Class:
Setting the Scene
Creative Activities KS2
Year: 3
Gymnastics
Unit: 9 Lesson: 1
SF Teacher Input
What did we learn previously?
 Connect to prior learning (Unit 1-8)
 Present the big picture – link to pupil
Warm up:
Lily Pad and Bull Rushes (see Mod 2 CD, games section) friendly criteria for unit 9 outcomes and unit 9 sequence video clip (Mod 2 CD).
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This is what we will be learning today.
“By the end of the lesson we will be able to/understand that ”:
 Consolidate existing skills, in particular frog hop, pogo jump and alphabet of shapes.
 Create and perform an individual floor sequence of between 5 and 10 actions, including 1 type of roll and 1 jump,
This is how we will be working:
 As a whole class to warm up and then to learn new skills and information.
 As an individual to perform and evaluate the floor sequence
 As a whole class to perform our sequences
Key words/Terminology
Frog Hop; Pogo Jump; Alphabet of Shapes; Jump;
Roll; Body Tension; Puck Shape
HRE links – why do we warm up? How do we feel? Why do these changes happen?
VAK
Visual – Demonstration and use of visual
Prompts (Mod 1 and 2 CD)
Audio – teacher information
Kinaesthetic – Practise
Teacher Led:
Explore:
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How many different ways can you jump?
How high can you jump?
How far can you jump?
How can you jump higher/further?
(Encourage use of arms and bend knees on take off)
Can you combine a jump with another action?
Can you jump in different directions?
(X ref Mod 1 CD for teaching points for
Frog hop and Pogo jump; make reference to puck shape from alphabet of shapes on frog hop landing)
Learner Interaction
Activities to develop understanding:
Individually:
 Create and perform a floor sequence of between 5 and 10 actions, including 1 type of roll and 1 jump, (stress good body tension and control). Must include 2 BSA from the
6 BSA cards.
 Evaluate your sequence, saying what you liked about it, what action linked smoothly to the jump? did you see a puck shape on landing? how can it be improved?
As whole class:
 Perform the sequence
Review
Pupils should be able to demonstrate and show an understanding of:
 What has been learnt and achieved
 The key words used in today’s lesson
 How and why we worked with others
 What are our targets for next lesson?
SF

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Key words/Terminology
Jump; Puck shape; Stillness; Body tension; Body
Control;
Class:
Setting the Scene
Creative Activities KS2
Year: 3
Gymnastics
Unit: 9 Lesson: 2
SF Teacher Input
Warm up: What did we learn last lesson?
 Connect to prior learning.
 Present the big picture – link to pupil friendly criteria.
This is what we will be learning today.
“By the end of the lesson we will be able to/understand that ”:
 Perform a variety of jumps, showing different take offs and landings (eg 2-2;
2-1)
Perform an individual floor sequence of between 5 and 10 actions, including 1 type of roll, 2 different jumps and 1 balance
Work over a longer period of time
This is how we will be working:
As a whole class to warm up and then to learn new skills and information.
 As an individual to perform and evaluate the floor sequence
As a whole class to perform our sequences
HRE links – How do you feel after working for longer? Which muscle worked hard?
VAK
Visual – Demonstration and use of visual
Prompts (Mod 2 CD)
Audio – teacher information
Kinaesthetic – Practise
Teacher Led:
Explore:
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 Can you make different body shapes in
 Can you jump from 2 feet to 1 foot?
 Can you make different body shapes in
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Can you jump from 2 feet to 2 feet? the air? the air?
Which jump is more difficult and why?
Can you link different jumps with travel and rolling actions?
Can you include a moment of stillness after a jump?
 Can you balance after landing on 1 foot?
Learner Interaction
Activities to develop understanding:
Individually::
 Perform a floor sequence of between 5 and 10 actions, including 1 type of roll, 2 different jumps and 1 balance, showing good body tension and control.
 Evaluate your sequence, saying what you liked about it, what body shapes you showed, were your landings controlled; showed stillness, how it can be improved.
 Use clip art to map where hands and feet travel
As whole class:
 Perform the sequence
Review
Pupils should be able to demonstrate and show an understanding of:
 What has been learnt and achieved
 The key words used in today’s lesson
 How and why we worked with others
 What are our targets for next lesson?
SF

