PESS for Wales
Gymnastics Module 3
Tutors’ Manual
Draft 3 September 2009
Mod 3 Tutors Manual Draft 3 September 09
Title:
Gymnastics Module 3
Aim
To enhance the quality of teaching and learning in Gymnastics Activities in Primary Schools
Objective
To make gymnastics activities accessible to both practitioners and learners by providing a range of practical ideas to support the delivery of gymnastic activities, including
planning, delivery and assessment.
Outcomes
By the end of this course Practitioners should have a basic knowledge and understanding of:
The Families of Skills and how to use these activities to deliver safe, purposeful and fun learning activities that meet the requirements of the National Curriculum
They should also be able to:
Begin to identify how they might use a range of learning and teaching strategies to enhance teaching and learning in gymnastic activities
Target Groups
Primary School Practitioners with a responsibility for teaching gymnastics activities
Mod 3 Tutors Manual Draft 3 September 09
SESSION PLAN SUMMARY
SESSION/TIME/ TITLE
AIM
RESOURCES - Data projector, laptop, PowerPoint presentation, Module 3 CD-Rom, Personal laptops if available. Blue
tack, flipchart, flipchart pens,
1: Theory (20 minutes)
To introduce tutors and confirm that the course
Tutor
Course Organiser
Introduction
has been constructed in line with the CPD PE
Estyn words on small cards.
CPD Code Practice Guidelines
Guidelines. Discuss Mod 3 assumptions
2: Practical
To introduce and experience a range of new body
Mod 3 Body Schooling Resource cards.
Mats and benches
(60 minutes)
schooling activities and games as well as
Module 1 and Module 2 Shape & Position Cards small size
Diamond Ranking Template. Stickies/post
New Body Schooling
experience a range of pedagogical approaches.
Learner Challenges. Move Cubes.
it notes.
Skill Rapid Fire Sequences - displayed.
Optional - Body Schooling Games Cards
ideas
3: Practical
To introduce practitioners to the Family of skills
Bridge Family Resource Cards and Certificate.
Mats, benches and Fit Balls,
(60 minutes)
concept and inclusive teaching style
Sequence Frameworks.
Gym Bubble.
Exploring Family of
Family of skills Fronts.
Creative Matrix.
skills
Certificates
4: Theory (30 minutes)
To prepare practitioners to work effectively with
Flip Chart - Map with circuit of skills for session 6. Headstand, Wall Walk,
2 x Practitioner Crib Sheets for all of the
Preparing to work with
learners both immediately in session 6 and longer
Forward Roll off Bench, Forward Roll down a Slope, Backward Roll down a
above.
learners
term with own learners
Slope, Developing the Push Phase 3, High Hip Hares Over a Bench,
Wheeling Stars, Toppling Statues Resource Cards.
5. Theory (30 minutes)
To help practitioners begin to consider a range of
Quality L & T
pedagogical approaches
6: Practical
To consider some specific Family of skills cards
(90 minutes)
and discuss their implications.
Card Sort activity
A4 Approaches Sheet
PMI triangle sheets
Learners 4 per pair of Practitioners. Plus resources from session 4
Resources from session 4
Flip Chart paper, with one strategy per page on.
Blank RECIPE templates,
Family of Skills Cards
7: Theory (30 minutes)
To help practitioners begin to consider a range of
Quality Learning &
Assessment for Learning strategies and their use
Teaching
in the RECIPE format.
8. Theory (30 minutes)
To begin to consider how to ensure that the
Action Planning
professional development is value for money and
pens and stickies/Post it notes
Action Planning templates.
has a positive impact on standards of learning and
teaching in their schools
9. Theory (30 minutes)
To familiarise practitioners with the module 3 CD
Resource Review
Module 1 and Module 2 Shape & Position Cards. Skills A3 Sequence
.
Cards
10. Theory (10
Opportunities to ask questions
minutes)
To review the course and undertake an evaluation.
