S1 PE:
Reporting Window 2

Health and Wellbeing

Pupils are experiencing a mix of practical and classroom-based activities that focus on developing their knowledge of wellbeing. To facilitate this, wellbeing has been broken down into “four pillars”: Mental, Emotional, Social and Physical. This has been effective in emphasising the importance of all aspects of wellbeing in Health and Leisure, whilst not focusing solely on the physical.  At the end of the year pupils will achieve the SQA Wellbeing award.

Scottish Country Dancing (Term 2)

Throughout the Scottish Country Dancing block pupils have focused on 5 key areas:

1)     Key skills, for example, working on the key steps for each dance in small sections

2)     Movement skills, for example, linking sections of each dance together

3)     Control and Fluency, for example, performing dances with control

4)     Rhythm and Timing, for example, performing the correct steps in time to the music

5)     Rules & Etiquette, for example, respecting partner and groups when dancing by holding their hand

Table Tennis (Term 3)

Throughout the Table Tennis block pupils have focused on 5 key areas:

1)     Key skills, for example, serving and forehand

2)     Shot selection, for example, attacking and defensive shots selected based on position of opponent

3)     Movement skills, for example, moving forwards and backwards based on where ball is landing

4)     Balance & Control, for example, selecting correct grip and stance for each shot

5)     Rules & Etiquette, for example, keeping the score and playing the ball once it’s bounced on table

Volleyball (Term 3)

Throughout the Volleyball block pupils have focused on 5 key areas:

1)     Key skills, for example, volleys and digs

2)     Positions, for example, playing front and back court

3)     Movement skills, for example, tracking the ball and getting into position to play a volley/ dig

4)     Decision Making, for example, playing a volley into the setter with 1st touch

5)     Rules & Etiquette, for example, no more than 3 touches and keeping the score

Pickleball (Term 3)

Throughout the Pickleball block pupils have focused on 5 key areas:

1)     Key skills, for example, serving and backhand

2)     Shot selection, for example, playing attacking and defensive shots based on your position on court

3)     Movement skills, for example, covering all areas of the court effectively to return shots

4)     Focus and Concentration, for example, tracking the ball and having an awareness of lines on the court

5)     Rules & Etiquette, for example, no volleys in the kitchen and keeping the score

Cross Country (Term 3)

Throughout the Cross Country block pupils have focused on 5 key areas:

1)     Pacing, for example, avoiding going off too fast at the start and looking to maintain a good pace

2)     Terrain, for example, running on grass, paths and hills

3)     Running Technique, for example, in control of running strides and arm action

4)     Motivation, for example, working to the best of your ability to achieve best time

5)     Rules & Etiquette, for example, follow the route without cutting corners and recording time honestly

Athletics (current)

Throughout the Athletics pupils are focusing on 5 key areas:

1)     Running, for example, 100m and 800m

2)     Jumping, for example, high jump and long jump

3)     Throwing, for example, shot put and discus

4)     Determination and Resilience, for example, giving 100% across all events to achieve personal bests

5)     Rules & Etiquette, for example, recording scores accurately and following correct rules of individual events

The majority of work covered in S1 PE is based around CfE Level 3 Outcomes and Benchmarks. The majority of pupils at this stage of S1 are working at Third C or above. This does not mean that pupils performing below this level are not making progress - all pupils are making progress but some require more support with CfE Level 3 content than others.

Along with staff tracking pupils progress, pupils are tasked with completing a self evaluation form for all of the activities that they complete.  This information is then used to form learning conversations between teacher and pupils where the focus is on next steps.

To support the working grades below and relate the criteria to sport, staff and pupils assess themselves as Gold, Silver or Bronze for each individual activity across the 5 key areas highlighted in the Course Coverage section above. 

🥇Gold (5 or 6): I've got this 💪

🥈Silver (3 or 4): I'm getting there 🙂

🥉Bronze (1 or 2): I need to practice 🙋

This scale gives the pupil a score out of 30 for each activity and as the year progresses a rolling average is calculated which equates to the working grade in this report.

Working Level and Working Grade descriptions for S1 PE: 

Third A: Making excellent progress at CfE Level 3, performing well against all the outcomes covered. Is able to demonstrate the key skills specific to each sport along with applying the benchmarks within each sport.  When topics allow for extension into CfE Level 4 outcomes, copes really well with the increased challenge.  (Rolling average: 26-30)

Third B: Making good progress at CfE Level 3, performing well against most of the outcomes covered.  Sometimes demonstrates the key skills specific to each sport along with applying the benchmarks within each sport. When topics allow for extension into CfE Level 4 outcomes, copes well with the increased challenge. (Rolling average: 21-25)

Third C: Making reasonable progress at this level, performing well against many of the outcomes covered while finding others more challenging. Sometimes demonstrates the key skills specific to each sport and occasionally applies the benchmarks within each sport. (Rolling average: 16-20)

Third D: Making some progress at this level, performing well against a few of the outcomes covered while finding the majority challenging.  Often needs the key skills specific to each sport broken down and struggles to apply the benchmarks within each sport.  Benefits from further consolidation of the level below. (Rolling average: 11-15)

Second A: While continuing to be exposed to CfE Level 3 content in class, finds the majority of the work very challenging and requires most tasks to be broken down into smaller, simplified versions in order to make progress and build confidence. (Rolling average: 0-10)