The following lesson plans adhere to the QCA Schemes of · PDF fileThe following lesson plans adhere to the QCA Schemes of Work Year Group Scheme of work ... For example, runner beans,

The following lesson plans adhere to the QCA Schemes of Work

Year Group Scheme of workReception

1 Unit 1. Dance activities (1) 2 Unit 2. Dance activities (2) 1 Unit 3. Games activities (1) 2 Unit 4. Games activities (2) 1 Unit 5. Gymnastic activities (1) 2 Unit 6. Gymnastic activities (2) 1/2/3 Unit 7. Swimming activities and water safety (1) Beginners (non-swimmers and developing swimmers) 3 Unit 8. Dance activities (3) 4 Unit 9. Dance activities (4) 3 Unit 10. Invasion games (1) 4 Unit 11. Invasion games (2) 3/4 Unit 12. Striking and fielding games (1) 3/4 Unit 13. Net/wall games (1) 3 Unit 14. Gymnastic activities (3) 4 Unit 15. Gymnastic activities (4) 3/4/5/6 Unit 16. Swimming activities and water safety (2) Developing and competent swimmers 3 Unit 17. Athletic activities (1) 4 Unit 18. Athletic activities (2) 3 Unit 19. Outdoor and adventurous activities (1) 4 Unit 20. Outdoor and adventurous activities (2) 5 Unit 21. Dance activities (5) 6 Unit 22. Dance activities (6) 5 Unit 23. Invasion games (3) 6 Unit 24. Invasion games (4) 5/6 Unit 25. Striking and fielding games (2) 5/6 Unit 26. Net/wall games (2) 5 Unit 27. Gymnastic activities (5) 6 Unit 28. Gymnastic activities (6) 5 Unit 29. Athletic activities (3) 5/6 Unit 30. Outdoor and adventurous activities (3) 6+ Unit 31. Dance activities - link unit 6+ Unit 32. Games activities - link unit 6+ Unit 33. Gymnastic activities - link unit

Schedule of learning

Units in red will be covered by Total Sports Coaching - All other units will be covered by the school

Year Group Scheme of workReception Unit a. Reception games (a) Unit b. Reception games (b) Unit c. Reception games (c)

1 Unit 3. Games activities (1) 1 Unit 1. Dance activities (1) 1 Unit 5. Gymnastic activities (1)

2 Unit 4. Games activities (2) 2 Unit 2. Dance activities (2) 2 Unit 6. Gymnastic activities (2) 2 Unit 7 (a). Swimming activities and water safety (1) Beginners (non-swimmers and developing swimmers)

3 Unit 10. Invasion games (1)3 Unit 17. Athletic activities (1) 3 Unit 12. Striking and fielding games (1) 3 Unit 8. Dance activities (3) 3 Unit 14. Gymnastic activities (3)3 Unit 19. Outdoor and adventurous activities (1) 3 Unit 7 (b). Swimming activities and water safety (1) Beginners (non-swimmers and developing swimmers)

4 Unit 11. Invasion games (2) 4 Unit 18. Athletic activities (2) 4 Unit 13. Net/wall games (1) 4 Unit 15. Gymnastic activities (4) 4 Unit 9. Dance activities (4) 4 Unit 20. Outdoor and adventurous activities (2) 4 Unit 16 (a) Swimming activities and water safety (2) Developing and competent swimmers

5 Unit 23. Invasion games (3) 5 Unit 29. Athletic activities (3) 5 Unit 25. Striking and fielding games (2) 5 Unit 26. Net/wall games (2) 5 Unit 21. Dance activities (5) 5 Unit 27. Gymnastic activities (5) 5 Unit 16 (b) Swimming activities and water safety (2) Developing and competent swimmers

6 Unit 24. Invasion games (4) 6* Unit 32. Games activities - link unit 6 Unit 28. Gymnastic activities (6) 6 Unit 30. Outdoor and adventurous activities (3) 6 Unit 22. Dance activities (6) 6* Unit 31. Dance activities - link unit 6* Unit 33. Gymnastic activities - link unit

* Units are classified as Links between junior and secondary education

Time: 30 – 35 mins. No. of children: 25Focus- The unit aims to encourage children to:* move with increased control and coordination;* show awareness of space, of themselves and of others;* recognise the importance of keeping healthy and those things, which contribute to this;* recognise some changes that happen to their bodies when they are active;* develop familiarity with a variety of small games equipment.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, including: words as-sociated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop.Learning Objectives: By the end of this lesson most children should be able to:* listen to and follow instructions;* show an awareness of the safe use of space.Assessment: By observation, linked to above learning objectives.Resources: Beanbags.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Play a game of ʻbeans.ʼ Children are in a space of their own; teacher calls out command. For example, runner beans, frozen beans, jumping beans, baked beans, chilli beans, to which children should perform appropriate actions. Children working in own space. Vary commands fairly quickly to encourage pace of movement. Encourage movement contrasts.Development [20 - 25 mins] 2. Organise the class into 4 different colour groups and give each child one beanbag corresponding to their group colour.3. Children place their beanbag in a space on the floor. Teacher calls out a travelling movement. Children travel around the hall, for example, walking, hopping, skipping, jogging etc. On command, children return to a beanbag of their groupʼs colour. Use a whistle or tambourine to help children focus on your commands. Change movements often so that you help children link actions, e.g. from walking to hopping, to skipping etc. Repeat several times.4. Travel freely around the hall, using different travelling actions. On command, find a beanbag of your groupʼs colour, stop and pick it up. On command, travel again holding the beanbag, stop on the next command, placing your beanbag on the floor. Repeat. Teacher needs to demonstrate. Play the game and ensure that you ask children to start and stop often. This activity will help develop childrenʼs spatial awareness, control and coordination. It will also help develop their listening skills. Repeat several times. 5. Travel around the hall freely. When you come to a beanbag, travel over it and keep moving. Teacher decides on movement ideas, e.g. jumping & landing, hopping, stepping, skipping, running, jogging. Stress awareness of others when moving. Children could count how many beanbags they have negotiated. Repeat several times.6. Pick up your beanbag, Walk and balance it on different parts of your body. For example, on the head, shoulder and arm. Encourage movement into spaces and maintaining good balance throughout.7. Send your beanbag in different ways. For example, send it slowly, then quickly. Send it with one hand, then with two. Send it from a standing position, then sitting. Kneel and send it. Repeat as needed.8. Pick up your beanbag. Travel, holding it in one hand. On teacherʼs command, stop, look for a space to send it into, run after it, collect it. Repeat. Insist on underarm throws along the floor. Encourage children to link their actions together e.g. throw, chase and pick up. Encourage children to send their beanbag using left and right hands. Repeat several times.Cool down [5 mins.]9. ʻBeanbag balances.ʼ Children to balance a beanbag on different body parts suggested by teacher, e.g. hand, shoul-der, knee etc. Use slow, quiet actions. You could start with actions involving travelling, then progress to beanbag balances ʻon the spot.ʼ Ask children to look around for others. Avoid contact with others.

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n:games unit A :Lesson 1/6

Time: 30 – 35 mins. No. of children: 25Focus: Refer to Lesson 1.

Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, including: words as-sociated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop.Learning Objectives: By the end of this lesson most children should be able to:* listen to and follow instructions;* show awareness of space and of others;* handle small games equipment with increasing control.Assessment: By observation, relating to above learning objectives.Resources: Marker cones, beanbags, quoits.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management and Organisation1. Play game of ʻHedgehogs, Lamp Posts & Dead Ants.ʼ Children begin in own space. When teacher calls out ʻHedgehogs,ʼ children move about space in a small, curled shape. ʻLamp posts,ʼ children move in a tall, straight shape. ʻDead ants,ʼ children lie on their backs wiggling their arms and legs in air above them. Teacher needs to demonstrate. Ask children to copy your movements. Development [20 - 25 mins]2. ʻColour Corners.ʼPut out a different colour marker cone in each corner. Suggest a movement idea, e.g. skipping, hopping, and call out a colour. Children respond by travelling to that particular colour. You can play this game either as a whole class activity or you could split the class into two groups and divide the hall into two working areas, using marker cones. Encourage children to travel in different ways. Using a tambourine works effectively to encourage change of pace, for example, loud = children move quickly; quiet = children move slowly on tiptoes. Vary movements/commands often.3. Class divided into two groups: one group to be given beanbags; other group to have quoits. Beanbag group: To begin, allow children to explore use of the beanbag, e.g. throw into the air and catch it.Quoit group: To begin, allow children to explore use of the quoit, e.g. balance it on different body parts.Develop to walking whilst still balancing the quoit.4. Both groups: With a partner, children sit opposite each other. With legs apart, practise sending a quoit/beanbag to each other. Then with legs together sending the quoit/beanbag to both sides of the body.5. Move further back from your partner, [to a gap of about 1 metre]. Can children maintain control and accuracy at greater distance? Increase distance further for more able pairs. How far apart can children get before losing accuracy/control? Challenge children. For example: How many? Can you send it accurately each time? Can you send it with either hand?6. Swap sending implement and repeat. As above. Help children understand the different actions they are using to send both implements. Cool down [5 mins]7. Melting snowman. Children in own space, standing. Encourage imagination. Tell scenario. Imagine they are a newly built snowman. Then the sun comes out, and they be-gin to feel hot, etc. continue until child has sunk down to become a pool of water.

