/ Babington Community College
Scheme of Learning
PE
Trampoline /
Blooms Taxonomy and iPad Use in the Scheme of Learning / Overview of Learning Activity / Impact of using iPad Technology
Lesson 1:
Understanding: (categorising)
Tension, extension, control
Evaluating: (critiquing)
Observing performance on Ubersense and giving feedback in learning sets /
  1. To be able to warm up and stretch in an appropriate and safe manner.
  2. To be able to work as part of a group in varying practice situations.
  3. To be able to apply skills into the development of a routine
/ Students had a clear and developed understanding of basic skills, tension, extension and control. Students were able to coach each other using the Ubersense app.
Lesson 2:
Analysing: (deconstructing)
Seat drop compared to level 7 performance and broken down to identify learner’s areas for development /
  1. To be able to warm up and stretch in an appropriate and safe manner.
  2. The Seat Drop
  3. Seat drop ½ twist to feet
  4. Seat drop ½ twist to seat drop ½ twist to feet. (swivel hips)
/ In addition to the iPad work from lesson 1, students were then asked to compare their performance to a level 7 performer. This meant that they were able to give much more detailed feedback and could identify areas for improvement.
Lesson 3:
Analysing: (deconstructing)
Back drop compared to level 7 performance and broken down to identify learner’s areas for development
Creating: (video editing and mixing)
Selecting key features of the level 7 performance and directly comparing learner’s performances /
  1. To be able to warm up and stretch in an appropriate and safe manner.
  2. The Back Drop.
  3. Link skill into the routine being developed
/ Students used the slow motion bar to be able to slow their performances down and that of the level 7 performer so that they could identify their strengths and areas for improvement. This enabled them to be able to use criteria that were specific to their needs.
Lesson 4:
Analysing: (deconstructing)
Front drop compared to level 7 performance and broken down to identify learner’s areas for development
Creating: (video editing and mixing)
Selecting key features of the level 7 performance and directly comparing learner’s performances
Evaluating:
(critiquing and collaborating)
Observing performance on Ubersense and giving feedback in learning sets, collaborating to decide on improvements needed. /
  1. To be able to warm up and stretch in an appropriate and safe manner.
  2. The Front Drop.
  3. Link skill into the routine being developed
/ Students were asked to edit the recording, in a still frame, with lines or angles where the need for improvement was identified in performance against the level 7 model. From this students were able to work on the targeted areas for improvement, using criteria that were specific to their needs.
Lesson 5:
Understanding (remembering): Recalling prior learning to link moves together in a routine.
Applying: (demonstrating) Application of specific and individualised skills into routines
Analysing:(structuring & mashing) combining the visual and verbal feedback to make improvements to performance /
  1. To be able to warm up and stretch in an appropriate and safe manner.
  2. To be able to develop the skills appropriate to the level of the learner
/ Students were able to make use of slow motion, editing (using lines, angles and circles) and comparisons to level 7 models enabling them to analyse their own and others performances, recognising strengths and areas for improvement. They were able to use the criteria set out for their individual performance, enabling students to coach each other and make progress.

Babington Community College Scheme of Learning

Long Term Planning

Subject: TrampolineYear Group: KS3 and KS4

Topics/Modules
The trampoline unit is taught on a rotational basis, where each class has a block of 10 lessons per academic year.
Autumn
Term 1
Autumn
Term 2
Spring
Term 1
Spring
Term 2
Summer
Term 1
Summer
Term 2

Babington Community College Scheme of Learning

Medium Term Plans

Subject: Trampoline Year group: KS3 & 4

Context (to include core subject framework objectives where appropriate):

In this unit students:

Will learn the fundamental skills of trampoline in isolation and will then use digital technology in the form of an iPad with Ubersense to improve performance. They will then develop skills further in a routine which will be assessed against the College’s progress steps.

