Suggested HWB Experiences & Outcomes
- 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
- I know and can demonstrate how to travel safely. HWB 2-18a
Suggested Learning Intentions
- To evaluate the quality of their own and others’ performance, making reference to a given criteria.
- To recognise and apply a range of methods to record and monitor progress.
- To show a safe and effective way to travel within the performance criteria.
Suggested Success Criteria (I can...)
- Collaborate with others to devise my own success criteria in a range of activities. HWB 2-24a
- Understand what it means to take on a leadership role.HWB 2-24a
- Reflect on my own and others’ performance to help plan my next steps. HWB 2-24a
- Compile a safe and effective action plan to achieve my next steps. HWB 2-18a
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.
- Practice a range of partner / team activities such as small sided games eg 2v2, 3v3 - setting own targets for improving performance, successful passing and scoring in different areas. Adopt different roles during a range of activities eg. recorder, timekeeper, coach, judge, scorer, referee etc.
- Set up different activity stations to allow children to practice recording using a variety of resources eg, stopwatch, measuring tapes etc. Compare different methods used to record performances and decide on most appropriate for a range of activities.
- Collaborative learning – children could work in small groups to create their own games / activities within a given criteria / timescale. They should be encouraged to think about rules, movements, scoring, equipment etc and should focus on everyone having a role to play. Teach and test the game on their fellow peers. Encourage children to modify their game / rules accordingly.
- Compile a checklist of skills / qualities they would look for in a performance g, a gymnastic sequence – try to emphasise that they should not simply focus on skills but should focus also on their ability to solve-problems, make decisions, work co-operatively etc.
- Self/peer assessment – children should be involved in creating own success criteria for a range of tasks / activities through discussions and negotiations with peers.
- With a partner, construct a short term and longer term plan to improve on a specific skill / quality. Discuss how they will achieve this and set clear targets to work towards. Assess individual progress, reflecting on how easy / difficult it has been to achieve their target.
Suggested Cross-Curricular Links
- MNU 2-20b – Decide on most appropriate methods for gathering and recording information about own and others’ performance and compile results tables and score sheets to collate, organise and communicate results.
- TCH 2-03a - Use a range of ICT software to display own progress and achievement eg, spreadsheet, graph, powerpoint, video clips.
Suggested Word Bank
- positive attitude
- self/peer assessment
Parent & Community Engagement
Pathways, Tracking & Monitoring
- Year Planner (Second Level)
- Pupil Learning Log and Benchmarks srp
- Annual Progression Planners ( Second Level)
- Topic Specific Planners ( Second Level)
- Responsible E/O Bundle (Rights Respecting Schools)
- Personalised Year Planner (Second Level)
- 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.