Curriculum for Excellence: Health and Wellbeing
Curriculum Design Support Material
Physical Education, Physical Activity
and Sport
Physical Education
Physical education provides learners with a platform from which they can build physical competences, improve aspects of fitness, and develop personal and interpersonal skills and attributes. It
enables learners to develop the concepts and skills necessary for participation in a wide range of physical activity, sport, dance and outdoor learning, and enhances their physical wellbeing in
preparation for leading a fulfilling, active and healthy lifestyle.
They encounter a variety of practical learning experiences, including working on their own, with a partner and in small and large groups, and using small and large equipment and apparatus, both
outdoors and indoors.
Learning in, through and about physical education is enhanced by participating on a regular basis in a wide range of purposeful, challenging, progressive and enjoyable physical activities with choice
built in for all learners. The Scottish Government expects schools to continue to work towards the provision of at least two hours of good quality physical education for every child, every week.
Early
Movement skills,
competencies
and concepts
Learning
Experiences and
Outcomes
I am learning to move my
body well, exploring how
to manage and control it
and finding out how to
use and share space.
HWB 0-21a
I am developing my
movement skills through
practice and energetic
play.
HWB 0-22a
Cooperation and
competition
Evaluating and
appreciating
I am aware of my own
and others’ needs and
feelings especially when
taking turns and sharing
resources. I recognise
the need to follow rules.
HWB 0-23a
By exploring and
observing movement, I
can describe what I have
learned about it.
HWB 0-24a
Examples of
Activity
Links Across
H&WB Outcomes
Cross Curricular
Links
Possible PE Activities
(Basic Movement
Focus):
 Imaginative play (e.g.
animal movements)
 Forest Kindergarten
 Action Songs
 Action Games
 Dance
 Specific Focus Play
Equipment (Indoor /
Outdoor)
 Turn-taking Games
 Picture Cards /
Photographs /
moving images
HWB 0-11a
EXA 0-01a
HWB 0-15a
EXA 0-08a
HWB 0-16a
EXA 0-09a
HWB 0-18a
EXA 0-10a
HWB 0-19a
EXA 0-11a
HWB 0-25a
LIT 0-01a / LIT 0-11a /
LIT 0-20a
Possible crosscurricular activities:
 Word Play
 Presentation
Showcase
HWB 0-27a
HWB 0-28a
HWB 0-01a
HWB 0-09a
HWB 0-11a
Resources
Basic Movement
materials e.g. TOPP’s,
ESP, Basic Moves, etc
Activity-specific
Equipment
Music
LIT 0-04a
Appropriate Picture
Cards / Media (show-me
games, balances, etc)
LIT 0-09a
Ground Markings
LIT 0-02a / ENG 0-03a
LIT 0-10a
MNU 0-11a
RME 0-09a
SCN 0-07a
SCN 0-12a
SOC 0-17a
TCH 0-01a
TCH 0-04a
TCH 0-04b
Play Structures
School &
Partnership
Working
Opportunities
Active Sports
Parents with Expertise
(e.g.
Dance Teachers, Sports
Coaches, etc)
Specialists within wider
community (inc’ High
Schools)
Visiting Specialists
Intra-school Specialism
(Colleagues with specific
expertise)
First
Movement skills,
competencies
and concepts
Learning
Experiences and
Outcomes
I am discovering ways
that I can link actions
and skills to create
movement patterns and
sequences. This has
motivated me to practise
and improve my skills to
develop control and
flow.
HWB 1-21a
I am developing skills
and techniques and
improving my level of
performance and
fitness.
HWB 1-22a
Cooperation and
competition
Evaluating and
appreciating
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.
HWB 1-23a
I can recognise progress
and achievement by
discussing my thoughts
and feelings and giving
and accepting feedback.
