Education Scotland SALs
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.
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.
First Level
HWB 1-23a &
1-24a
Aesthetics
SAL: Cognitive Skills
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Unpredictable
•
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
Externally paced
•
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 sequence
Making movement numbers
Movement Mirror
Running Opposites
Making a movement sentence
Tennis Ball Juggling 1
Ball exchange
Copy 4
Misdirection
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-22a
Aesthetics
SAL: Physical Comps
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning (Performed in a variety of indoor and outdoor environments):
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
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 Sequence
Clap-Clap-Stamp
Tap & Finger Lifts
Movement Sequence (4)
Tapping Circles
Dinosaur Fingers
Knee Accent
4 Step Patterns
Finger Circles
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Aesthetics
SAL: Physical Fitness
First Level
HWB 1-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
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 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:
Limited
pressure
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 & Thinking
Movement Sequence (4)
4 Step Patterns
Misdirection
Knee Accent
1,2,3 Hop
Clap-Clap-Stamp
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-23a & 1-24a
Aesthetics
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
•
Work independently, including individually & as part of a group co-operating with
others
•
Talk about my actions, thoughts and feelings
Limited
repertoire of
skills
•
Encourage people when they are performing
•
Lead by example
•
Keep trying to improve
Limited
pressure
•
Organise myself
•
Help other people
•
Enjoy the activity
•
Be persistent and resilient
•
Develop ethos of trust and respect
Self Paced
BMT – focus on partner working
1,2,3 Hop Sequence
Running Opposites
Movement Sentence
Copy 4
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Movement Sequence (4)
Tap & Finger Lifts
Movement Numbers
Movement Mirror
Knee Accent
4 Step Patterns
Ball Exchange
First Level
HWB 1-23a &
1-24a
Athletics
SAL: Cognitive Skills
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
•
•
•
•
•
•
Limited
pressure
•
•
•
Unpredictable
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 sequence
Making movement numbers
Movement Mirror
Running Opposites
Making a movement sentence
Tennis Ball Juggling 1
Ball exchange
Copy 4
Misdirection
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-22a
Athletics
SAL: Physical Comp
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Unpredictable
•
Throw different shaped objects at a target using different styles
Self Paced
•
Throw for distance being aware of body parts and positions whilst maintaining
balance and control
Externally paced
Limited
repertoire of
skills
•
Perform travelling actions in different directions, sharing space safely with others
•
Vary the pace of actions focusing on the quality of movement
Wide repertoire
of skills
•
Pace myself over distance
Limited
pressure
•
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 Sequence
Clap-Clap-Stamp
Tap & Finger Lifts
Movement Sequence (4)
Tapping Circles
Dinosaur Fingers
Knee Accent
4 Step Patterns
Finger Circles
Pressure of
increased
variables less
time to respond
Athletics
SAL: Physical Fitness
First Level
HWB 1-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
•
Understand and 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:
Limited
pressure
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 & Thinking
Movement Sequence (4)
4 Step Patterns
Misdirection
Knee Accent
1,2,3 Hop
Clap-Clap-Stamp
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-23a & 1-24a
Athletics
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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 Sequence
Running Opposites
Movement Sentence
Copy 4
Movement Sequence (4)
Tap & Finger Lifts
Movement Numbers
Movement Mirror
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Knee Accent
4 Step Patterns
Ball Exchange
First Level
HWB 1-23a &
1-24a
Possession Games
SAL: Cognitive Skills
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Unpredictable
•
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 sequence
Making movement numbers
Movement Mirror
Running Opposites
Making a movement sentence
Tennis Ball Juggling 1
Externally paced
Ball exchange
Copy 4
Misdirection
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-22a
Possession Games
SAL: Physical Comps
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
•
Self Paced
Limited
repertoire of
skills
Limited
pressure
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 Sequence
Clap-Clap-Stamp
Tap & Finger Lifts
Movement Sequence (4)
Tapping Circles
Dinosaur Fingers
Knee Accent
4 Step Patterns
Finger Circles
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Possession Games
SAL: Physical Fitness
First Level
HWB 1-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
Understand and 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.
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
Bend and stretch to suit the game
BMT
Moving & Thinking
Movement Sequence (4)
4 Step Patterns
Misdirection
Knee Accent
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Demonstrate:
Flexibility
Unpredictable
1,2,3 Hop
Clap-Clap-Stamp
First Level
HWB 1-21a &
1-23a & 1-24a
Possession Games
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Unpredictable
•
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 Sequence
Running Opposites
Movement Sentence
Copy 4
Movement Sequence (4)
Tap & Finger Lifts
Movement Numbers
Movement Mirror
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Knee Accent
4 Step Patterns
Ball Exchange
First Level
HWB 1-23a &
1-24a
Central Net and Wall
SAL: Cognitive Skills
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Unpredictable
•
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 sequence
Making movement numbers
Movement Mirror
Running Opposites
Making a movement sentence
Tennis Ball Juggling 1
Externally paced
Ball exchange
Copy 4
Misdirection
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-22a
Central Net and Wall
SAL: Physical Comps
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
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 Sequence
Clap-Clap-Stamp
Tap & Finger Lifts
Movement Sequence (4)
Tapping Circles
Dinosaur Fingers
Knee Accent
4 Step Patterns
Finger Circles
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning – reinforce work undertaken at earlier levels
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 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:
Limited
pressure
Stamina
Keep going during physically demanding activities
Speed
Vary the speed of movements whilst demonstrating quality of movement
Core stability
& Strength
Flexibility
Maintain balance whether static or moving
Hold my body in a variety of positions
Bend and stretch to suit the game.
