Loudoun Academy Physical Education Department S1 … BGE Course Plans . ... There are also links...

Loudoun Academy Physical Education

Department S1-S3 BGE Course Plans

Course Plans These plans consider Third and Fourth Level Experiences and Outcomes, Significant Aspects of Learning, Learning Intentions and AIFL strategies for all activities taught in PE. There are also links made to Cross Curricular areas such as Literacy, Numeracy and Health and Wellbeing Experiences and Outcomes. The plans cover the following activities:-

Athletics

Badminton

Basketball

Cycling

Dance

Football

Gymnastics

Hockey

Netball

Rugby

Softball

Swimming

Table Tennis

Volleyball It is expected that these plans will be used across all classes to help ensure that pupils will have a consistent learning experience across the school. Assessment The teacher will record a grade of D, C or S for each activity based on the Significant Aspects of Learning and evidence obtained across the block. All pupils will be assessed four times in the school year at Loudoun Academy. At these times a D/C/S will be used as the best fit for all of the activity grades at the related level in accordance to BREADTH, CHALLENGE AND APPLICATION ACROSS ACTIVITIES. Pupils will be reported at Level 3 in S1 / S2 and Level 3 or 4 in S3. For a pupil to be secure at a level they will need to have been awarded a Secure grade in at least 5 different activities. It is expected that pupils will complete a written task in their PE Homework Booklet at the end of each block to reflect on their learning and set a target. The class teacher will check this work before commenting and recording the D/C/D grade both in the pupil homework booklet and in their own register.

PE Course Plan

School: Loudoun Academy

Date: 2016

Teacher: Class:

Activity: Athletics

Level: 3

Term/Block: Prior Learning:

Experiences & Outcomes Significant Aspects of Learning Learning Intentions Assessment is For Learning: Evidence

Movement skills, competencies

and concepts

As I encounter new challenges

and contexts for learning, I am

encouraged and supported to

demonstrate my ability to select,

adapt and apply movement skills

and strategies, creatively,

accurately and with control.

HWB 2-21a/3-21a

I practice, consolidate and refine

my skills to improve my

performance. I am developing

and sustaining my level of fitness.

HWB 2-22a/3-22a

Evaluation and Appreciation

I can analyse and discuss

elements of my own and others’

work, recognising strengths and

identifying areas where

Physical Competencies:

Gross Motor Skills

Large movements using whole body

e.g. jumping, throwing, running

Co-ordination and Fluency

The ability to use different parts of

the body together, smoothly

The ability to link movements

together effortlessly e.g. run-up,

take-off and landing.

Rhythm and Timing

A regular repeated pattern e.g.

amount of steps taken between

hurdles

A particular point in time when

something happens

Physical Fitness:

Speed

The rate at which someone or

something moves e.g. fast run up in

long jump

Core Stability and Strength

The capacity of muscles or torso to

Physical Competencies & Physical Fitness

Jumping

I can

Accelerate during a run up, take off on one

foot and land on two on the long jump

Successfully perform a scissors technique in

the high jump

Throwing

I can

Shift sideways with low body position and

push the shot forward and upwards from my

neck

Throw and land the javelin tip first

Running

I can

Pace myself effectively over a middle / long

distance

Successfully transfer the baton during a

relay

Perform a basic hurdling technique

SAY:

Discussion with student

regarding performance and

next steps

MAKE:

Create warm ups

WRITE:

Homework Task

DO:

Demonstrate skills in

events

Partner, group, team

competitions.

improvements can be made

HWB 3-24a

assist in good posture / balance e.g.

Push of right leg shifting sideways

with low body position in shot putt

technique

Stamina

The ability to sustain prolonged

physical or mental effort e.g. even

split times (laps) during 800m run.

Personal Qualities

Responsibility & Leadership

Having a duty to deal with something

or of having control over someone e.g.

providing feedback

The act of leading a group of people.

Respect and Tolerance

Admiration for others’ ability.

The ability to tolerate the opinions or

behaviour that you disagree with.

Personal Qualities

I can

Take responsibility to time and measure

Lead part of a warm-up with a small group

Use the equipment safely and understand

the safety issues for each event

Provide feedback to others on their

strengths and weaknesses and accept

feedback from others

Cross Curricular Links:

Links to Literacy, HWB, Numeracy:


Date: 2016

Teacher: Class:

Activity: Athletics

Level: 4


Experiences & Outcomes Significant Aspects of Learning Learning Intentions Assessment is for Learning: Evidence


and concepts

As I encounter a variety of

challenges and contexts for

learning, I am encouraged and

supported to demonstrate my

ability to select and apply a wide

range of complex movement skills


accurately and with consistency

and control. HWB 4-21a

I can organise my time to

practice, consolidate and refine

my skills to achieve my highest

quality performance in a range of

contexts. I am developing and

sustaining my level of

performance across all aspects of

fitness. HWB 4-22a


I can observe closely, reflect,


Gross and Fine Motor Skills


e.g. jumping, throwing, running





together effortlessly e.g. hop, skip,

jump.

Rhythm and Timing

A regular repeated pattern


something happens e.g. amount of

steps taken between hurdles

Physical Fitness:

Speed

The rate at which someone or

something moves e.g. sprint start



assist in good posture / balance e.g.

Push of right leg shifting sideways with

low body position in shot putt technique

Physical Competencies and Physical Fitness

Jumping

I can

Accelerate during a run up, take off on one

foot, perform an arch position in the air

and land on two feet during long jump

Carry out a curved run up, take off one foot

and perform a flop in high jump

Perform a basic triple jump technique

Throwing

I can

Side step, rotate, transfer body weight and

push the shot forward and upwards from

my neck

Run up and throw, transferring body weight

and land the javelin tip first

Perform a standing discus throw

Running

I can

Perform a sprint start during a sprint event

Pace myself over a distance event

Successfully transfer the baton during a

SAY:



next steps approaches.

MAKE:

Create warm ups

WRITE:

Recording sheets

DO:


events


competitions.

describe and analyse key aspects

of my own and others

performance. I can make

informed judgements, specific to

an activity. I can monitor and

take responsibility for improving

my own performance based on

recognition of personal strengths

and development needs. HWB 4-

24a

Stamina


physical or mental effort e.g. even

split times (laps) during 800m run.

Personal Qualities




providing feedback






Motivation

The process that initiates, guides,

and maintains goal-oriented

behaviours. e.g. performing at your

best at all times

relay

Perform a basic hurdling technique over a

flight of hurdles

Personal Qualities

I can

Lead a warm-up with a small group

Use the equipment safely

Provide feedback to others on their

strengths and weaknesses and accept

feedback from others

Compete and co-operate well with others in

team and individual events

Produce my best performance across a range

of events




Date: 2016

Teacher:

Class:

Activity: Badminton

Level: 3


Experiences & Outcomes Significant Aspects of Learning Learning Intentions Assessment is for Learning : Evidence

Movement skills, competencies and

concepts

As I encounter new challenges and

contexts for learning, I am



adapt and apply movement skills and

strategies, creatively, accurately and

with control

HWB 3-21a

I practice, consolidate and refine my

skills to improve my performance. I

am developing and sustaining my level

of fitness

HWB 3-22a

Cooperation and Competition

I am developing the skills to lead and

recognise strengths of group members,

including myself. I contribute to groups

and teams through my knowledge of

individual strengths




the body together, smoothly e.g.

linking different shots together in a

rally.

The ability to link movements together

effortlessly e.g. side step to play shots

and return to base.

Kinaesthetic Awareness

Ability to sense space e.g. place shots

accurately away from opponent and

into space.


Large movements using whole body e.g.

side-stepping.

Small movements e.g. net play,

adjustment of grip.

Physical Fitness:


I can

Grip the racquet correctly

Demonstrate a short and a high serve

Side step to play shots and return to

base position.

Play both backhand and forehand shots.

Maintain a net play rally with a partner.

Consistently play the shuttle to the

back of the court.

Use different shots to move my

opponent around the court.

Physical Fitness:

I can

Return quickly to ready/base position

React quickly and respond to my

opponents shots

Personal Qualities :

I can

Take responsibility for looking after

equipment and returning it to the

appropriate place.

SAY:

Discussion with pupil

regarding strengths,

weaknesses and next steps.

