Circus Curriculum
AIMS:
To provide a dynamic, alternative kinesthetic approach to physical learning utilizing the concepts surrounding physical literacy combined with the acquisition of intelligent physical arts skills (manipulation, equilibre, acrobatic, aerial, movement) through the constructive use of play and structured games, derived from and tailored to an individual’s physical capabilities.
Developing the physical competences which foster confidence, motivation, knowledge and understanding that provides children and young people with a physical movement foundation suitable for lifelong participation in physical activity: building a physicality that supports the development of children and young people as competent, confident and healthy individuals.
AIMS:
To provide a dynamic, alternative kinesthetic approach to physical learning utilizing the concepts surrounding physical literacy combined with the acquisition of intelligent physical arts skills (manipulation, equilibre, acrobatic, aerial, movement) through the constructive use of play and structured games, derived from and tailored to an individual’s physical capabilities.
Developing the physical competences which foster confidence, motivation, knowledge and understanding that provides children and young people with a physical movement foundation suitable for lifelong participation in physical activity: building a physicality that supports the development of children and young people as competent, confident and healthy individuals.
COMPETENCES/SKILLS
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Building increasingly complex skill techniques
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Awareness of the symbiosis between skill, movement, balance and rhythm
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Development of strategies and compositional ideas
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Adapting to a wide range of familiar and unfamiliar contexts
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Development of decision-making, leadership, risk management and presentational skills
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Selection and application of intelligent physical arts skills (manipulation, equilibre, acrobatic, aerial, clowning and performance) in relation to appropriate contexts and environments.
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Develop
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rhythm and tempo
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strength
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endurance
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flexibility
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spatial awareness
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shape and dynamics
CONTROL
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Developing and controlling whole-body skills:movement, agility,
strength, flexibility, endurance, spatial
awareness, rhythm and tempo
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Controlling fine manipulation skills: handling equipment and developing movement relevant to the specific intelligent physical arts skill
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Responding effectively with body and mind to the demands of a physical arts activity
CREATIVITY
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Developing and applying imaginative ways to express and communicate ideas, solve problems and overcome challenges
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Explore and experiment with techniques, tactics and compositional ideas to produce efficient and effective outcomes (spatial awareness, rhythm, tempo, dynamics, shape)
PERFORMANCE
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Understand how the components of competence combine and contribute to a performance
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Apply and adjust components to produce effective outcomes
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Demonstrate the understanding of using whole-body skills - movement, endurance, agility, strength, flexibility, spatial awareness, rhythm, tempo - as part of a performance
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Develop the ability to critically evaluate their own and other’s achievements
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Develop and improve outcomes
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Adjust and adapt when performing in different contexts whether working individually or in groups
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Understand the nature of success as applied to different activities and contexts
AWARENESS
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Develop awareness of self: physicality - capabilities and limitations
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Develop awareness of physical activity as an essential component of a healthy lifestyle
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Building confidence, determination to succeed, mental alertness and ability to deal with emotions
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Be willing to take part in a range of creative and challenging intelligent physical arts activities, both as an individual and as part of a group
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Recognise and understand that regular physical activity has the greatest impact on physical, mental and social wellbeing
ENTERPRISE
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Skills – decision-making, personal and social, leadership, risk - management, presentational and teamwork
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Attitudes – self-reliance, open-mindedness, show initiative, respect for evidence, pragmatism, commitment to making a difference
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Qualities – adaptability, confidence, perseverance, determination, flexibility, creativity, motivation, ability to improvise
CONNECTIONS
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Developing awareness of the connections between an intelligent physical arts activity,humanities, sciences, literacy and numeracy
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Demonstrate an understanding of the connections between an intelligent physical arts activity,humanities, sciences, literacy and numeracy
KEY PROCESSES
ACQUIRING AND DEVELOPING SKILLS
Pupils should be able to:
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Develop a wide range of skills(manipulation, equilibre, acrobatic, aerial, clowning, performance)
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Explore basic skills, actions and ideas with increasing understanding
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Refine and adapt skills into techniques and routines
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Remember and repeat simple skills and actions with increasing control and co-ordination
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Demonstrate the connection between the mind, physical games and the acquisition of these skills
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Increasingly develop the necessary precision, control and fluency of the skills
