Beaufort Primary School Gymnastics (KS2)

Transcription

1 in conjunction with Beaufort Primary School Gymnastics (KS2) Progressive child development through FOM, FMS, FSS will ensure every child has the opportunity to reach their full potential contributing to a healthy lifestyle and a solid foundation for participation in any sport (SSS, PSS). This course activates the neurological functions thus stimulating pathways in the brain improving fine and gross motor skills which in turn improves curriculum learning. i P a g e

2 Contents Cover Page i Contents ii Multi Skill Approach 1 Multi Skills Matrix 2-3 Initial Assessment 4-5 Key Stage Lower KS2 Gymnastic 6 Scheme of Work Key Stage Lower KS2 Gymnastic Lesson 7-30 Plans Key Stage Upper KS2 Gymnastic 31 Scheme of Work Key Stage Upper KS2 Gymnastic Lesson Plans ii P a g e

3 Multi Skill Approach PSS SSS FSS Upper Key Stage 2 Year 5-6 Upper Key Stage 2 Year 5-6 Lower Key Stage 2 Year 3-4 FMS Key Stage 1 Year 1-2 FOM Foundation Stage Year Reception 1 P a g e

4 Multi Skills Matrix Stage Recommended Sports Year Group PSS Specific Sports Team Sports School Sports Teams Upper Key Stage 2 Year 5-6 SSS Football Tag Rugby Rounders Athletics Netball Handball Upper Key Stage 2 Year 5-6 FSS Hockey Basketball Cricket Gymnastics Handball Football Lower Key Stage 2 Year 3-4 FMS FOM Gymnastics Creative Movement Agility & Travel Gymnastics Dance Creative Movement Athletics Tennis Hockey Games Activities Balance Co-ordination Key Stage 1 Year 1-2 Foundation Stage Year Reception 2 P a g e

5 Creativity Creativity Stamina Strength Skill Suppleness Speed Creativity 3 P a g e

6 Initial Assessment Pass the Buck Children to make a circle holding hands (no more than 7, if possible have 2 or more groups competing against each other: Place a ball in a child s left hand They must pass the ball to their right hand Using their right hand they must pass the ball to the next person s left hand (working anticlockwise) This is repeated until back to the beginning when all the children sit down A person must only use the on correct hand to send and receive i.e. they must not take the ball from the person s right hand with their right hand it must go o LEFT RIGHT LEFT RIGHT etc. Repeat the game but start with the right hand and go clock-wise To make more difficult get them to pass the ball around their body before passing it to the next person Circle Hoop Children to make a circle holding hands (no more than 7, if possible have 2 or more groups competing against each other: Children to hold hands at all times Place a hoop between two children s hands (continue to hold hands afterwards) Children must pass the hoop around the circle without breaking hands Children to send hoop clockwise and anticlockwise Make more difficult by adding another hoop Cat Basket Relay Children to be in small teams one behind each other: One at a time, each child tries to send a coloured bean bag to the corresponding coloured basket Work as relay until all the beanbags have been used Allocate points for each colour To make more difficult space the coloured baskets and different distances Send, Send, Send (Australian pack) Teams to face each other each group has a scrunched up paper ball On a signal players send their paper ball over a line in the direction of the opposite team After a set period, balls are counted to see who has the least balls 4 P a g e

7 Balls Hoops Spread the team out evenly between two hoops set at a reasonable distance. Children must be able to send a small tennis ball to each other but not so close as they can pass it, and not too far apart so as to make it too difficult to receive: Place a set number of balls in the first hoop with one child This child must send one ball at a time from child to child to the last hoop Winning team is the team with the most balls in the hoop or gets all of them in before the other teams Relay Games Correct running technique Speed Gate (Australian Pack) Send a ball through a gate (cones) to a wall or to a person in your team Snakes Alive The first ball rolled becomes the head of the snake Players deliver one ball at a time, aiming to place each ball behind the previous ball The aim is to form the longest snake Target Relay Gates are set up over a course Players in relay teams roll (send) the ball through the gates back to next team 5 P a g e