HWB 1-24a
Examples of
Activity
Possible PE Activities
(Basic Movement
Focus):
 Imaginative Play
 Sports / Athletics /
Gymnastics related
activities
 Activity Games
 Dance
 Movement Concept
Games
 Open-ended
activities
 Peer / Paired
Activities
 Log Books (PB’s,
etc)
 Movement Stations /
Circuits
 Games-making
 Sport Education
Model (Personal
Competition)
Possible crosscurricular activities:
 Word Play
 Presentation
Showcase (inc’:
Posters, Comic
Strips, PowerPoint)
 Simple Statistics /
Data Handling
School &
Partnership
Working
Opportunities
Links Across
H&WB
Outcomes
Cross Curricular
Links
Resources
HWB 1-11a
EXA 1-01a
Movement Toolkit Cards
Active Sports
HWB 1-15a
EXA 1-08a
HWB 1-16a
EXA 1-09a
HWB 1-18a
EXA 1-10a
Basic Movement
materials e.g. TOPPs,
ESP, Basic Moves, UK
Athletics, etc
Parents with Expertise
(e.g.
Dance Teachers, Sports
Coaches, etc)
HWB 1-27a
EXA 1-11a
HWB 1-28a
LIT 1-02a
HWB 1-25a
LIT 1-04a
Sports-specific
Teaching Materials /
Resources
Specialists within wider
community (inc’ High
Schools)
HWB 1-01a
LIT 1-28a / LIT 1-29a
LIT 1-07a
Grounds Markings
Visiting Specialists
Play Structures
Intra-school Specialism
(Colleagues with specific
expertise)
HWB 1-09a
HWB 1-11a
HWB 1-19a
ENG 1-31a
MNU 1-20a
Music
MTH 1-21a
SCN 1-12a
Appropriate Picture
Cards / Media (showme games, balances,
etc)
SOC 1-17a
Log Book Formats
RME 1-09b
SCN 1-07a
TCH 1-01a
TCH 1-03a
TCH 1-03b
TCH 1-04a
TCH 1-04b
Second
Movement skills,
competencies
and concepts
Learning
Experiences and
Outcomes
As I encounter new
challenges and contexts
for learning, I am
encouraged and
supported to
demonstrate my ability
to select, adapt and
apply movement skills
and strategies,
creatively, accurately
and with control.
HWB 2-21a / HWB 3-21a
I practise, consolidate
and refine my skills to
improve my
performance. I am
developing and
sustaining my levels of
fitness.
HWB 2-22a / HWB 3-22a
Cooperation and
competition
Evaluating and
appreciating
While working and
learning with others, I
improve my range of
skills, demonstrate
tactics and achieve
identified goals.
HWB 2-23a
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.
HWB 2-24a
Examples of
Activity
Possible PE Activities:
 Specific-focus
Activities (Sports,
Athletics, Dance,
Gymnastics)
 Sport Education
Model (Peer
Competition)
 Peer / Paired
Activities
 Log Books (PB’s,
etc)
 Problem Solving /
Team Building
Games
 Games-making
 Open-ended
movement
investigation
 Orienteering
Possible crosscurricular activities:
 Presentation
Showcase (inc’:
Posters, Comic
Strips, PowerPoint,
movies, animations)
 Statistics / Data
Handling
 Imaginative Writing
(e.g. Team / Player
Biographies)
 Functional Writing
(e.g. Instructional
Writing, Game
Rules)
School &
Partnership
Working
Opportunities
Links Across
H&WB
Outcomes
Cross Curricular
Links
Resources
HWB 2-11a
EXA 2-01a
Movement Toolkit Cards
Active Sports
HWB 2-15a
EXA 2-08a
HWB 2-16a
EXA 2-09a
HWB 2-18a
EXA 2-10a
Specific PE materials
e.g. TOPPs, ESP, UK
Athletics, etc
Parents with Expertise
(e.g.
