PEShare.co.uk Shared Resource
- 1. Course title: Year: Term: Teacher: Week no. Learning Activities and Assessment Cross curr. Resources Topic objective differentiation opportunities links 1-2 WALT - To explore gymnastic actions and still shapes. - To move confidently and safely in their own and general space, using changes of speed, level and direction - To copy or create and link movement phrases with beginnings, middles and ends. WILF- Perform basic gymnastic actions, including travelling, rolling, jumping and climbing, and stay still when required. - Manage the space safely, showing good awareness of each other, mats and apparatus. - Make up and perform simple movement phrases in response to simple tasks Walk around hall looking for spaces using small and big steps, stop still on whistle (or command), and repeat avoiding others, finding a space. Develop into taking movement in different directions e.g. backwards, sideways. Explain to the children that the changes they are experiencing in their body are due to exercise. Task -Find a way to travel on feet i.e. walking, jogging, skipping, and jumping. Select one then another, highlight good practice and allow children to copy practise and refine. Reinforce walking on balls of feet, using arms, extending arms, legs and toes. Develop- Find a way to travel on 2 hands and 2 feet. Select a child to demonstrate e.g. bunny jump, class to copy. Repeat with another idea. E.g. crab walking. Show the children how to carry mats and basic apparatus e.g. tables and benches. Peer assessment- to watch, copy and describe what they and others have done. Teacher assessment. Q and A Observation Summary Q English (speaking/key words/ games) Mats, Benches, Blocks, CD Player, St. Stephenās International School Scheme of Work
- 2. Develop- Ask the children to move around the gym, over, around, along and under apparatus, repeating floor work on apparatus. Children to stop and get off the apparatus safely and quickly on your signal. Task- Split class in half to show movement on apparatus. Show traveling on feet and traveling on 2 hand and 2 feet. Cool down- Sit in a space in hall. Play āSimon saysā touching/naming body parts with hands e.g. Simon says touch your elbow, nose, knee etc. Plenary - Ask individual children or small groups to show you different types of movement, or to describe what they are doing using correct vocabulary e.g. hopping, skipping. 3-4 WALT - To explore gymnastic Warm- Up- Ask the children to travel Peer assessment- English Mats,
- 3. actions and still shapes. - To move confidently and safely in their own and general space, using changes of speed, level and direction. - To perform movement phrases using a range of body actions and body parts. -To watch, copy and describe what they and others have done WILF - Know when their body is active and talk about the difference between tension and relaxation. - Perform basic gymnastic actions, including travelling, rolling, jumping and climbing, and stay still when required. -Perform movement phrases with control and accuracy. - Watch and describe accurately a short sequence of basic gymnastic actions, using appropriate language. around the gym in the way the teacher commands, stop still on signal. Change way of travelling and direction regularly. Task - Ask the children to make big, small, large, thin, wide shapes when they have been told to stop. Develop onto asking the children to travel in those shapes, changing direction accordingly. Explain to the children that the changes they are experiencing in their body are due to exercise. Explore - Ask children to explore travelling on: 2 hands, 2 feet, 1 hand, 2 feet, 1 hand, 1 foot Repeat sideways, backwards, tummies face up and or down. Stop still on signal. Talk about different levels, weāre now working on a low level, earlier we were high. Use children to demonstrate good practice. Allow children opportunities to copy, repeat and refine movements. Demonstrate to the children how to carry mats and basic apparatus e.g. tables and benches. to watch, copy and describe what they and others have done. Teacher assessment. Q and A Observation Summary Q (speaking/key words/ games) Benches, Blocks, CD Player,
- 4. Develop-Can children travel over, under, between, up and down apparatus while travelling on 2 hands, 1 foot, one hand, 2 feet etc? Allow children opportunities to copy, repeat and refine movements. Remind the children how to move carefully and to avoid each other & queues. Perform- Split class in half to show movement on apparatus. Show travelling on feet and travelling on 2 hand and 2 feet Safely put away apparatus Cool Down - Children lie on floor with eyes closed silently, stretch and relax a few times, make thin and wide shapes lying on the floor. When teacher touches someone they must stand up quietly, tap someone else before lining up (walking). Plenary - Ask individual children or small groups to show you different types of movement, or to describe what they are doing using correct vocabulary e.g. hopping, skipping.
- 5. 5-6 WALT - to recognise how their body feels when still and when exercising -To move confidently and safely in their own and general space, using changes of speed, level and direction -To copy or create and link movement phrases with beginnings, middles and ends -To perform movement phrases using a range of body actions and body parts. WILF- know when their body is active and talk about the difference between tension and relaxation -Perform basic gymnastic actions, including travelling, rolling, jumping and climbing, and stay still when required -Manage the space safely, showing good awareness of each other, mats and apparatus -Perform movement phrases with control and accuracy Warm up - Challenge children to find different ways of hopping or different ways of travelling backwards or on hands and feet. Can they name the ways of travelling & the direction? - Can the children name the changes that are occurring to their bodies? E.g. increased breathing rate, heart beating faster, feeling warmer etc. Allow children to feel their heart beat before and after exercise to be able to recognise difference. Task -Remind children of ways they have been travelling. Ask children to select 2 ways of travelling, one on 2 feet and one on 2 hands and 2 feet. Can they put the 2 skills together so they flow? Allow time to practise and refine. Develop - Can they repeat the 2 ways of travelling alternatively until told to stop? Can they repeat the 2 moves but in reverse? Can they build the sequence up into 3 ways of travelling? Can they introduce changes of direction? Remind children that they are working on different levels again. Development task- Ask children to select a starting position (3 seconds) ā a still shape (a balance). Can they start with this shape, travel in their sequence and finish Peer assessment- to watch, copy and describe what they and others have done. Teacher assessment. Q and A Observation Summary Q Mats, Benches, Blocks, CD Player,
- 6. with the same shape as the starting position (finishing position). SEQUENCES ARE LIKE SENTENCES, STARTING POSITION = CAPITAL LETTER, MOVEMENTS AND ACTIONS =WORDS, FINSIHING POSITION = FULL STOP. Performance- Encourage a still starting position, controlled movement and a still finish. Use children to demonstrate good practice. Allow children opportunities to copy, repeat and refine movements. Task- Can children put their developed sequence onto the apparatus, remembering to travel over, under, along and around it? Allow children opportunities to practise and refine their sequences. (Children to stop and get off the apparatus safely and quickly on your signal. Remind the children how to move carefully and to avoid each other & queues.) Performance- Split class in half to show movement on apparatus. Show travelling on feet and travelling on 2 hand and 2 feet Safely put away apparatus. Plenary - Ask individual children or small
- 7. groups to show you different types of movement, or to describe what they are doing using correct vocabulary e.g. hopping, skipping. 7-8