8 Skills for Life Gymnastics - Key Stage 2 (Year 3 & 4) Mid-Term Plan Lesson No. Learning Objectives Expected Learning Outcomes 1 Acquire and develop specific skills to show different shapes Implement different shapes whilst keeping control over your under control balance 2 To be able to perform four different balances using points of Show good posture, with legs and arms straight and fingers the body and toes pointing 3 Travel in different directions at high and low heights Implement body management using travelling at different heights, maintaining good posture 4 Move with confidence, imagination and maintain good body Combine 2-3 shapes/movements individually with confidence posture Develop floor exercises by travelling in different ways To be able to perform an egg roll and a teddy roll 5 Use appropriate vocabulary, to describe and explain floor exercises Demonstrate an understanding of using descriptive words when talking about gymnastics 6 Develop floor exercises by travelling in different ways To be able to perform an forward roll and a straight roll Work in pairs co-operatively Demonstrate gymnastic shapes & movements with a partner using mirroring Work in pairs co-operatively vary actions and movements Demonstrate gymnastic shapes & movements with a partner using unison To create sequences that meet set conditions, and perform Make up a sequence on the floor and a sequence on apparatus linking movements fluently and link sequences together Develop and refine a range of landing skills from different Develop landing using control and accuracy from floor level to heights bench height To be able to perform a take-off with fluency using control and Take-off using control and consistency from different levels accuracy within a safe environment Develop and refine body management during take-off and Observe one another performing and describe what they see landing (evaluate each other s landing and take-off) 6 P a g e

9 Skills for Life Gymnastics Lower Key Stage 2 (Year 3 & 4) Date Venue Lesson No. 1 Numbers 30 Duration 45 Age Range 7-9 years Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Lesson Aims Acquire and develop specific skills to show different shapes under control Implement different shapes whilst keeping control over your balance 7 P a g e

10 Lesson Content Timings Warm Up The Bean Game Travelling around the area using the following movements: Running Jogging Skipping Jumping Hopping Walking Introduce the different types of beans one at a time: Runner bean (jog or run on the spot) String bean (Reach up talk and thin) Broad beans (Stretch out wide) Baked beans (Crouch down low on toes) Additional types of bean to progress to are below: Jumping bean (jump on the spot) Jelly bean (wriggle and shake all the body) French bean (Can Can or say ooh La la ) Beans on toast (lie on the floor, spread body out) Chilli bean (rubbing arms and say brrrrr ) 5-7 Activities Shapes Separate hall in to four areas with floor markers (nonslip spots) Split class into four areas Teacher to demonstrate a tuck shape o Each group tasked to find how many tuck shapes they can discover Teacher then demonstrates a straddle shape o Each group tasked to find how many straddle shapes they can discover Teacher then demonstrates a pike shape o Each group tasked to find how many pike shapes they can discover Teacher then demonstrates a stretch shape o Each group tasked to find how many stretch shapes they can discover Each area to have a specific shape you perform in that area Children all to find a space in the hall, moving around using traffic lights colours When red traffic light called, depending on what shaped area they are in, they need to perform that shape and hold for 5 seconds and then relax and wait for next instruction Progress to holding the shapes for a longer period of time Introduce a traffic light colour per shape 30 Cool Down Simon Says Game where you call out commands but they must only do moves when Simon Says Try and think about the shapes and balances hat they have been learning o Tuck Shape o Straddle o Pike Stretch o 5 8 P a g e

11 Date Venue Lesson No. 2 Numbers 30 Duration 45 Age Range 7-9 years Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Lesson Aims To be able to perform four different balances using points of the body Show good posture, with legs and arms straight and fingers and toes pointing 9 P a g e

12 Lesson Content Timings Warm Up Traffic Lights The different colours of the traffic lights represent different movements: Red Stop, jump with arms and legs out wide Amber Jump on spot ready Green Move around in different styles below: o Running o Jogging o Skipping o Jumping o Hopping o Walking This activity is great for cardiovascular workout, but try and use RED AMBER GREEN AMBER RED. Additional different types of movements to progress too: Under the bridge where they move ducking down low Over the bridge where they move reaching up high Reverse where they do the movements backwards U-turn to change direction Emergency stop where they have to stop as still as they can quickly Try and add more of your own traffic lights 5-7 Activities Have children moving around in traffic lights game When ready clap once and they balance on one foot until teacher claps twice for two foot balance Repeat a few times Introduce specific gymnastics point balance positions One point balance o Arch Shape o Dish Shape Two point balance o Half Straddle Four point balance o Front support or Press up o Table position o V-sit All positions can be adapted by taking off parts of the body or putting one back on the floor to create different point balances too. Split the hall into four areas o In each quarter the children explore how many types of that balance they can find o One, two, three, four point balancing Rotate different points around the groups in the hall Have children demonstrate which balances they have discovered o Start with one point balance then progress to two, three and four Introduce a challenge of who can stay balanced the longest under control Or another challenge when switch is called out, they swap to a different balance and they have to the count of five to gain control 30 Cool Down Simon Says Game where you call out commands but they must only do moves when Simon Says Try and think about the shapes and balances hat they have been learning o One point balance o Two point balance o Four point balance o Tuck Shape o Straddle o Pike o Stretch 5 10 P a g e

