Hawkhurst

Physical Education Curriculum Story

PE Skills & Knowledge Progression

End Points

Statutory Expectations

EYFS

To show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
To know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.
To represent their own ideas, thoughts and feeling through design and technology, art, music, dance, role play and stories.

KS1

Pupils should be taught to:

Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
Participate in team games, developing simple tactics for attacking and defending
Perform dances using simple movement patterns.

KS2

Pupils should be taught to:

Use running, jumping, throwing and catching in isolation and in combination
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
Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
Perform dances using a range of movement patternsTake part in outdoor and adventurous activity challenges both individually and within a team
Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Dance

EYFS

By the end of EYFS the children will be able to:

Describe how their body feels when still and when exercising.
Join a range of different movements together.
Change the speed of their actions.
Change the style of their movements.
Create a short movement phrase, which demonstrates their own ideas.
Control their body when performing a sequence of movements.
Describe what they, and others, have done.

Year 1

By the end of Year 1 the children will be able to:

Describe how their body feels when still and when exercising.
Carry and place equipment safely.
Copy and repeat actions.
Put a sequence of actions together to create a motif.
Vary the speed of their actions.
Use simple choreographic devices such as unison, canon and mirroring.
Improvise independently to create a simple dance.
Perform using a range of actions and body parts with some coordination.
Perform learnt skills with some control.
Watch and describe performances.
Say how they could improve.

Year 2

By the end of Year 2 the children will be able to:

Recognize and describe how the body feels during and after different physical activities.
Explain what a body needs to stay healthy.
Copy, remember and repeat actions.
Create a short motif inspired by a stimulus.
Change the speed and level of their actions.
Use simple choreographic devices such as unison, canon and mirroring.
Use different transitions within a dance motif.
Move in time to music.
Improve the timing of their actions.
Perform sequences of their own composition with coordination.
Perform learnt skills with increasing control.
Compete against themselves and others.
Watch and describe performances and begin to evaluate their own performances.
Talk about the differences between their work and that of others.

Year 3

By the end of Year 3 the children will be able to:

Recognise and describe the effects of exercise on the body.
Know the importance of strength and flexibility for physical activity.
Explain why it is important to warm up and cool down.
Improvise with a partner to create a simple dance.
Create motifs from different stimuli.
Compare and adapt movements and motifs to create a larger sequence.
Use simple dance vocabulary to compare and improve their work.
Perform with some awareness of rhythm and expression.
Develop the quality of the actions in their performances.
Perform learnt skills and techniques with control and confidence.
Compete against themselves and others in a controlled manner.
Watch, describe and evaluate the effectiveness of a performance.
Describe how their performance has improved over time.

Year 4

By the end of Year 4 the children will be able to:

Describe how the body reacts at different times and how this affects performance.
Explain why exercise is good for your health.
Know some reasons for warming up and cooling down.
Identify and repeat the movement patterns and actions of a chosen dance style.
Compose a dance that reflects the chosen dance style.
Confidently improvise with a partner or independently.
Compose longer dance sequences in a small group.
Demonstrate precision and some control in response to stimuli.
Vary dynamics and develop actions and motifs in response to stimuli.
Demonstrate rhythm and spatial awareness.
Change parts of a dance as a result of self-evaluation.
Use simple subject-specific vocabulary when comparing and improving work.
Perform and create sequences with fluency and expression.
Perform and apply skills and techniques with control and accuracy.
Watch, describe and evaluate the effectiveness of performances, giving ideas for improvements.
Modify their use of skills or techniques to achieve a better result.

Year 5

By the end of Year 5 the children will be able to:

Understand the reasons for warming up and cooling down.
Explain some safety principles when preparing for and during exercise.
Identify and repeat the movement patterns and actions of a chosen dance style.
Compose individual, partner and group dances that reflect the chosen dance style.
Show a change of pace and timing in movements.
Develop an awareness of their use of space.
Demonstrate imagination and creativity in the movements they devise in response to stimuli.
Use transitions to link motifs smoothly together.
Improvise with confidence, still demonstrating fluency across the sequence.
Ensure their actions fir the rhythm of the music.
Modify parts of a sequence as a result of self and peer evaluation.
Use more complex dance vocabulary to compare and improve work.
Perform their own longer, more complex sequences in time to music.
Consistently perform and apply skills and techniques with accuracy and control.
Choose and use criteria to evaluate their own and others’ performances.
Explain why they have used particular skills or techniques, and the effect they have had on their performance.

