Education Scotland SALs
Significant Aspects of Learning at Second Level

Learners are supported and encouraged to practise and consolidate movement skills as they learn to move, and adapt and apply these in
play, games, modified sports, dance, gymnastics, aquatics and outdoor learning. They are becoming confident in using their nonpreferred hand or foot demonstrating more precision and control. They are refining their movement patterns and sequences
demonstrating an understanding of spatial awareness, relationships and rhythm and timing of movement. Learners demonstrate
increasing control of their body. They can create, rehearse and perform a broad range of movement skills and sequences with greater
control, balance and coordination.

They respond to feedback to improve their performance. They reflect on their own performance and observe the performances of
others. Using simple, shared criteria, they provide constructive, simple feedback recognising how it contributes to progress and leads to
improvement.

Learners enjoy participating in moderate to vigorous physical activity. They are able to describe connections between participation in
physical activity and health and wellbeing. They explore fitness concepts of stamina, speed, core stability and strength and flexibility and
are learning how their bodies respond to different types of exercise.

Learners work cooperatively with others in modified sports and other types of physical activity. They contribute constructively to teams,
follow basic safety principles and explain the concepts of fair play and sportsmanship. Learners are developing awareness of tactics and
positional play. They begin to negotiate and initiate roles within teams, including opportunities for leadership.

They are learning that choices people make about participation in physical activity are influenced by factors such as personal preference,
time and access to equipment and facilities. They reflect on and describe what influences their participation. They are developing a
deeper understanding of people’s varied physical abilities and needs.

They know that it may not always be possible to get things right first time and devise, experiment and propose their own learning
strategies to solve movement challenges 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 Wall
Cognitive
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.
Aesthetics
SAL: Cognitive Skills
Second Level
HWB 2-23a &
2-24a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
•
•
•
Limited
repertoire of
skills
Limited
pressure
•
•
•
•
•
•
•
Remember to work safely and listen to instructions
Repeat and practise skills on their own or in a sequence. Repeating tasks in the
correct sequence
Explain how my body works in simple ways during aesthetic activities discussing
how strength and flexibility affects performance in 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
Plan simple sequences of movements using at least 6 shapes / movements using
rotation, flight and balance
Choose and make decisions about where I am and what I’m doing – recognising
factors which can improve my performance
Experience concepts such as mirroring, matching, following, leading and working in
unison
Create new movements and patterns through choice and invention
Engage successfully in problem solving tasks (See BMT below)
BMT
Movement Sequences (4)
Making movement numbers
Movement Mirror
Clap-Clap (thinking)
Running Opposites
Crossing Arm Pattern
Making a movement sentence
Copy 4
Tennis Ball Juggling 1
Misdirection
Tennis Ball Juggling 2
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Aesthetics
SAL: Physical Comps
Second Level
HWB 2-21a &
2-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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 – climb, hang, swing with control
• 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
• Perform the 5 basic jumps on the floor and on various apparatus
• Turn around and over in different ways (rotate)
• Make different shapes with my body when both moving and still
• Link 6 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
Movement Sentence
Arm Fold
Jumping Jacks
Spot the Dog
Knee Accent
Alternating Arms
Crossing Arms
Clap-clap-stamp
Copy 4
Opp-Opp-Same
Step Pattern (4)
2-2 Foot Pattern
Clap-Clap
Count 5 jump pattern
Touch-tap
Clap-Clap (thinking)
Movement Mirror
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Aesthetics
SAL: Physical Fitness
Second Level
HWB 2-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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
Jumping Jacks
Alternating Arms
Count 5 Jump Pattern
Spot the Dog
Opp-Opp-Same
Knee Accent
2-2 Foot Pattern
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Second Level
HWB 2-21a &
2-23a & 2-24a
Aesthetics
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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
•
Be responsible and lead by example
•
Keep trying to improve appreciating the skills necessary for aesthetic activities
Limited
pressure
•
Organise myself
•
Help other people demonstrating respect and tolerance
•
Enjoy the activity – demonstrating the performance to the class/group
•
Be persistent and resilient when not achieving instant success
•
Develop ethos of trust and respect
Self Paced
BMT – focus on partner working
Movement Sequence (4)
Running Opposites
Movement Sentence
Copy 4
Knee Accent
Opp-Opp-Same
Movement Numbers
Movement Mirror
Unpredictable
Externally paced
Wide repertoire
of skills
Square-Cross
4 Step Patterns
Clap-Clap (thinking)
Pressure of
increased
variables less
time to respond
Athletics
SAL: Cognitive Skills
Second Level
HWB 2-23a &
2-24a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
Complex
Simple
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Suggested Learning – reinforce work undertaken at earlier levels
•
Develop the skills needed to help me jump high and long, throw for distance, run
fast and for a longer period of time – knowing how these can improve performance
•
Know the importance of eating right to run, jump and throw well
•
Explain how my body works during athletic activities naming key muscle groups
•
Understand the importance of 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 more complex problems e.g calculate the speed of running based on time
and distance covered.
