Grade 6: Movement
(Individual and Dual Activities)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

perform activity-specific motor skills in creating individual, dual, and group activities
identify and use principles of mechanics to analyse performance in individual and dual activities

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Suggested Instructional Strategies

Students apply their running, jumping, and throwing skills in activities such as track and field, target activities, and individual manipulatives. Students focus on developing personal training programs to improve and analyse performance, and may participate in combative activities, such as self-defence, marital arts, or wrestling.

Strategies:

Discuss and practise safety procedures for handling equipment (e.g., discus, weights).
Have students plan and lead warm-up and cool-down activities (e.g., skipping, running).
Have students practise ways to jump using indoor and outdoor jumping pits, high jump standards, and so on.
Have students practise running and jumping with equipment (e.g., hurdles, benches, ropes, bar).
Discuss and practise body position and control in the air (e.g., Brill bend, flop).
In small groups, have students practise baton passing and running a set course.
Using stations designed to develop the elements of fitness, have students set, record, and modify their personal fitness goals.
Invite qualified personnel to introduce self-defence, martial arts, or wrestling skills. Ensure that self-defence is taught in the context of gender issues.
Using items such as scarves, balls, and sticks, have students create a juggling sequence, with a partner or small group.
Use Frisbees, softballs, and other objects to practise field events, such as shot-put and discus.
Use quoits, balls, sticks, or hoops to create target activities related to horseshoes, archery, bocci, and bowling.

Suggested Assessment Strategies

Set up a team-juggling activity, using different pieces of equipment and manipulative skills (e.g., bounce pass, between-the-legs pass) to create a new juggling routine to present to the class. Have other students observe and provide feedback on the quality and creativity of the routine.
Work with the students to develop a list of required criteria to use in peer assessment. For example:
- executes at least two kinds of jumps (e.g., long, standing, high, triple, hurdles)
- accelerates to the takeoff spot
- hits takeoff spot (e.g., paces off, executes)
- uses proper takeoff (e.g., one or two feet)
- controls position in air
- lands under control
- successfully clears barrier or attains distance (relevant to personal goal)
At the beginning of a unit have students identify the activities and skills they will work on, and select one or two as a focus. Develop a feedback sheet with criteria such as form (body positions), focus and concentration, power, body mechanics, and movement. At the end of the unit, have students reflect on their progress and write a summary using the following prompts:
- How do you feel about your progress?
- What improvements did you show?
- What helped you to improve?
- What kinds of feedback helped you the most?