Education Scotland SALs
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.
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.
Concept
SAL
SAL
SAL
SAL
Aesthetics
Cognitive
Phys. Comp.
Phys. Fitness
Personal
Athletics
Cognitive
Phys. Comp
Phys. Fitness
Personal
Possession
Games
Cognitive
Phys. Comp
Phys. Fitness
Personal
Central Net and Cognitive
Wall
Phys. Comp
Phys. Fitness
Personal
Striking &
Fielding
Cognitive
Phys. Comp
Phys. Fitness
Personal
Target Games
Cognitive
Phys. Comp
Phys. Fitness
Personal
Outdoor &
Adventure
Cognitive
Phys. Comp
Phys. Fitness
Personal
Throughout this resource clicking on the home icon will return you to this
page.
Early Level
HWB 0-23a &
0-24a
Aesthetics
SAL: Cognitive Skills
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
Complex
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 Lift
Start-Stop-Follow
Copy 4
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Aesthetics
SAL: Physical Comps
Early Level
HWB 0-21a &
0-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
Complex
Simple
Predictable
Suggested Learning:
• Begin to identify and manage space and body (where does my body end and space
begin)
Unpredictable
Self Paced
•
Perform simple travelling actions in different speed, directions, levels and pathways,
on and off apparatus
Externally paced
Limited
repertoire of
skills
•
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.
Wide repertoire
of skills
•
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
Pressure of
increased
variables less
time to respond
•
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
Limited
pressure
BMT
Moving & Thinking
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Aesthetics
SAL: Physical Fitness
Early Level
HWB 0-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
Complex
Simple
Suggested Learning:
Predictable
Self Paced
Limited
repertoire of
skills
•
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:
Limited
pressure
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
& Strength
Uses abdominal and back muscles to move/balance with control
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
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Predictable
Suggested Learning:
• Work independently including individually, with a partner/ in small groups adopting a
variety of roles
Unpredictable
Self Paced
•
Co-operate, find and share space and equipment safely
Externally paced
•
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
Limited
repertoire of
skills
Limited
pressure
BMT – focus on partner working
Aeroplanes & Helicopters
Changing Shapes
Touch and Lift
Copy 4
1,2,3 Hop Sequence
Jump-Clap-Turn
Start-Stop-Follow
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Athletics
SAL: Cognitive Skills
Early Level
HWB 0-23a &
0-24a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
Complex
Simple
Predictable
Suggested Learning:
Unpredictable
Self Paced
•
Listen to and understand simple instructions including safety rules
Externally paced
•
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
Limited
repertoire of
skills
Limited
pressure
BMT
Touch and Lift
Start-Stop-Follow
Copy 4
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Athletics
SAL: Physical Comps
Early Level
HWB 0-21a &
0-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
Complex
Simple
Suggested Learning:
Predictable
•
Self Paced
Limited
repertoire of
skills
Limited
pressure
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
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Athletics
SAL: Physical Fitness
Early Level
HWB 0-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
Complex
Simple
Suggested Learning:
Predictable
Self Paced
Limited
repertoire of
skills
•
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:
Limited
pressure
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
& Strength
Uses abdominal and back muscles to move with control
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
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Suggested Learning:
Unpredictable
•
Work independently including individually, with a partner/ in small groups adopting a
variety of roles
Externally paced
•
Co-operate, find and share space and equipment safely
•
Work well with everyone, be friendly, caring
Wide repertoire
of skills
•
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 & Helicopters
Changing Shapes
Touch and Lift
Copy 4
1,2,3 Hop Sequence
Jump-Clap-Turn
Start-Stop-Follow
Pressure of
increased
variables less
time to respond
Early Level
HWB 0-23a &
0-24a
Possession Games
SAL: Cognitive Skills
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
Complex
Simple
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
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
•
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
This will provide opportunities for decision making and creative partner
work
BMT
Touch and Lift
Start-Stop-Follow
Unpredictable
Copy 4
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
Simple
Suggested Learning:
Predictable
Self Paced
Use the basic movement skills, travelling movements and object movements exploring
where, when and how to perform them in a variety of environments
•
Limited
repertoire of
skills
Limited
pressure
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
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Possession Games
SAL: Physical Fitness
Early Level
HWB 0-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
Complex
Simple
Suggested Learning:
Predictable
Self Paced
Limited
repertoire of
skills
•
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:
Limited
pressure
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
& Strength
Uses abdominal and back muscles to move with control
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
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Predictable
Suggested Learning:
• Work independently including individually, with a partner/in small groups adopting a
variety of roles
Unpredictable
Self Paced
•
Play chasing/running/possession/team games responsibly.
