Beaufort Primary School Gymnastics (KS1) · Year 5 -6 Hockey Basketball Cricket Gymnastics Handball...
Transcript of Beaufort Primary School Gymnastics (KS1) · Year 5 -6 Hockey Basketball Cricket Gymnastics Handball...
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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.
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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 1 Gymnastic Scheme of Work 6
Key Stage 1 Gymnastic Lesson Plans 7-30
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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
1. Competence
2.
Confidence
3.
Character
4.
Connect
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 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
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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
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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
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
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Date Venue Lesson No. 2
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 shapes
To be able to use simple body management movement & shapes
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Lesson Content Timings
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
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Date Venue Lesson No. 3
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
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
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Lesson Content Timings
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
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Date Venue Lesson No. 4
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 Remember and repeat movements, phrases and patterns (linking shapes and levels)
Implement body management using travelling at different heights, maintaining good posture
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Lesson Content Timings
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
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Date Venue Lesson No. 5
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 Observe one another performing and describe what they see (evaluate each other’s shapes & movements)
Combine 2-3 shapes/movements on their own
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Lesson Content Timings
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
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’
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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Date Venue Lesson No. 6
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 Use appropriate vocabulary, to describe and explain shapes & body management
Demonstrate an understanding of using descriptive words when talking about gymnastics
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Lesson Content Timings
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:
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 minutes
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Date Venue Lesson No. 7
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
Benches (if applicable)
Lesson Aims Work in pairs co-operatively
Demonstrate gymnastic shapes, balance& movements using equipment
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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
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
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Date Venue Lesson No. 8
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
Benches (if applicable)
Lesson Aims Work in pairs co-operatively vary actions and movements
Demonstrate gymnastic shapes & movements with a partner using unison
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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
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:
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 minutes
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Date Venue Lesson No. 9
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
Benches (if applicable)
Lesson Aims Work in pairs co-operatively vary actions and movements
Demonstrate gymnastic shapes & movements with a partner using mirroring
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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
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
Slower tempo using 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 minutes
25 | P a g e
Date Venue Lesson No. 10
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
Benches (if applicable)
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
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 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
Slower tempo using 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 minutes
27 | P a g e
Date Venue Lesson No. 11
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
Benches (if applicable)
Lesson Aims Move with confidence, imagination and maintain good body posture Develop body management and floor exercises individually
28 | P a g e
Lesson Content Timings
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
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’
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
29 | P a g e
Date Venue Lesson No. 12
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
Benches (if applicable)
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
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
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
Slower tempo using 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 minutes