Link Units for Gymnastics, Games and Dance Key
Stage 2 - 3 Transition
Additional Information
 The structure of the manual
This extremely comprehensive, detailed, and user friendly manual
contains a short overall introduction and then is divided into
three very distinct activity areas – each identified by different
coloured pages for ease of access and fully indexed as a separate
unit.
Each subject area – gymnastics, games and dance – has
its own introduction containing sections on: - establishing the
expected standards of performance; the transition between KS 2
and KS 3; the detailed structure and delivery of the unit; the
link unit as part of The National Curriculum, and what’s
next?
Detailed subject specific material for each unit is then
complemented by an additional section on skill; concepts and principles;
and
a final section on warming up.
The material content is divided into progressive phases i.e.
Transition and Familiarisation phase followed by 6 more progressive
phases.
Each phase or progression could take one or two lessons to
work through, depending upon the attitude and ability of the pupils.
Each link unit identifies learning objectives and expected learning
outcomes linked to Q.C.A. guidance and delivery time
is recommended
to be 8-12 hours. Every individual phase and progression
has its own short description of the focus of work and its
expected learning outcomes.
 The Gymnastics link unit
Throughout the manual, appropriate expectations and challenges
are constantly reinforced. There is a detailed introduction to
gymnastics and the material contained in the link unit, and a description
of how the material forms an integral part of the National Curriculum.
There is also an in depth section on "What next?” which
gives ideas for further progression.
The unit has an over all theme of “Balance” and the
learning objectives, medium-term framework, and expected learning
outcomes of the unit are clearly identified together with key words
or language for learning.
The material content is divided into 7 phases of development-
Transition and Familiarisation, and 6 further progressions. In
all phases
the focus and expected learning outcomes are clearly identified
and activities explore individual, pair, and small group work.
The use of music for warm-ups and sequence making, both on floor
and apparatus is included in the material content, together with
a CD of original music specially designed for the purpose.
Further advice on skill development, sequence making, safety
(prior to and during the
lesson) and using apparatus is included,
together
with specific ideas for general warm-ups to music and specific
stretching activities.
The material may be photocopied within the purchasing school
and there are a large number of additional resources contained
in the
learning package.
There are problem-solving cards, sequence cards, checklists and
ideas’ cards together with the CD containing 8 tracks of
specially designed music.
There is a detailed description of what children should be able
to know, understand and do in gymnastics by the end of Key Stage
2 and by the end of Key Stage 3.
The Games link unit
There is a detailed introduction to the games unit which also
includes a description of the material contained within it and
how it forms an integral part of the National Curriculum. Additionally,
there is a section on “What next?” which gives ideas
for further progression.
The unit has an overall theme of “Attacking and Defending
skills and strategies” and the objectives, medium-term
framework, and expected learning outcomes are clearly identified
together with key words and language for learning.
The material content is divided into 7 progressive phases of
development- Transition and Familiarisation, and 6 further progressions
covering
net/wall, striking/fielding and invasion games, skills and principles
In all phases the focus and expected learning outcomes are clearly
identified.
The use of game-like practices and mini-games reinforce principles
of attack and defence and link-up similar strategies across
the different games. Further advice on acquisition and development
of games skills and strategies together with game concepts
and principles
of
play is included. There are also specific ideas for general
warm-ups, stretching exercises, and more focused activity
at a higher pace.
The materials may be photocopied with the purchasing school,
and there are a large number of additional resources within
the learning
package. These resources include warm-up cards, stretching
cards, problem-solving activities and game cards which
can be used either
by pupils or by the teacher.
The learning package is completed with a detailed description
of what children should be able to know, understand
and do in games
by the end of Key stage 2 and by the end of Key stage 3.
The Dance link unit
A detailed introduction to the dance unit also includes a description
of the material contained within it and how it forms an integral
part of the National Curriculum and the “What next?” section
outlines what the next stage of dance should contain.
The dances contained in the unit are “Word Games”, “The
Computer” and “Spy Games” (The last two can
be combined to create “Computer Spy Games”) and are included
in the over all theme of the unit which is “Games”.
The learning objectives, unit framework and expected learning outcomes
for the unit are clearly identified.
The material content provides suitably creative and complex material
through the medium of abstract and dramatic situations. It is divided
into 7 phases of development- Transition and Familiarisation, and
6 further progressions and in all phases the focus and expected
learning outcomes are clearly identified together with Key words
and language for learning.
One dance uses percussion as an accompaniment but the other two
use electronic sounds and music. References to appropriate and
specific tracks of sounds and music are included in the material
content, together with the tracks to use for warm-ups. The CD of
original music has been arranged specifically for the purpose.
Further information/advice on “The language of Dance, its
movement content” and “Patterns, Phrases and motifs” form
part of the package, together with specific ideas for general warm-ups
to music and stretching activities.
The materials may be photocopied within the purchasing school
and there are a large number of additional resources including
Warm-up
cards, Word cards, Word banks, checklists, motif body positions,
idea cards and a CD containing 18 tracks specifically designed
to accompany the material.
There is a detailed description of what children should be able
to know, understand and do in dance by the end of Key Stage 2
and by the end of Key Stage 3.
How can the Link units be used?
There are several ways the units can be used to great effect.
- Ideally the secondary school can use them as the first unit
of work for each area of activity in Yr 7. This will enable pupils
to be guided into the different teaching strategies used in Key
Stage 3 and into more complex and challenging material. Teachers
can also use the assessment sheets provided to make professional
judgments about
the levels
of
attainment of pupils. This information can then be used to decide
on the type
and level of further progression which is appropriate.
- If a partnership uses a common scheme of work in all aspects
of PE it
could be agreed that the first one or two phases of each unit
are delivered by the
Primary
schools
at the very end
of Key Stage 2. The continuing phases are then delivered
by the receiving
secondary school at the beginning of Yr 7 to give pupils
a feeling of continuity and progression.
Which-ever way
you choose to use the units; they will ensure a standardisation
of experiences, ease pupils into new teaching strategies
and approaches, and give teachers a more accurate understanding
of the levels of attainment of a diverse group of children.
Assessment
A complete straight forward assessment system has been devised
and presented for each unit of work. This system makes pupils aware
of what they are aiming for, and enables teachers to make assessments
about knowledge, skill and understanding against the attainment
target level 4. This initial assessment can be used as a baseline
from which to plan appropriate challenges and identify targets
throughout Key Stage 3. It is presented in a form ready for immediate
use.
Standardisation of experiences and understanding
There will always be a wide range of physical abilities in any
group of children; however, what these link units provide is the
framework for standardising experiences and understanding and enable
further suitably challenging progression to be planned for all
children. Those who have experienced the appropriate levels of
work in primary
schools
will
be able to recall and re-visit a range of essential skills and
principles set in a very different, stimulating and challenging
context, whilst those who have had less experience or who are less
confident, will learn the necessary principles and movements in
a creative, non-threatening environment.
Throughout the units, expectations for all pupils are high; a
challenge is an integral part of every creative situation. Tried and tested
All the material contained in the manual is tried, tested and
proven to work, and pilot training days have been successfully
conducted in each area of activity.
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