Energising Fitness Circuit

Overview

This 45-minute session is designed for Year 3 pupils, following the Curriculum for Excellence (Scotland) Health and Wellbeing experiences and outcomes for physical education. It promotes cardiovascular fitness, muscular strength, and coordination through engaging, active stations. The lesson develops pupils’ ability to work collaboratively, lead peers, measure personal performance, and use self-assessment to improve.

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Curriculum for Excellence Links

Physical Education:
Physical wellbeing

• I can use warm up and cool down activities to prepare my body for playing games and activities and to help my body recover afterwards. (EXA 2-16a)
• I can show my understanding of the need for safety when participating in physical activities. (EXA 2-16b)
• I can develop strength, endurance and flexibility through regular physical activity. (EXA 2-15a)
• I can work in a small group to help organise and lead games or activities. (EXA 2-17a)

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WALT (We Are Learning To)

• Understand and perform movements safely in a variety of ways during a fitness circuit
• Collaborate effectively in groups to complete timed fitness challenges
• Accurately record personal results and use them to assess my own fitness progress

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Success Criteria

• I move safely and respond quickly in the 4 corners warm-up
• I can lead and encourage my group during the activity stations
• I complete each exercise station to the best of my ability for 1 minute
• I record my results carefully and use them to identify my strongest and weakest activities

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Resources Needed

• Stopwatch or timer
• Printed result recording sheets (dyslexia-friendly font, clear spacing and layout)
• Markers/cones to designate corners and activity stations
• Benches/step platforms for step ups
• Sufficient space marked for shuttle runs
• Clear visual demonstration cards for each activity

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Lesson Structure

1. Warm-Up: 4 Corners Movement Game (8 minutes)

• Description: Pupils move around the hall in a specific way called out (e.g., walking, skipping, side steps, jogging). When the teacher shouts “corner 1” (or 2, 3, 4), they run to the corresponding corner.
• Purpose: Raises heart rate safely, develops agility and listening skills.
• Differentiation: Pupils needing lower impact can march on the spot instead of running.
• Success check: Observe pupils’ ability to change speed and direction safely.

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2. Group Formation and Leader Selection (5 minutes)

• Pupils organised into 5 groups of 6. Each group nominates 1 leader responsible for their line during activity rotations. Teachers encourage rotation of leadership across lessons to build confidence.
• Leaders receive a simple checklist of responsibilities (e.g., keep time, encourage team, record results).

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3. Fitness Stations Circuit (25 minutes)

• Structure: Pupils start at different stations working in their groups; each station lasts 1 minute and pupils record their results immediately after.

• Stations:

  1. Shuttle runs (sprints between two marked points)
  2. Star jumps (jumping jack style)
  3. Bench step ups (alternating feet on bench)
  4. Arm circles (large controlled forward and backward circles)
  5. Lunges (alternating legs, controlled form)

• Rotate clockwise after each minute with 30 seconds transition time.

• Differentiation: Provide modified movement options for those with mobility issues (e.g., half lunges, stepping motions rather than full lunges). Use peer support where appropriate.

• Extension: Advanced learners challenged to increase speed/ reps or hold static lunges for longer during their turn.

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4. Cool-down and Reflection (7 minutes)

• Gentle stretching focusing on legs, arms, and back.
• Group discussion: What was challenging? Which station did you do best at? How can you improve next time?
• Pupils record in their fitness journal any personal targets for the next session (optionally use symbols/pictures for dyslexic pupils).

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Assessment

• Observation of safe technique and leadership in groups.
• Review of recorded results to ensure accuracy and effort.
• Listening to contributions during reflection for understanding of fitness benefits.

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Differentiation Summary

Learner Needs	Strategies	Extension/Challenge	Dyslexia-Friendly Supports
Physical difficulties	Modified movements, peer buddy system	Hold positions longer, increase reps	Clear fonts, worksheets with visuals, simple language
Leadership/Confidence	Rotating leadership roles, positive feedback	Encourage verbal coaching within groups	Provide checklists with icons for leaders
Cognitive processing	Repetition and demonstration of tasks	Set personal best targets for improvement	Use visuals and symbols to explain instructions

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Note to Teacher:
This lesson balances high energy cardiovascular activities with focused leadership skills and self-assessment. The use of the WALT and success criteria supports metacognition and personal goal setting, in line with Curriculum for Excellence principles. The mixed-ability, student-led group work encourages pupil agency and responsibility, fostering lifelong positive attitudes to fitness.

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End of Plan