SYLLABUS OUTCOMES RUNNING SHEETS ......to design their own gymnastics routines within specific boundaries and limitations, and 2: Performance of choreographed routines. Conclusion:

1 GYMNASTICS PROGRAM INTRODUCTION – KINDERGARTEN – TERM 3

2013 GYMNASTICS PROGRAM

SYLLABUS OUTCOMES

AND

RUNNING SHEETS

KINDERGARTEN TERM 3

©Copyright SPORTSPRO 2013

SPORTSPRO

GYMNASTICS PROGRAM INTRODUCTION

SPORTSPRO

2 GYMNASTICS PROGRAM INTRODUCTION – KINDERGARTEN – TERM 3

Congratulations and thank you for choosing to implement one of Australia’s most experienced, renowned and, most importantly, quality assured

and approved (by the NSW DET) Gymnastic programs. Effected by our experienced and DET qualified teaching staff, the aim of this program is to

provide our youngest generation ample opportunity to participate in fun, exciting and highly beneficial activities that are both cognitively

stimulating and physically challenging. Sportspro have been delivering our highly regarded gymnastics programs now within NSW primary schools,

both public, independent and catholic, for over 16 years. Such experience has given us an invaluable practical insight into the physical

development of young people upon which our programs have continually developed, and will continue to progress to ensure that our children are

always experiencing the most up to date teaching and learning environments, advanced educational techniques and most importantly excelling in

teaching and learning activities that are directly suitable to their developmental stage.

The purpose of this document is to give you, the client school and classroom teacher, an insight into Sportspro’s gymnastics program, where it is

placed within the curriculum and assistance when it comes to assessment and reporting of your students physical capabilities. The ‘Program

Overview’ has been formatted as follows:

Page 3 - 4 Gymnastics Program Syllabus Outcomes – A lesson by lesson overview of the targeted Syllabus Outcomes and key learning

indicators

Page 5 – 18 Teaching and Learning Process:

Page 5 Phases of Teaching and Learning

Page 5 Lesson Structure

Page 6 – 15 Individual Lesson Running Sheets

Page 16 – 18 Assessment

We hope that this booklet is of assistance to you in your role as teacher and would like to invite you to provide any feedback you may have on this

or any aspect of the practical implication of our program. Our desire is to continue to provide NSW primary schools with the best gymnastics

program available, and any contribution that you may wish to make is highly welcomed.

Thank you once again and we hope all members of your school and school community enjoy the program and relish in the benefits each student

will achieve.

GYMNASTICS PROGRAM SYLLABUS OUTCOMES

SPORTSPRO

3 GYMNASTICS PROGRAM SYLLABUS OUTCOMES – KINDERGARTEN – TERM 3

LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 SKILLS OUTCOMES: MOES 1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences

Moving Maintains stillness of head and trunk when in balance positions

Stretches and curls the body at levels in static and balance positions

Maintains stillness of head and trunk when in balance positions

Stretches and curls the body at levels (high and low)

Maintains stillness of head and trunk when balancing

Stretches and curls the body at levels (high and low) eg. rock’n’rolls

Crawls over apparatus, eg. Beam.


Stretches and curls the body at levels

Climbs up through, hangs from, jumps off apparatus, eg. Beam, vault, tramp.



KNOWLEDGE & UNDERSTANDING: GYES1.10 Performs basic movement patterns to show actions of the whole body Gymnastics Makes different shapes

with the body (eg Tuck, Pin, L Sit, Straddle, V sit, arabesque) while in contact with the ground.

Experiments with different ways of transferring weight from one body part to an adjacent body part using balance positions

Identifies ways in which their body can travel (eg log rolls) and form static shapes.

Explores movement patterns using different parts of the body, eg jumping and landing

Makes different shapes with the body (eg Tuck Sit, Pin, L Sit, Straddle) while in contact with the ground


Identifies ways in which their body can travel (eg jumping, walking crawling & log rolls) and form static shapes.

