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Each of the lesson plan titles, (eg) Social Skills, have been taken from "the 5 key elements of effective cooperative learning" page in Chamber's and Luttrell's SCPE Physical Education e-learning wall, p.54. (Chambers, F & Luttrell, S (2013) 'PIGS Face' p.54)

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Each of the lesson plan titles, (eg) Social Skills, have been taken from "the 5 key elements of effective cooperative learning" page in Chamber's and Luttrell's SCPE Physical Education e-learning wall, p.54. (Chambers, F & Luttrell, S (2013) 'PIGS Face' p.54)

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Female, 24 students

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6th Year A

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Gymnastics, 6 weeks, 6 lessons

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Students have completed gymnastics before inside and some outside of the school setting, they are familar with the rules and have a basic skillset surrounding gymnastics. They are excited to be involved in a physical and active setting, where they are given more responsibility than they had doing gymnastics before.

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This unit will be delivered through the gynastics strand. This sport is popular in the school and many girls partcipate in it outside of school. The coop learning model will ensure that students developing already acquired skills through fun, active game settings.  This model looks to explore the social-cultural significance of human movement through the use of individual and group learning outcomes to
enhance student development, interaction and task-mastery
within the physical, cognitive and affective domains
(Dyson & Casey, 2012, p.173).

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My outlook on PE is that it can often be a means of not only helping students to learn new material, but it can
also be a means of encouraging the students to build and improve on things that they already do.
Each week students will unknowingly encounter activities that they may have completed before, this means
that they will be able to use their previous knowledge and then build on it. This for me is something that I
strongly believe in, as it allows students to feel as though they are quite competent in a certain area.
This UoL means students will be very active, which as a PE teacher, is something I believe that all students
should be in a PE class. They will work as a class, helping to build on teamwork, in order to spur each other on
and complete each task to the best of their ability. This for me is hugely important as it builds on
communication skills and teamwork skills.

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1. Students will learn to depend on the rest of the group while working together to complete the task.
2. Students will take ownership of their role in answering the task.
3. Students will reflect as a group on individual and group contribution in the task.
4. Students will develop interpersonal and small group skills. (eg) lsteneing, shared-decision amking, taking responsibility, giving.
5. Students will promote face-to-face interraction, which involves dicussing among group memebers whilst they are working on the task. (Chambers, F & Luttrell, S (2013) P. 54)

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Continuous assessment with a final summative assessment. Scale 1-4 used to assess.

1. Works toward the achievement of group goals

2. Demonstrates effective interpersonal skills

3. Contributes to group maintenance

Teacher Assessment – Feedback & summative

Self-Assessment – Knowledge & Ability level

Peer-Assessment – Critique of performances

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Week 1

Shapes

LI: Basic and complex shapes practiced in individuals, pairs and groups.

Cooperative Model

“Think-Pair-Share” approach to performing and involving shapes in a performance.

Class divided into 6 groups, warmup led by different group each week (group 1 = week 1.

Task Cards on shape making in pairs. (literacy)

Independence emphasised-  students practice themsleves and peer assessment used.

Pair-performances in end of lesson, assessed by teacher.

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Week 2

Movements

LI: Introduction to movement patterns. More difficult movements depend on level.

Cooperative Model

Group work to incorporate all patterns.

Warmup – Group 2.

Group mini-games.

Routine created incorporating patterns in groups of 6. (numeracy)

Peer-assessment sheets marking other groups’ performance based on the given criteria. (numeracy and literacy)

Reflection cards after class - two stars and a wish. (literacy)

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Week 3

Theme

LI: Themes given to vary tasks. Themes such as ‘X-factor, sport etc..

Cooperative Model

Placemats used to discuss theme  given to the team.

Warmup – Group 3.

Students work in groups using placemat task to come up with ideas based on the given theme.  (literacy)

Students practice their ideas in groups and refer to success criteria as a guide. (literacy)

Teamwork and communication vital in order to properly display the theme.

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Week 4

Mini-performance

LI: Students complete mini-performance on given theme.

Cooperative Model

Group reflect critically on the performance with aid of their peers from assessment cards.

Warmup – Group 4.

Students perform their routines planned last week in front of peers.

Peers grade the performance by filling assessment sheet. Group reflects on performance based on this. (litercacy and numeracy)

Groups aim to improve their performance based on given comments.

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Week 5

Reflection & Altering

LI: Reflection is taken place to alter and improve the mini-performance.

Cooperative Model

Students use assessment sheets to improve and meet given criteria.

Warmup – Group 5.

Students reflect and improve performance based on last weeks comments. (literacy)

Communication and teamwork between students to improve performance.

Teacher there to provide any help.

Plan for incorporation of props etc. for next week.

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Week 6

Final Performance

LI: Groups perform final sequence – Graded by teacher or non-participants

Cooperative Model

Knowledge from Unit displayed in the final performance.

Warmup – Group 6

Final performances are completed with props etc used, to best of their ability.

Groups assessed on given criteria on a scale of 1-4 for different areas. (numeracy)

Groups reflect, critique and  praise their peers throughout.

Prize for winning group. (group with highest score)

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Chambers & Luttrell, SCPE Physical Education Learning Wall, The 5 Key Elements of Effective Cooperative Learning, 203, p.54

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Dyson & Casey, Cooperative Learning in Physical Education: A Research Based Approach, 2012, p.173

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SILVER: Cognitive: “Decision making, problem solving, negotiating and processing knowledge in context.”
BRONZE: Psychomotor: “Participation in cooperative learning physical activity tasks to improve skill competencies”
GOLD: Affective: "Students must cooperate to learn. Learning is process-oriented. This social-learning interaction facilitates each student’s achievement.” (Chambers, F & Luttrell, S (2013))

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Chambers & Luttrell, SCPE Physical Education Learning Wall, Cooperatve Learning: Learning Domain Podium, 2013.