Pair and Share

MAKE:

Create own practice for a

shot

WRITE:

Homework Task

DO:

Demonstrate skills both in

practice and in game

situations.

HWB 3-23a

Evaluating and Appreciating




identifying areas where improvements

can be made

HWB 3-24a

Flexibility

The quality of bending easily e.g.

lunging to play net shot

Agility

The ability to change direction

quickly and efficiently e.g.

efficient movement to and from

the base position to play shots.


Responsibility and Leadership

The state of having a duty to deal with

something or of having control over

someone.






Understand game rules and etiquette

Resolve disputes by using ‘lets’ and

replaying points

Understand and demonstrate basic

tactics within half court singles

Demonstrate good sporting behaviour

when winning and losing.




Date: 2016

Teacher:

Class:

Activity: Badminton

Level: 4




concepts

As I encounter a variety of challenges



demonstrate my ability to select and

apply a wide range of complex

movement skills and strategies,

creatively, accurately and with

consistency and control.

HWB 4-21a

I can organise my time to practise,

consolidate and refine my skills to

achieve my highest quality

performance in a range of contexts. I


of performance across all aspects of

fitness.

HWB 4-22a


While learning together, and in

leadership situations, I can:





linking different shots together in a

rally.


effortlessly e.g. side step to play

variety of shots and return to base.


Ability to sense space e.g. place shots

accurately away from opponent and

into space.



side-stepping, lunging.

Small movements e.g. net play,

adjustment of grip.

Physical Fitness:


I can

Demonstrate accurate short, high and

flick serves.

Move with increased fluency to play a

variety of shots and return to base

position.

Execute a variety of shots accurately

and consistently

Move my opponent using a variety of

shots to front and rear court during a

game.

Physical Fitness:

I can

Understand the importance of speed

and agility and how to apply it in the

context of the game.

Move with speed and agility and

consistently respond quickly to my

opponents shots.


SAY:




Pair and Share

MAKE:

Create own practice for a

shot

Create practice with partner

WRITE:

Homework Task

DO:



situations.

• experience different roles and take

responsibility in organising a physical

event

• contribute to a supportive and

inclusive environment

• demonstrate behaviour that

contributes to fair play.

HWB 4-23a


I can:

• observe closely, reflect, describe and

analyse key aspects of my own and

others’ performances

• make informed judgements, specific

to an activity

• monitor and take responsibility for

improving my own performance based

on recognition of personal strengths

and development needs.

HWB 4-24a

Flexibility

The quality of bending easily e.g.

lunging to play net shot

Agility

The ability to change direction

quickly and efficiently e.g. fluent

movement to and from the base

position to play shots.

Personal Qualities:



something or of having control over

someone.




The ability to work with others who

are not familiar.



I can

Take responsibility for setting up

equipment and returning it to the

appropriate place.

Consistently demonstrate high

standard of sportsmanship through

game etiquette.

Take more responsibility to organise

and umpire different formats of

tournament play.

Identify my own strengths and

weaknesses.

Identify strengths and weaknesses of

others and give appropriate feedback.

Work effectively with a partner in

doubles play




Date: 2016

Teacher:

Class:

Activity: Basketball

Level: 3




concepts







with control

HWB 3-21a

I practice, consolidate and refine my

skills to improve my performance. I


of fitness

HWB 3-22a


I am developing the skills to lead and

recognise strengths of group members,

including myself. I contribute to groups

and teams through my knowledge of


HWB 3-23a





dribbling with right and left hand,

passing and moving.


effortlessly e.g. lay up


Ability to sense space e.g. moving into

a space to receive a pass

Balance and Control

Ability to remain steady e.g. during set

shot

Ability to keep body under control e.g.

dynamic balance during lay up






Physical Competencies

I can

Use a variety of passing techniques,

chest, bounce and javelin pass.

Dribble with control while keeping my

head up

Use a variety of shooting techniques

with control and balance - set shot,

jump shot and lay up

Use a change of pace / direction to

receive a pass

Demonstrate good defensive footwork

when marking an opponent

Close down opponents and mark them

effectively in a game

Personal Qualities

I can

Co-operate with a partner and as part

of a team to practice and develop my

skills.

Demonstrate good sporting behaviour

during a game.

Play an active role within my team and

adapt to different roles and

SAY:




Pair and Share

MAKE:

Create own practice for

shooting, dribbling and

passing.

WRITE:

Homework Task

DO:



situations.





identifying areas where improvements

can be made

HWB 3-24a

Determination and Resilience

Feeling a sense of wanting to succeed /

achieve.

The capacity to overcome difficulties.

Confidence and Self Esteem

The feeling of personal belief.

Confidence in your own abilities.

Cognitive Skills :

Decision Making

The action or process of making

important decisions

Focus and Concentration

The action of focussing all one’s

attention

responsibilities.

Take on the role of referee with

confidence

Show confidence by making myself

available off the ball

Cognitive Skills:

I can

Choose the appropriate technique when

required

Demonstrate an awareness of basic

tactics in Attack and Defence.

Demonstrate understanding of basic

rules such as Double dribble,

Travelling, Contact, Scoring system




Date: 2016

Teacher:

Class:

Activity: Basketball

Level: 4




concepts




demonstrate my ability to select and

apply a wide range of complex




HWB 4-21a







fitness.

HWB 4-22a








dribbling with right and left hand,

passing and moving.


effortlessly e.g. layup at speed


Ability to sense space e.g. moving into

a space to receive a pass for a fast

break

Balance and Control

Ability to remain steady e.g. control

during set shot


dynamic balance during lay up






I can

Use a variety of passing techniques at

the right times - chest, bounce and

javelin pass in a game situation.

Change my dribbling technique in

relation to others around me.

Effectively demonstrate a variety of

shooting techniques under pressure

from an opponent

Execute skills with fluency and control

both in practice and game situations.

Personal Qualities

I can

Co-operate with others to practice and

develop skills.

Consistently demonstrate good

sporting behaviour.

Show confidence to play an active role

within my team and adapt to different

roles and responsibilities.

Take on the role of referee with

confidence

Demonstrate qualities of leadership

SAY:




Pair and Share

MAKE:

Create practices for myself

and others for shooting,

dribbling and passing.

Create group practices for

tactical play

WRITE:

Homework Task

DO:



situations.



event





HWB 4-23a


I can:

• observe closely, reflect, describe and

analyse key aspects of my own and


• make informed judgements, specific

to an activity

• monitor and take responsibility for

improving my own performance based

on recognition of personal strengths


HWB 4-24a




achieve.





Cognitive Skills :

Decision Making


important decisions



attention

and tolerance of others.

Cognitive Skills:

I can

Choose the appropriate technique when

under pressure in a game situation

Demonstrate understanding of rules

such as Double Dribble, Travelling,

Contact, Scoring System

Demonstrate appropriate defensive

and attacking strategies.




Date: 2016

Teacher: Class:

Activity: Cycling Level: 3



Movement Skills,

Competencies and Concepts




demonstrate my ability to

select, adapt and apply



control

HWB 2-21a/3-21a

I practice, consolidate and

refine my skills to improve my


and sustaining my level of

fitness

HWB 2-22a/3-22a

Co-operation and Competition

I am developing the skills to

lead and recognise the

strengths of group members,

including myself. I contribute

to groups and teams through


Co-ordination and Balance and Control

Ability to remain steady e.g. whilst

cycling on different terrain

Ability to keep body under control

Physical Fitness:



assist in good posture / balance

Stamina


physical or mental effort e.g. cycling

longer distances

Personal Qualities:

Communication

The exchanging of information

through a variety of mediums. e.g.

hand signals


Feeling a sense of wanting to

succeed / achieve.

The capacity to overcome

difficulties.


I can

Steer the bicycle right, left & in a straight

line with control

Maintain control and balance when looking

behind and when giving hand signals

Maintain a safe distance from the bicycle in

front at all times

Select the correct gear for different terrain

I can create and follow cycle routes to

improve my personal fitness needs

Personal Qualities

I can

Communicate and indicate potential hazards to

other cyclists e.g. potholes, drain covers,

overhanging branches, approaching vehicles.