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Demonstrate the precision, control and fluency of their skill
MAKING AND APPLYING DECISIONS
Pupils should be able to:
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Select and demonstrate effective strategies and compositional ideas across different creative, physical arts contexts
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Respond to changing circumstances by refining and adapting ideas and concepts
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Plan and implement what is necessary to be more effective within a
performance situation
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Recognise and demonstrate how to control risk, both individually and within a group
DEVELOPING PHYSICAL AND MENTAL CAPACIT
Pupils should be able to:
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Develop their physical strength, stamina and rhythmical flexibility to cope with the demands of the different intelligent physical arts activities
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Demonstrate their physical strength, stamina and rhythmical flexibility with regard to the demands of the different intelligent physical arts activities
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Gain the confidence to at least attempt several different activities
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Develop the mental strength to succeed; face up to challenges and move forward
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Express and deal with emotions in a rational and mature manner
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Demonstrate the desire to achieve success for one-self and others in the grou
EVALUATING AND IMPROVING
Pupils should be able to:
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Analyse performances, identifying strengths and improvements
These should include:
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The range and quality of skills
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The range and effectiveness of content, strategies or compositional ideas
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The effectiveness of body and mind to respond to the challenges
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Identifying what strategies would bring about improvement and what actions should be prioritised regarding their own performance and the performance of others
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Act on these decisions in future performances
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Be discerning about what they have actually achieved and what they wish to further achieve in their own work
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Provide constructive feedback to peers
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Receive constructive feedback from peers
MAKING INFORMED CHOICES
Pupils should be able to:
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Identify the types of activity that meet their requirements
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Make informed choices regarding their involvement with an intelligent physical arts activity
METHODOLOGY
The teacher needs to evidence how to,……
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plan and facilitate the physical arts activities, demonstrating an understanding of the learning styles and paths of the individual students
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create both an individual and a group dynamic with the students
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be adaptable and flexible in their approach to teaching the individual intelligent physical arts activities
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use skills, tactics and compositional ideas across different types and styles of intelligent physical arts activity
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organise the learning environment to enhance the learning of the students
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understand and demonstrate their knowledge of assessing and controlling risk
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present the physical arts activities, ensuring that each individual creates and commands their own space, listens, contributes, whilst remaining positive in their attitude to both their own and the group learnin
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EVALUATION
WHAT TO EVALUATE?
Evaluation is required to determine and record individual and group attainment:
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Attitude, participation, listening, peer support, active atmosphere and dynamics
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Climate and positive working relationship teacher/students and student/student
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Involvement of pupils in activity
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Processes used to achieve the aims of the work
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Awareness of appropriate tools and strategies used to promote understanding of the task
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Teacher reflection
EVALUATION PROCESSES
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Current stage of knowledge
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ONGOING - Systematic monitoring and interpretation of the teaching and learning processes
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FINAL - To determine teaching and learning outcomes have been achieved
DOCUMENTATION
Creating the conditions for meta/self-reflection on "how to teach" and ‘how to learn’.
Reflect on what needs to be done to build the conditions for continuous improvement
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record reflections relating to the difficulties encountered and potential solutions
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collect the questions and ideas of students
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record discussions of children
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Document the various stages of progress (photos, film) including the final performance
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Individual pupil assessment.
Documentation can take the form of
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Logbooks
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Lesson Plans
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Video and photos
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Graphic outcomes
TOOLS
SKILLS
Manipulation: - Juggling Balls/Clubs/Rings
Flowerstick
Diabolo
Spinning Plate
Hula Hoop
Scarves
Poi
Equilibre:- Stilts
Pedalo
Unicycle
Tightrope
Rola Bola
Walking Globe
Acrobatic:- Human
Pyramids
Acro- Balances
Tumbling
Aerial:- Trapeze
Ring
Tissue/Rope
Movement:- Dance
Clowning
Music
Performance
ACTIVITIES
Games
Skipping
Storytelling
Drama
GAMES
Allied to a broad intelligent physical arts skill base, games are a well documented, accessible and a very effective form of learning.
Developing social skills, physical coordination and cognitive understanding of the environment they,…..
