1. Course title: Year:
Term:
Teacher:
Week no. Learning Activities and Assessment Cross curr. Resources
Topic objective differentiation opportunities links
1-2 WALT - To explore gymnastic
actions and still shapes.
- To move confidently and safely
in their own and general space,
using changes of speed, level
and direction
- To copy or create and link
movement phrases with
beginnings, middles and ends.
WILF- Perform basic
gymnastic actions, including
travelling, rolling, jumping and
climbing, and stay still when
required.
- Manage the space safely,
showing good awareness of
each other, mats and apparatus.
- Make up and perform simple
movement phrases in response
to simple tasks
Walk around hall looking for spaces using
small and big steps, stop still on whistle
(or command), and repeat avoiding others,
finding a space.
Develop into taking movement in different
directions e.g. backwards, sideways.
Explain to the children that the changes
they are experiencing in their body are
due to exercise.
Task -Find a way to travel on feet i.e.
walking, jogging, skipping, and jumping.
Select one then another, highlight good
practice and allow children to copy
practise and refine. Reinforce walking on
balls of feet, using arms, extending arms,
legs and toes.
Develop- Find a way to travel on 2 hands
and 2 feet. Select a child to demonstrate
e.g. bunny jump, class to copy. Repeat
with another idea. E.g. crab walking.
Show the children how to carry mats and
basic apparatus e.g. tables and benches.
Peer assessment-
to watch, copy and
describe what they
and others have
done.
Teacher
assessment.
Q and A
Observation
Summary Q
English
(speaking/key
words/ games)
Mats,
Benches,
Blocks,
CD Player,
St. Stephen’s International School
Scheme of Work

2. Develop- Ask the children to move around
the gym, over, around, along and under
apparatus, repeating floor work on
apparatus. Children to stop and get off the
apparatus safely and quickly on your
signal.
Task- Split class in half to show movement
on apparatus. Show traveling on feet and
traveling on 2 hand and 2 feet.
Cool down- Sit in a space in hall. Play
‘Simon says’ touching/naming body parts
with hands e.g. Simon says touch your
elbow, nose, knee etc.
Plenary - Ask individual children or small
groups to show you different types of
movement, or to describe what they are
doing using correct vocabulary e.g.
hopping, skipping.
3-4 WALT - To explore gymnastic Warm- Up- Ask the children to travel Peer assessment- English Mats,

3. actions and still shapes.
- To move confidently and safely
in their own and general space,
using changes of speed, level
and direction.
- To perform movement phrases
using a range of body actions
and body parts.
-To watch, copy and describe
what they and others have done
WILF - Know when their body
is active and talk about the
difference between tension and
relaxation.
- Perform basic gymnastic
actions, including travelling,
rolling, jumping and climbing,
and stay still when required.
-Perform movement phrases
with control and accuracy.
- Watch and describe accurately
a short sequence of basic
gymnastic actions, using
appropriate language.
around the gym in the way the teacher
commands, stop still on signal. Change
way of travelling and direction regularly.
Task - Ask the children to make big, small,
large, thin, wide shapes when they have
been told to stop.
Develop onto asking the children to travel
in those shapes, changing direction
accordingly.
Explain to the children that the changes
they are experiencing in their body are
due to exercise.
Explore - Ask children to explore
travelling on: 2 hands, 2 feet,
1 hand, 2 feet,
1 hand, 1 foot
Repeat sideways, backwards, tummies face
up and or down. Stop still on signal. Talk
about different levels, we’re now working
on a low level, earlier we were high.
Use children to demonstrate good
practice. Allow children opportunities to
copy, repeat and refine movements.
Demonstrate to the children how to carry
mats and basic apparatus e.g. tables and
benches.
to watch, copy and
describe what they
and others have
done.
Teacher
assessment.
Q and A
Observation
Summary Q
(speaking/key
words/ games)
Benches,
Blocks,
CD Player,

4. Develop-Can children travel over, under,
between, up and down apparatus while
travelling on 2 hands, 1 foot, one hand, 2
feet etc? Allow children opportunities to
copy, repeat and refine movements.
Remind the children how to move
carefully and to avoid each other &
queues.
Perform- Split class in half to show
movement on apparatus. Show travelling
on feet and travelling on 2 hand and 2 feet
Safely put away apparatus
Cool Down - Children lie on floor with
eyes closed silently, stretch and relax a
few times, make thin and wide shapes
lying on the floor. When teacher touches
someone they must stand up quietly, tap
someone else before lining up (walking).
Plenary - Ask individual children or small
groups to show you different types of
movement, or to describe what they are
doing using correct vocabulary e.g.
hopping, skipping.

5. 5-6 WALT - to recognise how their
body feels when still and when
exercising
-To move confidently and safely
in their own and general space,
using changes of speed, level
and direction
-To copy or create and link
movement phrases with
beginnings, middles and ends
-To perform movement phrases
using a range of body actions
and body parts.
WILF- know when their body is
active and talk about the
difference between tension and
relaxation
-Perform basic gymnastic
actions, including travelling,
rolling, jumping and climbing,
and stay still when required
-Manage the space safely,
showing good awareness of
each other, mats and apparatus
-Perform movement phrases
with control and accuracy
Warm up - Challenge children to find
different ways of hopping or different ways
of travelling backwards or on hands and
feet. Can they name the ways of travelling
& the direction?
- Can the children name the changes that
are occurring to their bodies? E.g.
increased breathing rate, heart beating
faster, feeling warmer etc. Allow children
to feel their heart beat before and after
exercise to be able to recognise difference.
Task -Remind children of ways they have
been travelling. Ask children to select 2
ways of travelling, one on 2 feet and one
on 2 hands and 2 feet. Can they put the 2
skills together so they flow? Allow time to
practise and refine.
Develop - Can they repeat the 2 ways of
travelling alternatively until told to stop?
Can they repeat the 2 moves but in
reverse? Can they build the sequence up
into 3 ways of travelling? Can they
introduce changes of direction? Remind
children that they are working on different
levels again.
Development task- Ask children to select a
starting position (3 seconds) – a still shape
(a balance). Can they start with this
shape, travel in their sequence and finish
Peer assessment-
to watch, copy and
describe what they
and others have
done.
Teacher
assessment.
Q and A
Observation
Summary Q
Mats,
Benches,
Blocks,
CD Player,

6. with the same shape as the starting
position (finishing position).
SEQUENCES ARE LIKE
SENTENCES, STARTING POSITION =
CAPITAL LETTER, MOVEMENTS
AND ACTIONS =WORDS, FINSIHING
POSITION = FULL STOP.
Performance- Encourage a still starting
position, controlled movement and a still
finish.
Use children to demonstrate good
practice. Allow children opportunities to
copy, repeat and refine movements.
Task- Can children put their developed
sequence onto the apparatus,
remembering to travel over, under, along
and around it? Allow children
opportunities to practise and refine their
sequences.
(Children to stop and get off the apparatus
safely and quickly on your signal. Remind
the children how to move carefully and to
avoid each other & queues.)
Performance- Split class in half to show
movement on apparatus. Show travelling
on feet and travelling on 2 hand and 2 feet
Safely put away apparatus.
Plenary - Ask individual children or small

7. groups to show you different types of
movement, or to describe what they are
doing using correct vocabulary e.g.
hopping, skipping.
7-8