Health and Well Being
Physical Education and Sport
Lessons will be carried out with a first level primary 3 class by Miss Julie Auld.
Generic outcome (Early to third level)
“I can recognise progress through shared criteria and the use of feedback.”
Focus outcome (First level)
“I can recognise progress and achievement by discussing my thoughts and giving and
accepting feedback.” HWB1-24a
Lesson focus

Gymnastics

Floor work

Sequence of 4 movements

Peer and self assessment
Assessment strategies

Fist to 5 – self assessment

2 stars and a wish – peer assessment

traffic light cards – self/peer assessment

tips to improve – peer assessment

response to tips – self assessment
Evidence

Photographic

Video

Audio
NB-The first lesson originally took place on the 8th February but due to other class
commitments the subsequent lessons were postponed.
I felt it necessary to recap the original lesson again for the benefit of the pupils.
Learning Intentions
Throughout the series of lessons the pupils are learning to:

identify various ways of travelling, jumping, rolling and balancing.

create a floor sequence incorporating 4 movements.

work co-operatively together to create and perform a floor sequence.

give and accept feedback with our peers .

identify personal strengths and areas for development.
Success Criteria
By the end of the series of lessons the children should be able to say “I can” to the
following statements:

demonstrate basic rolling, balancing and jumping skills.

use linking/travel movements to create simple sequences.

Work co-operatively with a partner or in a small group.

Give and accept constructive feedback with good manners.