Year 6

By the end of Year 6 the children will be able to:

Understand the importance of warming up and cooling down.
Carry out warm-ups and cool-downs safely and effectively.
Understand why exercise is good for health, fitness and wellbeing.
Know ways in which they can become healthier.
Identify and repeat the movement patterns and actions of a chosen dance style.
Compose individual, partner and group dances that reflect the chose dance style.
Use dramatic expression in dance movements and motifs.
Perform with confidence, using a range of movement patterns.
Demonstrate strong and controlled movements throughout a dance sequence.
Combine flexibility, techniques and movements to create a fluent sequence.
Move appropriately and with the required style in relation to the stimulus.
Show a change of pace and timing in movements.
Move rhythmically and accurately in dance sequences.
Improvise with confidence.
Dance with fluency and control, linking all movements and ensuring that transitions flow.
Demonstrate consistent precision.
Modify some elements of a sequence following self or peer evaluation.
Use complex dance vocabulary.
Link actions to create a complex sequence.
Perform the sequence in time to music.
Perform and apply a variety of skills and techniques confidently, consistently and with precision.
Thoroughly evaluate their own and others’ work.

Gymnastics

EYFS

By the end of EYFS the children will be able to:

Do a curled side roll, a log roll and a teddy bear roll.
Do a straight jump, tuck jump, jumping jack and half turn jack.
Do a bunny hop.
Tiptoe, step, jump and hop.
Complete some standing balances.
Control their body when performing a sequence of movements.
Participate in simple games.

Year 1

By the end of Year 1 the children will be able to:

Do a log roll, curled side roll and teddy bear roll in a controlled way.
Do a straight jump, tuck jump, jumping jack, half turn jump and a cat spring.
Do a straight jump off a springboard.
Do a bunny hop and a front support wheelbarrow with a partner.
Tiptoe, step, jump, hop, hopscotch, skip and gallop.
Complete some standing balances, kneeling balances, pike, tuck, star, straight and straddle shapes.
Perform using a range of actions and body parts with some coordination.
Perform learnt skills with some control.

Year 2

By the end of Year 2 the children will be able to:

Do a controlled log roll, a controlled curled side roll, a controlled teddy bear roll, a rocking forward roll and a crouched forward roll.
Do a straight jump, tuck jump, jumping jack, half turn jump, cat spring and a cat spring to straddle.
Hurdle step onto a springboard, straight jump off a springboard, tuck jump off a springboard.
Bunny hop, do a front support wheelbarrow with a partner, a t-lever and a scissor kick.
Tiptoe, step, jump, hop, hopscotch, skip, gallop and so a straight jump half-turn.
Complete some standing balances, kneeling balances, large body part balances, balances on apparatus, balances with a partner, pike, tuck, star, straight, straddle shapes and front and back support.
Perform sequences of their own composition with coordination and perform learnt skills with increasing control.

Year 3

By the end of Year 3 the children will be able to:

Do a crouched forward roll, forward roll from standing and a tucked backward roll.
Do a straight jump, tuck jump, jumping jack, star jump, straddle jump, pike jump, straight jump half-turn and a cat leap.
Hurdle step onto a springboard, squat on vault, star jump off, straddle jump off, pike jump off.
Do a handstand and lunge into a handstand.
Do a cartwheel.
Tiptoe, step, jump, hop, hopscotch, skip, do chassis steps, straight jump half-turn and cat leap.
Complete large and small body part balances, standing and kneeling balances, balances on apparatus, matching and contrasting partner balances, pike, tuck, star, straight and straddle shapes and front and back support.
Develop the quality of their actions in performances.
Perform learnt skills with control and confidence and compete against themselves and others in a controlled manner.

Year 4

By the end of Year 4 the children will be able to:

Do a forward roll from standing, a straddle forward roll, a tucked backward roll and a backward roll to straddle.
Do a straight jump, tuck jump, jumping jack, star jump, straddle jump, pike jump, straight jump half-turn, straight jump full-turn, cat leap and a cat lead half-turn

Hurdle step onto a springboard, squat on vault, straddle on vault, star jump off, straddle jump off, pike jump off.
Lunge into a handstand and lunge into a cartwheel.
Tiptoe, step, jump, hop, hopscotch, skip, do chassis steps, straight jump half-turn, straight jump full-turn, cat leap, cat leap half-turn and pivot.
Carry out one, two, three and four point balances, balances on apparatus, balances with and against a partner, pike, tuck, star, straight, straddle shapes and front and back support.
Perform and create sequences with fluency and expression.
To perform and apply skills with control and accuracy.

