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Education Scotland SALs

Education Scotland SALs. Significant Aspects of Learning at First Level.

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Education Scotland SALs

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  1. Education Scotland SALs

  2. Significant Aspects of Learning at First Level • Learners practice their movement skills as they learn to move, and can apply these to different contexts including play, games, dance, gymnastics, aquatics and outdoor learning. They are learning to competently manipulate objects with their preferred hand or foot and are exercising more control in their movement and can respond to changes of speed, direction and level. They can combine movement skills and experiment to create new movement patterns and sequences that show an understanding of spatial awareness, relationships and the rhythm and timing of movement. • Learners are inspired by the joy of movement and participate with a continued readiness to learn. • They are continuing to build a language of movement and can respond to simple feedback to improve their physical performance. • Learners enjoy the feeling of moderate to vigorous physical activity. They recognise the importance of this for good health and wellbeing and are aware of the benefits of being physically active. They can describe how the body feels during activity and how it affects their ability to perform. They are developing an understanding of people’s varied physical activity abilities and understand some of the reasons why people participate in physical activity, including to have fun, to be healthy, to set individual goals or to belong to a group. • They are learning to cooperate and participate as team and group members demonstrating fair play. They understand why there are rules and routines and can explain how these help to keep themselves and others safe. • They recognise that it may not always be possible to get things right first time and are devising their own learning strategies and trying out different solutions to solve problems to improve their performance.

  3. Resource Map Use the table below to take you straight to the page you are looking for. Simply look down the table for the concept you wish to teach and click on the link to a specific SAL. Throughout this resource clicking on the home icon will return you to this page.

  4. Aesthetics SAL: Cognitive Skills First Level HWB 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Copy my teacher/partner • To work safely and listen to instructions • Repeat and practise skills on their own or in a sequence. Repeating tasks in the correct sequence • Explain how my body works in simple ways during aesthetic activities • Observe and discuss likeness and differences in performance by observing others using the language used for aesthetics e.g. balance, sequence, rotate • Work on the floor and on a variety of apparatus changing direction, speed and level • Choose and make decisions about where I am and what I’m doing • Creates new movements and patterns through choice and invention • Engage successfully in problem solving tasks • Create own basic movement sequence work with partner • Provide opportunities for children to take simple risks e.g. make their own ‘assault’ course. • BMT • Clap-clap sequenceRunning OppositesBall exchange • Making movement numbersMaking a movement sentenceCopy 4 • Movement MirrorTennis Ball Juggling 1Misdirection

  5. Aesthetics SAL: Physical Comps First Level HWB 1-21a & 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning (Performed in a variety of indoor and outdoor environments): • General • Show basic control when moving and when still • Perform movements on the floor and on a variety of apparatus • Develop and demonstrate a deeper understanding of balance, jumping, turning and • being upside down using Where, When and How e.g. Moving in different directions • over a mat/apparatus/with music/at different levels • Specific • Make my body tense, relaxed, stretched and curled • Roll in different ways and directions • Balance in different ways and hold with poise • Take weight on my hands safely • Jump and land in different ways • Turn around and over in different ways (rotate) • Make different shapes with my body when both moving and still • Link 3 skills or more together and repeat e.g roll forwards, jump with ½ turn then low balance • Perform a range of aesthetic movements with altering speed, direction and level • BMT • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Clap-Clap-Stamp Tapping Circles4 Step Patterns • Tap & Finger Lifts Dinosaur Fingers Finger Circles

  6. Aesthetics SAL: Physical Fitness First Level HWB 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Understand and talk about the basic concepts of fitness in simple terms and how it affects my ability to perform in aesthetic activities. • Talk about how the body feels – sweaty, puffed out, heart beating faster and what happens when resting. • Participates enthusiastically and sustains energetic levels of play/activity and enjoys the benefits of being active regularly • Demonstrate: • Stamina Keep going during physically demanding activities • Speed Vary the speed of movements whilst demonstrating quality of movement • Core stability Maintain balance whether still or moving • & Strength Hold my body in a variety of shapes and positions • Flexibility Bend and stretch to suit the appropriate skill and task. • BMT • Moving & ThinkingMisdirection1,2,3 Hop • Movement Sequence (4)Knee AccentClap-Clap-Stamp • 4 Step Patterns

