unit 3 that is for years 5 and 6.
- In dance activities, gymnastic activities and games activities there are also link units for use at the end of key stage 2 or the start of key stage 3.
Not all the units need to be taught to cover the requirements of the national curriculum. The units that ensure coverage of the requirements and effective progression towards the expectations for key stage 2 are those units designed for use in years 4 and 6 (see the 'unit map' and 'coverage of units').
Choosing units
Schools can choose which units they wish to teach. In making their choice, they need to bear in mind that:
- the units are designed so there is progression from one unit to another in each activity area;
- where there are separate units for each year, there is sufficient flexibility to interchange the units designed for years 3 and 4, those for years 4 and 5, and those for years 5 and 6.
Unit map
To see a unit map showing how units could be sequenced across key stages 1 and 2, click on the link in the left-hand menu. Coverage of units
You will need to select from the range of units to assure appropriate coverage, continuity and progression. The following chart provides information about:
- units that provide the appropriate pitch of work to meet the end-of-key stage expectations;
- units that provide progressive steps through the key stage;
- units that enrich pupils' experience.
Key stage 1
Key stage 2
Link units
Mixed-age classes
Many primary schools have mixed-age classes, usually only covering two years, but sometimes more. The key-stage plan needs to take account of overall levels of expectations. The particular issues in PE are the stages of child development and how these impact on the acquisition of skills and understanding. While taking this into account, however, there is often no more difference between children of different ages than between children of the same age.
The units are designed so that successive units in specific activity areas overlap. The core tasks in each unit can be used as progression markers, with children working towards different core tasks that suit their individual development, abilities and needs. The 'adaptations and variations on the tasks' sections suggest ways to make the core tasks easier or harder so that a wider range of children can be catered for appropriately. The pitch of the core tasks is important in meeting expectations, and the adaptations and variations enable teachers to meet a range of individual needs.
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