Explores movement patterns using different parts of the body, eg. jump with 2 feet, land in motorbike, crawl and roll.

Identifies ways in which their body can travel (eg log rolls, sideways walk on beam, backwards jump, bear walks) and form static shapes.

Explores movement patterns using different parts of the body, eg straight hang from bar, bear walks, log rolls

Experiments with different ways of transferring weight from one body part to an adjacent body part eg bear walk

Moves in relation to others, personal and imposed space - keeps safe distance on beam and tramp.

Identifies ways in which their body can travel (eg Rock’n’rolls) and form static shapes eg front, back, side supports.

Makes different shapes with the body eg front, back, side supports and angry cat while in contact with the ground using large bases of support

Experiments with different ways of transferring weight from one body part to an adjacent body part eg round the world –front to side to back support

Moves in relation to others, personal and imposed space

VALUES & ATTITUDES V5 Willingly participates in regular physical activity Appreciates the need to participate in physical activity with safety

V6 Commits to realising their full potential Acknowledges effort in achieving results in the desired gymnastics disciplines.

Appreciates the features of a skilled gymnastics performance

Strives to achieve quality in personal gymnastics performances

GYMNASTICS PROGRAM SYLLABUS OUTCOMES

SPORTSPRO

4 GYMNASTICS PROGRAM SYLLABUS OUTCOMES – KINDERGARTEN – TERM 3

LESSON 6 LESSON 7 LESSON 8 LESSON 9 LESSON 10 SKILLS OUTCOMES: MOES 1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences

Moving Maintains stillness of head and trunk when balancing


Climbs up, on, over apparatus, eg. beam

Maintains stillness of head and trunk when balancing using beanbags


Climbs up through, under, over apparatus, eg. benches.

Maintains stillness of head and trunk when balancing and on tramp


Climbs up, jumps from and into apparatus, eg benches, tramps, hoops.

Maintains stillness of head and trunk when balancing, on bars and on tramp


Climbs onto, jumps up rolls down various apparatus, eg boxes, tramp, wedge.

Maintains stillness of head and trunk when balancing, on bars and jumping on tramp

Climbs onto, rolls over, jumps off various apparatus, eg single bar, tramp and wedge.

KNOWLEDGE & UNDERSTANDING: GYES1.10 Performs basic movement patterns to show actions of the whole body Gymnastics Identifies ways in which

their body can travel (eg walk backwards on beam, rolling) and form static shapes.

Explores movement patterns using different parts of the body, eg crab walk, trampoline jump, roll down wedge

Makes different shapes with the body (eg static support positions) while in contact with the ground

Experiments with different ways of transferring weight from one body part to an adjacent body part eg crab walks, log rolls.

Moves in relation to others, personal and imposed space.

Identifies ways in which their body can travel (eg walk sideways on beam, rolling) and form static shapes.

Explores movement patterns using different parts of the body, eg bunny hop, trampoline jump, roll on wedge, bar tuck hang.


Experiments with different ways of transferring weight from one body part to an adjacent body part eg bunny hops.


Identifies ways in which their body can travel (eg rolls, side jumps, turns) and form static shapes.

Explores movement patterns using different parts of the body, eg crabwalk on 2 beams, bunny hops in hoops.

Makes different shapes with the body (eg pencil) while NOT in contact with the ground

Experiments with different ways of transferring weight from one body part to an adjacent body part - half turns and bunny hops.

Identifies ways in which their body can travel (eg jump, front support march, crab walk) and form static shapes.

Explores movement patterns using different parts of the body, eg lame donkey, jump off tramp to height, jump up boxes

Makes different shapes with the body (eg star) while NOT in contact with the ground

Experiments with different ways of transferring weight from one body part to an adjacent body part eg. into front support on bar.


Identifies ways in which their body can travel (eg bunny hop, lame donkey, star jump) and form static shapes.

