Lesson

Subject

Lesson Title

Skill

Core Knowledge

Lesson Brief

1

PE

Sportsperson visit

In this lesson children will:

Comment on tactics, techniques and skills, and learn from others to help improve performance.

Accurately analyse their own and others' performance, commenting on similarities and differences and learning from them to make improvements.

By the end of this lesson children should know:

There are a range of tactics, skills and techniques specific to different areas of PE. Strategies that improve performance include working with a coach, watching adults, peer modelling, listening to comments from others and acting upon feedback.

Performance can be improved by developing observation skills. For example, watching good practice and then noticing and discussing similarities and differences between people's performances is a tool to support improvement.

Invite a local sportsperson, sports team, personal trainer or coach into school, to demonstrate and talk about a sport featured at the Olympics. Find out about their daily routines, training plans, nutrition, warm ups and warm downs, coaching and individual goals. Allow the children time to prepare questions and take notes, asking them to consider what it takes to achieve success in sport. After the discussions, encourage the children to take part in a training session led by the visitors. Ask them to highlight their achievements and points for improvement at the end of the session.

2

Computing and RHE

Champion challenge

In this lesson children will:

Discern where web content might originate from and recognise that this gives clues to its authenticity, reliability and security.

Critically evaluate search engine results and identify factors that may affect ranking, such as how long the site has existed, the number of links to the site and whether the organisation has paid to have their site promoted.

By the end of this lesson children should know:

Some websites have more reliable content than others and content should be verified with another independent source.

Search engines take many factors into account, such as the quality of the site, number of updates or number of matches to keywords. However, search engines do not consider whether the content is true, age-appropriate or relevant, and so users need to be aware of these things when searching.

Organise the children into research teams and set them a champion challenge. Provide the Champion challenge question sheet for them to complete and set an appropriate time limit. Before they start, share tips for effective internet searching, such as using unique or specific search terms, including quote marks for exact matches and excluding common words and punctuation. As the children work, discuss the websites that they are using to find their information. Ask them to verify the facts they have found on a website by using further internet searches and discuss the use of trusted sites. At the end of the session, ask the children to swap their sheets and mark each other’s work. Ask, ‘Did you all get the same answers? Which websites were the most useful? How can we be sure that the information we find online is reliable?’

3

PE

Record breakers

In this lesson children will:

Understand how power and stamina are developed and how this improves performance.

Demonstrate a high level of control, speed, strength and stamina when running, jumping and throwing, in isolation and combination, and suggest ways to improve performance.

By the end of this lesson children should know:

Control, speed, strength and stamina are skills that can be developed over time through practice and training. By working on these skills, performance in running, jumping and throwing should improve.

Power is the amount of force a muscle creates against a resistance. It helps athletes to hit, tackle and throw. Stamina is the physical and mental ability to do something difficult for a long period of time. Power and stamina are developed over time by carrying out regular exercise, which strengthens muscles, increases fitness and can improve skills and techniques.

Watch footage of Olympic or world records being broken using the links below, then take the children into the hall or outdoors. Choose a range of events from the Record breakers table and mark them out in the space, or create a carousel of activities. Lead the children through a series of gentle exercises to warm up before allowing them to practise each event. Ask the children to take part in each event three times. Encourage them to measure and record each of their results accurately on the record breakers table. At the end of the session, ask the children to identify their best results and share them with the class. Talk about strategies for improving their performances. To extend this session, challenge the children to repeat the activities each week to see if their results improve over time. The children could record their results on a spreadsheet and analyse the data at the end of the project.

4

PE

Results analysis

Data analysis

Skills

In this lesson children will:

Estimate and investigate improvements in performance over time.

Analyse the outcomes of a range of collected PE data and suggest factors that have influenced the results.

By the end of this lesson children should know:

Performance can be improved over time by practising skills, techniques or tactics and when training by working on endurance, stamina and strength. Many improvements can be recorded using different units, such as time (minutes and seconds) or distance (metres and centimetres) and analysed after each repetition of the activity.

PE data should show improvement over time. Training improves endurance, strength and stamina. Practice refines skills, techniques and tactics. Sometimes, data may indicate no improvement and this can be due to specific factors, such as illness or injury, which have affected the outcome.

Watch footage of Olympic or world records being broken using the links below, then take the children into the hall or outdoors. Choose a range of events from the Record breakers table and mark them out in the space, or create a carousel of activities. Lead the children through a series of gentle exercises to warm up before allowing them to practise each event. Ask the children to take part in each event three times. Encourage them to measure and record each of their results accurately on the record breakers table. At the end of the session, ask the children to identify their best results and share them with the class. Talk about strategies for improving their performances. To extend this session, challenge the children to repeat the activities each week to see if their results improve over time. The children could record their results on a spreadsheet and analyse the data at the end of the project.

