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... Visual Learning and Collaborative Learning.
Knowledge/Skills/Capabilities
/Attributes being developed:
-Collaborative learning
-Communication
-Organisation
Level/Sector: First: Food for Fuel
Experiences and Outcomes (being contributed to): I understand that my body needs energy to function and that this comes
from the food I eat. I am exploring how physical activity contributes to my health and well being. (HWB 1-28a)
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 developing our understanding
of what our bodies need to
function
PHYSICAL ACTIVITIES
-I CAN WRITE A VARIETY OF
-I CAN WORK WITH OTHERS TO MAKE
A POSTER TO SHOW WHAT WE HAVE
LEARNED ABOUT ONE ACTIVITY
-I CAN EXPLAIN WHAT IS NEEDED TO
TAKE PART IN A PHYSICAL ACTIVITY
Activities/Experiences:
-MIND MAP / BRAIN STORM TYPES OF
ACTIVITIES WE DO REGULARLY (PUT ON
POST ITS)
-TALLY MARK TO SHOW MOST REGULAR
-IN GROUPS – CHOOSE ONE ACTIVITY .
MAKE A POSTER TO SHOW EVERYTHING
YOU NEED TO PARTICIPATE FULLY IN
THIS ACTIVITY
-EACH GROUP REPORTS BACK (MIME
ACTION FIRST)
-CLASS DISCUSS COMMON THEMES
(ELICIT COMMON INGREDIENT =
Meeting Learners Needs:
IMPACT
Challenge:
-Children are able to take on
roles within mixed ability
groups
Application:
-We will establish that we
need food to give us energy.
ENERGY)
-
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
Peer Assessment – Can we add to posters?
Partnerships:
Active Schools 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... Collaborative Learning and Active Learning.
Knowledge/Skills/Capabilities
/Attributes being developed:
-Thinking
- Communicating
-Collaboration
Level/Sector: First: Food for Fuel
Experiences and Outcomes (being contributed to): I understand that my body needs energy to function and that this comes
-Listening
from the food I eat. I am exploring how physical activity contributes to my health and well being. (HWB 1-28a)
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
We are learning to understand
about the food options that our
bodies need to function.
Success Criteria: How will you
know/what are you looking for?
I am applying my knowledge in
identifying foods which will give
the body energy.
Activities/Experiences:
-PHYSICAL ACTIVITY – MINI SESSION EG
RUNNING, SKIPPING (VARIETY)
-THINK / PAIR / SHARE – HOW DO WE
FEEL?
-HOW DO WE REPLACE THE ENERGY
THAT WE’VE USED?
-CAROUSEL ACTIVITY
-IDEAS FOR WHAT? WHEN? WHY?
WHERE? HOW? WE EAT
-SPECIALIST DIETICIAN FROM
KILMARNOCK COLLEGE - HEALTHY
Meeting Learners Needs:
SUPPORT
We have made a variety of
worksheets suitably
differentiated and also used
peers on mixed ability groups so
that children could help one
another
IMPACT
Application:
Pupils will develop
understanding that with food as
fuel ie energy we can participate
in a variety of Physical Activities
which in turn contribute to our
Health and Well Being
OPTIONS
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
-Teacher observation of Key Skills throughout session
-Peer Assessment – Carousel Ideas
-√ × to agree/disagree and add our ideas
-Self assessment and update original ideas on carousel
Partnerships:
Dietician Kilmarnock college
planned and delivered in
partnership with 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: First: Food for Fuel
Experiences and Outcomes (being contributed to): I understand that my body needs energy to function and that this comes
Knowledge/Skills/Capabilities
/Attributes being developed:
-Sorting/Organising
-Quality discussion
-talking and listening
-Decision Making
-Collaboration
-Communication
from the food I eat. I am exploring how physical activity contributes to my health and well being. (HWB 1-28a)
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 explore the
benefits of Physical Activity
CATEGORIES AND ORDER THEM
FROM LEAST TO MOST PHYSICAL
-I CAN SORT ACTIVITIES INTO
-I CAN EXPLAIN THE BENEFITS OF
DIFFERENT TYPES OF ACTIVITIES
AND RELATE THESE BENEFITS TO
WHAT I DO
Activities/Experiences:
-RECAP TYPES OF ACTIVITIES FROM
PREVIOUS LESSONS (USE THE POST
ITS)
-SORT ACTIVITIES INTO
CATEGORIES
IE WORK, PLAY, REST,
SPORT/LEISURE /RELAX
-ESTABLISH WHICH ARE LEAST –
MOST PHYSICAL (USE POST ITS)
-DISCUSS BENEFITS OR BOTH
-GROUPS CHOOSE METHOD EG
DRAMA, JINGLE TO PRESENT HOW
PHYSICAL ACTIVITY CONTRIBUTES
(BENEFICIALLY TO HEALTH AND
WELL BEING)
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
Teacher observation of key skills throughout session
Peer Assessment of presentations: One group present – other groups feedback according to success criteria
Meeting Learners Needs:
SUPPORT
MIXED ABILITY GROUPS
IMPACT
PERSONALISATION + CHOICE:
PUPIL CHOOSE PREFERRED WAY
OF PRESENTING.
Partnerships: