1. Planning for Attainment in Physical Education Activity: Triple Jump
Range and Content: 3d Performing to Maximum Levels Focus: Rhythm/Balance
LEVEL DESCRIPTIONS.
PROMPTS FOR CONTEXT AND LEARNING
KS3 KEY PROCESSES
ACTIVITY CONTENT OBJECTIVES
FOCUS AND CRITERIA
FOR ASSESSMENT

2. 2.4 Evaluating and improving CONTEXT/PREVIOUS EXPERIENCE: KNOW: 2.4 Evaluating and improving
Pupils should be able to: Activities involving a run up with jumping, using both feet, with
a) analyse performances, an emphasis on safe landings. ..how to mark, record and
Level 4 - They compare and
identifying strengths and EXPLORE: measure their jumps;
weaknesses comment on skills, techniques and
..a variety of step patterns, using different take-offs and
b) make decisions about what to do CAN DO: ideas used in their own and others’
A
landings
to improve their performance and work, and use this understanding to
..jumps across areas of increasing widths;
the performance of others ..can combine a step pattern improve their performance.
c) act on these decisions in future
..combination jumps across increasing widths;
T ..jumping using ‘stepping stones’; with a constant rhythm to form a
performances Level 5 - They analyse and
EXPERIENCE: multiple jump;
d) be clear about what they want
..multiple jumps linking: comment on skills, techniques and
to achieve in their own work and
H what they have actually achieved. - hopping onto the same foot;
- stepping/leaping/bounding;
UNDERSTAND:
..that the distance they jump will
ideas and how these are applied in
their own and others’ work.
L KEY CONCEPTS - jumping and landing on two feet creating different
be affected by the speed and They can analyse and comment upon
combinations and number of jumps etc. height they gain during their
..a variety of competitions that will encourage different types of their own and others performances
1.2 Performance jump;
E a) Understanding how the
components of competence
jumping;
DEVELOP (PERFORMING TO MAXIMUM LEVELS):
..jumping activities using a run up approach and using a:
HEALTH RELATED:
and use this understanding to
select the most appropriate
technique in their jumps.
Adaptability .. the importance of
T
combine, and applying them to
produce effective outcomes. - take-off area; the individual needs of the
b) Knowing and understanding what - take-off board; individual being considered Level 6 - They analyse and
I
needs to be achieved, critically ..a rhythm that does not encourage the first phase of the jump to when planning a training comment on how skills, techniques
evaluating how well it has been be the longest; e.g: programme. and ideas have been used in their
achieved and finding ways to - long, longer, longest; own and others’ work, and on
C improve.
c) Appreciating how to make
adjustments and adaptations when
- high, higher, highest;
CONSIDER:
..safety aspects for the approach run (non slip) and the landing
CURRICULUM
OPPORTUNITIES
compositional and other aspects of
performance. They suggest ways to
improve.
S performing in different contexts
and when working individually, in
groups and teams.
area (soft for high intensity);
..how to gain more distance i.e. speed + height = distance; The curriculum should provide
opportunities for pupils to:
..maintaining good body alignment, with head held up;
d) Understanding the nature of
..safe landings; f) use ICT as an aid to
success in different types of
..how their distances can be marked and measured; improving performance and
activity.
..how ICT can be used to compare performances, e.g. using tracking progress.
video analysis software such as Dartfish, Kandle, etc.