13 Date Venue Lesson No. 3 Numbers 30 Duration 45 Age Range 7-9 years Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Music & CD Player Lesson Aims Travel in different directions at high and low heights Implement body management using travelling at different heights, maintaining good posture 11 P a g e

14 Lesson Content Timings Warm Up Desert Islands Mats to be spread around the hall in an organised fashion or more sporadic Children should be encouraged to move around the mats in a safe manner Children not allowed to touch the mats or anyone else Decide on a signal to stop children and get the children on the mats safely o Raising your arm o Raising a coloured cone to signal o Play music and stop music to signal o Shout stop or shark Children to travel around either Jogging, Skipping, Jumping, Hopping, Walking At the stop signal you need to call out a shape, the children then have to go get into that shape on the mats by: Lying down Kneeling Standing or sitting Limit how many children are allowed per mat to challenge the children to get to a mat and travel around 5-7 Activities Using a THEME One way to make it fun and interesting is to have a fun theme If the children are working on a theme in class, try and associate the themes with the movement ideas in the Gymnastics lesson SHAPES (stretch/tuck/straddle/pike) DIRECTIONS (forwards/backwards/sideways/high/low) FANTASY/NURSERY (fairies/giants/soldiers) ANIMALS (giraffes/crocodiles/rabbits/frogs/snakes) Up, Over & Under (for use with equipment) Teacher to choose first way to travel around the area o Create a signal to stop (hold up a red cone or call out red) When stopped, hold a shape for 5 seconds o Teacher to call out shape o Children to choose balance Child in best shape, will get to choose next way to travel around the area Progress to use different shapes when stopped Introduce themes in moving once children established simple safe movements o World War Theme o Mountain/rivers/valleys Theme 30 Object shapes Tall as a tree reach up tall and wriggle fingers like the leaves on a tree Wide as a house arms and legs out wide Thin as a pin stand tall and thin Small as a mouse make themselves as small as they can tucking into a ball Cool Down You can also use the common rhyme of head, shoulders, knees and toes o This is a great one for stretching but it also teaches them the parts of the body and coordination 5 12 P a g e

15 Date Venue Lesson No. 4 Numbers 30 Duration 45 Age Range 7-9 years Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Lesson Aims Move with confidence, imagination and maintain good body posture Combine 2-3 shapes/movements individually with confidence 13 P a g e

16 Lesson Content Timings Warm Up Activities Shipwrecked Set a four sided area using different colour markers The sides of the area to be highlighted with the following signs: o Front Bow o Back Stern o Left Port o Right Starboard Children to start on the deck in the centre of the deck (centre of the room) The teacher to be the captain Captain to call out orders Movement Children to be placed into pairs Name themselves balance and shape Children travelling individually around the area o Teacher to choose travelling method o Skipping/hopping/jogging/walking etc. When the teacher calls out balance, the child named balance must hold a balance for 5 seconds whilst the child named shape finds their partner and then once found they sit down together New method of travel chosen Then the teacher calls out shape and the child named shape must hold a shape and the child named balance must find them and once found they sit down together to show they are finished and ready Orders to be called out by captain are below: Climb the rigging: run on the spot and move hands over each other though you are climbing a rope Scrub the deck: Bend down on one knee and move hands as though scrubbing the floor Hit the deck: children lie down on the floor on their front Mon over board: Children lie on the floor and pretend to swim (be careful of kicking legs) Man the lifeboats: Sit one behind the other in groups of 4 or 5 and start rowing action (be careful not to clash heads) Captain s coming: Stand still salute and say Ay Ay Captain Progression On each mat there will be a A4 laminated piece of paper showing diagrams of a balance a shape and a roll The children will need to follow the diagram in the order given o Tuck shape into an egg roll and finish with a balance on their hands and knees Each pair should have 2 at each mat and then rotate around Additional Task Individually combine the following into a routine: o Balance o Shape o Travel One of each of the above to be performed on a matted area Cool Down Do This, Do That If the teacher says Do This and the teachers puts both hands on their head, the children must copy If the teachers says Do That and the teacher puts their hands on their knees, you do not copy DO THIS copy teacher DO THAT do not copy teacher 5 Try to influence different types of balances and shapes to help coordination 14 P a g e

17 Date Venue Lesson No. 5 Numbers 30 Duration 45 Age Range 7-9 years Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Lesson Aims Develop floor exercises by travelling in different ways Use appropriate vocabulary, to describe and explain floor exercises To be able to perform an egg roll and a teddy roll Demonstrate an understanding of using descriptive words when talking about gymnastics 15 P a g e