  7. Aesthetics SAL: Personal Qualities First Level HWB 1-21a & 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Work independently, including individually & as part of a group co-operating with others • Talk about my actions, thoughts and feelings • Encourage people when they are performing • Lead by example • Keep trying to improve • Organise myself • Help other people • Enjoy the activity • Be persistent and resilient • Develop ethos of trust and respect • BMT – focus on partner working • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Running OppositesTap & Finger Lifts 4 Step Patterns • Movement SentenceMovement Numbers Ball Exchange • Copy 4Movement Mirror

  8. Athletics SAL: Cognitive Skills First Level HWB 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Develop the skills needed to help me jump high and long, throw for distance, run fast and for a longer period of time • Know the importance of eating right to run, jump and throw well • Explain how my body works in simple ways during athletic activities • Understand the importance of the safety procedures. • Observe and discuss likeness and differences by watching others perform using activity specific language • Using a variety of objects/apparatus demonstrate a deeper understanding of movement skills Where, When and How in order to run/jump/throw from a start to finish • Solve simple problems e.g. find a way of measuring the distance without a metre stick or tape measure. • Begin to make decisions such as when to let the object go, when to run faster or slower, where to take off. • Begin to link movements together in a variety of ways e.g. Run & jump, bend & throw, hop, skip and jump • BMT • Clap-clap sequenceRunning OppositesBall exchange • Making movement numbersMaking a movement sentenceCopy 4 • Movement MirrorTennis Ball Juggling 1Misdirection

  9. Athletics SAL: Physical Comp First Level HWB 1-21a & 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Throw different shaped objects at a target using different styles • Throw for distance being aware of body parts and positions whilst maintaining balance and control • Perform travelling actions in different directions, sharing space safely with others • Vary the pace of actions focusing on the quality of movement • Pace myself over distance • Jump high and jump for distance • Jump using combinations of 1 foot and 2 feet and start to sequence these • Increase the length of time I can run before resting • Highlight importance of rhythm and timing • BMT • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Clap-Clap-Stamp Tapping Circles4 Step Patterns • Tap & Finger Lifts Dinosaur Fingers Finger Circles

  10. Athletics SAL: Physical Fitness First Level HWB 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Understandand talk about the basic concepts of fitness in simple terms and how it affect my ability to perform effectively in athletics. • Talk about how the body feels – sweaty, puffed out, heart beating faster and what happens when resting. • Participates enthusiastically and sustains energetic levels of play/activity and enjoys the benefits of being active regularly • Demonstrate: • Stamina Keep going during physically demanding activities • Speed Vary the speed of movements whilst demonstrating quality of movement • Strength Maintain balance whether static or moving • Hold my body in a variety of shapes and positions • Flexibility Bend and stretch to suit the event. • BMT • Moving & ThinkingMisdirection1,2,3 Hop • Movement Sequence (4)Knee AccentClap-Clap-Stamp • 4 Step Patterns

  11. Athletics SAL: Personal Qualities First Level HWB 1-21a & 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Work as part of a team and co-operate with others • Talk about my actions thoughts and feelings • Encourage people when they are performing • Lead by example • Show motivation by always trying to improve • Organise myself • Enjoy the activity if I win or lose. • Communicate and share ideas with others • Be proud of my efforts and celebrate achievements • Be persistent and motivated to improve performance. • BMT – focus on partner working • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Running OppositesTap & Finger Lifts 4 Step Patterns • Movement SentenceMovement Numbers Ball Exchange • Copy 4Movement Mirror

  12. Possession Games SAL: Cognitive Skills First Level HWB 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond • Suggested Learning – reinforce work undertaken at earlier levels • Remember how to score a point and keep score • Remember important rules and understand why they are used • Remember the equipment being used and how to set up if required • Explain how my body works in simple ways during possession game activities using the language of P.E appropriate to my development • Know that space will help me be effective in possession games • Be aware that there are different jobs to do during a game situation e.g. score a goal; mark your man • Experience simple strategies and structures such as attach and defending scenarios • Evaluate and begin to make appropriate decisions when presented a variety of options • Investigate Where, When and How to develop a variety of solutions for maintaining possession (control) of an object e.g. Dribbling an object at various speeds/directions, passing an object fast/slow/hard/soft • BMT • Clap-clap sequenceRunning OppositesBall exchange • Making movement numbersMaking a movement sentenceCopy 4 • Movement MirrorTennis Ball Juggling 1Misdirection Simple Predictable Self Paced Limited repertoire of skills Limited pressure

