Knowledge/Skills/Capabilities
/Attributes being developed:
Context for learning / curriculum area(s): Gymnastics
Approaches
to learning: Collaborative learning, pairs, trios
 http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
Level/Sector: Third
Experiences and Outcomes (being contributed to): I can analyse and discuss elements of my own and others’ work, recognising
strengths and identifying areas where improvements can be made. HWB 3-24a
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
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We are learning to apply and link
movement skills accurately and with
control in a sequence on floor and
apparatus
We are learning to use a model
performance to make comparisons with
own performance to set next steps
We are learning to use criteria checklist
to evaluate our own and others’ work
We are learning to help others through
peer tutoring
We are learning to identify personal
strengths and areas for development
We are learning to observe a performance
and give constructive feedback with good
manners
Success Criteria: How will you
know/what are you looking for?
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Learners demonstrate a
fluent, controlled and accurate sequence
on floor or apparatus
I understand how qualitative
movements combine to make my
sequence fluent and how a variety of
themes e.g. inversion, direction, levels
and speed make my sequence interesting
I can use given criteria to evaluate
my own and others’ work
I can compare my work with a
model performance in pictures or
demonstrations and use the information to
improve
I can work in a supportive and
positive manner as a peer tutor
I can highlight an area of gymnastics
that I, or my peers are good at and set
targets, then check for improvement
against targets
Activities/Experiences:
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Practice/Develop individual skills
Pupils demonstrate skills
Watch model performer carry out a variety of
skills/gymnastic sequence. (Discuss)
Trying to refine sequence (quality)
 Continue to/try to develop a sequence on
apparatus/trampeete work.
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Explore different start& finish positions for
each skill. (experimental)
Feedback -discuss findings Using mini white
boards state/list strengths and areas for
improvement in your partners’ sequence.
(SAY/WRITE)
Practice/develop skill through comparing own
performance to model and checklist/criteria.
balance, jumps, flight, travel, inversion if
able). (DO)
Illustrate using list of skills and diagram
including direction and skills. Record for
future use.(Planning sheet) (WRITE)
Individualised learning (skill criteria cards)
(DO/WRITE)
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
through comparing and assessing
Creating-plan and select skills
Able to work in pairs/trios –observing
peer sequence and giving feedback
Literacy skills of listening and talking
Confident Individuals-relate to others
and manage themselves. Assess risk.
Effective Contributors-resilience/work
in pairs/groups
Responsible Citizens-respect for others,
can make informed choices and
decisions
Successful Learners-Think creatively and
independently and make reasoned
evaluations – using targets as a baseline
to judge improvement
Meeting Learners Needs:
SUPPORT
Differentiated resources
Choice of role adopted by learner in
each lesson
IMPACT
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response
to their
learning/activities?
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Teacher assessment of pupils’ ability. Compare skills to a model performer & criteria checklist (DO)
Self- assessment (how does it feel, look) (DO)
Teacher/ pupil feedback and discussion. (SAY)
Peer assessment. Look at partners’ performance. Grade out of 10 points. (DO/SAY)
Using mini white boards state/list strengths & areas for improvement (WRITE)
Teacher/pupil feedback and discussion (SAY)
Teacher assessment (grading) (DO)
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Teacher/pupil feedback and discussion Peer assessment. Look at partners’ performance. Grade out of 10 points.
Lessons provide challenge for
individuals as they set personal targets
Partnerships:
Associated primary schools and
Greenwood Academy