King Edward Vi School Southampton

KING EDWARD VI SCHOOL

SOUTHAMPTON

Sports Faculty

Schemes of Work

(Updated September 2017)

Students will follow units of work across a range of activities to provide a broad curriculum aimed at developing and reinforcing a wide range of skills. The breadth of activity is also intended to give the students the opportunity to discover an activity that they may wish to continue into later life.

There is a clear focus on health related fitness to ensure that all students have the knowledge and understanding to be able to lead a healthy and active lifestyle.

Upper School Physical Education

Years 4 & 5 Where several forms are grouped together for Physical Education it may be necessary to operate a rota where short courses are run in a variety of activities, each group of pupils experiencing each activity.

4th Year Where possible activities are taught giving the lesson structure and a natural progression for the student to learn a new skill/game.

5th Year At this stage of their schooling students have a wide a varied knowledge of a variety of games. The lesson is recreationally based with games and competitions being organised. Some sports outside the curriculum/handbook may be included to allow the students even greater variety and enjoyment.

A short course would involve a recap of essential skills taught in the 4th Year, revision of the rules/laws and game time. If it is a new sport it is expected that some time will be devoted to learning the new skills and understanding the rules. Sports outside the curriculum that could be considered are tchoukball, unihoc and pop lacrosse.

Social, Moral, Spiritual & Cultural (SMSC)

Within the subject there are many opportnuntiies to include element of SMSC and these should be a part of all teaching. Pupils should be presented with individual challenges during Physical Education but should also experience team situations where they have to work in co-operation with others. They must learn to understand the various codes of conduct associated with each activity and must abide by the rules of each particular sport.

Pupils must be educated in the ethics of ‘fair play’ and should experience both ‘winning’ and ‘losing’. Sometimes this outcome will need to be created by the teacher.

Pupils must also be presented with the purpose of many athletic activities and should understand the need to be fit and healthy.

There should be an appreciation of health in a general sense. Pupils should be aware of physical well-being (physical fitness, posture, and muscle tone), social well-being (participation, friendship, teamwork etc.) and mental well-being (exercise reducing stress and relieving tension).

An overview

YEAR GROUP AUTUMN TERM SPRING TERM SUMMER TERM

Introduction to Invasion Games 1ST Year Racquets Athletics Health Related Fitness Gymnastics Swimming Swimming 2nd Year Athletics Sports Acrobatics Fitness

Dance Fitness 3rd Year Athletics Basketball Racket Sports Teaching groups are allocated by ability and then allocated an activity area for half a term. The activity is left to the discretion of the teacher but will be one of: 4th Year Health and Fitness, Badminton, Volleyball, Ultimate Frisbee, Tchoukball, Handball, Athletics, Rounders Softball Teaching groups are allocated by ability and then allocated an activity area for half a term. The activity is left to the discretion of the teacher but will be one of: 5th Year Health and Fitness, Badminton, Volleyball, Ultimate Frisbee, Tchoukball, Handball, Athletics, Rounders Softball

Badminton Scheme of Work

Year 3rd

Aim: 1. Improve consistency, quality and use of their skills in games played • Grips • High Serve • Low Serve • High Lift • Overhead Clear • Smash • Footwork

2. Organise themselves as a group/team and select/apply strategies effectively. Adapt strategies in one game and apply to another. • Use of serve • Keeping the rally alive • Moving your opponent • Creating space • Preparation and Recovery

Year 4th

Aim

Improve consistency, quality and use of skills in the games played. • Low Serve • Net shot • High serve • Overhead clear • Backhand clear • Drop shot • Smash

To adapt strategies, taking account of their own strengths and weaknesses and changing conditions and situations. • Attacking and defending in singles • Shot variation and placement • Exploiting weaknesses in opposition

3rd Year

Lesson 4 Smash; underarm feed and smash drill; add forwards and backwards movement; conditioned game – high serve to start, smash, play point out;

Vary height / depth of feed using target areas mid-court to develop accuracy Sideways action, hitting arm fully extended on tact, with transference from back to front foot using momentum to assist power, full follow through on impact 3 pts rally won on smash 1 pt rally won any other shot Force opponent to trams or to lift shuttle

Lesson 2 Lesson 5 Footwork; warm up with side step and cross-over Revision of rally skills using overhead clears in pairs relays; pressure drill with 2 v 1 feeding down line, from previous lesson (If winner goes up loser goes moving to hit on alternating sides, develop down) footwork and movement, swap roles High Serve; basic swing action with demonstration Full court singles ’King of the Court’ 2 pts won to Breakdown of technique with rear tramline target be king game /use hoops Varying footwork specific to required shot Side stepping to front and back of court Quick footwork with cross over patterns Vary pace / height of feed with use of targets Getting shuttle over and in court Tactical development, moving your opponent in Target rear tramline to score point game Depth of stroke by back swing and follow through situation, hitting to space to force openings Sideways action with contact in front at waist Aim to win each rally maintaining the serve height Rules of serving explained Play 3 shots before playing out point Low serve; basic action and demonstration Breakdown of technique with corner target cones game Half court singles conditioned game with low serve before playing point out Service over and in to begin rally Aiming to hit close to the net tape Accuracy of stroke created by gently brush of shuttle close to waist height with little follow through Sideways action with contact point in front of body Explain scoring procedure for half court singles game Vary serve and return to base after every shot

Lesson 3 Lesson 6 Playing to compete; Round the clock warm up; High Lift; ‘basic swing and demonstration, pupils divided into groups for singles Round cooperative and competitive underarm feed and robin Tournament 1 Groups of 4 rear tram target game Half court singles – 6 per league conditioned game with low serve, high lift, play Everyone plays each other point out Role of player, umpire, scorer and observer Vary feed height and speed before adding Application of skills and tactic awareness in movement competition Racket leg forward, fluent back swing with high Whiteboard with tactical briefing; follow through Shot selection Target area of back court in tram lines Keeping the rally going Keep racket up and return to base for recovery Maintaining good court position Weight on balls of feet, knees slightly flexed

