Context for learning / curriculum area(s): Gymnastics
Approaches to learning: Collaborative learning, pairs, trios
ghttp://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
Level/Sector: Second
Experiences and Outcomes (being contributed to): By reflecting on my own and others work and evaluating it against shared criteria,
I can recognise improvements and achievements and use this to progress further. HWB 2-24a
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
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We are learning to apply and link movement
skills accurately and with control in a
sequence
We are learning to use a model performance
to make comparisons with own performance
to set next steps
We are learning to use criteriacto evaluate
our own and others’ work
We are learning to identify personal
strengths and areas for development
We are learning to give constructive
feedback with good manners
Success Criteria: How will you
know/what are you looking for?
 Learners demonstrate a fluent, controlled
and accurate sequence
 I can hold a balance to vary speed in my
sequences
 I can use linking/travelling movements to
create a fluent sequence
 I can use given criteria to evaluate my
own and others’ work
 I can compare my work with a model
performance in pictures or demonstrations
and use the information to improve
 I can work in a supportive and positive
manner with a partner or small group
 I can highlight an area of gymnastics that I
am good at and set personal targets
Activities/Experiences:
 6 stations of equipment – incorporate
roll or sequence of rolls at each
station. Balance on large/small areas:
crab, bridge, headstand/handstand with
support and balance cards (floor &
apparatus).3. 6 stations: a) weight on
hands b) roll c) jump d) vaulting e)
hang/swing/climb f) Group/ partner
sequence work Play music (inspiration).
 Each zone performs sequence and another
area peer assess “2 stars and a wish”
(WRITE)(DO/SAY): zone 1 v’s 6, 2 v’s 5 and
3 v’s 4.Video sequence, complete self/
peer and teacher assessment record, time
to practice movements to be improved
(DO/SAY)
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
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Teacher assessment of pupils’ ability. (DO)
Peer assessment: compare against model performance criteria (2 stars and a wish using whiteboard). (WRITE)
Peer assessment of partner sequence work: judges mark routine against specific criteria using score cards (WRITE)
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Self-assessment: identify an area for self-improvement.(DO)
Peer assessment: 2 stars and a wish verbal feedback to another group.(SAY)
Video sequence to self and peer assess (DO)
Knowledge/Skills/Capabilities
/Attributes being developed:
Through performing and observation of
movement they are developing thinking
skills of
Remembering- show and tell
Understanding –explaining parts of
sequence
Applying-demonstrating sequence
Analysing- match and compare
movements
Evaluating –judging and deciding
Creating-plan and select skills
Able to work in pairs/trios –observing
peer sequence and giving feedback
Literacy skills of listening and talking
Confident Individual-relate to others
and manage themselves. Assess risk.
Effective Contributors-resilience/work
in pairs/groups
Responsible Citizens-respect for others
can make informed choices and
decisions
Think creatively and independently and
make reasoned evaluations
Successful Learners-use literacy and
numeracy skills
Meeting Learners Needs:
SUPPORT
Differentiated resources
Choice of role adopted by learner in
each lesson
IMPACT
Lessons provide challenge for
individuals as they set personal targets
Partnerships:
Associated primary schools in the
Greenwood Academy Cluster