Last Updated: Wednesday, February 10, 2021

Circuits course - early level

What is this?

Below you will find ideas to help you to design experiences to support children to move their body in different ways.

This learning activity is intended to support teachers and practitioners to plan learning experiences for children in their usual setting or while they are learning at home. As well as taking account of national and local guidance relating to Covid-19, the activity should be used or adapted accordingly to consider the range of learners and their prior knowledge and individual circumstances in relation to this learning experience.

Curriculum for Excellence (CfE) Experiences and Outcomes:  early level

I am learning to move my body well, exploring how to manage and control it and finding out how to use and share space. HWB 0-21a

I am developing my movement skills through practice and energetic play. HWB 0-22a

I am aware of my own and others’ needs and feelings especially when taking turns and sharing resources. I recognise the need to follow rules. HWB 0-23a

Purpose of the activity

Children learn best when they interact in the world around them in playful experiences. This experience helps children to develop their body movements. It also supports them to share ideas and suggestions with others.

Learning activity

  • Provide the children with picture cards showing simple movements. Movements could include walk, skip, jump, twirl, hop, crawl. See below.

  • Talk to the children about the cards and the movements they are showing. Hold up each card in turn and encourage children to practise the movement shown.
  • Now ask the children with a partner to make up a simple circuit using 4 cards. Mark 2 stations using cones or other suitable objects. Lay out the cards to show the instructions for the circuit course. For example 5 hops, run to next cone, 5 jumps, crawl back to the starting cone. See below.

  • Allow children to take turns to practise going round the circuit. Encourage children to give feedback to the person going round by giving a thumbs up sign if they did it correctly. If a child does not get a thumbs up then the others in their group should tell them what they need to remember to do when they have their next turn.
  • Children could create a new circuit for the group to try out.

Extension activity

  • Children can work with their partner to make up other circuit courses which are more challenging. They could do this by adding more actions or by using more challenging actions.

National Benchmarks: early level

  • Performs basic components of movement, for example, run, jump, gallop, transfer of weight from one foot to another.
  • Focuses on task and pays attention to stimuli, for example, instructions from a practitioner.
  • Is aware of ideas, thoughts and feelings of others.
  • Responds and contributes to self and peer assessment with respect.

Possible approach to assessing learning

The following questions could be used to help to assess children’s progress:

  • How well do children demonstrate an ability to perform the different movements?
  • How effectively do children follow the instructions on the cards?
  • How well do children listen to the ideas of others and share their own ideas?
  • To what extent do children describe what they have learned through exploring and observing movement?

When planning approaches to assessment, you may wish to consider the latest guidance about assessment.