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activate vitality whilst stimulating the physical, emotional, social and intellectual well-being of young people
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rovide kinesthetic, hands-on and experiential learning
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reduce stress and provide a healthy outlet for the expression of emotions
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bring fun, laughter and bonding into the learning environment
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offer increased motivation for learning and participation
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timulate imagination and spontaneity
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ncourage cooperation and collaboration within a creative context
ACTIVITIES
KEY STAGE 1
OBJECTIVES
At the end of the Key Stage pupils should be able to
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demonstrate fundamental movement skills
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demonstrate awareness of self and mastery of postural patterns
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assume and consciously control bodily postures using expression and creativity
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be aware of and be able to organize and communicate their movements spatially -in relation to themselves, to objects and other students
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become increasingly competent and confident and demonstrate how to access a broad range of physical skill opportunities
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Demonstrate increased balance, agility and co-ordination
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Extend their agility, balance and coordination, both individually and within a group
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Begin to apply these across a diverse range of activities
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Demonstrate co-operative physical activities, across a range of increasingly challenging situations
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Begin to demonstrate an understanding between rhythm and physical movement
Acrobatic
Equilibre
Clown/Manipulation
Dramatize different animals. ( walk, crawl, slither, roll)
Vary tempos and moods of the music to induce imagination
Introduce basic acrobatics (rolls, cartwheels, balances)
Introduce postural games - Management of space and body.
Working with objects in unconventional ways, in relation to the body and the physical movement
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Juggling Clubs
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Balls
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Flower sticks
Introduce Mime – relating them to movement and objects
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emotion
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mood
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physicality
Teacher and Pupil Led
Use Mime to test different expressions of emotion, mood and physicality
Teacher and Pupil Led
Vary the point of balance of an object, on the body
Vary the movement using different objects,
Vary the rhythm
Obstacle courses
Create multiple variants
Creative use of objects coupled with physical movement to deliver a playful experience and narrative that opens up the imagination.
Vary the tempo and mood of the music
Encourage the use of space, vary position of the body (Horizontally and Vertically)
Devise obstacle courses and variants
Creative use of objects coupled with physical movement to delivering a playful experience and narrative that opens up the imagination.
Use Mime to test different expressions of emotion, mood and physicality
Teacher and Pupil Led
KEY STAGE 2
OBJECTIVES
At the end of the Key Stage pupils should be able to
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Continue to learn, develop and apply a broader range of skills
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Know how to use the skills in different ways linking them to creative actions and movement sequences.
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Develop further flexibilitystrength, technique, control and balance
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Demonstrate understanding of spatial orientation, coordinated movement, precise manipulation
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Develop an understanding of how to improve across different physical activities whilst learning how to recognise and evaluate their own success.
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Check and manage the breathing, relaxation.
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Develop the ability to adjust posture during balance excercises
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Participate actively and enthusiastically in team work
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Evaluate and adjust their capacity in relation to the given motor tasks, managing risk, controlling the safety of themselves and others.
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Using backing tracks and rhythms, use the body in a creative and expressive manner - communicating intent
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Perform choreography using a range of movement patterns and object manipulations
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Compare their performances with previous ones and demonstrate improvement
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Demonstrate increased understanding of rhythm in relation to physicality
ACROBATICS
EQUILIBRE
CLOWNING
MANIPULATION
Walk through time and space, changing direction, plane (Vertical, horizontal) body shape and size
Walk through time and space, with variations, using different body supports, use commands - freeze, buddha! Exercise with objects to create understanding of balance
Walk through time and space, with variations, freely dramatizing the movement or gesture (emotional experience) Individually or in small group
Walk through time and space, using juggling props of varying difficulty - singularly or in pairs
Exercises to correct posture, create strength, effect a group dynamic - human pyramids in pairs small group, large group
Exercises to create strength, effect a group dynamic, manage balance within the various postures: (human pyramids in pairs)
small groups, large groups.
Exercises to correct posture, create strength, effect a group dynamic. (human pyramids in pairs)
small groups, large groups.
Create human pyramids whilst using small objects (balls, clubs)
Emphasis on both creativity and technique
Games and exercises using musical rhythms to emphasize correct body positions and dictate movement
Games and exercises using musical rhythms and equilibristic objects. Use both as preparatory and a wider technical approach. (Use the music as a facilitator to develop understanding of risk and self control )
Use different rhythms to control movement and pauses.
Games and exercises using rhythms to facilitate emotional expression, mime and drama of metaphorical figures.
Games and exercises using rhythms to facilitate concentration and the manipulation of juggling object - Individual exercise
Games to develop perception and understanding of floor exercises.
Falls, exercises to assist with risk management and confidence
Exercises exploring height, using mats to facilitate and manage the various emotional and physical heights needed to support the use of equilibristic objects.
Performance using comic falls, curtains or mazes using mats
Curtains to appear and disappear.