Ubersense is an application that can be downloaded through the Appstore for free and has unlimited use. You also have the option to upgrade to the elite option for £17.49 a year. In addition for £2.99 there are a number of sports pre recorded which show elite performers for you to compare your students to.

Prior Learning Needed for this Unit

Basic gymnastic skills acquired through primary PE, an understanding of Tension, Extension, Control, Precision and Fluency.

Differentiated Learning Outcomes for LA, MA and HA within this Unit

Must :

1) Be able to take part in a warm up and stretch in an appropriate and safe manner.

2) Perform basic jumping with some success in a practice situation

3) Complete gymnastic positions with some success in a practice situation.

4) Be able to demonstrate some control and fluency when performing gymnastic positions.

5) Be able to link basic gymnastic positions to begin to develop a routine.

Should :

1) Be able to contribute in leading a warm up and stretch in an appropriate and safe manner.

2) Perform a range of gymnastic skills with consistent success in a practice and competitive situations

3) Demonstrate a basic level of Tension, Extension, Control, Precision and Fluency with consistent success in a practice situation, and some success in a competitive situation.

4) Be able to perform a range of gymnastic positions in both practice and competitive situations.

5) Be able to demonstrate some consistent technique and strategy linking multiple moves to complete a ten bounce routine in a practice and competitive situation.

Could:

1) Be able to lead a group of other students in a warm up and stretch in an appropriate and safe manner.

2) Perform a wide range of well judged gymnastic skills with consistent success in a practice and competitive situations

3) Complete Gymnastic positions showingTension, Extension, Control, Precision and Fluency with consistent success in a practice situation, and a competitive situation.

4) Be able to link together a wide range of varied skills in a practice and competitive situation.

5) Be able to demonstrate consistent technique and control for a 10 bounce routine using a wide range of varied skills.

Progression from this Unit

OOSH activity

Home Learning Opportunities linked to this Unit

Trampoline club after School - Tuesday

Local clubs (Beaumont Leys Leisure Centre)

Babington Community College Scheme of Learning

Assessment For Learning (AfL)
What are the AFL activities? / When will they be used in the scheme?
Relating performance to various activities and curriculum levels displayed on routine cards and walls of teaching areas.
Video analysis review of technique using iPads and Uber sense / Constant review during activities from teacher, peers and by the individual student.
Building Learning Power (BLP)
What are the BLP activities? / When will they be used in the scheme?
Reciprocity – The social aspects of learning (Relating)
Resilience - The emotional aspects of learning (Feeling)
Reflectiveness – The strategic aspects of learning (Managing)
Resourcefulness - The cognitive aspects of learning (Thinking)
Respect - Linked to social, Relating to others / Working with others on a regular basis, being able to work as part of a group assisting with the development of others
Coping with the outcomes of game situations, dealing with victory and defeat. As well as working with others within a game situation.
When acquiring a new skill being able to understand how and when to use this skill in a practice or game situation.
Understanding the key elements of the skills which are required to create a successful performance.
Developed at all times, from listening to instruction to working with others.
Literacy For Learning (LfL)
What are the LfL activities? / When will they be used in the scheme?
Reading the lesson objectives off the Board
Answering in full sentences / Referred to at the start of each learning episode
Throughout lesson
Numeracy For Learning (NfL)
What are the NfL activities? / When will they be used in the scheme?
Counting during progressions and timing activities / Throughout the scheme on every activity
Working out the group numbers based on students present.
Use of IT to improve learning
What are the IT activities? / When will they be used in the scheme?
Use of I Pads and Uber sense on progress and assessment weeks. Students to record each other and then Wow! How? Now…. This peer feedback will improve attainment / Throughout the scheme on every activity with particular emphasis on progress and assessment weeks