IT IT Use of ipads to record and feedback technical Use of ipads to record and feedback technical points of shots/ coach each other points of shots/ coach each other

Units of Work

4th Year

Lesson 1 Lesson 4 Drop shot; Round the clock as 3rd phase of Overhead clear; team relays simulating warm up; demonstration using pupils; high footwork as warm up; technical feed and target drill, vary feed and down demonstration with pupil; the line and cross-court placement; cooperative rally ‘club record’ using clear, ‘3 shots game’ - play three overhead clears drop, net sequence; conditioned full court before playing point out singles games – no smashes permitted conditional full court singles ‘king of court’ must begin with high serve and clear – no Use of disguise to outwit opponent smashes permitted When and where to play drop shot When, where and why the overhead clear is Forcing opponent to the net to lift shuttle played in defence providing opportunities for Forcing opponent in to rear court counter attack Creating time for recovery and space at the Cooperative rally building to offer practice net and development opportunities Preparation for attacking manoeuvre Smash; target ball throw team game as Force to backhand side for weak return warm up; contact and follow-through demonstration with pupil; cooperative and Backhand clear; grip and technical competitive underarm feed and smash drill; demonstration; high feed and cooperative conditioned game with high serve and target drill; conditioned game must play smash before playing out point – escalator first two shots with backhand before game using half court singles playing out the point; full court doubles Attacking from mid court position escalator with high serve to backhand to Returning smash form deeper positions start When to attack during the rally Placement of smash during the rally Cooperative feeding for practice When and where to play backhand clear Use of body turn, momentum and high elbow lead Hitting deep to opponents backhand to force weak reply and set up attack opportunity Opportunities to run around backhand Lesson 2 Lesson 5

Low Serve; Court markings and service laws reviewed with line tag as warm up; technical demonstration with pupil; down Competing in Doubles; ‘King of the court’ the line and cross-court target drills; doubles warm; conditioned escalator singles with low serve start; doubles king of the court without conditional serve Go through rules and tactics of doubles Positioning of server and receiver One player not allowed behind service line Placement of serve and use of angles for to ensure front and back play variation

Use of ready position to receive serve and return doubles box league in groups 4 – 6, play Drawing opponent in to create space at everyone in group, winner with most rear and forcing opponent to lift shuttle in accumulative points; observers to score defence and umpire

High Serve; technical demonstration; markings and laws recap; rear court tram-line target game down line and cross-court; conditional half court singles with high serve start;

Positioning of server and receiver Placement of serve and return in relation to opponent Use of height in reducing time for return of serve Use of depth in forcing errors Push opponent to rear creating space at net Maintaining advantage with the opening shot Select ready position to receive and return

In fours taking turns on court to play each other and officiate and line judge

Lesson 3 Lesson 6

Net shot; lunge steps as part of warm up; Round Robin; Round the clock as 3rd phase technical demonstration with pupil; drill of warm up; groups of 4 – 6 in singles and using service line to maintain rally in doubles tournament; variation of serve and escalator game; develop footwork and shot selection during rallies recovery positioning; conditional half court singles ‘king of the court’ using low serve to Apply skills and select tactics to outwit and begin play beat different opposition When , where and why the net shot is used Use of shot selection to defend and attack Keeping shuttle close to net tape and at taking the shuttle early appropriate times during the rally Use of angles to move opponent out wide and draw opponent forward to create space at rear of court Forcing opponent to lift high enough for attack return Recovery to base with ready position for next shot

IT IT Use of ipads to record and feedback Use of ipads to record and feedback technical points of shots/ coach each other technical points of shots/ coach each other

Basketball Scheme of Work

Aim:

To introduce the game of basketball and establish a knowledge and understanding of the basic skills and rules required to play and officiate the game. Pupils will be assessed on an ongoing basis.

3rd Year

Introduction of the basic skills and rules.

‘The Set shot’ a) Correct stance b) Correct technique – body position c) ‘BEEF’ Balance, Eyes, Elbow, Follow through d) Use of backboard

‘The Lay-up’ a) Correct footwork b) Applying the correct shot at the end of the lay-up. c) Body position

‘The Pass’ a) What pass to make and when b) Correct technique c) Correct body position d) Getting free to receive a pass

‘Dribbling’ a) Correct body position (head up) b) Correct technique (use of fingers) c) When to dribble

‘1 v 1 / 2 v 2’ a) Correct stance (triple threat) b) Beating an opponent c) Correct footwork & body position on defence d) Pass and Move e) Introduce basic rules and violations

4th Year

Development of the basic skills and the ability to use these skills in a game situation. More able pupils will be encouraged to officiate.

‘The Set Shot’ a) Consistency in technique and execution b) When and where to shoot

‘The Lay-up’ a) Consistency in technique and execution b) Develop technique under more pressure

‘Dribbling’ a) Continue to develop technique b) Develop the use of the weaker hand c) Develop skills in a pressurised situation d) Develop decision making of when to dribble

‘The Pass’ a) Continue to develop the correct technique b) Develop the skill under increased pressure c) Develop decision making of how and when to pass d) Develop getting free to receive a pass

‘1 v 1, 2 v 2, 3 v 3’ a) Develop skills in a game situation b) Develop awareness and decision making c) Team principles of attack d) Develop correct footwork & body position on defence e) Introduce the concept of screening to more able pupils f) Continue to develop knowledge of rules and violations including officiating

Units of Work

3rd Year

Lesson 1 Lesson 4

Warm Up: Ball Handling drills Warm Up: Passing drills

Development: Teaching of Set Shot. Development: Continue to develop the lay up. Refine set shot Finish: Set Shot drills / Shooting competition Finish: 1 v 1

Lesson 2 Lesson 5

Warm Up: Set Shot shooting drills Warm Up: Set Shot drills

Development: Development of Lay Up Development: Teaching of the pass and pivoting. Also getting free from a defender Finish: Lay Up drills Finish: 3 v 3 – no dribbling Lesson 3 Lesson 6

Warm Up: Lay Up drills Warm Up: Ball Handling drills

Development: Dribbling and passing skills Development: 2 v2 games – tactics / rules.

