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 / Active Learning
Level/Sector: Second
Experiences and Outcomes (being contributed to): I can explain the links between the energy I use while being physically
active, the food I eat, and my health and wellbeing (HWB 2-28a /HWB 3-28a)
Knowledge/Skills/Capabilities
/Attributes being developed:
-Listening to and
conveying information
-Working collaboratively
-Searching for, selecting,
presenting and interpreting
info from internet
-Collating, comparing and
evaluating research
Activities/Experiences:
-LOOK AT EXAMPLE OF ‘FOOD TRIANGLE’ AND
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 about food groups
and the energy that they provide
for our bodies
ARGUMENT FOR THE TYPES OF
FOOD THAT WOULD BE PRESENT IN A
DAILY BALANCED DIET
-I CAN DISCUSS AND GIVE SOUND
-I CAN MAKE JUDGEMENTS ABOUT
THE ENERGY OF DIFFERENT FOODS
WITHIN A SPECIFIC FOOD GROUP
ADD FURTHER EXAMPLES FROM PICTURE
SELECTION PROVIDED.
-JUSTIFY CHOICES MADE AND PEER ASSESS
USING ‘TRAFFIC LIGHT SYSTEM’ TO AGREE OR
DISAGREE
-IN GROUP OF 5-6 CHOOSE FROM ‘LUCKY DIP’
WHICH FOOD GROUP TO RESEARCH.
-INDENTIFY WITH TEACHER SPECIFIC AREAS
OF RESEARCH E.G FOODS WITHIN FOOD
GROUP, NUTRITIONAL VALUES, CALORIES PER
100G
-WORK WITH GROUP TO CARRY OUT
RESEARCH EG FOODS WITHIN FOOD GROUP,
NUTRITIONAL VALUES, CALORIES PER 100G
-WORK WITH GROUP TO CARRY OUT
RESEARCH AND RECORD IN OWN CHOICE
FORMAT.
-PRESENT FINDINGS ORALLY TO CLASS.
FROM PRESENTATIONS USE INFO ON ‘CALS
PER 100G’ AND PLOT ON LARGE DISPLAY
Meeting Learners Needs:
SUPPORT
-Differentiation where required
various learning styles used
relevant to learners.
IMPACT
Breadth : wide range of activities
Coherence: using literacy and
numeracy skills
Personalisation and choice:
recording and presenting in own
format
Progression : developing lifelong
eating and exercise habits
Relevance: encouraging healthy
eating habits
GRAPH
-LOOK AND COMPARE FINDINGS
INDIVIDUALLY ‘TRAFFIC LIGHT’ SC
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
Homework Activity
 Peer Assessment of choices (using traffic light system)
-Each pupil to bring in a non perishable food item from
 Self Assessment of food group research
home to suit category. Create class display using food
items with labelled nutritional information.
 Teacher observation and questioning throughout activities
Homework Task
Partnerships:
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... External Partner / Active Learning
Level/Sector: Second
Experiences and Outcomes (being contributed to): I can explain the links between the energy I use while being physically
active, the food I eat, and my health and wellbeing (HWB 2-28a /HWB 3-28a)
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?
I CAN EXPLAIN AND GIVE SOUND
We are learning more about the
nutritional value of foods and the
effects of these in relation to
physical activity.
REASONING TO DEMONSTRATE MY
UNDERSTANDING OF HOW THE FOOD
I EAT AFFECTS MY PHYSICAL
ACTIVITY
I CAN EXPLORE SOLUTIONS TO MAKE
IMPROVEMENTS TO MY OWN DIET
Activities/Experiences:
-(DIETICIAN AND NUTRITIONIST) TO VISIT AND
WORK WITH TEACHER TO IMPLEMENT SESSION
IN GYM HALL
-LEARNING ABOUT THE NUTRITIONAL VALUE
OF A VARIETY OF FOODS
-INTERACTIVE ACTIVITIES TO ASSIST
LEARNING
-PHYSICAL ACTIVITIES / GAMES TO REINFORCE
BENEFITS OF HEALTHY DIET
-PUPILS CONSIDER THE EFFECTS OF PHYSICAL
ACTIVITIES AND HOW THEY MADE THEM FEEL >
SHARE WITH CLASS
-CONSIDER CHANGES THAT THEY COULD
MAKE TO IMPROVE THEIR CURRENT HEALTH
AND WELL BEING
Knowledge/Skills/Capabilities
/Attributes being developed:
-Listening for and
conveying information
-Working collaboratively
-Making choices
-Awareness of self and
others
Meeting Learners Needs:
IMPACT
Breadth – range of activities /
external agency
Depth – specialist knowledge
Challenge and enjoyment –
new activities, visitor and fun
Progression – develop life
long eating habits and
encourage more physical
activity
Relevance – understanding
relationship between food and
health
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?



Partnerships:
Self Assessment of nutritional values of foods.
Teacher Assessment (observation)
Visiting specialist (observation and questioning)
Dietician and nutritionist
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, Physical Activity
Knowledge/Skills/Capabilities
/Attributes being developed:
-Making choices
-Awareness of self and
others
-Writing information
-Taking responsibility
Level/Sector: Second
Experiences and Outcomes (being contributed to): I can explain the links between the energy I use while being physically
active, the food I eat, and my health and wellbeing (HWB 2-28a /HWB 3-28a)
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
We are learning to explain and
evaluate the links between the
energy I use while being physically
active, the food I eat and my
Health and Well Being.
Success Criteria: How will you
know/what are you looking for?
-I CAN IDENTIFY WHERE I CAN IMPROVE
AN ASPECT OF MY DIET AND PHYSICAL
ACTIVITY.
-I CAN RECOGNISE MY ONGOING
FEELINGS AROUND HEALTH AND
WELLBEING.
-I CAN CREATE A PERSONAL LEARNING
PLAN TO IMPROVE AND MODIFY MY HEALTH
AND WELL BEING
-I CAN ASSESS THE LINK BETWEEN MY
Activities/Experiences:
-DISCUSS PREVIOUS LEARNING
-CAROUSEL TO DISCOVER CURRENT
LIFESTYLE CHOICES (FOOD AND EXERCISE)
AND DISCUSS
-IDENTIFY AREA FOR PERSONAL
IMPROVEMENT > ONE FOR FOOD AND ONE
FOR EXERCISE
-ONGOING COMPLETION OF PERSONAL
LEARNING PLAN OVER GIVEN TIME, INCLUDE
FOOD, DIET, EXERCISE CHOICES + SUSTAINED
PHYSICAL ACTIVITY ON A DAILY BASIS.
-FINAL REFLECTION ON HOW IMPROVEMENT
FOR DIET AND EXERCISE HAS IMPROVED MY
HEALTH AND PHYSICAL WELLBEING.
DIET AND EXERCISE WITH PHYSICAL
WELL BEING.
Meeting Learners Needs:
IMPACT
Breadth – range of activities /
home, school link
Coherence – using literacy in
real life contexts
Personalisation and choice –
choosing own area for
improvement
Challenge – new lifestyle
choices
Progression – developing life
long diet and exercise habits
Application:
Pupils will continue to revisit
PLP’s
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?


Self Assessment through Personal Learning Plan.
Teacher Assessment through use of questioning to assess development of skills and knowledge.
Partnerships:
Active Schools Co-ordinator
planning and teaching alongside
class teacher.