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Time: 30 – 35 mins. Number of children: 25Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, including: words as-sociated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop.Learning Objectives: By the end of this lesson most children should be able to:* listen to and follow instructions;* show awareness of space and of others;* handle small games equipment with increasing control;* begin to recognise changes in their bodies when they exercise.Assessment: By observation, linked to above learning objectives.Resources: Marker cones, beanbags, small and large balls.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management and Organisation1. Play ʻColour corners.ʼ Place four different colour marker cones in corners. Teacher suggests a movement, e.g. skip-ping, jumping, and calls out a colour. Children then travel accordingly to that particular cone. As Lesson 2. Alternate movements fairly quickly. [Teachers in Wales could incorporate Curriculum Cymreig, by sug-gesting movements and calling out colours in Welsh]. Development [20 - 25 mins]2. One group play with beanbags; the other play with large balls. Divide into two, using marker cones to separate two areas. 3. Beanbag group. To begin, encourage children to work on the spot, exploring different actions they can perform with the beanbag. Children need to be in a space of their own. Practise passing beanbag around body, under leg etc. Then throw from hand to hand. Send your beanbag into a space, run after it and pick it up. Send your beanbag along a line marked on the floor. Change the speed you send it. Can you send it with either hand? Remember demonstrations. Ask children to copy actions they see?4. Throwing and catching. Some children will be ready to progress to set challenges. These can include: Throw it up, and let it drop at your feet. What happens to the beanbag? Throw it up with 2 hands and catch it with 2 hands: Throw it up with 2 hands and catch it with 1 hand: Throw it up with 1 hand and catch it with 2 hands, etc. Repeat variations several times.5. Ball group. To begin, encourage children to work on the spot, exploring different actions they can perform with the ball. Children need to be in a space of their own. Practise passing the ball around the body, under legs, roll it down the arms and legs etc. Pat bounce the ball, how many times they can do it?6. Throwing and catching. Some children will be ready to progress to set challenges. These can include: Throw it up, and let it drop at your feet. What happens to the ball? Throw it up, let it bounce in front of you, and catch it: Throw it up with 2 hands and catch it with 2 hands: Throw it up with 2 hands and catch it at different body heights, e.g. head, chest, waist, knee. Repeat variations several times.7. Swap implements and repeat 2 - 6. As above.8. Partner work. Explore sending and receiving the ball/beanbag with you partner. Begin with children sitting opposite their partner, about 1 metre apart. Explore sending the beanbag/ball to each other, e.g. using 1 hand, both hands, from different body positions etc. After exploration, children might be ready to respond to your challenges. For example: Different ways of sending it? E.g. rolling, pushing, using one hand, both hands etc. Different ways of controlling / receiving it, e.g. 1 hand, 2 hands, legs, feet.9. With a partner, stand about 2 metres apart; increase distance if easily achieving. Some pairs might be ready to work together, from a standing position. Throw the ball / beanbag at about chest height to your partner. Throw underarm only. Challenges can include: Can you throw it accurately each time? How many times can you catch it? 10. Swap implements and repeat 8 & 9. Remember demonstrations; can children copy actions they see? Return equipment.Cool down [5 mins]11. Children sitting in a space of their own. Discuss how their bodies felt when they were active. Talk about heartbeat and pulse.

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Time: 25 – 30 mins. Number of children: 25Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, including: words as-sociated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop.Learning Objectives: By the end of this lesson most children should be able to:* listen to and follow instructions;* show increased awareness of space and of others;* handle small games equipment with increasing control;* be able to work co-operatively with a partner and as part of a group.Assessment: By observation, linked to above learning objectives.Resources: Large balls, hoops, marker cones, coloured braids.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management and Organisation1. Play a game of ʻStuck in the mud.ʼ Give ʻchasersʼ coloured braids to wear. If playing outside, children could be ʻreleasedʼ by others going underneath their outstretched arms, not crawling through legs. Play for specified time, and then choose different children to be ʻon.ʼ2. At end of game, talk about ʻheart beatʼ and ʻpulseʼ and how play can affect them.Development [20 - 25 mins]3. Revision of practise from Lesson 3. With a partner, one large ball between them. Sitting opposite each other, about 1 or 2 metres apart. With legs apart, children practise sending a large ball, aiming it between each otherʼs legs. Then, legs together, and roll to the side of each other. Use hands, one hand, and alternate hands. Teacher to demonstrate, children can copy.4. Stand opposite each other, practise throwing and catching. As Lesson 3, Standing around 2 metres apart; aim at chest height. Increase distance if successful. 5. Individually, travel with a ball at your feet freely around the hall. Ask children to walk around the hall, taking the ball for a walk using their feet. Set challenges, e.g. Can you move along a straight line marked on the floor? Can you move along a curved line? Show children how to use insides and outsides of both feet.6. Individually, travel with a ball at your feet avoiding the cones. Place a series of cones either randomly or as gates and show children how to travel around/through them with the ball at their feet. Show children how to look ahead when practising this skill.7. With a partner. Kick the ball to each other; try to control [receive] it using feet, not hands. Approximately 2 metre apart to begin; adjust distance if necessary. Show children how to kick the ball using inside of feet.8. Teams. One large ball for each ʻteam.ʼ Children must travel with the ball at their feet, in and out of the cones to the end, then stop and roll ball to the next person etc. Divide the class into 4/5 ʻteams. Put out four marker cones in a row, each about 1 metre apart. Talk to children about the concept of a team. Show them the direction of movement for their team. Demonstrate the activity and ask chil-dren to copy you. Equipment away.Cool down [5 mins]9. Play ʻSimon Says.ʼ Quiet, slow movements. Ask the children if they enjoyed playing games today. Talk to them about why it is good for them to play and get out of breath.

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Time: 30 – 35 mins. Number of children: 25Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, including: words as-sociated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop.Learning Objectives: By the end of this lesson most children should be able to:* listen to and follow instructions;* show awareness of space and of others;* handle small games equipment with increasing confidence and control and coordination;* be able to work co-operatively with a partner and as part of a group.Assessment: By observation, linked to above learning objectives.Resources: Beanbags, large balls, small balls, hoops, marker cones, coloured braids, tambourine.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management and Organisation1. Play ʻFoxes and Rabbits.ʼ ʻFoxesʼ to wear coloured braids. Talk about awareness of space and of others. Play for a specified time; then choose different children to be foxes.Development [20 – 25 mins]2. Class divided into two groups. Divide the activity area into two using marker cones to show division.3. Group one: Using beanbags. Each child to have own beanbag. Remind children of skills learned in Lesson 3. Teacher needs to demonstrate; ask children to copy.a. Practise passing beanbag around body, under leg etc. Then throw from hand to hand. Begin working ʻon the spotʼ then progress to asking children if they can perform these actions while walking, then jog-ging. b. Working with a partner, aim and throw beanbags into a hoop, from a distance of about three strides back. Place hoops on floor. Stress underarm throwing only. Ask children to count how many times they hit the target. In-crease distance if necessary. 4. Group two: Using large balls. a. Roll a large ball, chase after it and stop it, first using both hands, then one hand, then one foot. Remind children of some skills learned in Lesson 3. Demonstrate and ask children if they can copy what you are do-ing. E.g. throw the ball up, letting it drop at your feet. Throw it up with 2 hands and catch it with 2 hands: Throw it up with 2 hands and catch it at different body heights, e.g. head, chest, waist, knee. Repeat variations several times. Progress to asking children if they can perform these actions while walking, then jogging.b. Working with a partner, aim and throw a ball into a hoop, from a distance of about three strides back. Place hoops on floor. Stress underarm throwing only. Ask children to count how many times they hit the target. In-crease distance if necessary. After about 10 minutes groups swap over.Cool down [5 mins]5. Movement to Percussion. Children to listen to the percussion instrument to indicate the type of movement you wish them to perform. For example, a loud sound can indicate big strides to the rhythm, quiet sound can indicate fairy-like steps, a bang of the instrument can indicate that children should stand still like a statue. No talking throughout. Offer children praise, encouragement and instructions, as appropriate.

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Time: 30 – 35 mins. Number of children: 25Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, including: words as-sociated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop.Learning Objectives: By the end of this lesson most children should be able to:* listen to and follow instructions;* show awareness of space and of others;* handle small games equipment with increasing confidence, control & coordination;* be able to work co-operatively with a partner and as part of a group.Assessment: By observation, linked to above learning objectives.Resources: Marker cones, two ʻbasketsʼ containing a variety of small equipment, [such as skipping ropes, small, me-dium and larger sized balls, airflow balls, beanbags, playbats, quoits and hoops].Teaching ActivitiesWarm up [5 mins] Teaching Points/Management and Organisation1. Play ʻSimon Says.ʼ Choose fast, fun, active movements. Talk about awareness of space and of others.Development [20 - 25 mins]2. Divide class into two groups, but do not divide area into two. Place two baskets of equipment at each end of the room, and direct equal numbers of children towards them.3. Children choose one piece of equipment and travel freely throughout the hall with it. Encourage a variety of actions. Demonstrate different ideas. Encourage children to link their actions together e.g. roll, chase and pick up. 4. Practise different actions. E.g.: running holding a large ball in both hands, in one hand, underarm; travelling with a beanbag balanced on a bat; controlling a ball along the floor using a bat etc. Demonstrate different ideas.5. After watching demonstrations, children choose a second piece of equipment. Encourage them to copy movements/ideas of others. Demonstration of different ideas.6. Play ʻPass the Frog.ʼ [This is a fun and energetic game, though needs several adults for organisation and management]. Organise the children into groups of about 6, standing in a small circle. One child has a soft throwing and catching item, e.g. a soft air-filled frog. Child aims and throws (underarm) the frog in the circle, then runs round the outside of the circle in a clockwise direction. The child on the right hand side of the thrower runs to retrieve the frog, and returns to her/his place. Children attempt to pass the frog, hand-to-hand around the circle before the thrower returns.Cool down [5 mins.]7. Sunflower Growth

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end of unit

Time: 30-40 min No. of children: 28Unit Title: Games - Throwing & catchingFocus – The unit aims to encourage children to:* develop skills of chasing and dodging;* develop footwork skills, such as skipping on the spot and whilst travelling forwards;* develop ʻsending skills,ʼ using hands, whilst travelling; feet, dribbling along different pathways;* develop ʻstriking skills,ʼ whilst travelling;* develop ʻreceiving skills,ʼ with a partner;* play target games;* work collaboratively with a partner.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, including: words as-sociated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop; striking, e.g. hit, strike; target games, e.g. aim, control, pass.Main Learning Outcomes: By the end of the lesson most children should be able to:* throw a ball, beanbag or quoit with improved accuracy, both individually and with a partner;* work co-operatively with a partner. Assessment: By observation in relation to the learning outcomes; developing control and understanding.Resources: Beanbags, quoits, small balls, large balls, hoops.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management and Organisation1. Play game of ʻBeans.ʼ Children in own space. Teacher to call out commands – change fairly often to keep children active. Vary order of commands. Limit commands to 2 or 3 for first couple of times; introduce more as children become familiar with the warm up. Commands: i. Jumping beans – children jump up and down on spot; Frozen beans – children stand still; ii. Runner beans – children run around space; iii. Chilli beans – on the spot, children ʻshiver;ʼ iv. Baked beans – children curl up on floor. Teacher to call out commands – change fairly often to keep children active. Vary order of commands. Limit commands to 2 or 3 for first couple of times; introduce more as children become familiar with the warm up.Development [20 - 25 min]2. Throwing and catching. Practise individual throwing and catching skills. Choose children to demonstrate good skills. Children in individual spaces. Each child to have a beanbag or quoit. Emphasise only throwing a little way above their head. If children can do this consistently and with relative ease, ask them to incorporate a clap or two when the bean bag/ quoit is in air. 3. Extend to partner work. Stand opposite each other, a distance of 1 – 2 metres apart. Children to throw underarm and aim at partnerʼs chest. Slow, controlled and gentle actions. Catch using both hands. Encourage catching with one hand if children are con-sistently catching with two.Choose children to demonstrate good practice. Allow others to then copy and develop their skills.4. Progress to throwing/ catching using large sized balls. Only introduce this to children who are confidently handling beanbags and quoits. Ensure children are given plenty of time to explore, experiment and refine these skills unhurriedly.5. Exploring ways of passing, into a hoop and to a partner. Child opposite must try to catch ball after only 1 bounce.

