KS2 · Physical education · Year 5
Performance and self-reflection
Gymnastics: flight
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/9
Your learning goal
I can create a sequence that combines a variety of jumps performed on apparatus with changes in level, direction, canon and unison, as well as group balances, and reflect on ways to improve.
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Performance and self-reflection: slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
What you’ll learn
I can create a sequence that combines a variety of jumps performed on apparatus with changes in level, direction, canon and unison, as well as group balances, and reflect on ways to improve.
Key learning points
- Move: high quality performances require consistency in flow, extension, control and how still the balances are held.
- Think: thinking about the quality of the sequence and how to make improvements where necessary requires reflection.
- Connect: reflecting on our group sequence and making necessary developments requires trust and communication.
- Feel: striving to produce the best sequence we are capable of demonstrates integrity and a commitment to learning.
Words to know
- reflection
- to look at something carefully and decide how good it is
- group
- a collection of people who are connected
- performance
- the execution or display of a series of actions
Common mistakes
Pupils may not contribute to reflections as a group as they may lack confidence to speak up in front of others. Pupils may lose flow in their sequence when they add balances.
Encourage every pupil to contribute in group reflection tasks and consider ways in which everyone can give feedback. Pupils should think carefully about how they will get into and out of their balances to maintain flow throughout the sequence.
For parents, carers and teachers
- The apparatus list is just a guide. You can use other apparatus that you have available. Think of different ways in which pupils could feedback in a lesson, for example, using mini whiteboards or having discussions in smaller groups.