18 Warm Up Activities Lesson Content Shipwrecked Set a four sided area using different colour markers The sides of the area to be highlighted with the following signs: o Front Bow o Back Stern o Left Port o Right Starboard Children to start on the deck in the centre of the deck (centre of the room) The teacher to be the captain Captain to call out orders Rolling Ensure that there are enough mats for two children per mat. Introduce one roll at a time, challenge any children that are finding it easy and support the children who need support: Tucked/Egg Roll The knees must stay tucked into the chest and the elbows bent and tucked into the chest and the elbows bent and tucked into the body. This will help when trying to get back to the finish position. Any dropping of the feet will straighten the back making rolling difficult. Orders to be called out by captain are below: Climb the rigging: run on the spot and move hands over each other though you are climbing a rope Scrub the deck: Bend down on one knee and move hands as though scrubbing the floor Hit the deck: children lie down on the floor on their front Mon over board: Children lie on the floor and pretend to swim (be careful of kicking legs) Man the lifeboats: Sit one behind the other in groups of 4 or 5 and start rowing action (be careful not to clash heads) Captain s coming: Stand still salute and say Ay Ay Captain Teddy Roll Start off in a straddle shape holding on underneath the knees. Keeping the straddle shape strong, tip onto the side lifting one leg into the air. Keeping the movement of the first foot going, roll onto the back so that both legs are off the floor. The first leg keeps going across to the opposite side of the mat and goes onto the floor. The body is now tipped on its side with the other leg in the air. The other leg comes down to the floor sitting into a straddle shape. Timings Cool Down Progression Introduce children to be placed into pairs and two mats placed together Children to try and synchronise rolls Do This, Do That If the teacher says Do This and the teachers puts both hands on their head, the children must copy If the teachers says Do That and the teacher puts their hands on their knees, you do not copy DO THIS copy teacher DO THAT do not copy teacher 5 Try to influence different types of balances and shapes to help coordination 16 P a g e

19 Date Venue Lesson No. 6 Numbers 30 Duration 45 Age Range 7-9 years Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Lesson Aims Develop floor exercises by travelling in different ways To be able to perform an forward roll and a straight roll 17 P a g e

20 Warm Up Lesson Content Desert Islands Mats to be spread around the hall in an organised fashion or more sporadic Children should be encouraged to move around the mats in a safe manner Children not allowed to touch the mats or anyone else Decide on a signal to stop children and get the children on the mats safely o Raising your arm o Raising a coloured cone to signal o Play music and stop music to signal o Shout stop or shark Children to travel around either Jogging, Skipping, Jumping, Hopping, Walking At the stop signal you need to call out a shape, the children then have to go get into that shape on the mats by: Lying down Kneeling Standing or sitting Timings Limit how many children are allowed per mat to challenge the children to get to a mat and travel around 5-7 Activities Rolling Ensure that there are enough mats for two children per mat. Introduce one roll at a time, challenge any children that are finding it easy and support the children who need support: Stretched/Log Roll Make sure that the body remains in a stretched shape throughout. Start in quarter movements, then progress to half movements and then the full roll. The arms must stay by the ears to help initiate and let the roll continue smoothly. Forward Roll Stand up tall with feet together, arms straight by ears. Make sure they have enough mat in front to complete the roll forwards. Adopt the crouch position on the toes with the back straight, knees together, feet together arms stretch forwards. Lower the hands to the floor and raise the hips higher than the head and shoulders. The knees stay slightly bent. Hands must be flat and facing forwards. The head tucks in placing the chin on the chest and the nose towards the knees. This position allows them to gain the correct shape to place the back of their head on the floor. The arms start to bend as the hips rise further over the hands, a small but firm push forwards through toes and straightening of the legs should result in the roll forwards. The back of the head will make brief contact with the floor but should quickly roll along the back until they are able to place the feet on the floor to stand. 30 Progression Introduce children to be placed into pairs and two mats placed together Children to try and synchronise rolls 18 P a g e

21 Cool Down Slower tempo using the different types of beans one at a time: Runner bean (jog or run on the spot) String bean (Reach up talk and thin) Broad beans (Stretch out wide) Baked beans (Crouch down low on toes) Additional types of bean to progress to are below: Jumping bean (jump on the spot) Jelly bean (wriggle and shake all the body) French bean (Can Can or say ooh La la ) Beans on toast (lie on the floor, spread body out) Chilli bean (rubbing arms and say brrrrr ) 5 Date Venue Lesson No. 7 Numbers 30 Duration 45 Age Range 7-9 years Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Benches (if applicable) 19 P a g e