•
Begin to make decisions such as when to let the object go, when to run faster or
slower, where to take off.
•
Measure time or record performance independently
•
Begin to link movements together in a variety of ways e.g. Run & jump, bend &
throw, hop, skip and jump
•
Create own ideas for athletic events and put into practice
BMT
Movement Sequences (4)
Running Opposites
Crossing Arm Pattern
Making movement numbers
Making a movement sentence
Square-Cross
Movement Mirror
Tennis Ball Juggling 1
Misdirection
Clap-Clap (thinking)
Tennis Ball Juggling 2
Tapping Circles
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Second Level
HWB 2-21a &
2-22a
Athletics
SAL: Physical Comp
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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 using different techniques e.g. pull or heave
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
•
Use effective techniques whilst running and hurdling
Limited
pressure
•
Pace myself over distance
•
Jump high and jump for distance
•
Jump using combinations of 1 foot and 2 feet and start to sequence these
•
Increase the length of time I can run before resting
•
Highlight importance of rhythm and timing whilst running, jumping or throwing
BMT
1,2,3 Hop
Movement Sentence
Spot the Dog
Knee Accent
Clap-clap-stamp
Copy 4
2-2 Foot Pattern
Clap-Clap
Clap-Clap (thinking)
Arm Fold
Alternating Arms
Opp-Opp-Same
Count 5 jump pattern
Movement Mirror
Jumping Jacks
Crossing Arms
Step Pattern (4)
Touch-tap
Pressure of
increased
variables less
time to respond
Athletics
SAL: Physical Fitness
Second Level
HWB 2-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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 begin to
understand how training can affect my performance 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
Link with explosive power
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
Jumping Jacks
Alternating Arms
4 Step Pattern
Spot the Dog
Opp-Opp-Same
Count 5 Jump Pattern
Knee Accent
2-2 Foot Pattern
Running Opp
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Second Level
HWB 2-21a &
2-23a & 2-24a
Athletics
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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 and appreciate differences in ability
•
Lead by example
•
Show motivation by always trying to improve
•
Organise myself
•
Enjoy the competitive element of 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
•
Assess myself and my peers and suggest improvements
•
Perform at my own level
BMT – focus on partner working
Movement Sequence (4)
Running Opposites
Movement Sentence
Copy 4
Knee Accent
Opp-Opp-Same
Movement Numbers
Movement Mirror
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Square-Cross
4 Step Patterns
Clap-Clap (thinking)
Possession Games
SAL: Cognitive Skills
Second Level
HWB 2-23a &
2-24a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
Complex
Simple
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Suggested Learning – reinforce work undertaken at earlier levels
•
Remember how to score a point and keep score in a variety of games
•
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 with a variety of
options
•
Use cue recognition when moving into space to receive a ball
•
Evaluate performance and suggest improvements.
