Context for learning / curriculum area(s): Gymnastics
Approaches to learning: Cooperative Learning, Pairs and trios.
http://www.ltscotland.org.uk/learningtea recognise whenchingandassessment/approaches/activelearning/index.asp
Level/Sector: Early
Experiences and Outcomes (being contributed to): I am aware of my own and others’ needs and feelings especially when taking turns
and sharing resources. I recognise the need to follow rules. HWB 0-23a
I am developing my movement skills through practice and energetic play. HWB 0-22a
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
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We are learning to develop our own
sequence( including jumps, balances
and rolls) and perform it
We are learn to control our body
when travelling and when still.
We are learning to listen
We are learning to recognise when
to follow instructions
We are learning to take turns and
share equipment
We are learning to be an observer
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Success Criteria: How will you
know/what are you looking for?
Performer:
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Learners participate fully
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Learners always try their best
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Learners never give up
Observer:
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Learners listen at appropriate times
Learners follow instructions
Learners wait their turn at appropriate
times and share equipment
Learners watch their partner
Learners count the moves their partner
completes
Learners ask for help
Learners use quiet voices and say kind
things
Activities/Experiences:
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Finding and using space
Make body tense, relaxed, stretched,
curled
Rolling in different ways
Balance in different ways showing
different shapes
Travel and climbing in different ways
Make different body shapes
Travel on floor
Link 2 or more skills together and
repeat them
Perform jumps safely showing different
shapes and rotations
Learners handling equipment safely
(DO)
Establish groups: name them (DO)
Performers and Observers role part of
group work (SAY)
Knowledge/Skills/Capabilities
/Attributes being developed:
Through performing and observation of
movement they are developing thinking
skills of
Remembering- show and tell about
sequence
Understanding –explaining parts of
sequence
Applying-demonstrating sequence
Able to work in pairs/trios –observing
peer sequence
Literacy skills of listening and talking
Confident Individuals-relate to others
and manage themselves
Effective Contributors-resilience/work
in pairs
Responsible Citizens-respect for others
Successful Learners-use literacy and
numeracy skills
Meeting Learners Needs:
SUPPORT
Differentiated resources – list of
movement skills
IMPACT
Learners set personal targets
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
Do/Make: Class teacher observation of sequence, video footage
Say: Learners can highlight their and their partner’s strengths and areas for improvement about their performance and understand the roles that they undertake.
Cooperative learning – adopting roles
Partnerships:
Port Glasgow High School and
Newark Primary School