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Lesson on developing  a gymnastic routine building on prior knowledge of basic gymnastic movements from Top gymnastics. Students developing movement skills in a safe way. Learning progression could be developed by breaking routines down into individual movements and then using video to show how the movement could be improved and developed. Could also try to use movements to convey a story to build the relationship between motion and storytelling. This could help the students to develop their non-verbal communication.

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T shape - holding for 3 seconds

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1. Identify the area of focus.
2. Research the required subject/content knowledge (around the fundamentals) e.g. chapter 3  (Table 3.1; pg33) provides a general guide to themes around activity areas. Educational Gymnastics- traveling, jumping & landing, balance, weight transfer, rolling *(PE use only rolls that do not involve pressure over spinal column such as side rolls, shoulder rolls).  Use the table as a guide to supporting your planning and teaching through the main themes. Your movement wheel provides a complete overview of the fundamental movements to be explored thorugh play acorss early years practised and developed across key stage 1 and progressed and refinedinto more complex patterns, progressions and scearios across key stage 2.
3. Subject knowledge, technique, strategies- go to the specific chapters (one for each skill theme) for definitions of the skill, for descriptors and ideas and actual tasks -differentiated across novice to more advanced movers through the GLSP; precontrol, control, utilization, proficiency planning, teaching and assessment tool.
4. Identify the knowledge and competencies to be developed and break down as your success criteria (and your critical cues/teaching points).
5. Revisit this subject/content knowledge across a series of progressions- using and revisiting the same SK (inner ring of wheel)but through a variety of engaging concepts (outer ring  of wheel).

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Modelling and describing what you will teach and what pupils will learn-the critical elements

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Modelling and describing what you will teach and what pupils will learn-the critical elements

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Movement category: Nonmanipulative
Skill theme: Jumping and Landing

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V9.1 Movement category of nonlocomotor (stability), jumping and landing skill theme

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Entry point into teaching and learning around landing for the skill theme of jumping and landing. Athlete is exploring skill, aware of personal space (navigating cones) around general space. This is our introductory video to landing and jumping. We also have a progression; jumping and landing.

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https://roehampton.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=bd5aec3a-a32e-4745-8086-ac3f00deded5

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X

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https://roehampton.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=481c5982-6e87-48ab-aa42-acb00101bb3f

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LO: To demonstrate and use different travelling movements.

SC: To be able to identify the various ways of travelling.

SC: To show a clear understanding of safety and spatial awareness.

Warm Up (5 minutes) :

walking round the space, when I call out a number you must perform the action.

1 = left hand touch floor

2 = right hand touch the floor

3 = jump in the air

4 = clap

5 = change direction.

Do this for 2 minutes

Now using the same rule, start jogging round the room

Do this for 3 minutes

Teach (10 minutes)

Explain the definition of locomotor with clear examples and demonstrations, first from teacher then class come up with their own in 2/3s and show the class.

(Demonstrate a slide, a jump and skipping)

Practice (10 minutes)

children will come up with 5 or 6 different traveling movements. They will then assign different movements to numbers 1 to 6 and then roll the dice and perform that movement. This will then become their sequence of movements they must use to travel across the space.

Apply (10 minutes)

Practice this sequence, then join with another group and teach each other the sequences, combine at least 4 movements from each group to make a longer sequence of movements. Each group must demonstrate their sequence to the class.

Cool down (5 minutes)

walk around, with hands on head, teacher lead breathing exercises and then asks questions.

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Using the environment to situate the learning; clockface

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Using the environment to situate the learning; clockface

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https://roehampton.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=7ed12324-f7cd-40e5-ac09-acb00101bb72

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Movement category: Nonmanipulative
Skill theme: Weight transfer
Exploring points of contact through different levels and pathways (playground version)

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V8.2 Movement category: nonlocomotor (stability), skill theme: weight transfer applied through a playground clock face task

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V8.2 Movement category: nonlocomotor (stability), skill theme: weight transfer applied through a playground clock face task

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Readings- Class text Children Moving (Graham, Holt/Hale, Parker, Hall & Patton, 2020)

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Readings- Class text Children Moving (Graham, Holt/Hale, Parker, Hall & Patton, 2020)

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Subject knowledge
Chapter 30 Educational Gymnastics
Chapter 3 Guide to identify main skills for curricular areas (agility based for educational gymnastics)
Underpinning
Early years framework
PE National Curriculum
Progression spirals provide worked examples of how the learning around one main fundamental theme can be progressed (main themes located in the inner ring of our movement wheel, and scaffolded through a variety of movement concepts (found around the outer ring of our movement wheels).