Push myself to overcome various cycling

fitness challenges

Cognitive Skills

I can

SAY:



next steps

MAKE:

Create small routes for

safe cycling

WRITE:

Homework Task

DO:

Demonstrate skills on

different terrain

my knowledge of individual

strengths

HWB 3-23a

Cognitive Skills:

Decision Making


important decisions


The state of maximum clarity. The

action of focussing all one’s

attention. e.g. when cycling in a group

complete clothing and equipment checks and

take appropriate action regarding faults

demonstrate an awareness of safety rules

when cycling in groups




Date: 2016

Teacher: Class:

Activity: Cycling Level: 4



Movement Skills, Competencies and

Concepts


and contexts for




range of complex movement skills and


with consistency

and control.

HWB 4-21a







fitness.


Co-ordination and Balance and Control

Ability to remain steady e.g. whilst

cycling on different terrain


Physical Fitness:




Stamina


physical or mental effort e.g. cycling

longer distances

Personal Qualities:


The state of having a duty to deal

with something or of having control

over someone.

The act of leading a group of


I can

Steer the bicycle right, left & in a

straight line with control

Maintain control and balance when looking

behind and when giving hand signals

Maintain a safe distance from the bicycle

in front at all times

Select the correct gear for different

terrain

I can create and follow cycle routes to

improve my personal fitness needs

Personal Qualities

I can

take responsibility for cycling safely on

the road while negotiating junctions,

roundabouts, right & left turns

complete the ‘look : signal : look’

manoeuvre when changing position on the

road

SAY:




WRITE:

Homework Task

MAKE:

Create a short cycling

route and lead a small

group.

DO:

Demonstrate skills

Lead a small group on

different terrain

HWB 4-22a




Experience different roles and take

responsibility in organising a

physical event.

Contribute to a supportive and


Demonstrate behaviour that


HWB 4-23a


I can:

Observe closely, reflect, describe

and analyse key aspects of my own

and others’ performances

Make informed judgements, specific

to an activity

Monitor and take responsibility for

improving my own performance

based on recognition of personal

strengths and development needs.

HWB 4-24a

people.




Communication


through a variety of mediums. e.g.

hand signals


Feeling a sense of wanting to

succeed / achieve.

The capacity to overcome

difficulties.

Cognitive Skills:

Decision Making


important decisions. e.g. selecting

the correct gear



attention. e.g. when cycling in a

group and on the open road

Demonstrate an awareness of safety rules

when using main roads and cycling in

groups

Successfully adopt roles within cycling

sessions – observer, group member, leader

of small groups

Communicate and indicate potential

hazards to other cyclists e.g. potholes,

drain covers, overhanging branches,

approaching vehicles.

Push myself to overcome various cycling

fitness challenges

Cognitive Skills

I can

complete clothing and equipment checks

and take appropriate action regarding

faults

Select a route which enables me to

choose gears effectively and with fluency.




Date: 2016

Teacher:

Class:

Activity: Dance

Level: 3


Experiences & Outcomes Significant Aspects of Learning Learning Intentions Assessment is For Learning:

Evidence

Movement skills, competences

and concepts








HWB 3-21a



performance. I am developing and

sustaining my levels of fitness.

HWB 3-22a



elements of my own and others



improvements can be made.

HWB 3-24A



Ability to sense space e.g. when

creating a dance it is important to

understand the space around and use

the space accordingly.



the body together, smoothly e.g. you

may want your legs and arms to move

separately at the same time in a

smooth manner.


together effortlessly e.g. moving

through different levels in a

dance/using different devices or

moving from one motif to another.

Rhythm and Timing

A regular repeated pattern e.g. being

able to hear and respond to the

rhythm of the music will allow you to

create a dance which fits with the

timing.


something happens e.g. moving in a


I can

Travel in different ways (skipping, turning,

running) while staying in time with the

music

Link movements together and perform a

pre-set dance with fluency

Use different devices to create a short

motif

Identify the beat and keep in time with

various genres of music

Perform a short motif and keep in time

with the music

Demonstrate various styles of dance in

small groups

Physical Fitness

I can

Demonstrate flexibility in my legs, arms

and back allowing me to fully extend my

body

Take a warm up which will help me to

improve/sustain my flexibility

Cognitive Skills

SAY:

Self-Assessment

Traffic Lights

“Thumbs Up”

Peer Assessment

Observe, evaluate, understand

and describe a good

performance

MAKE:

Working cooperatively to

make a dance with a partner

or in a group

WRITE:

Homework Task

DO:

Demonstrate / Performance

Expressive Arts

I have created and taken part in

dance from a range of styles and

cultures.

EXA 3-08a

dance at the correct time/to

emphasise something.

Physical Fitness:

Flexibility

The quality of bending easily without

breaking e.g. in dance, flexibility in

the whole body is required to be able

to execute steps/make it aesthetic.

Cognitive Skills:

Creativity

The use of imagination or original

ideas to create something e.g. when

creating a dance you would use your

own ideas to create motifs. Often

creative ideas will be dependent on

the lyrics or style of the music.

Decision Making


important decisions e.g. in creating a

dance it is important to create one

which you can perform but which

encapsulates the audience (so not

making it too hard/repetitive).

Personal Qualities:



Believing in yourself and your own

capabilities is required to allow

performances in from of peers to

occur.

Confidence in your own abilities

allows you to stand up in front of

peers.


I can

Create a dance, with peers, which

incorporates different styles of dance

Develop a dance which is appropriate to my

own and my peer’s ability levels

Personal Qualities

I can

Perform a rehearsed dance in front of my

peers

Analyse my own performance and identify

my own strengths and weaknesses.

Analyse a peer’s performance and provide

them with feedback

Work with my peers to develop dances in a

range of styles.


E.g. in dance you may be required to

work with a group of peers to develop

a dance.




Date: 2016

Teacher:

Class:

Activity: Dance

Level: 4


Experiences & Outcomes Significant Aspects of Learning Learning Intentions Assessment is for Learning:

Evidence


and concepts









and control.

HWB 4-21a


practise, consolidate and refine






fitness.

HWB 4-22a



Ability to sense space e.g. when

creating a dance you would use the

space accordingly to allow for travel

to occur





together effortlessly e.g. moving

through different levels in a dance or

moving from one motif to another.

Rhythm and timing

A regular repeated pattern e.g. being

able to hear and respond to the

rhythm of the music will allow you to

create a dance which fits with the

timing.


something happens e.g. moving in a

dance at the correct time/to

emphasise something.


I can

Create a dance which involves traveling in

various ways across the dance area.

Create a dance which incorporates

different devices and motifs and follows

different structures.

Cognitive Skills

I can

Create a dance which is of a style which I

feel comfortable with

Create a dance which is of a style which is

out with my usual comfort zone

Make effective decisions regarding the

content of my dance whilst considering the

style of the dance

Physical Fitness

I can

Demonstrate flexibility of various body

parts within dances.

Develop and follow a development

programme to improve my flexibility

SAY:

Self-Assessment

Traffic Lights

“Thumbs Up”

Peer-Assessment


and describe a good

performance

MAKE:

Work cooperatively to make a

dance with a partner or in a

group

WRITE:

Homework Task

DO:


Identify practices for

improvement


I can:

observe closely, reflect,

describe and analyse key

aspects of my own and


make informed

judgements, specific to

an activity

monitor and take

responsibility for

improving my own

performance based on

recognition of personal

strengths and

development needs.

HWB 4-24a

Expressive Arts

I can participate in dance styles

and activities which challenge and

extend my repertoire of

movement and my knowledge of

the styles and cultures of dance.

EXA 4-10a

I can analyse technical aspects of

dance, make informed

judgements and express personal

opinions on my own and others’

work.

EXA 4-11a

Cognitive Skills:

Creativity


ideas to create something e.g. when

creating a dance you would use your

own ideas to create motifs. Often

creative ideas will be dependent on

the lyrics or style of the music.

Decision Making


important decisions e.g. in creating a

dance it is important to create one

which you can perform but which

encapsulates the audience (so not

making it too hard/repetitive).

Physical Fitness:

Flexibility


breaking e.g. in dance, flexibility in

the whole body is required to be able

to execute steps/make it aesthetic.

Personal Qualities:



Believing in yourself and your own

capabilities is required to allow

performances in front of peers to

occur.