Dance Teachers, Sports
Coaches, etc)
HWB 2-27a
EXA 2-11a
HWB 2-28a
LIT 2-02a
HWB 2-25a
LIT 2-07a
HWB 2-26a
LIT 2-26a
Grounds Markings
HWB 2-01a
LIT 2-28a
Play Structures
HWB 2-09a
ENG 2-31a
HWB 2-11a
MNU 2-10a
HWB 2-19a
MNU 2-10b
Sports-specific
Teaching Materials /
Resources
Visiting Specialists
Music
MTH 2-21a
Appropriate Picture
Cards / Media (showme games, balances,
etc)
MNU 2-07a
Log Book Formats
MNU 2-20a
MNU 2-07b
MTH 2-07c
RME 2-09c
SCN 2-07a
SCN 2-08a
SCN 2-12a
SCN 2-12b
TCH 2-03a
TCH 2-03b
TCH 2-04a
TCH 2-04b
SOC 2-19a
Specialists within wider
community (inc’ High
Schools)
Intra-school Specialism
(Colleagues with specific
expertise)
Third
Movement skills,
competencies
and concepts
Learning
Experiences and
Outcomes
As I encounter new
challenges and
contexts for learning,
I am encouraged and
supported to
demonstrate my
ability to select, adapt
and apply movement
skills and strategies,
creatively, accurately
and with control.
HWB 3-21a
I practise, consolidate
and refine my skills to
improve my
performance. I am
developing and
sustaining my levels
of fitness.
HWB 3-22a
Cooperation and
competition
I am developing the
skills to lead and
recognise strengths
of group members,
including myself. I
contribute to groups
and teams through
my knowledge of
individual strengths,
group tactics, and
strategies.
HWB 3-23a
Examples of
Activity
Possible PE Activities:
 Pupil led Warm
Up/Cool Down
within each activity
 Floor/Apparatus
sequence in
Gymnastics
 Selecting tactics
within a team sport
(i.e Zone Defence)
 Use of varying
techniques within
Athletics (i.e. High
Jump)
 Dance
(scottish/creative)
 Fitness testing
 Peer assessment
 Peer recording
Possible crosscurricular activities:
 Petanque
 European Handball
 Team Building
 Orienteering
Links Across
H&WB
Outcomes
Cross Curricular Links
HWB 3-11a
EXA 3-01b
HWB 3-14a
EXA 3-04a
HWB 3-15a
EXA 3-08a
HWB 3-16a
EXA 3-11a
HWB 3-18a
LIT 3-02a
HWB 3-19a
LIT 3-06a
HWB 3-25a
LIT 3-09a
HWB 3-27a
LIT 3-10a
HWB 3-28a
LIT 3-28a
HWB 3-41a
MNU 3-01a
MNU 3-03b
MNU 3-05a
MNU 3-07a
MNU 3-10a
MTH 3-18a
MTH 3-21a
TCH 3-04a
Resources
Activity-specific
Equipment
Music
Appropriate Pictures/
Media in relation to
Activity
Ground Markings
(i.e. Athletics)
ASN from Support
Services
ICT (powerpoint)
School &
Partnership
Working
Opportunities
Active Schools
Parents with Expertise
(e.g.
Dance Teachers,
Sports Coaches, etc)
Specialists within wider
community (i.e. SRU,
SFA)
Intra-school Specialism
(Colleagues with
specific expertise)
Local Sports Facilities
(i.e. swimming pool,
golf club, running clubs,
dance clubs)
Community Use
Evaluating and
appreciating
I can analyse and
discuss elements of
my own and others’
work, recognising
strengths and
identifying areas
where improvements
can be made.
HWB 3-24a
Dance
Through dance, learners have rich opportunities to be creative and to experience inspiration and enjoyment. Creating and performing will be the core activities for all learners,
and taking part in dance contributes to their physical education and physical activity. Learners develop their technical skills and the quality of their movement, and use their
imagination and skills to create and choreograph dance sequences. They further develop their knowledge and understanding and their capacity to enjoy dance through
evaluating performances and commenting on their work and the work of others.