Finish: 1 v 1 Finish: Competitive games

4th Year

Lesson 1 Lesson 4

Warm Up: Ball Handling Drills / stance and Warm Up: 1 v 1 ball handling drills pivoting Development: Recap and development of Development: Recap teaching of Set Shot. the pass. Getting free from a defender

Finish: Set Shot drills / Shooting Finish: 3 v 3 (no dribbling) competition

Lesson 2 Lesson 5

Warm Up: Set Shot shooting drills Warm Up: Ball handling drills

Development: Recap teaching of Lay up. Development: 2 v 2 – development of skills in game situation. Introduce concept of Finish: 2 v 2 game (develop knowledge of screening rules) Finish: tactics / rules Lesson 3 Lesson 6

Warm Up: Lay up Drill / competition Warm Up: Lay up drills

Development: Continue to develop the Development: 3 v 3 – development of skills Lay up. Defensive footwork drills in game situation

Finish: 2 v 2 game (develop knowledge of Finish: tactics / rules rules)

Fitness and Performance Scheme of Work

Aim:

To introduce the students to a program of Physical Literacy; this will prepare them for continued involvement in sport whilst adding value to their existing sporting experience. The PE and Sport Faculty provide educational experiences and opportunities to develop healthy lifestyles, lifelong learning, student leadership and personal success by offering comprehensive recreational, health and wellness programs.

1st Year

Learning Objectives

• Basic physiology of skeletal muscle and muscle function • Differences between aerobic and anaerobic respiration • Basic training principles • Basic training methods • Fitness testing

Physical / Mental Expectations

• Basic lifting technique • Positive attitude • 100% effort to achieve valid and reliable results • Self reflection • Collecting, collating and analysing data

Units of Work

Lesson 1 – Stamina / Aerobic Endurance Lesson 4 – Circuit Training • Distribution of Fitness Cards • SRF / HRF variables • Road Run • Mixture of both elements for a • Collecting / analysing data comprehensive session • Training / corrective measures • Developmental processes Lesson 2 – Anaerobic Threshold Lesson 5 – Neuromuscular Performance • 150 Shuttle Test • Agility, balance, flexibility, reaction • Referencing muscle composition speed, power and predominant distributions • A-lactic pathway • Training / corrective measures • Training / corrective measures Lesson 3 – Strength Development Lesson 6 – Problem Solving • Core and bodyweight exercises • CTF / PS Circuit • Basic lifting technique • Leadership criteria • Training / corrective measures • Personality / team cohesion • Training / corrective measures

2nd Year

Learning Objectives

• Revision of the physiology of skeletal muscle and muscle function • Sports that encompass extreme versions of aerobic and anaerobic respiration • Basic training principles • Basic training methods • Fitness testing

Physical / Mental Expectations

• Basic lifting technique • Positive attitude • 100% effort to achieve valid and reliable results • Self reflection • Collecting, collating and analysing data

Units of Work

Lesson 1 – Stamina / Aerobic Endurance Lesson 4 – Circuit Training • Distribution of Fitness Cards • SRF / HRF variables • Road Run Test • Mixture of both elements for a • Collecting / analysing data comprehensive session • Training / corrective measures • Developmental processes • Comparing and contrasting previous data Lesson 2 – Anaerobic Threshold Lesson 5 – Neuromuscular Testing • 150 Shuttle Test • Agility, balance, flexibility, reaction • Referencing muscle composition speed, power and predominant distributions • A-lactic pathway • Training / corrective measures • Training / corrective measures • Comparing and contrasting • Comparing and contrasting previous data previous data Lesson 3 – Strength Development Lesson 6 – Power / Speed • Core and bodyweight exercises • Plyometrics • Basic lifting technique • SAQ • Training / corrective measures • Resistance training • Training / corrective measures

3rd Year

Learning Objectives

Physical / Mental Expectations

• Lifting technique • Positive attitude • 100% effort to achieve valid and reliable results • Self reflection • Collecting, collating and analysing data

Units of Work

Lesson 1 – Stamina / Aerobic Endurance Lesson 4 – Cardio Equipment • Distribution of Fitness Cards • Facility rules and expectations • Student choice – RR / 12MCT • Teacher led demonstrations • Training / corrective measures • Minimum distance / time set • Comparing and contrasting • HR check / recovery indicators previous data where applicable Lesson 2 – Anaerobic Threshold Lesson 5 – Neuromuscular Testing • Student Choice – 150 or MSFT • Agility, balance, flexibility, reaction • Referencing muscle composition speed, power and predominant distributions • A-lactic pathway • Training / corrective measures • Training / corrective measures • Comparing and contrasting • Comparing and contrasting previous data where applicable previous data Lesson 3 – Strength Development Lesson 6 – Olympic Lifting • Core and bodyweight exercises • Weightless apparatus • Apparatus lifting technique • Grip, stance, set position • Training / corrective measures • Clean, snatch (Jerk if possible) • Training / corrective measures