Class:
Setting the Scene
What did we learn last lesson?
Creative Activities KS2
Year: 3
Gymnastics
Unit: 9 Lesson: 3
SF
Warm up:
Teacher Input
Super Mario (See Mod 2 CD – Games_
 Connect to prior learning.
 Present the big picture – link to pupil friendly criteria VAK
This is what we will be learning today.
“By the end of the lesson we will be able to/understand that ”: o Perform a variety of jumps, showing different take offs and landings (eg 1-1; take of on 1 and land on other). o Perform an individual apparatus sequence of between 5 and 10 actions, including 1 type of roll, 2 different jumps and 1 balance, showing greater control and o
This is how we will be working:
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 changes of speed.
Identify strengths and areas for development in your performance using correct terminology.
As a whole class to warm up and then to learn new skills and information.
As an individual to perform and evaluate the apparatus sequence
 As a whole class to perform our sequences
Key words/Terminology
Jump; Balance; Roll; Change of speed; Body tension; Hop; Leap; Onto; Off; Over; Along
Visual – Demonstration and use of visual
Prompts (Mod 1 and 2 CD)
Audio – teacher information
Kinaesthetic – Practise
Teacher Led:
Recap: Refine sequence from last week and improve jumps.
Explore: Variety of jumps on the floor
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Can you jump taking off and landing on 1 foot?
Can you take off on 1 foot and land on the other foot?
Can you give these a name? (Hop; Leap)
Explore: Variety of jumps on the apparatus (Use apparatus garden resource cards – Mod 2 CD)
 Can you jump onto; off; over; and along using the jumps we have used?
Can you show changes in speed?
(Encourage full use of apparatus and stress no queuing).
Learner Interaction
Individually:
 Perform an apparatus sequence of between 5 and 10 actions, including 1 type of roll and 2 different jumps and 1 balance, showing greater control and changes of speed.
 Evaluate your sequence using correct terminology, saying what you liked about it, what jumps you showed, tucked or stretched shapes; showed stillness, changes in speed? how it can be improved.
As whole class:
Perform the sequence.
Review
Pupils should be able to demonstrate and show an understanding of:
 What has been learnt and achieved
 The key words used in today’s lesson
 How and why we worked with others
 What are our targets for next lesson?
SF

What did we learn last lesson?
 Connect to prior learning.
 Present the big picture – link to pupil
This is what we will be learning today.
“By the end of the lesson we will be able to/understand that ”: o Perform a variety of jumps (1-2) and turning jumps (1/4 turn, ½ turn) o Perform an individual apparatus sequence
This is how we will be working:
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Class:
Setting the Scene
Creative Activities KS2
Year: 3
Gymnastics
Unit: 9 Lesson: 4
SF Teacher Input friendly criteria of between 5 and 10 actions, including 1 type of roll, one travel, 2 different jumps and 1 balance, showing greater control and changes of speed
As a whole class to warm up and then to learn new skills and information.
 As an individual to perform an apparatus sequence
 With a partner to discuss how to improve
Key words/Terminology
Jump; Speed; Turning jumps; 5 Basic jumps
Warm up:
Super Mario (stress high jumps and explosive actions)
VAK
Visual – Demonstration and use of visual
Prompts (Mod 2 CD)
Audio – teacher information
Kinaesthetic – Practise
Teacher Led:
Recap: On apparatus from last week recap and refine sequence.
In pair: pupils to tell each other their areas for improvement. (refer to Mod 2 CD – Jumps)
Explore:
 Can you jump from 1 foot – 2 feet?
 Can you explore different jumps and turns?
 Can you jump, turn and land safely?
(Encourage high jump and head up; use of arms and puck shape on landing).
 Can you jump from 1 foot and land on other, incorporating a ¼ or ½ turn?
 Can you jump towards/away from the apparatus?
Learner Interaction
Activities to develop understanding:
Individually:
 Perform an individual apparatus sequence of between 5 and 10 actions, including 1 type of roll, one travel, 2 different jumps and 1 balance, showing greater control and changes of speed.
(Encourage pupils where appropriate to add turning jump towards/away from apparatus)
Pupils able to work across 2 gardens (stress safety).
 Repeat your sequence following feedback from your partner
With a partner:
 Observe your partner’s sequence and comment on what you like, what jumps you
Review
Pupils should be able to demonstrate and show an understanding of:
 What has been learnt and achieved
 The key words used in today’s lesson
 How and why we worked with others
 What are our targets for next lesson?
SF

saw, whether you saw turning jumps; the control of the jumps, how high the jumps were, how it can be improved.

