Module 2
Gymnastics Module 2 - Make gymnastics accessible to both teachers and learners and build on the Body Schooling Activities introduced in Module 1. For more information about this resource and how it meets the requirements of the Curriculum for Wales click here.
| Resource: Gymnastics Module 2 | |
| Purpose: Make gymnastics accessible to both teachers and learners and build on the Body Schooling Activities introduced in Module 1. | |
Overview of content:
Further Body Schooling Activities: consolidation to develop necessary strength, endurance and flexibility to successfully attempt Body Schooling Games Foundation Shapes Foundation Positions Jumping Positions
Basic actions: travelling (including climbing), jumping (including flight), balancing (including swinging), rolling (including rotation) Variety: speed, direction, level, shape Quality: control, clarity of shape, body tension, and where appropriate extension, accuracy and consistency
Body schooling continuum Apparatus: handling apparatus, equipment, apparatus plans and using apparatus 6 units of work (7 – 12) of six sessions each Developmental sequences incorporating clear learning objectives
Clear guidance for planning using RECIPE as a lesson structure. Success for All Bank of phrases
Physical resources for download: Body Schooling Activities Blank cards – for images of learners to be used Bingo cards Small images Evaluation sheets Body schooling stories
Gymnastic Module 2 CD Rom with wider information and electronic version of skills cards and activity cards.
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Significant Transferable Features:
Body Schooling Activities Foundation Shapes Foundation Positions Development of activities / sequences and skills RECIPE Building and refining sequences Body schooling continuum Body schooling stories Models of evaluation Guidance on use of apparatus – message of whole school applies to Modules 1, 2,3 and 4
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Where resource currently meets requirements of new curriculum:
Considers developmental needs of learners with all learners are able to successfully engage in the activities.
Holistic and developmental in nature.
Opportunities for learners to explore and understand problems and tasks (e.g. opportunities for learner led and practitioner led activities).
Use of evaluation selves and others (self and peer evaluation)
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| Confidence and Motivation | |
| Pupils | Teachers / practitioners |
| Helping children to develop their enthusiasm for movement gives them confidence to carry on being physically active. | Gives teachers the scaffolding and confidence that they can have the tools to teach this AoLE, and motivates them to do so |
| Competence | |
| Pupils | Teachers / practitioners |
Physical development of body schooling activities, foundation shapes and foundation positions. Learning key movement skills fosters a lifelong enjoyment and engagement in sport and physical activity. Building up sequences using new BSA foundation shapes and foundation positions. | Offers subject and methodological experience and exciting classroom skills. Information and guidance of each BSA, foundation shapes and foundation positions. Including on the reverse of the cards being displayed to learners. Structure of RECIPE. |
| Knowledge and Understanding | |
| Pupils | Teachers / practitioners |
| Learners know the correct technique of the skills and understand how they can put them into games, activities and sequences. Develops independence and working with others. Reflection using self and peer assessment. | Resource cards give clear content for teachers / practitioners along with how to layer the development of sequences with aspects of variety, use of apparatus and effective questioning. |
| Opportunities | |
| Pupils | Teachers / practitioners |
| Opportunities to make individual learner resource cards for display or use. To write own Body Schooling stories and create new activities and games alone, with others, with practitioners. | Multiple opportunities to both lead and facilitate learning using the resource cards, Body Schooling stories, foundation shapes and foundation positions, activities and games. Opportunities to utilise Assessment for Learning approaches. |
Links to other AoLE
Expressive Arts – Music can be used in development and performance of gymnastic sequences. Health and Wellbeing - If children enjoy being active, are confident in their ability and learn key movement skills this will foster a lifelong enjoyment of sport and physical activity and therefore better health and wellbeing. Explore and discover foundation shapes and foundation positions. Languages, Literacy and communication – Inclusion of a bank of words and phrases and a glossary. Body schooling stories – learners encouraged to write own body schooling stories. All resources are bilingual. Mathematics and numeracy - opportunities for counting, shape identification and positional language.
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Considerations and suggestions moving forwards:
Body school activities provide foundations for gymnastics but also general body management. Progressive in introduction of foundation shapes and foundation positions – possibility that this can become hybrid
Utilise pedagogy of teachers leading and therefore developing their knowledge of and confidence with the resource and their competence of how to use it.
Layering with other AfL approaches.
Incorporation into other activities / games and activities.
Incorporation / links to SMILES and STEP from outset.
CDs and CD ROM are now difficult for many to use so resources need to be shared via different platform (it is apparent that this is possible due to the successful sharing of resources on the Sport Wales website during the COVID 19 lockdown). | |