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We ran through this lesson in the F2F session. It went really well and we were able to demonstrate the movements and explain clearly what the process was in each movement and use the key vocabulary. If this lesson needed to be progressed at home (and outside space was available), we suggest making the jump slightly more challenging by jumping off low level benches or jumping up onto a curb, making sure that the jump was executed well each time (soft knees, straight back, centred gravity).

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Continuation of dance topic for Year 1 - alien dances.

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A progression spiral for the skill them of balancing (Graham et al., 2020; 377)-chapter 21

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A progression spiral for the skill them of balancing (Graham et al., 2020; 377)-chapter 21

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Gymnastics lesson - year 2.

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Progression spiral for jumping and landing (chapter 20)

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Progression spiral for jumping and landing (chapter 20)

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(Chapter 22)

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What is the purpose of the introduction to my PE lesson?

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What is the purpose of the introduction to my PE lesson?

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All the expected elements; setting holistic expectations, sharing learning objective, linking to prior learning, eliciting some interest around that (could do in the classroom ahead of the lesson) Modelling and describing the critical elements of the main lesson focus (e.g. jumping and learning) at the introduction is crucial. These are your subject knowledge, your shared success criteria and will shape the feedback provided by teachers, peers and support staff across the curricular lesson. If pupils understand these, we hope they use them across break times and beyond the school in physical activity settings.

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The teacher (and/or peer) can use the critical elements/success criteria to help progress skill proficiency and do so through meaningful tasks to engage all learner at their own level of readiness (from beginner to more advanced).

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The teacher (and/or peer) can use the critical elements/success criteria to help progress skill proficiency and do so through meaningful tasks to engage all learner at their own level of readiness (from beginner to more advanced).

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Our  primary PE national curriculum (DfE, 2013) expects pupils to progress these fundamentals into more complex patterns, sequences and contexts. Aim to progress the skill of focus through a variety of mini challenging teaching and learning tasks (e.g. see the progression spirals for ideas) across each lesson. Have options for access into the learning focus across all profieinccy levels and for diverse learners. Use an inclusion strategy of choice if any additional considerations are required.

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Our  primary PE national curriculum (DfE, 2013) expects pupils to progress these fundamentals into more complex patterns, sequences and contexts. Aim to progress the skill of focus through a variety of mini challenging teaching and learning tasks (e.g. see the progression spirals for ideas) across each lesson. Have options for access into the learning focus across all profieinccy levels and for diverse learners. Use an inclusion strategy of choice if any additional considerations are required.

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Inclusive strategies and approaches for Physical Education

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Inclusive strategies and approaches for Physical Education

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Do revisit our strategies to plan and provide accessible and meaningful PE lessons as and when desired.

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From our class text.
Chapters 3 (overview of the skill theme approach), 20, 21,22 (main skill themes)

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Teaching and learning planning resources 

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Teaching and learning planning resources 

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The movement analysis framework; wheel (by George Graham and colleagues 2020); online version available in library

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A guided overview of the movement analysis framework; wheel

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PE Task: Fundamental stability skill development through different pathways across differing levels

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Star shape - holding for 3 seconds

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Ball shape - holding for 3 seconds

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Triangle shape - holding for 3 seconds

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Ball shape - holding for 3 seconds

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Lesson ideas – Gymnastics

LO - To develop and progress non-manipulative jumping and landing through static jumps

·      Warm up – involve children

·      Mini races (different jumping patterns from 2 feet - 2 feet, 2 feet - 1 foot, 1 foot - 1 foot).

·      Introduce different jumps (star, straight, jump, tuck, 180, 360 etc.) – teacher modelling and students take turns practising in groups on the mat.

·      Game – students line up take turns performing different jumps on the mat, teacher shouts out which jump they are doing.