4th Year

Learning Objectives

• Extended knowledge of the physiology of skeletal muscle and muscle function • Correct lifting technique and progressions in the clean, snatch and jerk • Kettle Bell swinging and its employment in a lifting routine • Corrective exercises for rehabilitation / prehabilitation • Cross Fit challenges • Periodisation

Physical / Mental Expectations

• Safe and correct lifting techniques • Positive attitude • 100% effort to achieve valid and reliable results • Self reflection • Changing the cultural paradigm to make S&C accessible to all

Units of Work

Lesson 1 – Olympic Lifting Lesson 4 – Cross Fit Introduction • Gym rules and norms of behaviour • Basic examples of cross fit • Shape, stance and grip routines. • Bar familiarisation • Differentiated tasks (time / • Clean – 1st and 2nd pulls intensity) • Long pulls • Periodisation – information and examples Lesson 2 – Olympic Lifting Lesson 5 – Corrective Exercises • Cleans • Antagonistic training • One handed snatches • Core Strength development • Stress the CNS • Differentiated routines • Strength tests (Dead Lift) Lesson 3 – Kettle Bell Swings Lesson 6 – Cross Fit Challenge • Correct use of the Kettle Bells; grip, • Differentiated routines for student propulsion, momentum... selection • Swing, pulls and lifting routines

5th Year

Learning Objectives

Physical / Mental Expectations

Units of Work

Lesson 1 – Olympic Lifting Lesson 4 – Cross Fit Introduction • Revision of gym rules and norms of • Intermediate examples of cross fit behaviour routines. • Shape, stance and grip • Differentiated tasks (time / • Bar revision intensity) • Clean – 1st and 2nd pulls • Periodisation – information and • Long pulls examples Lesson 2 – Olympic Lifting Lesson 5 – Corrective Exercises • Cleans • Antagonistic training • One handed snatches • Core Strength development • Jerk shape and execution • Differentiated routines • Strength tests (Dead Lift) Lesson 3 – Kettle Bell Swings Lesson 6 – Cross Fit Challenges • Revision of correct use of the Kettle • Differentiated routines for student Bells selection • Swing, pulls and lifting routines

Invasion Games Scheme of Work

Aim: To give students confidence in team and individual situations with problem solving and exploration.

1st Year

Introduce basic skills such as evasive running, catching, communication and team work.

Evasive running; games such as stuck in the mud are good for this

Bench Ball is a good game to play and you can also alter the “ball” to a bean bag or coyt or hoop.

Introduction of CARDS – Creativity, Awareness, Resilience, Decision Making and Self organisation.

Unit of Work

Lesson 1 Lesson 2 Warm-up the up, down, front, back game Evasive running – Traffic Lights Catching use basketball to catch and pass Red – stop, Yellow – walk, Green –run explain various techniques Catching using different objects – tennis Introduction of CARDS ball, hoop or bean bag. Finish with bench ball Reminder of CARDS Finish with a game Lesson 3 Lesson 4 Evasive running – Stuck in the mud Evasive running – Tag, catching team join Passing drills include pivoting to change forces to run as a pair then a three. A group direction and different types, chest and of four may split into two 2’s overhead Passing drills 3 v 1 on half a badminton Reminder of CARDS court (communication) Finish with Handball (adapted game) Finish with bench ball Lesson 5 Lesson 6 Reminder of all skills covered with the use Capture the Flag versus another form on of CARDS the All Weather Pitch if weather permits

Lesson Plan Date Autumn 2014 Period 1 Room Dance Studio

Teacher Subject KES PE Department PE - Dance

Class No. students Level SEND 3rd Year 20-24 KS3 TBC

Topic Intended Motif - Sports Dance using Freeze Frames and levels.

Aims of lesson

* Knowledge: Introduction to levels and freeze frames. * Introduction to how they are used in a dance situation. * Understand: How concepts are used in choreography. * Do: Pupils to complete a series of tasks for understanding.

Sequence of Activities

Warm up

* Individual sporting movements. * Movements that represent different sports? * Can the students make them bigger? * Can they make them smaller? * Different types of sports and at different levels. * For example swimming and rugby tackle using freeze frames.

Activity One

*Individually pupils to link 6 sporting movements together. * Pupils to find interesting ways to link them together. * Introduction to levels and freeze frames. * Perform their sporting movements using different levels? * Introduction to E.T.C. (Extension, Tension and Control). * Split group in half for performances.

Activity Two

* Pupils in pairs to combine their movements * Pupils to form an 8 movement routine using best movements. * Pupils to incorporate best link movements using freeze frames * Performances in pairs. * Feedback given

Activity Three

* In groups of 4, each pair to teach their routines. * Pupils are then to find ways to join their routines together. * Reinforce teaching points throughout lesson on each section.

Activity Four

* Group Performances. * Q and A regarding Lesson objectives. * Positive feedback and areas for improvements.

Resources

* Sports CD and CD player. * Orange key needed from Drama office to use sound system.

Homework

Lesson Plan Date Autumn 2014 Period 2 Room Dance Studio

Teacher Subject KES PE Department PE - Dance

Class No. students Level SEND 3rd Year 20-24 KS3 TBC

Topic Intended Motif - Grafitti Dance using Unison and Canon.

Aims of lesson

* Knowledge: Introduction to unison and canon. * Introduction to how they are used in a dance situation. * Understand: How concepts are used in choreography. * Do: Pupils to complete a series of tasks for understanding.

Sequence of Activities

Warm up * What is graffiti? *Can pupils make individual shapes on the floor * Shapes representing graffiti writing using freeze frames? * Can pupils make bold shapes? * Can pupils make small shapes? * Individual graffiti movements. * Movements that represent doing graffiti? * Can the students make them bigger? * Can they make them smaller? * What is unison? * What is canon? * Can pupils use freeze frames in graffiti and doing graffiti?

