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Exemplar 14 A unit of work in gymnastics fifth and sixth classes Theme Symmetry and asymmetry Warm-up activities Jog, stretch, show ways of moving along the floor and through the air using symmetrical shapes Development of lesson • floorwork Lesson 1 Symmetry: developing sequences • Travel using hands and feet to support weight symmetrically. • Jump to show a symmetrical shape in the air. • Balance your body on various body parts showing symmetrical body shapes. • Create a sequence which includes rolling, jumping, taking weight on hands and balancing which is symmetrical throughout. Teaching points: observe different points of support for body weight, shape of body: stretched, curled, arched Lesson 2 Symmetry: development of partner work Partner work: • Create a partner sequence showing symmetrical shapes (matching movements, over and under movements and combinations). • Create a movement sequence to include a balance, a jump, a roll and a hands or feet action showing symmetrical shapes. Partner follows, works alongside or mirrors actions. • Practise aiming for fluent, continuous movement. Teaching points: encourage different ways of ordering the movements, stretched and curled shapes • apparatus work • Travel on any body parts onto, along and off the apparatus using symmetrical movements. • Find ways of supporting the body symmetrically on the apparatus. Partner work: • Create two matching symmetrical actions on the apparatus. • Travel onto the apparatus using symmetrical actions, perform two matching symmetrical balances on it and come off using a symmetrical movement. Concluding activity • Combine a fast travelling movement with two symmetrical jumps. • Stop and relax. • Run and jump in the air, landing showing symmetrical shapes. • Stop and relax. 82
Development of lesson • floorwork Lesson 3 Symmetry and asymmetry (1): developing sequences • Take weight on two body parts showing a symmetrical shape. Move a part of the body to change the balance and show asymmetry. • Travel along the floor and through the air showing asymmetrical shapes. • Explore ways of supporting the body weight showing asymmetrical shapes. • Develop a sequence, to include travelling movements and balances, showing asymmetrical shapes. Teaching points: encourage use of a wide variety of support points Lesson 4 Symmetry and asymmetry (2): sequences and partner work • Create a movement sequence to include two jumps, a roll and two balances showing symmetrical shapes (curled/ stretched/wide/narrow shapes and stillness in the balances). • Create a travelling sequence showing symmetrical and asymmetrical shapes. • Create a sequence to include jumping, rolling, taking weight on hands and balancing showing contrasting symmetrical and asymmetrical movements. • Partner work: create sequences showing symmmetrical and asymmetrical shapes. Partners can match, mirror or contrast movements or create over and under sequences. • apparatus work • Travel onto, along and off the apparatus using hands and feet, showing asymmetrical shapes. • Travel onto, balance on and come off the apparatus showing asymmetry. • Partner work: create a series of asymmetrical movements moving onto and along the apparatus but include a symmetrical balance. Partner matches the movements. Concluding activity • Run and jump, showing asymmetrical shapes when landing. • Repeat, lower the body to the floor and relax. • Run and jump showing alternate symmetrical and asymmetrical shapes when landing. • Lower the body to the floor and relax. Assessment Among the techniques which may be used are • teacher observation: ability to produce and perform individual and group sequences, application of safety practices when handling equipment, quality of extension, body tension and clarity of body shape • teacher-designed tasks: create two matching symmetrical actions as part of a sequence using apparatus • curriculum profile: use teacher observation to complete profile. Physical Education Teacher <strong>Guidelines</strong> 83
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Primary School Curriculum Physical
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Physical Education Teacher Guidelin
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Section 5 Approaches and methodolog
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Physical education in the primary c
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Section 2 The content of the physic
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Dance Folk dance Folk dancing can b
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Strand units of the gymnastics curr
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Strand units of the outdoor and adv
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Strand units of the aquatics curric
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Section 3 School planning for physi
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Timetabling should allow for maximu
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The suitability and modification of
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Assessment in the curriculum Purpos
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assessment occurs as teachers share
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‘… a teacher does not need to b
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Organising and managing support for
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Outdoor and adventure activities ca
Page 37: Establishing links with local sport
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Page 42 and 43: Section 4 Classroom planning for ph
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Page 46 and 47: Mini-games providing for differing
Page 48 and 49: Approaches and methodologies Sectio
Page 50 and 51: Exemplar 1 A guided-discovery appro
Page 52 and 53: Section 5 Approaches and methodolog
Page 54 and 55: Exemplar 2 An integrated approach a
Page 57 and 58: Organising the physical education l
Page 59 and 60: Using play areas divided into grids
Page 62: Approaches to athletics Section 5 A
Page 65: Lesson 4 Lesson 5 Lesson 6 Developm
Page 68 and 69: Exemplar 6 A folk dance: ‘Come to
Page 70 and 71: Exemplar 8 An Irish dance: Haymaker
Page 74 and 75: Exemplar 9 A creative dance lesson
Page 78 and 79: Exemplar 11 A unit of work in creat
Page 80 and 81: Approaches to gymnastics Section 5
Page 84 and 85: Exemplar 12 A unit of work in gymna
Page 86 and 87: Exemplar 13 A unit of work in gymna
Page 90 and 91: Approaches to games Section 5 Appro
Page 92 and 93: Exemplar 15 A unit of work in games
Page 94 and 95: Exemplar 16 A unit of work in games
Page 97 and 98: Approaches to outdoor and adventure
Page 99 and 100: Lesson 4 Development of lesson Orie
Page 101 and 102: - a fifth and sixth-class programme
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Page 105 and 106: While teachers generally observe wi
Page 107: Information and communication techn
Page 110 and 111: Suggested list of equipment for phy
Page 112 and 113: A. Playground/indoor games Section
Page 114 and 115: Tunnel ball Groups of six to eight
Page 116 and 117: Source references for the curriculu
Page 118 and 119: Glossary The definitions below are
Page 120 and 121: Section 6 Appendix shuttle relay sl
Page 122 and 123: Membership of the Primary Co-ordina
Page 124: ISBN 0-7076-6341-5 9 780707 66341 8
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