Beaufort Primary School Gymnastics (KS1) · Year 5 -6 Hockey Basketball Cricket Gymnastics Handball...

i | P a g e

in conjunction with

Beaufort Primary School Gymnastics (KS1)

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.

ii | P a g e

Contents

Cover Page i

Contents ii

Multi Skill Approach 1

Multi Skills Matrix 2-3

Initial Assessment 4-5

Key Stage 1 Gymnastic Scheme of Work 6

Key Stage 1 Gymnastic Lesson Plans 7-30

1 | P a g e

Multi Skill Approach

PSS Upper Key

Stage 2 Year 5 -6

SSS Upper Key

Stage 2 Year 5 -6

FSS Lower Key

Stage 2 Year 3 - 4

FMS Key Stage 1 Year 1 - 2

FOM Foundation

Stage Year Reception

2 | P a g e

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

Gymnastics

Creative Movement

Agility & Travel

Athletics

Tennis

Hockey Key Stage 1 Year 1 - 2

FOM

Gymnastics

Dance

Creative Movement

Games Activities

Balance

Co-ordination

Foundation Stage Year

Reception

3 | P a g e

Skill

Strength

1. Competence

2.

Confidence

3.

Character

4.

Connect

Speed Suppleness

Stamina

Creativity Creativity

Creativity

4 | P a g e

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 anti-

clockwise)

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

5 | P a g e

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

6 | P a g e

Skills for Life Gymnastics - Key Stage 1 Mid-Term Plan

Skills for Life – Gymnastics: The material in this unit is based on the philosophy that underpins the National Competition Framework for Schools. It aims to provide safe and enjoyable experiences that will improve learning and lead to life-long participation in physical activity.

Lesson No. Learning Objectives Expected Learning Outcomes

1 Acquire and develop specific skills to show different movements

and balances To be able to use simple body management movement &

balances

2 Acquire and develop specific skills to show different movements

and shapes To be able to use simple body management movement & shapes

3 Acquire and develop specific skills to show different levels of

travel and movement Show good posture, with legs and arms straight and fingers and

toes pointing

4 Remember and repeat movements, phrases and patterns (linking

shapes and levels) Implement body management using travelling at different

heights, maintaining good posture

5 Observe one another performing and describe what they see

(evaluate each other’s shapes & movements) Combine 2-3 shapes/movements on their own

6 Use appropriate vocabulary, to describe and explain shapes &

body management Demonstrate an understanding of using descriptive words when

talking about gymnastics

7 Work in pairs co-operatively Demonstrate gymnastic shapes, balance& movements using

equipment

8 Work in pairs co-operatively vary actions and movements Demonstrate gymnastic shapes & movements with a partner

using unison

9 Work in pairs co-operatively vary actions and movements Demonstrate gymnastic shapes & movements with a partner

using mirroring

10 Travel in different directions high and low heights

Work individually and in pairs to demonstrate gymnastic

movements at different levels

11 Move with confidence, imagination and maintain good body

posture Develop body management and floor exercises individually

12 To complete a routine using 2 - 3 different shapes and

movements Demonstrate a range of movements individually and in pairs

using unison or mirroring

7 | P a g e

Skills for Life Gymnastics - Key Stage 1

Date Venue Lesson No. 1

Numbers 30 Duration 45 minutes Age Range 4-6 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 movements and balances

To be able to use simple body management movement & balances

8 | P a g e

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 minutes

Activities

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

SAFETY

DO NOT allow children to balance on their head without their hands supporting them

DO NOT expect them to hold inverted balances for more than 3 seconds

DO NOT allow children to handstand or headstand unless they are on a matted surface

DO NOT leave children unattended especially if using equipment to balance on

30 minutes

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

5 minutes

9 | P a g e




Yes







Flat Markers


Lesson Aims Acquire and develop specific skills to show different movements and shapes

To be able to use simple body management movement & shapes

10 | P a g e


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 progresstoo:

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 minutes

Activities

Shapes

Separate hall in to four areas with floor markers (non-slip 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

30 minutes

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 minutes

11 | P a g e




Yes







Flat Markers


Music & CD Player

Lesson Aims Acquire and develop specific skills to show different levels of travel and movement

Show good posture, with legs and arms straight and fingers and toes pointing

12 | P a g e


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 minutes

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/crocidiles/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

Child in best shape, will get to choose next way to travel

Progress to use different shapes when stopped

Introduce themes in moving once children established simple safe movements

30 minutes

Cool Down

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

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 minutes

13 | P a g e




Yes







Flat Markers


Lesson Aims Remember and repeat movements, phrases and patterns (linking shapes and levels)

Implement body management using travelling at different heights, maintaining good posture

14 | P a g e


Warm Up

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

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”

5-7 minutes

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.

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.

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.

Forward Roll 1. Stand up tall with feet together, arms straight by ears. Make sure they

have enough mat in front to complete the roll forwards. 2. Adopt the crouch position on the toes with the back straight, knees

together, feet together arms stretch forwards. 3. 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.

4. 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.

