Beaufort Primary School Gymnastics (KS2)To make more difficult get them to pass the ball around...

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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.

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Contents

Cover Page i Contents ii

Multi Skill Approach 1 Multi Skills Matrix 2-3 Initial Assessment 4-5

Key Stage Lower KS2 Gymnastic Scheme of Work

6

Key Stage Lower KS2 Gymnastic Lesson Plans

7-30

Key Stage Upper KS2 Gymnastic Scheme of Work

31

Key Stage Upper KS2 Gymnastic Lesson Plans

32-55

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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

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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

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Skill

Strength

Speed Suppleness

Stamina

Creativity Creativity

Creativity

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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

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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

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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

under control Implement different shapes whilst keeping control over your

balance

2 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

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

posture Combine 2-3 shapes/movements individually with confidence

5 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

6 Develop floor exercises by travelling in different ways To be able to perform an forward roll and a straight roll

7 Work in pairs co-operatively Demonstrate gymnastic shapes & movements with a partner

using mirroring

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

using unison

9 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

10 Develop and refine a range of landing skills from different

heights Develop landing using control and accuracy from floor level to

bench height

11 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

12 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)

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Skills for Life Gymnastics – Lower Key Stage 2 (Year 3 & 4)

Date Venue Lesson No. 1

Numbers 30 Duration 45 minutes 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

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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

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


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 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 Tuck Shape o Straddle o Pike

o Stretch

5 minutes

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Yes







Flat Markers


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

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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 minutes

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 minutes

Cool Down

Simon Says


o One point balance o Two point balance o Four point balance o Tuck Shape o Straddle o Pike o Stretch

5 minutes

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Yes







Flat Markers


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

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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/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 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

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Yes







Flat Markers


Lesson Aims Move with confidence, imagination and maintain good body posture

Combine 2-3 shapes/movements individually with confidence

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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

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

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 minutes 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

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 copy teacher

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

5 minutes

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Yes







Flat Markers


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

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Warm Up

Shipwrecked













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: 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.

Progression

Introduce children to be placed into pairs and two mats placed together

Children to try and synchronise rolls

30 minutes

Cool Down







5 minutes

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Yes







Flat Markers


Lesson Aims Develop floor exercises by travelling in different ways

To be able to perform an forward roll and a straight roll

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Warm Up

Desert Islands




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



Lying down

Kneeling


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.

Progression



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 minutes

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Cool Down

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





Additional types of bean to progress to are below: Jumping bean (jump on the spot)





5 minutes




Yes







Flat Markers


Benches (if applicable)

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Lesson Aims Work in pairs co-operatively

Demonstrate gymnastic shapes & movements with a partner using mirroring


Warm Up


Running

Jogging

Skipping

Jumping

Hopping

Walking Introduce the different types of beans one at a time:











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

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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




Yes






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Flat Markers



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

Demonstrate gymnastic shapes & movements with a partner using unison


Warm Up


Running

Jogging

Skipping

Jumping

Hopping












5-7 minutes

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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:




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






5 minutes




Yes



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Flat Markers



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


Warm Up


Running

Jogging

Skipping

Jumping

Hopping










5-7 minutes

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Activities

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 minutes 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

Layout of equipment

Blue Mat

Brown Bench

30 minutes

Cool Down











5 minutes


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Yes







Flat Markers



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

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Warm Up


Running

Jogging

Skipping

Jumping

Hopping

Walking











5-7 minutes

Activities

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

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 minutes

Cool Down











5 minutes



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Yes







Flat Markers



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


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Warm Up

Shipwrecked













5-7 minutes

Activities


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

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 minutes

Cool Down

Do This, Do That’






5 minutes



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Yes







Flat Markers



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)


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Warm Up


Running

Jogging

Skipping

Jumping

Hopping

Walking












5-7 minutes

Activities


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

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

Landing Technical Points

Land on both feet





‘Stick’ the landing keeping the heels down on the floor

No additional steps to gain control

30 minutes

Cool Down











5 minutes

Skills for Life Gymnastics - Key Stage 2 (Year 5 & 6) Mid-Term Plan

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Lesson No.