Explores movement patterns using different parts of the body, eg walk backwards on beam, roll over bar, straight jump over crash mat.


Experiments with different ways of transferring weight from one body part to an adjacent body part eg bar - front support into roll into landing.

VALUES & ATTITUDES V5 Willingly participates in regular physical activity

Appreciates the need to participate in physical activity with safety V6 Commits to realising their full potential Acknowledges effort in achieving results in the desired gymnastics disciplines.



GYMNASTICS PROGRAM TEACHING AND LEARNING PROCESS

SPORTSPRO

5 GYMNASTICS PROGRAM TEACHING AND LEARNING PROCESS – KINDERGARTEN – TERM 3

PHASES OF LEARNING - The Sportspro Gymnastics program will consist of four phases of teaching and learning:

Phase 1 - Creating a Sound Base (Lesson 1 & 2) Objective: Students will develop an understanding of different static positions and the safety rules needed. Students will also develop the correct landing technique and further develop body control.

Phase 2 - Expanding knowledge base and skill acquisition (Lessons 3 – 8) Objective: Students will participate in highly supervised and professionally constructed gymnastics circuits during which time they will become familiar with and develop fundamental performance skills on a variety of apparatus and floor disciplines.

Phase 3 - Creating own movement patterns (Lessons 9 & 10) Objective: Students will be given the opportunity to reflect over what they have learned throughout the program when choreographing and performing their own gymnastics routines.

Phase 4 - Assessment (throughout) Objective: Students will be assessed throughout the program by Sportspro staff. Assessment will be focused on two key areas; Effort and Ability.

LESSON STRUCTURE:

Warm-up: 5 minute game encompasing cardiovascular activities that will increase heart rate and blood flow to muscles.

Stretch: Dynamic and Static stretches increasing the mobility and range of movement of joints to prepare the body for gymnastics.

Lesson Body: This will vary for during the various phases of teaching and Learning:

Phase 1: Introductory activities run as a whole class group.

Phase 2: Gymnastics circuit of 4 to 5 stations will be set up. This section of the lesson will consists of 2 parts; 1. Circuit explanation and demonstrations and 2. Class participation in circuit.

Phase 3: Sequencing and Routines. This section of the lesson will consists of 2 parts; 1. Choreography: children will be given to design their own gymnastics routines within specific boundaries and limitations, and 2: Performance of choreographed routines.

Conclusion: Class review of teaching and learning content covered, possibly showing some good demonstrations of students that

performed well during the lesson.


SPORTSPRO


INDIVIDUAL LESSON RUNNING SHEETS LESSON 1 (Phase 1)

OBJECTIVE KEY WORDS, PHRASES &

TEACHING POINTS

ACTIVITIES COMPLETED OUTCOMES (SEE ALSO SYLLABUS OUTCOMES

PAGE) EQUIPMENT

Students will

develop an

understanding

of what

gymnastics is

and the safety

rules needed.

Safety in gym – Do not touch the equipment unless there is a teacher present.

A static position is when the body is stationary.

Different types of equipment used in Gymnastics include a mini tramp, landing mats, balance beams and single bars.

You need strength and body control when performing any type of balance and to perform a variety of gymnastic activities, such as, a forward roll.

Movement is varied in gymnastics. E.g. tumbling, jumping, dodging, etc.

Always keep your body tight and straight when performing gymnastics activities

Warm - up game and stretch.

Numbers/Body Parts game.

Practiced the following balances: 1. Tuck balance – Knees close to the chest

and feet are off the ground 2. Arabesque/scale – On one straight leg,

body bending over hips with arms and other leg straight.

3. Straddle stand – Feet apart, legs straight body bending over hips with arms straight out from body.

4. V-sit – On bottom with legs at 45 degrees and arms straight above the head.

In pairs, children developed their own balances.

