Suggested HWB Experiences & Outcomes
- I am experiencing enjoyment and achievement on a daily basis by taking part in different kinds of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community. HWB 2-25a
- I can explain the links between the energy I use while being physically active, the food I eat, and my health and wellbeing. HWB 2-28a
Suggested Learning Intentions
- To know about the wide range of physical activities available to them and the differing demands these place on the body.
- To understand the importance of having the correct energy balance in relation to food intake and physical activity.
Suggested Success Criteria (I can...)
- Explain how low and high intensity activities place different demands on my body. HWB 2-25a
- Select and apply a range of methods to record energy input and expenditure within a range of physical activities. HWB 2-28a
- Discuss how I can maintain the correct balance of energy in and out, before, during and after physical activity. HWB 2-28a
Suggested Learning Experiences
- COVID Support - Education Scotland have highlighted physical education as a critical learning opportunity for pupils as they heal, re-connect, and adapt on their return to school. To support schools with these considerations and others, they have released specific guidelines designed to assist with the planning, decision-making and the safe implementation of curricular physical education.
- Children could take part in a range of exercise ‘stations’ with a varying degree of low, medium and high intensity activities. Use a variety of methods to record effects on the body eg, taking pulse rate manually / with a heart monitor; wearing a calorie burning watch; thermometer; feelings chart. Record and evaluate results. The same activities could be repeated over a number of weeks to allow children to analyse their own performance as well as any changing effects on the body. This should lead into discussions about other factors that may contribute to the results eg, food intake prior to activity; motivation / enthusiasm; health; injury; time of day etc.
- Children could work out the number of calories they have consumed from food prior to taking part in P.E and using a calorie counter watch or similar device (if available) or calorie chart and work out how much energy they have used up. Children should evaluate if they have managed to maintain a good energy balance ie, energy in=energy out. Consider how they could ensure that the balance is correct in the future. Discuss reasons why it is important to ensure that you have the correct balance – how might it affect how you look and feel in the short and long-term?
- With a partner/or in small groups compile a list of different types of physical activities under the following headings:
- ‘Active Living’, e.g. walking, gardening;
- ‘Active Recreation’, e.g. play, dance, cycling;
- ‘Organised Sport’, e.g. school sport, competitions, core P.E programme.
- Discuss which of these activities they have taken part in – what they liked / disliked about them.
- Compare and contrast the pros and cons / benefits and barriers to participating in these kinds of activities.
- Consider how and when they might participate in these kinds of activities and how they would encourage others to do them. Consider which of these activities they consider to be low, medium or high intensity activities.
- Choose one of the 3 types of activities and make a poster presentation about the benefits of doing them – use images from magazines / newspapers / drawings etc.
- Research project – select a professional sportsperson. Research their training and daily lifestyle. Design an appropriate weeks diet for this person and / or plan and prepare a meal.
Suggested Cross-Curricular Links
- LIT 2-25a - Record a training diary of what you have done both in and out of P.E for a day.
- MNU 2 –11b - Calculate the calories burned following various activities. Compare with foods eaten and work out whether the correct energy balance has been achieved.
Suggested Word Bank
- achieve goals
Parent & Community Engagement
Pathways, Tracking & Monitoring
- Year Planner (Second Level)
- Pupil Learning Log and Benchmarks satp
- Annual Progression Planners ( Second Level)
- Active E/O Bundle with UNCRC links
- Personalised Year Planner (Second Level)
- Topic Specific Planners ( Second Level)
- Greenspace. NHS Lanarkshire resource that is designed to help show all the different options to get outdoors and reap the benefits of nature.