22 Lesson Aims Work in pairs co-operatively Demonstrate gymnastic shapes & movements with a partner using mirroring Warm Up Activities Lesson Content The Bean Game Additional types of bean to progress to are below: Travelling around the area using the following movements: Jumping bean (jump on the spot) Running Jelly bean (wriggle and shake all the body) Jogging French bean (Can Can or say ooh La la ) Skipping Beans on toast (lie on the floor, spread body out) Jumping Hopping Walking Introduce the different types of beans one at a time: Runner bean (jog or run on the spot) String bean (Reach up talk and thin) Broad beans (Stretch out wide) Baked beans (Crouch down low on toes) Mirroring Reflecting the movements of another person as if they are a mirror image (face each other) In their pairs children to find a space on a mat together Children to stand opposite one another on the mat One child to perform one balance, the other child to copy as if in a mirror Hold the balance for five seconds The other child who copied first will lead the next balance and hold for five seconds Repeat for Shape, Roll (use two mats for safety, take it turns or perform a roll that is easily achieved on one mat), Balance, travel Ask pairs to show the class, one performance of what they have practiced Ask class to identify what was good and what may need to be improved Timings Chilli bean (rubbing arms and say brrrrr ) P a g e

23 Cool Down Balance Competition Balance on one leg and try to be the last one standing The foot must not touch the floor more than twice or hop If they do they are out Make it more difficult by doing a copycat where you move your arms and legs into different poses and they have to copy Date Venue Lesson No. 8 Numbers 30 Duration 45 Age Range 7-9 years Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify 21 P a g e

24 Resources Required Cones Flat Markers Gymnastic Floor Mats Benches (if applicable) Lesson Aims Work in pairs co-operatively vary actions and movements Demonstrate gymnastic shapes & movements with a partner using unison Warm Up The Bean Game Travelling around the area using the following movements: Running Jogging Skipping Jumping Hopping Walking Introduce the different types of beans one at a time: Runner bean (jog or run on the spot) String bean (Reach up talk and thin) Broad beans (Stretch out wide) Baked beans (Crouch down low on toes) Lesson Content Additional types of bean to progress to are below: Jumping bean (jump on the spot) Jelly bean (wriggle and shake all the body) French bean (Can Can or say ooh La la ) Beans on toast (lie on the floor, spread body out) Timings Chilli bean (rubbing arms and say brrrrr ) P a g e

25 Activities Cool Down Unison In union, doing the same thing at the same time. Being in synchronisation Children to be placed in pairs by the teacher Mats to be spread around the hall and children in their pairs sat on the mats One child to lead the practice and the other child to copy being synced together o One shape both children can achieve o One balance both children can achieve o One roll both children can achieve o One travel both children can achieve A child to take it in turns to lead each child is given 2-3 to learn one another s routine. Choose 4-5 pairs to perform their routine to the class Re-visit the warm up at a slower tempo using the different types of beans one at a time: Runner bean (jog or run on the spot) String bean (Reach up talk and thin) Broad beans (Stretch out wide) Baked beans (Crouch down low on toes) Additional types of bean to progress to are below: Jumping bean (jump on the spot) Jelly bean (wriggle and shake all the body) French bean (Can Can or say ooh La la ) Beans on toast (lie on the floor, spread body out) Chilli bean (rubbing arms and say brrrrr ) 30 5 Date Venue Lesson No. 9 Numbers 30 Duration 45 Age Range 7-9 years Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement 23 P a g e

26 Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Benches (if applicable) Lesson Aims To create sequences that meet set conditions, and perform linking movements fluently Make up a sequence on the floor and a sequence on apparatus and link sequences together Lesson Content Timings Warm Up The Bean Game Travelling around the area using the following movements: Running Jogging Skipping Jumping Hopping Walking Introduce the different types of beans one at a time: Runner bean (jog or run on the spot) String bean (Reach up talk and thin) Additional types of bean to progress to are below: Jumping bean (jump on the spot) Jelly bean (wriggle and shake all the body) French bean (Can Can or say ooh La la ) Beans on toast (lie on the floor, spread body out) Chilli bean (rubbing arms and say brrrrr ) P a g e

27 Broad beans (Stretch out wide) Baked beans (Crouch down low on toes) Activities Cool Down Introduce equipment arranged in different orders for children to work on to achieve the following: Balance Shape Roll Travel Emphasis to the children that it does not have to be in that order, let them be creative with a small sequence Children to be placed in small groups to have 4-5 to work on each station with different layouts of equipment Teacher will let children know to rotate around in which direction Only one child allowed on apparatus at one time Ask groups of children to perform a routine to the class Class mates to evaluate two positive areas and highlight two areas to improve Using good vocabulary to evaluate other groups Slower tempo using the different types of beans one at a time: Runner bean (jog or run on the spot) String bean (Reach up talk and thin) Broad beans (Stretch out wide) Baked beans (Crouch down low on toes) Additional types of bean to progress to are below: Jumping bean (jump on the spot) Jelly bean (wriggle and shake all the body) French bean (Can Can or say ooh La la ) Beans on toast (lie on the floor, spread body out) Chilli bean (rubbing arms and say brrrrr ) Layout of equipment Blue Mat Brown Bench 30 5 Date Venue Lesson No P a g e

