Physical Development and Confidence in Early Learners

1. Education Scotland SALs

2. Significant Aspects of Learning at Early Level • Learners are developing confidence in their physical ability. They understand that their bodies and body parts are capable of moving in different ways. They are exploring and discovering ways to do so predominantly through enjoyable, energetic play. • Learners participate with a continued readiness to learn. • They are learning to move and are acquiring skills e.g. running, hopping and galloping in a variety of spaces, indoors and outside. They are building a language of movement to describe and evaluate their own physical performance. • Learners are developing greater physical control and fluency and can perform simple sequences by following and repeating body movements, rhythms and patterns. They are developing the ability to respond to simple directions such as stop, start, on, off, next to, and left and right in relation to their physical environment. • They are learning to enjoy the feeling of moderate to vigorous physical activity. They are aware of changes that occur to their bodies during and after exercise and can describe how this makes them feel. • Learners are becoming aware of others and are beginning to understand some common rules and routines associated with sharing, taking turns and using space and equipment safely. • They are learning to keep themselves safe and healthy in different activities. They describe ways to keep an active lifestyle and identify different ways to be active at their Early Learning and Childcare Centre and at home. Learners can identify their favourite physical activities. • They are learning that people’s physical abilities vary considerably. • They engage successfully in simple problem-solving tasks. They progress to show initiative in identifying problems, trying out solutions and working with others 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 Early Level HWB 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Listen to and understand simple instructions including safety rules • Recall safety rules associated with aesthetic activities • Discuss why we need to be safe when moving about • Name the equipment and skills • Remember my group or partner. • Repeat and practise skills on their own or in a sequence. • Respond to basic cues which demand an immediate response, e.g. Starting and stopping • Watch what another person is doing: rolling, balancing, jumping etc • Begin to say what I see others doing and what I like about a performance • Communicate and share ideas with others • Engage successfully with simple problem solving tasks using prior knowledge to help form a solution • Create own basic movement sequence work with partner • Work with partner to walk / jog same – same • Provide opportunities for children to take simple risks e.g. make their own ‘assault’ course. • BMT • Touch and LiftStart-Stop-FollowCopy 4

5. Aesthetics SAL: Physical Comps Early Level HWB 0-21a & 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Begin to identify and manage space and body (where does my body end and space begin) • Perform simple travelling actions in different speed, directions, levels and pathways, on and off apparatus • Run, creep, crawl, walk, jump, hop, skip, sidestep, balance, slide (In a variety of indoor & outdoor spaces) building a language of movement to describe and evaluate their own physical performance. • Use my body to, roll, curl, stretch, jump, and climb. (In a variety of indoor & outdoor spaces) • Balance on different parts of my body + maintain balance whether still or moving, hold a steady balance in various shapes • Begin to link skills together to create simple sequences on floor and apparatus e.g. mats, boxes, benches and also music stimuli, props and topic • Moves with some purpose demonstrating some balance, control and rhythm • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

6. Aesthetics SAL: Physical Fitness Early Level HWB 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Understand and talk about the basic concepts of fitness in simple terms and how it affects my ability 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 Perform a range of activities (individually and in groups) to keep me fit • Speed Vary speed of actions focusing on the quality of movement • Core stability Uses abdominal and back muscles to move/balance with control • & Strength Hold my body in a variety of positions for a short period of time • Flexibility Bend and stretch to a range of simple positions. • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

7. Aesthetics SAL: Personal Qualities Early Level HWB 0-21a & 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Work independently including individually, with a partner/ in small groups adopting a variety of roles • Co-operate, find and share space and equipment safely • Discuss why we need to be safe when moving about • Work well with everyone, be friendly, caring • Learners participate with a continued readiness to learn • Help others and have fun • Communicate and share ideas with others • Be proud of my efforts and celebrate achievements • Develop ethos of trust and respect – e.g. Learning how to win and lose appropriately • Work with a partner and describe the way the other is moving, e.g. which animal is it like, slow/fast, high/low etc. Offer feedback on how they can make their movements more controlled • BMT – focus on partner working • Aeroplanes & Helicopters1,2,3 Hop Sequence • Changing Shapes Jump-Clap-Turn • Touch and Lift Start-Stop-Follow • Copy 4

8. Athletics SAL: Cognitive Skills Early Level HWB 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Listen to and understand simple instructions including safety rules • Name skills and equipment • Remember my group or partner • Repeat tasks in the correct sequence • Repeat and practise skills on their own or in a sequence. • Respond to basic cues which demand an immediate response, e.g. Starting and stopping • Copy the teacher/ a partner - watching what another person is doing (running, jumping, throwing etc). • Begin to say what I see others doing and what I like about it • Engage successfully with simple problem solving tasks • Demonstrates flair, originality and imagination when performing • BMT • Touch and Lift • Start-Stop-Follow • Copy 4