Challenge the children to use their results from the 'record breakers' challenge to compare themselves to the real record breakers. Assist them to work out the difference between their best result and the official Olympic record and their average time or distance for each activity. Invite the children to present their findings in tables, charts or graphs. Encourage them to analyse their data and think about factors that have influenced the results, such as personal fitness levels and previous experience of the events. Ask the children to decide what they think might happen to their results if they continued to train and allow time for them to discuss their answers. Show the children the 100m world records table that shows how the men’s and women’s 100m world records have changed over the last century. Ask questions about the data, such as ‘Can you spot the trend in the data? Can you suggest any reasons why the records have improved? Do you think that athletes will continue to beat world records indefinitely?’ Discuss the children’s answers.

5

Design and technology and RHE

Food diaries and food groups

In this lesson children will:

Evaluate meals and consider if they contribute towards a balanced diet.

Plan a healthy daily diet, justifying why each meal contributes towards a balanced diet.

Look at the Food diaries information sheets of famous athletes and sportspeople. Direct the children to read them carefully and give an opinion on what they are eating. Provide the Food groups recording sheet and ask the children to sort the foods mentioned into the different groups. Ask, ‘Which food groups are the sportspeople most commonly eating? Why do you think they eat these food groups more commonly than the others?’ The children should then compare the athletes’ food diaries to the  NHS Eatwell Guide. Ask the children to research and describe how each food group benefits the body. They should also consider other ways an athlete stays healthy, such as sleep, hydration and clean living, including avoiding tobacco and alcohol. Ask the children to present their findings in a format of their choosing.

6

Science

Muscle groups

In this lesson children will:

Gather and record data and results of increasing complexity, selecting from a range of methods (scientific diagrams, labels, classification keys, tables, graphs and models).

Choose an appropriate approach to recording accurate results, including scientific diagrams, labels, timelines, classification keys, tables, models and graphs (bar, line and scatter), linking to mathematical knowledge.

Organise the children into small groups. Direct each group to draw around one person’s body on a large roll of paper. Provide the Muscle group word cards for the 11 major muscle groups and challenge the children to place the cards in the correct place on the outline. Reveal the answers by looking at a model of the muscular system or the Muscle groups diagram. Allow children time to edit their life-size diagrams. Then ask them to use their research skills to find out more about muscles, such as the types and how they work, adding their research to their diagrams. When the children have completed their research, instruct them to research a stretch or exercise that works each muscle group.

7

PE

Exercise cards

In this lesson children will:

Understand how power and stamina are developed and how this improves performance.

Accurately analyse their own and others' performance, commenting on similarities and differences and learning from them to make improvements.

By the end of this lesson children should know:

Power is the amount of force a muscle creates against a resistance. It helps athletes to hit, tackle and throw. Stamina is the physical and mental ability to do something difficult for a long period of time. Power and stamina are developed over time by carrying out regular exercise, which strengthens muscles, increases fitness and can improve skills and techniques.

Performance can be improved by developing observation skills. For example, watching good practice and then noticing and discussing similarities and differences between people's performances is a tool to support improvement.

Put the children into pairs. Invite each pair to choose an exercise from the last lesson that works a particular muscle group. Encourage the children to think about their exercise and ask themselves questions, such as ‘Which muscle group is this exercise working? How many repetitions will need to be completed to increase power and stamina?’ Provide each pair with an Exercise instructions writing frame and ask them to write instructions for their exercise, emphasising that instructions must be short and clear so that another person can follow them. Direct pairs to swap instructions and encourage each pair to follow the instructions and carry out the exercise. Provide the children with an Exercise evaluation recording sheet and ask each pair to comment on the clarity of the instructions they followed, whether the number of repetitions was realistic and whether there was anything they would change.

8

PE

Step 1

In this lesson children will:

Understand how power and stamina are developed and how this improves performance.

Demonstrate a high level of control, speed, strength and stamina when running, jumping and throwing, in isolation and combination, and suggest ways to improve performance.

By the end of this lesson children should know:

Power is the amount of force a muscle creates against a resistance. It helps athletes to hit, tackle and throw. Stamina is the physical and mental ability to do something difficult for a long period of time. Power and stamina are developed over time by carrying out regular exercise, which strengthens muscles, increases fitness and can improve skills and techniques.

Control, speed, strength and stamina are skills that can be developed over time through practice and training. By working on these skills, performance in running, jumping and throwing should improve.

A boot camp circuit should build up fitness, muscular endurance and strength.

Search online to find a range of different exercises that might be suitable for your boot camp circuit.

9

PE

Step 2

In this lesson children will:

Understand how power and stamina are developed and how this improves performance.

Demonstrate a high level of control, speed, strength and stamina when running, jumping and throwing, in isolation and combination, and suggest ways to improve performance.

