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

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

  • 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.

Small Space

  • 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.