Context for learning / curriculum area(s): Gymnastics
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education,
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
creativity... Collaborative learning
Level/Sector: First
Experiences and Outcomes (being contributed to): I can recognise progress and achievement by discussing my thoughts and feelings and giving
and accepting feedback HWB1-24a
“I can recognise progress and achievement by discussing my thoughts and giving and accepting feedback.”
Activities/Experiences:
Learning Intentions: What do you
Success Criteria: How will you
HWB1-24a
want them to learn? Which part/s of
know/what are you looking for?
 Learners practice different types of rolls,
E/Os?
jumps,
and thenfeedback.”
practice and revise
“Ithe
can
recognise progress and achievement
by
discussing
my
thoughts
and
giving
andbalances
accepting
 Learners demonstrate basic rolling,
jumping and balancing skills

I can watch demonstrations carefully and
incorporating 4 movements
try to copy
We are
learning to work
cooperatively
“I can
recognise
progress
and achievement
by discussing my thoughts and
 I can use simple linking/travelling
together to create and perform a floor
HWB1-24a
movements to create and perform a
sequence
sequence

We are learning to watch demonstrations
 I can give and accept constructive
carefully and try to copy
feedback with good manners
 We are learning to give constructive
 I can talk about how a task could be
feedback with good manners
improved
 We are learning to identify personal
 I can work in a supportive and positive
strengths and areas for development
manner with a partner or small group
 We are learning to talk about how a task
 I can highlight an area of gymnastics that I
could be improved
am good at and set personal targets
HWB1-24a
 We are learning to create a floor sequence
for a 4 movement sequence
 Learners work in pairs to show start,
balance and roll
giving
accepting
 and
Learners
peer assess feedback.”
and pick their
favourite movement (DO)
 They suggest how their partner could
improve. They observe again to see if there
was an improvement ((SAY)
 Show and share (DO/SAY)
 Partners and tell them what they saw
that made the roll a good one (SAY)
 Share learners thoughts (SAY)
Knowledge/Skills/Capabilities
/Attributes being developed:
Through performing and observation of
movement they are developing thinking
skills of
Remembering- show and tell
Understanding –explaining parts of
sequence
Applying-demonstrating sequence
Analysing- match and compare
movements
Evaluating –judging and deciding
Creating-plan and select skills
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,
can make informed choices and
decisions
Successful Learners-use literacy and
numeracy skills
Meeting Learners Needs:
IMPACT
Differentiated resources
Choice of role adopted by learner in
each lesson
IMPACT
Assessment
+ Evidence
of Learning: Comes from what learners say/write/make/do in response to their
FocusApproaches
outcome (First
level)
learning/activities?








Lessons provide challenge for
individuals as they set personal targets
5 – self assessment
(DO) and achievement by discussing my thoughts and giving and accepting feedback.”
“I Fist
canto recognise
progress
2 stars and a wish – peer assessment (WRITE)
traffic light cards – self/peer assessment (DO)
HWB1-24a
tips to improve – peer assessment (SAY)
response to tips – self assessment (DO)
Audio Evidence (SAY)
Video Evidence (DO)
Photographic evidence (DO0
Partnerships:
Associated primary schools in the
Greenwood Academy Cluster