•
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
Movement Sequences (4)
Making movement numbers
Movement Mirror
Clap-Clap (thinking)
Running Opposites
Crossing Arm Pattern
Making a movement sentence
Square-Cross
Tennis Ball Juggling 1
Misdirection
Tennis Ball Juggling 2
Tapping Circles
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Second Level
HWB 2-21a &
2-22a
Possession Games
SAL: Physical Comps
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
Complex
Simple
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Suggested Learning – reinforce work undertaken at earlier levels
•
Refine my movement skills by focussing on 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 in isolation and 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.
•
Perform in specific skills practices appropriate to the activity, using different types
of equipment in combinations e.g. receive, dribble and shoot; intercept, pass and
move.
BMT
1,2,3 Hop
Movement Sentence
Eyes Open/Closed Knee Accent
Clap-clap-stamp
Ball Exchange
2-2 Foot Pattern
Clap-Clap
High/Low Ball
2 Handed Juggle
Tennis Juggle 2
Tennis Juggle 3
Arm Fold
Alternating Arms
Opp-Opp-Same
Count 5 jump pattern
Movement Mirror
Jumping Jacks
Crossing Arms
Step Pattern (4)
Touch-tap
Tennis Juggle 1
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Possession Games
SAL: Physical Fitness
Second Level
HWB 2-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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
Jumping Jacks
Alternating Arms
4 Step Pattern
Spot the Dog
Opp-Opp-Same
Count 5 Jump Pattern
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Demonstrate:
Flexibility
Unpredictable
Knee Accent
2-2 Foot Pattern
Running Opp
Second Level
HWB 2-21a &
2-23a & 2-24a
Possession Games
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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 appreciating different abilities
•
Lead by example.
•
Keep trying to improve and not give up.
•
Organise myself.
•
Enjoy the competitive element of 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
•
Assess myself and peers and suggest improvements
BMT – focus on partner working
Movement Sequence (4)
Running Opposites
Movement Sentence
Copy 4
Knee Accent
Opp-Opp-Same
Movement Numbers
Movement Mirror
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Square-Cross
4 Step Patterns
Clap-Clap (thinking)
Central Net and Wall
SAL: Cognitive Skills
Second Level
HWB 2-23a &
2-24a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
Complex
Simple
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Suggested Learning – reinforce work undertaken at earlier levels
• Remember how to score a point and keep score
•
Apply important rules and understand why they are used
•
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
•
Analyse when a number of options are available and make the appropriate
decisions and choices
•
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
•
Use cue recognition and evaluation to remain effective during a game situation
(defending/attacking)
•
Create within the context of a game e.g. tactics, strategies and own games.
BMT
Movement Sequences (4)
Making movement numbers
Movement Mirror
Clap-Clap (thinking)
Running Opposites
Crossing Arm Pattern
Making a movement sentence
Square-Cross
Tennis Ball Juggling 1
Misdirection
Tennis Ball Juggling 2
Tapping Circles
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Second Level
HWB 2-21a &
2-22a
Central Net and Wall
SAL: Physical Comps
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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
•
Control power and accuracy when performing a range of different shots at various
speeds and heights
•
Demonstrate simple target practice games with various objects
•
Perform in specific skills combination practices appropriate to the activity, using
different equipment e.g. feed, move and volley pass; prepare, move and strike a
return; rebound, move and spike.
•
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
•
Demonstrate effective coordination when in practice and game situations
BMT
1,2,3 Hop
Movement Sentence
Eyes Open/Closed Knee Accent
Clap-clap-stamp
Ball Exchange
2-2 Foot Pattern
Clap-Clap
High/Low Ball
2 Handed Juggle
Tennis Juggle 2
Tennis Juggle 3
Arm Fold
Alternating Arms
Opp-Opp-Same
Count 5 jump pattern
Movement Mirror
Jumping Jacks
Crossing Arms
Step Pattern (4)
Touch-tap
Tennis Juggle 1
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Central Net and Wall
SAL: Physical Fitness
Second Level
HWB 2-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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 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.
