Curriculum for Excellence (CfE) Experiences and Outcomes: first level
I can recognise progress and achievement by discussing my thoughts and feelings and giving and accepting feedback. HWB 1-24a
Purpose of the activity
At early level, children should have explored and observed different types of movement. This activity builds on this learning to help children work with others to talk about what they do well and how they can improve.
- Introduce the activity by showing children the first 50 seconds of the clip about balancing on a beam.
- Do the children think the girl in the video was good at balancing? Encourage them to explain their answer.
- Tell the children they are going to think about how to help the girl improve her balancing skills. They could do this on their own, with a partner or in small groups.
- Ask the children to write down some hints and tips for good balancing. You might suggest they try balancing on their own to help them identify the features that help them to do this.
- Now play the rest of the online clip. Ask the children to check their hints and tips against the hints and tips included in the clip. Are they the same? Did the children have any additional ideas?
- Finally, ask the children to use the ideas from the video and their own ideas to create a guide to good balancing.
Children could create a video guide to good balancing.
- Demonstrates a continuing readiness to learn and is developing planning and organisational skills.
- Listens to and responds to the ideas, thoughts and feelings of others with respect. Responds appropriately, for example, nodding or agreeing, asking and answering questions.
Possible approach to assessing learning
- Some children may want to present their work to the class, others may prefer to share this only with yourself. They may wish to add/upload photos or a record of their work to their learning journal, possibly online. This will give you the opportunity to provide feedback and next steps.
You may want to use questions like the ones below:
- Why does looking ahead help us to balance?
- Why do we put our arms out to help us balance?
When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.