BMT
Moving & Thinking
Movement Sequence (4)
4 Step Patterns
Misdirection
Knee Accent
1,2,3 Hop
Clap-Clap-Stamp
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-23a & 1-24a
Central Net and Wall
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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 Sequence
Running Opposites
Movement Sentence
Copy 4
Movement Sequence (4)
Tap & Finger Lifts
Movement Numbers
Movement Mirror
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Knee Accent
4 Step Patterns
Ball Exchange
First Level
HWB 1-23a &
1-24a
Striking and Fielding
SAL: Cognitive Skills
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Unpredictable
•
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 sequence
Making movement numbers
Movement Mirror
Running Opposites
Making a movement sentence
Tennis Ball Juggling 1
Externally paced
Ball exchange
Copy 4
Misdirection
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-22a
Striking and Fielding
SAL: Physical Comps
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
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.
•
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.
Movement Sequence (4)
Tapping Circles
Dinosaur Fingers
Externally paced
Wide repertoire
of skills
Specific
• Catch a variety of objects and send them back to hit a target.
BMT
1,2,3 Hop Sequence
Clap-Clap-Stamp
Tap & Finger Lifts
Unpredictable
Knee Accent
4 Step Patterns
Finger Circles
Pressure of
increased
variables less
time to respond
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
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
•
Understand and 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:
Limited
pressure
Stamina
Keep going during physically demanding activities
Speed
Vary the speed of movements whilst demonstrating quality of movement
Core stability
& 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 & Thinking
Movement Sequence (4)
4 Step Patterns
Misdirection
Knee Accent
1,2,3 Hop
Clap-Clap-Stamp
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-23a & 1-24a
Striking and Fielding
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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 Sequence
Running Opposites
Movement Sentence
Copy 4
Movement Sequence (4)
Tap & Finger Lifts
Movement Numbers
Movement Mirror
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Knee Accent
4 Step Patterns
Ball Exchange
First Level
HWB 1-23a &
1-24a
Target Games
SAL: Cognitive Skills
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Unpredictable
Predictable
• Remember how to score a point and keep score
Self Paced
Limited
repertoire of
skills
Externally paced
• 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,
Limited
pressure
Wide repertoire
of skills
striking, kicking, punting, rolling etc
• Apply simple strategies and structures such as sound decision making and cue
recognition
BMT
Clap-clap sequence
Making movement numbers
Movement Mirror
Running Opposites
Making a movement sentence
Tennis Ball Juggling 1
Ball exchange
Copy 4
Misdirection
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-22a
Target Games
SAL: Physical Comps
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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 Sequence
Clap-Clap-Stamp
Tap & Finger Lifts
Movement Sequence (4)
Tapping Circles
Dinosaur Fingers
Unpredictable
Externally paced
Knee Accent
4 Step Patterns
Finger Circles
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Target Games
SAL: Physical Fitness
First Level
HWB 1-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
•
Understand and 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:
Limited
pressure
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 & Thinking
Movement Sequence (4)
4 Step Patterns
Misdirection
Knee Accent
1,2,3 Hop
Clap-Clap-Stamp
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-23a & 1-24a
Target Games
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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 Sequence
Running Opposites
Movement Sentence
Copy 4
Movement Sequence (4)
Tap & Finger Lifts
Movement Numbers
Movement Mirror
Unpredictable
Externally paced
Wide repertoire
of skills
Knee Accent
4 Step Patterns
Ball Exchange
Pressure of
increased
variables less
time to respond
First Level
HWB 1-23a &
1-24a
Outdoor and Adventure
SAL: Cognitive Skills
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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 sequence
Making movement numbers
Movement Mirror
Running Opposites
Making a movement sentence
Tennis Ball Juggling 1
Ball exchange
Copy 4
Misdirection
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-22a
Outdoor and Adventure
SAL: Physical Comps
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Unpredictable
•
Moving in around the playing area in different ways and directions
Self Paced
•
Balance on different parts of my body + maintain balance whether still or moving,
hold a steady balance in various shapes
Externally paced
Limited
repertoire of
skills
•
To demonstrate all the physical skills needed for orienteering, bouldering and team
building activities:
Wide repertoire
of skills
•
Perform tasks with increasing coordination and fluency. Focus on the quality of
movements.
Limited
pressure
•
As children perform tasks take advantage of opportunities to work on gross and fine
motor skills.
BMT
1,2,3 Hop Sequence
Clap-Clap-Stamp
Tap & Finger Lifts
Movement Sequence (4)
Tapping Circles
Dinosaur Fingers
Knee Accent
4 Step Patterns
Finger Circles
Pressure of
increased
variables less
time to respond
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
Simple
Predictable
Suggested Learning – reinforce work undertaken at earlier levels
• Understand and talk about the basic concepts of fitness in simple terms and how it
affect my ability to perform effectively in the outdoor environment.
Unpredictable
Self Paced
•
Talk about how the body feels – sweaty, puffed out, heart beating faster and what
happens when resting.
Externally paced
Limited
repertoire of
skills
•
Participates enthusiastically and sustains energetic levels of play/activity and enjoys
the benefits of being active regularly.
Wide repertoire
of skills
Limited
pressure
Stamina
Demonstrate:
Speed
Keep going during physically demanding activities
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 & Thinking
Movement Sequence (4)
4 Step Patterns
Misdirection
Knee Accent
1,2,3 Hop
Clap-Clap-Stamp
Pressure of
increased
variables less
time to respond
First Level
HWB 1-21a &
1-23a & 1-24a
Outdoor and Adventure
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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 Sequence
Running Opposites
Movement Sentence
Copy 4
Movement Sequence (4)
Tap & Finger Lifts
Movement Numbers
Movement Mirror
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Knee Accent
4 Step Patterns
Ball Exchange