1. Planning for Attainment in Physical Education Activity: Long Jump
Range and Content: 3d Performing to Maximum Levels Focus: Take-off/Flight
LEVEL DESCRIPTIONS.
PROMPTS FOR CONTEXT AND LEARNING
KS3 KEY PROCESSES
ACTIVITY CONTENT OBJECTIVES
FOCUS AND CRITERIA
FOR ASSESSMENT
2.5 Making informed choices CONTEXT/PREVIOUS EXPERIENCE: KNOW: 2.5 Making informed choices
about healthy, active The pupils should have good basic sprinting speed. about healthy, active lifestyles
lifestyles EXPLORE: ..what constitutes a foul jump
..standing long jumps: Level 4 - They describe how exercise
and where a legal jump should
Pupils should be able to: - arm action, head/body position; affects their bodies, and why regular,
be measured from
A a) identify the types of
activity they are best suited to
- two footed jumps;
EXPERIENCE:
CAN DO:
safe activity is good for their health
and wellbeing. They explain and apply
basic safety principles when preparing
..gaining height by taking off from a raised surface i.e. box top;
T
b) identify the types of role ..can jump and land linking for exercise. They work with others to
they would like to take on ..running up and jumping trying to gain speed and height; plan and lead simple practices and
..jumping and trying to improve on previous best performances; together the different elements of
c) make choices about their activities for themselves and others.
the jump
H involvement in healthy physical
activity.
DEVELOP (PERFORMING TO MAXIMUM LEVELS):
..a measured approach run;
..correct foot placement: UNDERSTAND:
Level 5 - They explain how the body
reacts during different types of
L KEY CONCEPTS
- in a take off area;
- from the board;
..the importance of speed on the
approach run and height at take
activity, and why physical activity is an
essential component of a healthy
lifestyle. They plan, organise and lead
..the actions involved in the last stride: off
E 1.1 Competence - sinking of the hips;
- a slightly shorter last stride (to bring the centre of gravity HEALTH RELATED:
practices and activities safely, helping
others’ to improve their performance.
T a) Developing control of
whole-body skills and fine
manipulation skills.
over the take off foot);
- head up, chest up hips up;
..actions in the air:
Reversibility .. the importance of
sustained exercise to maintain
fitness levels (infrequent
They can lead safe warm up/cool down
activities specific to long jump and can
explain the importance of regular
I b) Selecting and using skills,
tactics and compositional ideas
- the 'hang';
- the 'hitch kick';
exercise will lead to lower levels
of fitness).
exercise to maintain fitness levels.
..the landing position:
C
effectively in different types Level 6 - They understand how the
of physical activity. - a ‘shoot’ landing position different components of fitness affect
- bending the knees and falling forwards
CURRICULUM
c) Responding with body and performance and explain how different
OPPORTUNITIES
S mind to the demands of an
CONSIDER: types of exercise contribute to their
..how to measure the jump; fitness and health. They describe their
activity.
..the rules of the competition; The curriculum should provide involvement in regular, safe physical
d) Adapting to a widening range activity for the benefit of their health
..taking on different roles – field judge, coach, organiser, etc. opportunities for pupils to:
of familiar and unfamiliar and wellbeing.
..the safety measures to be followed regarding the use of the pit; b) experience a range of roles
contexts.
..the type of training programme they would undertake to within a physical activity.
improve their performance in the event.