Third
Learning
Experiences and
Outcomes
I have created and
taken part in dance
from a range of styles
and cultures.
EXA 3-08a
Examples of
Activity
Possible PE
Activities:
 Dance
(scottish/creative)
 Lunchtime or after
school clubs
(street dance,
break dance)
Possible crosscurricular activities:
 Talent Show
 Dance Festival
(e.g. relating to
specific culture)
Links Across
Cross Curricular Links
H&WB Outcomes
HWB 3-11a
EXA 3-01b
HWB 3-14a
EXA 3-04a
HWB 3-15a
EXA 3-08a
HWB 3-16a
LIT 3-02a
HWB 3-18a
LIT 3-06a
HWB 3-19a
LIT 3-09a
HWB 3-21a
LIT 3-10a
HWB 3-22a
LIT 3-28a
HWB 3-23a
MNU 3-03b
HWB 3-24a
MNU 3-10a
HWB 3-25a
MTH 3-18a
HWB 3-27a
TCH 3-04a
HWB 3-28a
HWB 3-41a
Resources
Activity-specific
Equipment
Music
Appropriate Pictures/
Media in relation to
Activity
ASN from Support
Services
School &
Partnership
Working
Opportunities
Active Schools
Parents with Expertise (e.g.
Dance Teachers, Sports
Coaches, etc)
Specialists within wider
community (i.e. SRU, SFA)
Intra-school Specialism
(Colleagues with specific
expertise)
ICT (powerpoint)
Local Sports Facilities
(i.e. swimming pool, golf
club, running clubs, dance
clubs)
Community Use
Fourth
Movement skills,
competencies
and concepts
Learning
Experiences and
Outcomes
As I encounter a
variety of challenges
and contexts for
learning, I am
encouraged and
supported to
demonstrate my ability
to select and apply a
wide range of complex
movement skills and
strategies, creatively,
accurately and with
consistency and
control.
HWB 4-21a
I can organise my time
to practise, consolidate
and refine my skills to
achieve my highest
quality performance in
a range of contexts. I
am developing and
sustaining my level of
performance across all
aspects of fitness.
HWB 4-22a
Cooperation and
competition
While learning
together, and in
leadership situations, I
can:
 experience
different roles and
take responsibility
in organising a
physical event
 contribute to a
supportive and
inclusive
Examples of
Activity
Possible PE
Activities:
 Pupil led Warm
Up/Cool Down
within each activity
 Video
performances
(used as model
performer)
 Curricular Activities
 Dance
(scottish/creative)
 Fitness testing
 Peer assessment
 Peer recording
 Sport Education
Model
 Sports Leadership
 Adopting varying
roles within sports (
referee,
timekeeper)
 Training
programmes
 Pupil led lessons
Links Across
H&WB
Outcomes
Cross Curricular Links
HWB 4-11a
EXA 4-01a
HWB 4-14a
EXA 4-02a
HWB 4-15a
EXA 4-04a
HWB 4-16a
EXA 4-05a
HWB 4-18a
EXA 4-08a
HWB 4-19a
EXA 4-09a
HWB 4-25a
EXA 4-10a
HWB 4-26a
EXA 4-11a
HWB 4-41a
LIT 4-02a
Activity-specific
Equipment
Music
Appropriate Pictures/
Media in relation to
Activity
Ground Markings
(i.e. Athletics)
ASN from Support
Services
Active Schools
Parents with Expertise
(e.g.
