What skills do we have to reflect on our progress?

About this Guide

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

Suggested HWB Experiences & Outcomes

HWB 2-18a

I know and can demonstrate how to travel safely.

HWB 2-24a

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.

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…)

HWB 2-18a

Compile a safe and effective action plan to achieve my next steps.

HWB 2-24a

Reflect on my own and others’ performance to help plan my next steps.
Understand what it means to take on a leadership role

Suggested Learning Experiences

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.
  • List of activities to help build leadership qualities.
    Leadership activities for children

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

  • Role
  •  Contribution
  •  Rules
  •  Procedures
  •  Positive Attitude
  •  Goals
  •  Performance
  •  Skills
  •  Strengths
  •  Team
  •  Group
  •  Player
  •  Referee
  •  Timer
  •  Recorder
  •  Self/Peer Assessment
  •  Observer
  •  Qualities
  •  Successful
  •  Communicate
  •  Empathy
  •  Trust
  •  Relationships
  •  Accept
  •  Targets
  •  Improve
  •  Recorder
  •  Timekeeper
  •  Coach
  •  Judge
  •  Scorer
  •  Referee
  •  Fairness
  •  Rules
  •  Honesty
  •  Record
  •  Measure
  •  Problem-Solving
  •  Decision-Making
  •  Co-Operation