  13. Possession Games SAL: Physical Comps First Level HWB 1-21a & 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Move in different ways beginning to show balance, rhythm & timing and finding a space and begin to link these moves together in a variety of ways e.g. Pass and move, dribble and shoot, 3 v 1 • Use both sides of the body and arms and legs together • Chase and tag (get free, mark) in a game scenario e.g. Netball tig, king of the ring • Show different skills such as throwing , catching/receiving, running, jumping, bouncing and dribbling in a practice or small sided and modified game situations.(using a variety of equipment) • Perform skills in simple combined practices, specific to the activity using different sized and shaped equipment e.g. passing and moving, running and tagging , dribble and shoot. • BMT • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Clap-Clap-Stamp Tapping Circles4 Step Patterns • Tap & Finger Lifts Dinosaur Fingers Finger Circles

  14. Possession Games SAL: Physical Fitness First Level HWB 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Understandand talk about the basic concepts of fitness in simple terms and how it affects my ability to perform effectively in possession games. • Talk about how the body feels – sweaty, puffed out, heart beating faster and what happens when resting. • Participates enthusiastically and sustains energetic levels of play/activity and enjoys the benefits of being active regularly. • Demonstrate: • Stamina Keep going during physically demanding activities • Speed Vary the speed of movements whilst demonstrating quality of movement • Strength Maintain balance whether static or moving • Hold my body in a variety of positions • Flexibility Bend and stretch to suit the game • BMT • Moving & ThinkingMisdirection1,2,3 Hop • Movement Sequence (4)Knee AccentClap-Clap-Stamp • 4 Step Patterns

  15. Possession Games SAL: Personal Qualities First Level HWB 1-21a & 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Work as part of a team and co-operate with others • Talk about my actions, thoughts and feelings • Encourage people when they are performing • Lead by example. • Keep trying to improve and not give up. • Organise myself. • Enjoy the activity if I win or lose. • Communicate and share ideas with others • Be proud of my efforts celebrating achievements • Develop ethos of trust & respect • BMT – focus on partner working • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Running OppositesTap & Finger Lifts 4 Step Patterns • Movement SentenceMovement Numbers Ball Exchange • Copy 4Movement Mirror

  16. Central Net and Wall SAL: Cognitive Skills First Level HWB 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Remember how to score a point and keep score • Apply important rules and understand why they are used. • Remember the equipment being used and how to set up if required • Explain how my body works during central net and wall game activities using the language of P.E appropriate to my development . • Know that space will help me be effective in central net and wall games • Understand that there are different jobs to do during a game situation e.g. sharing the court with a team mate so that there are no big empty spaces. • Experience simple strategies and structures such as being in the right place at the right time which will help me in the game. • Start to link Where, When and How movements in order to prevent return e.g. A soft and low shot over the net using hands/racquet/bat, a strong diagonal push into space • BMT • Clap-clap sequenceRunning OppositesBall exchange • Making movement numbersMaking a movement sentenceCopy 4 • Movement MirrorTennis Ball Juggling 1Misdirection

  17. Central Net and Wall SAL: Physical Comps First Level HWB 1-21a & 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • General • Moving in and around the playing area in different ways and directions within a restricted space (cones, markers, lines and mats) • Using both sides of the body and arms and legs together. • Specific • Hold a racket comfortably and use it to strike an object. • Send different objects over a net to a target or partner within a given area. • Demonstrate simple target practice games with various objects. • Perform skills in simple combined practice exercises, specific to the activity using different sized and shaped equipment e.g. feed and strike, throw and catch, play the ball/ shuttle high and low. • Develop ways of moving a variety of equipment, using Where, When and How, in a restricted space e.g. Moving a ball using with a soft touch moving a shuttlecock up in the air or down to the ground, moving a bean bag high and low over a bench • BMT • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Clap-Clap-Stamp Tapping Circles4 Step Patterns • Tap & Finger Lifts Dinosaur Fingers Finger Circles

  18. Central Net and Wall SAL: Physical Fitness First Level HWB 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Understandand talk about the basic concepts of fitness in simple terms and how it affects my ability to perform effectively in central net and wall games. • Talk about how the body feels – sweaty, puffed out, heart beating faster and what happens when resting. • Participates enthusiastically and sustains energetic levels of play/activity and enjoys the benefits of being active regularly. • Demonstrate: • Stamina Keep going during physically demanding activities • Speed Vary the speed of movements whilst demonstrating quality of movement • Core stability Maintain balance whether static or moving • & Strength Hold my body in a variety of positions • Flexibility Bend and stretch to suit the game. • BMT • Moving & ThinkingMisdirection1,2,3 Hop • Movement Sequence (4)Knee AccentClap-Clap-Stamp • 4 Step Patterns