Dance Teachers, Sports
Coaches, etc)
Specialists within wider
community (i.e. SRU,
SFA)
Intra-school Specialism
(Colleagues with specific
expertise)
LIT 4-06a
LIT 4-09a
LIT 4-10a
LIT 4-24a
ICT (powerpoint)
Local Sports Facilities
(i.e. swimming pool, golf
club, running clubs, dance
clubs)
LIT 4-25a
Community Use
LIT 4-28a
Local Primary’s
MNU 4-11a
MTH 4-13c
MTH 4-13d
Possible crosscurricular activities:
 Mental Health
Activities (Yoga, Tai
Chi)
 Team Building
 Orienteering
 House competitions
 Reward Days
Resources
School &
Partnership
Working
Opportunities
MTH 4-18a
MNU 4-20a
MTH 4-21a
SOC 4-01a
SOC 4-02a
SOC 4-06a
TCH 4-03b
TCH 4-04a
environment
 demonstrate
behaviour that
contributes to fair
play.
HWB 4-23a
Evaluating and
appreciating
I can:
 observe closely,
reflect, describe and
analyse key aspects
of my own and
others’
performances
 make informed
judgements, specific
to an activity
 monitor and take
responsibility for
improving my own
performance based
on recognition of
personal strengths
and development
needs.
HWB 4-24a
Dance
Through dance, learners have rich opportunities to be creative and to experience inspiration and enjoyment. Creating and performing will be the core activities for all learners,
and taking part in dance contributes to their physical education and physical activity. Learners develop their technical skills and the quality of their movement, and use their
imagination and skills to create and choreograph dance sequences. They further develop their knowledge and understanding and their capacity to enjoy dance through
evaluating performances and commenting on their work and the work of others.
Fourth
Learning
Experiences and
Outcomes
I can apply my
performance skills to
dance with accuracy,
control, body
awareness,
sensitivity and
movement flow. I can
communicate my
artistic intention and
take account of
different audience
groups.
EXA 4-08a
I can select ideas
from a range of
stimuli to
choreograph dance
motifs in creative
ways.
EXA 4-09a
Examples of Activity
Possible PE Activities:
 Dance (scottish/creative)
 Lunchtime or after school
clubs (street dance, break
dance)
 Rhythmic Gymnastic
Routines
Possible cross-curricular
activities:
 Talent Show
 Dance Festival (e.g. relating
to specific culture)
Links Across
H&WB
Outcomes
Cross Curricular
Links
Resources
HWB 4-11a
EXA 4-01a
Activity-specific
Equipment
HWB 4-14a
EXA 4-02a
HWB 4-15a
EXA 4-04a
HWB 4-16a
EXA 4-05a
HWB 4-18a
LIT 4-02a
HWB 4-19a
LIT 4-06a
HWB 4-21a
LIT 4-09a
HWB 4-22a
LIT 4-10a
HWB 4-23a
LIT 4-24a
HWB 4-24a
LIT 4-25a
HWB 4-41a
LIT 4-28a
Active Schools
Music
Parents with Expertise (e.g.
Dance Teachers, Sports
Coaches, etc)
Appropriate
Pictures/ Media
in relation to
Activity
Specialists within wider
community (i.e. SRU, SFA)
ASN from
Support
Services
ICT
(powerpoint)
Intra-school Specialism
(Colleagues with specific
expertise)
Local Sports Facilities
(i.e. swimming pool, golf club,
running clubs, dance clubs)
MNU 4-11a
Community Use
MTH 4-13c
Local Primary’s
MTH 4-13d
MTH 4-18a
MNU 4-20a
MTH 4-21a
I can participate in
dance styles and
activities which
challenge and extend
my repertoire of
movement and my
knowledge of the
styles and cultures of
School & Partnership
Working Opportunities
SOC 4-01a
SOC 4-02a
SOC 4-06a
TCH 4-03b
TCH 4-04a
dance.
EXA 4-10a
I can analyse
technical aspects of
dance, make
informed judgements
and express personal
opinions on my own
and others’ work.