Plenary
Mod 3 Tutors Manual Draft 3 September 09
Evaluation forms,
Session Plans
Session 1: Introduction.
Suggested time: 20 minutes
AIM: To introduce tutors and confirm that the course has been constructed in line with the CPD PE Guidelines. Discuss Mod 3 assumptions
Specific learning outcomes
Suggested delivery ideas/content/critical tasks
Support resources
By the end of this session
Tutors need to talk to secondary PE specialists who may be attending the course to
Data projector, laptop, PowerPoint presentation,
Practitioners should be able to :
ensure they work sensitively with primary colleagues particularly in practical
Estyn words on small cards. Module 3 CD.
- Critically reflect on the
sessions. Secondary specialists should adopt a mentoring role supporting and
assumptions in order to
facilitating learning. Some primary colleagues may feel very threatened by the
CPD Code Practice Guidelines
assess the impact of module
presence of secondary colleagues. Tutors to manage appropriately.
1 and 2 on teaching and
learning in gymnastic
In small groups critically reflect on the assumptions, use the Estyn words to describe
activities in their own
how many learners/practitioners from their own schools know/understand/are able to
school/class etc.
do. Discuss issues and share success strategies to enhance practice.
- Share ideas for successful
implementation
KEY POINTS
The course is progressive and builds on previous outcomes, things will not be
revisited.
Mod 3 Tutors Manual Draft 3 September 09
Classroom setting.
.
Notes
Tutor log
Mod 3 Tutors Manual Draft 3 September 09
Additional delivery ideas
Session 2 New Body
Suggested time: 60 minutes
Schooling ideas
AIM: To introduce and experience a range of new body schooling activities and games as well as experience a range of pedagogical approaches.
Specific learning outcomes
Suggested delivery ideas/content/critical tasks
Resources
By the end of this activity,
Need to stress that this session is for them and cannot be used with learners although aspects of good teaching
Resource cards, Gymnastic resource
Practitioners should be able to:
and learning will be highlighted.
- Recall the Body Schooling Activities
CD, laptop, projector, Personal
from Module 1 & 2
There is a need for the practitioners to become familiar with the activities in as short time as possible.
laptops if available. Mats and
- Recognise and name new body
Warm group up using Balance Tag.
benches. Resource Cards from
schooling activities
Module 1 and 2. Learner
- Identify progression from Module 2
Split the group into 2 halves and pair up in the two halves – A & B. Each pair moves around their half of the BSA
and create new Body Schooling
carousel. Ask practitioners to start with the ‘Enables’ and if confident then move to main activity.
Games
A – Baby Elephants, Footsie Rolls, Hurdle Step, Snapping Supports
- Identify how the learner challenges
B- Caterpillar, Frogstand, V Sit, Spinning Supports
can be used to enhance learning and
teaching
Challenges. Move Cubes. Skill
Cards per group and displayed.
Hall Space. Diamond Ranking
Template. Stickies/post it notes.
Form new pairs, one from A and one from B. Use Leaner Challenges to create sequences, teach partner a new
move if required. Use Roll & Do and Deal & Choose to create longer sequences.
Brainstorm what makes a good performance, put one aspect per stickie. Watch another pair then diamond rank
(use diamond ranking template) best features of their performance. Provide feedback based on the diamond
ranking. Use Big Mac feedback - 1st - Praise for good features and why good then 2nd identify one aspect for
improvement and why and then 3rd motivation. Collate ideas on Good performance on a flipchart then refer to
National Curriculum Quality Words resources from KS2 Dance and discuss. Not a definitive list.
Then look at Body Schooling Games practitioners have prepared for pre-course task and in pairs discuss how
these could be amended/adapted to include new Body Schooling Activities or to create new games or more
complex versions.
KEY POINTS
New activities many have a focus on weight on hands. It will take time to develop the necessary strength.
Highlight different Pedagogical approaches on Flip chart. Quality performance. Develop new games.
