Scheme of workScheme of workIt is the teacher's equivalent of the builder's plan & the engineer's blueprint It is the teacher's equivalent of the builder's plan & the engineer's blueprint

Here's the syllabus! That is all many people think the Scheme of Work is — a list of topics to be "covered". It's certainly important, but it needs a context

Here's the syllabus! That is all many people think the Scheme of Work is — a list of topics to be "covered". It's certainly important, but it needs a context

SYLLABUS

SCHEME OF WORK

lesson lesson lesson lesson lesson

Progression

Lesson Differentiation

Teach the student what he / she can do with what is known rather than just how to do it. Deep learning and not strategic learning is our goal.

Teach the student what he / she can do with what is known rather than just how to do it. Deep learning and not strategic learning is our goal.

Lesson

Learning Intention

Learning ActivitiesTactical Focus / Rules /

Technical Focus

Teaching Cues

Activity / Game

Copy directly from syllabus(make it clear)

Use prompts that include

higher order questions

Initial & Finalmodified

games / activities

Situations, Strategies,

Tactics

Focus of lesson All activities

need to emerge from this

Technique that enables the fulfilment of

the tactical focus1 or 2 rules to focus on

The following can be includedSuccess criteria (what evidence

am I going to look for to see that the learning intention is reached? These need to be clearly communicated to the students)

ProgressionDifferentiation & Inclusion Links with other topics

The following can be includedSuccess criteria (what evidence

am I going to look for to see that the learning intention is reached? These need to be clearly communicated to the students)

ProgressionDifferentiation & Inclusion Links with other topics

The process of seeking & interpreting evidence for The process of seeking & interpreting evidence for use by learners and their teachers, to identify where use by learners and their teachers, to identify where learners are in the learning, where they need to go learners are in the learning, where they need to go and how best to get thereand how best to get there

The process of seeking & interpreting evidence for The process of seeking & interpreting evidence for use by learners and their teachers, to identify where use by learners and their teachers, to identify where learners are in the learning, where they need to go learners are in the learning, where they need to go and how best to get thereand how best to get there

1. Warm-Up Game Situation 4v4 possession 5v5 or 6v6

LessonLearning

IntentionLearning Activities

Tactical Focus / Rules/Technical FocusTeaching

CuesActivity / Game

Week1

T.C. MobilitySkills : Passing &

Receiving, Shooting (sub-objective)

DIFFERENTIATION + add passive/semi active

defence / G.K.+ add RB- omit CB

1. LW – overhead pass (follow through)

L B – side pass (elbow up + flick wrist)

CB – Jump Shot (shoot whilst in the landing phase)

Rules: W.U./GS – 3 Step Cycle / one foot on line for side line / GK throw: if he’s last player to touch the ball

W.U.-Man to Man

Marking-Find open space-Dynamic chessT.F. Dynamic/ wave,

Timing, Rhythm , shoot throwing arm side

G.S.-Zone Defence-Once possession

is lost go to defence

Handball (Form 4)Handball (Form 4)

Swimming (Form 4)Swimming (Form 4)Lesson Learning

IntentionsLearning Activities

Tactical Focus/Rules/Technical

Focus

Teaching Cues

Activity/Game

Swimming Breast stroke

1

Swim at least one recognised stroke up a 50m pool with correct technique.

(Breaststroke Arms & LegsAction using aids)

Technical Focus 1. Make Arch in Back 2. Eyes Straight 3. Draw Half Heart with Hand 4. Kick Your Buttocks 5. Lift Chin for Breath Tactical FocusThe speed of the stroke isincreased if a rhythm of armpull and leg kick areestablished.

DIFFERENTIATIONHave least ability studentsstep out of pool forpracticing the hand/legmovement:-draw half a heart with one hand Boogie Boards can also beused instead of kick boardsby least ability students forbuoyancy purposes and topractice the leg movement accurately

CUE -Timing of Kick-Timing of Arm Stroke- Quality of Kick

Breaststroke - swimming up a 50

meters pool at a decent pace,

concentrating on techniquewithout buoyancy aids.

Students are encouraged toswim between 10 and 50mconcentrating on technique

sothat they will perform at

theirlevel of ability.