Year 5

By the end of Year 5 the children will be able to:

Do a forward roll from standing, a straddle forward roll, a pike forward roll, a tucked backward roll and a backward roll to straddle.
Do a straight jump, tuck jump, jumping jack, star jump, straddle jump, pike jump, stag jump, straight jump half-turn, straight jump full-turn, cat leap, cat lead half-turn and a split leap.
Hurdle step onto a springboard, squat on vault, straddle on vault, star jump off, straddle jump off, pike jump off, squat through vault.
Lunge into a handstand, to lunge into a cartwheel, to lunge into a round-off.
To be able to tiptoe, step, jump, hop, hopscotch, skip, do chassis steps, straight jump half-turn, straight jump full-turn, cat leap, cat leap half-turn and pivot.
Carry out one, two, three and four point balances, balances on apparatus, part body weight partner balances, pike, tuck, star, straight, straddle shapes and front and back support.
Perform their own longer, more complex sequences in time to music.
Consistently perform and apply skills with accuracy and control.

Year 6

By the end of Year 6 the children will be able to:

Do a forward roll from standing, a straddle forward roll, a pike forward roll, a drive forward roll, a tucked backward roll, a backward roll to straddle, a backward roll to standing pike and a pike backward roll.
Do a straight jump, tuck jump, jumping jack, star jump, straddle jump, pike jump, stag jump, straight jump half-turn, straight jump full-turn, cat leap, cat leap half-turn, split leap and stag leap.
Hurdle step onto a springboard, squat on vault, straddle on vault, star jump off, straddle jump off, pike jump off, squat through vault, straddle over vault.
Lunge into a cartwheel, lunge into a round-off, hurdle step, hurdle step into a cartwheel and hurdle step into a round-off.
Tiptoe, step, jump, hop, hopscotch, skip, do chassis steps, straight jump half-turn, straight jump full-turn, cat leap, cat leap half-turn, cat leap full-turn and pivot.
Carry out one, two, three and four point balances, balances on apparatus, part body weight partner balances, group formations, pike, tuck, star, straight, straddle shapes and front and back support.
Link actions to create a complex sequence, using a full range of movement that showcases different agilities, performed in time to music.
Consistently perform and apply skills with accuracy and control.
Record their peers’ performances and evaluate these constructively.

Games

EYFS

By the end of EYFS children are able to:

Describe how their body feels when still and when exercising.
Hit a ball with a bat or racquet.
Roll equipment in different ways.
Throw underarm, throw an object at a target and catch equipment using two hands.
Move a ball in different ways, including bouncing and kicking.
Use equipment to control a ball.
Kick an object at a target.
Move safely around the space and equipment.
Travel in different ways, including sideways and backwards.
Play a range of chasing games.
Follow simple rules.
Control their body when performing a sequence of movements.
Participate in simple games.

Year 1

By the end of Year 1 children are able to:

Describe how their body feels when still and when exercising.
Carry and place equipment safely.
Use hitting skills in a game.
Practice basic striking, sending and receiving.
Throw underarm and overarm.
Catch and bounce a ball.
Use rolling skills in a game.
Practice accurate throwing and consistent catching.
Travel with a ball in different ways and in different directions.
Pass the ball to another player in a game.
Use kicking skills in a game.
Use different ways of travelling in different directions or pathways.
Run at different speeds.
Begin to use space in a game.
Begin to use the terms attacking and defending.
Use simple defensive skills such as marking a player or defending a space.
Use simple attacking skills such as dodging to get past a defender.
Follow simple rules to play games, including team games.
Perform using a range of actions and body parts with some coordination.
Perform learnt skills with some control.
Engage in competitive activities and team games.