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Notes
Tutor log
Mod 3 Tutors Manual Draft 3 September 09
Additional delivery ideas
Session 3 Exploring Family
Suggested time: 60 minutes
of Skills
AIM: To introduce practitioners to the Family of skills concept and inclusive teaching style
Specific learning
Suggested delivery ideas/content/critical tasks
Support resources
By the end of this
Need to stress that this session is for them and cannot be used with learners although aspects of good teaching and learning will be highlighted and
Bridge Family
session Practitioners
feature in some of the explore and create phases of the lesson plans.
Resource Cards and
should have a basic
Introduce concept of Family of skills – progressive stages that lead learners to the actual skill. Every activity is an activity in its own right and can be
Certificates. Mats,
knowledge and
included in a sequence, building their movement vocabulary. Introduce the concept of inclusive teaching style and explain in the longer term, learners
benches and Fit Balls,
understanding of:
decide where they are going to start and then based on their responses practitioners help learners assess if this is the correct place for them too easy,
Sequence Frameworks.
outcomes
- How a Family of Skills
too hard or just right (the goldilocks principle). Initially practitioner may need to identify/suggest starting place.
Gym Bubble. Creative
can be used with
Allocate a pair of practitioners to a Bridge Family Card. Question is this the correct starting place for you? Ask them to justify what they are going to
Matrix. Family of skills
children
attempt next. Show practitioners the Bridge Family Certificate so they can see the big picture/order. Use reciprocal and self check styles within the
Fronts. Hall space.
- How the sequence
inclusive stations. Encourage movements into and out of skills. Discuss how this approach will work with children, how can they be helped to make
frameworks can enhance
informed choices? Discuss how developing their own video clips for each progressive stage may help learners, place of home learning to look at
learners sequence
progressive stages. Also ethos it is OK to make mistakes and learn from mistakes.
construction
Create a sequence using Sequence Frameworks.
What makes a good sequence? Introduce Gym bubble add some content to outside, quick competition how much can you add in 1 minute. Introduce
the Creative Matrix. Create 4 point success criteria as a group of four and then use this to provide feedback on the quality of the
composition/sequence work.
In pairs using a set of ‘Family of skills Front Cards’ order a family of skill, identify the easiest and most difficult and those in between, is there a right or
wrong order? Not really PESS has given them an order but some learners may think some activities are easier or harder than other learners so can be
some flexibility to this order.
Discuss Family approach, show Certificates and consider other ways of using Sequence Frameworks.
KEY POINTS
Not a lesson, used to introduce Inclusive teaching style. Range of pedagogical approaches. Quality sequence composition. Familiarity with two skill
cards.
Highlight different Pedagogical approaches on Flip chart.
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Notes
Tutor log
Mod 3 Tutors Manual Draft 3 September 09
Additional delivery ideas
Session 4 Preparing to work with
Suggested time: 30 minutes
Learners
AIM: To prepare practitioners to work effectively with learners both immediately in session 6 and longer term with own learners
Specific learning outcomes
Suggested delivery ideas/content/critical tasks
Resources
By the end of this session Practitioners should
Explain how practitioners will be working in session 6 with learners – Practitioners in pairs with approx 4
Flip Chart with circuit of skills
be able to:
learners per pair. Practitioners warm up learners using the activity they prepared previously as pre-
on.
- Identify the key safety points of any
course task and amended earlier in session 2. Then practitioners instruct learners to set up the
apparatus required for their first station and then consider first activity, try to link activity into a sequence
Family of skill Cards for
family of skills card
- Identify questions they may ask learners
and then move to the next activity in the circuit. Explain that whilst every precaution has been taken to
to ensure safe and effective learning
- Identify how they might help learners
identify appropriate strategies to ensure
safe and effective learning
ensure the activities planned are appropriate for learners, practitioners will need to ensure that this is
the case both in the practical session on the course and longer term when working with learners in
Headstand, Wall Walk,
Forward Roll off Bench,
Forward Roll down a Slope,
school. Explain that the cards have been selected on the basis that they are the ones that may cause
Backward Roll down a Slope,
initial concern amongst practitioners, so if practitioners can be convinced about these hopefully the
Developing the Push Phase
others will cause no problems. Inform practitioners that this is to reassure them and maintain their
3, High Hip Hares Over a
confidence as the learners will enjoy the activities and be successful regardless of this intervention.