Exercises demonstrating the use of mats in preparation for the use of inclined planes.
Simple manipulation of equilibristic objects. Creative Choreography with equilibristic objects
(Walking on the tightrope. Musical
walk on ball. Developing various means of travel,
unicycle, using facilitators. Walking with stilts of varying heights)
Use Games to approach aerial and acrobatics. Use games as technical tools
And exercises with aerial and acrobatic objects.
Use creative and choreographic games/exercises alongside aerial and acrobatics objects.
(trapeze, tissue
Games to assist dramatizations of performances.
Devising original styles and comic situations.
Games and choreography which reflect the characterization of the emotional states
Manipulation of juggling objects
Creative use of objects
Technical exercises with use of objects
Creating simple choreography with the use of objects
Individually or in pairs
KEY STAGE 3
OBJECTIVES
At the end of the Key Stage pupils should be able to
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Build on and further embed the physical development and skills introduced in key stages 1 and 2
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Demonstrate a broader competence, confidence, motor co-ordination and expertise.
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Apply techniques across a wider range of physical activity
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Demonstrate an understanding of the long-term health benefits of taking part in an intelligent physical arts skill activity
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Use and transfer skills to develop and enact a physical performance.
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Use the explored movements to solve new or unusual physical situations.
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Know and apply simple techniques of body expression to represent ideas and moods; as an individual, in pairs and in a group.
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Participate in propositional game choices and implement collaborative behaviors.
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Adapt to handle situations in a conscious way with self-control and respect to others
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Use and store equipment properly, safeguarding their own and others’ safety
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Understand and apply techniques to control breathing and muscle relaxation at the end of their work.
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Take part in intellectual and physical challenges and be encouraged to work within a team, building on trust and developing skills to solve problems, either individually or as a group
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Demonstrate what makes a performance effective- applying these principles to their own and others’ work.
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Analyse their performances compared to previous ones and demonstrate improvement
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Understand and demonstrate the symbiosis between rhythm, physicality and characterisation
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ACROBATICS
EQUILIBRE
CLOWNING
MANIPULATION
Games creating movement in small or large group which emphasise space and time; create strategies which correspond to the performance of varying difficulty and increasing complex movement
Games which use bodyweight and objects to create balances.
Combination of technical and creative games conducive to the care of the individual and a group.
Games creating movement within a small or large group which emphasize space and time.
Creation of strategies which relate to a performance of varying difficulty and increasing complexity
The further use of manipulation objects in a creative way
Exercises to facilitate posture, the use of force, effect management and care of the others within the group: human pyramids in pairs, in small groups, in large group of complex type. (Use mats for safety)
Introduction of choreographic and dance elements
Use choreography, introducing emotional expression, mime and dramatic episodes based on metaphorical figures
Use choreography to introducing and manipulate juggling objects
Technical exercises pertaining to acrobatics and aerial objects.
Creative choreographic exercises with objects (trapeze, fabric, rope, hoop)
Develop complete routines, individually and duos; evaluating risk and complexity of exercises.
(use of large mats for safety)
Choreography with balance objects.
(perform acrobatic routines on the tightrope
Walk on ball, using juggling objects, passing and exchanging different types of balance.
Individually or in pairs.
Choreograph complex routines with unicycles.
Walk, skip, hop jump with stilts of different heights.
Individual and collective evaluation of the activities of the risks involved and the complexity of exercises and progressive degree of technical nature.
Individual and group performances manage emotions and bodily expressiveness
Invention of original comic styles and situations.
Technical progression in the manipulation of juggling objects.
Creating complex individual and group choreography, using varying rhythms.
Creative use of objects
APPENDIX
1.
Lesson Plan
Duration: 2 hours
AGENDA - STRATEGIES - CONTENTS
1: Warm-up - Establish dynamic
20 minutes
Introductory warm-up games; children share the proposals of the teacher for the lesson.
Presentation of circus skills using introductory games and "object" manipulation.
2 : Discovery - Objects
40 minutes
Organize the environment
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circuits
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stations
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large group
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small groups
Teacher led discussion to develop understanding
Introduce
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time-lines
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technical exercises.
Discussion and selection of various activities of a unique practical character
Teacher analysis and observation
3: Initial assessment
20 minutes
The manipulation of objects:
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Controlled
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in free play
Important to ensure a supportive environment, free from impositions or excessive demands
Using games, test the assigned tasks and materials
Demonstration of skills.
