Class Assessment Sheet

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					                                             Class Assessment Sheet


                                   PE: Yr 4: Gymnastics Activities – Unit 4

Learning Outcomes               Children who have not made   Children who have     Planned Action:
                                as much progress:            progressed further:

Perform a range of actions
and agilities with
consistency, fluency and
clarity of movement
Make similar or contrasting
shapes on the floor and
apparatus, working with a
partner
Combine actions and
maintain the quality of
performance when perform-
ing at the same time as a
partner
Combine actions to make
sequences with changes of
speed, level and direction,
and clarity of shape
Gradually increase the
length of sequences


Work with a partner to make
up a short sequence using
the floor, mats and
apparatus, showing
consistency, fluency and
clarity of movement
Understand that strength and
suppleness are key features
of gymnastic performance

Devise routines of stretching
exercises that prepare them
for their gymnastic work

Make simple assessments of
performance based on a
criterion given by the
teacher
Use these assessments to
modify and refine their
sequences and others’ work

Offer constructive ideas
when working with a
partner, including ideas on
balances, inversion and
transfer of weight
                                  Class Assessment Sheet
PE: Yr 4: Gymnastics Activities – Unit 4         Class:
                                                 Year:
Class List:                                      Most children will be able to:
1.
                                                 perform actions, balances, body shapes and agilities
2.                                               with control; plan, perform and repeat longer
3.                                               sequences that include changes of speed and level,
4.                                               clear shapes and quality of movement; adapt their
                                                 own movements to include a partner in a sequence;
5.                                               understand that strength and suppleness can be
6.                                               improved; lead a partner through short warm-up
7.                                               routines; recognise criteria that lead to improvement,
                                                 eg changing a level; watch, describe and suggest
8.                                               possible improvements to others’ performances;
9.                                               suggest improvements to their own performance
10.
11.
12.                                              Some children will not have made as much
                                                 progress and will be able to:
13.
14.                                              perform a range of basic actions and use them to put
15.                                              together a short sequence; remember and repeat short
                                                 sequences with some changes in level, direction or
16.                                              speed; say why it is important to warm up; carry out
17.                                              warm-up exercises carefully; with help, describe
18.                                              similarities and differences in others’ performances
19.
20.
21.
22.
23.
                                                 Some children will have progressed further and
24.
                                                 will be able to:
25.
26.                                              perform longer, more complex sequences, including
                                                 more difficult gymnastic agilities and imaginative
27.
                                                 combinations of actions; choose, practise and refine
28.                                              sequences on their own; say when movements are
29.                                              performed well; demonstrate exercises that strengthen
                                                 major muscle groups; say which joint or joints are
30.                                              affected by specific stretches; suggest a number of
31.                                              ways that a sequence could be improved, and choose
32.                                              one of these as a focus for improvement; take the lead
                                                 when working in a small group; adapt actions to
33.                                              include group members
34.
35.
Implications for Future Teaching:

				
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