Class:
Setting the Scene
Creative Activities KS2
Year: 3
Gymnastics
Unit: 9 Lesson: 5
SF Teacher Input
What did we learn last lesson?
 Connect to prior learning.
 Present the big picture – link to pupil friendly criteria
This is what we will be learning today.
“By the end of the lesson we will be able to/understand that ”: o Perform a variety of jumps focussing on body shape o Perform an individual floor sequence of between 5 and 10 actions, including 1 type of roll, 2 different jumps and 1 balance, showing greater control, extension and changes of speed o Identify strengths and areas for development in your performance using correct terminology.
This is how we will be working:
Warm up:
Frog, Pogo, Hop Tag (See Mod 2 CD – Games)
(Possibly use heart rate monitors to record heart rate during game)
VAK
Visual – Demonstration and use of visual
Prompts (Mod 2 CD)
Audio – teacher information
Kinaesthetic – Practise
Teacher Led:
Recap: With a partner recap on the 5 basic jumps learnt previously. Can you jump higher/further?
Explore:
 What different shapes can you make when jumping?
 Can you show a tucked/straight shape?
 Can you show any alphabet of shapes in
 As a whole class to warm up.
 With a partner to recap on the 5 basic jumps.
 With a partner to video and evaluate the sequence
Key words/Terminology
Control, Speed; Extension; Stillness; Jump;
Learner Interaction
Activities to develop understanding:
Individually:
 Perform an individual floor sequence of between 5 and 10 actions, including 1 type of roll, 2 different jumps and 1 balance, showing greater control, extension and changes of speed
Intervention Tips: Can you see clear body shapes in their jumps? Can you see good extension and changes of speed? Can pupils describe with correct terminology aspects for development?
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 your jump?
Can you combine your jumps with a roll or a balance or a travel?
Can you show extension in your jumps?
(Straight arms; pointed toes , stretched fingers)
Can you show different speeds including stillness?
Review
Pupils should be able to demonstrate and show an understanding of:
 What has been learnt and achieved
 The key words used in today’s lesson
 How and why we worked with others
 What are our targets for next lesson?
With a partner:
 To capture performance on video camera
 Observe and evaluate the sequence identifying what was good, what could be improved and use of correct terminology.
SF

(Possible extension work – download sequence images onto computer and save in personal performance file; use of heart rate monitor information to create graphs and charts and record in personal health fitness and well being log)

Class:
Setting the Scene
Creative Activities KS2
Year: 3
Gymnastics
Unit: 9 Lesson: 6
SF Teacher Input
What did we learn last lesson?
 Connect to prior learning.
 Present the big picture – link to pupil friendly criteria
This is what we will be learning today.
“By the end of the lesson we will be able to/understand that ”: o Perform an individual floor sequence of between 5 and 10 actions, including 1 type of roll, 2 different jumps and 1 balance, showing greater control, extension and changes of speed o Identify strengths and areas for development in your performance using correct terminology. o Work for longer and explain some of the short term effects of exercise
This is how we will be working:
Warm up:
Musical Hop Scotch (See Mod 2 CD – Games)
Try individually and then with a partner. Teach your partner your jumping sequence and swap over. Discuss how they feel and what has happened to their bodies.
VAK
Visual – Demonstration and use of visual
Prompts (Mod 2 CD)
Audio – teacher information
Kinaesthetic – Practise
Teacher Led:
Recap: With a partner – use video clips from last week to remind pupils of what they did and what needed improving.
Repeat your sequence trying to address areas for improvement
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As a whole class to warm up and then to learn new skills and information.
With a partner to observe and evaluate the sequence
Key words/Terminology
Evaluate; Speed; Extension; Control
Learner Interaction
Activities to develop understanding:
Explore: What do you need to make a good sequence?
 Clear start and finish?
 Changes in speed?
 Changes in level?
 Changes in direction?
 Clear shapes?
Individually:
 Perform an individual floor sequence of between 5 and 10 actions, including 1 type of roll, 2 different jumps and 1 balance,
Review
Pupils should be able to demonstrate and show an understanding of:
 What has been learnt and achieved
 The key words used in today’s lesson
 How and why we worked with others
 What are our targets for next lesson? showing greater control, extension and changes of speed.
 Repeat your sequence after your partner’s feedback to make improvements.
With a partner:
 Observe and evaluate the sequence identifying what was good, what could be improved and use of correct terminology
SF