Group
discussion/reflection
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what went well
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what needs to be changed
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revision of activities
4: Creating a performance / large group
30 minutes
Sharing the performances with the whole group paying attention to
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social aspects
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cooperative activities
Teacher co-ordinates and directs the choices, paying attention to
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organizational factors
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safety and materials
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supporting the students
Practicing with objects. Organizing the story using the objects.
Drawing pictures, writing ideas, group discussion – large group
Task: draft an outline of the final script which is consistent and homogeneous
Rehearse, choosing music, devising choreography, adding additional performance suggestions.
Presentation to the public.
5:
Warm down
Self-evaluation
10 minutes
Warm down games
Teacher led discussion/reflection of lesson
Reorganization of the space and objects.
Relaxing and calming games
Group discussion
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in the gym
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in the classroom
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individual reflection - written or drawn(particular emphasis to be placed on the skills acquired in the comparison group)
2.
INTELLIGENT PHYSICAL ARTS: SCHEME OF WORK: KEY STAGE 1
AIM
LEARNING OUTCOMES
TEACHING ACTIVITIES
RESOURCES
WEEK 1
Introduce, using games
-
basic physical skill concepts.
-
circus based ground skills
-
Use Mime to test different expressions of emotion, mood and physicality
-
Teacher and Pupil Led
-
-
Initial assessment of
-
students abilities and attitudes
-
manipulation and physical skills
-
the beginnings of team work
Warm up – Game
Demonstration of
-
ground equipment
-
basic equilbre and
body skills
-
Warm down - Game
Box equipment
-
Juggling balls
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Rings
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Balls
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Cigar Boxes
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Flower sticks
Skipping Ropes
Games List
Gym Mats
WEEK 2
Re-visit and re-enforce basic skills
Introduce, Explain and discuss god working practice to achieve, maintainand improve skill levels
Introduce basic Performance skills
Setting first goals for achievement
Basic understanding of how to achieve goals
Display understanding of the process of achievement
Physical Warm up
Re-visit basic skills, (Manipulation, Equilibre, Aerial, Acrobatic) correcting technique
Group discussion
Personal evaluation
Warm down Games
Box equipment
Juggling
Unicycles
Rola Bola
Rolling Globe
Tightrope
Aerial - Trapeze
Drama Games
Re-visit and re-enforce
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basic physical skills
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circus skills
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movement skills
Introduce Equilibre skills
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Walking Globe
-
Stilts
First goals for achievement
set
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physical skills
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circus skills
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movement skills
Show willingness to
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be involved
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share knowledge
Warm up - Game
Re-visit basic skills,
Correcting technique
Group discussion to assess
pupil understanding
Warm down - Game
Box equipment
Games List
Tightrope
Walking Globe
Skipping Ropes
Gym Mats
WEEK 3
Re-visit/re-enforce
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physical skills
Introduce further equilibre skills
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Rola Bola
-
Tightrope
Students can
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Show and demonstrate confidence in their ability to choose an individual skill
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Show beginnings of
-
greater self awareness/self confidence
Warm up – Game
Correcting techniques of
basic skills,
Group game – Skipping
Warm down - Game
Box equipment
Games List
Skipping Ropes
Tightrope
Walking Globe
Rola Bola
Unicycle
Gym Mats
WEEK 4
Introduce
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Stilt Walking
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Simple combinations of Manipulation/equilibre
Re-enforce good workingpractice
Can begin to show
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How to combine skills i.e. manipulation –equilibre
-
greater awareness/self confidence
Manipulation/physical warm-up
Demonstrate
-
next level of skill bases
-
how skills can be combined
Skipping
Warm Down game
Box equipment
Stilts
Skipping Ropes
Unicycle
Rola Rola
Walking Globe
Tightrope
Games List
Gym Mats
WEEK 5
Re-visit and re-enforce introduced circus skills
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Box Equipment
-
Stilts
-
Rola Bola
-
Walking Globe
-
Manipulation
Can talk about and show
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existing learnt skills
-
the ability to combine skill sets
Physical Warm up
Supervised skill practice
Skipping
Warm Down Game
Box equipment
Skipping Ropes
Stilts