Teacher demonstrates how to bounce pass a ball into a hoop, for partner opposite to catch. Encourage increasing control over the ball when throwing and catching it. 6. Demonstrations. Help children to appreciate each otherʼs work. Discuss good practice. Half the class can demonstrate, others ob-serve. Swap. Cool down [3 –5 min]7. Sing ʻIf youʼre happy and you know it.ʼ Use a variety of actions; starting off fairly energetic, such as ʻstamp your feet, wave your arms etc.ʼ Whole class, in a circle. Children should become quieter and more refrained, e.g. hands on head, fingers on lips etc. as cool down progresses. Talk to children about why you encourage them to be active.

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n:games unit B :Lesson 1/6

Time: 30-40 min No. of children: 28Unit Title: Games - Travelling with a ball using the feet Focus – As Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, including: words as-sociated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop; striking, e.g. hit, strike; target games, e.g. aim, control, pass.Learning Outcomes: By the end of the lesson most children should be able to:* kick a large ball with increasing accuracy and control;* stop a ball using their feet, showing increasing control;* dribble a large ball using feet between a set of marker cones;* work co-operatively with a partner. Assessment: By observation in relation to the learning outcomes; developing control and understanding.Resources: Large balls, marker cones.Teaching ActivitiesWarm up [5 min] Teaching Points/Management and Organisation1. Play game of ʻCircles.ʼ Children in groups numbered e.g. 1 to 6-8. On command, [e.g. a whistle], number 1ʼs run around edge of circle back to place, touch number 2ʼs shoulder, who then run, touch number 3 etc. Children in groups standing in a circle, initially in own space, and then in groups of 6–8. Ensure groups are well spaced. Continue until all children have run around edge of circle; whole group then sit down to indicate this. State which direction they must run in. Ensure children know their number.Development [20 - 25 min]2. Kicking a large ball. With a partner, practise kicking a ball. Standing opposite each other, at a distance of 1 – 2 metres apart. Teacher demonstrates. Encourage children to pass the ball along the ground to partner. Use the insides of both feet.3. Stop, the ball using same part of the foot, without sending the ball back immediately upon contact. Talk with children about what they are doing, how they need to do it. Talk to them about what worked well and what do they need to change.4. Demonstrations. Allow others chance to develop and refine their skills. Choose children to demonstrate who are doing this correctly. Help children to appreciate controlled work.5. Dribbling. Children to dribble large ball between marker cones. Use both feet, no hands. Pass to next person in the group, who then have their turn. Groups of about 6. Children working individually. Set out marker cones, about 4, in a straight line for each group. Al-low about 1 metre between each cone. Teacher demonstrates dribbling skills. Encourage control, not speed. Continue, until all children have had a go. 6. Repeat above activity, and with the more able, encourage more speed. Emphasise no hands allowed, even if ball goes off course! Encourage children to retrieve the ball using feet.7. If you think it is appropriate, develop to playing as a ʻrelayʼ game. First group to all have a go are the winners. Group sit down to indicate this.Cool down [3 –5 min]8. Passing a large ball overhead to the person standing behind them. Relay. Ball travels to the back of the line. When ball gets to last person, that person runs to the front and activity begins again. Organise four groups of about 6 – 7 children who stand in a line, one behind the other. Game finishes when all chil-dren have been at the front of the line; group sit down when this is the case. Encourage children to watch the ball. If the ball drops, it has to go to the front again. Ask children what they found the most fun activity today.

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Time: 30-40 min No. of children: 28Unit Title: Games - TravellingFocus – As Lesson 1Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, including: words as-sociated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop; striking, e.g. hit, strike; target games, e.g. aim, control, pass.Learning Outcomes: By the end of the lesson most children should be able to:* perform ʻjumps,ʼ showing good control and technique;* perform safely with a partner. Assessment: By observation in relation to the learning outcomes; developing control and understanding.Resources: Skipping ropes.Teaching ActivitiesWarm up [5 min] Teaching Points/Management and Organisation1. Jack Frost. A game of tag. Two children to be ʻonʼ and chase others. Chasers need to wear a braid for identification. Others run away and if tagged they must ʻfreezeʼ and stand with arms outstretched. They are only ʻdefrostedʼ when another child touches them.Development [20 - 25 min]2. Leaping. Children to travel freely around the activity area. Teacher demonstrates. Encourage children to develop a small leap, then a big leap. Encourage children to develop a rhythm3. Jumping. Children to travel freely around the activity area. Jumping in different ways, e.g. 2 feet to 2 feet, one foot to 2 feet. Ask children, ʻWhat different ways did we jump?ʼ Use demonstrations.4. Jumping/hopping. Place the skipping rope on floor in front of you. Practise jumping over, two feet together. Individual, in spaces of their own, children to have a skipping rope. Emphasise and demonstrate safe take off and landing when jumping. Progress to hopping. Alternate feet.5. Jumping patterns. Make up a jumping pattern over the skipping rope. Individual, in spaces of their own, children to have a skipping rope. Encourage 3 – 4 controlled jumps. Practise and repeat it. Demonstrate how to use the arms when taking off and landing with bent knees.6. Jumping in pairs. Copying/matching As above. Talk with children about using space of the activity area so that they are able to match space with their ac-tions. One child tries to copy/match the jumping pattern of their partner. Alternate.7. Hedge Hopping. Arrange some very low obstacles for children to hop over [bean bags, ropes etc.]. Encourage children to hop forwards and sideways.Focus children on controlled movement. Remember to use demonstrations. 8. In all activities, use demonstrations. Celebrate each childʼs attainment by inviting them to demonstrate it to others.Cool down [3 –5 min]9. Play ʻSimon Says.ʼ Children in own space. Choose low impact movements, such as, ʻSimon says stand on one leg, wave your arms slowly and then lie on the floor.ʼ

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Time: 30-40 min No. of children: 28Unit Title: Games - Travelling, sending & receivingFocus – As Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, including: words as-sociated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop; striking, e.g. hit, strike; target games, e.g. aim, control, pass.Learning Outcomes: By the end of the lesson most pupils should be able to:* travel around a designated area, showing an awareness of themselves and others;* control a rope, by turning, swinging and throwing with increasing accuracy;* skip on the spot, showing appropriate technique;* show an awareness of technique when skipping whilst travelling;* throw and catch with increasing accuracy. Assessment: By observation in relation to the learning outcomes; developing control and understanding.Resources: skipping ropes, hoops, bean bags, small balls.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management and Organisation1. Whole class game of ʻStuck in the mud.ʼ i. Children begin in a space of their own. Teacher choose 2 – 4 children to be ʻon.ʼ Ensure they are easily identifiable. ii. On given signal, e.g. whistle, children run around using all available space. Children who are ʻon,ʼ must try to tag the others, by touching their shoulder.iii. Children who have been ʻcaughtʼ should stand still, with arms outstretched and feet apart. Other children can re-lease them by crawling between their legs. Play the game for about 2 minutes. Encourage children to use space and look carefully around them when they are running.Development [20 - 25 mins]2. Skipping. Reminder of last weekʼs session. Children practise and refine their skipping skills, on the spot. Individual, in own space. Each child to have a skipping rope. Demonstrate skipping. Feet together, straight arms. Em-phasise safe take off and landing; knees bent and ʻsquashyʼ landing.3. Differentiation. If some children are not yet able to skip, encourage them to turn rope over their head and step over. Consider dividing the class into two and section the hall into two using marker cones. Half the class have skipping ropes, and follow the skipping part of the lesson outline. Other half to practise teacher selected activities from Lesson 1. Swap roles next week. Throughout all activities, take opportunities todevelop social and communication skills.4. Use of demonstrations. Select children who are able to perform skilfully. Talk to the class about their technique. Allow others to develop their skills by encouraging them to copy what they see.5. Skipping whilst travelling. Children practise skipping whilst running forwards. Demonstrate skipping whilst moving forwards. If children are not yet ready for this, they can walk, turning rope over-head and stepping over, [organisation as in 3 above].6. Target practice in groups of 3. Two children standing opposite each other, practise throwing bean bag through hoop, for other person to catch. Third child stands in between, holding a hoop at arms length, to the side. Throw underarm.Organise children in their own group space. Children to swap roles after a few minutes, so they all get a turn at throw-ing, catching and holding target.7. Use of demonstrations. Half class perform, others watch. Swap roles. Encourage positive comments about each otherʼs work.8. Extending the activity / differentiation. If children can do this fairly easily, either increase the distance apart or change apparatus, e.g. to smaller balls.Cool down [3 –5 mins]9. Stretches. Children to lie on backs. In own space. Stretch from fingertips down to toes, and hold it for a count of three. Repeat, with children lying on their fronts. Ensure children relax between each stretch.

