Physical Education


“Education is the most powerful weapon which you can use to change the world”   

Nelson Mandela

FHS PE Dept Staff

John MacPhie (CL PE)







Helen Templeton








Nicole Christie







Craig Nisbet







 S1-3 Curriculum for Excellence

National 4

National 5

New Higher

Dance National 5 and Higher

Sports Leaders(Sport and Recreation)

CSLA (Community Sports Leadership Award)



S3- Fast Track PE

S3 – Football Academy



Got 2 Move

Follow us on Twitter @forrestersport

Follow our PE web page

itunesU course code : DKH-JJL-SDE



S1: Focus: Movement Skills

S2: Focus: Movement Skills and Co-operation

S3: Focus: Movement Skills, Co-operation and Evaluation of performance

How we assess pupils at BGE?

During the year pupils will undertake between 6-9 activities depending on their age.

Together, Pupils and teachers will agree on a grade based on their physical performance using their PE passport self evaluation booklet. The ‘Significant aspects of learning’ provide the criteria and skills to what and how we assess.

Level 3 or 4 will be given to each pupil for each activity and averaged out over the year to achieve a final grade. This must be in One team activities, One individual activity and One Fitness based activity.

Staff will also comment on Personal and Evaluative skills such as motivation, Resilience, confidence, leadership, tolerance, respect and understanding how to progress pupils own learning.


Better Movers and Thinkers (BMT) is an approach to learning and teaching in physical education designed to develop the ability of all children and young people to move and think in a more cohesive way with a specific focus on developing, enhancing and fostering Executive Function (EF) skills within the learning process. The BMT approach represents an evolution in physical education and incorporates pedagogical development and innovative content with current good practice. For information please click the link below:

BMT Rationale



Praise is a powerful motivating tool because it allows the teacher to selectively encourage different aspects of student production or output. For example, the teacher may use praise to boost the student’s performance, praising effort, accuracy, or speed on an assignment. Or the teacher may instead single out the student’s work product and use praise to underscore how closely the actual product matches an external standard or goal set by the student.



A restorative school is one which takes a restorative approach to resolving conflict and preventing harm. Restorative approaches enable those who have been harmed to convey the impact of the harm to those responsible, and for those responsible to acknowledge this impact and take steps to put it right

Many schools are turning to restorative approaches also known as restorative practice to create a harmonious learning environment where pupils are able to self-regulate their own behaviour and learning. Restorative approaches have been found very effective in improving behaviour and learning in both a primary and secondary setting where implemented as a whole school approach.

Restorative approaches are based on four key features:

– RESPECT: for everyone by listening to other opinions and learning to value them
– RESPONSIBILITY: taking responsibility for your own actions
– REPAIR: developing the skills within our school community so that its individual members have the necessary skills to identify solutions that repair harm and ensure behaviours
are not repeated
– RE-INTEGRATION: working through a structured, supportive process that aims to solve the problem and allows young people to remain in mainstream education.

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