Confidence in your own abilities allows

you to stand up in front of peers.



E.g. in dance you may be required to

Personal Qualities

I can

Lead a small group and create/teach a

short motif

Perform a rehearsed dance in front of my

peers

Communicate effectively with my peers to

express ideas

Take on other people’s ideas and opinions

to inform my own ideas

work with a group of peers to develop

a dance.

Communication


through a variety of mediums.




Date: 2016

Teacher: Class:

Activity: Football Level: 3




and concepts








HWB 2-21a/HWB 3-21a

I practise, consolidate and refine




HWB 2-22a/HWB 3-22a


I am developing the skills to lead

and recognise strengths of group

members, including myself. I

contribute to groups and teams

through my knowledge of


Gross Motor Skills


running, dribbling, jumping


The ability to use different parts of the

body together, smoothly


effortlessly e.g. control ball, dribble and

shoot.

Balance and Control

Ability to remain steady


keeping head up whilst dribbling.

Cognitive Skills:

Problem Solving

The process of finding solutions to difficult

or complex issues e.g. finding ways to involve

all team mates in games

Decision Making

The action or process of making important

decisions


I can:

Control the ball in a variety of ways

using inside foot, thigh, chest and head

Demonstrate close control of the ball

with a change of pace and direction

when dribbling

Demonstrate a variety of passing and

shooting techniques (inside of foot,

laces, head ) and can select the

appropriate pass when required

Cognitive Skills

I can:

Use a change of pace and direction to

create space for my team-mates

Consistently execute various skills in

response to different game situations

Help construct team tactics based on

my teams’ strengths and weaknesses

Personal Qualities

I can:

Lead a warm up to a small group

Respect those around me and all

equipment at all times

SAY:




‘Thumbs up’ to gauge

understanding during Q&A

MAKE:

Create warm ups in

pairs/small groups

Create basic attacking and

defensive tactics within

team

WRITE:

Match Report

Homework Task

DO:

Demonstrate skills in games


activities.

individual strengths, group

tactics, and strategies.

HWB 3-23a







HWB 3-24a

Personal Qualities


Having a duty to deal with something or of

having control over someone e.g. setting

up their own areas in drills, providing

feedback.

The act of leading a group of people e.g.

taking a warm up with a small group


Admiration for others’ ability e.g. giving

others praise in practice and situations.


behaviour that you disagree with. E.g.

respecting the referee’s decisions in the

game.

Identify my best position and fulfil

different roles within a game

Encourage others to help my fellow

peers in their learning at all times

Organise, support and instruct my team-

mates to improve their performance




Date: 2016

Teacher: Class:

Activity: Football Level: 4


Experience & Outcome

Significant Aspects of Learning Learning Experiences Assessment is for Learning : Evidence


and concepts









and control.

HWB 4-21a








fitness.

HWB 4-22a


Gross Motor Skills


running, dribbling, jumping, tackling





effortlessly e.g. control ball, dribble,

shoot.


Ability to sense space

Balance and Control

Ability to remain steady e.g. dribbling the

ball with close control while under

pressure.


keeping head up whilst dribbling

Cognitive Skills:

Problem Solving

The process of finding solutions to

difficult or complex issues e.g. finding

ways to involve all team mates in games


I can:

Control the ball in a variety of ways

using inside foot, thigh, chest and head

in pressure situations / confined areas

Use dribbling effectively in game

situations to benefit my team

Consistently demonstrate a variety of

passing and shooting techniques (inside

of foot, laces, head ) and select the

appropriate pass when required

Cognitive Skills:

I can:

Make the required movements to

demonstrate defensive and attacking

principles of play such a width, depth

and penetration.

Make the correct decision as to

whether to pass, dribble or shoot based

on others around me and game situation

Personal Qualities

I can:

Lead a 3 stage warm-up specific to

SAY:




Communicate to peers when

leading practices

MAKE:

Create warm ups and

practices in teams.

Create team tactics and set

pieces

WRITE:

Homework Task

DO:


practice and in games


activities

Cooperation and competition



experience different roles

and take responsibility in

organising a physical event

contribute to a supportive

and inclusive environment

demonstrate behaviour that


HWB 4-23a

Evaluating and appreciating

I can:



aspects of my own and others’

performances

make informed judgements,

specific to an activity

monitor and take responsibility

for improving my own

performance based on


strengths and development

needs.

HWB 4-24a

Decision Making


decisions e.g. determining whether to pass

the ball or take a shot

Personal Qualities


Having a duty to deal with something or of

having control over someone e.g. setting

up own area for drills, providing feedback.

The act of leading a group of people e.g.

taking a warm up with a small group


Admiration for others’ ability e.g. giving

others praise in game and practice

situations.


behaviour that you disagree with. E.g.

respecting the referee’s decisions in the

game.

football

Encourage my team mates in a positive

manner to include them in the game

Compete within the rules of the game

and demonstrate fair play

Respect the rules and the decisions of

whoever is implementing them.

Reflect on my own abilities and look for

ways to improve my performance




Date: 2016

Teacher: Class:

Activity: Gymnastics

Level: 3



Evidence


and concepts








control.

HWB 3-21a

I practise consolidate and

refine my skills to improve my


and sustaining my levels of

fitness.

HWB 3-22a





Balance and Control

Ability to remain steady and keep body

under control. E.g. balancing and moving on

the floor and when balancing on/moving

over apparatus. (flight/balance/rotation).





effortlessly e.g. in a floor sequence, moving

onto, over and off apparatus.


Ability to sense space e.g. when creating a

sequence and determining the space

required, when performing over apparatus

and being spatially aware.

Physical Fitness:

Flexibility


breaking e.g. when performing simple and

complex balance


The capacity of muscles or torso to assist

Physical Competencies and Physical

Fitness

Balance

I can

Perform 1,2 and 3 point balances for 3

seconds on the floor

Demonstrate inverted balances

(Headstand (tuck &full) /shoulder

stand/Handstand) on the floor

Perform 1, 2 and 3 point balances on

apparatus

Demonstrate inverted balances on

apparatus

Identify the impact my level of

flexibility has on balances

Flight

I can

Demonstrate ¼, ½ and full turns on the

floor

Perform a 1-2/2-1/1-1/2-2 foot take-

off and land on the floor

Perform jumps, shapes, turns during

flight with control

Perform a 1-2/2-2 foot take-off and

SAY:

Self-Assessment

Traffic Lights

Peer Assessment


and describe good technique

MAKE:

Create warm ups

WRITE:

Homework Task

DO:


events


activities




HWB 3-24a

in good posture/balance etc. e.g. when

performing balances on the floor and on

apparatus.

Cognitive Skills:


The action of focussing all one’s attention

e.g. when performing skills on the floor/on

or over apparatus. When analysing a peer’s

performance.

Creativity

The use of imagination or original ideas to

create something e.g. when creating a

sequence of basic and complex skills either

on the floor/using apparatus or both.

Personal Qualities


The feeling of personal belief

Confidence in your own abilities e.g. when

performing skills.

landing on to and off of a

trampette/springboard

Rotation

I can

Perform a forward roll on the floor and

along apparatus

Perform a backwards roll on the floor

and along apparatus

Cognitive Skills

I can

Focus on my skills when performing in

front of peers.

Watch a peer’s performance and

provide appropriate feedback

Develop a fluent sequence

incorporating flight, balance and

rotation.

Personal Qualities

I can

Confidently perform my sequences in

front of others

Attempt complex skills on the floor

and on apparatus




Date: 2016

Teacher:

Class:

Activity: Gymnastics

Level: 4



Evidence


and concepts









and control.

HWB 4-21a


practice, consolidate and refine






fitness.

HWB 4-22a



Balance and Control

Ability to remain steady and keep body under

control. E.g. balancing on the floor and on

apparatus. When performing group and pair

balances.


The ability to use different parts of the body

together, smoothly


effortlessly e.g. in a floor sequence, moving onto,

over and off apparatus.


Ability to sense space e.g. when creating a

sequence and determining the space required,

when performing over apparatus

Physical Fitness:

Flexibility

The quality of bending easily without breaking


The capacity of muscles or torso to assist in good

posture/balance etc. e.g. when performing

balances on the floor and on apparatus, When

supporting

Physical Fitness and Physical

Competencies

Balance

I can

Demonstrate 1 and 2 point

balances on the floor and on

apparatus with control

Perform pair and group balances

with control and fluency.

