Suggested HWB Experiences & Outcomes
- As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others. HWB 1-09a
- I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. HWB 1-04a
- I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication. HWB 1-45b
- I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical activities. HWB 1-23a
Suggested Learning Intentions
- To listen, share, discuss and compromise when working and learning with others.
- To respect myself, others and the rules of participation.
Suggested Success Criteria (I can...)
- Describe and demonstrate different roles and skills within a range of activities / games. HWB 1-23a
- Demonstrate how to communicate and cooperative with others to achieve a desired goal. HWB 1-09a
- Discuss some factors that can affect how I am feeling. HWB 1-04a
- Show an awareness of the need for personal space and boundaries when playing games. HWB 1-45b
Suggested Learning Experiences
The Healthy Schools approach has been designed to run alongside a core PE programme. This enables more effective support for pupils’ understanding of the importance of an active lifestyle and helps to develop skills associated with habitual physical activity.
- Engage in co-operative learning activities to support group and individual learning eg, games activities, outdoor problem-solving, adventurous activities, adapting and changing an activity to ensure success for all.
- Collaborative learning - children should be encouraged to take on different roles of leader, follower, observer, partner, opponent, teacher, coach ie through role-play activities / problem-solving challenges eg, a gymnastic sequence / dance choreography / game / athletic type activities.
- Discuss / brainstorm how it feels to be successful and why that is important.
- Discuss why it is important to give and receive quality feedback. Give examples of what quality feedback would look like.
- Create rules for a game they have invented themselves. Demonstrate the game and explain the rules to their peers. Consider what might happen if people do not follow the rules of the game/activity. This could lead to discussion based around resolving conflict. Provide children with different scenarios and they could work together to come up with suggestions on how to encourage each other other to take account of personal space and boundaries.
- Consider a familiar / popular game / activity – list all the rules and roles that apply. Discuss why these rules are there and what might happen if people break the rules.
- Adapt the rules of a game/activity to ensure that everyone is included.
Suggested Word Bank
- take turns
Parent & Community Engagement
Pathways, Tracking & Monitoring
- Year Planner (First Level)
- Pupil Learning Log 1 and Benchmarks frdp
- Pupil Learning Log 2 and Benchmarks frdp
- Annual Progression Planner ( First Level)
- Topic Specific Planners (First Level)
- Respected E/O Bundle ( Rights Respecting Schools)
- Personalised Year Planner (First Level)
- Better Movers and Thinkers (BMT) is an approach to learning and teaching in physical education designed to develop the ability of all children and young people to move and think in a more cohesive way.