Activity One

*Individually pupils to link 6 graffiti movements together. * Pupils to find interesting ways to link them together. * Introduction to unison and canon. * pupils to still use levels and freeze frames from last week. * Perform their graffiti movements using different levels? * Introduction to E.T.C. (Extension, Tension and Control). * Split group in half for performances.

Activity Two

* Pupils in pairs to combine their movements * Pupils to form an 8 movement routine using best movements. * Pupils to incorporate best link movements using freeze frames * Pupils to have an introduction to canon in pairs. * Can the pupils use unison whilst performing their routine? * Performances in pairs. * Feedback given

Activity Three

* In groups of 4, each pair to teach their routines. * Pupils are then to find ways to join their routines together. * Reinforce teaching points throughout lesson on each section.

Activity Four

* Group Performances. * Q and A regarding Lesson objectives. * Positive feedback and areas for improvements.

Resources

* BBC Dance CD and CD player. *Empire State of Mind by Alicia Keys works well. * Orange key needed from Drama office to use sound system.

Homework

* NA

Lesson Plan Date Autumn 2014 Period 3 Room Dance Studio

Teacher Subject KES PE Department PE - Dance

Class No. students Level SEND 3rd Year 20-24 KS3 TBC

Topic Motif - Musical Theatre using change of speed and direction.

Aims of lesson

* Knowledge: Introduction to speed and direction. * Introduction to how they are used in a dance situation. * Understand: How concepts are used in choreography. * Do: Pupils to complete a series of tasks for understanding.

Sequence of Activities

Warm up * What is musical theatre? * Pupils to perform moves they associate with Grease Lightening *individual work using Freeze Frames. * How big can pupils make these movements? * Can pupils make bold shapes? * Can pupils make small shapes? * Movements that represent Grease Lightening? * Can the students make them bigger? * Can they make them smaller? * Reminder of unison work? * Reminder of canon? * What is change of speed in dance? * What is change of direction in dance?

Activity One * Pupils to link 4 Grease Lightening movements together. * Pupils to find interesting ways to link them together. * Introduction to change of speed and direction.

* Can pupils use a change of speed and direction? * Pupils reminded to continue using unison and canon. * pupils to still use levels and freeze frames. * Perform their movements using different speeds? * Continuation of E.T.C. (Extension, Tension and Control). * Split group in half for performances.

Activity Two

* Pupils in pairs to combine their movements * Pupils to form an 6 movement routine using best movements. * Pupils to incorporate best link movements using freeze frames * Pupils to have an introduction to speed and direction in pairs. * Can the pupils use unison whilst performing their routine? * Can pupils use canon whilst performing their routine? * Performances in pairs. * Feedback given

Activity Three

* In groups of 4, each pair to teach their routines. * Pupils are then to find ways to join their routines together. * Reinforce teaching points throughout lesson on each section.

Activity Four

* Group Performances. * Q and A regarding Lesson objectives. * Positive feedback and areas for improvements.

Resources

* Grease CD will be placed in the PE office next to CD player. * Orange key needed from Drama office to use sound system.

Homework

* NA

Lesson Plan Date Autumn 2014 Period 4 Room Dance Studio

Teacher Subject KES PE Department PE - Dance

Class No. students Level SEND 3rd Year 20-24 KS3 TBC

Topic Motif -Rock & Roll exploring spatial awareness &weight transfer

Aims of lesson

* Knowledge: Introduction to spatial awareness *Knowledge: Introduction to weight transfer * Introduction to how they are used in a dance situation. * Understand: How concepts are used in choreography. * Do: Pupils to complete a series of tasks for understanding.

Sequence of Activities

Warm up * What is Rock & Roll? * Pupils to perform moves they associate with Rock & Roll * Individual work using jumps, leaps and kicks. * How big can pupils make these movements? * Can pupils make bold shapes? * Can pupils make small shapes? * Movements that represent Rock and Roll? * Can the students make them bigger? * Can they make them smaller? * Reminder of unison work? * Reminder of canon? * What is change of speed in dance? * What is change of direction in dance? * What is spatial awareness in dance? * How can spatial awareness be used to improve performances? * What is weight transfer? How is it used in kicks and jumps? * Pupils to perform different kinds of jumps and kicks. * Can they jump from 2 feet to 2 feet? * Can they jump 2 feet to 1 foot? * Can they jump 1 to 2 feet?

Activity One * Individually pupils to link 4 jumping movements together. * Pupils to find interesting ways to link them together. * Introduction to weight transfer and spatial awareness * Can pupils use weight transfer? * Can pupils use spatial awareness? * Weight transfer and spatial awareness in their ‘jump’ routines * Can pupils use a change of speed and direction? * Pupils reminded to continue using unison and canon. * pupils to still use levels. * Perform their movements using different speeds? * Continuation of E.T.C. (Extension, Tension and Control). * Split group in half for performances.

Activity Two

* Pupils in pairs to combine their movements * Pupils to form an 6 movement routine using best movements. *Pupils to use weight transfer in their jump routines. * Pupils to incorporate best link movements. * Pupils to be reminded of speed and direction in pairs. * Can the pupils use unison whilst performing their routine? * Can pupils use canon whilst performing their routine? * Performances in pairs. * Feedback given

Activity Three

* In groups of 4, each pair to teach their routines. * Pupils are then to find ways to join their routines together. * Reinforce teaching points throughout lesson on each section.

Activity Four

* Group Performances. * Q and A regarding Lesson objectives. * Positive feedback and areas for improvements.

Resources

* BBC CD will be placed in the PE office next to CD player. * Peggy Sue on this CD is quite good. * Feel free to use other tracks/CD's. * Orange key needed from Drama office to use sound system.