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Time: 30-40 min No. of children: 28Unit Title: Games – Relay GamesFocus – As Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, including: words as-sociated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop; striking, e.g. hit, strike; target games, e.g. aim, control, pass.Main Learning Outcomes: By the end of the lesson most children should be able to:* travel, showing an increased awareness of others;* develop techniques involved in chasing and dodging games;* show increasing control when travelling with a ball. Assessment: By observation in relation to the learning outcomes; developing control and understanding.Resources: Large balls, marker cones.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management and Organisation1. ʻLetters.ʼ In a space of their own, children should show different letter shapes with their body, either on floor or whilst standing. Whole class activity. On given signal, e.g. whistle, teacher calls out a letter. Teacher to decide on active travel move-ment, e.g. running, skipping etc.Encourage use of all available space and looking carefully whilst travelling.Development [20 - 25 mins]2. Relay games. Organise in groups of 6 – 8. Select games you consider to be appropriate for your childrenʼs stage of development.a. Using a large ball, handing the ball overhead to the next child. The end child then runs to the front of the line etc.Children standing in a line, behind one another. Repeat as needed.b. As above, though handing the ball by turning sideways. Repeat as needed.c. As above though handing the ball between their legs. Repeat as needed.d. Carry a large ball whilst moving in between marker cones. When you get to final cone, run back to start, holding the ball. Give it to next person in line. Sit down upon completion. Set out 4 – 6 marker cones, in a line, for each group. Children standing in a line, one behind another. Teacher dem-onstrates game. Focus children on energetic bursts of running to improve their understanding of speed and strength. Explain to children why you are encouraging them to do this. Encourage the need to maintain control the ball. Game finishes when all children in the group have had turn and sitting in a line one behind the other. Repeat as needed.e. As above, but bouncing a large ball whilst moving in between marker cones. When they get to final cone, run back to start, holding the ball, weaving in and out. Pass the ball to next person in line. Promote awareness of health etc. by talking to children about exercise and its effect on their bodies.Repeat as needed.f. As above, using feet to control ball. Weaving in and out of the marker cones. Still in same groups and using marker cones, dribbling large ball. Emphasise control, whilst encouraging speed. Upon return to first cone in line, kick pass ball to next person, who then repeats activity. Repeat as needed.g. As above, using bats and small balls. Control the ball along the floor with the bat. Repeat as needed.Cool down [3 –5 mins]3. Cat stretches. On all fours, encourage children to perform stretches, as a cat might. E.g. back arched, tummies tucked in; tummies towards floor, bottoms up etc. Stand up slowly.Individual, in own space.

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Time: 30-40 min No. of children: 28Unit Title: Games - Parachute gamesFocus – As Lesson 1..Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, including: words as-sociated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop; striking, e.g. hit, strike; target games, e.g. aim, control, pass.Main Learning Outcomes: By the end of the lesson most children should be able to:* work collaboratively as part of a group;* show an increasing awareness of space and of others;* demonstrate good listening skills.Assessment: By observation in relation to the learning outcomes; developing control and understanding.Resources: parachute, large and small balls.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management and OrganisationIn all todayʼs activities, individually children will learn and improve different skills. As they play alone or alongside peers, children will have opportunities toimprove social and communication skills.1. Introduction to todayʼs parachute activities. Whole class, initially sitting in a row, out of the way of the parachute. Space children equally around edge of para-chute. Discuss safety issues: children must listen carefully, hold handles of parachute etc.2. Control of parachute. Children respond to teacher commands. Moving parachute at various levels and speeds, e.g. ground, waist, shoulder; rippling waves and stormy waves. For example, make up a story to allow children to demonstrate different types of ʻwavesʼ with the parachute.

As children start getting warmer, talk about why this is happening and promote awareness of health by talking to chil-dren about exercise and its effect on their bodies.Development [20 - 25 mins]3. Play ʻThe Mushroom Game.ʼ Children begin by holding a parachute at ground level. On teacherʼs command: ʻ1,2,3 Mushroom,ʼ children lift para-chute high above head. Parachute should make a ʻmushroomʼ shape.4. Extension: when the parachute is in air, children take two steps in, pull parachute behind them and under their bot-toms and sit on it. All children are then enclosed within it, as a tent. You may want to take this opportunity to model collaboration in using and sharing the parachute. Encourage children to play co-operatively with one another.5. Tell children that this time, when parachute is in air, you will call out a colour. If children are wearing that colour, they must run underneath parachute, to opposite side. Repeat a few times, calling out different colours. Try to ensure all children have moved.6. Ball game. With the parachute at waist height, children to make ʻwaves,ʼ [speed according to teacher command].

When waves are going well, throw on a couple of balls – large or small. They should bounce up and down off the parachute; children need to try to keep them on. Children are not allowed to use their hands to touch the balls. 7. Game of ʻSharks.ʼ All children to sit with legs straight out underneath parachute. Choose 2 – 4 children to be ʻsharks.ʼ Sharks go under parachute to touch ankles, of other children, do not pull. They then let out a ʻscream,ʼ and join sharks under parachute. Game ends when all children are under parachute.Cool down [3 –5 mins]8. ʻBedtime.ʼ Children lying under parachute, only heads out, as under a giant ʻduvet.ʼ Close eyes and think about all we have done today.9. Parachute away. Choose a few children to help you pack away parachute, otherʼs watch. Talk about todayʼs activities. What did they enjoy most etc. Talk with children about how well they cooperated and how they need to do this in the classroom too.

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end of unit

Time: 30 - 40 mins. No. of children: 24Focus: The unit aims to encourage children to:* develop manipulative skills and dexterity, hand-eye coordination and whole body coordination;* develop personal and social qualities:* develop creative and imaginative thinking.Vocabulary: In this unit children will have an opportunity to use and consolidate a range of words and phrases, e.g. words associated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop. Main Learning Outcomes: By the end of the lesson most children should be able to:* listen to and follow instructions;* show an awareness of the safe use of space.* further develop basic motor skills. Assessment: By observation against learning outcomes and through discussion with children.Resources: Cones & beanbags.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Play ʻHedgehogs and Lampostsʼ On the command of ʻhedgehogsʼ children scamper around room on all fours. On the command ʻlamp postsʼ children stand still with arms stretched above their heads. 2. Ask the children if they enjoy playing games. Talk to them about why it is good for them to play and get out of breath.Development [20 -25 mins.]3. Travelling. Stopping and starting. Use different parts of the feet for travelling in a variety of ways. Encourage use of toes, heels & balls of feet. Ask children to walk, stride, run, hop, skip & gallop. Ask for quick and efficient res[ponse to your signals. Children should demonstrate a good balance and body tension on stopping. 4. As above, though with variations in direction, speed and pathway. Encourage sudden and nimble changes of direction. Stress the need to ʻLook where you are moving,ʼ and ʻmove into spaces, no bumping.ʼ5. Sending and receiving. Slide a beanbag along the floor; chase after it; pick it up with one hand. Repeat. Pick it up with the other hand. Re-peat several times. Play in a large defined area. Stress underarm releases. Show children how to perform a straight-arm swing, keeping the arm close to the body; opposite hand/opposite foot forward. Set challenges such as: How far can you slide it? How fast? Can you keep you eyes on it?6. Balance the beanbag on various parts of the body whilst travelling. Repeat. Show children how to use a variety of body parts e.g. head, shoulder, arm, wrist, knee, foot, back, back of neck. Re-mind them about moving into spaces.7. Make up a game with a beanbag and a hoop. Organise 4 colour gardens with corresponding hoops and beanbags. Encourage children to explore different ways of sending the beanbag in to the hoop with their hands, e.g. throwing, sliding, pushing. Some children might be ready for challenges, e.g. How many? Can you beat your best score, etc?8. Remind children to be aware/mindful of other children when moving in their garden, particularly when sending their beanbag. Cool down [5 mins.]9. Play ʻFreeze!ʼ Children move like different slow moving animals e.g. frogs, snakes, elephants. When you call out “Freeze!” all children must remain completely still. Any movement must be lightly observed - ensure no dropping out. Use these opportunities to reinforce positive aspects of the lesson.

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n:games unit C :Lesson 1/6

Time: 30 - 40 mins. No. of children: 24Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use and consolidate a range of words and phrases, e.g. words associated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop. Main Learning Outcomes: By the end of the lesson most children should be able to:* listen to and follow instructions;* show an awareness of the safe use of space.* further develop basic motor skills. Assessment: By observation against learning outcomes and through discussion with children.Resources: Cones, braids, beanbags.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Play ʻTails.ʼ Two children to be ʻonʼ. Rest of class put a coloured braid in the back of their shorts like a tail. The two who are ʻonʼ must collect as many braids as they can in the short time this game should be played. Organise a large defined area. Talk to children about travelling forwards, backwards and sideways. Encourage them to try to avoid the taggers by being nimble, i.e. running on the balls of their feet, keeping their ankles relaxed and flexible and using their arms to help with balance. Encourage free use of space and awareness of others. Explain to them why running, chasing and dodging games are a good way to warm up. Remind them why getting hot and out of breath is good for them.Development [20 – 25 mins.]2. Jumping. Travel freely by jumping from 1 foot on to the same foot [hop]. Jump from 1 foot onto the other foot.3. Jump from 1 foot to 2 feet. Jump from 2 feet to 2 feet. Jump from 2 feet to 1 foot.4. Run and jump to land in a space. Stress the need to look for spaces to travel in to. Land safely – soft landings with bent knees.5. Bounce on the spot, then travel, then bounce on the spot. Repeat on teacherʼs command.6. Jumping in, out of and over hoops. Encourage children to use a variety of jumps [as above].7. Throwing and catching. Individually, throw your beanbag, catching it with 2 hands, with 1 hand, with alternate hands. Repeat several times. Organise a clearly defined area. Children have a beanbag each and they work on the spot in a space. Demonstrate throwing and catching a beanbag. Encourage children to hold the beanbag at around waist height, with arms slightly bent. Throw the beanbag to just above head height, Ask children to keep their eyes on their beanbag. Fingers should be spread and beanbag should be grasped/caught away from the chest. Can you catch it three times without drop-ping it?8. Run with your beanbag and let it drop on teacherʼs command. Walk away from the beanbag and return to collect it on teacherʼs command. 9. Throw your beanbag away from you and chase it. Encourage 1 handed throws. Help children to measure their progress through participation in a variety of skill challenges e.g. How many? How far? How quickly? 10. Throw your beanbag high and let it drop in a space. Show children a well-timed release.11. Throw your beanbag hard into the ground. Talk t children using specific vocabulary, e.g. throw, pass, catch, control & stop etc.

Cool down [5 mins.]12. Traffic Police. Teacher non-verbally directs a variety of movements, including stretching and balancing. Remind children about why it is good for them to play and get out of breath. During the activity, talk to them about how running around causes changes to body e.g. breathing, temperature etc.