9. Athletics SAL: Physical Comps Early Level HWB 0-21a & 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Perform simple travelling actions in different directions, sharing space safely with others - run, walk, jump, hop, skip, sidestep, balance, throw, building a language of movement to describe and evaluate their own physical performance. • Use my body to perform a range of athletics type skills. • Moves with some purpose demonstrating some balance, control and rhythm • Jump using combinations of 1 foot and 2 feet and start to sequence these. • Throw for distance or accuracy. • Run fast, slow for varying distance and in different directions. • Experiment moving body / object from start to finish (bean bags, quoits, frisbee, mats, hurdles, lines, markers etc) • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

10. Athletics SAL: Physical Fitness Early Level HWB 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Understand and talk about the basic concepts of fitness in simple terms and how it affects my ability in athletic 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 perform a range of activities (individually and in groups) to keep me fit • Speed Vary speed of actions focusing on the quality of movement • Core stability Uses abdominal and back muscles to move with control • & Strength Hold my body in a variety of positions for a short period of time • Flexibility Bend and stretch to a range of simple positions. • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

11. Athletics SAL: Personal Qualities Early Level HWB 0-21a & 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Work independently including individually, with a partner/ in small groups adopting a variety of roles • Co-operate, find and share space and equipment safely • Work well with everyone, be friendly, caring • Discuss why we need to be safe when moving about • Learners participate with a continued readiness to learn • Help others and have fun • Communicate and share ideas with others • Be proud of my efforts and celebrate achievements • Develop ethos of trust and respect – e.g. Learning how to win and lose appropriately • BMT – focus on partner working • Aeroplanes & Helicopters1,2,3 Hop Sequence • Changing Shapes Jump-Clap-Turn • Touch and Lift Start-Stop-Follow • Copy 4

12. Possession Games SAL: Cognitive Skills Early Level HWB 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE Complex Unpredictable Externally paced Wide repertoire of skills Pressure of increased variables less time to respond • Suggested Learning: • Focus & concentrate on important information remembering simple instructions • Listen to and apply safety rules re. equipment • Repeat and practise tasks in the correct sequence. • Remember and recall what I have seen • Remember my group or partner • Copy the teacher/ a partner • How to score a point and keep a very simple score • Communicate and share ideas with others • Understand and use key words including name of equipment • See likeness and differences – shapes, colours, letters, numbers • Begin to estimate distance - understanding that space will help me be effective in games • Recognise Cues that need an immediate response e.g. starting and stopping • Add conditions to games to allow for simple problem solving opportunities • This will provide opportunities for decision making and creative partner work • BMT • Touch and LiftStart-Stop-FollowCopy 4 • . Simple Predictable Self Paced Limited repertoire of skills Limited pressure

13. Possession Games SAL: Physical Comps Early Level HWB 0-21a & 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Use the basic movement skills, travelling movements and object movements exploring where, when and how to perform them in a variety of environments • Basic movements: start, stop, rock, sway, bend, stretch, twist, turn, swing, balance, push, pull, body roll, curl, spin, shake, rise, collapse • Perform simple travelling actions in different directions, levels and pathways (Walk, run, skip, hop, gallop, dodge, slide, roll, jump, leap, climb, chase, flee) • Throw, catch, roll, slide a ball, beanbag, shuttle, hoop, balloon. Kick, trap, retrieve a ball, beanbag, balloon • Stop or collect an object with some control – experiment with pressure, grip (fine motor skills) • Display eye-hand, and eye-foot co-ordination required for gross/fine motor movements. • Be aware of others and surrounding space – move self and/or object into space • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

14. Possession Games SAL: Physical Fitness Early Level HWB 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Understand and talk about the basic concepts of fitness in simple terms and how it affects my ability 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 perform a range of activities (individually and in groups) to keep me fit • Speed Vary speed of actions focusing on the quality of movement • Core stability Uses abdominal and back muscles to move with control • & Strength Hold my body in a variety of positions for a short period of time • Flexibility Bend and stretch to a range of simple positions. • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

15. Possession Games SAL: Personal Qualities Early Level HWB 0-21a & 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Work independently including individually, with a partner/in small groups adopting a variety of roles • Play chasing/running/possession/team games responsibly. • Listen to and act upon commands, i.e. Stop/go • Discuss why we need to be safe when moving about • Co-operate, find and share space and equipment safely • Learners participate with a continued readiness to learn • Work well with everyone, be friendly, caring, interested, have fun • Communicate and share ideas with others • Be proud of my efforts celebrating achievements • Develop ethos of trust & respect – e.g. Learning how to win and lose appropriately • BMT – focus on partner working • Aeroplanes & Helicopters1,2,3 Hop Sequence • Changing Shapes Jump-Clap-Turn • Touch and Lift Start-Stop-Follow • Copy 4

