Developing Physical Health and Well-being through Gymnastics (7-11)
A Session-by-Session Approach
- 234 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Developing Physical Health and Well-being through Gymnastics (7-11)
A Session-by-Session Approach
About This Book
- How can you make gymnastics challenging, lively and inclusive?
- How can you improve the health, fitness and well-being of all your children?
- How can you ensure progression over time?
This practical and easy-to-use teacher's guide is the brand new edition of the popular workbook Gymnastics 7-11. It takes a session-by-session approach to teaching physical development and well-being through gymnastics for the seven to eleven age range.
Fully updated with the most current schemes of work to use at Key Stage 2, it sets out a series of forty-four sessions over the four year span, to give you planned and logical progression of both content and advice. The session plans are structured from year three to year six and can be followed as a complete course or dipped into for ideas and inspiration.
Illustrated thoughout with colour photographs of real children in a range of gymnastics lessons, this one-stop resource also includes a 'Specific Skills Guide' to help you support children in developing the correct techniques.
Each session plan includes:
- learning objectives
- assessment criteria
- consolidation from the previous session
- step-by-step session content
- warm up and final activities
- teaching approaches
- floor and apparatus work.
The companion volume, Developing Health and Well-being through Gymnastic Activity (5-7) follows the same format, and together, these user-friendly books provide a continuous and progressive programme of work from years one to six. If you are a practising or student teacher, this guide will give you all the confidence you need to teach gymnastics in your school!
Frequently asked questions
Information
Year 3
SESSION 1
Assessment activity
LEARNING OBJECTIVES
Physical
Well-being
Broader learning
DISCUSSION
ASSESSMENT CRITERIA – QUESTIONS TO CONSIDER
OUTCOME
Warm-up
Content | Teaching points | |
1 | Play the Bean Game – children move around the hall according to the bean that is called out: runner bean – running; jumping bean – jumping; chilli bean – rubbing all body parts to keep warm; jelly bean – wobbling like jelly; frozen bean – being still; baked bean – lying down as if looking at the sky; butter bean – sliding on your bottom. | Verbalise the children’s body actions and highlight where they are demonstrating with good control and tension. |
Floor work
Content | Teaching points | |
1 | Select a starting position and on the sound of the tambour add two travelling actions to make a sequence. | Encourage the children to perform several different travelling actions and verbalise these. Encourage them to perform each travelling action for the count of three. Highlight clear starting positions. |
2 | Practise and refine, and when you can remember your sequence add another travelling action to it. | Circulate and set differentiated challenges to accommodate individual abilities. |
3 | Add a rotation/turning action to finish the sequence. | Select some children to show and draw attention to the variety of turning actions shown. Ask children what they can do well and what they need to do to improve. |
4 | Consider how you are going to finish your sequence. There should be a clear ending after the final turning action. | Select some children to show and highlight previously performed actions. |
5 | In pairs name yourselves 1 and 2 – 2s are to show 1s their sequence and then change over. | Encourage children to identify whether their partner included three actions, a turning action and a clear ending. The children should now discuss what they did well and what they need to do to improve. |
ASSESSMENT – By the teacher (in conjunction with a teaching assistant where applicable), and also peer-assessment by the children. Use ICT to record as many performances as possible so the children can self-assess during the lesson and in the classroom. This can also be kept as a record of their achievement. |
Final activity
Classroom
SESSIONS 2 and 3
Balance – what is balance?
LEARNING OBJECTIVES
Physical
Well-being
Broader learning
ASSESSMENT CRITERIA – QUESTIONS TO CONSIDER
Table of contents
- Cover
- Title
- Copyright
- Contents
- Preface
- Foreword
- Introduction
- The approach
- The Overall plan
- The sessions
- Specific skills guide
- Apparatus diagrams and task cards