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Time: 30 - 40 mins. No. of children: 24Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use and consolidate a range of words and phrases, e.g. words associated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop. Main Learning Outcomes: By the end of the lesson most children should be able to:* listen to and follow instructions;* show awareness of space and of others;* further develop gross motor skills.Assessment: By observation against learning outcomes and through discussion with children.Resources: Cones, beanbags, bats, a variety of balls, hoops.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Play ʻStuck in the Mud.ʼ Play in a large defined area. Two to four children to be ʻonʼ. Others must run away and if they are tagged they must stand with their arms and legs wide apart. They can only be released if another child crawls between their legs [or goes under their outstretched arms].Development [20 – 25 mins.]2. Aiming. Aim beanbags at targets. Repeat as needed. Experiment with a variety of equipment and degrees of force. Organise children in coloured gardens [as previous lessons], with matching coloured equipment, if possible. Use hoops / baskets / cones etc. Set challenges, e.g. How many? Can you beat your best score etc. Distance away from target should reflect childʼs individual ability.3. Travelling. Play ʻPoached Eggs.ʼ Balance beanbag on bat whilst travelling around garden. Stress awareness of others. Some children might be able to perform at a faster pace.4. Throwing and catching. Individually, throw the ball in the air with 2 hands and catch it with 2 hands. Children remain in gardens, and have 1 large ball each. Encourage children not to throw the ball too high, i.e. about head height is desirable.5. How many times can you catch the ball without dropping it? Repeat as needed. Release the ball from outstretched hands simultaneously. Hands go high for follow-through after release. Show chil-dren how to form ʻbig handsʼ for catching. Hands under the ball. 6. With a partner, roll the ball to each other. Sit opposite partner with legs in a straddle position, feet touching part-nerʼs feet. Roll the ball to your partner. One large ball between 2. Three pairs can work in one garden. Encourage children to experiment with different ways of sending the ball to each other, e.g. rolling, pushing, with 1 hand, alternate hands, both hands, etc. More able chil-dren can move further apart if needed.7. Play ʻRabbit Race.ʼ Groups of 6, organised in gardens. One child is the wolf, and the rest are bunnies. The wolf [W] has stolen the bunniesʼ toys [beanbags], which are in a hoop behind the wolf. The wolf pretends to be asleep and the bunnies [x] travel [e.g. hopping], past the wolf to retrieve their toys. When the first beanbag is removed from the hoop, the wolf wakes up and tries to catch the bunnies. Any bunnies caught then become wolves, and help catch the bun-nies. The last bunny caught becomes the wolf to begin the next game. Vary ways of travelling [e.g. running, skipping, jumping].

Cool down [5 mins.]8. Play ʻFollow Me.ʼ Organise children in spaces in a large defined area. Children sit with their arms and legs crossed and their backs straight. Indicate to each child separately to follow you as you make pathways across the floor.

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Time: 30-40 mins No. of children: 24Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use and consolidate a range of words and phrases, e.g. words associated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop. Main Learning Outcomes: By the end of the lesson most children should be able to:* listen to and follow instructions;* show awareness of space and of others;* further develop gross motor skills. Assessment: By observation against learning outcomes and through discussion with children.Resources: Cones, hoops, quoits & balls. Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Play ʻColour Corners.ʼ Organise a large defined area. Four coloured bases/cones are placed near to the corners of the activity area. Each colour commands a specific movement to it, e.g. yellow- skipping. Teacher calls out a colour and children respond appropriately.Development [20 – 25 mins.]2. Rolling. Children move around the area, avoiding treading on equipment. On command of ʻStop!ʼ children stop travelling and pick up one item and try to make it roll along the floor. Organise a large defined area. Randomly place a variety of hoops, quoits and deflated balls in the activity area. Show children how to squat down, pushing ball or quoit away, fingers pointing down. Encourage use of 2 hands for rolling hoop. Repeat, changing the rolling object each time. Encourage: use of varying degrees of force; children to keep their eyes on the object at all times.3. Roll it in different directions. Encourage children to experiment with keeping the object close to and away from the body. 4. Other variations. These can include: roll and chase; roll and rebound off a wall; roll along a line or pathway; roll at a target; roll to a partner.5. Play ʻStepping-Stones.ʼ Organise 4 coloured gardens, with about 6 children in each. You need about 8 - 10 hoops laid out on the floor. Play ʻFollow My Leaderʼ where all the players must go on all the stepping-stones in the same order as the leader. Encourage children to move to the hoops in a variety of ways such as running, jumping and hop-ping. Change the leader after each go. Hoops can be placed close together or further apart. change gardens and try different stepping-stones.

Cool down [5 mins.]6. Play ʻHuggy Bears.ʼ Children walk around the activity area. Teacher calls out ʻHuggy Bearsʼ and children find some-one to hug. Encourage walking in own spaces.

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Time: 30 - 40 mins. No. of children: 24Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use and consolidate a range of words and phrases, e.g. words associated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop. Main Learning Outcomes: By the end of the lesson most pupils should be able to:* listen to and follow instructions;* show awareness of space and of others;* handle small games equipment with increasing confidence and control and coordination;* be able to work co-operatively with a partner and as part of a group. Assessment: By observation against learning outcomes and through discussion with children.Resources: Cones, bats, balls, hoops & quoits.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Play ʻFollow My Leader.ʼ Children follow and respond to leaderʼs actions. Children or teacher can lead.Development [20 – 25 mins.]2. Sending. Rolling [as Lesson 4]. Children move around the area, avoiding treading on equipment. On command of ʻStop!ʼ children stop travelling and pick up one item and try to make it roll along the floor. Organise a large defined area. Randomly place a variety of hoops, quoits and deflated balls in the activity area. Show children how to squat down, pushing ball or quoit away, fingers pointing down. Encourage use of 2 hands for rolling hoop. Repeat, changing the rolling object each time. Encourage: use of varying degrees of force; children to keep their eyes on the object at all times.3. As Lesson 4, select from the following, as appropriate. Roll and chase; roll and rebound off a wall; roll along a line or pathway; roll at a target; roll to a partner.4. Throw a ball and make it roll. Then, choose a piece of equipment to make the ball roll. Play in a large defined area. Provide a variety of equipment, e.g. balls, quoits, beanbags, bats, playbats etc. for chil-dren to select from. When sending, show children opposite foot and hand; one-handed guided push.5. With a partner, play a game of rolling a ball. In gardens and with a partner, explore ways of rolling a variety of balls [provide balls different textures and sizes]. 6. Play ʻRoll and Bowl.ʼ With a partner, one child aims and sends the object into a box or bucket, the other to retrieve it and send it back. Children have 3 attempts each then change over. How many points can they score? Can they beat their best score? Can they beat their partnerʼs score? The game can be made easier or harder by using differ-ent size balls, using balls which travel faster or slower, by increasing or decreasing the size of the target and changing the distance children have to send the object.Cool down [5 mins.]7. Sunflower Growth. Children start small, like a seed in the earth. Teacher counts slowly to 5 and children [the plants], grow at the same pace.

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Time: 30 - 40 mins. No. of children: 24Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use and consolidate a range of words and phrases, e.g. words associated with: travel, e.g. stepping, jumping, landing, hopping, skipping, running, jogging etc; footwork, e.g. chasing, dodging, skipping, dribbling; sending, e.g. throw, kick, pass; receiving, e.g. catch, control, stop. Main Learning Outcomes: By the end of the lesson most children should be able to:* listen to and follow instructions;* show awareness of space and of others;* handle small games equipment with increasing confidence and control and coordination;* be able to work co-operatively with a partner and as part of a group.Assessment: By observation against learning outcomes and through discussion with children.Resources: Cones, balls & beanbags.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Play ʻWhatʼs the Time Mr Wolf?ʼ Teacher can be the wolf, children to follow as teacher walks around. Call out different times as children ask. When teacher says ʻdinner timeʼ children run away from teacher. Children can also learn to play the wolf.Development [20 – 25 mins.]2. Throwing. Organise children in 4 coloured gardens again. Individually, throw a beanbag to land in a nearby space. Show children opposite hand and foot, i.e. right hand throw, left foot forward.3. How high can you throw the beanbag?4. How far can you throw the beanbag?5. Throw the beanbag up and touch it as it drops6. Throw the beanbag up and catch it. Targets and challenges. How many times?7. Throw the beanbag at a variety of targets. Use markings on the floor, cones, hoops, baskets etc.8. Throw the beanbag at a variety of higher targets. Use markings on walls, containers placed on chairs etc.9. In pairs, with 1 large ball and 2 cones between them Player A tries to roll the ball between 2 cones set about 2 metres apart, B defends. Play in gardens, with 3 pairs in each garden. Swap roles after 3 attempts to score and play against different opponents. Cool down [5 mins.]10. Play ʻBeanbag Balances.ʼ Play in a large defined area. Each child needs a beanbag and must balance it on vari-ous body parts suggested by the teacher. Encourage children to move around the activity area keeping the beanbag balance. Work towards slow movements at lower levels.

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Time: 40 - 45 mins. No. of children: 32Focus – The unit aims to encourage children to:* be confident and safe in the spaces used to play games;* explore and use skills, actions and ideas individually and in combination to suit the game they are playing;* choose and use skills effectively for particular games;understand that being active is good for them;* watch, copy and describe what others are doing;* describe what they are doing.QCA Core TasksTask 1: net-type game - The aim of the game is to throw beanbags into your opponentʼs hoop to score points. The game is played 1 v 1.Task 2: net-type game - The aim of the game is to score points by sliding a beanbag or rolling a ball over your oppo-nentʼs line. The game is played 1 v 1, or 2 v 2.Task 3: Striking and Fielding type game - The aim of the game is for the thrower (the batter) to score as many points as possible by throwing beanbags into a channel and then counting how many times they can move in and out of a hoop before fielders retrieve the beanbags. The game is played 1 v 1, 1 v 2, or 1 v 3.

Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, e.g. avoiding, tracking a ball, rolling, striking, overarm throwing, bouncing, catching, free space, own space, opposite, team.Learning Objectives: By the end of this lesson most children should be able to:* move fluently in spaces;* demonstrate increased control in travelling with, sending and receiving a ball and other objects;* play a simple game with a partner;* understand more about how their bodies respond to vigorous exercise.Assessment: By observation against learning outcomes.Resources: Whistle, balls of different sizes, beanbags, hoops, benches, Plan Unit 1 less 1 - 6 .Teaching ActivitiesWarm up [5 mins] Teaching Point/Management and Organisation1. Play ʻFollow my Leader.ʼChildren follow and respond to leaderʼs actions and instructions. Children or teacher can lead. Whole class activity. Clearly mark out the activity area. Ensure children are perfectly clear about where they can and cannot move. Help develop childrenʼs spatial awareness e.g. through colour marking the activity area and directing them to coloured shapes and lines marked on the floor. 2. Walking: on the spot; into spaces; in different directions; use quiet feet; stamping feet; marching; walking and turn-ing. Management and organisation [advice]Talk to children about fitness, exercise and health. Why are our hearts beating faster and why it is good for them to play and get out of breath.Skill Focus – Sending and receiving [10 mins]3. Catching Skills.a. Throw a beanbag/ball with: two hands and catch with two hands; two hands and catch with one hand; one hand and catch with two hands; one hand catch with one hand. Children working individually in a space. Itʼs important for children to explore different ways of catching; ensure enough time is provided for this. Half the class could have beanbags, others could have balls. Allow access to the equipment from several areas. Remember to demonstrate each skill.Small deflated balls will be better than ʻbouncyʼ balls.b. Throw a beanbag/ball underarm into a space, run to pick up. When sending a beanbag/ball, stress that it needs to travel along the floor. Retrieve it as soon as it has been sent. Repeat several times, linking actions, if possible.Games Playing [25 mins.] – Organise several activity stations that children can rotate around. Initially, allow children to play freely. Let children choose the equipment they will use in exploratory tasks, though some direct teaching will be needed too. Each station must have a specific purpose, and children must be clear as to what it is. [Plan Unit 1 less 1 - 6 ]Groups should spend about 7- 8 minutes in one area then rotate; by the end of the unit they should have visited each station 3 times. Clearly mark all activity areas.

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SOF 3 :games unit 1 :Lesson 1/6

4. Throwing underarm.a. Throw a beanbag underarm and aim it into a container or a hoop. Children work in pairs in a group of 6. Encourage children to be aware/mindful of other children when moving in the designated area and when sending beanbags.b. Each time they are successful they take one-step back; if they miss they remain where they are until they are suc-cessful. Avoid giving children balls to throw at this stage, beanbags are much more practical. Make use of benches turned on their side, walls, and corners to help manage the activities.5. Sending and receiving.a. Children to try different ways of sending a large ball and beanbag to a partner e.g. rolling, kicking, bouncing. Let children choose from a limited range of equipment in these exploratory tasks.Children could send the objects towards a wall or bench turned on its side.b. Children can: kneel, or sit with legs apart so there is a larger area for the object to be sent towards; stand with arms/hands in the catch position. Send by e.g. bouncing a ball, passing through the legs, over the head, kicking it, hitting with a stick, etc.6. Travelling. Play ʻStepping Stones.ʼ You will need about 8 - 10 hoops laid flat on the floor. Play ʻFollow my leaderʼ where all the players must go on all the stepping-stones in the same order as the leader. Encourage the children to move to the hoops in a variety of ways such as running, jumping and hopping. Another variation is to use the stepping-stones as a safe place to stand in when playing tag.7. Sending and receiving. Play ʻRoll and BowlʼChildren work with a partner, one child aims and sends the object into a box or bucket, the other to retrieve it and send it back. Children have 5 attempts each then change over. Arrange 2 benches on their sides to help contain the activity. The game can be made easier or harder by using differ-ent size balls, using balls which travel faster or slower, by increasing or decreasing the size of the target and changing the distance children have to send the object.8. Sending and receiving – Play ʻPiggy in the MiddleʼChildren in groups [2 x 3]. Play a co-operative game of passing. Children can stand still or move. Encourage children to look for their partner before they throw. Underarm throws only, though children can roll the ball if they wish. Explain to the children the difference between co-operative and competitive play.9. Dribbling and kickingOffer children a range of opportunities & challenges, including:kick the ball to partner who stops it with her/his foot and kicks it back; kick the ball between two obstacles to partner at the other side;dribble and pass ball between partners; dribble and pass between partners to line. At the line whoever has the ball kicks at goal [two obstacles set apart]. Organise children in pairs in a space. Use medium and larger sized sponge balls. Children need to have maximum activity along with individual exploration of the equipment. Introduce the challenges if/when you think children are ready for them. Encourage children to kick the ball with the inside of the foot. Use both feet.Encourage them to look at their partner before passing.Encourage use of the arms to help with balance.Equipment away 10. In all activities, demonstrations are essential throughout. Allow children to observe successful performance and ask them to copy it. Record activities children have experienced, so that in Lesson 2 they begin at a different activity station.Cool down [5 mins.] 11. ʻFreeze.ʼ Children move like different slow moving animals e.g. frogs, snakes, and elephants. When teacher calls out “Freeze” all children must remain completely still. Any movement must be lightly observed. Whole class activity. Encourage free use of the activity area. Plan opportunities to reinforce positive aspects of the lesson.Ask the children if they enjoyed playing games today and remind them why it is good for them to play and get out of breath.

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Time: 40 - 45 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, e.g. avoiding, tracking a ball, rolling, striking, overarm throwing, bouncing, catching, free space, own space, opposite, team.Learning Objectives: By the end of this lesson most children should be able to:* move fluently in spaces;* demonstrate increased control in travelling with, sending and receiving a ball and other objects;* play a simple game with a partner;* understand more about how their bodies respond to vigorous exercise.Assessment: By observation against learning outcomes. Resources: Whistle, balls of different sizes, beanbags, hoops, benches, braids, Plan Unit 1 less 1 - 6 .Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Play ʻAbdominal Tagʼ Whole class activity. Clearly mark the activity area. and ensure children are clear about where they can and cannot move. Begin with children in spaces.Take opportunities to talk about the need for good posture. Demonstrate those children holding good posture. Can others copy what they are doing?Skill Focus - Travelling [10 mins.]2. Activities can include:walking and balancing a beanbag on different parts of the body; hop and turn; skip and turn; step giant steps; jump on the spot; jump from 2 feet to 2 feet landing;jump in and in, out, over of hoops/ropes on the floor. Management and organisation [advice]To help avoid queuing, & fighting to get at the equipment, allow children access to the equipment from several areas. Children work individually in a space. Encourage free use of the space within the designated area. Provide lots of opportunities for children to play a variety of travelling games and activities. The ability to travel freely, using space confidently is fundamental to childrenʼs development in games. Repeat as needed. 3. Demonstrations. Copy what others are doing. Use demonstrations of successful performance. Several children can demonstrate at once.Games Playing [25 mins.] – As Lesson 1. [Plan Unit 1 less 1 - 6 ] Working in the same activity group as in Lesson 1, children should begin at the next station from where they finished in Lesson 1. Complete the circuit this lesson.4. Throwing underarm [As Lesson 1].5. Sending and receiving [As Lesson 1].6. Travelling. Play ʻStepping Stonesʼ [As Lesson 1].7. Sending and receiving. Play ʻRoll and Bowlʼ [As Lesson 1]8. Sending and receiving. Play ʻPiggy in the Middleʼ [As Lesson 1]9. Dribbling and kicking [As Lesson 1].10. In all activities, demonstrations are essential throughout. Allow children to observe successful performance and ask them to copy it. In Lesson 3 children will begin the games playing part of their lesson where they stated in Lesson 1. Cool down [5 mins.]11. ʻMelting SnowmenʼTell the children they are snowmen. Ask them to slowly thaw in the sunshine and end up as a pool of water on the floor. Whole class activity, children in individual spaces. Encourage slow, deliberate movements. Reinforce the positive aspects of todayʼs lesson. Aim to leave children feeling positive about themselves and looking forward to their next games lesson.

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Time: 40 - 45 mins. No of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, e.g. avoiding, tracking a ball, rolling, striking, overarm throwing, bouncing, catching, free space, own space, opposite, team.Learning Objectives: By the end of this lesson children should be able to:* move fluently in spaces;* demonstrate increased control in sending and receiving a ball and other objects;* play a simple competitive game with a partner;* understand more about how their bodies respond to vigorous exercise.Assessment: By observation against learning outcomes. Resources: Whistle, balls of different sizes, beanbags, hoops, benches, braids, Plan Unit 1 less 1 - 6 .Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Play ʻIn the Pond.ʼ Whole class activity. Allow children access to hoops from 3 or 4 different points. Hoops should be placed flat on the floor, in spaces. Remember to discuss fitness and health. Encourage children to talk about how they are feeling after vigorous exercise. Help them understand the relationship between exercise, their heart and muscles. Skill Focus – Travelling, sending and receiving [10 mins].2. One beanbag between two, activities include:walk side by side with your partner, handing the bean bag to each other; stand close to your partner, throw and catch the beanbag, watching it go into both hands;make a little throw and catch to your partner when still, then when walking. Children work with a partner in a space. Use direct teaching alongside exploratory work to help children shape their skills.Encourage children to explore a variety of ways of sending a beanbag. Show them how to send it accurately and to catch it in a. both hands b. either hand.Use demonstrations of successful pairs to help others learn.Ask children if they can copy what they observe.Games Playing [25 mins.]– Organisation for this part of the lesson is the same as in Lessons 1 & 2 Plan Unit 1 less 1 - 6 . Today, consider making increasing demands on children. Look for those who might now be beyond the ex-perimental/discovery stage. Encourage greater accuracy and variety in childrenʼs work. Groups should rotate as in previous lessons.1. Throwing underarmAs Lessons 1 & 2, progressing to:How many consecutive times can you hit the target? How far back from the target can you get? Take a step back each time you hit the target. [Some children might benefit from using small balls]. Help children to measure their progress through participation in enjoyable skill challenges. Key teaching points in-clude: stand sideways with the opposite foot to the throwing hand as the front foot; position their throwing hand behind the body; bend the knees; release the beanbag when the hand is just in front of the body; transfer body weight from the back to front foot; follow through towards the target after release.

2. Striking & Fielding type game. [QCA Core Task 3] One player [x] stands in a hoop and throws beanbags down a marked channel. The other players stand behind the thrower and run to retrieve the beanbags after they have been thrown. There should be one beanbag for each fielder to retrieve. Players take it in turns to throw.

3. Travelling. Play ʻStepping StonesʼAs Lessons 1 & 2, progressing to: Children using a wider range of basic actions. E.g. hopping, leaping, skipping and jumping. Ask children to link different travelling actions together, e.g. jumping – hopping –jumping. When jumping, encourage correct taking off and landing, i.e. use of arms, bending knees, landing on balls of feet. Ask children for more imagina-tive, controlled and accurate movement.4. Sending and receiving. Play ʻRoll and BowlʼAs Lessons 1 & 2, progressing to: more emphasis on a competitive game. How many points can they score? Can you beat your best score?