DIFFERENTIATIONIdentify different challengesfor different student abilitiesby swimming :Length wise stopping 3

timesLength wise stopping 2

timesLength wise stopping 1 time Length wise non-stop

Dance (Year 2)Dance (Year 2)

LessonLearning Intention

Learning ActivitiesTactical Focus / Rules/Technical Focus

Teaching Cues Activity / Game

Experience a range of non-locomotor (rising and sinking, opening and closing) and locomotor movements such as (walking, running, hopping, skipping, galloping, leaping)

Activity 1 Pretend the room is a playground.What are the different ways you play at the playground? Teacher places a sign on the wall of example: seesaw, slide, swings. Try to find different ways to travel to the playground. Activity 2 The slidePretend the space in front of you is a giant slide. Use legs and arms to climb the ladder. Now let’s pretend to slide. Try other ways to move down the slideActivity 3 Swings-Students make a circle and join hands. Swing arms forward and backwards. Then place one foot forward, rock forward and backwards Add arms to rocking feet. Make a giant arm swing forward, walk and stretch.What happens to the circle when we do this at the same time?Activity 4 See SawCan you tell me how see saws move?. Pair up. Face partner, 1 person to start low and the other starts high. Create 3 different ways to move in opposition to show the see saw movement.

Let students give you all sorts of ideasStretch your arms and use your knees to climbUnison. All students do same movement at the same timeShifting weight.Change smoothly from one movement to another

Combine the 3 short Dances in One Big Dance:

Gymnastics (Year 2)Gymnastics (Year 2)

LessonLearning Intention

Learning ActivitiesTactical Focus / Rules/Technical Focus

Teaching CuesActivity /

Game

1

To experience and develop a variety of rolls on different equipment, at varying levels and from different starts

Activity 1Dance all around the room using different movements on the feet. On stop make a large circle with the arms in front of the body. Find other ways of making circles around the body, the head on the floor. Repeat the above idea but take weight on different body partsActivity 2Teacher gives balls and cubes to roll on the floor? What can we do to make sure that we roll like a ball and not like a cube ? Teacher gives pencils and cut rubber bands to roll on the floor. Why does the pencil rolls easily and the rubber bands stops?

Activity 3Developing and practicing different rolls: Egg, Seated, log, Shoulder, Activity 4Change rolling practice environmentUp an incline.Down an inclineAcross a panel mat or bench.

Activity 1Encourage bending, stretching, twisting of the body at different levels. Activity 2IMPORTANT TO CURVE THE BODY EMPHASISE IMPORTANCE OF A FIRM BODY

Activity 3Log roll body stretched Egg Roll Body Curved and small, does not stopSeated Roll, Body stays rigid, goes from front support, to side support to rear support and then returnsShoulder Roll Put weight on shoulder first, use legs and arms

Perform a roll, from a stand, from a four point stance, from half squat, from a jump.

Fitness (Year 6)Fitness (Year 6)

LessonLearning

Intention

Learning ActivitiesTactical Focus / Rules/Technical

FocusTeaching Cues Activity / Game

1 Perform activities to achieve strong muscles using own body weight as resistance.

n/a Circuit30 secs on each station

Repeat 3 timesa) Squatsb) Headstandc) V Sitd) Modified push upse) Triceps dips

a) Knees aligned with heels.b) Hand and head in a

‘triangle’.c) Pull your navel to your

spine and keep the head in line with the back.

d) Push the elbows out and engage the chest muscles on the way up while breathing out.

e) Elbows pointing to the back. Keep shoulders down, away from the ears.

Warm Up: Skillastics

Cool Down:Combination 8 marches Step touch x4 Single Curls x4 Repeater knee x4Repeat on R and L.

Stretching

Gymnastics (Form 5) Gymnastics (Form 5)

LessonLearning Intention

Learning ActivitiesTactical Focus / Rules/Technical Focus

Teaching Cues Activity / Game

1 Progression for headspring (from headstand to headspring)

Landing clear of boxAchievement of height to allow good leg rotation for landing

Extension of legsFlick / whip action (legs) as distinct from handspring

DIFFERENTIATIONGroupwork according to level / skill of individual

Headstand – low / high platform

Avoid bent kneesPlacement of headPlacement of handsWhipping actionsHurdle step as initial action

Head stand (extension)Free fall from head standFalling from platformGradual removing from platform