By the end of this lesson children should know:

Control, speed, strength and stamina are skills that can be developed over time through practice and training. By working on these skills, performance in running, jumping and throwing should improve.

Power is the amount of force a muscle creates against a resistance. It helps athletes to hit, tackle and throw. Stamina is the physical and mental ability to do something difficult for a long period of time. Power and stamina are developed over time by carrying out regular exercise, which strengthens muscles, increases fitness and can improve skills and techniques.

Your circuit needs to be challenging but not impossible.

Decide how many activities your circuit will include and how long each will take.

10

PE

Step 3

In this lesson children will:

Comment on tactics, techniques and skills, and learn from others to help improve performance.

Accurately analyse their own and others' performance, commenting on similarities and differences and learning from them to make improvements.

By the end of this lesson children should know:

There are a range of tactics, skills and techniques specific to different areas of PE. Strategies that improve performance include working with a coach, watching adults, peer modelling, listening to comments from others and acting upon feedback.

Performance can be improved by developing observation skills. For example, watching good practice and then noticing and discussing similarities and differences between people's performances is a tool to support improvement.

Check to make sure your circuit works.

Test each activity, evaluate its effectiveness and modify your circuit based on your findings.

11

PE

Step 4

In this lesson children will:

Estimate and investigate improvements in performance over time.

Analyse the outcomes of a range of collected PE data and suggest factors that have influenced the results.

By the end of this lesson children should know:

Performance can be improved over time by practising skills, techniques or tactics and when training by working on endurance, stamina and strength. Many improvements can be recorded using different units, such as time (minutes and seconds) or distance (metres and centimetres) and analysed after each repetition of the activity.

PE data should show improvement over time. Training improves endurance, strength and stamina. Practice refines skills, techniques and tactics. Sometimes, data may indicate no improvement and this can be due to specific factors, such as illness or injury, which have affected the outcome.

Explain how to complete each activity and record achievement.

Create exercise cards for each of your planned activities using the Exercise instruction writing frame. Also provide an Exercise evaluation recording sheet for participants to complete.

12

Design and technology and RHE

Step 5

In this lesson children will:

Evaluate meals and consider if they contribute towards a balanced diet.

Plan a healthy daily diet, justifying why each meal contributes towards a balanced diet.

Good nutrition is vital in your boot camp.

Plan a delicious and nutritious post-workout snack or drink.

13

English

Boot camp champions!

In this lesson children will:

Give well-structured descriptions, explanations and narratives that gain, maintain and monitor the interest of the listener.

Control the manner in which descriptions, explanations and narratives are articulated.

By the end of this lesson children should know:

There are different ways to make speech more interesting for the people listening to you, such as changing the length of sentences to add variety, using precise, interesting vocabulary or speaking with expression.

Speaking with expression means speaking in a lively, engaging way.

Facial expressions can help you to connect with the listener and maintain their interest.

There are several ways to regain a listener's interest, such as adjusting the volume or pace or making the speech interactive.

Manipulating your volume, expression and tone of voice can influence the listener's perception of your speech, such as shocking or persuading the listener.

Invite the children to run their boot camps. Encourage them to lead a gentle warm up, explaining which muscles each exercise helps to strengthen or tone. Ensure that the children demonstrate each activity, give time for the adults to practise and explain how to record the result of each activity. Ask the adults to complete the full circuit and fill in their recording cards. The children should then lead a warm down session. Once they’ve recovered, invite parents and carers to enjoy post-workout refreshments and encourage them to ask the children questions about how they can keep fit and healthy.

14

PSHE

Future goals

Setting goals

Skills

In this lesson children will:

Demonstrate how people can work collaboratively to achieve shared goals.

Understand the importance of facing new challenges to achieve a goal or an aspiration and how to manage setbacks and reframe unhelpful thinking.

By the end of this lesson children should know:

People can work collaboratively by modelling respectful behaviour; listening carefully to each other, sharing ideas and expertise, compromising, completing their roles effectively and making joint decisions.

Facing new challenges is a positive choice and can help individuals to achieve a goal or an aspiration. New challenges might include overcoming a fear of heights, spending time away from family members, asking for further help or taking part in a new activity.

Provide the children with the Character traits word cards and ask them to use dictionaries to look up any unfamiliar words. Direct the children to sort the cards into those traits they would and would not associate with top athletes, giving reasons for their choices. After the discussion, invite the children to reflect on which characteristics they possess and which they would like to develop to face challenges or achieve their goals. Ask questions to guide their thinking, such as ‘Are all the character traits positive? Which traits would you like to develop to face current and future challenges? What steps will you take to develop that characteristic to help you reach your goal?’ Give each child an Action plan writing frame to complete, and share with the class the character traits and actions needed to achieve their goals.