Homework

* NA

Lesson Plan Date Autumn 2014 Period 5 Room Dance Studio

Teacher Subject KES PE Department PE - Dance

Class No. students Level SEND 3rd Year 20-24 KS3 TBC

Topic Motif - Choreography skills via use of aerobics

Aims of lesson

* Knowledge: Introduction to choreography. * Introduction to how they are used in a dance situation. * Understand: How concepts are used in choreography. * Do: Pupils to complete a series of tasks for understanding.

Sequence of Activities

Warm up * What is choreography? * Pupils introduced to some classic aerobics moves. * Can pupils link the moves together individually? * Q and A regarding aerobics. * What is aerobics? * Why are aerobic activities good for health and fitness? * Can pupils make bold shapes? * Can pupils make small shapes? * Movements that represent aerobics? * Can they make them smaller?

Activity One * Individually pupils to link 4 aerobic movements together. * Pupils to find interesting ways to link them together. * Continuation of E.T.C. (Extension, Tension and Control). * Split group in half for performances.

Activity Two

* Pupils in pairs to combine their movements * Pupils to form an 6 movement routine using best movements. * Be creative in ways they link their aerobic routines together? . * What is important with choreography? *How do we group moves to ensure maximum benefit? * Performances in pairs. * Feedback given

Activity Three

* In groups of 4, each pair to teach their routines. * Pupils are then to find ways to join their routines together. * Reinforce teaching points throughout lesson on each section.

Activity Four

* Group Performances using the class as participants. * Q and A regarding Lesson objectives. * Positive feedback and areas for improvements.

Resources

* Any Dance CD can be used for this. * Feel free to use other tracks/CD's. * Orange key needed from Drama office to use sound system.

Homework

* NA

King Edward VI School- Department of Physical Education. Activity: Gymnastics Key Stage: 3 Year: 1 Cross-curricular themes: citizenship, numeracy, literacy

Lesson Structure Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Intended Learning: Travelling by Balance: points and Weight on hands Jumps Sequence: Sequence: Spatial rolls/shapes patches Relationships awareness Introduction Safety – getting Gymnastic NSEW NSEW with Objectives, Warm up and mats & equipment conditioning and balances sequence for description of levels out. Warm up to strengthen warm assessment. Warm include stretching up up, Recap of foot What are: 1 point, 2 clock face game Skills – straight In groups of 2/3’s In groups of 2/3’s Development patterns point and 3 point either bunny hop, jump, star jump, use skills and ideas use skills and ideas (hopping/jumping balance? Pupils to scissor kick or tuck jump, ¼ turn from this unit to from this unit to etc) trying different devise a series of cartwheel to new and ½ turn. create and perform create and perform ways of travelling to balance individually positions. Can they a sequence on the a sequence on the include height and using different roll away? What shapes in the mat stations lasting mat stations lasting Core activity speed. Introduce balances. Include Focus Cartwheels – air can they show? one to two one to two shapes from points and patches. Can they move minutes. The minutes. resources. cartwheel, ½ turn, sequence must Reinforce teaching Pupils to practice a around the gym, include: points throughout Perform different sequence involving two consecutive o Include at lesson on each rolls, with starting travelling, jump, flight, shape and least 6 section of unit. Conclusion and finishing balance and roll. cartwheels. different positions. Use Use score cards and land travel away actions Video record final teaching cards on criteria. Followed by “run o Rolls, flight, performances different rolls. with movement of weight on and skip” Different hands, Observation, In pairs, include their choice? balances, feedback and peer Link a number of matching and ways into and out travelling assessment. rolls and shapes mirroring activities.

together with foot Focus on balance of cartwheels. Reinforce teaching Criteria sheet

patterns in small and move away – points throughout within resources.

sequence. Rolling via transfer of lesson on each Making a sequence fast and rolling slow weight into section of unit. to incorporate skills – focus on body movement. Use Headstand learnt in the unit in position to roll fast different directions groups of fours or See Resources for or slow – can they fives. check sheet. Hand stand work in pairs, one roll slow and one roll fast – cannon or synchronised Sequences on mat stations, rolls on weight on hands, balance and foot patterns. Focus on moving out of and into skills.

Sport Acrobatics

Aim: A six-week course to introduce the concept of the basic Sports Acrobatics movements. The course can easily be split into two three-week blocks. The course aims to develop:

Spatial Awareness Aesthetic Awareness Safe lifting techniques Co-operation work Child centred work to allow differentiation A series of challenges which can offer success at a range of levels.

2nd Year

ONE Body tension Worksheets; 21, 22, 23, 24 Warm Up; Full Stretches inc. wrists Body Tension Full body lift - Log Rolls - Trust Falls - Press up position. Safety of weight bearing; spine, neck. Technique of weight bearing angles at joints, muscle tension. Using worksheets develop a range of moves with partner. Link moves showing fluidity. Demonstrations of Good balances and discussion of how to give positive and constructive feedback.

TWO Partner Work; Counter Balance and Counter Tension. Worksheets; 32 Warmup; Full stretches inc. wrists Recap Body Tension Work from last lesson. Introduce Counter Balance and Counter Tension concepts introduce three second hold. Safety; Support and Release. Aims for pairs of similar size to weight ratio. Using worksheets develop ideas in pairs introduce Symmetry and Asymmetry. Class activity’ A full group counter tension circle.

THREE Partner Work; Introduction of full weight bearing. Worksheets; Partner Balances 1, 2, 3 & 30. Warm up; Full stretches inc. wrists. Recap Safety; Weight bearing positioning and communication. Worksheets on pairs work, vary worksheet to ability. Demonstrate a move to class at end of lesson including transition and out of the Position, if time link two moves together. In fours; Press up square.