Year 2

By the end of Year 2 children are able to:

Recognise and describe how the body feels during and after different physical activities.
Explain what a body needs to stay healthy.
Strike or hit a ball with increasing control.
Learn skills for playing striking and fielding games.
Position the body well to strike a ball.
Throw different types of equipment in different ways, for accuracy and distance.
Throw, catch and bounce a ball with a partner.
Use throwing and catching skills in a game.
Throw a ball for distance.
Use hand-eye coordination to control a ball.
Vary the types of throw used.
Bounce and kick a ball while moving.
Use kicking and dribbling skills in a game.
Know how to pass the ball in different ways.
Use different ways of travelling at different speeds and following different pathways, directions or courses.
Change speed and direction while running.
Begin to choose and use the best space in a game.
Begin to use and understand the terms attacking and defending.
Use at least one technique to attack or defend to play a game successfully.
Understand the importance of rules in games.
Use at least one technique to attack or defend to play a game successfully.
Perform learnt skills with increasing control.
Compete against themselves and others.

Year 3

By the end of Year 3 children are able to:

Recognise and describe the effects of exercise on the body.
Know the importance of strength and flexibility for physical activity.
Explain why it is important to warm up and cool down.
Be able to demonstrate successful hitting and striking skills.
Develop a range of skills in striking and fielding.
Practice correct batting techniques and apply these to games.
Strike the ball for distance.
Throw and catch with greater control and accuracy.
Practice the correct technique for catching a ball and use it in a game.
Perform a range of catching and gathering skills with control and accuracy.
Throw a ball in different ways.
Develop a safe and effective overarm bowl.
Move with the ball in a variety of ways with some control.
Use two different ways of moving with a ball in a game.
Pass the ball in two different ways in a game situation.
Know how to keep and win back possession of the ball in a team game.
Find a useful space and use it to support teammates.
Use simple attacking and defending skills in a game.
Use fielding skills to stop a ball from travelling past them.
Apply and follow rules fairly.
Understand and begin to apply the basic principles of invasion games.
Know how to place a striking and fielding game fairly.
Compete against themselves and others in a controlled manner.
Watch, describe and evaluate the effectiveness of a performance.

Year 4

By the end of Year 4 children are able to:

Describe how the body reacts at different times and how this affects performance.
Explain why exercise is good for your health.
Know some reasons for warming up and cooling down.
Use a bat, racquet or stick to hit a ball or shuttlecock with accuracy and control.
Accurately serve underarm.
Build a rally with a partner.
Use at least two different shots in a game situation.
Use hand-eye coordination to strike a moving and stationary ball.
Develop different ways of throwing and catching.
Move with the ball using a range of techniques showing control and fluency.
Pass the ball with increasing speed, accuracy and success in a game situation.
Occasionally contribute towards helping their team to keep and win back possession of the ball in a team game.
Make the best use of space to pass and receive the ball.
Use a range of attacking and defending techniques in a game.
Use fielding skills to prevent a player from scoring.
Vary the tactics used in a game.
Adapt rules to alter games.
Perform and apply skills and techniques with control and accuracy.
Take part in a range of competitive games and activities.
Modify their use of skills or techniques to achieve a better result.
Watch, describe and evaluate the effectiveness of a performance.

Year 5

By the end of Year 5 children are able to:

Understand the reasons for warming up and cooling down.
Explain some safety principles when preparing for and during exercise.
Use different techniques to hit a ball.
Identify and apply techniques for hitting a tennis ball.
Explore when different shots are best used.
Develop a backhand technique and use it in a game.
Practise techniques for all strokes.
Play a tennis game using an overhead serve.
Consolidate different ways of throwing and catching, and know when each is appropriate in a game.
Use a variety of ways to dribble in a game.
Use ball skills in different ways.
Pass a ball with speed and accuracy using appropriate techniques in a game situation.
Keep and win back possession of the ball effectively in a team game.
Demonstrate an increasing awareness of space.
Choose the best tactics for attacking and defending.
Shoot in a game.
Use fielding skills as a team to prevent the opposition from scoring.
Know when to pass and when to dribble in a game.
Devise and adapt rules to create their own game.
Consistently perform and apply skills and techniques with accuracy and control.
Take part in competitive games with a strong understand of tactics and composition.
Choose and use criteria to evaluate performances.
Explain why they have used particular skills or techniques, and the effect they have had on their performance.