Unicycle
Rola Bola
Walking Globe
Tightrope
Games List
Gym Mats
WEEK 6
Introduce Skills
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Movement
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Physical Control
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Clowning
Expand existing skills sets
Set higher achievement goals
Can show
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How to combine skill sets
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understanding of working together
Manipulation/physical warm-up
Supervised skill practice
Share a skill with class
Skipping - greater complexity - Double Dutch
Warm Down Game
Box equipment
Red Noses
Skipping Ropes
Unicycle
Rola Rola
Walking Globe
Tightrope
Games List
Gym Mats
WEEK 7
Re-visit/re-enforce skills
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Manipulation
-
Equilibre
-
Physical Control
Further develop existing skills
Re-visit clowning skills
Can talk about and show
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an aquired skill
-
how to combine skills
Can show
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Body awareness
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Understanding of body control
-
Awareness of safety issues
Physical Warm-up
Supervised skill practice
Group discusion: how to
show what they can do
Skipping
Warm Down Game
Box equipment
Red Noses
Skipping Ropes
Unicycle
Rola Bola
Walking Globe
Tightrope
Games List
Gym Mats
WEEK 8
Introduce
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Transversal skills
Re visit
-
Basic skills
-
performance skills
Develop further existing skills
Set higher achievement goals
Further develop a sequence
Can talk about and show
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how to make a sequence
-
show control and safe practice
-
Mind–body connection
Manipulation/physical warm-up
Supervised skill practice
Sharing with peers a short sequence
Warm Down Game
Box equipment
Red Noses
Skipping Ropes
Stilts
Unicycle
Rola Bola
Walking Globe
Tightrope
Trampette
Games List
Gym Mats
WEEK 9
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Practice sequence
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present sequence
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show, self-awareness, confidence and skill
Can talk about and demonstrate
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self - control. self-discipline and understanding of the elements they are using
-
how to improve their sequence
-
perform sequence
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skill techniques
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Combining different skills
Manipulation/physical warm-up
Rehearse and perfect sequence
Assessment and discussion regarding their sequence
Warm Down Game
Box equipment
Red Noses
Skipping Ropes
Stilts
Unicycle
Rola Bola
Walking Globe
Tightrope
Games List
Gym Mats
WEEK10
To present an informed and skillful performance of their sequence to an audience of their peers.
Can show
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a clear understanding of their what they are trying to achieve with their sequence
-
an ability to listen
-
self confidence
-
self discipline
-
mind-body connection
-
Physical literacy
-
Physical Intelligence
Performance warm up
Lead discussion and assessment of sequence presentation
Evaluate and discuss sequence presentation
Warm down
Box equipment
Red Noses
Skipping Ropes
Stilts
Unicycle
Rola Rola
Walking Globe
Tightrope
Trampette
Games List
Gym Mats
3.
INTELLIGENT PHYSICAL ARTS/PE: SCHEME OF WORK: KEY STAGE 2/3
AIM
LEARNING OUTCOMES
TEACHING ACTIVITIES
RESOURCES
WEEK 1
Introduce (using Games),
-
basic physical skill concepts.
-
circus based ground skills
-
team work
Initial assessment of
-
students abilities and attitudes
-
manipulation and physical skills
-
start to develop team work
Warm up – Game
Demonstration of
-
ground equipment
-
basic equilbre and body skills
-
control
Warm down - Game
Box equipment
-
Juggling balls
-
Rings
-
Hoops
-
Cigar Boxes
-
Balls
Skipping Ropes
Games List
Gym Mats
WEEK 2
Re-visit/re-enforce
-
Basic physical/circus skillsSkipping
Introduce
-
basic equilibre skills - Walking Globe - Tightrope
Set first goals for achievement
Demonstrate
-
basic understanding of the achievement process
-
beginnings of understanding the mind body connection
Warm up - Game
Re-visit basic skills - correcting technique
Group discussion to assess pupil understanding
Warm down - Game
Box equipment- Games List-Tightrope-Walking Globe-Skipping RopesGym Mats
WEEK 3
Re-visit/re-enforce
-
physical skills
-
good working practice
Introduce
-
Rola Bola
-
Rolling Globe
Set challenges to increase
skill competency
Students can
-
demonstrate confidence in their ability to choose, practice and demonstrate an individual skill
-
define and demonstrate higher achievement targets
-
beginnings of greater self awareness/self confidence
Warm up – Game
Correcting techniques of
basic skills,
Group game - Skipping
Warm down - Game
Box equipment-Games List-Skipping Ropes-Tightrope-Walking Globe-Rola Bola-Unicycle-Gym Mats
WEEK 4
Introduce
-
Basics of Risk Management
-
Stilt Walking
-
principle of combining skills i.e. Manipulation/Balance
Re-enforce good working practice
Can begin to define and demonstrate
-
ability to combine skills i.e. manipulation –equilbre
-
a basic understanding of risk management
-
higher achievement targets
-
greater self awareness/self confidence
-
a basic awareness of Physical Literacy
Manipulation/physical warm-up
Demonstrate
-
next stage of skill base
-
how skills can combine to assist sequences