Developing the Use of iPads to Support the Learning Process: PE SoL

Babington Community College Scheme of Learning

Short Term Learning Plan

Learning Stage / Learning
Objectives / Differentiated Learning Outcomes
(Linked to AFs and Assessment Criteria) / Teaching and Learning Activities
(cross-referenced to AfL, BLP, LfL and NfL)
LfL on white board during every lesson
IT – Use of I pads / Bloom’s
and
Apps / Differentiated Process for LA and HA
(cross-referenced in lesson planning)
HA LA
1. Control and Safety with Basic Routine Development / 1.To be able to warm up and stretch in an appropriate and safe manner.
2.To be able to work as part of a group in varying practice situations.
3.To be able to apply skills into the development of a routine / Level 4 = Controlled Bouncing with individual moves acquired
Level 5 = Controlled Bouncing with individual moves acquired and linked together with no dead bounces.
Some
Tension, Extension , Control, Precision and Fluency. Demonstrated.
Level 6 ^ = Linked 4 bounce routine showing perfect Tension, Extension , Control, Precision and Fluency. /
  1. Safety talk regarding rules to be observed when taking part in a trampoline lesson.
a)1 person at a time.
b)Mats must be out.
c)All students must assist with safety and learn correct spotting technique
d)Never go under the trampoline
e)Never touch during set up unless specifically requested to do so by the teacher in charge.
f)Always look only at the end of the bed during performance as looking elsewhere will cause unwanted rotation.
(Reciprocity, Respect)
  1. All students to learn basic bouncing and stopping technique.
1 min each bouncing focusing on Tension, Extension , Control, Precision and Fluency.
Students Must stay in the middle of the bed and progressively build up height and control.
Use critical eye to focus on the end of the bed only, preventing unwanted rotation.
(Reflectiveness, Resourcefulness, Resilience and Reciprocity)

  1. Gymnastic move development
Tuck

Straddle

Pike

Half or full twist
3 attempts at each for each student in rotation focusing on Tension, Extension, Control, Precision and Fluency. These elements are essential to perform a controlled performance.
(Reflectiveness, Resourcefulness, Resilience and Reciprocity)
  1. Attempt to link these moves together to produce a 4 bounce routine, preferably with no dead bounces inbetween moves.
3 Attempts each in turn and must show, Tension, Extension, Control, Precision and Fluency.
(Reflectiveness, Resourcefulness, Resilience and Reciprocity).
Curriculum Opportunities
4c Work individually and in groups, taking on different roles and responsibilities
/
Open ubersense, select record to record performance.
To watch performance back select the small image in the bottom left hand corner of the screen. Press play on the video when it appears and watch it back. You can choose to have the speed of the playback at 1/8, ¼ or ½ speed to suit the needs of the learner using the speed selector in the bottom right hand corner. As playback is happening, you can also use the ‘sliding bar’ down the right hand side of the page to slow down the speed even more.
Understanding:
(categorising)
Tension, extension, control
Evaluating:
(critiquing)
Observing performance on ubersense and giving feedback in learning sets / Groups should always be differentiated during practices, containing students of similar ability
Learning and performance is individualised due to the nature of the activity. / Groups should always be differentiated during practices, containing students of similar ability
Learning and performance is individualised due to the nature of the activity.
2. The Seat Drop / 1.To be able to warm up and stretch in an appropriate and safe manner.
2. The Seat Drop
3. Seat drop ½ twist to feet
4. Seat drop ½ twist to seat drop ½ twist to feet. (swivel hips) / Level 4 = Controlled Bouncing with individual moves acquired
Level 5 = Controlled Bouncing with individual moves acquired and linked together with no dead bounces.
Some
Tension, Extension , Control, Precision and Fluency. Demonstrated.
Level 6 = Linked 5 – 6 bounce routine showing Good
Tension, Extension , Control, Precision and Fluency.
Level 7 ^ = Linked 5 – 6 bounce routine showing Perfect
Tension, Extension, Control, Precision and Fluency. / IT – Use of I pads (ubersense)
  1. All students perform 10 straight bounces followed by a recap of the 4 bounce routine developed in the previous lesson
Must show, Tension, Extension, Control, Precision and Fluency.
(Reflectiveness, Resourcefulness, Resilience and Reciprocity).
  1. Seat drop skill development
3 – 4 attempts each

