1. Planning for Attainment in Physical Education Activity: Javelin
Range and Content: 3d Performing to Maximum Levels Focus: Fast Arm Action
LEVEL DESCRIPTIONS.
PROMPTS FOR CONTEXT AND LEARNING
KS3 KEY PROCESSES
ACTIVITY CONTENT OBJECTIVES
FOCUS AND CRITERIA
FOR ASSESSMENT
2.5 Making informed choices CONTEXT/PREVIOUS EXPERIENCE: KNOW: 2.5 Making informed choices
about healthy, active Pupils have previously thrown cricket/rounders balls and are about healthy, active lifestyles
lifestyles aware of the safety implications of throwing the javelin ..how to carry the javelin safely
EXPLORE: Level 4 They describe how exercise
Pupils should be able to: ..throwing a variety of missiles overarm - missiles of different: CAN DO: affects their bodies, and why regular,
A a) identify the types of
activity they are best suited to
- lengths;
- weight; ..can obey the safety rules and
throw under control for distance
safe activity is good for their health
and wellbeing. They explain and apply
basic safety principles when preparing
- shape, etc.
T b) identify the types of role
they would like to take on
c) make choices about their
EXPERIENCE:
..throwing down/stabbing the javelin into the ground; UNDERSTAND:
for exercise. They work with others to
plan and lead simple practices and
activities for themselves and others.
H involvement in healthy physical
activity.
..throwing a javelin for accuracy/distance;
..standing throws - throws from a firm base;
..a walking approach off 6 steps;
..the safety implications for
throwing the javelin Level 5 They explain how the body
reacts during different types of
L KEY CONCEPTS
DEVELOP (PERFORMING AT MAXIMUM LEVELS):
..their throw by:
HEALTH RELATED: activity, and why physical activity is an
essential component of a healthy
- using the most appropriate grip, palm up; lifestyle. They plan, organise and lead
E 1.2 Performance
a) Understanding how the
- using the cross-over step during the approach run;
- leading with the elbow;
Flexibility .. that flexibility
(range of motion) about a joint
will improve with repetitive and
practices and activities safely, helping
others’ to improve their performance.
T
components of competence - releasing high over the head; sustained stretching
combine, and applying them to - a fast throwing arm; They can lead safe warm up/cool down
produce effective outcomes. - bringing the hip through ahead of the throwing arm; activities specific to javelin throwing
I
b) Knowing and understanding what and can explain the importance of
..their ability to observe, evaluate, comment upon and the
needs to be achieved, critically
achievements of a partner, helping them to improve.
CURRICULUM regular exercise to maintain fitness
evaluating how well it has been OPPORTUNITIES levels.
CONSIDER:
C achieved and finding ways to
improve.
c) Appreciating how to make
..the follow through;
..the position of the non throwing arm; The curriculum should provide
Level 6 They understand how the
different components of fitness affect
opportunities for pupils to:
S adjustments and adaptations when ..the safety rules for the collection, carriage and throwing of the performance and explain how different
performing in different contexts javelins; e) perform as an individual, in a types of exercise contribute to their
and when working individually, in ..the most appropriate angle of release; group or as part of a team in fitness and health. They describe their
groups and teams. ..the rules for the safe organization and running of an athletic formal competitions or involvement in regular, safe physical
d) Understanding the nature of event; performances to audiences activity for the benefit of their health
success in different types of ..how they could improve their performance through regular and wellbeing.
beyond the class.
activity. training, involvement in an athletic club, etc.