FOUR/FIVE Recap of Safety and Tension Work. Partner/Threes. Worksheets; Level One and Two and Three. Warm up; full stretches. Ideas on linking moves including, rolls, jumps and turns. Recap work from last block with special emphasis on the safety and techniques for height bearing. Working in fours attempt the moves on the pairs sheets demonstrate to other Pair in order to check lines. Attempt some of the threes balances using the fourth member to aid support and to check correctness of position Produce a sequence of two or three moves and demonstrate to the rest of the class. Ensure all members of the group are involved. Emphasis on linkage and correctness of shape.

SIX Large Group Work. Worksheets; Level Four. Full warm up inc. stretches. Discuss safety of large group work-communication. Discuss how to break down the large shapes into sections. In groups of six attempt one or more of the large balances; produce own balance. Demonstrate finished balance to the class. Full group activity class pyramid.

Unit of Work

Lesson 1 Lesson 4 Starter Activity– Trust Activities Starter Activity- Recap Safety of full weight bearing. Linking Moves Development – Weight Bearing worksheets 21, 22,23, 24 Development – Start to prepare sequence of three balances set at the level of the individuals Finish – Demo moves, discussion of feedback for presentation next week. both positive and constructive. Finish – Demo of some balances including moving in and out of them.

Lesson 2 Lesson 5 – Recap weight Bearing Starter Activity- recap safety of full weight bearing explore more linking moves. Development – Counter Balance and Counter Tension, Worksheet 32 Development – Completion of a three move sequence with start and finish. Finish - Full Class Counter Tension circle

Finish – Demonstrations of finished routines. (music optional.)

Lesson 3 Lesson 6 Starter Activity- Introduction to Full Weight Starter Activity- Safety of Large groups Bearing. communication exercises in large groups on the whistle group shapes and challenges. Development – Partner Balances 1, 2, 3 & 30. Development – Using worksheets 4 or earlier worksheets if required (weaker groups can Finish - In fours; Press up square. produce two, two man balances back to back). Produce one or more large group balances

Finish – Full Class Pyramid

IT Regular photos of balances and discussions of improvements and aesthetic content. Can be used in all lessons by participants and non- participants.

2nd Year Swimming

All students will receive 2 half terms of a single lesson in the university swimming pool. Activity time is approx 25 mins.

Target:

All students should be able to jump in to deep water and swim a minimum of 25m with a recognisable stroke. They should also have a basic understanding of water safety and how to behave in and around water. Absolute beginners will have developed water confidence by the end of the course and able to achieve 1 width without a float.

Lower ability - Will range from non-swimmer to ASA Stage 3 Middle Ability- ASA Stage 4 - 6 Higher ability- ASA Stage 6 or club/ squad swimmer

General Points: • All lessons should start with 3 min swim with swimmers choice of stroke and this should be recorded each week.

• Student can either work in pairs alternating or go one after the other, or continuous swimming with feedback given to individuals as appropriate.

• Individual feedback is crucial as all techniques are different.

• All lessons should finish with fun task; either relay races changing rules, or diving

• Deep end group to finish with length swim once shallow group leave water. Shallow end group to finish with length if appropriate.

• Focus of lesson given in this scheme of work can be altered to provide a suitable challenge for a group

Autumn Term Week 1: Organisation of groups at school Week 2: Initial assessment by teacher through width swimming Shallow End – Low Ability Shallow End – Middle ability Deep end – Mid - Strong Ability Basic water skills; getting face Front crawl and backstroke. Front crawl and backstroke. Key wet, push and glide; duck dive to Push and Glide and then leg kick focus on developing body get head under. with float concentrating on position and strong leg kick. On front leg kick with arm float. streamline position. Waterline on Development to look at hand Focus on streamline body forehead above goggles. entry and long arm stroke after position in water. Face in water. Add arms and encourage long strong push and glide off wall. Waterline on forehead. arm strokes. Shoulder roll on Shoulder roll on hand entry. Same on back concentrate on entry. Push and glide off every streamlined body position. wall as good practice and encourage streamlining at all times. Finish with sculling practices. Week 3: Continued stroke development Shallow End – Low Ability Shallow end –Middle ability Deep end – Mid - Strong Ability Water confidence tasks. Push Start each session with push and Recap the work from last week. and Glide Competition. glides and trying to gain Move on to Breaststroke, Kick on front and back with float. maximum distance across the working on the leg action on Kick from ankles not knees. pool with as little effort as both front and back with and Sculling on back is very good possible. without floats, making sure the travelling head first. Front crawl and backstroke leg legs are symmetrical and most When good position achieved action concentrating on kicking importantly on the same level. use arm but keep float in from the ankles not knees. Breaststroke long arm stroke. alternating arm pull. Try to Developing breathing and the Challenge least number of develop should roll with reach to arm action if they are achieving a strokes to cross pool. encourage long pull. basic leg action. Stretch the body. Week 4: Time widths Week 4 Time lengths and if time remaining followed by: Shallow End – Low Ability Shallow End – Middle ability Deep end – Mid - Strong Ability Continue with sculling and push Breastroke ensuring leg kick is Recap the Breaststroke work you and glide and focus on body symmetrical and there is good covered last week and introduce position. If able to get across recovery time between kicks. the movement of Butterfly. width comfortably then move Use float and see how many kicks Always use the head to help the into breastroke. to get across pool. Continued swimmers to understand the Focus on correct leg kick with work with sculling and push and movement. Head, hips, feet in legs symmetrical, heels come up, glides developing basic body that order. Start to develop the ankles turn out, and feet kick out positions. sink then push and glide on every in small circle before recovery. push off from the wall. Use float and encourage recovery between kicks. Power from legs closing not kick out. Week 5 Shallow End – Low Ability Shallow End – Middle ability Deep end – Mid - Strong Ability Continue to develop strong and Introduce breaststroke leg action Practicing all the strokes try and symmetrical breastroke kick on on back with floats. Aim to get improve the distance underwater both back and front with arm swimmers to push water back. on each start, whether from a float. Power focus on legs “heels to bums not knees to their sink, push and glide, sitting dive closing.. ‘SNAPPING’ together. tums” Get swimmers to count or standing dive. For most able how many leg actions to the introduce tumble turns by somersault during a width then If students capable add sculling other side; the less they can do somersault into the wall and arms to ensure good body the more efficient their legs are. bounce out. position. Week 6 Timed width following by Timed length followed by organised races/games or free time. races/games or free time.