16. Central Net and Wall SAL: Cognitive Skills Early Level HWB 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Understand and follow simple instructions including safety rules • Name the equipment • Copy the teacher / a partner • How to score a point and keep a very simple score • Apply important rules and understand why they are used • Describe how my body works in simple ways • Begin to understand that space will help me be effective in the game • Add conditions to allow for simple problem solving opportunities • This will provide opportunities for decision making and creative partner work • Explore where, when and how to move body / objects in order to prevent return, e.g. Can you slide a bean bag over a line passed your partner? • BMT • Touch and Lift • Start-Stop-Follow • Copy 4

17. Central Net and Wall SAL: Physical Comps Early Level HWB 0-21a & 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Moving in around the playing area in different ways and directions within a restricted space (cones, markers, lines and nets) responding to certain cues • Begin to use both sides of the body and arms and legs together • Moves with some purpose demonstrating some balance, control and rhythm • Demonstrate simple target practice games with various objects. • Send different objects over a net/wall to a target or partner • Experiment with a range of equipment with a variety of sizes e.g. bean bags, quoits, balls, shuttlecocks, racquets, bats etc • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

18. Central Net and Wall SAL: Physical Fitness Early Level HWB 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Understand and talk about the basic concepts of fitness in simple terms and how it affects my ability 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 perform a range of activities (individually and in groups) to keep me fit • Speed Vary speed of actions focusing on the quality of movement • Core stability Uses abdominal and back muscles to move with control • & Strength Hold my body in a variety of positions for a short period of time • Flexibility Bend and stretch to a range of simple positions. • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

19. Central Net and Wall SAL: Personal Qualities Early Level HWB 0-21a & 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Work independently including individually, with a partner/ in small groups adopting a variety of roles • Co-operate, find and share space and equipment safely • Work well with everyone, be friendly, caring • Discuss why we need to be safe when moving about • Learners participate with a continued readiness to learn • Help others and have fun • Communicate and share ideas with others • Be proud of my efforts celebrating achievements • Develop ethos of trust and respect – e.g. Learning how to win and lose appropriately • BMT – focus on partner working • Aeroplanes & Helicopters1,2,3 Hop Sequence • Changing Shapes Jump-Clap-Turn • Touch and Lift Start-Stop-Follow • Copy 4

20. Striking and Fielding SAL: Cognitive Skills Early Level HWB 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Focus & concentrate on important information remembering simple instructions • Name the equipment • Copy the teacher / a partner • How to score a point and keep a very simple score • Follow rules and understand why they are used including safety instructions • Describe how my body works in simple ways • Know that space will help me be effective in the game. • Add conditions to allow for simple problem solving opportunities • This will provide opportunities for decision making and creative partner work • Think of where, when and how to strike safely • BMT • Touch and Lift • Start-Stop-Follow • Copy 4

21. Striking and Fielding SAL: Physical Comps Early Level HWB 0-21a & 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Moving in around the playing area in different ways and directions within a restricted space (cones, markers, lines and nets) responding to certain cues • Using both sides of the body and arms and legs together. • Moves with some purpose demonstrating some balance, control and rhythm • Catch a variety of objects and send them back to hit a target. • Use a bat (hand, foot, racket) to strike an object. • Demonstrate throwing, catching, rolling, striking and stopping activities e.g. trapping a ball/balloon with foot, collecting a ball with their hands • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

22. Striking and Fielding SAL: Physical Fitness Early Level HWB 0-22a & 0-27a & 0-28a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Understand and talk about the basic concepts of fitness in simple terms and how it affects my ability in striking and fielding 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 perform a range of activities (individually and in groups) to keep me fit • Speed Vary speed of actions focusing on the quality of movement • Core stability Uses abdominal and back muscles to move with control • & Strength Hold my body in a variety of positions for a short period of time • Flexibility Bend and stretch to a range of simple positions. • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

23. Striking and Fielding SAL: Personal Qualities Early Level HWB 0-21a & 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Work independently including individually, with a partner/ in small groups adopting a variety of roles • Co-operate, find and share space and equipment safely • Work well with everyone, be friendly, caring • Discuss why we need to be safe when moving about • Learners participate with a continued readiness to learn • Help others and have fun • Communicate and share ideas with others • Be proud of my efforts celebrating achievement • Develop ethos of trust and respect – e.g. Learning how to win and lose appropriately • BMT – focus on partner working • Aeroplanes & Helicopters1,2,3 Hop Sequence • Changing Shapes Jump-Clap-Turn • Touch and Lift Start-Stop-Follow • Copy 4