28 Numbers 30 Duration 45 Age Range 7-9 years Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Benches (if applicable) Lesson Aims Develop and refine a range of landing skills from different heights Develop landing using control and accuracy from floor level to bench height 26 P a g e

29 Lesson Content Timings Warm Up The Bean Game Travelling around the area using the following movements: Running Jogging Skipping Jumping Hopping Walking Introduce the different types of beans one at a time: Runner bean (jog or run on the spot) String bean (Reach up talk and thin) Broad beans (Stretch out wide) Baked beans (Crouch down low on toes) Additional types of bean to progress to are below: Jumping bean (jump on the spot) Jelly bean (wriggle and shake all the body) French bean (Can Can or say ooh La la ) Beans on toast (lie on the floor, spread body out) Chilli bean (rubbing arms and say brrrrr ) 5-7 Activities Cool Down Children to work individually Children to practice to jump below knee height and practice to land with two feet When landing ensure children are bending their knees and hips are flexing to make sure no damage is caused to their tendons or ligaments When landing make sure children are not leaning forwards and have their chest & head upright, keeping eyes looking forward To retain balance when landing keep arms horizontally forwards To stick the landing ensure heels are down after toes and knees are absorbing the shock when landing and when standing up heels start to come down Progress to the following heights: Above knee height jump Jump off bench Slower tempo using the different types of beans one at a time: Runner bean (jog or run on the spot) String bean (Reach up talk and thin) Broad beans (Stretch out wide) Baked beans (Crouch down low on toes) Additional types of bean to progress to are below: Jumping bean (jump on the spot) Jelly bean (wriggle and shake all the body) French bean (Can Can or say ooh La la ) Beans on toast (lie on the floor, spread body out) Chilli bean (rubbing arms and say brrrrr ) Landing Technical Points Land on both feet Use hip and knee flexion (no more than 90 degrees at knee) Keep chest & head upright Eyes looking forward Arms held horizontally forward Stick the landing keeping the heels down on the floor No additional steps to gain control 30 5 Date Venue Lesson No. 11 Numbers 30 Duration 45 Age Range 7-9 years 27 P a g e

30 Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Benches (if applicable) Lesson Aims To be able to perform a take-off with fluency using control and accuracy Take-off using control and consistency from different levels within a safe environment Lesson Content Timings 28 P a g e

31 Warm Up Activities Shipwrecked Set a four sided area using different colour markers The sides of the area to be highlighted with the following signs: o Front Bow o Back Stern o Left Port o Right Starboard Children to start on the deck in the centre of the deck (centre of the room) The teacher to be the captain Captain to call out orders Children to work individually Before taking off angle of the legs are to be slightly bent at the knee as if the children had springs in their legs When taking off, their feet need to be underneath the body for momentum to send the child in an upwards direction Arms to be placed forwards and chest upwards to maintain balance over their body when taking off under control The head is the heaviest part of the body and needs to be in a neutral position prior/during/post the take off Push off with their legs ensuring their arms are being swung forwards/upwards in a fluent action to give momentum to the take off When pushing off with feet, make sure the children push off through their feet equally Practice from the following height Floor Bench Gymnastic Table only when teacher instructs specific children who are ready for this height Orders to be called out by captain are below: Climb the rigging: run on the spot and move hands over each other though you are climbing a rope Scrub the deck: Bend down on one knee and move hands as though scrubbing the floor Hit the deck: children lie down on the floor on their front Mon over board: Children lie on the floor and pretend to swim (be careful of kicking legs) Man the lifeboats: Sit one behind the other in groups of 4 or 5 and start rowing action (be careful not to clash heads) Captain s coming: Stand still salute and say Ay Ay Captain Take-off Technical Points Legs are slightly bent Feet under body Arms forward and chest up Head in neutral position Push off with the arms swinging forwards/upwards Push through both feet equally Cool Down Do This, Do That If the teacher says Do This and the teachers puts both hands on their head, the children must copy If the teachers says Do That and the teacher puts their hands on their knees, you do not copy DO THIS copy teacher DO THAT do not copy teacher 5 Try to influence different types of balances and shapes to help coordination Date Venue Lesson No. 12 Numbers 30 Duration 45 Age Range 7-9 years 29 P a g e

32 Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Benches (if applicable) Lesson Aims Develop and refine body management during take-off and landing Observe one another performing and describe what they see (evaluate each other s landing and take-off) Lesson Content Timings 30 P a g e