Flight

I can

Travel onto apparatus and jump

off apparatus with control

Demonstrate pike and straddle

shapes when dismounting from

apparatus

Perform a straddle vault over

apparatus

Perform a through vault over

apparatus

Rotation

I can

Perform a controlled cartwheel

Perform a round off with control

SAY:

Self-Assessment

Traffic Lights

Peer Assessment


and describe good technique

MAKE:

Working cooperatively to make a

sequence with a partner or in a

group

WRITE:

Monitor progress using self-

reflection

DO:



improvement

I can observe closely, reflect,


of my own and others

performance. I can make

informed judgements, specific to

an activity. I can monitor and

take responsibility for improving

my own performance based on



HWB 4-24a

Cognitive Skills:

Problem Solving

The process of finding solutions to difficult or

complex issues


The action of focussing all one’s attention e.g.

when performing skills on the floor/on or over

apparatus.

Creativity

The use of imagination or original ideas to create

something. E.g. when creating a sequence of basic

and complex skills either on the floor/using

apparatus or both.

Personal Qualities:



Confidence in your own abilities e.g. when

performing skills


The state of having a duty to deal with something

or of having control over someone. E.g. when

supporting peers when they are performing floor

skills or skills over apparatus.


Feeling a sense of wanting to succeed / achieve.


Perform a handspring vault over

apparatus

Perform a headspring vault over

apparatus

Perform a somersault with

control

Cognitive Skills:

I can

Work in groups or with a partner

to develop pair and group

balances incorporating all

abilities.

Develop a sequence combining

floor skills and apparatus skills.

Personal Qualities

I can

Perform a sequence in front of

peers.

I can support my peers on the

floor and over apparatus.

I am able to overcome any

difficulties I may face when

developing complex skills.




Date: 2016

Teacher: Class:

Activity: Hockey Level: 3




and concepts








HWB 2-21a/HWB 3-21a





HWB 2-22a/HWB 3-22a


Gross Motor Skills


e.g. dribbling, hitting/pushing on the

move

Balance and Control

Aim to remain steady






together effortlessly e.g. dribbling

and passing a hockey ball

Physical Fitness:

Stamina


physical or mental effort

Personal Qualities:




providing feedback to a partner or

small group, recognising basic hockey


Passing

I can

Pass the ball accurately to a team-mate

(push, hit)

Control

I can

Move to receive a pass with my hockey

stick in a controlled way

Dribbling

I can

Dribble with close control using front and

reverse stick

Shooting

I can

Hit the ball accurately towards an intended

target

Vary where I shoot towards the goals in

relation to where the goalkeeper/defender

is standing

Tackling

I can

Tackle effectively to gain possession

SAY:


regarding performance

and next steps

approaches.

Q&A about basic hockey

rules

MAKE:

Create warm ups in

pairs/small groups

Create basic attacking

and defensive tactics

within team

WRITE:

Homework Task

DO:

Demonstrate skills in both


Partner, group and team

competitions









HWB 3-23a







HWB 3-24a

rules e.g. foot fault, stick tackle

The act of leading a group of people

e.g. defenders, midfielders, forwards




behaviour that you disagree with e.g.

following the umpires instructions

Movement

I can

Use my movement off the ball to create

space for a team-mate

Return to my position on the field after a

tackle breaks down

Consistently execute skills effectively in a

game situation

Physical Fitness

I can

Mark an opponent during a hockey match

Support my team mates during defensive

and attacking play during a game

Personal Qualities

I can

Lead an activity specific (hockey) warm up

to a small group

Respect those around me and all equipment

Demonstrate a clear understanding of the

safety rules in hockey; stick tackle, foot

fault, dangerous play


Date: 2016

Teacher: Class:

Activity: Hockey Level: 4




and concepts








HWB 2-21a/HWB 3-21a





HWB 2-22a/HWB 3-22a








Gross Motor Skills


e.g. dribbling, hitting/pushing on the

move

Balance and Control

Low centre of gravity to control body

and object

Agile movement to change direction

of body and object e.g. Indian dribble





together e.g. dribbling and passing

the ball at pace

Physical Fitness:

Stamina


physical or mental effort e.g. marking

an opponent, supporting players during

possession of the ball

Personal Qualities





Passing

I can

Pass the ball accurately to a team-mate

using different techniques e.g. push, hit,

reverse pass

Move to receive a pass with my hockey

stick in a controlled way

Keep a low body position to help me control

my movement and the path of the ball

Control and Movement

I can




game situation

Dribbling

I can

Dribble with close control using front and

reverse stick to beat an opponent

Shooting

I can

Hit the ball accurately towards an intended

target at pace

Tackling

I can


SAY:



and next steps

approaches.

Team tactics and set play

in short and long corners

Q&A about hockey rules

including hand signals

MAKE:

Create warm ups in

pairs/small groups



within team

WRITE:

Homework Task

DO:



Team games

Umpiring small-sided game



HWB 3-23a







HWB 3-24a

over someone e.g. providing feedback,

umpiring a small sided game and

blowing whistle for foot fault, side

line ball, stick tackle






following the umpires instructions

Communication


through a variety of mediums

Communicate clearly an umpiring

decision e.g. foot fault, side line ball,

using verbal and hand signals to

communicate to players

Cognitive Skills

Problem Solving

The process of finding solutions to

difficult or complex issues e.g.

selection of positions

Creativity


ideas to create something.

Physical Fitness

I can

Mark an opponent during a hockey match

Support my team mates during

attack/defensive play during a game

Personal Qualities

I can


Respect those around me and all equipment

Demonstrate an understanding of the basic

rules during a small sided game

Cognitive Skills

I can

Develop basic tactical awareness within the

game

Fulfil different roles/positions within a

team game and identify which I am best at

Identify strengths and weaknesses in my

own team and in the opposition and relate

these strengths and weaknesses to the

tactics of the game


Date: 2016

Teacher:

Class:

Activity: Netball

Level: 3

Term/Block Prior Learning


Evidence

Movement skills,

competences and concepts

As I encounter new


learning, I am encouraged

and supported to



movement skills and

strategies, creatively,


HWB 3-21a

I practise,

consolidate and

refine my skills to

improve my

performance. I am

developing and

sustaining my levels

of fitness.

HWB 3-22a


Balance and Control

Ability to remain steady e.g. when defending

to ensure that you do not fall into your

opponent

Ability to keep body under control e.g. you

need to be able to run and stop in a controlled

manner when receiving the ball to ensure you

don’t foot fault.



together, smoothly e.g. run and stop with

fluency, co-ordinate your body to move and

catch a ball simultaneously


effortlessly


Large movements using whole body e.g. in

netball, moving/ stopping/ passing/ catching/

shooting

Small movements

Physical Fitness:

Stamina

The ability to sustain prolonged physical or


I can

Use a bounce pass to accurately pass

within and out with a game situation

Use a chest pass to accurately pass


Use a shoulder pass to accurately pass


Run, stop and turn with control to be in a

balanced position

Run, stop and turn with control when

receiving a pass

Physical Fitness

I can

Understand why stamina is important

when playing netball

Demonstrate a change of speed to lose

my defender/get a pass

Stop with the ball and pass in a balanced

position

Cognitive Skills

I can

Make effective decisions of who to pass

SAY:

Self-Assessment

Traffic Lights

Peer Assessment


and describe a good

performance

MAKE:

Working cooperatively with

pairs to warm up/develop

skills.

WRITE:

Homework Task

DO:

Demonstrate capabilities in

performance


improvement


reflection

Cooperation and

competition

I am developing the

skills to lead and

recognise strengths

of group members,

including myself. I

contribute to groups

and teams through

my knowledge of

individual strengths,

group tactics, and

strategies.

HWB 3-23a

Evaluating and

Appreciating


elements of my own and

others’ work, recognising

strengths and identifying

areas where improvements

can be made.

HWB 3-24a

mental effort

Speed

The rate at which someone or something

moves. e.g. you need to move at speed to lose

your defender to receive the ball


The capacity of muscles or torso to assist in

good posture / balance e.g. stop with the ball

and keep balanced to allow you to accurately

pass the ball.