·      Extension – pike jump

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LO: To be able to perform basic gymnastic rolls

Warm Up:
- Ask the children to move around the room, using different movement styles: walk, jog, skip, gallop etc. On command:

String bean: stand in a straight shape
Broad Bean: Stand in a star shape
Baked bean: Tuck on knees
Runner bean: Running on the spot
Jumping bean: Jump on the spot
Frozen bean: Freeze

Main activity:
The context to this learning is that we are spies in training and we need to practice rolling to help us complete our missions. We will model different rolls and get the children to practice these rolls; teddy roll, pencil roll, bottom roll. The children will get to practice these. then in small groups they will put together a sequence of movement incorporating the different rolls, as if they are trying to get past the lasers on a mission for example.

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LO: To develop our understanding of travelling and how we can use our body to travel in different ways.

To develop our balance and flexibility through the changing of positions into a sequence of movements.

Warm up: get the students walking around whilst doing various movements narrated by the teacher. Introducing the animal theme of the lesson today (i.e. first we’re exploring through the rainforest, turning into various animals)

First animal activity: exploring the way different animals travel. Model each travel type first and then get the students to do it themselves. Choose the first couple then ask if any students want to volunteer their own to show.

Next activity: focus on the links, how we can sequence travel movements together. Create a story around an animal and what they do in a day. Show own example first: giraffe going on a journey to go get some food (releve walk), bending down for water, can transform into other animals (i..e down into bear).

Next activity: students going off in groups to create their own animal sequences, all doing it together with a narrated story.

Next activity: some volunteers to present their story to the rest of the class. Discussion after each story to see if other students can spot how they have used travel.

Cool down: breathing techniques from the calm app to wind down at the end of lesson.

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Millie Vanderpump, Jess Rowe and Ivonna 

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Millie Vanderpump, Jess Rowe and Ivonna 

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Focusing on balance and coordination.

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Focusing on non-manipulative movements- twisting, rolling, curling, jumping and landing.

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Table 3.1 (Chapter 3) provides an overview of the main skills you will cover across educational gymnastics. Please use to help you plan across your progressions (lessons).

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Table 3.1 (Chapter 3) provides an overview of the main skills you will cover across educational gymnastics. Please use to help you plan across your progressions (lessons).

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https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239040/PRIMARY_national_curriculum_-_Physical_education.pdf

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Georgia M Georgia A, Gabriella and Hannah - Gymnastics Lesson 

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Georgia M Georgia A, Gabriella and Hannah - Gymnastics Lesson 

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Lesson Objective: To be able to do a tuck, pike and straddle.

Warm up: 1) Working towards touching toes. Stretch arms upwards, then reach down slowly towards toes. Repeat multiple times.  2) Next, get children to walk around the playground and when the whistle blows once they touch the floor with one hand. If the whistle blows twice they have to touch it with both hands (low level).

Activity 1:
Teacher to model each position- tuck (straight back, tees pointed, legs together, not crossed), pike (straight back, arms by ears reaching up, legs straight and toes together pointed) and straddle (straight back, arms out to the sides and extended, legs straight with pointed toes). Children to practice each one.
Play music and play 'Simon says'. When the music stops Simon says "do a pike position" and children move into the position.

Activity 2:
Children to work in pairs and develop a routine to incorporate all three moves.

Activity 3:
Develop routine to perform to the class. Mix two pairs together (to form a group of four) and repeat exercise i.e. develop a routine to perform to the class.

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Lucy M , Louise , Katy

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Introducing and teaching the main learning focus before the task series begins- balancing example

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Introducing and teaching the main learning focus before the task series begins- balancing example

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Progressing pupil/class competency through a series of engaging learning tasks. You may use other skills, however the learning focus will want to remain upon one main theme. Use concepts and equipment to vary the way in which the main SK is revisited across the lesson/scheme.

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LO: To understand and demonstrate balance and transference of weight through movement

Balance: Balance is the ability to hold your body upright and steady without falling down.

Weight Transfer: Shifting body weight from and to different body parts.

The lesson will use the spiral to move through difference balance and weight transfer activities.

Precontrol: Children should demonstrate their understanding of balance and weight transfer (assess prior knowledge). This will then be modelled by the teacher.