Bench, Wheeling Stars,
Pair practitioners up and confirm what they will be doing in the warm up. Hand each pair the family of
Toppling Statues, Tandem
skills card they will start with in the circuit. Ask practitioners to identify key teaching points, what they
Soldiers, Support Train Walk,
will expect to see the learners doing as they attempt the activity, any possible safety issues and what
questions they might ask the learners before allowing learners to attempt the activity.
Hand out Crib sheets for their cards and ask practitioners to add any points to the crib sheet. Repeat
for the second Family of skill card they will meet in the circuit. Give them crib sheet straight away this
time and allow them to add anything else to the sheet. Explain that will have previous groups crib
sheets to work with in subsequent rotations in the circuit. Stress practitioners role is to facilitate learning
so learners must work with resources independently as much as possible with practitioners intervening
only as and when necessary. Discuss how much support learners might need initially and longer term.
Before session 6 give practitioners the opportunity to look at the other cards in the circuit, so if they wish
to become more familiar with all the activities they can.
KEY POINTS
Ensuring safety and facilitating effective independent learning and practitioners must ensure that
learners understand that they must consider key points, safety issues and strategies to
overcome/alleviate/reduce these before they attempt any activity.
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Rock and Roll to Stand.
Plus Crib Sheets for each of
the above cards.
Notes
Tutor log
Mod 3 Tutors Manual Draft 3 September 09
Additional delivery ideas
Session 5 Quality learning & teaching.
Suggested time: 30 minutes
AIM: To help practitioners begin to consider a range of pedagogical approaches
Specific learning outcomes
Suggested delivery ideas/content/critical tasks
Resources
By the end of this session Practitioners
Discuss what approaches have been used so far. Refer to Flip chart. Give each pair the
Data projector, laptop, blue
should be able to:
A4 Approaches sheet plus the card sort activity.
tack, flipchart, flipchart
2 approaches per group/pair…
pens, A4 Approaches
(Copy Me + Sequence Criteria)
Sheet, Card Sort activity,
(Copy me and rearrange + Roll & Do)
PMI triangle sheets. Mod
- Begin to identify some of the pedagogical
approaches promoted and discuss how they
could be used
(Copy, change and rearrange + My Choice/Our Choice)
(Start, Middle Finish + Pair Teach)
(Show & Wow + Deal & Choose).
Practitioners are to try and place each feature under the correct pedagogical heading.
Show this section on the Module 3 CD-Rom.
Discuss other approaches that can be transferred from the classroom.
Use thinking tool - PMI triangle to reflect on approaches, encourage practitioners to take
PMI sheets away and revisit.
KEY POINTS
Independent learning, learners making decisions, taking responsibility, engaged in own
learning. Use a range of pedagogical approaches to continue to motivate learners.
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Notes
Tutor log
Mod 3 Tutors Manual Draft 3 September 09
Additional delivery ideas
Session 6 Family of skills Cards
Suggested time: 90 minutes
AIM: To consider some specific Family of skills cards and discuss their implications.