Learning Objectives Expected Learning Outcomes

1 Develop specific skills to show different shapes and balances

under control Implement different shapes whilst keeping control over your balance

individually and with partner

2 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

3 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

4 Perform a range of actions and agilities with consistency,

fluency and clarity of movement Develop travelling at different heights and directions with control

5 Develop floor exercises by travelling in different ways

working on suppleness To be able to perform a range of rolls with control and fluency

6 Develop a sequence with a partner to demonstrate

consistency, fluency and clarity of movement Demonstrate gymnastic shapes, balances, movements with a partner

using mirroring

7 Work in pairs co-operatively to achieve a sequence on the

floor and using apparatus Demonstrate gymnastic shapes, balances & movements with a partner

using unison

8 Consolidate their existing skills and develop a range of

landing skills safely To perform a land safely with good body tension and posture

9 Develop and use their knowledge of the principles behind a

take-off Execute a take-off with control, fluency and maintain good body tension

throughout

10 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)

11 Develop jumps with control and accuracy monitoring body

tension & suppleness Complete a jump using correct technique incorporating good body

posture & tension

12 Execute a controlled jump taking off with precision and

landing accurately Complete a jump incorporating good body posture & tension during take-

off and landing

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Yes







Flat Markers


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


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Warm Up


Running

Jogging

Skipping

Jumping

Hopping

Walking












5-7 minutes

Activities

Shapes

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

Split class into four areas

Children to demonstrate a tuck shape o Each group tasked to find how many tuck


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


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.

30 minutes

Cool Down

Simon Says


o Tuck Shape o Straddle o Pike

o Stretch

5 minutes

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Yes







Flat Markers


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

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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 minutes

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.

In small groups perform to each other

Discuss and evaluate

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


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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

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Warm Up

Desert Islands







Lying down

Kneeling


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) 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

Children to get into groups of 3 or 4

Ask them to create a routine which shows low – high – low movements



30 minutes

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.

5 minutes

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Lesson Aims Perform a range of actions and agilities with consistency, fluency and clarity of movement

Develop travelling at different heights and directions with control

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Warm Up

Shipwrecked










Mon over board: Children lie on the floor and pretend to swim (be careful of kicking)



5-7 minutes

Activities

Movement

Children to be placed into pairs

Name themselves balance and shape

Children travelling individually around the area o Child to choose a 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. Progression - linking movements

Ask all children to start from a sitting position

Challenge them to stand cleanly (without using their hands / keeping their hands straight in front of them)

Finish in a straight pose

Linking movements with fluency 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:

Straight - Tuck – tuck roll – tuck – Straight 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.

Progression

Straight - tuck – forward roll – tuck – straight 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 minutes

Cool Down







5 minutes

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Lesson Aims Develop floor exercises by travelling in different ways working on suppleness

To be able to perform a range of rolls with control and fluency

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Warm Up

Shipwrecked













5-7 minutes

Activities

Linking balances with movement 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: Get a child to demonstrate each sequence

Pike – Straight – Log Roll – Straight – Pike

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.

Straddle – Teddy roll - straddle

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.

30 minutes

Progression





In pairs children to come up with routine showing

Starting position

Mirror balance Synchronised Roll

Mirror balance

Finish position

Cool Down







5 minutes

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Lesson Aims Develop a sequence with a partner to demonstrate consistency, fluency and clarity of movement

Demonstrate gymnastic shapes, balances, movements with a partner using mirroring

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Warm Up

Desert Islands







Lying down

Kneeling


5-7 minutes

Activities

Stop / Move

Child to choose a way of travelling around the space

Teacher shouts out a balance (pike, straddle, dish, dome etc.)

Children to demonstrate the balance

When the teacher shouts move the children must move around the hall using a movement without significantly changing their body position.

A Bridge would link into walking on hands and knees

Floor based straight shape into roll etc.

Progression Children to get into groups of 3 or 4

Display the following on the whiteboard or give a copy to each group o Starting position o 3 different point balances o Roll o Movement o End position.

In groups children are to create a routine which shows the above criteria & remind them about : o Linked movements o Strong balances o Posture (pointed fingers/ toes, straight arms/legs)



30 minutes

Cool Down











5 minutes

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Other apparatus (wall bars / tables if available)

Lesson Aims Work in pairs co-operatively to achieve a sequence on the floor and using apparatus

Demonstrate gymnastic shapes, balances, movements with a partner using mirroring

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Warm Up


Running

Jogging

Skipping

Jumping

Hopping












5-7 minutes

Activities

Mirroring

In their pairs children to find a space on a mat together

Challenge to children to find as many mirrored balances as they can in one minuet

Take note of well preformed mirrored balances and ask children to demonstrate when the time is up

Using apparatus (circuit)

Using the apparatus the children are to experiment with the balances they have covered to create mirrored balances with a partner

Children to hold balances for 15 seconds. o As long as it is safe more than one pair can use the equipment at the same

time. o Point out any well preformed balances as examples to others.