Game of Simon Says using the following positions: 1. Tuck sit - Knees are close to the chest feet

are on the ground. 2. Pin position - Arms are above the head and

the body is tight and straight. 3. ‘L’ sit - The body should look like a letter ‘L’

with legs out in front of the body, straight and together and arms above the head.

4. Straddle sit - Legs are apart and straight and hands reach over the toes.

Skills MOES1.4 Floor mats Maintains stillness of head and trunk when in

balance positions

Stretches and curls the body at levels in static and balance positions

Knowledge and Understanding GYES1.10

Makes different shapes with the body (eg Tuck, Pin, L Sit, Straddle, V sit, arabesque) while in contact with the ground.


Values and Attitudes V5

Appreciates the need to participate in physical activity with safety


Acknowledges effort in achieving results in the different gymnastics disciplines.




SPORTSPRO


LESSON 2 (Phase 1)


TEACHING POINTS

ACTIVITIES COMPLETED OUTCOMES (SEE ALSO SYLLABUS OUTCOMES PAGE) EQUIPMENT

Students will

develop the

correct

landing

technique and

practice

holding their

body in a tight

position.

Safety in gym – Do not touch the equipment unless there is a teacher present. Always listen to and follow instructions carefully.


Arms are used when jumping to increase height of the jump.

Always land in the motorbike position after jumping.

Hold the landing position (motorbike position) for 3 seconds.

Movement is varied in gymnastics. E.g. tumbling, jumping, dodging, etc.

Warm – up game and stretch.

Tight Body Tests (static positions, e.g. tuck sit, straddle, L- sit).

Demonstration and explanation on how to perform a straight jump and land in ‘motorbike’ position.

Jumping competition.

Class log roll.

Skills MOES1.4 Floor Mats Maintains stillness of head and trunk when in

balance positions



Identifies ways in which their body can travel (eg log rolls) and form static shapes.

Explores movement patterns using different parts of the body, eg jumping and landing

Makes different shapes with the body (eg Tuck Sit, Pin, L Sit, Straddle) while in contact with the ground





Acknowledges effort in achieving results in the desired gymnastics disciplines.




SPORTSPRO


LESSON 3 (Phase 2)

OBJECTIVE KEY WORDS, PHRASES & TEACHING

POINTS


Students will

complete a

gymnastics

circuit,

developing

body control

in each of

the activities

undertaken.


Always jump with 2 feet off the mini tramp or the beat board.

Always land in the motor bike position and hold it for 3 seconds.

You must always try to jump as high as you can.

When performing Rock ‘n’ Rolls you must stay in the tuck position and then reach forward when trying to get up.

Keep your body straight and tight in the pin position when performing a log roll.

Always have your aeroplane arms (arms straight out to the side of the body) out when on the beam.


Circuit: a. Zigzag run. b. Practice Rock ‘n’ Rolls.

c. 3 jumps on mini tramp holding the teacher’s hands.

d. Jump through 4 hoops. e. Log rolls. f. Jump through 4 hoops. g. Crawl across a beam. h. Straight jump from vault to

crash mat. i. Walk forward along the beam

Skills MOES1.4 Floor Mats

Crash Mats

Beam

Vault

Mini tramp

Cones

Hoops


Stretches and curls the body at levels (high and low) eg. rock’n’rolls

Crawls over apparatus, eg. Beam.


Identifies ways in which their body can travel (eg jumping, walking crawling & log rolls) and form static shapes.

Explores movement patterns using different parts of the body, eg. jump with 2 feet, land in motorbike, crawl and roll.








SPORTSPRO


LESSON 4 (Phase 2)


TEACHING POINTS


Students will

complete a

gymnastics

circuit,

developing

body control

in each of

the activities

undertaken.


Always have your aeroplane arms (arms straight out to the side of the body) out when on the beam.

When walking on beam look at the end of the beam not your toes.

Always jump with 2 feet off the mini tramp or the beat board.


Arms should be above the head during a ‘straight jump’ and ‘log roll’

For a straight jump, aim to jump for height not distance.

