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: Third
Experiences and Outcomes (being contributed to): I am developing the skills to lead and recognise strengths of group members,
including myself. I contribute to groups through my knowledge of individual and group strengths. HWB 3-23a
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
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We are learning to plan, perform
and modify a six move sequence
showing changes in direction, flow
and level using floor and/or
apparatus, with control, accuracy
and fluency.
We are learning to lead
We are learning what you need to
make informed decisions
We are learning to contribute to a
supportive environment
We are learning to recognise strengths
and weaknesses in performance
We are learning how to describe and
evaluate performance and give feedback
to help ourselves and partner improve.
Success Criteria: How will you
know/what are you looking for?
Performer:
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Learners demonstrate a six 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 a lead role in organising
some parts of their practise
Learners use positive language
Learners analyse performance and
suggest improvements
Learners use other people’s suggestions
to practise and improve performance
Activities/Experiences:
 Introduce acro-gymnastics
 Create their own sequences on the floor and
on the apparatus using different pathways
 Link 6 actions together and change the context
– slow, fast, high, low, on own, with partner
 Apply new skills to their own sequence
 Varying Partner/ group relationships –
mirroring, matching, following, leading, cannon
 Ask learners to compare, contrast and identify
similarities and differences in performances and
use this information to support improvement
(SAY)
 Lead warm-ups and other parts of practise
(DO)
 Encourage learners to use other people’s
suggestions to practice and improve their own
performance. (SAY/DO)
Learners will share their performance with the
rest of the class. (DO/SAY)
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
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
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.. Take the initiative and lead
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,
make informed choices and decisions
on own and as part of a group
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