After an appropriate length of time ask the children to move to the next apparatus.

Progression

Children to link two balances using apparatus (this can be floor – apparatus or two apparatus balances)



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

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Lesson Aims Consolidate their existing skills and develop a range of landing skills safely

To perform a land safely with good body tension and posture

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Warm Up


Running

Jogging

Skipping

Jumping

Hopping

Walking











5-7 minutes

Activities

Landing

Ask a child to demonstrate how they should look when they land from a jump

Children should land on one or both feet with a slight bend in the knees

Children should have a straight back and be well balanced (no wobbling)

Arms should be straight in front with fingers pointed

Children travelling individually around the area

Child to choose a travelling method (skipping/hopping/jogging/walking)

When the teacher calls out jump then children must spring as high as they can and hold their position as they land

Take off o Legs slightly bent o Feet under body o Arms forward and chest up o Head in neutral position o Push off with the arms swinging

forwards/upwards o Push through both feet equally

Landing continued

Land on both feet





heels down on the floor

No additional steps to gain control Repeat this activity looking at one leg to one leg jumps. Apparatus Set up benches with a mat either end (Brown bench, Blue mat)

Children are work in pairs or small groups to come up with a routine which shows

A starting position

Balance (mirrored or paired)

A jump (apparatus to floor)

An ending balance.



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

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Lesson Aims Develop and use their knowledge of the principles behind a take-off

Execute a take-off with control, fluency and maintain good body tension throughout

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Warm Up


Running

Jogging

Skipping

Jumping

Hopping

Walking











5-7 minutes

Activities

Children to work individually practicing perfecting their take off

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 in a circuit

Floor (leap, one footed, two footed)

Bench (two footed , one footed)

Gymnastic Table – only when teacher instructs specific children who are ready for this height

Blue – mat

Brown – bench

Red – gymnastics table (Teacher to work with children on the table)

Give the children time at each station working on their take-off and landing Progression

Children to work in pairs on adding movement into their jumps – can they half turn / full turn in the air and show a stable landing.

30 minutes

Cool Down











5 minutes

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Ribbons on strings (if available)

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)

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Warm Up


Running

Jogging

Skipping

Jumping

Hopping

Walking











5-7 minutes

Activities

Practice moving in the turn

How many full and half turns can children get in before they land

There are combinations for jumping using your feet only ask children how many they can find?

o 2 2, o 2 1 o 1 2 o 1 same 1 o 1 other 1

Progression

Children to get into groups of 3 or 4

Work on a routine showing: o Starting position o A combination of different jumps o Balance o Ending position

Introduce ribbons if available to allow children to think about their hands as they jump.



30 minutes

Cool Down












5 minutes

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Lesson Aims Develop jumps with control and accuracy monitoring body tension & suppleness

Complete a jump using correct technique incorporating good body posture & tension

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Warm Up


Running

Jogging

Skipping

Jumping

Hopping

Walking











5-7 minutes

Activities

Children to be placed in small groups to have 4-5 minutes 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

Children are only to get on and off the bench where the mat is positioned. Children to work on creating a routine using apparatus to include;

o Start position o Three different balances (paired, mirrored or individual) o Travel o Roll o Jump o End position

Allow the children to be creative in their order.



Using good vocabulary to evaluate other groups

(Brown – bench, Blue – Mat)

30 minutes

Cool Down












5 minutes

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Lesson Aims Execute a controlled jump taking off with precision and landing accurately

Complete a jump incorporating good body posture & tension during take-off and landing

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Warm Up


Running

Jogging

Skipping

Jumping

Hopping

Walking












5-7 minutes

Activities

Q & A about what a successful gymnastic routine will include (make sure the routine includes a take-off and a landing)

Make a list as a reference to the class

In groups of 3 or 4 children to decide what apparatus (if any required) they would like and to set it up.

Children to come up with a routine showing the skills included in the list class list.

Allow the children plenty of time to finalise their routine

Assessment



Using good vocabulary to evaluate other groups 30

minutes

Cool Down











5 minutes

Beaufort Primary School Gymnastics (KS2)To make more difficult get them to pass the ball around...

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Transcript of Beaufort Primary School Gymnastics (KS2)To make more difficult get them to pass the ball around...