Last Updated: Wednesday, February 10, 2021

Obstacle course – 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 giving and receiving 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

  • Remind the children about their previous learning about good balancing (activity 01). Tell them they are going to create a balancing obstacle course.
  • Ask the children to name different pieces of equipment they can balance on in school or at home. For example, a line on the gym floor, a skipping rope, a bench, stepping stones or a beam on a climbing frame.
  • Now ask the children to think about how easy or difficult it would be to balance on each item. In pairs or small groups, ask them to create an obstacle course with at least two balancing obstacles. Give the children time to explore the equipment and work together until they are happy with their obstacle course.
  • Now, ask the children to recall the features of good balancing they created in activity 01. Tell them they are going to take turns to try out their obstacle course. When they do this their partner or group will give them feedback using the features they have created about good balancing. This could be written or verbal feedback.
  • Allow the children to listen to the feedback before trying the obstacle course again.
  • Finally, ask the children if the feedback helped. Did their balancing improve because of the feedback? What was the trickiest part of their obstacle course?

Extension activity

Some children might be able to create more challenging obstacle courses combining balancing with additional movements, for example, jumping or rolling.

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.

You may want to use questions like the ones below:

  • How did it feel to get feedback from someone else?
  • Did you listen to the feedback?
  • How did it feel to give feedback to another person?

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