Suggested HWB Experiences & Outcomes

  • I practice, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. HWB 2-22a
  • By reflecting on my own and others’ work and evaluating it against shared criteria, I can recognise improvement and achievement and use this to progress further. HWB 2-24a

Suggested Learning Intentions

  • To apply key qualities and attributes (e.g decision-making, cooperation) as well as sport specific skills within a variety of situations.
  • To understand that the process by which they learn is key to achieving success.
  • To evaluate own and others’ achievements to plan future individual performance outcomes.

Suggested Success Criteria (I can...)

  • Be an effective peer assessor to provide constructive feedback. HWB 2-24a
  • Listen, make decisions and take responsibility for my own learning. HWB 2-22a
  • Explain how different skills can be applied across a range of activities. HWB 2-22a
  • Evaluate my own and others’ performance against shared criteria. HWB 2-24a

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.

Large Space

  • Practice a range of skills individually, in pairs and in small groups where the following themes are the main focus for development – coordination, rhythm and timing, sequencing, balance, cue recognition, body/spatial awareness, postural control, decision-making – these skills are highlighted and explained within the ‘Better Movers and Thinkers’.
  • Observe children playing one particular sport eg volleyball and comment on the performance of self and peers. Compare and contrast similarities and differences in performances and whether they meet the criteria of the task. Explain how a performance could be improved using appropriate language that has been developed over time. Discuss how they know when a performance has been improved upon – this could focus on techniques and skills observers should be looking for when watching someone perform.
  • Children should consider how these skills can be applied within a games context eg, invasion games (eg, football, rugby), rebound games (eg, badminton, tennis, volleyball), athletics, aesthetics (eg, creative dance, gymnastics).

Small Space

  • Collaborative learning – in small groups, consider one particular sport eg, volleyball, and list/mindmap the skills and qualities/attributes that would be needed to be successful – compare this with another group who are focusing on a different sport – analyse each others lists to compare any similarities/differences.
  • In groups, discuss strategies/tactics that they could apply when playing in team situations.
  • Evaluate their teams’ performance at the end of a game and decide what they need to practice and develop to improve future performance.
  • Take turns at being performer, observer and coach and provide effective feedback on each others performance against a shared success criteria that the group have compiled themselves. Use video evidence to help with the feedback.
  • Record diary sheets following each lesson in order to monitor improvement – this could be as simple as one or two sentences/statements per lesson.