Specific learning outcomes
Suggested delivery ideas/content/critical tasks
Support resources
By the end of this session Practitioners
Stress this is not a model lesson, it is an activity to help consider specific issues arising
Learners 4 per pair of
should have a basic knowledge and
from individual cards. Practitioners will have looked the first two cards they will work
Practitioners. Headstand, Wall
understanding of:
with in detail and will have had an opportunity to look at the others over lunch. Each
Walk, Forward Roll off Bench,
- Safe supporting techniques
pair will work with 4 learners and then warm learners up using body schooling activity
Forward Roll down a Slope,
- How these techniques can be shared
from session 2. Practitioners to instruct learners to set up apparatus for the first
Backward Roll down a Slope,
with colleagues
station. At each stage in the circuit the practitioners will allow learners to read through
Developing the Push Phase 3,
activity card and then ask the learners questions before the learners start working, to
High Hip Hares Over a Bench,
ensure the learners and the practitioners are happy and safe. Practitioners to use the
Wheeling Stars, Toppling
Crib Sheets. Each set of practitioners and learners to move around all stations. At
Statues, Tandem Soldiers,
each station practitioners to leave behind their crib sheets so that the next group can
Support Train Walk, Rock and
use. At each station learners to create a short 3 action sequence to include the new
Roll to Stand Resource Cards
skill - action into new skill – new skill into and - action out of new skill. Practitioners use
Three per pair of Teachers.
creative matrix to challenge learners sequence construction.
Practitioner Crib Sheets.
Demonstration of Extension activities – some activities are for more able learners.
Creative Matrix. Laptops,
Teach Wheelbarrow Lift, Front Support to Handstand, Handstand to a group with other
digital video cameras, Mats ,
groups watching. Suggest do one activity and allow practitioners to work through this
benches, slopes, children two
with learners. Explain some images on cards not as helpful as they could be, need to
per practitioner
read teaching points carefully. Make sure that practitioners are very clear about
Hall space
supporting positions allow them to make additional notes as required.
When children gone discuss learners supporting other learners, Family of skills again,
strategies for cascading information on supporting recommendations.
KEY POINTS
Review support techniques & safety points
Mod 3 Tutors Manual Draft 3 September 09
Notes
Tutor log
Mod 3 Tutors Manual Draft 3 September 09
Additional delivery ideas
Session 7 Quality Learning & Teaching
Suggested time: 30 minutes
AIM: To help practitioners begin to consider a range of Assessment for Learning strategies and their use in the RECIPE format.
Specific learning outcomes
Suggested delivery ideas/content/critical tasks
Support resources
By the end of this session Practitioners
Quality Learning & Teaching – Assessment for Learning
Blank RECIPE templates Data
should be able to:
Discuss in pairs what do you already know about Assessment for learning? Collate key features
projector, laptops, Flip Chart
of AfL on flip chart by taking suggestions from the group. Use definition to confirm.
paper, pens and stickies/Post
If practitioners already very familiar with Afl this cold be a very quick fire reminder session, with
it notes
- Begin to identify some of the
Assessment for Learning strategies
promoted and discuss how they could be
used
those more confident helping those who are les confident about AfL. Could use thumbs activity
to gauge confidence/familiarity.
Assessment for learning is…
The process of seeking and interpreting evidence for use by learners and their practitioners to
decide where learners are in their learning, where they need to go and how best to get there.
Assessment Reform Group 2002
Discuss in pairs how assessment for learning might fit into the RECIPE format and how this
might link to learning outcomes.
Consider some of the Strategies used in the units. Flip chart with one strategy on, - Traffic
Lights, Diamond Ranking, Dart Board, Two Stars and a wish, KWL, Bulls Eye, Hot Seating, Think
Share Pair, Carousel Evaluation. Pairs given stickies, what do you know about this strategy?
Put one feature per sticky and place on flip chart. Everyone identify as many different features of
each strategy as they can, post stickies on flipchart. Give each pair a strategy and ask them to
collate responses and present this gallery style. Discuss any further questions they may have
about the strategy. Where can they find out further information? Refer practitioners to WAG and
NI documentation and AfL section on CD-Rom. Not an AfL course raising awareness of how AfL
used in the approach.
KEY POINTS
AfL is embedded in RECIPE and the PESS approach, use of questioning by practitioner and
learner, feedback and self and peer evaluation. Intervene phase highlights model what working
towards.
Mod 3 Tutors Manual Draft 3 September 09
Classroom setting
Notes
Tutor log
Mod 3 Tutors Manual Draft 3 September 09
Additional delivery ideas
Session 8 Action Planning
Suggested time: 30 minutes.