Stamina
Keep going during physically demanding activities
Speed
Vary the speed of movements whilst demonstrating quality of movement
Maintain balance whether static or moving
Hold my body in a variety of positions
Flexibility
BMT
Jumping Jacks
Alternating Arms
4 Step Pattern
Bend and stretch to suit the game.
Spot the Dog
Opp-Opp-Same
Count 5 Jump Pattern
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Demonstrate:
Core stability
& Strength
Unpredictable
Knee Accent
2-2 Foot Pattern
Running Opp
Second Level
HWB 2-21a &
2-23a & 2-24a
Central Net and Wall
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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
•
Appreciate the qualities unique to net games (volleyball, badminton and tennis) and
team activities.
Externally paced
•
Encourage people when they are performing
•
Assess and evaluate myself and my peers and suggest improvements
•
Lead by example.
•
Keep trying to improve and not give up.
•
Organise myself.
•
Enjoy the competitive element of the activity if I win or lose.
•
Develop ethos of trust and respect
BMT – focus on partner working
Movement Sequence (4)
Running Opposites
Movement Sentence
Copy 4
Knee Accent
Opp-Opp-Same
Movement Numbers
Movement Mirror
Square-Cross
4 Step Patterns
Clap-Clap (thinking)
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Striking and Fielding
SAL: Cognitive Skills
Second Level
HWB 2-23a &
2-24a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
•
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
•
Use cue recognition and evaluation to remain effective during a game situation
(defending/attacking).
•
Analyse when a number of options are available and make the appropriate decisions
and choices.
•
Create within the context of a game e.g. tactics, strategies and own games.
BMT
Movement Sequences (4)
Making movement numbers
Movement Mirror
Clap-Clap (thinking)
Running Opposites
Crossing Arm Pattern
Making a movement sentence
Square-Cross
Tennis Ball Juggling 1
Misdirection
Tennis Ball Juggling 2
Tapping Circles
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Second Level
HWB 2-21a &
2-22a
Striking and Fielding
SAL: Physical Comps
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Unpredictable
General
Self Paced
•
Refine my movement skills by focussing on balance & control, rhythm & timing and
coordination & fluency
Externally paced
Limited
repertoire of
skills
•
Move different parts of my body in isolation and together co-ordinating right and left
& upper and lower body parts to move in a controlled way.
Wide repertoire
of skills
Limited
pressure
Specific
•
Catching , receiving and stopping an object.
•
Showing co-ordination when striking (hand, foot, bat) and throwing in game
situations.
•
Aiming for a partner and hitting a target frequently
•
Performing in specific combination skills practices appropriate to the activity, using
different sizes and shapes of equipment e.g. strike and run; run, intercept and throw;
static and dynamic target practices.
BMT
1,2,3 Hop
Movement Sentence
Eyes Open/Closed Knee Accent
Clap-clap-stamp
Ball Exchange
2-2 Foot Pattern
Clap-Clap
High/Low Ball
2 Handed Juggle
Tennis Juggle 2
Tennis Juggle 3
Arm Fold
Alternating Arms
Opp-Opp-Same
Count 5 jump pattern
Movement Mirror
Jumping Jacks
Crossing Arms
Step Pattern (4)
Touch-tap
Tennis Juggle 1
Pressure of
increased
variables less
time to respond
Striking and Fielding
SAL: Physical Fitness
Second Level
HWB 2-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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 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.
Stamina
Keep going during physically demanding activities
Speed
Vary the speed of movements whilst demonstrating quality of movement
Maintain balance whether static or moving
Hold my body in a variety of positions
Flexibility
Bend and stretch to suit the game.
