1. Planning for Attainment in Physical Education Activity: High Jump
Range and Content: 3d Performing to Maximum Levels Focus: Take-off/Body Shape
LEVEL DESCRIPTIONS.
PROMPTS FOR CONTEXT AND LEARNING
KS3 KEY PROCESSES
ACTIVITY CONTENT OBJECTIVES
FOCUS AND CRITERIA
FOR ASSESSMENT
2.3 Developing physical CONTEXT/PREVIOUS EXPERIENCE: KNOW: 2.3 Developing physical and
and mental capacity Landing areas must be safe - large enough for the activity being mental capacity
taught and the previous experience of the teacher should be ..the safety implications of the
adequate to teach the activity high jump
Pupils should be able to: Level 4 - They work with others to
EXPLORE:
A
a) develop their physical CAN DO: plan and lead simple practices and
..a variety of jumping activities to develop leg strength and to
strength, stamina, speed and activities for themselves and
gain height:
flexibility to cope with the ..can jump to gain height using a others.
- leaping/bounding/hopping – using a variety of barriers,
T demands of different activities
b) develop their mental
obstacles, targets, etc.
- swing of arms/sergeant jump
recognised jumping technique
Level 5 - They plan, organise and
determination to succeed UNDERSTAND: lead practices and activities safely,
H ..jumping from left/right/both feet (discover the favoured foot to
be used for take off);
EXPERIENCE:
..the need to raise their centre of
helping others’ to improve their
performance.
L
gravity and the advantages of
KEY CONCEPTS ..the different approach runs:
the different techniques
- direction/angle; They can take on the role of leader
- shape (to generate centrifugal force for the Fosbury Flop and organise activities that will
E 1.3 Creativity
a) Using imaginative ways to
technique);
DEVELOP (PERFORMING AT MAXIMUM LEVELS):
HEALTH RELATED:
Specificity .. the need to exercise
help others to improve their
performance in a competitive
T express and communicate
ideas, solve problems and
..the body position over the bar (raising the centre of gravity)
clearing the bar with their:
- bottom (Scissors);
according to their own specific
needs and those of their sport.
situation.
Level 6 - When leading practices
overcome challenges.
I b) Exploring and experimenting
with techniques, tactics and
- side (Western Roll);
- front (Straddle); CURRICULUM
and activities, they apply basic
rules, conventions and/or
- arched back (Fosbury Flop);
C
OPPORTUNITIES compositional ideas consistently.
compositional ideas to produce CONSIDER:
efficient and effective ..the body position during the clearance of the bar; The curriculum should provide Level 7 - They take on different
outcomes.
S ..the rules of the event - how to count failures;
..the qualification required to teach high jump and the safety
implications of using a landing area;
opportunities for pupils to:
g) make links between PE and
other subjects and areas of
roles within an activity, showing an
ability to organise and communicate
effectively, and applying rules
..measuring and marking the approach runs; the curriculum.
..the swing of their non take off foot; fairly and consistently or adhering
..organising a training session for a group of other athletes. to the conventions and codes of
conduct for activities.