LKS2 Topic: Sports
Are you excited about a major sports tournament that is about to start? This topic takes the inspiration of a range of major sports including football, rugby, athletics, cycling, tennis and cricket to generate some fantastic learning opportunities. Learn about the origins and development of popular sports and their most important tournaments over time and stimulate some fantastic history learning. Find out about where sporting tournaments are taking place and which countries will be taking part and prompt some impressive geography learning. Research and discuss the values upheld by different sporting organisations; stage your own class tournaments and hone your PE skills. You will find a host of creative learning activities within these 12 blocks that capitalise on the energy and enthusiasm that great sports events stimulate.
Block / Key NC Objectives / Main creative outcomesBlock A
History of Athletics
[3 sessions] / History, PSHE and PE
· Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
· They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
· Pupils should be taught to use running, jumping, throwing and catching in isolation and in combination. To develop flexibility, strength, technique, control and balance.
· Understood athletic history as an overview and researched some specific aspects of athletic history. Understood the motivations and contributions of some famous British athletes. Understood the variety of amateur athletics events available in the UK and internationally, choosing one to research and present to the class.
· Examined the skills needed by athletes and their training routines. Devised and tested different games and training routines to play in the playground. Considered the attitude to health and diet that athletes have and made pledges to live a healthy lifestyle.
· Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. / Be inspired by an upcoming athletics event. Use this block to teach children about the history of athletics and to make a timeline of key events, research specific aspects of athletic history, use hot-seating and role-play to learn about the achievements of Roger Bannister. Read motivational quotes from athletics and discuss what motivates athletes to succeed.
Block B
History of the Olympics
[3 sessions] / History, Geography, D&T and PSHE
· Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
· Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
· Use research and develop design criteria to inform the design of innovative, functional, appealing products which are fit for purpose.
· Discovered who were the first Olympians and what they meant to the Ancient Greeks.
· Become familiar with the range of sports across both the Winter and Summer Games, including the Paralympics, and with the countries involved and those who host.
· Discussed the Olympic ideals of co-operation, honour, fairness, and high moral and physical standards. Reflected on the need for a clean Games and discuss anti-doping and drugs cheats. / Focus on the Olympic games, look at their history and examine how the competitors prepared in those early days. Learn about the modern Olympic games and the values they try to uphold.
Block C
History of Football
[5 sessions] / History, PE, D&T, PSHE and Science
· Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
· They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
· Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending.
· Investigate and analyse a range of existing products.
· Understand how key events and individuals in design and technology have helped shape the world.
· To reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals.
· To learn about taking care of their body.
· Deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience.
· Use test results to make predictions to set up further comparative and fair tests. Report and present findings from enquiries including conclusions, causal relationships and explanations of and degree of trust in results.
· Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. / Football's popularity is testament to the excitement of the game. Learn about its controversial history in medieval times. Find out about some of the ancient ball games that were precursors to football. Work in teams to devise your own version of football, assess the risks, and then try them out with the whole class. Decide which one was most fun, and whether any changes are needed to make them work better.
Block D
Football Tournaments
[4 sessions] / History, English, Geography, D&T, Music, PE and PSHE
· Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
· They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
· Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
· Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
· Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
· Participate in discussions, presentations, performances, role play, improvisations and debates.
· Retrieve and record information from non-fiction.
· Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
· Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.
· Improvise and compose music for a range of purposes using the inter-related dimensions of music.
· Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending.
· Recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balanced diet.
· Work collaboratively towards shared goals.
· Resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices. / Is there a football tournament on? Learn about it using this block! Find out about the major football tournaments, like the FIFA World Cup and FIFA Women's World Cup, the UEFA Euro tournament and the UEFA Euro Women's Championship, the Africa Cup of Nations and the Africa Women Cup of Nations. Host your own tournament!
Block E
History of Rugby
[3 sessions] / History and D&T
· Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
· They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
· Use research and develop design criteria to inform the design of functional products that are fit for purpose.
· Generate, develop, model and communicate their ideas through discussion, annotated sketches and prototypes.
· Evaluate their ideas and products against their own design criteria. / Look back into the beginnings of rugby. Look into the origins of the game and compare Rugby Union and Rugby League. Investigate more recent history, including rugby’s role in the aftermath of apartheid.
Block F
Rugby World Cup
[3 sessions] / History, Geography, PE and D&T
· Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
· Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
· They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
· Generate, develop, model and communicate their ideas through discussion, annotated sketches and prototypes.
· Perform dances using a range of movement patterns. / Take a look at some of the nations who compete in the men’s and women’s Rugby World Cups. Learn about their teams and their rugby history. Reflect on Rugby Union's core values and compare these to British values. Look in depth at the New Zealand rugby team and its history, understand the significance of the Haka to their culture and why they perform a Haka at the World Cup. Design and perform your own, meaningful Haka.
Block G
History of Cricket
[4 sessions] / History, Geography, PE, PSHE, English, and Maths
· Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
· Understand how our knowledge of the past is constructed from a range of sources.
· Construct informed responses that involve thoughtful selection and organisation of relevant historical information.
· Study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.
· Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
· Play competitive games, modified where appropriate, (e.g. badminton, basketball, cricket, football, hockey, netball, rounders and tennis), and apply basic principles suitable for attacking and defending.
· Deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly.
· That differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability.
· To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours.
· LKS2: Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
· UKS2: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
· Yr 3: Present data using bar charts, pictograms and tables.
· Yr 4: Present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
· Yr 5: Solve comparison, sum and difference problems using information presented in a line graph.
Yr 6: Interpret and construct pie charts and line graphs and use these to solve problems; calculate and interpret the mean as an average. / Learn about the history of cricket: where it got its name, where was it invented and how has it changed over the centuries. From its origins as a children's game, it gained popularity as a game for adults and eventually the game spread from England to places that Britain took over as part of the British Empire, which was the basis for several controversies.
Block H
Cricket Tournaments
[3 sessions] / History, English, PE and PSHE
· They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
· They should understand how our knowledge of the past is constructed from a range of sources.
· They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
· Play competitive games, modified where appropriate (for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis), and apply basic principles suitable for attacking and defending.
· Work collaboratively towards shared goals.
· Resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices.
· LKS2: pupils should become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.
· UKS2: pupils’ confidence, enjoyment and mastery of language should be extended through public speaking, performance and debate. / When did cricket become a professional sport with worldwide competitions? When did the Ashes start and why is it called that? What other cricket tournaments take place? Find out about these cricket tournaments in this block and finally hold your own Twenty20 cricket tournament!
Block I
History of Tennis
[3 sessions] / History, D&T and PE
· They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
· They should understand how our knowledge of the past is constructed from a range of sources.
· They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
· Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.
· Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
· Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. / Learn about the history of tennis. You'll discover the origins of tennis and other ball games played with the palm of the hand or a racquet and try out some of the related games from the past and present.