a)Body straight and critical eye focused
b)At top of the jump bring arms down and straight legs up,
c)Hold position throughout impact
d)Push hard up with both hands and return to an upright position maintaining a straight body and pointed toes etc,
Must show, Tension, Extension, Control, Precision and Fluency.
(Reflectiveness, Resourcefulness, Resilience and Reciprocity).
  1. Develop to include ½ turn to feet, when pushing up switch critical eye to other end of the bed and again extend body to a straight position landing in the centre of the trampoline.
Must show, Tension, Extension, Control, Precision and Fluency.
(Reflectiveness, Resourcefulness, Resilience and Reciprocity).
  1. Further develop to swivel hips technique progression exactly the same feet must come under the body with legs straight and toes pointed staying in the middle of the bed.
Must show, Tension, Extension, Control, Precision and Fluency.
(Reflectiveness, Resourcefulness, Resilience and Reciprocity).
  1. Extension
Include into a 5 or 6 bounce routine combining all learnt moves.
Curriculum Opportunities
4c Work individually and in groups, taking on different roles and responsibilities
/
Evidence of a level 7 model (previously recorded in Ubersense) available on all iPads in Ubersense app to compare the learner’s performance to the level 7 model.
Record the learner doing the seat drop, select the video as instructed in lesson 1. Press the compare button in the top right hand corner, select all videos, untagged videos and choose the level 7 performance. This will split the screen and both performances can then be watched side by side.
Again you can speed up and slow down the performance individually on each side of the screen
Comparisons and differences can then be identified and learners can set targets for their learning sets.
Analysing: (deconstructing)
Seat drop compared to level 7 performance and broken down to identify learner’s areas for development / Groups should always be differentiated during practices, containing students of similar ability
Higher level performers advance at own pace performing moves and technique appropriate to their own level / Groups should always be differentiated during practices, containing students of similar ability
Lower level performers advance at own pace performing moves and technique appropriate to their own level
3.The Back drop / 1.To be able to warm up and stretch in an appropriate and safe manner.
2. The Back Drop.
3. Link skill into the routine being developed / Level 4 = Controlled Bouncing with individual moves acquired
Level 5 = Controlled Bouncing with individual moves acquired and linked together with no dead bounces.
Some
Tension, Extension, Control, Precision and Fluency. Demonstrated.
Level 6 = Linked 5 – 6 bounce routine showing Good
Tension, Extension, Control, Precision and Fluency.
Level 7 ^ = Linked 6 – 8 bounce routine showing Perfect
Tension, Extension, Control, Precision and Fluency. / IT – Use of I pads (Ubersense)
  1. All students perform 10 straight bounces followed by a recap of the 4 - 6 bounce routine developed in the previous lesson
Must show, Tension, Extension, Control, Precision and Fluency.
(Reflectiveness, Resourcefulness, Resilience and Reciprocity).
  1. Back drop skill development
3 – 4 attempts each.

a)Body straight and critical eye focused
b)Jump up first then allow body to rotate keep critical eye focused.
c)Land flat with arms in the position demonstrated.
d)As the bed pushes up extend body to the straight position landing in the middle of the bed.
Must show, Tension, Extension, Control, Precision and Fluency.
(Reflectiveness, Resourcefulness, Resilience).
  1. Include into a 6 – 8 bounce routine.
Must show, Tension, Extension, Control, Precision and Fluency.
(Reflectiveness, Resourcefulness, Resilience).
Extension
Back drop ½ turn to feet
Cradle

When pushing up switch critical eye to other end of the bed and again extend body to a straight position landing in the centre of the trampoline.
Must show, Tension, Extension, Control, Precision and Fluency.
(Reflectiveness, Resourcefulness, Resilience and Reciprocity).
Curriculum Opportunities
4c Work individually and in groups, taking on different roles and responsibilities
/