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 2-09a
- While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals. HWB 2-23a
- 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 2-45b
Suggested Learning Intentions
- To know that team work is essential to creating effective working partnerships and to achieve desired goals.
- To understand that good communication skills are essential in problem solving.
Suggested Success Criteria (I can...)
- Demonstrate good communication, team building and problem solving skills in a range of practical situations. HWB 2-45b
- Demonstrate how to work as an effective team member, appreciating that we all have different strengths and weaknesses. HWB 2-09a
- Discuss how my group managed a task and describe how we could have improved and worked towards our goal more effectively. HWB 2-23a
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.
- Within a range of specific activities eg, netball, rugby, volleyball etc – work in small teams – pause at regular points in the game to discuss strategies for improving teams’ performance. Ensure rotation of roles and everyone participating. – consider how the rules can be adapted to make it more / less challenging.
- Engage in challenges of a physical and problem-solving nature with a partner or in a small group. Reflect on performance at the end of each session. Orienteering activities and outdoor learning opportunities in different environments eg playground, school fields, parks or woodland will provide a great vehicle for promoting team-building skills. Discuss / brainstorm the skills necessary for the specific activities being undertaken, eg reading a map; using compass directions during which pupils should be given opportunities to be mindful of others and the environment.
- Develop problem-solving through, for example, games-making activities and/sequencing work – eg footwork/movement; dance, clap pattern – come up with an individual pattern then work with partner to combine patterns.
- Work as a team to create and showcase a gymnastics sequence. Children should be encouraged to discuss individual strengths / weaknesses / skills when planning their sequence and performance should take account of differences in abilities of individuals while ensuring everyone has a role to play.
- Following a range of different activities, reflect on how the task went and how they used their skills of communication and participation. Discuss whether they felt their opinions / suggestions were accepted as well as the range of ways they reached their decisions on different roles and tactics applied.
- Consider what problems, if any, they faced and what they have learned about team work that they could apply in similar situations in the future.
- Discuss / brainstorm the repertoire of skills / qualities of a good team player – consider own strengths and weaknesses and ways of improving own performance.
- Reflect / evaluate the things that went well in a game / activity – either their own or others’ performance or a short film clip of a professional game. Consider what made it good / bad and how it could be improved upon.
- Consider ways in which groups can organise themselves and whether it is important to have a team leader or not.
Suggested Cross-Curricular Links
- LIT 2-26a – Functional Writing – write a set of rules for a game that they have invented that will ensure participation of everyone.
- LIT 2-28a – Keep a log-book of individual/teams’ progress – containing photos / video footage / annotated diagrams / notes /quotes / feedback from others.
Suggested Word Bank
- take turns
- team member
Parent & Community Engagement
Pathways, Tracking & Monitoring
- Year Planner (Second Level)
- Pupil Learning Log and Benchmarks srdp
- Annual Progression Planners ( Second Level)
- Respected E/O Bundle (Rights Respecting Schools)
- Personalised Year Planner (Second Level)
- Topic Specific Planners ( Second Level)
NHS Lanarkshire Library Resources
- What did you say? Game about nonverbal language.