Cognitive Skills:

Decision Making


decisions e.g. who to pass to, where to move to,

whether to defend or drop back etc.

Problem Solving


complex issues


The state of maximum clarity


in netball you need to be aware of where your

attacker/defender is

Personal Qualities:



something or of having control over someone.

E.g. you may be the team captain and need to

positively lead your team.

The act of leading a group of people e.g. in

warm ups, in court areas etc.


to in a small sided game

Make an effective decision of who to

pass to in a full game situation

Maintain my focus in a practice and a

game situation

Personal Qualities

I can

Lead a group in a suitable warm up

Demonstrate an understanding of others

capabilities and adjust my own play

accordingly

Communicate positively with my team

mates and provide feedback to them

Admirations for others’ ability e.g. understand

team-mates capabilities and determine

whether they will be able to catch a hard pass

or not.


behaviour that you disagree with e.g. in a game

situation, taking on board everyone’s ideas.

Communication

The exchanging of information through a

variety of mediums e.g. communicating in court

units/in teams, communication on and off the

court.




Date: 2016

Teacher:

Class:

Activity: Netball

Level: 4



Evidence


and concepts





ability to select and apply a

wide range of complex




HWB 4-21a


practise, consolidate and

refine my skills to achieve my

highest quality performance in

a range of contexts. I am

developing and sustaining my

level of performance across all

aspects of fitness.

HWB 4-22a


Balance and Control

Ability to remain steady e.g. when defending to

ensure that you do not fall into your opponent

Ability to keep body under control e.g. you need to

be able to run and stop in a controlled manner when

receiving the ball to ensure you don’t foot fault.



together, smoothly e.g. run and stop with fluency,

co-ordinate your body to move and catch a ball

simultaneously

The ability to link movements together effortlessly


Large movements using whole body e.g. in netball,

moving/ stopping/ passing/ catching/ shooting

Small movements

Physical Fitness:

Stamina

The ability to sustain prolonged physical or mental

effort. E.g. you need to be able to last a whole

netball game.

Speed


I can

Demonstrate the correct

technique when using a

bounce, shoulder or chest

pass within and out with a

game

Use the correct technique

when shooting the ball

Run, stop and pivot when

receiving a pass

Run, turn in the air and land

balanced when receiving a

pass

Defend my opponent when

using man-man marking

Physical Fitness

I can

Demonstrate practices that

would help to improve my

stamina in netball.

Demonstrate a change of

speed when driving to get a

SAY:

Self-Assessment

Traffic Lights

“Thumbs Up”

Self-Assessment worksheet

Peer Assessment


and describe a good

performance

MAKE:

Working cooperatively with

pairs to warm up/develop

skills.

WRITE:


reflection

Complete self-reflective

homework booklet

DO:

Demonstrate capabilities in




• experience different roles and

take responsibility in organising a

physical event





HWB 4-23a


I can:

• observe closely, reflect,



performances

• make informed judgements,

specific to an activity

• monitor and take

responsibility for improving my

own performance based on



needs.

HWB 4-24a

The rate at which someone or something moves.

E.g. in netball you need to move at speed to lose

your defender to receive the ball.



posture / balance etc. E.g. stop with the ball and

keep balanced to allow you to accurately pass the

ball

Cognitive Skills:

Decision Making


decisions e.g. in netball who to pass to, where to

move to, whether to defend or drop back etc.

Problem Solving


complex issues


The state of maximum clarity. The action of

focussing all one’s attention e.g. in netball you need

to be aware of where your attacker/defender is at

all times.

Personal Qualities:



or of having control over someone e.g. you may be

the team captain and need to positively lead your

team.

The act of leading a group of people e.g. in warm

ups, in court areas etc.


Admiration for others’ ability e.g. understand

team-mates capabilities and determine whether

they will be able to catch a hard pass or not.

pass

Demonstrate a change of

speed when defending my

opponent

Cognitive Skills

I can

Make effective decisions on

court regarding who to pass

the ball to

Make effective decisions

regarding where on the court

to move and when to move

Personal Qualities

I can

Communicate clearly with my

team-mates on court

regarding defending and

where the opposition are

moving

Effectively track my opponent

throughout a game situation

Performance

3 Stars and a wish


improvement


reflection

Communication

The exchanging of information through a variety of

mediums e.g. communicating in court units/in teams,

communication on and off the court.




Date: 2016

Teacher: Class:

Activity: Rugby Level: 3




and concepts








HWB 2-21a/HWB 3-21a





HWB 2-22a/HWB 3-22a






Gross Motor Skills


e.g. Tackling, Passing, Rucking

Balance and Control

Aim to remain steady






together effortlessly e.g. tackling and

moving target, passing and receiving

on the move

Physical Fitness:

Stamina


physical or mental effort

Personal Qualities:




Partner work, giving feedback on

tackling technique, recognising basic


I can

Pass the ball backwards whilst moving

forwards

Pass the ball accurately from my dominant

hand

Receive a pass whilst moving forward

Tackle an opponent in isolation

Tackle effectively to gain possession during

a game




tackle breaks down


game situation

Move to position myself in an attacking

formation and a defensive formation

Personal Qualities

I can

Work effectively with a partner to

practice and develop my skills



safety rules in rugby

SAY:



and next steps

approaches.

MAKE:

Create warm ups in

pairs/small groups



within team

WRITE:

Homework Task

DO:




competitions





HWB 3-23a







HWB 3-24a

rules such as handling errors.


e.g. in charge of set plays such as

scrum, lineout and back line.


Admiration for others’ ability. The

ability to tolerate the opinions or


following the referees instructions



accordingly

Communicate positively with my team mates

and provide feedback to them


Date: 2016

Teacher: Class:

Activity: Rugby Level: 4




and oncepts








HWB 2-21a/HWB 3-21a





HWB 2-22a/HWB 3-22a










Gross Motor Skills


e.g. Tackling, Passing, Rucking and

Mauling

Balance and Control

Low centre of gravity to control body

and object

Agile movement to change direction

of body and object e.g. side step





together e.g. catch and drive

Physical Fitness:

Stamina


physical or mental effort e.g. supporting

ball carrier and team mates throughout

game.

Personal Qualities




Physical Competencies & Physical Fitness

I can

pass the ball backwards whilst moving

forwards at pace

Pass the ball accurately to my team mates

whilst under pressure




tackle breaks down

Move to position myself in an attacking

formation and a defensive formation

responding to different challenges within a

game situation

Understand the fitness requirements of

different positions and the impact that

improved fitness levels will have on my

performance


game situation

Tackle an opponent in isolation whilst under

pressure


Kick a rugby ball from static position

SAY:



and next steps

approaches.

Team tactics and set play

in scrums and lineouts

MAKE:

Create warm ups in

pairs/small groups



within team

WRITE:

Homework Task

DO:



Referee small-sided game

HWB 3-23a







HWB 3-24a

providing feedback, refereeing a small

sided game






following the referees instructions

Cognitive Skills

Problem Solving

Identify team strengths and

weaknesses, applying tactical

understanding to counter opponents’

strengths and exploit their

weaknesses e.g. selection of

formations and positions

Creativity

Forming set play during lineouts and

scrums

Personal Qualities

I can

Work effectively with a partner to

practice and develop my skill



safety rules in rugby and referee basic

rules during a small sided game



accordingly

Communicate positively with my team mates

and provide feedback to them

Cognitive Skills

I can:

Fulfil different roles/positions within a

team game and identify which I am best at

Organise, support and instruct my peers to

improve their performance as a player and

as a referee


Date: 2016

Teacher: Class:

Activity: Softball Level: 3


Experiences & Outcomes Significant Aspects of Learning Learning Intentions Assessment is for

Learning: Evidence


and concepts








HWB 3-21a





HWB 3-22a










Balance and Control





together, smoothly


e.g. running and picking up the ball.

Rhythm and Timing


A particular point in time when something happens

Physical Fitness:

Speed




posture / balance etc.

Personal Qualities:


The state of having a duty to deal with something or

of having control over someone.