5. 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 minutes

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 copyteacher

Try to influence different types of balances and shapes to help coordination

5 minutes

15 | P a g e




Yes







Flat Markers


Lesson Aims Observe one another performing and describe what they see (evaluate each other’s shapes & movements)

Combine 2-3 shapes/movements on their own

16 | P a g e


Warm Up

Shipwrecked













5-7 minutes

Activities

Movement

Combine the following into a routine: o Balance o Shape o Roll o Travel

One of each of the above to be performed on a matted area.

Progress to using a bench if necessary for a balance, shape and travel, continue to have a matted area for a roll.

EXAMPLE: o Balance on two feet in a straddle position o Slowly sit down in a straddle position and perform a teddy roll

30 minutes

Cool Down

‘Do This, Do That’




DO THAT – do not copy teacher


5 minutes

17 | P a g e




Yes







Flat Markers


Lesson Aims Use appropriate vocabulary, to describe and explain shapes & body management

Demonstrate an understanding of using descriptive words when talking about gymnastics

18 | P a g e


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 minutes

Activities

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

Routine

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 minutes at each mat and then rotate around

30 minutes

Cool Down

Slower tempo using the different types of beans one at a time:




Baked beans (Crouch down low on toes) Additional types of bean to progress to are below:






5 minutes

19 | P a g e




Yes







Flat Markers


Benches (if applicable)

Lesson Aims Work in pairs co-operatively

Demonstrate gymnastic shapes, balance& movements using equipment

20 | P a g e


Warm Up


Running

Jogging

Skipping

Jumping

Hopping












5-7 minutes

Activities

Introduce equipment arranged in different orders for children to work on to achieve the following:

Balance

Shape

Roll Emphasis to the children that it does not have to be in that order, let them be creative with a small routine

Children to be placed in small groups to have 2-3 minutes to work on each station

Teacher will let children know to rotate around in which direction

Only one child allowed on apparatus at one time

Layout of equipment

Blue Mat

Brown Bench

30 minutes

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

21 | P a g e




Yes







Flat Markers



Lesson Aims Work in pairs co-operatively vary actions and movements

Demonstrate gymnastic shapes & movements with a partner using unison

22 | P a g e


Warm Up


Running

Jogging

Skipping

Jumping

Hopping












5-7 minutes

Activities

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 minutes to learn one another’s routine. Choose 4-5 pairs to perform their routine to the class

30 minutes

Cool Down

Re-visit the warm up at a slower tempo using the different types of beans one at a time:










5 minutes

23 | P a g e




Yes







Flat Markers



Lesson Aims Work in pairs co-operatively vary actions and movements

Demonstrate gymnastic shapes & movements with a partner using mirroring

24 | P a g e


Warm Up


Running

Jogging

Skipping

Jumping

Hopping












5-7 minutes

Activities

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

30 minutes

Cool Down











5 minutes

25 | P a g e




Yes







Flat Markers



Lesson Aims Travel in different directions high and low heights

Work individually and in pairs to demonstrate gymnastic movements at different levels

26 | P a g e


Warm Up


Running

Jogging

Skipping

Jumping

Hopping












5-7 minutes

Activities

Introduce equipment arranged in different orders for children to work on to achieve the following: In small groups of 4 -5, lead child to perform the following in any order they like from one end of the equipment to the other:

Balance

Shape

Roll Emphasis to the children that it does not have to be in that order, let them be creative with a small routine

Children to have 5-10 minutes to work on different sets of equipment

Teacher will let children know to rotate around and in which direction

Only one child allowed on apparatus at one time

Example of how to layout equipment

Blue Mat

Brown Bench

30 minutes

Cool Down











5 minutes

27 | P a g e




Yes







Flat Markers



Lesson Aims Move with confidence, imagination and maintain good body posture Develop body management and floor exercises individually

28 | P a g e


Warm Up

Shipwrecked













5-7 minutes

Activities

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 their partner copy that balance

New method of travel chosen by the best pair showing good body management

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 them to copy that shape

Repeat 3 times for each partner

Routine

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 minutes at each mat and then rotate around Floor Exercise

After children have completed 2 – 3 examples on mats

Children given a challenge to complete a combination of Shape, Roll and Balance (in that order)

Then after 2 -3 minutes practice time

Teacher to ask a few partners to perform to class

Then rotate the order around to either Roll, shape, balance or Balance Shape, Roll

30 minutes

Cool Down

Do This, Do That’




DO THAT – do not copy teacher


5 minutes

29 | P a g e




Yes







Flat Markers



Lesson Aims To complete a routine using 2 - 3 different shapes and movements

Demonstrate a range of movements individually and in pairs using unison or mirroring

30 | P a g e


Warm Up


Running

Jogging

Skipping

Jumping

Hopping












5-7 minutes

Activities

Unison – One half of the class 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 minutes to learn one another’s routine.

Choose 4-5 pairs to perform their routine to the class o Class to offer two good pieces to the performance and two pieces

that need improvement

Mirroring – the other half of the class 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

30 minutes

Cool Down











5 minutes

Beaufort Primary School Gymnastics (KS1) · Year 5 -6 Hockey Basketball Cricket Gymnastics Handball...

Documents

Transcript of Beaufort Primary School Gymnastics (KS1) · Year 5 -6 Hockey Basketball Cricket Gymnastics Handball...