33 Warm Up The Bean Game Travelling around the area using the following movements: Running Jogging Skipping Jumping Hopping Walking Introduce the different types of beans one at a time: Runner bean (jog or run on the spot) String bean (Reach up talk and thin) Broad beans (Stretch out wide) Baked beans (Crouch down low on toes) Additional types of bean to progress to are below: Jumping bean (jump on the spot) Jelly bean (wriggle and shake all the body) French bean (Can Can or say ooh La la ) Beans on toast (lie on the floor, spread body out) Chilli bean (rubbing arms and say brrrrr ) 5-7 Children to work individually Using the technical points children to re-cap the take-off and landing from previous lessons Ask some children to demonstrate who show good posture and control Develop the take-off and landing whilst travelling Progress to take-off one foot and land with two feet and take off with two feet land on one foot Landing Technical Points Land on both feet Use hip and knee flexion (no more than 90 degrees at knee) Keep chest & head upright Eyes looking forward Arms held horizontally forward Stick the landing keeping the heels down on the floor No additional steps to gain control Activities Take-off Technical Points Legs are slightly bent Feet under body Arms forward and chest up Head in neutral position Push off with the arms swinging forwards/upwards Push through both feet equally 30 Cool Down Slower tempo using the different types of beans one at a time: Runner bean (jog or run on the spot) String bean (Reach up talk and thin) Broad beans (Stretch out wide) Baked beans (Crouch down low on toes) Additional types of bean to progress to are below: Jumping bean (jump on the spot) Jelly bean (wriggle and shake all the body) French bean (Can Can or say ooh La la ) Beans on toast (lie on the floor, spread body out) Chilli bean (rubbing arms and say brrrrr ) 5 Skills for Life Gymnastics - Key Stage 2 (Year 5 & 6) Mid-Term Plan 31 P a g e

34 Date Venue Lesson No. 1 Numbers 30 Duration 45 Age Range 7-9 years Lesson No Learning Objectives Develop specific skills to show different shapes and balances under control To be able to perform four different balances using points of the body Implement body management using travelling at different heights, maintaining good body posture Perform a range of actions and agilities with consistency, fluency and clarity of movement Develop floor exercises by travelling in different ways working on suppleness Develop a sequence with a partner to demonstrate consistency, fluency and clarity of movement Work in pairs co-operatively to achieve a sequence on the floor and using apparatus Consolidate their existing skills and develop a range of landing skills safely Develop and use their knowledge of the principles behind a take-off Develop and refine body management during take-off and landing Develop jumps with control and accuracy monitoring body tension & suppleness Execute a controlled jump taking off with precision and landing accurately Expected Learning Outcomes Implement different shapes whilst keeping control over your balance individually and with partner Show good posture and body tension, with legs and arms straight and fingers and toes pointing Travel and move with confidence in different directions at high and low heights Develop travelling at different heights and directions with control To be able to perform a range of rolls with control and fluency Demonstrate gymnastic shapes, balances, movements with a partner using mirroring Demonstrate gymnastic shapes, balances & movements with a partner using unison To perform a land safely with good body tension and posture Execute a take-off with control, fluency and maintain good body tension throughout Observe one another performing and describe what they see (evaluate each other s landing and take-off) Complete a jump using correct technique incorporating good body posture & tension Complete a jump incorporating good body posture & tension during takeoff and landing 32 P a g e

35 Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Lesson Aims Develop specific skills to show different shapes and balances under control Implement different shapes whilst keeping control over your balance individually and with partner Lesson Content Timings 33 P a g e

36 Warm Up The Bean Game Travelling around the area using the following movements: Running Jogging Skipping Jumping Hopping Walking Introduce the different types of beans one at a time: Runner bean (jog or run on the spot) String bean (Reach up talk and thin) Broad beans (Stretch out wide) Baked beans (Crouch down low on toes) Additional types of bean to progress to are below: Jumping bean (jump on the spot) Jelly bean (wriggle and shake all the body) French bean (Can Can or say ooh La la ) Beans on toast (lie on the floor, spread body out) Chilli bean (rubbing arms and say brrrrr ) 5-7 Activities Cool Down Shapes Simon Says Separate hall in to four areas with floor markers (nonslip spots) Split class into four areas Children to demonstrate a tuck shape o Each group tasked to find how many tuck shapes they can discover Children then demonstrates a straddle shape o Each group tasked to find how many straddle shapes they can discover Children then demonstrates a pike shape o Each group tasked to find how many pike shapes they can discover Game where you call out commands but they must only do moves when Simon Says Try and think about the shapes and balances hat they have been learning o Tuck Shape o Straddle o Pike Stretch o Children then demonstrates a stretch shape o Each group tasked to find how many stretch shapes they can discover Each area to have a specific shape you perform in that area Children all to find a space in the hall, moving around using traffic lights colours When red traffic light called, depending on what shaped area they are in, they need to perform that shape and hold for 10 seconds and then relax and wait for next instruction Introduce the colour blue when blue is called they need to find a partner in their area and show a balance as a pair or to mirror their partners balance P a g e

