Context for learning / curriculum area(s): Gymnastics
Approaches to learning: Cooperative learning, individual, pairs, trios
Level/Sector: Fourth
Experiences and Outcomes (being contributed to): While learning together, and in leadership situations I can:

experience different roles and take responsibility in organising a physical event
HWB 4-23a
Learning Intentions: What do you Success Criteria: How will you Activities/Experiences: want them to learn? Which part/s of the E/Os?

We are learning to plan, perform and modify an eight move sequence using complex actions showing changes in direction, flow and level using floor and/or apparatus, with control, accuracy and fluency.
 We are learning various leadership roles required for an event

We are learning to contribute to a supportive environment
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We are learning to make success criteria for sequences/competitions
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We are learning to describe, explain and know/what are you looking for?
Performer:

Leader:
Learners demonstrate an eight move sequence with control, accuracy and fluency
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Learners understand their responsibility within their role in planning and organising an event
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Learners take a lead role in organising some parts of their practise
Evaluator:
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Link, at least, 8 actions together and change the context – slow, fast, high, low on their own or with partner
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Develop Acro-gymnastics routines combining simple and complex skills
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Judging competitions
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Learners will be involved in differentiated competitions
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Learners analyse performance suggesting improvements to their own and peers performance (SAY)
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Learners will justify the design and effectiveness of theirs and others’ sequences
(SAY/DO/WRITE)
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Apply new skills to their own sequences and evaluate the effectiveness (SAY/DO/WRITE)
 justify strengths and areas for improvement in performance
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Learners reflect and recognise improvement
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Learners take responsibility for improving own performance based on recognition of personal strengths people’s suggestions to practise and improve performance
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their learning/activities?
Write: Peer assessment sheets- target setting, whiteboards and posters
Do/Make: 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 role that they undertake.
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
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 groups –lead, plan, organise
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
Apply leadership skills in new/ differentiated competition/events

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
Acknowledging worth of others.
Checking for understanding. Clarifying ideas.
Contributing ideas
Partnerships:
Port Glasgow High School and Newark Primary School