Year 6

By the end of Year 6 children are able to:

Understand the importance of warming up and cooling down.
Carry out warm-ups and cool-downs safely and effectively.
Understand why exercise is good for health, fitness and wellbeing.
Know ways in which they can become healthier.
Hit a bowled ball over longer distances.
Use good hand-eye coordination to be able to direct a ball when striking or hitting.
Understand how to serve in order to start a game.
Throw and catch accurately and successfully under pressure in a game.
Show confidence in using ball skills in various ways in a game situation, and link these together effectively.
Choose and make the best pass in a game situation and link a range of skills together with fluency e.g. passing and receiving the ball on the move.
Keep and win back possession of the ball effectively and in a variety of ways in a team game.
Demonstrate a good awareness of space.
Think ahead and create a plan or attack or defence.
Apply their knowledge of the skills of attacking and defending.
Work as a team to develop fielding strategies to prevent the opposition from scoring.
Follow and create complex rules to play a game successfully.
Communicate plans to others during a game.
Lead others during a game.
Perform and apply a variety of skills and techniques confidently and with precision.
Take part in competitive games with a strong understanding of tactics and composition.
Thoroughly evaluate their own and others work, suggesting thoughtful and appropriate improvements.

Athletics

EYFS

By the end of EYFS children will be able to:

Run in different ways for a variety of purposes.
Jump in a range of ways, landing safely.
Roll equipment in different ways.
Throw underarm.
Throw an object at a target.
Control their body when performing a sequence of movements.
Participate in simple games.
Talk about what they, and others, have done.

Year 1

By the end of Year 1 children will be able to:

Vary their pace and speed when running.
Run with a basic technique over different distances.
Show good posture and balance.
Jog in a straight line.
Change direction when jogging.
Sprint in a straight line.
Change direction when sprinting.
Maintain control as they change direction.
Perform different types of jumps e.g. two feet to two feet, two feet to one foot etc.
Perform a short jumping sequence.
Jump as high and as far as possible.
Land safely and with control.
Work with a partner to develop the control of their jumps.
Throw underarm and overarm.
Throw a ball towards a target with increasing accuracy.
Improve the distance they can throw by using more power.
Perform learnt skills with some control.
Engage in competitive activities and team games.

Year 2

By the end of Year 2 children will be able to:

Run at different paces and describe them.
Use a range of different stride lengths.
Travel at different speeds.
Select the most suitable pace and speed for distance.
Complete an obstacle course.
Vary the speed and direction in which they are travelling.
Run following a curved line.
Run over different distances.
Perform and compare different types of jumps e.g. two feet to two feet, two feet to one foot etc.
Combine different jumps with some fluency and control.
Jump for distance from a standing position.
Choose the most appropriate jumps to cover different distances.
Know that the leg muscles are used when performing a jumping action.
Throw different types of equipment in different ways for accuracy and distance.
Throw with accuracy at targets of different heights.
Investigate ways to alter their throwing technique to achieve greater distance.

Year 3

By the end of Year 3 children will be able to:

Identify and demonstrate how different techniques can affect their performance.
Focus on their arm and leg action to improve their sprinting technique.
Begin to combine running with jumping over hurdles.
Understand the importance of adjusting running pace to suit the distance being run.
Use one and two feet to take off and land.
Develop an effective take-off for the standing long jump.
Develop an effective flight phase for the standing long jump.
Land safely and with control.
Throw with greater control and accuracy.
Show increasing control in their overarm throw.
Perform a push throw.
Continue to develop techniques to throw for increased distance.

Year 4

By the end of Year 4 children will be able to:

Confidently demonstrate an improved technique for sprinting.
Carry out an effective sprint finish.
Perform a relay, focusing on the baton changeover technique.
Speed up and slow down smoothly.
Learn how to combine a hop, step and jump to perform the standing triple jump.
Land safely and with control.
Begin to measure the distance jumped.
Perform a pull throw.
Measure the distance of their throws.
Continue to develop techniques to throw even greater distances.

Year 5

By the end of Year 5 children will be able to:

Accelerate from a variety of starting positions and select their favourite.
Identify their reaction times when performing a sprint start.
Continue to practise and refine their technique for sprinting, focusing on an effective sprint start.
Select the most suitable pace for the distance and their fitness level.
Identify and demonstrate stamina, explaining its importance for runners.
Improve techniques for jumping for distance.
Perform an effective standing long jump.
Perform a standing triple jump.
Perform a standing vertical jump.
Land safely and with control.
Measure the distance and height jumped with accuracy.
Investigate different jumping techniques.
Perform a fling throw.
Throw a variety of implements using a range of throwing techniques.
Measure and record the distance of their throws.
Continue to develop techniques to throw for greater distances.