Warm Down game
Box equipment-Stilts-Skipping Ropes-Unicycle-Rola Rola-Walking Globe-Tightrope-Games List-Gym Mats
WEEK 5
Re-visit/re-enforce basic circus skills
-
Box Equipment
-
Stilts
-
Hoops
-
Rola Bola
-
Walking Globe
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Manipulation
To engender a discussion regarding the elements of good working practice required to achieve, maintain and improve all skill levels
Can verbalize and demonstrate
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learnt existing skills
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the ability to combine skills
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the connection between achieved skill and physical awareness
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a growing awareness of Physical Literacy
Physical Warm up
Group Discussion: Creating a sequence
Supervised skill practice
Warm Down Game
Box equipment-Skipping Ropes-Stilts-Unicycle-Rola Bola-Walking Globe-Tightrope-Games List-Gym Mats
WEEK 6
Introduce
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Basic Aerial Skills
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Movement Skills
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Basic Clowning Skills
Expand existing skills sets - set higher achievement goals
Can demonstrate
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a basic sequence combining two or more skill sets
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further understanding of team work
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understanding of risk management
Manipulation/
physical warm-up
Supervised skill practice
Sharing with class a created sequence
Warm Down Game
Box equipment-Red noses-Skipping Ropes-Unicycle-Rola Rola-Walking Globe-Tightrope-Trapeze/strops-Games List-Gym Mats
WEEK 7
Re-visit/re-enforce skills
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Manipulation
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Equilibre
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Acrobatic
Set higher achievement goals
Can create, demonstrate and verbalize
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a sequence with greater competency, self discipline and confidence
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an awareness of physical literacy and it’s implications
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control and risk management
Physical Warm-up
Supervised skill practice
Discussion: developing and expanding the sequence
Warm Down Game
Box equipment - Red Noses - Skipping Ropes - Unicycle-Rola Bola-Walking Globe-Tightrope-Trapeze/strops-Games List-Gym Mats
WEEK 8
Introduce
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Re visit
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Manipulation skills
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Movement skills
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Performance skills
Set higher achievement goals
Further develop a sequence
Can demonstrate
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an understanding of the creation process
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verbalize the processes involved in creation of a sequence
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control and risk management
Manipulation/physical Warm-up
Introduce/demonstrate
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trampette technique
Supervised skill practice
Sharing with class a created sequence
Warm Down Game - Box equipment - Red Noses - Skipping Ropes - Stilts - Unicycle - - Rola Bola - Walking Globe - Tightrope - Trapeze/Strops - Games List - Gym Mats
WEEK 9
Rehearse sequence
Present an informed, skillful performance, showing self-awareness, confidence and skill
Can demonstrate
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an ability to organise and present a sequence
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self - control. self-discipline and
confidence
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objective assessment of the priorities required to improve a sequence
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performing sequence fluently, skillfully and precisely
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control and risk management
Manipulation/physical
Warm-up
Rehearse and perfect sequence
Assessment and discussion:
How to develop a sequence
Warm Down Game - Box equipment - Red Noses - Skipping Ropes - Stilts - Unicycle - Rola Bola - Walking Globe - Tightrope - Trapeze/Strops - Games List - Gym Mats
WEEK 10
To present an informed and skillful performance of their sequence to an audience of their peers.
Can demonstrate
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a clear understanding of the effect of their sequence on their peers
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an ability to listen
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responsiveness to constructive criticism
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objectivity about their achievements
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effective evaluation of the strengths and weakness in their sequence
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a clear understanding of whatphysical literacy involves.
Performance warm up
Lead discussion and
assessment of sequence presentation
Evaluate and discuss all
elements of the sequence presentation
Warm down
Box equipment - Red Noses - Skipping Ropes - Stilts - Unicycle - Rola Rola - Walking Globe -Tightrope -Trapeze/Strops - Trampette - Games List - Gym Mats