Aim: To begin to consider how to ensure that the professional development is value for money and has a positive impact on standards of learning and teaching in their
schools
Specific learning Outcomes
Suggested delivery ideas/content/critical tasks
Support resources
By the end of this session Practitioners
Need to discuss accountability and value for money in relation to the investment,
Data projector, laptop, ,
should be able to identify:
production of resources, time out, cover, etc. Initially pump primed, now practitioners and
Action Planning templates.
- short and medium term actions as a
schools need to be accountable and ensure that the investment has a positive impact on
Classroom setting
result of attending the Module 3 course
standards of learning and teaching.
- the success criteria they will use to
Short term, medium term actions because of attending the course.
measure the impact of the course on
Success criteria what would you want to see that would say the investment is VFM/or has
standards of learning and teaching
added value.
- what evidence they will collect to
What evidence will they need to collect to confirm the impact?
confirm this impact has been achieved
Mechanisms for reporting progress to whom and how, how will they share good practice?
- how and who they will report
progress/good practice to
Explain that a certain percentage of course attendees will be followed up in relation to
impact and that action planner should feed into individual, subject and school self
evaluation and development planning cycles, as well as development centre planning and
progress reviews.
KEY POINTS
Importance of action planning to success and importance of audit trail in relation to
evidence. To be VFM it must impact positively on the child (standards of learning).
Mod 3 Tutors Manual Draft 3 September 09
Notes
Tutor log
Mod 3 Tutors Manual Draft 3 September 09
Additional delivery ideas
Session 9 Resource Overview
Suggested time:30 minutes.
Aim: To familiarise practitioners with the module 3 CD
Specific learning Outcomes
Suggested delivery ideas/content/critical tasks
Support resources
By the end of this session Practitioners
Navigation very similar to previous two CDs so should be able to find things
Data projector, laptop, module 3 CD, ppt
should be able to:
easily. Activity to take them to the new aspects for Mod 3.
slides
- begin to navigate their way around the
Ask each group to analyse a different rapid fire sequence and ask them to
A3 Skill sequence Sheets. Mod 1 & 2
Module 3 CD and suggest how it can be
identify the shapes and positions that make up that skill. If you hold the
shape and position cards.
used to support teaching and learning in
cursor over the position it will hold and then move it away slightly and it will
gymnastic activities
move to next position. Use A3 skill sequence sheets and Mod 1 & 2 shape
and position cards. Discuss continuity and progression and the big picture
and how the whole approach to teaching gymnastic activities comes together.
One click/Quick click competition who can get to….
assessment for learning section,
certificates,
video clips of end of unit sequences,
sequence frameworks,
in one click or least number of clicks. Identify key aspects of CD-Rom they
need to be able to find.
Discuss how the CD could be used to support learning and teaching.
Mod 3 Tutors Manual Draft 3 September 09
Notes
Tutor log
Mod 3 Tutors Manual Draft 3 September 09
Additional delivery ideas
Session 10 Plenary
Suggested time: 10 minutes.
Aim: To review the course and undertake an evaluation.
Specific learning Outcomes
Suggested delivery ideas/content/critical tasks
Support resources
By the end of this session practitioners
Hand out evaluation forms.
Data projector, laptop, module 3 CD,
should be able to
Explain that you want to make the course as useful as possible and are
Evaluation forms,
- Make reflective comments on the value
always looking to improve on content/delivery etc so their reflective thoughts
Classroom setting
of the course to them as an individual,
are very welcome including thoughts on anything else they would find useful.
their school and their learners.
Share other PESS Courses with practitioners to assess interest.
- Decide whether they are interested in
attending future courses.
Wish practitioners every success with implementing the PESS approach to
teaching gymnastic activities.
Thank participants and wish them a safe journey.
Mod 3 Tutors Manual Draft 3 September 09
Notes
Tutor log
Mod 3 Tutors Manual Draft 3 September 09
Additional delivery ideas