Always keep your body tight, including when performing a straight hang on the bar.


Rock ‘n’ Rolls - stay in the tuck position, rock forward and back and then reach forward when trying to get up.

Circuit: 1. Walk side wards across

the beam. 2. 3 jumps on the mini tramp

then jump off onto a crash mat.

3. Bear walk along floor mats.

4. Jump backward off the vault.

5. Straight hang on the bar. 6. Side jumps over line/rope. 7. Log rolls. 8. Straight jumps with

beanbags between the ankles.


Crash Mats

Beams

Vault

Mini tramp

Cones

Hoops

Single bar

Ropes

Bean Bags



Climbs up through, hangs from, jumps off apparatus, eg.

Beam, vault, tramp.


Identifies ways in which their body can travel (eg log rolls, sideways walk on beam, backwards jump, bear walks) and form static shapes.

Explores movement patterns using different parts of the body, eg straight hang from bar, bear walks, log rolls

Experiments with different ways of transferring weight from one body part to an adjacent body part eg bear walk

Moves in relation to others, personal and imposed space - keeps safe distance on beam and tramp.








SPORTSPRO


LESSON 5 (Phase 2)


POINTS


Students will

perform

various

static

positions,

developing

body

control.


Always keep your body tight and straight when performing static positions

Try not to use your hands when finishing your rock ‘n’ roll. You should reach forward.

Stomach faces the ground in a front support and fingers together, pointing straight ahead.

Stomach faces the ceiling in a back support and fingers pointing towards feet.

Feet are always together and legs are straight in any type of support


Demonstrate and practice the following support positions:

1. Angry cat. 2. Front support. 3. Back support. 4. Side supports.

Practice Rock ‘n’ rolls.

Perform a class log roll.

Hoop game


Hoops




Identifies ways in which their body can travel (eg Rock’n’rolls) and form static shapes eg front, back, side supports.

Makes different shapes with the body eg front, back, side supports and angry cat while in contact with the ground using large bases of support

Experiments with different ways of transferring weight from one body part to an adjacent body part eg round the world –front to side to back support









SPORTSPRO


LESSON 6 (Phase 2)


POINTS


Students will

complete a

gymnastics

circuit,

developing

body control

in each of

the activities

undertaken.


There are many different jumps that can be performed in gymnastics. For example, straight jumps, tuck jump, straddle jump, pike jump, half turn, full turn, etc.

Always land in the motor bike position when jumping off apparatus and hold it for 3 seconds.

Keep your body tight and straight when performing a log roll down a decline.

Keep your arms straight and feet together when in the front support position on the floor.

Always keep your body tight and straight when performing gymnastics activities.

Fingers should face your feet when performing a crab walk and your bottom should not touch the ground.

The head and neck are not to touch the mat when performing a forward roll.

Try to stay tucked all the way through the forward roll.


Circuit: 1. Star hangs on bars. 2. Log rolls down decline. 3. Front support. 4. Crab walk along the

floor. 5. 3 jumps on a mini tramp

then a star jump off onto a crash mat.

6. Jump through 4 hoops. 7. Forward roll down

wedge. 8. Walk backwards along

the beam.


Hoops

Crash Mats

Beams

Bar

Vault

Mini Tramp

Wedge



Climbs up, on, over apparatus, eg. beam


Identifies ways in which their body can travel (eg walk backwards on beam, rolling) and form static shapes.

Explores movement patterns using different parts of the body, eg crab walk, trampoline jump, roll down wedge











SPORTSPRO


LESSON 7 (Phase 2)


TEACHING POINTS


Students

will

complete a

gymnastics

circuit,

developing

body control

in each of

the activities

undertaken.



Keep your chin on your chest when performing a back support.

Remember to tuck your chin on your chest when doing a forward roll.

Try not to use your hands to help you up in a forward roll.


Always take off the ground with 1 foot and jump off the mini tramp with 2 feet. Have one bounce on the mini tramp.