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5. Sending and receiving. Play ʻPiggy in the Middleʼa. As Lessons 1 & 2, progressing to: more emphasis on a competitive game. Some children should be able to ʻcompeteʼ in their small groups. Child in the middle tries to intercept ball being rolled or thrown between the other two. The other two remain on the spot. Change roles regularly. b. Demonstrations. Allow children to watch each other playing games and help them describe whatʼs happening.6. Dribbling and kickingAs Lessons 1 & 2, progressing to: more focus on dribbling with control. Teacher needs to demonstrate. Use a sponge ball again. Dribble the ball around a line of cones set about 1 metre apart. Use both feet to dribble the ball. Try to keep the ball close to your feet. Use the insides and outsides of both feet. Equipment away.Cool down [5 mins.]7. ʻOpposites.ʼ Ask children: ʻShow me your lazing around the floor bodies watching TVʼ; ʻShow me your PE bodies watching TVʼ; ʻShow me your flopping in the chair bodies reading a bookʼ; ʻShow me your PE bodies reading a book.ʼ

Whole class activity. Children work in their individual spaces. No talking. Throughout this activity, encourage children to think about the importance of good posture. Look for good contrasts in body posture and demonstrate these.

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Time: 40 - 45 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, e.g. avoiding, tracking a ball, rolling, striking, overarm throwing, bouncing, catching, free space, own space, opposite, team.Learning Objectives: By the end of this lesson children should be able to:* move fluently and confidently in spaces;* demonstrate increased control in travelling with, sending and receiving a ball and other objects;* play a simple competitive game with a partner;* understand more about how their bodies respond to vigorous exercise;* describe to others what they are doping and what they see.Assessment: By observation against learning outcomes. Resources: Whistle, balls of different sizes, beanbags, hoops, benches, braids, Plan Unit 1 less 1 - 6 , calm music [for cooling down].Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. ʻFollow My Leader.ʼThe actions of the leader must be copied by those following in a line. Children need to concentrate on what those in front are doing. Mark out the activity area. Children organised in groups of about 4. Encourage a range of different actions; best use of space, movement into space. Encourage vigorous actions. Change leaders often.Fitness and health - Are you feeling warmer? Who is out of breath? Why?Skill Focus. Sending and receiving. Relay Games [10 mins.]2. Child one to pass the ball over her/his head without turning around. When the last child receives the ball she/he runs to the front of the line and the relay continues until child one is back in her/his starting position. Keep the same groups as for the warm up. Encourage children to link their actions together, e.g. receiving then passing to the next team member. Repeat as appropriate. Throughout all relay games, remind children how running games are a good way to exercise, and how this impacts upon their general health3. As above, passing the ball through legs. Encourage children to link their actions together. Look for fluency and efficiency of actions.4. One child to stand facing others in the group who are lined up one behind the other. Child standing alone passes the ball to first child in line who then returns the ball. As soon as she/he has returned the ball she/he runs to the back of the group and the process is repeated. 5. Child one holds the ball and runs with it around a hoop or cone placed at an appropriate distance from the starting point. On return to the starting point child one gives the ball to child two etc. until all have run once. Encourage accurate underarm throwing to the next team member, though allow children to pass the ball from hand to hand or rolled if they need to.In all relays, remember demonstrations of good performance and of co-operative team work.Games Playing [25 mins.] As Lesson 3. Plan Unit 1 less 1 - 6 . Aim for children to complete the activity circuit for the second time in this lesson.6. Throwing underarm. [As Lesson 3] 7. Striking & Fielding type game. [As Lesson 3] 8. Travelling. Play ʻStepping Stones.ʼ [As Lesson 3]9. Sending and receiving. Play ʻRoll and Bowlʼ [As Lesson 3] 10. Sending and receiving ʻPiggy in the Middleʼ [As Lesson 3] 11. Dribbling and kicking. [As Lesson 3]Equipment away. Children should be encouraged to take increasing responsibility for this.Cool down [5 mins.]12. ʻRelax to Music.ʼPlay some relaxing music as a stimulus for calming the class after todayʼs activities. Talk to the class about e.g. their preferred game[s]. Ask them to explain their choices. Whole class activity. Children sitting in their individual spaces. No talking. In order to help increase childrenʼs level of responsibility in the lesson, ask them, ready for the next games lesson, which is their favourite warm up and cool down activity. If children have earned the privilege, allow them to select and play these games next week. [Whole class agreement needed].

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Time: 40 - 45 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, e.g. avoiding, tracking a ball, rolling, striking, overarm throwing, bouncing, catching, free space, own space, opposite, team.Learning Objectives: By the end of this lesson most children should be able to:* move fluently and confidently in spaces;* demonstrate increased control in travelling with, sending and receiving a ball and other objects;* play a simple competitive game with a partner;* understand more about how their bodies respond to vigorous exercise;* describe to others what they are doing and what they see.Assessment: By observation against learning outcomes. Resources: Whistle, balls of different sizes, beanbags, hoops, benches, braids, video or digital camera, Plan Unit 1 less 1 - 6 .Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & OrganisationTeacher or children selected.Warm ups Can children give you some reasons why they have chosen this warm up? Ask children: What does it do to your body? Talk to them about why it is good for them to play and get out of breath.Skill Focus. Sending and receiving. Relay Games [10 mins.] As Lesson 4. Help children to measure their progress through participation in a variety of skill challenges. For example: Which team can be the first? How quickly can your team complete? Can any team complete the relay without dropping the ball?Games Playing [25 mins.] In the remaining lessons in this unit, increased demands are made on children through further modifying the activities and/or varying the equipment they will use. Plan Unit 1 less 1 - 6 . For the remaining lessons in this unit, you should consider video recording performances or take pictures using a digital camera? You can then use this material to help children evaluate the quality of their play.

1. Throwing underarm [QCA Core Task 1]Progress to throwing beanbags into a hoop [Game 1]. Players have to defend their hoop. Players have 3 beanbags each. Organise children in pairs and divide their playing area in half. Progress to defending 2 hoops [Game 2].

2. Striking & Fielding type game [QCA Core Task 3]In this lesson the fielders should stand in the throwing channel to try to intercept the bean-bags.

3. Travelling. Play ʻStepping StonesʼAs Lessons 3 & 4, though progress to ask children to design their own pathway with the hoops. Involve children in decision-making. Different colour hoops could indicates different travelling action e.g. blue = hop; red = jump. Encourage a range of actions.

4. Sending and receiving. Play ʻRoll and Bowlʼ [QCA Core Task 2]Progress to playing a game of scoring points by sliding a beanbag or rolling a ball over your opponentʼs line. Set up two parallel lines, 3m to 5m apart [make sure there are sides to the court].Opponents try to intercept the ball / beanbag and then try to score themselves. Play 1 v 1.

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Game 1 Game 2

Children should position

themselves on either side

of the lines, but may put

their hands into the space

between.

5. Sending and receiving. Play ʻPiggy in the MiddleʼContinue to play as in Lessons 3 & 4, though consider differentiating. For example, some groups could play with all players moving in the activity area.6. Dribbling and kickingAs Lesson 4. However, for some children, consider using a large, plastic ball rather than a slower sponge ball.Cool down [5 mins.]7. Teacher or children selected activity. Cool downs Whole class activity. Children should have opportunity to observe recordings of their performance back in the class-room.

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Time: 40 - 45 mins. Number of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, e.g. avoiding, tracking a ball, rolling, striking, overarm throwing, bouncing, catching, free space, own space, opposite, team.Learning Objectives: By the end of this lesson children should be able to:* move fluently and confidently in spaces;* demonstrate increased control in travelling with, sending and receiving a ball and other objects;* play a simple competitive game with a partner;* understand more about how their bodies respond to vigorous exercise;* describe to others what they are doing and what they see.Assessment: By observation against learning outcomes. Resources: Whistle, balls of different sizes, beanbags, hoops, benches, braids, skipping ropes, video or digital cam-era, Plan Unit 1 less 1 - 6 .Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Teacher or children selected. Should differ from Lesson 5.Warm ups As Lesson 5, children should give you some reasons why this warm up is a suitable one. Ask children: What does it do to your body? Talk to them about why it is good for them to play and get out of breath.Skill Focus. Striking skills, using the hand. [10 mins.]2. Working in pairs. Using a large or medium sized ball, strike the ball with the palm of your hand. Watch, track and get in line with a ball. Activities include: pat bounce to partner; angled pat bounce to partner; pat bounce to partner upward pat, bounce and return; pat bounce over a line / skipping rope /cane; facing partner, short distance apart, throw to partner who hits the ball back; pat bounce round partner, back to start, throw to partner who repeats sequence.Games Playing [25 mins.] As Lesson 5.3. Throwing underarm [As Lesson 5]. QCA Core Task 14. Striking & Fielding type game [As Lesson 5]. QCA Core Task 35. Travelling. Play ʻStepping Stonesʼ [As Lesson 5].6. ʻRoll and Bowlʼ [As Lesson 5]. QCA Core Task 27. Sending and receiving. Play ʻPiggy in the Middleʼ [As Lesson 5].8. Dribbling and kicking [As Lesson 5]. Cool down [5 mins.]9. Teacher or children selected activity. Cool downs Whole class activity. Positive reinforcement of learning, praise for childrenʼs efforts and the progress they have made. End of unit. Children should have opportunity to observe recordings of their performance back in the classroom.