BMT
Jumping Jacks
Alternating Arms
4 Step Pattern
Spot the Dog
Opp-Opp-Same
Count 5 Jump Pattern
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Demonstrate:
Core stability
& Strength
Unpredictable
Knee Accent
2-2 Foot Pattern
Running Opp
Second Level
HWB 2-21a &
2-23a & 2-24a
Striking and Fielding
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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 competitive element of the activity if I win or lose
•
Assess and evaluate myself and my peers and suggest improvements
•
Develop ethos of trust and respect
•
Perform at my own level and appreciate differences in ability within the group.
BMT – focus on partner working
Movement Sequence (4)
Running Opposites
Movement Sentence
Copy 4
Knee Accent
Opp-Opp-Same
Movement Numbers
Movement Mirror
Externally paced
Wide repertoire
of skills
Square-Cross
4 Step Patterns
Clap-Clap (thinking)
Pressure of
increased
variables less
time to respond
Target Games
SAL: Cognitive Skills
Second Level
HWB 2-23a &
2-24a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
• 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
Limited
repertoire of
skills
Limited
pressure
• Explain how my body works in simple ways specifically for target games using the
language of P.E appropriate to my development
• Experiment ways of sending objects to reach/hit/knock down a target e.g. throwing,
striking, kicking, punting, rolling etc
• Recognise the importance of particular movements, or actions in a sequence that leads
to a successful performance
• Apply simple strategies and structures such as sound decision making and cue
recognition
• Analyse when a number of options are available and make the appropriate decisions
and choices.
• Create within the context of a game e.g. tactics, strategies and own games.
BMT
Movement Sequences (4)
Making movement numbers
Movement Mirror
Clap-Clap (thinking)
Running Opposites
Crossing Arm Pattern
Making a movement sentence
Square-Cross
Tennis Ball Juggling 1
Misdirection
Tennis Ball Juggling 2
Tapping Circles
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Second Level
HWB 2-21a &
2-22a
Target Games
SAL: Physical Comps
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
Complex
Simple
Predictable
Suggested Learning – reinforce work undertaken at earlier levels
• Refine my movement skills by focussing on balance & control, rhythm & timing and
coordination & fluency
Unpredictable
Self Paced
•
Move different parts of my body in isolation and together co-ordinating right and left
& upper and lower body parts to move in a controlled way.
Externally paced
Limited
repertoire of
skills
•
Catch a variety of objects and send them back to hit a target consistently
•
Throw/catch using underarm and overarm technique
Wide repertoire
of skills
•
Demonstrate throwing, catching, rolling, striking and stopping activities using a
variety of equipment
Limited
pressure
•
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
•
Performing in specific combination skills practices appropriate to the activity, using
different sizes and shapes of equipment e.g. run, intercept and throw; static and
dynamic target practices.
BMT
1,2,3 Hop
Movement Sentence
Eyes Open/Closed Knee Accent
Clap-clap-stamp
Ball Exchange
2-2 Foot Pattern
Clap-Clap
High/Low Ball
2 Handed Juggle
Tennis Juggle 2
Tennis Juggle 3
Arm Fold
Alternating Arms
Opp-Opp-Same
Count 5 jump pattern
Movement Mirror
Jumping Jacks
Crossing Arms
Step Pattern (4)
Touch-tap
Tennis Juggle 1
Pressure of
increased
variables less
time to respond
Target Games
SAL: Physical Fitness
Second Level
HWB 2-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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 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.
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
Bend and stretch to suit the game.