Arms should be straight and tight when performing a bunny hop.

Feet should kick the bottom then land on the floor again when performing a bunny hop


Circuit: 1. Walk along the beam with

a beanbag on their head. 2. Back support. 3. Forward roll down wedge. 4. Straight jumps over crash

mat. 5. Tuck hangs on the bar. 6. Bunny hops in hoops. 7. Walk side wards on beam. 8. Run and perform a straight

jump off the mini tramp.


Cones

Bean bags

Wedge

Crash Mats

Beams

Mini Tramp

Maintains stillness of head and trunk when balancing using beanbags


Climbs up through, under, over apparatus, eg. benches.


Identifies ways in which their body can travel (eg walk sideways on beam, rolling) and form static shapes.

Explores movement patterns using different parts of the body, eg bunny hops, trampoline jump, roll down wedge, tuck hang on bar.


Experiments with different ways of transferring weight from one body part to an adjacent body part eg bunny hops.









SPORTSPRO


LESSON 8 (Phase 2)


TEACHING POINTS


Students will

complete a

gymnastics

circuit,

developing

body control

in each of

the activities

undertaken.


Always take off the ground with 1 foot and jump off the mini tramp with 2 feet. Have one bounce on the mini tramp.

Remember to keep your chin on your chest when performing a forward roll.

Back of the head is the only part of the head to touch the mat.

Arms should always be above the head when performing straight jumps.


Don’t forget ‘aeroplane arms’ on the beam.

Arm straight and feet should kick the bottom for a bunny hop.


Circuit: 1. Forward roll down wedge. 2. Side jumps over line/rope.

3. Straight jump from the mini tramp.

4. Jump, half turn in hoops. 5. Crab walk along two beams. 6. Front support. 7. Log rolls down a decline. 8. Bunny hops in hoops.


Cones

Ropes

Hoops

Wedge

Crash Mats

Beams

Mini Tramp

Vault

Bar

Maintains stillness of head and trunk when balancing and on tramp


Climbs up, jumps from and into apparatus, eg benches,

tramps, hoops.


Identifies ways in which their body can travel (eg rolls, side jumps, turns) and form static shapes.

Explores movement patterns using different parts of the body, eg crabwalk on 2 beams, bunny hops in hoops.

Makes different shapes with the body (eg pencil) while NOT in contact with the ground

Experiments with different ways of transferring weight from one body part to an adjacent body part - half turns and bunny hops.








SPORTSPRO


LESSON 9 (Phase 2)


TEACHING POINTS


Students will

complete a

gymnastics

circuit,

developing

body control

in each of

the activities

undertaken.



Always have your chin on your chest in a forward roll.

Back part of the head is the only part to touch the ground in a forward roll.

Try to always reach forward out of your forward roll.

Keep body tight and straight in any type of support.

When performing a front support march your hands should touch your underarms.

Try to get your bottom as high as possible in your bunny hop.

Keep your arms straight in a lame donkey.

Feet should come down one at a time and land on the floor when finishing a lame donkey.


Circuit: 1. Front support on bars. 2. Star jump off the mini

tramp. 3. Lame donkey. 4. Front support

marching. 5. Jump up 3 boxes of

varying heights. 6. Forward roll down

wedge. 7. Vault / Mini tramp /

crash mat. 8. Crab walk on the floor.


Cones

Ropes

Hoops

Wedge

Crash Mats

Beams

Mini Tramp

Vault

Bar

Maintains stillness of head and trunk when balancing, on bars and on tramp


Climbs onto, jumps up rolls down various apparatus, eg boxes,

tramp, wedge.


Identifies ways in which their body can travel (eg jump, front support march, crab walk) and form static shapes.

Explores movement patterns using different parts of the body, eg lame donkey, jump off tramp to height, jump up boxes


Experiments with different ways of transferring weight from one body part to an adjacent body part eg. into front support on bar.









