MYP UNIT PLANNER

Teacher(s) ALL STAFF Subject group and activity Gymnastics

Unit title Group Routines MYP year 7 Unit duration (hrs) 8

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationships Interaction / Balance Personal and Cultural Expression (students will explore the
ways in which we discover and express ideas, feelings,
nature, culture, beliefs and values; the ways in which we
reflect on, extend and enjoy our creativity, our appreciation
of the aesthetics)
Statement of inquiry

Aesthetic routines require a balance of refined movements

Inquiry questions

Factual – Conceptual – Debatable –

What are dominant movement patterns?

How can you make a gymnastics routine sequential? The perspective of the audience is the most important part
How do I execute dominant movement patterns? of developing an aesthetic routine
How can you manipulate the space and dominant
Why is it important to refine your performance? movement patterns to enhance and refine your External feedback is more important than internal feedback.
routine?

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Objectives Summative assessment
Outline of summative assessment tasks(s) including Relationship between summative assessment task(s) and
assessment criteria: statement of inquiry:
Planning for Performance
B1, B2,
Criterion B and D: Students will design, explain Students should draw a relationship between being able to
and justify a group movement sequence that complete basic and complex dominant movement patterns
Applying and Performing
highlights their understanding of how to create an and communicating in a small group to develop an aesthetic
C1, C2, C3,
aesthetic routine that requires balance and routine to perform to the class.
refinement. Following the performance, students will
Reflecting and Improving Performance
evaluate the effectiveness of their plan through
D1, D2, D3 G - The goal is to get students to produce, record, plan and
reflecting on their own feedback in conjunction with
design a 1-minute gymnastics routine that involves a series
a video of their performance.
of skills and transitions to the best of their ability.
Criterion C. Students will be assessed on their
R - Your role is to act as a group member and performer to
ability to perform both basic and complex gymnastic
demonstrate skills learnt, assess progress made and refine
skills within their routine. The student will also be
movements.
assessed on their composition of the routine and how
they link them within a sequence that is balanced. In A - Your audience is other classmates who will observe the
their reflection of the task, students should highlight performance and give constructive feedback.
the need to refine their movements to create a more
S - The situation you find yourself in is to collaborate with
aesthetically pleasing routine.
classmates to choreograph and plan a routine.
P - Your work will be judge by Criterion C and D.

Approaches to learning (ATL)

Social – Collaboration Skills
Working effectively with others
● Practice empathy

● Delegate and share responsibility for decision-making

● Help others to succeed

● Take responsibility for one’s own actions

● Manage and resolve conflict and work collaboratively in teams

● Build consensus

● Listen actively to other perspectives and ideas

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 ● Encourage others to contribute

● Exercise leadership and take on a variety of roles within groups

● Give and receive meaningful feedback

Action: Teaching and learning through inquiry

Content Learning process

Lesson Structure
Learning experiences and teaching strategies:
Dominant Movement Patterns 1. Practical exploration on the gymnastics equipment
2. Exploration of different dominant movement patterns
3. Using media/technology to research ideas that can be implemented into group routine
● Body Control 4. Collaborative learning activities – working in small groups to build different structures
5. Concept based learning activities
● Statics 6. Olympic routines projected onto whiteboard
● Spring
Teaching Strategy
● Landings 1. Guided Teaching
2. Inquiry Learning
● Rotations
Formative assessment
1. Teacher Observation
Basic –> Progressions –> Sequential Skill Development –> Routine Development
2. Peer Feedback
Lesson 1: Differentiation
Students will be working at their own ability and be partnered up with like minding ability. This
Warm up game – Stork Stand Tag Game way the teacher is allowing higher level students to complete alternative tasks to those that are
Shapes – Introduce different shapes (Tuck, rocket, straddle, pike, l-sit) learning more basic skills.
Group static positions – design different static positions with teacher directed
guidelines. All present to the class at the same time. Some activities may require single sex groups to allow appropriate contact – teacher discretion.

Lesson 2

Rolls

● Pencil / log roll

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 ● Egg / tuck roll

● Dish / arch back roll

● Straddle / teddy bear roll

● James Bond / shoulder roll

● Wonder woman roll

● Forward roll

● Backwards roll

Group Task – quick design sequence of rolls

Lesson 3:

Partner Balances

Counter Balances + Counter Tension

Group Task– quick design sequence of group balance –> transition –> second
group balance.

Lesson 4:

Individual Balances

Headstand and Handstand. Advanced students can use variations using benches.
● Point – 1 foot stand with free leg in a variety of shapes

● 4 Point – Front or back support = press-up position front and back

● 3 Point – 2 hands + 1 foot / headstand if able

● 2 Point – Handstand [advanced] or 2 foot stand in a straddle, e.g. straddle

stand

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Lesson 5:

Introduce creating a group routine – referring to the Statement of Inquiry

WT students – No Equipment. WB students – Add Equipment.

Lesson 6:

Working on creating / refining their group routine – referring to the Statement of

Inquiry

Lesson 7-8:

Time spent practicing / refining their routine before the final presentation.
Complete reflections on performance.

Resources

https://flippingphysed.wordpress.com/flips/gymnastics/
https://mypphysed.files.wordpress.com/2014/03/teaching-safe-gymnastics.pdf
Laminated resource cards in folders in covered playground
Equipment needed: Mats (large and small) Boxes, benches, trampette, springboards
etc.

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

Class discussion on what they have completed Included a lot of pupil directed learning through Videoing of routines takes longer than expected and
practicing of skills and designing a routine. Had to
in the past to understanding existing skill level bring the group together every so often to reinforce
should be done on an iPad. Pupils can take videos on
the need for quality of skills their iPhone and airdrop these to the teacher. All
videos can be kept in a folder for easy reference

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 when assessing. Written tasks could be submitted
via google classroom...

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