Last Updated: Wednesday, February 10, 2021

Design a movement sequence – first level

What is this?

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.

This activity aims to support children to learn about how to give and receive feedback.

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.

Learning activity

  • Ask the children to name different ways they can move their body when they are in the gym. For example, run, skip, jump, balance and roll. Answers will vary depending on the previous learning of the class.
  • Tell the children they are going to work with a partner to create a movement sequence using at least three different moves. For example, a jump, then a roll and a balance. You might want this to be a floor-based movement sequence or for children to use equipment they are familiar with.
  • Give the children time to work with their partner to create a movement sequence. Encourage them to listen to each other’s ideas and work together. When they have agreed their movement sequence give the children time to practice it.
  • Ask the children to create success criteria to help each other with the movement sequence. You may wish to do this as a whole class, recording the features on a flipchart or use an online tool to support the children’s thinking.
  • Encourage the children to work in their pairs to create success criteria for each part of their movement sequence. Then ask them to take turns to watch their partner complete the movement sequence and give feedback based on the agreed success criteria.

Extension activity

Children could create more complex movement sequences. They could make a video showing their movement sequence, seek feedback about it from others and then complete the movement sequence again taking account of the feedback received. They could talk with others about improvements made to the movement sequence.

National Benchmarks

  • 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.

When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.

Resource subject Health and wellbeing
Resource type Learning activity
Resource format Webpage