SPORTSPRO


LESSON 10 (Phase 3)


TEACHING POINTS


Students will

complete a

gymnastics

circuit,

developing

body control

in each of

the activities

undertaken.

Students will

also be given

the

opportunity

to develop

and perform

their own

gymnastics

movement

sequences.


Always land with 2 feet and in motorbike after jumping.


Always keep your chin on your chest when performing a forward roll.

Always look at the end of the beam not at your toes when walking across it.

Keep your arms straight during your bunny hops, lame donkeys and handstands.

Arms are straight, above the head during a straight jump.


Game of Tails and stretch.

Circuit: 1. Star jump off the mini

tramp. 2. Front supports. 3. Bunny hops in hoops. 4. Straight jumps over

crash mats. 5. Front support then roll

over the bar. 6. Lame donkey. 7. Forward roll down

wedge. 8. Walk backward on the

beam.


Wedge

Crash Mats

Mini Tramp

Vault

Bar

Hoops

Beams

Cones

Maintains stillness of head and trunk when balancing, on bars and jumping on tramp

Climbs onto, rolls over, jumps off various apparatus, eg single bar, tramp and wedge.


Identifies ways in which their body can travel (eg bunny hop, lame donkey, star jump) and form static shapes.

Explores movement patterns using different parts of the body, eg walk backwards on beam, roll over bar, straight jump over crash mat.


Experiments with different ways of transferring weight from one body part to an adjacent body part eg bar - front support into roll into landing.








SPORTSPRO


ASSESSMENT (Phase 4)

Students will be assessed on two components during the Gymnastics program; Effort and Ability. Please note that the structure displayed below is Sportspro’s own assessment framework. If your school uses an alternative method / system ( eg, A - E or 1 - 3) of grading please notify us prior to the commencement of the Gymnastics program and we will adjust our allocation of grades accordingly to suit your school’s reporting requirements. Also, please be aware that Sportspro is unable to provide unique comments for every individual student. However, if necessary we can make a comment in extreme circumstances for particular individuals i.e., Outstanding or basic performers. To assist us with our assessment process, please could our Staff be issued with a class roll for each class during the initial weeks of the program. Notes can then be made throughout the term on individual students with final grades allocated the end of term on the class rolls provided.

Effort

Students will be given a grade of (H) High (S) Satisfactory (N) Needs Improvement in reference to their effort throughout each phase of the program. This mark will be based on students’ ability to display the relative learning indicators as outlined in the ‘Values and Attitudes Outcomes and Indicators’ section of the NSW K-6 Syllabus.

V5 Willingly participates in regular physical activity V6 Commits to realising their full potential

Mark Assessment Criteria

(H) Appreciates and actively promotes the need to participate in physical activity with safety

Acknowledges and demonstrates effort in achieving results in the desired gymnastics disciplines.

Appreciates, supports and demonstrates the features of a skilled gymnastics performance

Continually strives to achieve quality in personal gymnastics performances

(S) Understands the need to participate in physical activity with safety

Makes sufficient effort in achieving results in the desired gymnastics disciplines.

Recognizes and attempts the features of a skilled gymnastics performance

(N) Fails to consider safety features in specific gymnastics apparatus

Makes little attempt to achieve desired performance outcome

Does not seek quality in personal gymnastics performance


SPORTSPRO


Ability

Students will be given a grade of 1 – 5 depending on their ability to display the relative learning indicators as outlined in the ‘Moving Outcomes and Indicators’ and ‘Gymnastics Outcomes and Indicators’ section of the NSW K-6 Syllabus. The total ability mark will be calculated al follows: Total ability mark = Mark 1-5 for MOES 1.4 (…………) plus (+) Mark 1-5 for GYES1.10 (…………) divided by (/) two (resulting grade is out of 5)

MOES 1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences

Mark Assessment Criteria 5 Always maintains stillness of head and trunk when balancing and assists others in achieving such goals

Fluently Stretches and curls the body at levels (high and low) displaying a high degree of mobility and strength

Independently and confidently climbs onto, jumps up travels along and rolls down various apparatus, eg vault, beam, bar, tramp, wedge whilst maintaining balance, posture and strength, and whilst following specific gymnastics performance techniques.

