1. Scheme of work It is the teacher's equivalent of the builder's plan & the engineer's blueprint

2. Here's the syllabus! That is all many people think the Scheme of Work is — a list of topics to be "covered". It's certainly important, but it needs a context SYLLABUS SCHEME OF WORK lesson lesson lesson lesson lesson Progression Lesson Differentiation

3. Teach the student what he / she can do with what is known rather than just how to do it. Deep learning and not strategic learning is our goal. Copy directly from syllabus (make it clear) Use prompts that include higher order questions Initial & Final modified games / activities Situations, Strategies, Tactics Focus of lesson All activities need to emerge from this Technique that enables the fulfilment of the tactical focus 1 or 2 rules to focus on Activity / Game Teaching Cues Learning Activities Tactical Focus / Rules / Technical Focus Learning Intention Lesson

5. Handball (Form 4) 1. Warm-Up Game Situation 4v4 possession 5v5 or 6v6 W.U. -Man to Man Marking -Find open space -Dynamic chess T.F. Dynamic/ wave, Timing, Rhythm , shoot throwing arm side G.S. -Zone Defence -Once possession is lost go to defence 1. LW – overhead pass (follow through) L B – side pass (elbow up + flick wrist) CB – Jump Shot (shoot whilst in the landing phase) Rules: W.U./GS – 3 Step Cycle / one foot on line for side line / GK throw: if he’s last player to touch the ball DIFFERENTIATION + add passive/semi active defence / G.K. + add RB - omit CB T.C. Mobility Skills : Passing & Receiving, Shooting (sub-objective) Week 1 Activity / Game Teaching Cues Learning Activities Tactical Focus / Rules/Technical Focus Learning Intention Lesson

7. Dance (Year 2) Combine the 3 short Dances in One Big Dance: Let students give you all sorts of ideas Stretch your arms and use your knees to climb Unison. All students do same movement at the same time Shifting weight. Change smoothly from one movement to another Activity 1 Pretend the room is a playground. What are the different ways you play at the playground? Teacher places a sign on the wall of example: seesaw, slide, swings. Try to find different ways to travel to the playground. Activity 2 The slide Pretend the space in front of you is a giant slide. Use legs and arms to climb the ladder. Now let’s pretend to slide. Try other ways to move down the slide Activity 3 Swings- Students make a circle and join hands. Swing arms forward and backwards. Then place one foot forward, rock forward and backwards Add arms to rocking feet. Make a giant arm swing forward, walk and stretch. What happens to the circle when we do this at the same time? Activity 4 See Saw Can you tell me how see saws move ?. Pair up. Face partner, 1 person to start low and the other starts high. Create 3 different ways to move in opposition to show the see saw movement. Experience a range of non-locomotor (rising and sinking, opening and closing) and locomotor movements such as (walking, running, hopping, skipping, galloping, leaping) Activity / Game Teaching Cues Learning Activities Tactical Focus / Rules/Technical Focus Learning Intention Lesson

8. Gymnastics (Year 2) Perform a roll, from a stand, from a four point stance, from half squat, from a jump. Activity 1 Encourage bending, stretching, twisting of the body at different levels. Activity 2 IMPORTANT TO CURVE THE BODY EMPHASISE IMPORTANCE OF A FIRM BODY Activity 3 Log roll body stretched Egg Roll Body Curved and small, does not stop Seated Roll , Body stays rigid, goes from front support, to side support to rear support and then returns Shoulder Roll Put weight on shoulder first, use legs and arms Activity 3 Developing and practicing different rolls: Egg, Seated, log, Shoulder, Activity 4 Change rolling practice environment Up an incline. Down an incline Across a panel mat or bench. Activity 1 Dance all around the room using different movements on the feet. On stop make a large circle with the arms in front of the body. Find other ways of making circles around the body, the head on the floor. Repeat the above idea but take weight on different body parts Activity 2 Teacher gives balls and cubes to roll on the floor ? What can we do to make sure that we roll like a ball and not like a cube ? Teacher gives pencils and cut rubber bands to roll on the floor. Why does the pencil rolls easily and the rubber bands stops? To experience and develop a variety of rolls on different equipment, at varying levels and from different starts 1 Activity / Game Teaching Cues Learning Activities Tactical Focus / Rules/Technical Focus Learning Intention Lesson

10. Gymnastics (Form 5) Head stand (extension) Free fall from head stand Falling from platform Gradual removing from platform Avoid bent knees Placement of head Placement of hands Whipping actions Hurdle step as initial action Extension of legs Flick / whip action (legs) as distinct from handspring DIFFERENTIATION Groupwork according to level / skill of individual Headstand – low / high platform Landing clear of box Achievement of height to allow good leg rotation for landing Progression for headspring (from headstand to headspring) 1 Activity / Game Teaching Cues Learning Activities Tactical Focus / Rules/Technical Focus Learning Intention Lesson