Module 3
Gymnastics Module 3 - Make gymnastics accessible to both teachers and learners and build on the Body Schooling Activities introduced in Module 1 and Foundation Shapes and Positions of Module 2.
| Resource: Gymnastics Module 3 | |
| Purpose: Make gymnastics accessible to both teachers and learners and build on the Body Schooling Activities introduced in Module 1 and Foundation Shapes and Positions of Module 2. | |
Overview of content:
15 Further Body Schooling Activities: consolidation to develop necessary strength, stamina, flexibility, co-ordination, control and body tension to successfully attempt Foundation Skills – more complex examples of basic actions combine to offer 7 Family of skills
Basic actions: travelling, jumping and landing, balancing and stillness, rotation (including rolling and turning) Variety: speed, direction, level, shape, pathways Quality: control, clarity of shape, body tension, efficiency, fluency, confidence, effectiveness, coordination. accuracy, consistency
Body schooling continuum Apparatus: handling apparatus, equipment, apparatus plans and using apparatus 6 units of work (13 – 18) of six sessions each Pedagogical Approaches (e.g. copy me and rearrange or pair teach) and Teaching Styles (e.g. teachers / practitioners using a variety of learning activities combining words, language, pictures, visual imagery and analytical thinking). Developmental performance sequences incorporating clear learning objectives Skills Certificates Pupil Evaluation Sequence Frameworks Learner Challenges – created by combining basic action with aspects of variety with spatial arrangements, as an individual/ pair / group - more combinations used more complex the task. Learners’ challenges can be taken at random and blank challenges enable learners to populate with own ideas. Glossary RECIPE as a lesson structure.
Physical resources for download:
Skills Certificates Pupil Evaluation Sequence Frameworks Learner Challenges Glossary Basic Actions RECIP Spatial Arrangements Variety
Gymnastic Module 3 CD Rom with wider information and electronic version of skills cards and activity cards.
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Significant Transferable Features:
Body Schooling Activities Foundation Skills and Family of Skills Foundation Shapes and Positions
Approach focuses on quality movement with learners being encouraged to perform sequences with coordination, control, good body tension, clarity of shape, fluency and where appropriate efficiency, effectiveness, accuracy and consistency.
Learners demonstrate variety in their work by including a range of contrasting actions e.g. travelling, jumping, balancing and rolling and include changes of direction, level, pathway and speed. Work becomes more complex and sustained over longer periods of time. Once learners have consolidated basic action, shape, position or skill changes in body shape will increase creativity and originality whilst remaining inclusive and learner centred. Pedagogical Approaches (e.g. copy me and rearrange or pair teach) and Teaching Styles (e.g. teachers / practitioners using a variety of learning activities combining words, language, pictures, visual imagery and analytical thinking).
RECIPE
Guidance on use of apparatus – message of whole school applies to Modules 1, 2,3 and 4
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Where resource currently meets requirements of new curriculum:
Considers developmental needs of learners with all learners are able to successfully engage in the activities.
Holistic and developmental in nature.
Opportunities for learners to explore and understand problems and tasks (e.g. opportunities for learner led and practitioner led activities).
Use of evaluation of selves and others (self and peer evaluation) – using pupil evaluation sheets Pedagogical Approaches (e.g. copy me and rearrange or pair teach) and Teaching Styles (e.g. teachers / practitioners using a variety of learning activities combining words, language, pictures, visual imagery and analytical thinking).
Assessment for Learning opportunities e.g., each unit has an end of unit performance task. Learners can compare their performance each lesson to decide what they need to improve, what they need to practice and what else they need to learn in order to successfully achieve the task.
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| Confidence and Motivation | |
| Pupils | Teachers / practitioners |
| Finding activities that are enjoyable and sustainable is important at the earlier stages of physical development if goals of a healthy and active lifestyle are to be realise. Helping children to develop their enthusiasm for movement gives them confidence to carry on being physically active. Confidence and motivation associated with undertaking recognised gymnastic skills. | Gives teachers the scaffolding and confidence that they can have the tools to teach this AoLE, and motivates them to do so. |
| Competence | |
| Pupils | Teachers / practitioners |
Physical development of body schooling activities and foundation skills. Learners demonstrate variety in their work by including a range of contrasting actions. Work becomes more complex and sustained over longer periods of time and creativity and originality increases. | Offers subject and methodological experience and exciting classroom skills. Information and guidance of BSA and foundation skills. The family of skills offer opportunities to teach the skills even if teachers / practitioners have not felt competent to do so in the past. Each element of the family of skills is a contributory BSA. |
| Knowledge and Understanding | |
| Pupils | Teachers / practitioners |
Learners know and understand how each element of the Family of Skills can be performed independently and incorporated into sequences as well as progressing towards the actual skill. Learners demonstrate variety in their work by including a range of contrasting actions. Work becomes more complex and sustained over longer periods of time. Develops independence and working with others. Reflection using self and peer assessment. | Family of Skills Resource cards give clear content for teachers / practitioners along with how they build up to ‘the’ skills. Systematic development of sequences with aspects of variety, quality and variety of basic actions. Use of apparatus and effective questioning. |
| Opportunities | |
| Pupils | Teachers / practitioners |
| Opportunities to make individual learner resource cards for display or use. To write own Body Schooling stories and create new activities and games alone, with others, with practitioners. | Multiple opportunities to both lead and facilitate learning using the Family of Skills resource cards, Opportunities to utilise Assessment for Learning approaches to ensure learners are making progress. |
Links to AoLE
Expressive Arts – Music can be used in development and performance of gymnastic sequences. Once learners have consolidated basic action, shape, position or skill changes in body shape will increase creativity and originality. Choreographic devices such as spatial arrangements enhance performances. Health and Wellbeing - If children enjoy being active, are confident in their ability and learn key movement skills this will foster a lifelong enjoyment of sport and physical activity and therefore better health and wellbeing. Gymnastics is a less competitive / non-competitive (from the majority of schools’ perspective) important for its contribution to general health, fitness, body management and feelings of wellbeing. Languages, Literacy and communication – Inclusion of a bank of words and phrases and a glossary. All resources are bilingual. Mathematics and numeracy - opportunities for counting, shape identification and positional language.
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Considerations and suggestions moving forwards:
Body school activities, foundation shapes, foundation positions and families of skills provide foundations for gymnastics but also general body management.
Due to the volume and complexity of what resources Module 3 offers it has the potential to contribute well beyond early Progression Steps (it was originally aligned to upper KS2).
The family of skills offer opportunities to teach the skills even if teachers / practitioners have not felt competent to do so in the past. Important to highlight each element of the family of skills is both a contributory and standalone BSA. Highlight the incorporated Assessment for Learning approaches (each unit has an end of unit performance task. Learners can compare their performance each lesson to decide what they need to improve, what they need to practice and what else they need to learn in order to successfully achieve the task), Pedagogical Approaches (e.g. copy me and rearrange or pair teach) and Teaching Styles (e.g. teachers / practitioners using a variety of learning activities combining words, language, pictures, visual imagery and analytical thinking).
Incorporation / links to SMILES and STEP from outset.
CD ROM is now difficult for many to use so resources need to be shared via different platform (it is apparent that this is possible due to the successful sharing of resources on the Sport Wales website during the COVID 19 lockdown). | |