Control: Move into different animal shapes to practice balancing (flamingo) and weight transfer (monkeys, kangaroos, frog, giraffe).

Utilisation: Dice game – roll a dice and children should balance on the number of body parts shown on the dice using prior knowledge gained from previous activities.

Proficient: Link the activities together – the children will need to transfer a beanbag to a hoop using their balancing skills and pretending to be one of the animals demonstrated in the control stage (transference of weight). For example, with the beanbag balanced on their head as a flamingo.

Check understanding at the end and ask the children to demonstrate weight transference and balance.

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(my little sister is the model.)

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Zoe, Tom, Toni, Victoria, Tania and Sofia

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Zoe, Tom, Toni, Victoria, Tania and Sofia

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Main: Introduce body shapes to children. Instruct for children to have space around them. Demonstrate T shape, star shape, triangle shape, line shape, ball shape. Practice with Simon Says. Then demonstrate holding the body shapes for 3 seconds on a point, jumping in-between each one.

Warm Up

Children find a space. Have their arms stretched out to the side, if you can touch anyone else then move away and find a bigger space.

Traffic light game: Red = stop / freeze on the spot. Amber = star jumps. Green = jog

The cool down- in pairs children will slowly mirror eachother. One child will start off with the movement and the other child will reflect this.

Alongside the pictures of the shapes of Zoe doing them in her bedroom!

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Lesson Plan by Emily Coffaro, Emily Chadwick, Elle Winter and Emma. 

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Lesson Plan by Emily Coffaro, Emily Chadwick, Elle Winter and Emma. 

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This was planned during our PE face-to-face lesson.
We got some feedback about keeping the focus on the learning objective (Hopping). The lesson provided different resources and exercises so that all children had the opportunity to explore 'hopping'.

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Roehampton Planning Format - individual session or lesson plan for KS1 or KS2 - blank for amendment

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Gymnastics lesson plan, created during F2F lesson.

LO: to use locomotor and non manipulative skills to transfer weight and complete a gymnastics routine.

Locomotor skills:
Hopping

Jumping
Nonmanipulative skills:
Balancing
Transferring weight

- Forwards and backwards

- Up and down

Equipment:
Agility table
Orange cones
Hoops

Warm up: Jelly bean game
Intro: Modelling new skills
Main activity:
Context: children pretend to be rabbits, entering a rabbit burrow to escape a fox.
Children complete a gymnastic circuit incorporating challenge, change, choice.
-  1. Transfer weight between hands and feet to travel between two cones (orange cones to represent carrots)
Choice: children decide how they move between the cones but they must keep low as they are pretending to be a rabbit in a burrow.
Challenge: travel backwards, continuing to transfer weight between hands and feet.

- 2. Bunny hops
Choice: transfer weight to hands and bunny hop between two cones
Choice: balance on one foot and hop between two cones
Challenge: transfer weight to hands and bunny hop over the agility table.

3. Climb through hoop (out of rabbit burrow) and extend into balance
Choice: kneel on the floor and extend forwards holding hoop in front of you
Choice: stretch forwards holding hoop in front of you
Challenge: balance on one leg and reach forwards holding hoop in front of you
Extension: Keeping feet inside the hoop, transfer weight onto hand to move in a circle around the hoop.

Follow up game: Foxes and rabbits Rabbits run around the hall
4 children chosen to be foxes and they tag the rabbits (from a distance).
Once a rabbit is tagged they bunny hop to move around the hall.
Hoops are 'safe zones' for rabbits to jump into.

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LO: Using Locomotive and non-manipulative actions, in a sequence, to move across a space.

Demonstrate sequence of gallop, turn, walk and roll.

Review each element of the sequence, ensuring that all children are competent with each one.

Slowly put the sequence together.

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LO: Use common road signs to inspire a sequence of locomotive and non-manipulative movements to a set beat.

Provide sheet of road signs to children. Suggest moves they could use to demonstrate the signs. Give children the freedom to put together a sequence of moves.

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Dance sequence using road signs- Face 2 Face session. Rachael Brown & Georgia Aarons

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Dance sequence using road signs- Face 2 Face session. Rachael Brown & Georgia Aarons