EXA 4-11a
Fife Council Education Service
Curriculum for Excellence – Health and Wellbeing Experiences and
Outcomes
Topic Area – Physical Activity and Sport, Physical Activity and Health,
Level: Early and First
Learners develop an understanding of their physical health and the contribution made by participation in physical education, physical activity and
sport to keep them healthy and preparing them for life beyond school. They investigate the relationship between diet and physical activity and their
role in the prevention of obesity.
The experiences and outcomes are intended to establish a pattern of daily physical activity which, research has shown, is most likely to lead to
sustained physical activity in adult life. Physical activity and sport take place in addition to planned physical education sessions, at break times and
lunchtimes in and beyond the place of learning.
Learning Experiences and
Outcomes
Examples of Activity
 Forest Kindegarten
 play@home
 Start to Play – Youth
Sports Trust
 Play resources pack
HWB 0-25a
 Travelling to school
I am enjoying daily
opportunities to participate in
different kinds of energetic
play both outdoors and
indoors (early)
Within and beyond my place
of learning I am enjoying
daily opportunities to
participate in physical
activities and sport, making
use of available indoor and
outdoor space (first)
HWB 1-25a
I know that being active is a
healthy way to be (early)
 play@home
 Shake it up DVD
 School walking
programmes
 Play resources pack
 School grounds
 Travelling to school
Links across
H&WB
outcomes
HWB 0-18a
HWB 0-13a
HWB1-18a
MNU 0-11a 110c
SCN0-12a 112a
SCN0-07a 107a
HWB 0-27a
HWB 0-47a
Resources
Play@home bags
Start to play
resources
Play resource pack
play@home bag
LIT0-02a, 1-02a
LIT0-04a
LIT0-09a
LIT 1-07a
 PA resource pack
I can describe how I feel after  PA resource pack
taking part in energetic
activities and I am becoming
aware of some of the
Cross
Curricular
Links
EXA 0-08a
EXA 0-09a
EXA 0-10a
EXA 0-11a
EXA1-08a
EXA1-09a
EXA1-10a
EXA1-11a
DVD
Walking booklet
School and Partnership
Working Opportunities
 Active Schools
 Sports Development
 play@home
development worker
 health professionals
 Active Schools
 Sports Development
 play@home
development worker
 health professionals
Play resource pack
 Active Schools
 School Nurses
 Active Schools
 School Nurses
changes that take place in my
body (early)
HWB 0-28a
I am aware of the role
physical activity plays in
keeping me healthy and know
that I also need to sleep and
rest to look after my body
(first)
 PA resource pack
HWB 1-47a
 Food for fuel diaries
HWB 1-30a
HWB 1-27a
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 wellbeing
(first)
HWB 1-28a
TCH 0-04b 104b
TCH 0-01a 101a
Fife Council Education Service
Curriculum for Excellence – Health and Wellbeing Experiences and
Outcomes
Topic Area – Physical Activity and Sport, Physical Activity and Health,
Level: Second and Third
Learners develop an understanding of their physical health and the contribution made by participation in physical education, physical activity and
sport to keep them healthy and preparing them for life beyond school. They investigate the relationship between diet and physical activity and their
role in the prevention of obesity.
The experiences and outcomes are intended to establish a pattern of daily physical activity which, research has shown, is most likely to lead to
sustained physical activity in adult life. Physical activity and sport take place in addition to planned physical education sessions, at break times and
lunchtimes in and beyond the place of learning.
Learning Experiences and
Outcomes
Activity
 Walking and cycling to &
from school
 Natural connections
 Physical activity transition
programmes
 Active School
programmes
 Community Use
Programmes
HWB 2-25a-3-25a
 FSLT programmes

I have investigated the role of  PE after school activities
sport and the opportunities it  Community Use
may offer me. I am able to
Programmes
access opportunities for
 Sports Development
participation in sport and the
programmes
development of my
 Fit for Girls programme
performance in my place of
 Sports Leader Awards
learning and beyond

I am experiencing enjoyment
and achievement on a daily
basis by taking part in
different kinds of energetic
physical activities of my
choosing including sport an
opportunities for outdoor
learning, available at my
place of learning.
