What do we do next about respecting rights and rules?

About this Guide

This First 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 1-04a

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 1-09a

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 1-45b

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

HWB 1-23a

I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical activities.

Suggested Learning Intentions

  • To listensharediscuss and compromise when working and learning with others.
  • To respect myself, others and the rules of participation.

Suggested Success Criteria (I Can…)

HWB 1-04a

Discuss  factors that can affect how I am feeling.

HWB 1-09a

Demonstrate how to communicate and cooperative with others to achieve a desired goal.

HWB 1-45b

Show an awareness of the need for personal space and boundaries when playing games.

HWB 1-23a

Describe and demonstrate different roles and skills within a range of activities / games.

Suggested Learning Experiences

Large Space

  • Engage in co-operative learning activities to support group and individual learning eg, games activities, outdoor problem-solving, adventurous activities, adapting and changing an activity to ensure success for all.
  • Collaborative learning – children should be encouraged to take on different roles of leader, follower, observer, partner, opponent, teacher, coach ie through role-play activities / problem-solving challenges eg, a gymnastic sequence / dance choreography / game / athletic type activities.

Small space

  • Discuss / brainstorm how it feels to be successful and why that is important.
  • Discuss why it is important to give and receive quality feedback. Give examples of what quality feedback would look like.
  • Create rules for a game they have invented themselves. Demonstrate the game and explain the rules to their peers. Consider what might happen if people do not follow the rules of the game/activity. This could lead to discussion based around resolving conflict. Provide children with different scenarios and they could work together to come up with suggestions on how to encourage each other other to take account of personal space and boundaries.
  • Consider a familiar / popular game / activity eg Monopoly. List all the rules and roles that apply. Discuss why these rules are there and what might happen if people break the rules.
  • Adapt the rules of a game/activity to ensure that everyone is included eg look at playing pétanque and how this game has been adapted to create the paralympic sport of Boccia.

Suggested Word Bank

  • Rules
  •  Listen
  •  Share
  •  Discuss
  •  Compromise
  •  Respect
  •  Accept
  •  Feedback
  •  Progress
  •  Learning
  •  Cooperation
  •  Achievement
  •  Success
  •  Take Turns
  •  Listen
  •  Feelings
  •  Positive
  •  Leader
  •  Follower
  •  Observer
  •  Partner
  •  Opponent
  •  Teacher
  •  Safely
  •  Space
  •  Problem-Solving
  •  Adapt
  •  Change
  •  Adventurous
  •  Rules
  •  Conflict
  •  Resolve