Context for learning / curriculum area(s): Gymnastics
Approaches to learning: Cooperative Learning, pairs and trios
http://www.ltscotland.org.uk/learningteachingandassessvelearning/index.asp
Knowledge/Skills/Capabilities
/Attributes being developed:
Level/Sector: First
Experiences and Outcomes (being contributed to: I can follow and understand rules and procedures, developing my personal goals. I
recognise and can adopt different roles in a range of practical activities. HWB 1-23a
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
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We are learning to perform a two
move partner sequence ( including
jumps, balances and rolls) .
We are learning to perform a 3
move sequence which includes a
starting and finishing position.
We are learning to listen
We are learning to follow
instructions
We are learning to take turns and
share equipment
We are learning to be an observer
We are learning what to look for using
criteria sheets to help our partner
improve.
Success Criteria: How will you
know/what are you looking for?
Performer:
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Learners participate fully
Learners always try their best
Learners never give up
Learners demonstrate a two move
partner sequence with control
Learners complete a 3 move sequence
which includes a starting and finishing
position with control
Observer:
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Learners always follow rules
Learners always wait their turn at
appropriate times and share
equipment/resources
Learners watch their partner perform
Tell your partner one thing the did well
and why
Tell your partner one thing they could
improve upon. How can they do this?
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 and apparatus
Link 3 or more skills together and
repeat them
Perform jumps on floor & apparatus
safely showing different shapes and
rotations
Learners handling equipment safely
Establish groups: name them
Peer/Self evaluating: short discussion
time (SAY)
Evaluation scale for self and peers to
demonstrate improvement (DO/SAY)
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
Do/Make: Evidence: Class teacher observation/ peer observation of sequence, video footage.
Say: Learners can highlight their and their partner’s strengths and areas for improvement about their performance and the roles that they undertake
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
Evaluating-recognise what needs to
improve and how to improve
Creating-plan and select skills
Able to work in pairs/trios –observing
peer sequence and provide peer
support
Literacy skills of listening and talking
Confident Individuals-relate to others
and manage themselves. Assess risk and
make informed decisions
Effective Contributors-resilience/work
in pairs
Responsible Citizens-respect for others
Successful Learners-use literacy and
numeracy skills. Think creatively and
independently
 Understand your responsibility within
your role in gymnastics
 Solve problems, work with others,
think critically and creatively
Meeting Learners Needs:
SUPPORT
Differentiated resources – list of
movement skills
IMPACT
Learners set personal targets
Cooperative learning – adopting roles
Partnerships:
Port Glasgow High School and
Newark Primary School