Communication


I can

Keep my feet wide apart when

batting for greater balance

Consistently make contact with

the ball using a softball bat

Throw the ball using over arm

and underarm techniques

Catch the ball under pressure

at the base

Physical Fitness

I can

Run fast both in between bases

and also to retrieve the ball

when fielding

Throw the ball accurately over

a longer distance when fielding

Bat the ball with power

Personal Qualities

I can

Take responsibility for a

specific role during the game

Give loud and clear instruction

to my team mates during the

SAY:



and next steps

approaches.

Traffic light with

statements on

whiteboard linked to

Success Criteria.

Peer discussion

regarding team tactics

MAKE:

Create warm ups and

practices in teams.

The team select where

each player will play.

WRITE:

Homework Task

DO:

Demonstrate skills both

in practice and in games


competitions

HWB 3-23a

The exchanging of information through a variety of

mediums.

Cognitive Skills:

Decision Making

The action or process of making important decisions e.g.

where to place the ball or when to run to the next base



The action of focussing all one’s attention e.g. recognising

where fielders are placed and what bases are occupied.

game as to where they should

throw the ball

Cognitive skills

I can

Make good decisions when

deciding if I should run to the

next base


deciding where to place the

ball, taking into consideration if

bases are loaded

Throw the ball to the correct

base to stop opponents scoring

runs




Date: 2016

Teacher: Class:

Activity: Softball Level: 4


Experiences & Outcomes Significant Aspects of Learning Learning Intentions Assessment is for

Learning: Evidence


and concepts




demonstrate my ability to select

and apply a wide range of complex




HWB 4-21a








fitness.

HWB 4-22a


Balance and Control





together, smoothly


effortlessly e.g. running and picking up the ball.

Rhythm and Timing



Physical Fitness:

Speed




posture / balance etc.

Personal Qualities:




I can

Keep my feet wide apart when

batting for greater balance

Consistently make contact with

the ball using a softball bat

Throw the ball using over arm

and underarm techniques

Catch the ball under pressure

at the base

Physical Fitness

I can

Run fast both in between bases

and also to retrieve the ball

when fielding

Move quickly towards the ball

instead of waiting for it to

come to me

Demonstrate a quick release

following a pickup

Throw the ball accurately over

a longer distance when fielding

SAY:



and next steps

approaches.

Peer discussion regarding

strengths and weaknesses


team tactics

MAKE:

Create warm ups and

practices in teams.

The team select where

each player will play.

WRITE:

Homework Task

DO:


practices and in games





Experience different roles


organising a physical event

contribute to a supportive


demonstrate behaviour that

contributes to fair play

HWB 4-23a


I can: Observe closely, reflect,


of my own and others’

performances. Make informed

judgements, specific to an

activity monitor and take

responsibility for improving my

own performance based on


and development needs

HWB 4-24a

or of having control over someone.


Communication

The exchanging of information through a variety

of mediums.

Cognitive Skills:

Decision Making

The action or process of making important decisions

e.g. where to place the ball or when to run to the next

base




recognising where fielders are placed and

what bases are occupied.

Bat the ball with power

Personal Qualities

I can

Take responsibility for a

specific role during the game

Give loud and clear instruction

to my team mates during the

game as to where they should

throw the ball

Encourage my team mates after

a mistake has been made

Cognitive skills

I can


deciding if I should run to the

next base


deciding where to place the

ball, taking into consideration if

bases are loaded

Consistently throw the ball to

the correct base to stop

opponents scoring runs

Move my field position to

support ball receivers

competitions




Date: 2016

Teacher: Class:

Activity: Swimming Level: 3




and concepts



performance.

HWB 3-22a




mentors, including myself. I can


through my knowledge of individual

strengths, group tactics, and

strategies.

HWB 3-23a


I can analyse and discuss elements

of my own and others’ work,

recognising strengths and



HWB 3-24a






effortlessly e.g. pull, breathe, kick,

glide in breast stroke

Rhythm and Timing

A regular repeated pattern e.g. flutter

kick in front crawl.


something happens

Balance and Control



remaining in a streamlined position

(hips up) during back crawl

Cognitive Skills:





Front/Back Crawl

I can

Keep my face in the water, taking

breathes every 2,3 or 4 arm pulls in

front crawl

Perform a push and glide in a

streamlined position for 5 metres.

Kick continuously throughout the stroke

Perform effective arm pull technique.

Breast Stroke

I can

Lift my head out of the water to

breathe.

Perform a consistent leg and arm action

over 2 widths without stopping

Treading water

I can

Keep my head above water for a minute

using my arms and legs

Diving

I can

SAY:





strengths and weaknesses


team tactics

MAKE:

Create warm ups and

practices in teams.

The team select where each

player will play.

WRITE:

Homework Task

DO:


practices and in games


competitions

attention e.g. demonstrate good lane

etiquette to avoid distracting and

being distracted by others

Personal Qualities:

Communication

The exchanging of information through

a variety of mediums e.g. giving

feedback through swim cards




Perform a standing dive, entering the

water in a controlled manner with no

splashing

Cognitive Skills

I can

Display good lane etiquette and focus on

tasks without getting distracted by

others

Personal Qualities

I can :

Understand the importance of the pool

safety rules.

Communicate with a partner/small group

using loud and clear instructions

Recognise strengths and weakness in the

performance of others using the swim

cards




Date: 2016

Teacher: Class:

Activity: Swimming Level: 4


Basic technique for all three strokes

Understanding of pool safety

Understanding of basic diving

Experiences & Outcomes Significant Aspects of Learning Learning Experiences Assessment is for Learning : Evidence


concepts




performance in a range of contexts.

I am developing and sustaining my

level of performance across all

aspects of fitness.

HWB 4-22a



leadership situations,

I can:



event





HWB 4-23a


I can: Observe closely, reflect, describe






effortlessly e.g. pull, breathe, kick, glide

in breast stroke

Rhythm and Timing



something happens e.g. breathing to one

side (unilateral) and both sides

(bilateral) in front crawl.

Balance and Control



e.g. having the ability to perform a

tumble turn effectively

Physical Fitness:




Stamina

The ability to sustain prolonged physical

or mental effort e.g. Complete T10 Swim

Physical Competencies and Physical

Fitness:

Front/Back Crawl

I can

Keep my face in the water, taking

breathes every 2,3 or 4 arm pulls in

front crawl

Perform a push and glide in a

streamlined position for 5 metres.

Kick continuously throughout the

stroke

Perform effective arm pull technique.

Breast Stroke

I can:

Use my arm pull to lift my upper body

out of the water in order to breathe

Perform an efficient continuous arm

and leg action over two lengths of the

pool

Perform an effective and efficient

turn (Touch with two hands and push

and glide)

I can

SAY:

Discussion with peers

regarding identifying

S&W and next steps

Peer assessment using

swim cards

MAKE:

Create warm ups

WRITE:

Homework tasks

DO:

Demonstrate strokes

effectively


activities

and analyse key aspects of my own

and others’ performances. Make

informed judgements, specific to an

activity monitor and take

responsibility for improving my own

performance based on recognition of

personal strengths and development

needs

HWB 4-24a

Test

Speed

The rate at which someone or something

moves. e.g. 20m sprints

Flexibility


breaking

Cognitive Skills:




attention e.g. demonstrate good lane

etiquette to avoid distracting and being

distracted by others

Personal Qualities:

Communication

The exchanging of information through a

variety of mediums. e.g. learning to

communicate verbally, visually, through

demonstration and the use of swim

cards.






achieve.

The capacity to overcome difficulties

e.g. completing whole lengths without

walking/standing up in the shallow end.

Perform a standing dive, entering the

water in a controlled manner with no

splashing

Perform an effective and efficient

tumble turn

Use and understand the benefits of

Interval Training to improve my

Physical Fitness

Cognitive Skills

I can:

Display good lane etiquette and focus

on tasks without getting distracted

by others

Demonstrate my understanding of

the progressions of diving

(sitting/kneeling/standing)

Personal Qualities

I can:

Perform a variety of water safety

skills e.g. treading water, feet/head

first surface dives, straddle entry

Communicate with a partner/small

group using loud and clear

instructions

I can complete an Interval Training

Session or without walking / standing

up in the shallow end.