Year 6

By the end of Year 6 children will be able to:

Recap, practice and refine an effective sprinting technique, including reaction time.
Build speed up quickly for a sprint finish.
Run over hurdles with fluency, focusing on the lead leg technique and a consistent stride pattern.
Accelerate to pass over competitors.
Work as a team to competitively perform a relay.
Confidently and independently select the most appropriate pace for different distances and different parts of a run.
Demonstrate endurance and stamina over longer distances in order to maintain a sustained run.
Develop their technique for the standing vertical jump.
Maintain control at each of the different stages of the triple jump.
Land safely and with control.
Develop and improve techniques for jumping for height and distance.
Perform and apply different types of jumps in other contexts.
Set up and lead jumping activities including measuring jumps with confidence and accuracy.
Perform a heave throw.
Measure and record the distance of their throws.
Continue to develop techniques to throw for increased distance and support others in improving their personal best.
Develop and refine techniques to throw for accuracy.
Perform a heave throw.
Measure and record the distance of their throws.
Continue to develop techniques to throw for increased distance and support others in improving their personal best.
Develop and refine techniques to throw for accuracy.

Outdoor Adventurous Activities

Year 3

By the end of Year 3 children will be able to:

Understand the importance of strength and flexibility for physical activity.
Orientate themselves with increasing confidence and accuracy around a short trail.
Identify and use effective communication to begin to work as a team.
Identify symbols used on a key.
Choose equipment that is appropriate for an activity.
Communicate with others.
Complete activities in a set period of time.
Begin to offer an evaluation of personal performances and activities.

Year 4

By the end of Year 4 children will be able to:

Orientate themselves with accuracy around a short trail.
Create a short trail for others with a physical challenge.
Start to recognise features of an orienteering course.
Communicate clearly with other people in a team, and with other teams.
Experience of a range of roles within a team and begin to identify the key skills required to succeed at each.
Associate the meaning of a key in the context of the environment.
Try a range of equipment for creating and completing an activity.
Make an informed decision on the best equipment to use for an activity.
Plan and organise a trail that others can follow.
Communicate clearly with others.
Work as part of a team.
Use a map to complete an orienteering course.
Complete an orienteering course more than once and identify ways of improving completion time.
Offer an evaluation of both personal performances and activities.
Improve trails to increase the challenge of the course.

Year 5

By the end of Year 5 children will be able to:

Explain some safety principles when preparing for and during exercise.
Start to orientate themselves with increasing confidence and accuracy around a course.
Design an orienteering course that can be followed and offers some challenge to others.
Begin to use navigation equipment to orientate around a trail.
Use clear communication effectively complete a particular role in a team.
Complete orienteering activities both as part of a team and independently.
Identify a key on a map and begin to use the information in activities.
Choose the best equipment for an outdoor activity.
Create an outdoor activity that challenges others.
Create a simple plan of an activity for others to follow.
Identify the quickest route to accurately navigate an orienteering course.
Communicate clearly and effectively with others.
Work effectively as part of a team.
Successfully use a map to complete an orienteering course.
Begin to use a compass for navigation.
Complete an orienteering course on multiple occasions, in a quicker time due to improved technique.
Offer a detailed and effective evaluation of both personal performances and activities.
Improve a trail to increase the challenge of the course.

Year 6

By the end of Year 6 children will be able to:

Orientate themselves with confidence and accuracy around a course when under pressure.
Design an orienteering course that is clear to follow and offers challenge to others.
Use navigation equipment to improve the trail.
Use clear communication to effectively complete a particular role in a team.
Compete in orienteering activities both as part of a team and independently.
Use a range of map styles and make an informed decision on the most effective.
Choose the best equipment for an outdoor activity.
Prepare an orienteering course for others to follow.
Identify the quickest route to accurately navigate an orienteering course.
Manage an orienteering event for others to compete in.
Communicate clearly and effectively with others when under pressure.
Work effectively as part of a team, demonstrating leadership skills when necessary.
Successfully use a map to complete an orienteering course.
Use a compass for navigation.
Organise an event for others.
Complete an orienteering course on multiple occasions, in a quicker time due to improved technique.
Offer a detailed and effective evaluation of both person performances and activities with an aim of increasing challenge and improving performance.
Listen to feedback and improve an orienteering course from it.