1. Planning for Attainment in Physical Education Activity: Throw - Shot
Range and Content: 3d Performing to Maximum Levels Focus: Leg/Body/Arm Sequence
LEVEL DESCRIPTIONS.
PROMPTS FOR CONTEXT AND LEARNING
KS3 KEY PROCESSES
ACTIVITY CONTENT OBJECTIVES
FOCUS AND CRITERIA
FOR ASSESSMENT
2.2 Making and applying CONTEXT/PREVIOUS EXPERIENCE: KNOW: 2.2 Making and applying
decisions Pupils should be made aware of the safety requirements and decisions
Pupils should be able to: know the rules of the throwing events ..the dangers of trying to throw
a) select and use tactics, strategies and EXPLORE: the shot (dropping the shot away
compositional ideas effectively in ..throwing with one/two hands a variety of shape, size and from the neck) Level 4 - They show that they
different creative, competitive and understand tactics and composition.
A challenge-type contexts
b) refine and adapt ideas and plans in
response to changing circumstances
weight missiles;
..facing in different directions;
EXPERIENCE:
CAN DO:
Level 5 - They show that they can
T c) plan and implement what needs
practising to be more effective in
performance
..isolating different body parts:
- push with the arm (from a sitting position)in addition
- bend and turn their torso (pushing from a kneeling
..can link the individual actions
to enable them to put the shot
draw on what they know about
strategy, tactics and composition to
produce effective outcomes. They
H
d) recognise hazards and make decisions
about how to control any risks to
position) in addition UNDERSTAND: modify and refine skills and
themselves and others. - bend and lift with the legs (standing) techniques to improve their
DEVELOP (PERFORMING TO MAXIMUM LEVELS): ..the reasons for the technique
L KEY CONCEPTS
..by increasing their speed:
- cross step
and the conditions/rules of the
event
performance and adapt their
actions in response to changing
circumstances.
E
- sideways shift/'shuffle' across the circle
1.1 Competence - step back HEALTH RELATED:
- O'Brien glide Body Composition .. that each They can use their understanding
T a) Developing control of
whole-body skills and fine
- discus turn/rotation
..their ability to work with others to develop a training
programme to improve performance;
individual has their own
particular differences in their
body composition.
of technique and when necessary
modify and adapt their technique
to gain more distance.
manipulation skills.
I b) Selecting and using skills,
tactics and compositional ideas
CONSIDER:
..the weight of the shot
..the grip and position of the shot in the neck (clean palm, dirty
CURRICULUM Level 6 - They use imaginative ways to
solve problems, overcome challenges and
C effectively in different types
of physical activity.
c) Responding with body and
neck)
..starting position – chin, knee, toe – all in alignment;
OPPORTUNITIES
The curriculum should provide
entertain audiences. When planning
their own and others’ work, and carrying
..the best angle of release; out their own work, they draw on what
S mind to the demands of an
activity.
..the safety measures to be taken;
..strength and conditioning exercises for the shot put;
opportunities for pupils to:
e) perform as an individual, in a
they know about strategy, tactics and
composition in response to changing
d) Adapting to a widening range ..the explosive nature of the shot put event; group or as part of a team in circumstances, and what they know
of familiar and unfamiliar ..following through ('stand tall'); formal competitions or about their own and others’ strengths
..taking part in an athletic competition e.g. school sports day, performances to audiences and weaknesses.
contexts.
area athletic championships, etc. beyond the class.