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
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.
- 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.
- 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.