Externally paced
•
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
Limited
repertoire of
skills
Limited
pressure
BMT – focus on partner working
Aeroplanes & Helicopters
Changing Shapes
Touch and Lift
Copy 4
1,2,3 Hop Sequence
Jump-Clap-Turn
Start-Stop-Follow
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning:
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning:
Unpredictable
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning:
Predictable
Self Paced
Limited
repertoire of
skills
•
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:
Limited
pressure
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
& Strength
Uses abdominal and back muscles to move with control
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
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Suggested Learning:
Unpredictable
•
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 & Helicopters
Changing Shapes
Touch and Lift
Copy 4
1,2,3 Hop Sequence
Jump-Clap-Turn
Start-Stop-Follow
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning:
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning:
Predictable
•
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.
Limited
repertoire of
skills
•
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.
Limited
pressure
•
Demonstrate throwing, catching, rolling, striking and stopping activities e.g. trapping
a ball/balloon with foot, collecting a ball with their hands
Self Paced
BMT
Moving & Thinking
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning:
Predictable
Self Paced
Limited
repertoire of
skills
•
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:
Limited
pressure
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
& Strength
Uses abdominal and back muscles to move with control
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
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Suggested Learning:
Unpredictable
•
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 & Helicopters
Changing Shapes
Touch and Lift
Copy 4
1,2,3 Hop Sequence
Jump-Clap-Turn
Start-Stop-Follow
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning:
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning:
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Target Games
SAL: Physical Fitness
Early Level
HWB 0-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
Complex
Simple
Suggested Learning:
Predictable
Self Paced
Limited
repertoire of
skills
•
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:
Limited
pressure
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
& Strength
Uses abdominal and back muscles to move with control
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
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Suggested Learning:
Unpredictable
•
Work independently including individually, with a partner/ in small groups. adopting
a variety of roles
Externally paced
•
Co-operate, find and share space and equipment safely
•
Work well with everyone, be friendly, caring
Wide repertoire
of skills
•
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 & Helicopters
Changing Shapes
Touch and Lift
Copy 4
1,2,3 Hop Sequence
Jump-Clap-Turn
Start-Stop-Follow
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning:
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning:
Unpredictable
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Outdoor and Adventure
SAL: Physical Fitness
Early Level
HWB 0-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
Complex
Simple
Suggested Learning:
Predictable
Self Paced
Limited
repertoire of
skills
•
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:
Limited
pressure
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
& Strength
Uses abdominal and back muscles to move with control
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
1,2,3 Hop Sequence
Jump-Clap-Turn
Aeroplanes & Helicopters
Changing Shapes
Standing Spiders
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning:
Predictable
Unpredictable
•
Outdoor environments are great for promoting a team building ethos
Self Paced
•
Work independently including individually, with a partner/ in small groups adopting a
variety of roles
Externally paced
Limited
repertoire of
skills
•
Co-operate, find and share space and equipment safely
•
Work well with everyone, be friendly, caring
Wide repertoire
of skills
•
Discuss why we need to be safe when moving about
Limited
pressure
•
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 & Helicopters
Changing Shapes
Touch and Lift
Copy 4
1,2,3 Hop Sequence
Jump-Clap-Turn
Start-Stop-Follow
Pressure of
increased
variables less
time to respond