  19. Central Net and Wall SAL: Personal Qualities First Level HWB 1-21a & 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Work as part of a team and co-operate with others • Talk about my actions, thoughts and feelings • Encourage people when they are performing • Lead by example. • Keep trying to improve and not give up. • Organise myself. • Enjoy the activity if I win or lose. • Develop ethos of trust and respect • BMT – focus on partner working • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Running OppositesTap & Finger Lifts 4 Step Patterns • Movement SentenceMovement Numbers Ball Exchange • Copy 4Movement Mirror

  20. Striking and Fielding SAL: Cognitive Skills First Level HWB 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Remember how to score a point and keep score • Apply important rules and understand why they are used • Remember the equipment being used and how to set up if required • Explain how my body works during striking and fielding activities using the language of P.E appropriate to my development • Know that space will help me be effective in striking and fielding activities • Understand that there are different jobs to do during a game situation e.g. batter, bowler, fielder • Apply simple strategies and structures such as sound decision making and cue recognition • Evaluate and begin to make appropriate decisions when presented with a variety of options • BMT • Clap-clap sequenceRunning OppositesBall exchange • Making movement numbersMaking a movement sentenceCopy 4 • Movement MirrorTennis Ball Juggling 1Misdirection

  21. Striking and Fielding SAL: Physical Comps First Level HWB 1-21a & 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • General • Moving in and around the playing area in different ways and directions within a restricted space (cones, markers, lines and mats) • Using both sides of the body and arms and legs together. • Specific • Catch a variety of objects and send them back to hit a target. • Throw/catch using underarm and overarm technique • Use a bat (hand, foot, racket) to strike an object. • Demonstrate throwing, catching, rolling, striking and stopping activities using a variety of equipment • Perform skills in simple combined practice exercises, specific to the activity using different sized and shaped equipment e.g. strike and run, collect and throw. • BMT • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Clap-Clap-Stamp Tapping Circles4 Step Patterns • Tap & Finger Lifts Dinosaur Fingers Finger Circles

  22. Striking and Fielding SAL: Physical Fitness First Level HWB 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Understandand talk about the basic concepts of fitness in simple terms and how it affect my ability to perform effectively in striking and fielding games. • Talk about how the body feels – sweaty, puffed out, heart beating faster and what happens when resting. • Participates enthusiastically and sustains energetic levels of play/activity and enjoys the benefits of being active regularly. • Demonstrate: • Stamina Keep going during physically demanding activities • Speed Vary the speed of movements whilst demonstrating quality of movement • Core stability Maintain balance whether static or moving • & Strength Hold my body in a variety of positions • Flexibility Bend and stretch to suit the game. • BMT • Moving & ThinkingMisdirection1,2,3 Hop • Movement Sequence (4)Knee AccentClap-Clap-Stamp • 4 Step Patterns

  23. Striking and Fielding SAL: Personal Qualities First Level HWB 1-21a & 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Work as part of a team and co-operate with others • Talk about my actions, thoughts and feelings • Encourage people when they are performing • Lead by example. • Keep trying to improve and not give up • Organise myself • Enjoy the activity if I win or lose. • Develop ethos of trust and respect • BMT – focus on partner working • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Running OppositesTap & Finger Lifts 4 Step Patterns • Movement SentenceMovement Numbers Ball Exchange • Copy 4Movement Mirror

  24. Target Games SAL: Cognitive Skills First Level HWB 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Remember how to score a point and keep score • Apply important rules and understand why they are used . • Remember the equipment being used and how to set up if required • Explain how my body works in simple ways specifically for target games using the language of P.E appropriate to my development • Experiment ways of sending objects to reach/hit/knock down a target e.g. throwing, striking, kicking, punting, rolling etc • Apply simple strategies and structures such as sound decision making and cue recognition • BMT • Clap-clap sequenceRunning OppositesBall exchange • Making movement numbersMaking a movement sentenceCopy 4 • Movement MirrorTennis Ball Juggling 1Misdirection

  25. Target Games SAL: Physical Comps First Level HWB 1-21a & 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Moving in and around the playing area in different ways and directions • Using both sides of the body and arms and legs together. • Catch a variety of objects and send them back to hit a target. • Throw/catch using underarm and overarm technique • Demonstrate throwing, catching, rolling, striking and stopping activities using a variety of equipment • Experiment ways of sending objects to reach/hit/knock down a target e.g. throwing, striking, kicking, punting, rolling etc • Perform skills in simple combined practice exercises specific to the activity using different sized and shaped equipment • BMT • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Clap-Clap-Stamp Tapping Circles4 Step Patterns • Tap & Finger Lifts Dinosaur Fingers Finger Circles