Spring Term (Strong Group) Week 1: Timed length followed by Shallow End – Low Ability Shallow End – Middle ability Deep end – Mid - Strong Ability Reintroduce Basic water skills; Shallow end –Review basic water Front crawl and backstroke. Review kicking on front and skills, sculling, push & glide, Continued development of body back with focus on streamlines surface dives with emphasis on position, hand entry and distance position, stretch the body and streamlining! Revision of Front per stroke. Reinforce the kick from ankles. crawl and backstroke leg; kick importance of streamlining stroke Use float to ensure focus on from the ankles not knees. length. legs. Develop breathing and arm action Front crawl timing and breathing. Sculling, change front to back if they are achieving a strong leg Continue work on push and glides half way, races action. off every wall. Backstroke, ensure correct hand entry; thumb, turn, little finger, straight arms and continuous stroke. Week 2 Shallow End – Low Ability Shallow End – Middle ability Deep end – Mid - Strong Ability Once good body posting At the start of each session, Recap the work from last week– achieved reintroduce arms reinforce push and glides and Continue working on breaststroke concentrating on long arm pull continue to work on the Front technique & introduce timing of and continuous stroke. crawl and backstroke. Focus on stroke, starting and finishing in Hand not crossing eyeline and backstroke arm action; thumb, streamlined position. then pulling by the body to turn, little finger. Ensuring the leg Continue to work on small push water away. kick and head are giving a correct number of strokes across the pool body position. and push and glide off wall. Week 3 Shallow End – Low Ability Shallow End – Middle ability Deep end – Mid - Strong Ability Review of breastroke. Legs first. Shallow End Revise breaststroke Recap Breaststroke rom week 2 Use float, symmetrical legs, leg action on back with floats. If and re-introduce Butterfly hips at top of water,’ heels to confident turn onto their front movement. Reinforce use of the bum’ and snap legs together on and remember “heals to their head to help understand the recovery bums not knees to their tums”. movement. Head, hips, feet in On front and on back Add arm action to work on that order. Use butterfly leg timing. movement to gain distance. Introduce the butterfly single arms. Week 4 Time lengths and if time followed by: Shallow End – Low Ability Shallow End – Middle ability Deep end – Mid - Strong Ability Continue with focus on Continue with Breaststroke Recap last week then focus on breastroke legs. It may be timing of leg and arm action. butterfly with both arms. Head possible to introduce arms but Include surface dives using a must lead rest of body. must maintain quality of leg breaststroke arm and leg action kick. covering distance under water. Long stroke is important. Could introduce butterfly with single arm. Head leads body. Week 5 Shallow End – Low Ability Shallow End – Middle ability Deep end – Mid - Strong Ability Revisit all strokes in warm up Shallow End – Link all strokes Link all strokes together into and then use medley races ad together into medley with turns medley with turns and push and different challenges to maintain and push and glide off wall glide off wall. practice. Week 6 Timed width following by Timed length followed by organised races/games or free time. races/games or free time.

Alternative Spring term (Strong Group)

If the strong group are very strong and primarily good club or team swimmers it will be possible to either use the sessions as swim fitness sessions by creating some interval sessions. Or the group could spend 3 weeks on personal survival and 3 weeks on Water Polo. Time split equally between Water Polo and Survival.

Personal Survival Week 1 - Introduction to personal safety and survival: Safe Entry and Exit from Water, Tread Water, Surface dive and brick retrieval Week 2 - Learn the H.E.L.P and the HUDDLE positions Week 3 - Pyjama trousers and T shirt swim. Learn to remove whilst treading water and blow trouser into a float by knotting the legs/waist

Water polo (Safety: NO GOGGLES ALLOWED) Week 1 Warm up relays with and without the ball. Students learn to throw and catch whilst treading water; one hand only. Team games using float goals on side. Week 2 Ball control and passing practice. One handed passing at all times. Split your group into smaller sub groups getting them to work together as a team – which team can pass for the longest without dropping the ball. Team games across pool using flat goals. Week 3 Relay warm up. Final game.

VOLLEYBALL

A popular activity good for all ages and abilities. Three courts available.

Areas to be covered:

1. Basic ready position 2. Movement on court 3. Judgement of trajectory 4. The Volley

a. Ready position b. Facing direction of pass c. Body under ball in ‘coiled’ position d. Extending body and arms through line of ball e. Ball contact

5. The Dig

a. Ready position b. Position under ball c. Contact ball in space between waist and knees d. Be balanced e. Arms extended f. Awareness of pace of ball

6. The Service

a. Underarm b. Overarm float c. Overarm topspin (better players) c. Jump serve

7. The Smash

a. Good court position b. Ball judgement c. Three step approach d. Controlled take off e. Arms taken back f. Non-hitting arm sights the ball g. Contact with arm extended

8. The Block a. Court position b. Balance c. Awareness d. Jump – two footed e. Time jump from smasher f. Arms extended – each over nets if possible.

To be covered Team defence Team attack Awareness of opponent’s position Teamwork Also the short set Emergency recoveries