Knowledge/Skills/Capabilities
/Attributes being developed:
Context for learning / curriculum area(s): Gymnastics
Approaches to learning: Cooperative learning, individual, pairs, trios
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
Level/Sector: Second
Experiences and Outcomes (being contributed to): While working and learning with others, I improve my range of skills, demonstrate
tactics and achieve identified goals. HWB 2-23a
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
Success Criteria: How will you
know/what are you looking for?
Performer:
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We are learning to plan, perform
and repeat a four move sequence
showing changes in direction, speed
and level using floor and/or
apparatus, with control, accuracy
and fluency.
We are learning to ask for
clarification
We are learning the roles of
observer and evaluator
We are learning to justify our
decisions
We are learning helpful talking
We are learning how to describe and
evaluate performance and give feedback
to help ourselves and partner improve.
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Learners can set realistic targets to
improve their own performance
Learners demonstrate a four move
sequence with control, accuracy and
fluency
Observer:
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Evaluator:
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Learners understand their responsibility
within their role in gymnastics
Learners take their turn at their role
Learners use positive language
Learners give feedback making
reference to given criteria
Learners can describe and evaluate
what makes a quality performance
Activities/Experiences:
 Refine skills and demonstrate increasing
control when jumping, rolling, balancing, and
working on floor and using apparatus.
 Link 4 actions together and change the context
– slow, fast, high, low, on own, with partner
 Work on strength and suppleness and how it
affects performance in gymnastics
 Use criteria to help set targets for
improvement
 Varying Partner/ group relationships –
mirroring, matching, following, leading, cannon
 Ask learners to compare, contrast and identify
similarities and differences in performances
 Encourage learners to use other people’s
suggestions to practice and improve their own
performance (DO/SAY)
 Encourage learners to share their performance
with the rest of the class.(DO/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?
Through performing and observation of
movement they are developing thinking
skills of
Remembering- show and tell about
sequence
Understanding –explaining parts of
sequence
Analysing-assessing what is involved in
the process of improving performance
of self/others
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 and make reasoned
evaluations
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
Do/Make: Class teacher observation/ peer observation of sequence, video footage.
Say: Learner’s can highlight their and their partner’s strengths and areas for improvement about their performance and the role that they undertake.
Partnerships:
Port Glasgow High School and
Newark Primary School