Context for learning / curriculum area(s): Physical Activity and Health
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education,
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
creativity... Active Learning and Visual Learning
Knowledge/Skills/Capabiliti
es/Attributes being
developed:
-Listening for and
conveying information
Level/Sector: Early: Move Your Body
Experiences and Outcomes (being contributed to):
-Turn taking
I can describe how I feel after taking part in energetic activities and I am becoming aware of some of the changes
that take place in my body. (HWB 0-28a)
-Writing information
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
Success Criteria: How will you
know/what are you looking for?
-We are learning to describe how I
feel after physical activities and
the changes in my body.
ABOUT WHAT I KNOW ABOUT MY
BODY.
-I CAN TALK ABOUT HOW EXERCISE
-I CAN SHARE MY KNOWLEDGE
AFFECTS MY BODY.
Activities/Experiences:
-MIND MAP – SHARE PREVIOUS
KNOWLEDGE/PAST EXPERIENCES IN
A SMALL GROUP
-TALK ABOUT HOW WE FEEL WHEN
WE ARE STILL, WHEN WE MOVE
-TALK ABOUT HOW WE FEEL
BEFORE PHYSICAL ACTIVITY
-MINI EXERCISE SESSION- JUMP 2
RUN ON SPOT, 3 STAR JUMPS AND 4
HOP
-TALK ABOUT HOW WE FEEL AFTER
-Working cooperatively
Meeting Learners Needs:
IMPACT
Challenge:
-Pupils will begin to
understand how they feel
after physical activity,
leading to opportunities for
challenge and enjoyment.
Application:
Pupils will take part in a
gym session to become
more aware of the changes
that take place in my body.
EXERCISE TO MIND MAP
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
Self assessment:
Thumbs up, Thumbs down
Faces1.= Easy Peasy
2= Ok, but I might need to try it again
3= Oh oh, I need a bit of help.
Partnerships:
Active Schools involved in
planning and delivering
alongside class teacher.
Context for learning / curriculum area(s): Physical Activity and Health / School Gymnasium
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education,
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
creativity... Variety of physical activities set out as stations.
Level/Sector: Early: Move Your Body
Experiences and Outcomes (being contributed to): I can describe how I feel after taking part in energetic activities and I am
Knowledge/Skills/Capabilities
/Attributes being developed:
-Turn taking, cooperation
-Development of gross
motor skills
-Raising self esteem and
confidence
-Staying safe.
- Making choices
becoming aware of the changes that take place in my body (HWB 0-28a)
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
Success Criteria: How will you
know/what are you looking for?
-We are learning to participate in
physical activities.
TAKE AN ACTIVE PART IN PHYSICAL
-I CAN SHOW THAT I AM ABLE TO
ACTIVITIES.
Activities/Experiences:
GYM SESSIONS – WARM UP
(LITTLE YELLOW FISH)
-4 STATIONS (1 STAR JUMPS, 2
RUNNING ON SPOT, 3 SIT UPS AND 4
HOPPING)
-GYMNASTIC – TRAINED GYMNASTIC
COACH – HORSE, LADDER, CRASH
MAT
-SPRINGBOARD – FORWARD ROLLS,
SAUSAGE ROLL
-BENCH – TRAVELLING ACROSS
BENCH IN DIFFERENT WAYS
-CRAWL THROUGH TUNNEL
-JUMP INTO HOOPS
-COOL DOWN
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
Self assessment of physical activity:
thumbs up, thumbs down
Faces –
1= Easy Peasy,
2= Ok, but I might need to try it again
3= Oh oh I need a bit of help.
Meeting Learners Needs:
IMPACT
Challenge:
Challenge and enjoyment –
trying new equipment, making
exercise fun.
Personalisation and choice:
choice of how to move along
equipment
Breadth : offer a range of
equipment to suit all abilities.
Application:
Pupils will share with others
what we know about changes
in our body and how and how
exercise affects it.
Partnerships:
Trained Gymnastic coach
involved in planning and
delivering alongside class
teacher.
Context for learning / curriculum area(s): Physical Activity and Health
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education,
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
creativity... Active Learning and Collaborative Learning.
Level/Sector: Early: Move Your Body
Experiences and Outcomes (being contributed to): I can describe how I feel after taking part in energetic activities and I am
Knowledge/Skills/Capabilities
/Attributes being developed:
-Listening and sharing
knowledge
-Working cooperatively
-Writing information
-Problem Solving
becoming aware of some of the changes that take place in my body. (HWB 0-28a)
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
-We are learning to understand
how we feel after exercise
Success Criteria: How will you
know/what are you looking for?
Activities/Experiences:
-OUTLINE OF THE BODY –
BEFORE, DURING, AFTER EXERCISE
-I CAN EXPLAIN HOW I FEEL AFTER
PHYSICAL ACTIVITY.
-I CAN SORT PICTURES INTO THREE
STAGES (BEFORE, DURING, AFTER)
SORT OUT PICTURES AND RELATE
TO PARTICULAR BODY
-SORT OUT PICTURES AND RELATE
TO PARTICULAR BODY
-POST IT NOTES – HOW I FEEL
AFTER EXERCISE?
-POST PICTURES ON TO RELEVANT
BODIES
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
-Self assessment – faces
1= Easy Peasy
2= Ok, but I might need to try it again.
3= Uh oh, I need a bit of help.
Meeting Learners Needs:
IMPACT
-Progression – develop
positive attitudes to
exercise.
-Breadth – offer different
opportunities inside/outside
Next steps:
Pupils will go on to find out
why my body needs energy
to function and how it comes
from the food I eat.
Partnerships:
Active Schools involved in
planning and delivering
alongside class teacher.