Links across
H&WB
outcomes
HWH 2-18a
HWB 3-18a
HWB 2-12a
HWB 3-12a
HWB 2-13a
HWB 3-13a
HWB 2-12a
HWB 3-12a
HWB 2-13a
HWB 3-13a
 PA resource pack
Resources
 School travel plan
resources
 Natural
connections
 Active Schools
School and Partnership
Working Opportunities
 Active Schools
 Travel plan officers
 Outdoor Learning
Officers
EXA 3-08a
EXA 3-11a
LIT 2-02a
LIT 2-07a
LIT 3-02a
MNU 2-10a
MNU 2-10b
 Youth Sports
Trust
 Sports Development
 PE department
 Community Use
MNU 3-10a
MNU 3-11a
HWB 2-26a-3-26a
I can explain why I need to be
active on a daily basis to
maintain god health and try
to achieve a good balance of
Cross
Curricular
Links
EXA 2-08a
EXA 2-09a
EXA 2-10a
EXA 2-11a
HWB 2-15a
HWB 3-15a
HWB 2-30a
HWB3-30a
SCN 2-12a
SCN 2-10b
SCN 2-12a
SCN 2-12b
SCN 2-08
SCN 2-07a
PA resource pack
 PE department
 Active Schools
sleep, rest and physical
activity.
HWB2-47a
HWB 2-47a
HWB 2-27a-3-27a
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-3-28a
 PA resource pack
HWB 2-30a
HWB3-30a
HWB 3-31a
HWB 3-34a
SCN 3-12a
SCN 3-12b
SCN 3-07a
TCH 2-04b
TCH 3-04a
SOC 2-19a
PA resource pack
 PE department
 Active Schools
Fife Council Education Service
Curriculum for Excellence – Health and Wellbeing Experiences and
Outcomes
Topic Area – Physical Activity and Sport, Physical Activity and Health
Level: Fourth
Learners develop an understanding of their physical health and the contribution made by participation in physical education, physical activity and sport to keep
them healthy and preparing them for life beyond school. They investigate the relationship between diet and physical activity and their role in the prevention of
obesity.
The experiences and outcomes are intended to establish a pattern of daily physical activity which, research has shown, is most likely to lead to sustained
physical activity in adult life. Physical activity and sport take place in addition to planned physical education sessions, at break times and lunchtimes in and
beyond the place of learning.
Learning Experiences and
Outcomes
I continue to enjoy daily
participation in moderate to
vigorous physical activity
and sport and can
demonstrate that it can :
 Contribute to and promote
my learning
 Develop my fitness and
physical and mental
wellbeing
 Develop my social skills,
positive attitudes and
values
 Make and important
contribution to living a
healthy lifestyle.
Activity
 Sports Leader Awards
 Travelling to school
Links across
H&WB outcomes
HWB4-18a
HWB 4-15a
HWB 4-12a
HWB 4-13a
LIT 4-02a
MNU 4-10
MNU 4-10b
MNU 4-11a
SCN 4-12a
SCN 4-07b
TCH 4-10b
HWB 4-25a
I can explain the role of sport
in cultural heritage and have
explored the opportunities
available for me to participate
in school sport and sporting
events. I make use of
Cross Curricular
Links
EXA 4-08a
EXA 4-09a
EXA 4-10a
EXA 4-11a
HWB 4-12a
HWB 4-13a
Resources
School and Partnership
Working Opportunities
participation and
performance pathways that
allow me to continued and
extend my sporting
experience in my place of
learning and beyond.
HWB 4-26a
I have investigated factors
which can influence
participation in physical
activity and food choices and
the impact of activity on
population health in the
Scottish and wider contexts.
I can use this information to
discuss policies and inform
my own health choices.
HWB 4-28a
HWB 4-30a
HWB 4-34a
HWB 4-47a