  26. Target Games SAL: Physical Fitness First Level HWB 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Understandand talk about the basic concepts of fitness in simple terms and how it affect my ability to perform effectively in target games. • Talk about how the body feels – sweaty, puffed out, heart beating faster and what happens when resting. • Participates enthusiastically and sustains energetic levels of play/activity and enjoys the benefits of being active regularly. • Demonstrate: • Stamina Keep going during physically demanding activities • Speed Vary the speed of movements whilst demonstrating quality of movement • Core stability Maintain balance whether static or moving • & Strength Hold my body in a variety of positions • Flexibility Bend and stretch to suit the game. • BMT • Moving & ThinkingMisdirection1,2,3 Hop • Movement Sequence (4)Knee AccentClap-Clap-Stamp • 4 Step Patterns

  27. Target Games SAL: Personal Qualities First Level HWB 1-21a & 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Work as part of a team and co-operate with others • Talk about my actions, thoughts and feelings • Encourage people when they are performing • Keep trying to improve and not give up • Enjoy the activity if I win or lose • Develop ethos of trust & respect • BMT – focus on partner working • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Running OppositesTap & Finger Lifts 4 Step Patterns • Movement SentenceMovement Numbers Ball Exchange • Copy 4Movement Mirror

  28. Outdoor and Adventure SAL: Cognitive Skills First Level HWB 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Focus & concentrate on important information remembering more complex instructions • Develop key vocabulary appropriate to my development including equipment • Recall safety rules associated with working in the outdoor environment • Tasks should involve an opportunity for engagement in simple problem solving exercises and promotion of creative solution strategies. • Draw on some prior knowledge to work out the order for dealing quickly with a series of tasks • Focus attention when working in more demanding situations such as working with a partner or in a small group • Is able to plan and create a sequence of actions • BMT • Clap-clap sequenceRunning OppositesBall exchange • Making movement numbersMaking a movement sentenceCopy 4 • Movement MirrorTennis Ball Juggling 1Misdirection

  29. Outdoor and Adventure SAL: Physical Comps First Level HWB 1-21a & 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Moving in around the playing area in different ways and directions • Balance on different parts of my body + maintain balance whether still or moving, hold a steady balance in various shapes • To demonstrate all the physical skills needed for orienteering, bouldering and team building activities: • Perform tasks with increasing coordination and fluency. Focus on the quality of movements. • As children perform tasks take advantage of opportunities to work on gross and fine motor skills. • BMT • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Clap-Clap-Stamp Tapping Circles4 Step Patterns • Tap & Finger Lifts Dinosaur Fingers Finger Circles

  30. Outdoor and Adventure SAL: Physical Fitness First Level HWB 1-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Understandand talk about the basic concepts of fitness in simple terms and how it affect my ability to perform effectively in the outdoor environment. • Talk about how the body feels – sweaty, puffed out, heart beating faster and what happens when resting. • Participates enthusiastically and sustains energetic levels of play/activity and enjoys the benefits of being active regularly. • Demonstrate: • Stamina Keep going during physically demanding activities • Speed Vary the speed of movements whilst demonstrating quality of movement • Strength Maintain balance whether static or moving • Hold my body in a variety of positions • Flexibility Bend and stretch to suit outdoor activities • BMT • Moving & ThinkingMisdirection1,2,3 Hop • Movement Sequence (4)Knee AccentClap-Clap-Stamp • 4 Step Patterns

  31. Outdoor and Adventure SAL: Personal Qualities First Level HWB 1-21a & 1-23a & 1-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE PERFORM Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond Simple Predictable Self Paced Limited repertoire of skills Limited pressure • Suggested Learning – reinforce work undertaken at earlier levels • Outdoor environments are great for promoting a team building ethos . • Work as part of a team and co-operate with others • Talk about my actions, thoughts and feelings • Encourage people when they are performing • Keep trying to improve and not give up • Enjoy the activity if I win or lose. • Develop ethos of trust and respect • BMT – focus on partner working • 1,2,3 Hop SequenceMovement Sequence (4)Knee Accent • Running OppositesTap & Finger Lifts 4 Step Patterns • Movement SentenceMovement Numbers Ball Exchange • Copy 4Movement Mirror

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