The start of learning about the rights of others

About this Guide

This Early Level guide will help you to create activities around the wellbeing indicator of Respected using the Physical Education, Physical Activity and Sport section of the Health and Wellbeing curriculum.

Suggested HWB Experiences & Outcomes

HWB 0-09a

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 0-04a

I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.

HWB 0-23a

I am aware of my own and others’ needs and feelings especially when taking turns and sharing resources. I recognise the need to follow rules.

HWB 0-45b

I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication.

Suggested Learning Intentions

  • To begin to demonstrate consideration for others needs and feelings while participating in activities.

Suggested Success Criteria (I Can…)

HWB 0-04a

Describe what being in a good team looks, feels and sounds like

HWB 0-09a

Begin to demonstrate how to work co-operatively with a partner and in small groups.

HWB 0-23a

Explain why rules are important.

HWB 0-45b

Show a quick response to a variety of non verbal signals.

Suggested Learning Experiences

Large Space

  • Provide opportunities for children to share space and equipment to develop self- awareness and awareness of others when taking turns and moving around safely eg parachute activities.
  • Take turns at being both the leader and follower in a variety of movement activities.
  • Explore how best to work together through a range of partner activities.

Small space

  • Provide opportunities for children to reflect on their own and their peers performance in a positive way.
  • Share thoughts on cheating (e.g., “What does cheating look like when we play games?”; “Why do you think people cheat when playing games?” and “Is it wrong to cheat?”).
  • Brainstorm words and phrases of what a good ‘leader’ might consist of.
  • Mindmap what it looks like, sounds and feels like when people are being considerate to each other.
  • Mindmap what it looks like, sounds and feels like when people are being considerate to each other.
  • List words and phrases to describe what makes a good ‘team.’
  • Make a set of rules for working as a team.

Suggested Cross-Curricular Links

SOC 0-17aEXA 0-14a

Role-play different scenarios where cheating or rule-breaking is the main theme. Children could discuss ways to solve the problem.

LIT 0-01c

Read / share / discuss different texts where the main theme is cheating/breaking the rules.

A Book About Cheating (Help Me Be Good!) by Joy Berry

Suggested Word Bank

  • Rules
  •  Share
  •  Take Turns
  •  Listen
  •  Feelings
  •  Positive
  •  Leader
  •  Follower
  •  Safely
  •  Space
  •  Cheat
  •  Considerate
  •  Team
  •  Rules
  •  Respect