Highlight an area of gymnastics that I am good at and can set personal next steps.
Lesson Plans
Date
Lesson Content/Assessment Evidence Evaluation
Tuesday
1st March
Warm up- travelling
pairs/octopus
Introduce learning intention
and success criteria.
Discuss and model various
ways that the children know
of rolling and balancing.
Split class into groups of 3
or 4.
Stations set up around the
Learner 1 showed 4 out of 5 when asked how
confident she felt about her performance.
She explained that she gave this score
because she did not carry out the cartwheel
at first because she was nervous but
eventually tried with the help of her peers. I
agree with this assessment. Learner 1 is
normally a confident pupil unless faced with
unknown concepts.
hall with a roll or balance
written on whiteboard.
Model each station.
Children have around 3
minutes at each station to
practice the concept.
Ask a different group each
time to share their feelings
about their own
performance, using fist to 5,
with the class.
Cool down- 60 second
challenge.
Lesson assessment using
fist to 5 - overall how do
children feel they performed.
Learner 2 showed 5 out of 5. Learner 2 is
very confident and can find it difficult to
highlight areas for improvement within a
personal performance. During this lesson
learner 2 attempted all stations with
confidence but must remember the criteria for
each movement or balance.
Learner 3 showed 5 out of 5. Again this child
is generally very confident during PE. This
child will take on board advice from class
teacher and peers and is very willing to assist
his peers when required. Learner 3
attempted all stations with confidence and
discussed what was expected at each.
Lesson evaluation Pupils were unsure of some balances so
more time was required to model. It would
have been beneficial to have senior pupils or
another member of staff to work with certain
pupils.
Overall children appeared confident when
trying new balances or rolls.
The children would benefit from from more
group work. Use the balance line challenge
next week to try to encourage team work.
Tuesday 8th Warm up – travelling
March
pairs/traffic light balances
Recap last lesson and
discuss learning intentions
and success criteria.
Discuss and model various
ways of travelling and
jumping.
Split class into groups of 3
or 4.
In groups create a routine
that involves travelling then
a jump and then another
method of travelling.
Groups model to class and
discuss.
What could we do to make
the routine more interesting?
Individually create a routine
that has a method of travel,
a roll or a balance and a
jump.
Teacher models a few
Audio Evidence (tips to improve)
L1 tips for L3.MP3
Learner 1 highlighted very clearly that learner
3 must remember to tuck his head in when
performing a forward roll. This tip was very
specific and accurate however I feel that she
could have explained why that was required.
Learner 2 assessed learner 1's jump. He
does not give any specific tips except “jump
higher”. Although learner 2 is confident in his
performance I do not feel that he is confident
in using the specific criteria required for each
movement.
Learner 3 gave excellent feedback in my
opinion. He explained that if you hold your
arms out it will allow for a better balance. I
will encourage learner 3 to use more subject
specific vocabulary in the future.
examples and ask any
volunteers.
Pupils work independently
whilst in groups.
Discuss what we would
make a good routine, note
suggestions on the
whiteboard.
In groups pupils perform
their routine to fellow group
members. Group members
give oral feedback (tips for
improvement).
Cool down- colours.
In class pupils reflect on
their peer feedback and
think about what they could
do better next time. Make
note on post it notes.
L2 response.MP3
Photographic Evidence (personal goals-post
it notes)
All pupils completed a personal goals sheet
and as a class we discussed them.
Learner 1 wants to improve her cartwheel as
she does not feel confident performing them.
Learner 2 wants to work better in a group
listening to and helping others (this I agree
with and I am very pleased that he has
recognised that this is an area for
improvement).
Learner 3 highlighted that he would like to get
better at forward and backwards rolling.
I was pleased that the peer feedback and self
assessment was similar in some cases.
Unfortunately learner 1 may not have the
opportunity to develop her cartwheel skills but
a note has been taken to focus on this during
the next block.
Tuesday
15th March
Warm up- beans/hoop
aerobics
Recap lessons so far and
discuss learning intentions
and success criteria.
Discuss and model ways of
linking 4 movements
together to create flow.
Split into groups of 2 or 3each group has a mat, a
sheet of paper, a pencil and
a rubber.
Teacher/senior pupil models
a sequence of 4 linked
movements. Discuss what
pupils saw? What was
good? What did they like?
How could they do this? Set
success criteria for
sequence.
In groups discuss and try
out various sequences
(CT/senior pupil support
available).
Have they improved after
last sessions peer
assessment? Review and
Photographic Evidence (traffic light peer
assessment)
Learner 1 assessed both learner 2 and 3 with
a yellow traffic light. She explained that this
was because although she thought they both
tried hard to improve, she felt they could still
do better when linking their movements
together.
I agree with this assessment, I think she was
sensible and fair and explained herself
clearly.
Learner 2 assessed learner 1 with a yellow
traffic light and simply said she was good but
could do better. He was reluctant to explain
and when he did he contradicted himself at
times.
Learner 2 assessed learner 3 with a green
traffic light and said it was excellent. Again
there was little explanation and in my opinion
this assessment was given because the boys
are friends. More focus on the success
criteria is required for this learner to give
appropriate feedback.
Learner 3 assessed learner 1 with a yellow
Tuesday
22nd March
give oral response.
Using traffic light cards
children give feedback to
their partner/peers on their
performance- linked to
success criteria created.
Encourage pupils to write
down or draw their
sequence to help them
remember it.
Cool down – toes.
Back in class discuss with
children if they think they
managed to improve the skill
they highlighted as a
personal goal and discuss
benefits of setting goals and
using peer feedback.
traffic light highlighting that she tried really
hard and her roll was lovely but would like her
to work on staying still during her balance. I
agree with this assessment and I am pleased
learner 3 is using subject specific vocabulary.
Learner 3 assessed learner 2 with a green
traffic light. I was slightly disappointed with
the feedback given here and again feel that
friendship is the reason behind this. Learner
3 did however say that he would like learner 2
to change his balance as he is unable to keep
still when performing a hand stand.
In class explain the checklist
assessment and peer
assessment pairings.
Warm up- octopus/tunnel tig
Discuss format of lesson
and recap on learning
intentions and success
criteria.
In groupings pupils rehearse
their sequences.
Pupils perform sequences
and carry out peer
assessment using the
written checklist.
Class teacher films the
performances.
(If time allows play a team
game).
Back in class discuss lesson
and performances. Pupils
share feedback with their
partners.
Video Evidence (performance and 2 stars and
a wish assessment)
The following day allow
pupils to watch their
performances and give oral
feedback highlighting what
they think they did well and
what they would like to work
on during their next
gymnastics block.
All pupils indicated an improvement on the
skill highlighted by peers – I agree but still
work to be done.
Learner 1's performance shows that she has
tried to link the movements together well.
Unfortunately the start of the forward roll was
missed due to a technical problem however I
am pleased to note that she had her hands in
the appropriate position and tucked her head
in. She has taken on board the success
criteria and has used it in her performance.
Learner 2 and 3's assessment of learner 1
was not as accurate as I had expected.
Learner 2 required a prompt from CT but did
however explain why learner 1's roll was
successful. Unfortunately learner 3
highlighted straight legs as a positive for the
balance but only one leg was straight. I am
pleased that learner 3 is still using subject
specific vocabulary. The wish was that she
wouldn't move when she landed from her
jump, I can understand what learner 2 meant
but in future the wish must be clearer.
Learner 2's performance shows clearly his
confidence but I am disappointed that he has
not taken on board the feedback given to him
by learner 3 (change the balance). If learner
2 listened more and was willing to take on
board advice from his peers he would be able
to improve his sequence.
Learner 1 and 3's assessment of learner 2
showed that learner 1 is taking on board the
success criteria and is using this in her
feedback. I agree that learner 2 managed to
turn and jump successfully. Learner 3 is
indicating again a star performance that is not
totally accurate, I once again believe that this
is down to friendship. The wish was accurate
and clear and reinforces previous feedback.
Learner 3's performance shows that he has
taken onboard feedback and has followed his
personal goal to improve his rolls. I was
surprised that he used a backwards roll when
his focus had been a forwards roll but I am
pleased that he is challenging himself. I
would like to see learner 3 link his
movements better.
Learner 1 and 2's assessment of learner 3 is
very accurate and clear. I agree with both
stars- learner 3 did manage to get his legs
over his head (this does however require
work) and he did try to keep his legs straight
in the balance. Learner 1 is once again
making clear reference to the success criteria
with her 2 stars and a wish assessment. I
think learner 2 has been very accurate with
his wish for the movements to be joined
better. I am very pleased that learner 2
identified this and is perhaps beginning to
take on board the success criteria.
Self assessment/ next steps highlight that the
pupils can identify changes or improvements
that they would make to their own sequence.
The children were given the opportunity to
watch their performance and then self assess
again. The children gave similar responses
to those shown in the video clip. They did
indicate that watching their performance
helped them to focus, which I feel highlights
the value of providing the children with the
opportunity to watch their own performance
and then set next steps.
The next steps generated will be taken
forward into their profile as a focus for the
next gymnastics block.
I will use this method again in the future.