Date: 2016

Teacher: Class:

Activity: Table Tennis Level: 3




and concepts






strategies, creatively, accurately

and with control

HWB 3-21a




sustaining my level of fitness

HWB 3-22a







Balance and Control




together, smoothly e.g. moving into position and

placing arm to contact the ball at the correct angle.


Rhythm and Timing

A regular repeated pattern.


e.g. moving the bat towards the ball at the correct

time to allow you to contact the ball

Physical Fitness:

Speed

The rate at which someone or something moves

Personal Qualities:


The ability to tolerate the opinions or behaviour that

you disagree with


Feeling a sense of wanting to succeed / achieve e.g.

don’t give up regardless of score or opponent

The capacity to overcome difficulties e.g. the ability

Physical Fitness

I can

Respond quickly to my

opponents shot

Return quickly to the ready

position/base after each

shot


I can

Play a forehand serve

Play a backhand push shot

Play a forehand drive shot

Participate in doubles games

Personal Qualities

I can

Demonstrate good sporting

behaviour

Maintain the same effort

levels throughout a game,

regardless of whether

winning or losing

Cognitive skills

Keep score and follow the

SAY:




MAKE:

Create own practice to

develop a skill

WRITE:

Homework Task

DO:



situations


HWB 3-24a

to bounce back from defeat or failure



Confidence in your own ability e.g. performing

attacking shots when the chance occurs

Cognitive Skills:

Problem Solving


complex issues e.g. playing a shot which your

opponent finds hard to return or standing to a

certain side of the table to allow you to play your

forehand which is strength.

Decision Making

The action or process of making important decisions.

Playing the correct shot to maintain or win a rally e.g.

playing a push when your opponent has played a drive


The action of focussing all one’s attention. Picking up

on cues from the opponent as to what shot they will

play so you can anticipate the shot e.g. playing the

ball higher if opponent plays a push

rules

Identify opponents

strength and weakness when

playing a game

Use a basic range of skills

to move my opponent away

from the middle of the

table




Date: 2016

Teacher: Class:

Activity: Table Tennis Level: 4




and concepts









and control.

HWB 4-21a






sustaining my level of performance across all aspects of fitness.

HWB 4-22a


Balance and Control




together, smoothly e.g. moving into position and

placing arm to contact the ball at the correct angle.


Rhythm and Timing

A regular repeated pattern.


e.g. moving the bat towards the ball at the correct

time to allow you to contact the ball

Physical Fitness:

Speed

The rate at which someone or something moves

Personal Qualities:


The ability to tolerate the opinions or behaviour that

you disagree with


Feeling a sense of wanting to succeed / achieve e.g.

Physical Fitness

I can

Respond quickly to my

opponents shot

Return quickly to the ready

position/base after each

shot


I can

Play a forehand serve

Play a backhand push shot

Play a forehand drive shot

Play shots with top spin

Play shots with backspin

Participate in doubles games

Personal Qualities

I can

Demonstrate good sporting

behaviour

Maintain the same effort

levels throughout a game,

regardless of whether

SAY:




I can say what shots my

opponent is likely to play

MAKE:

Create a practice for

different levels of performer

WRITE:

Compare performance to a

model performer using an

observation schedule

DO:

Demonstrate a range of skills

in the context of the game

Carry out fitness

training/skills development

sessions




Experience different roles


organising a physical event.

Contribute to a supportive



contributes to fair play

HWB 4-23a

don’t give up regardless of score or opponent

The capacity to overcome difficulties e.g. the ability

to bounce back from defeat or failure



Confidence in your own ability e.g. performing

attacking shots when the chance occurs

Cognitive Skills:

Problem Solving


complex issues e.g. playing a shot which your

opponent finds hard to return or standing to a

certain side of the table to allow you to play your

forehand which is strength.

Decision Making

The action or process of making important decisions.

Playing the correct shot to maintain or win a rally e.g.

playing a push when your opponent has played a drive


The action of focussing all one’s attention. Picking up

on cues from the opponent as to what shot they will

play so you can anticipate the shot e.g. playing the

ball higher if opponent plays a push

winning or losing

Help set up and put away

the tables and equipment

Cognitive skills

Keep score and follow the

rules

Identify opponents

strength and weakness when

playing a game

Use a basic range of skills

to move my opponent away

from the middle of the

table

Pick up on patterns of play

and anticipate which shot

my opponent will play.

Tell if my opponent has put

spin on the ball by looking at

the angle of the bat

Demonstrate working

effectively with others to put

away and set up tables.




Date: 2016

Teacher: Class:

Activity: Volleyball Level: 3



Movement Skills, Competencies

and Concepts







accurately and with control

HWB 2-21a/3-21a




and sustaining my level of fitness

HWB 2-22a/3-22a



and recognise the strengths of

group members, including myself.

I contribute to groups and teams






e.g. jumping, moving in to position to

play the ball



the body together, smoothly e.g. legs

and arms working together to get

under the ball to dig/volley


together effortlessly e.g. approach

to run, jump and spike

Rhythm and Timing

A regular repeated pattern e.g. step,

jump and spike.


something happens

Cognitive Skills:

Decision Making


important decisions e.g. when to play

a dig, volley or where to play a serve.


I can

Catch & throw a ball accurately in a 1v1

game

Feed the ball high to give a team mate time

to play it

Adopt a ready position and move quickly to

attempt shots

Face the direction of play

Start a game with an underarm serve

Perform a volley pass accurately

Perform the dig pass accurately

Help my team to use three touches to build

an attack

Hit/spike the ball downwards

Play an active role within my team in a 2v2

game

Cognitive Skills

I can

Select and perform the right skill at the

right time during a game

Demonstrate a basic understanding of the

rules & scoring system

SAY:



next steps

MAKE:

Create warm ups

WRITE:

Homework Task

DO:




competitions

HWB 3-23a

Evaluation Appreciation






HWB 3-24a



action of focussing all one’s attention

e.g. watching the flight path of the

ball and moving accordingly.

Personal Qualities:

Motivation



behaviours

Communication










Personal Qualities

I can

Lead part of a warm-up with a small group

Appreciate good play and encourage others

through positive feedback

Organise myself and others during a game




Date: 2016

Teacher: Class:

Activity: Volleyball Level: 4




and concepts




demonstrate my ability to select

and apply a wide range of complex




HWB 4-21a






sustaining my level performance

across all aspects of fitness.

HWB 4-22a




e.g. jumping, moving in to position to

play the ball



the body together, smoothly e.g. legs

and arms working together to get

under the ball to dig/volley


together effortlessly e.g. approach to

run, jump and spike

Rhythm and Timing

A regular repeated pattern e.g. step,

jump and spike.


something happens

Cognitive Skills:

Decision Making


I can

Adopt a ready position and move quickly in

between shots

Start a game with an overarm serve

Perform a volley pass accurately in a game

Perform the dig pass accurately in a game

Help my team to use three touches to build

an attack

Hit/spike/tip the ball downwards with

accuracy

Play an active role within my team in a 4v4

game

Cognitive Skills

I can

Consistently select and perform the right

skill at the right time during a game

Demonstrate an understanding of the rules

& scoring system

SAY:




MAKE:

Create a training drill to

develop skills.

WRITE:

Homework task

DO:


events


competitions.



leadership situations, I can;

experience different roles and

take responsibilities in

organising a physical event.

Contribute to a supportive and

inclusive environment.



HWB 4-23a


I can;




performances

Make informed judgements,

specific to an activity.

Monitor and take responsibility

for my own performance based

on recognition of personal


needs.

HWB 4-24a


important decisions e.g. when to play

a dig, volley or where to play a serve.



action of focussing all one’s attention

e.g. watching the flight path of the

ball and moving accordingly.

Personal Qualities:




over someone.


Motivation



behaviours

Communication










Personal Qualities

I can

Successfully adopt various roles within game

situations

- Player/ position

- Coach

- Observer

- Referee/ Umpire

Plan and lead a training session which will

help develop my skill and overall

performance

Communicate within a team to play the ball

Appreciate good play and encourage others

through positive feedback

Organise myself and others during a game.



Loudoun Academy Physical Education Department S1 … BGE Course Plans . ... There are also links...

Documents

Transcript of Loudoun Academy Physical Education Department S1 … BGE Course Plans . ... There are also links...