BMT
Jumping Jacks
Alternating Arms
4 Step Pattern
Spot the Dog
Opp-Opp-Same
Count 5 Jump Pattern
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Demonstrate:
Flexibility
Unpredictable
Knee Accent
2-2 Foot Pattern
Running Opp
Second Level
HWB 2-21a &
2-23a & 2-24a
Target Games
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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
•
Keep trying to improve and not give up
•
Enjoy the competitive element of the activity if I win or lose
•
Develop ethos of trust & respect
•
Describes factors that affect and influence participation e.g. attitude, access
•
Assess and evaluate myself and my peers and suggest improvements
BMT – focus on partner working
Movement Sequence (4)
Running Opposites
Movement Sentence
Copy 4
Knee Accent
Opp-Opp-Same
Movement Numbers
Movement Mirror
Externally paced
Wide repertoire
of skills
Square-Cross
4 Step Patterns
Clap-Clap (thinking)
Pressure of
increased
variables less
time to respond
Outdoor and Adventure
SAL: Cognitive Skills
Second Level
HWB 2-23a &
2-24a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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
•
Makes clear decisions when presented with a variety of options that improves
performance
•
Manages some impulse responses to concentrate on the task filtering out
distractions
•
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
•
Plans and creates a series of three or more actions in order to address simple
movement challenges.
BMT
Movement Sequences (4)
Making movement numbers
Movement Mirror
Clap-Clap (thinking)
Running Opposites
Crossing Arm Pattern
Making a movement sentence
Square-Cross
Tennis Ball Juggling 1
Misdirection
Tennis Ball Juggling 2
Tapping Circles
Unpredictable
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Second Level
HWB 2-21a &
2-22a
Outdoor and Adventure
SAL: Physical Comps
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
Simple
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Complex
Suggested Learning – reinforce work undertaken at earlier levels
Unpredictable
•
Moving in around the playing area in different ways and directions
•
Moves and adopts body positions effectively in a variety of challenging situations
•
Balance on different parts of my body + maintain balance whether still or moving,
hold a steady balance in various shapes
•
Perform tasks with increasing coordination and fluency. Focus on the quality of
movements.
•
As children perform tasks take advantage of opportunities to work on gross and fine
motor skills.
BMT
1,2,3 Hop
Movement Sentence
Eyes Open/Closed Knee Accent
Clap-clap-stamp
Ball Exchange
2-2 Foot Pattern
Clap-Clap
High/Low Ball
2 Handed Juggle
Tennis Juggle 2
Tennis Juggle 3
Arm Fold
Alternating Arms
Opp-Opp-Same
Count 5 jump pattern
Movement Mirror
Jumping Jacks
Crossing Arms
Step Pattern (4)
Touch-tap
Tennis Juggle 1
Externally paced
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Outdoor and Adventure
SAL: Physical Fitness
Second Level
HWB 2-22a
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
Complex
Simple
Suggested Learning – reinforce work undertaken at earlier levels
Predictable
Self Paced
Limited
repertoire of
skills
Limited
pressure
Unpredictable
•
Understand and talk about the basic concepts of fitness in simple terms and how it
affects my ability to perform effectively in the outdoor environment.
•
Talk about how the body feels – sweaty, puffed out, heart beating faster and what
happens when resting.
•
Participates enthusiastically and sustains energetic levels of play/activity and enjoys
the benefits of being active regularly.
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
Jumping Jacks
Alternating Arms
4 Step Pattern
Spot the Dog
Opp-Opp-Same
Count 5 Jump Pattern
Wide repertoire
of skills
Pressure of
increased
variables less
time to respond
Demonstrate:
Stamina
Externally paced
Knee Accent
2-2 Foot Pattern
Running Opp
Second Level
HWB 2-21a &
2-23a & 2-24a
Outdoor and Adventure
SAL: Personal Qualities
Progressive learning contexts as the learner develops capacity & competence
INTRODUCE
EXPLORE
PRACTISE
PERFORM
REFINE
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
•
Describes factors that affect and influence participation e.g. attitude, access
•
Assess and evaluate myself and my peers and suggest improvements
BMT – focus on partner working
Movement Sequence (4)
Running Opposites
Movement Sentence
Copy 4
Knee Accent
Opp-Opp-Same
Movement Numbers
Movement Mirror
Unpredictable
Externally paced
Wide repertoire
of skills
Square-Cross
4 Step Patterns
Clap-Clap (thinking)
Pressure of
increased
variables less
time to respond