4 Maintains stillness of head and trunk when balancing

Competently Stretches and curls the body at levels (high and low) with ongoing desire to improve

Competently climbs onto, jumps up travels along and rolls down various apparatus, eg vault, beam, bar, tramp, wedge.

3 Recognises the importance of stillness in head and trunk when balancing

Understands the relationship between stretching and curling of the body at levels (high and low) and gymnastics performance

Makes consistent effort when climbing onto, jumping up travelling along and rolling down various apparatus, eg vault, beam, bar, tramp & wedge

2 Finds maintaining stillness in head and trunk when balancing at times difficult.

Attempts stretches and curls of body but finds these particular movement patterns difficult.

Makes consistent attempts yet regularly struggles when climbing onto, jumping up traveling along and rolling down various apparatus, eg vault, beam, bar, tramp, wedge

1 Consistently loses balance and makes little attempt to maintain a suitable posture to assist with functional stability.

Unable to efficiently stretch and curl the body at either high or low levels.

Makes insufficient effort to climb onto, jump up travel along and roll down various apparatus, eg vault, beam, bar, tramp, wedge.


SPORTSPRO


GYES1.10 Performs basic movement patterns to show actions of the whole body

Mark Assessment Criteria

5 Independently identifies and choreographs ways in which their body can travel (eg walk backwards on beam, rolling) and form static shapes.

Explores, recalls and demonstrates movement patterns using different parts of the body, eg crab walk, trampoline jump, single bar work and rolls


Experiments with, describes and displays different ways of transferring weight from one body part to an adjacent body part with confidence eg crab walks, rolls, cartwheels, handstands, single bar work and vaulting.

Moves with balance, posture and technique and explains the importance to move in relation to others, personal and imposed space.

4 Identifies and demonstrates ways in which their body can travel (eg walk backwards on beam, rolling) and form static shapes.

Explores movement patterns using different parts of the body, eg crab walk, trampoline jump, single bar work and rolls



Moves and describes the need to move with care and in relation to others, personal and imposed space.

3 Recalls and copies ways in which their body can travel (eg walk backwards on beam, rolling) and form static shapes.

Demonstrates movement patterns using different parts of the body, eg crab walk, trampoline jump, single bar work and rolls


Demonstrates at some level ways of transferring weight from one body part to an adjacent body part with confidence eg crab walks, rolls, cartwheels, handstands, single bar work and vaulting.

Moves in relation to others, personal and imposed space.

2 makes attempt to copy ways in which their body can travel (eg walk backwards on beam, rolling) and form static shapes.

Displays difficulty when attempting movement patterns using different parts of the body, eg crab walk, trampoline jump, single bar work and rolls

Attempts different shapes with the body (eg static support positions) while in contact with the ground

Depends on assistance to transfer weight from one body part to an adjacent body part with confidence eg crab walks, rolls, cartwheels, handstands, single bar work and vaulting.

Displays limited understanding of spatial awareness

1 Unable to explain or demonstrates ways in which their body can travel (eg walk backwards on beam, rolling) and form static shapes.

Demonstrates limited or no ability to perform movement patterns using different parts of the body, eg crab walk, trampoline jump, single bar work and rolls

Shows little or no ability to make different shapes with the body (eg static support positions) while in contact with the ground

Incapable of transferring weight from one body part to an adjacent body part with confidence eg crab walks, rolls, cartwheels, handstands, single bar work and vaulting.

Demonstrates no understanding of spatial awareness

Documents

SYLLABUS OUTCOMES RUNNING SHEETS ......to design their own gymnastics routines within specific boundaries and limitations, and 2: Performance of choreographed routines. Conclusion: