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.

Large Space

  • 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.

Small Space

  • 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.