24. Target Games SAL: Cognitive Skills Early Level HWB 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Focus & concentrate on important information remembering simple instructions • Name the equipment • Copy the teacher / a partner • How to score a point and keep a very simple score • How my body works in simple ways specifically for target games • Begin to understand that space will help me be effective in the game. • Understand why important rules are used including safety rules • Experiment ways of sending objects to reach / hit / knock down a target e.g. Throwing, striking, kicking, punting, rolling etc • Add conditions to allow for simple problem solving opportunities • This will provide opportunities for decision making and creative partner work • Think of where, when and how to perform safely • BMT • Touch and Lift • Start-Stop-Follow • Copy 4

25. Target Games SAL: Physical Comps Early Level HWB 0-21a & 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Moving in around the playing area in different ways and directions responding to certain cues • 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 and catch using under-arm and over-arm 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 • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

26. Target Games SAL: Physical Fitness Early Level HWB 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Understand and talk about the basic concepts of fitness in simple terms and how it affects my ability 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 perform a range of activities (individually and in groups) to keep me fit • Speed Vary speed of actions focusing on the quality of movement • Core stability Uses abdominal and back muscles to move with control • & Strength Hold my body in a variety of positions for a short period of time • Flexibility Bend and stretch to a range of simple positions. • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

27. Target Games SAL: Personal Qualities Early Level HWB 0-21a & 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Work independently including individually, with a partner/ in small groups. adopting a variety of roles • Co-operate, find and share space and equipment safely • Work well with everyone, be friendly, caring • Discuss why we need to be safe when moving about • Learners participate with a continued readiness to learn • Help others and have fun • Communicate and share ideas with others • Be proud of my efforts celebrating achievements • Develop ethos of trust and respect – e.g. Learning how to win and lose appropriately • BMT – focus on partner working • Aeroplanes & Helicopters1,2,3 Hop Sequence • Changing Shapes Jump-Clap-Turn • Touch and Lift Start-Stop-Follow • Copy 4

28. Outdoor and Adventure SAL: Cognitive Skills Early Level HWB 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Focus & concentrate on important information remembering simple instructions • Develop key vocabulary appropriate to my development • Recall safety rules associated with working in the outdoor environment • Name the equipment • Remember my group or partner • Learn how to use and share outdoor space • To introduce the concept that a map is like a picture. • To introduce the use of symbols and a key. • The use of balance & control during bouldering /climbing activities • Tasks should involve an opportunity for engagement in simple problem solving exercises and to take simple risks e.g. make their own ‘assault’ course. • BMT • Touch and Lift • Start-Stop-Follow • Copy 4

29. Outdoor and Adventure SAL: Physical Comps Early Level HWB 0-21a & 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Moving in around the playing area in different ways and directions, (run, skip, side step and gallop without bumping into anyone). • Balance on different parts of my body + maintain balance whether still or moving, hold a steady balance in various shapes • Develop awareness of personal space (i.e. Where does my body end and space begin) • To demonstrate all the physical skills needed for orienteering, bouldering and team building activities: • Performs some additional components of movement e.g. Transfer weight from one foot to another • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

30. Outdoor and Adventure SAL: Physical Fitness Early Level HWB 0-22a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Understand and talk about the basic concepts of fitness in simple terms and how it affects my ability 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 perform a range of activities (individually and in groups) to keep me fit • Speed Vary speed of actions focusing on the quality of movement • Core stability Uses abdominal and back muscles to move with control • & Strength Hold my body in a variety of positions for a short period of time • Flexibility Bend and stretch to a range of simple positions. • BMT • Moving & Thinking Aeroplanes & Helicopters • 1,2,3 Hop Sequence Changing Shapes • Jump-Clap-Turn Standing Spiders

31. Outdoor and Adventure SAL: Personal Qualities Early Level HWB 0-21a & 0-23a & 0-24a Progressive learning contexts as the learner develops capacity & competence INTRODUCE EXPLORE PRACTISE 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: • Outdoor environments are great for promoting a team building ethos • Work independently including individually, with a partner/ in small groups adopting a variety of roles • Co-operate, find and share space and equipment safely • Work well with everyone, be friendly, caring • Discuss why we need to be safe when moving about • Learners participate with a continued readiness to learn • Help others and have fun • Communicate and share ideas with others • Be proud of my efforts celebrating achievements • Develop ethos of trust and respect – e.g. Learning how to win and lose appropriately • BMT – focus on partner working • Aeroplanes & Helicopters1,2,3 Hop Sequence • Changing Shapes Jump-Clap-Turn • Touch and Lift Start-Stop-Follow • Copy 4