Gifted and Talented Year 6 2010 Academy Newsletter

GIFTED AND TALENTED CRITERIA FOR BOYS AND GIRLS IN YEAR 5 & 6

Pupils who are talented in PE are likely to show many or all of the following characteristics in their performance and approach to PE, sport and dance.
Approach to work - They may:
• Be confident in themselves and in familiar contexts
• take risks with ideas and approaches, and be able to think 'outside the box'
• show a high degree of motivation and commitment to practice and performance.
Effective performance - They may:
• be intelligent, independent, thoughtful performers, actively forming and adapting strategies, tactics or compositions
• be able to reflect on processes and outcomes in order to improve performance, understanding the close and changing relationship between skill, fitness and the tactics or composition of their performance
• be good decision-makers and able to take the initiative, often showing high levels of autonomy, independence and leadership
• be creative, original and adaptable, responding quickly to new challenges and situations, and often finding new and innovative solutions to them.
Body skilfulness and awareness - They may:
• have a high degree of control and coordination of their bodies
• show strong awareness of their body in space
• combine movements fluently, precisely and accurately in a range of contexts and activities.
Some pupils may have unusual abilities in specific aspects of the programme of study or areas of activity, such as:
• evaluating and improving performance through leadership
• acquiring, developing and performing advanced skills and techniques
• conceptual understanding, shown through the sophisticated selection and application of advanced skills, tactics and compositional ideas for their age
• particularly high levels of fitness for their age, in both specific and general areas
• specific strengths in general areas, such as games activities or dance activities.
Some pupils perform at high levels in sport or dance in the community, for example basketball, high jump, jazz dance or sailing. In some cases, these pupils' performance may be too specific to be easily related to the national curriculum level descriptions for PE.
Teachers should be aware that age and physical maturation can lead to better performance at certain ages and stages, but they are not a characteristic of talent in PE and sport.

Below is criteria taken from the DFES website which can help you select your children from Year 5. Ideally you should be able to tick a box in at least 3 of the 5 areas of PE below.

Gym – Unit 6
Some children will have progressed further. They will be able to: perform actions with control and fluency, responding in a more imaginative way; plan longer sequences independently; use a wider range of gymnastic agilities and actions confidently on the floor and apparatus; say when their heart rate and breathing rate will quicken; say how their body feels after gymnastic activity; describe performances clearly, recognising what is good quality
Dance – Unit 6
Some children will have progressed further. They will be able to: interpret different stimuli with imagination and flair; create, refine and structure movements and patterns with artistic understanding; communicate the artistic intention of a dance clearly, fluently, musically and with control; take the lead when working in a group; help others to refine and structure movements and patterns; understand why dancing is good for their health; organise their own warm-up and cool-down activities to prepare for, and recover from, dance; describe, interpret and evaluate dance, using appropriate language and terminology
Invasion Games – Unit 4
Some children will have progressed further. They will be able to: use good-quality skills effectively; choose skills and tactics that meet the needs of the situation; make decisions quickly in games; play in a number of positions; understand attacking and defending positions well; design very good warm ups that suit the game; watch their own and others’ performances and suggest improvements for specific purposes
Striking and Fielding – Unit 2
Some children will have progressed further. They will be able to: play games effectively, reading situations and responding quickly; bat, bowl and field with control; use a range of tactics for attacking and defending as batters, bowlers and fielders; identify the main types of fitness needed for these games and use them in warm-up routines; identify their own and others’ strengths and devise practices that lead to improvement
Invasion Games – Net and Wall – Unit 2
Some children will have progressed further. They will be able to: play the full game of short tennis; use a wide range of shots in games, with a good degree of consistency and accuracy; start a game or point with a serve of their choice; work collaboratively with a partner; organise themselves well in a team; understand the need for different tactics; choose and use tactics effectively; lead others in short warm-up routines, selecting safe and appropriate activities and exercises; identify strengths and weaknesses in their own and others’ play, and suggest practices that will lead to improvement
OAA
Some children will have progressed further. They will be able to: work confidently in familiar and changing environments; adapt quickly to new situations; devise and put into practice a range of solutions to problems and challenges; understand clearly the nature of a challenge or problem and what they want to achieve; take a leading role when working with others; prepare efficiently and safely; identify and respond to events as they happen; identify effective performances and solutions; take the lead in planning to improve weaknesses