37 Date Venue Lesson No. 2 Numbers 30 Duration 45 Age Range 7-9 years Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Lesson Aims To be able to perform four different balances using points of the body Show good posture and body tension, with legs and arms straight and fingers and toes pointing 35 P a g e

38 Lesson Content Timings Warm Up Traffic Lights The different colours of the traffic lights represent different movements: Red Stop, jump with arms and legs out wide Amber Jump on spot ready Green Move around in different styles below: o Running o Jogging o Skipping o Jumping o Hopping o Walking This activity is great for cardiovascular workout, but try and use RED AMBER GREEN AMBER RED. Additional different types of movements to progress too: Under the bridge where they move ducking down low Over the bridge where they move reaching up high Reverse where they do the movements backwards U-turn to change direction Emergency stop where they have to stop as still as they can quickly Try and add more of your own traffic lights 5-7 Activities Have children moving around in traffic lights game When ready clap once and they balance on one foot until teacher claps twice for two foot balance Repeat a few times Introduce specific gymnastics point balance positions One point balance o Arch Shape o Dish Shape Two point balance o Half Straddle Four point balance o Front support or Press up o Table position o V-sit Allow children to experiment paired balances introducing the hand stander and the supporter. Hold each balance for ten seconds The children work as a pair to come up with a routine showing a 1, 2, and 4 point balance by moving one or two parts of their bodies. Challenge all children to hold the balance for up to 15 seconds Encourage good posture pointed toes, fingers, straight arms and legs. 30 Cool Down Simon Says Game where you call out commands but they must only do moves when Simon Says Try and think about the shapes and balances hat they have been learning o One point balance o Two point balance In small groups perform to each other Discuss and evaluate o Four point balance o Tuck Shape o Straddle o Pike o Stretch 5 Date Venue Lesson No P a g e

39 Numbers 30 Duration 45 Age Range 7-9 years Ability Beginner Intermediate Advanced Yes Lesson Focus Fundamentals of Movement Fundamental Movement Skills Fundamental Sports Skills Coordination Travelling Creative Movement Safety Screening Notes Make sure area is clean and dry Make sure everyone is wearing suitable clothing Others Involved & Roles Apprentice depending on class ability differentiate activities according to ability increase level/simplify Resources Required Cones Flat Markers Gymnastic Floor Mats Music & CD Player Lesson Aims Implement body management using travelling at different heights, maintaining good body posture Travel and move with confidence in different directions at high and low heights 37 P a g e

40 Lesson Content Timings Warm Up Desert Islands Mats to be spread around the hall in an organised fashion or more sporadic Children should be encouraged to move around the mats in a safe manner Children not allowed to touch the mats or anyone else Decide on a signal to stop children and get the children on the mats safely o Raising your arm o Raising a coloured cone to signal o Play music and stop music to signal o Shout stop or shark Children to travel around either Jogging, Skipping, Jumping, Hopping, Walking At the stop signal you need to call out a shape, the children then have to go get into that shape on the mats by: Lying down Kneeling Standing or sitting Limit how many children are allowed per mat to challenge the children to get to a mat and travel around 5-7 Activities Using a THEME One way to make it fun and interesting is to have a fun theme If the children are working on a theme in class, try and associate the themes with the movement ideas in the Gymnastics lesson SHAPES (stretch/tuck/straddle/pike) DIRECTIONS (forwards/backwards/sideways/high/low) ANIMALS (giraffes/crocodiles/rabbits/frogs/snakes) TOPIC (History- like solider/geography - rivers/science - aliens) Teacher to choose first way to travel around the area o Create a signal to stop (hold up a red cone or call out red) When stopped, hold a shape for 5 seconds o Teacher to call a number between 1-4 o Children to choose balance showing that number of points Child in best shape, will get to choose next way to travel around the area Progress to use different shapes when stopped Introduce themes in moving once children established simple safe movements o World War Theme o Mountain/rivers/valleys Theme 30 Children to get into groups of 3 or 4 Ask them to create a routine which shows low high low movements In small groups perform to each other Discuss and evaluate Cool Down Making a sandwich Children are to sit in a pike position facing forward Children to make a sandwich first stretching hands up high and slapping onto legs to add the bread Ask children to choose what they will have in their sandwich and make and appropriate action e.g Jam spreading from hip to toe Ham patting their legs from hips to toes P a g e