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end of unit

Time: 40 - 45 mins. No. of children: 32Focus – The unit aims to encourage children to:* improve the way they coordinate and control their bodies and a range of equipment;* remember, repeat and link combinations of skills;* choose, use and vary simple tactics;* recognise and describe what their bodies feel like during different types of activity;* recognise good quality in performance;* use information to improve their work.QCA Core TasksTask 1: invasion game - The aim is to score as many points as possible before the defender touches the ball. Play 3 attackers against 1 defender. Attackers must use throwing and catching skills, and cannot move with the ball. Their aim is to score points by touching the cones with the ball as many times as they can. Task 2: net game - The aim is to score points by throwing or hitting a ball over a net so that it bounces twice, with the first bounce in the court area. Play the game 2 v 2. Players who do not have a racket ʻfeedʼ a ball to their partners, who then try to hit it over the net into their opponentsʼ court. Task 3: striking and fielding game - The aim is for the batter to hit a ball into a field, and then to run as far as possible around a circuit of bases before the fielding team returns the ball to the fielding base. Play the game with 1 batter, 1 feeder and 3 fielders. Everyone takes turn to bat, field and feed.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, e.g. rebound; tracking or following the movement of a ball; aiming; speed; direction; passing; controlling; shooting; scoring.Learning Objectives: By the end of this lesson most children should be able to:* run, chase and dodge using space;* demonstrate increased skill in controlling, sending and receiving a ball and other objects;* play simple co-operative and competitive games with a partner;* begin to demonstrate an understanding of simple tactics of playing games* understand more about how their bodies respond to vigorous exercise.Assessment: By observation against learning outcomes. Resources: Whistle, balls of different sizes, beanbags, hoops, benches, short tennis rackets, small sponge balls, skittles, Plan Unit 2 less 1 - 6 .Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. ʻIce and Sunʼ Select 2 children as the ʻiceʼ and give them blue braids. Select 2 others as the ʻsunʼ and give then yellow braids. ʻIceʼ children chase others [but not the ʻsunʼ children] and touch them so they freeze. Children become defrosted when touched by the ʻsunʼ. As this game is intended to develop childrenʼs skills of running, chasing and dodging, ensure children begin the game by find-ing a space. Encourage them to look for spaces to run into and to look for the chasers. ʻSunʼ children could be helped to think about tactics, e.g. will they run about the activity area at random or will they follow an ʻIceʼ child? Play this game for a designated amount of time. Repeat as needed. 2. Fitness and health. Help children understand what is happening to their heart rate. Ask them why their heart rate increases and why they get hotter during exercise.Skill Focus Racket skills [10 mins.] 3. Using a short tennis racket. Children collect a racket & ball or beanbag. Management & Organisation [advice]. Avoid queuing to get to the equipment; allow children access to the equipment from sev-eral areas. Children work individually in a space.4. Balance a beanbag (easier) or ball (harder) on the racket strings while holding the racket with: two hands; one hand; palm up; palm down. Teacher demonstrates:standing on one foot; squatting; kneeling;sitting; returning to a standing position;walking forward, backward and to the side.5. Demonstrations of successful performance. Several children can demonstrate at the same time. Encourage children to describe what they see? Can children copy what oth-ers are doing?Games Playing [20 - 25 mins.] - Organise several activities and keep the groups small in number. Groups should spend about 10 minutes in one area then rotate; aim for children to visit 3 stations in this lesson. By the end of the unit they should have visited each station 3 times.

6. Hoop Ball - In this game children will develop skills of over arm throwing, aiming and catching. Children work in bouncing a large ball inside a hoop, one bounce only, sending it in the direction of their partner. Partner catches the ball before it bounces and returns. Play the game as a co-operative one. Over the unit as children become more skilled at the game you can develop it into a competitive one.Make use of benches turned on their side, walls, and corners to help manage the activity. Encourage children to throw the ball with 2 hands from behind the head.

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7. Bench Ball Tennis [QCA Core Task 2] - The aim is to score points by throwing or hitting a ball over a net so that it bounces twice, with the first bounce in the court area. Organise children to play 2 v 2. Mark a small court area, about 2 - 3 msq with a bench in the middle as a net. When the ball goes over the net, the player on the other side tries to catch the ball before it bounces twice, before sending it back over the net. Play a co-operative game, emphasise the need to keep it going. Underarm throws only [1 or 2 handed]. Set challenges and targets, e.g. how long can you make a rally? Can you beat your best score?

8. Piggy-in-the-Middle [QCA Core Task 1] - The aim is to score as many points as possible before the defender [D] touches an attacker who is in possession of the ball. The 3 attackers must use throwing and catching skills, and cannot move with the ball. Their aim is to score points passing the ball between them as many times as they can. They can pass in any order, but the same 2 players cannot pass be-tween themselves twice in a row. Children play 3 v 1 - ʻAʼ, ʻBʼ & ʻCʼ work together and try to pass the ball between them. ʻDʼ is the ʻpiggyʼ who tries to intercept the ball.Use underarm and over arm throws. Children can roll the ball if they wish. Change roles regularly. Encourage children to look for their partner before they throw.

9. Frog Ball [QCA Core Task 3] - The aim is to send an object [ball or bean bag] into a field, and then to run as far as possible around a circuit of bases before the fielding team returns the object to the fielding base. Play the game with 1 batter, and 3 fielders. The batter sends the object [striking off a tee, kick-ing or throwing] into an arc with an angle of 60° to 90°. The batter scores by carrying a beanbag to one of four bases placed in a semi-circle, running around these in an anti-clockwise direction. The first base is worth one point, the second two points, and so on. The batter can only run until the fielding team returns the object to the fielding base. The batter has four consecutive goes and adds up the points from each hit. Everyone takes turn to bat and field. 10. In all games, demonstrations of good performance. Help children to recognise what is successful and encourage them how to use this knowledge in their own play.Cool down [5 mins.]

11. ʻCurl Up.ʼ Curl up small and tight and gradually ʻunstickʼ yourselves until large body parts are spread out over the floor. Whole class activity, children work in their own space away from others. No talking. Encourage slow, exaggerated and deliberate move-ments.

12. Extension & Enrichment. - Talk to children about how they can practise games skills in their own time, eg at lunchtimes and break times. 13. Fitness and Health. - Ask the children whether they think they play well when they are hot or out of breath.

year

2


Time: 40 - 45 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, e.g. rebound; tracking or following the movement of a ball; aiming; speed; direction; passing; controlling; shooting; scoring.Learning Objectives: By the end of this lesson children should be able to:* run, chase and dodge using space;* demonstrate increased skill in controlling, sending and receiving a ball and other objects;* play simple co-operative and competitive games with a partner;* begin to demonstrate an understanding of simple tactics of playing games;* understand more about how their bodies respond to vigorous exercise.Assessment: By observation against learning outcomes. Resources: Whistle, balls of different sizes, beanbags, hoops, benches, short tennis rackets, small sponge balls, skittles, Plan Unit 2 less 1 - 6 .Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. ʻStuck in the Mudʼ Two children to be ʻonʼ. Give them braids so they can be easily recognised. Others must run away and if they are tagged they must stand with their arms and legs wide apart. They can only be released if another child crawls between their legs [or goes under their outstretched arms if playing outdoors]. Clearly mark out the activity area. Ensure children are clear about where they cannot move. In this game children will use skills of running, chasing and dodging. They will develop a greater spatial awareness and may develop their awareness of other players. All children should begin in spaces. Encourage them to look for spaces to run into and to look for the chasers. Look for those display-ing good chasing and dodging skills and allow others to observe their skills. 2. Fitness and health Encourage children to describe the changes to their heart rate.Skill Focus - Racket Skills. [10 mins.]3. As Lesson 1. Children work individually in a space. Do some or all of the activities, as you decide appropriate.4. Progress to using a racket and ball: Some children might still need to be using rackets and beanbags. Modify activities for them.5. Pat the ball in the air. Teacher demonstrates. Encourage children to keep the ball close to the racket [donʼt hit it too hard or too high].6. How many consecutive hits can you make with the racket and ball? Remember demonstrations. Can children copy the good performance of others?7. Games Playing [20 - 25 mins.]– As Lesson 1. Remind children of your expectations in each area. Groups begin at the next sta-tion in the rotation from last week. Aim for children to visit 3 stations in this lesson. Again, groups should spend about 7- 8 minutes in one area then rotate.Hoop Ball - As lesson 1 Bench Ball Tennis - As lesson 1 Piggy-in-the-Middle - As lesson 1 Frog Ball - As lesson 1 8. Demonstrations. In all activities allow children to observe others playing games. Help them to describe what they see and ask them to copy othersʼ ideas, skills and tactics.Cool down [5 mins.]9. ʻSleeping Lionsʼ Find a space on the floor and lie down. Make stretched shapes - long and thin. Stretch as far as you can but make sure it doesnʼt hurt. Slowly release, eyes closed, no noise. Whole class activity, in spaces. Ask children whether they think theyʼve played well today when theyʼve been hot or out of breath. Talk to them about the importance of getting out of breath when they play. When touched by you the children get up and quietly move to the lining up area. Reinforce positive aspects of the lesson.

year

2


Time: 40 - 45 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, e.g. rebound; tracking or following the movement of a ball; aiming; speed; direction; passing; controlling; shooting; scoring.Learning Objectives: By the end of this lesson most children should be able to:* run, chase and dodge using space;* demonstrate increased skill in controlling, sending and receiving a ball and other objects;* play simple co-operative and competitive games with a partner;* begin to demonstrate an understanding of simple tactics of playing games* understand more about how their bodies respond to vigorous exercise. Assessment: By observation against learning outcomes. Resources: Whistle, balls of different sizes, beanbags, hoops, benches, short tennis rackets, small sponge balls, skittles, cones for marking activity areas.Teaching Activities & Teaching Points/Management & OrganisationWarm up [5 mins.] 1. ʻTailsʼ Two children to be ʻonʼ. Give them braids so they can be easily recognised. Rest of class put a coloured braid in the back of their shorts like a tail. The two who are on must collect as many braids as they can in the short time this game should be played. Repeat as appropriate. Whole class activity. Clearly mark out the activity area. Ensure children begin the game by finding a space. Encourage them to look for spaces to run into and to look for the chasers. Ask children how they think they will feel after they have played the game. After the game, encourage them to describe the changes to their heart rate.Skill Focus - Racket Skills [10 mins.] 2. As Lesson 2. How many consecutive hits can they make with the racket and ball? Set targets and challenges for all children. For example, How many can you do? Can you beat your best score?3. Progressing to: Patting the ball on the racket, walk around the activity area. Some children might develop this to jogging. Encourage children to keep the ball close to the racket [donʼt hit it too hard or too high]. Can children do this with palm facing upwards - [early forehand and with palm facing downwards - [early backhand]. If some children can not achieve this, they should walk, trying to balance a small sponge ball on the racket strings.4. Look up, and hit your ball into a space and run after it. Some children might be happier carrying the ball on their racket into spaces, letting the ball roll off the racket, picking it up and repeating.5. Demonstrations of successful performance. Ask others to observe and copy.Games Playing [20 - 25mins.]– As Lessons 1 & 2. Tell children of your increased expectations in each area. In all games, encour-age children to keep the games going for longer and try to improve their accuracy. Consider encouraging some pairs [if they are ready] to move from co-operative to competitive play. Begin the rotation again.6. Hoop BallIntroduce greater competition. Take a step back each time you send the ball into the hoop. Who can get furthest away from the hoop? Can you score more than your partner in a given number of attempts? Can you move your partner in the playing area by throwing the ball at an angle? Can you anticipate your partnerʼs throw?7. Bench Ball Tennis [QCA Core Task 2]As Lessons 1 & 2, though consider some children progressing to more competitive play. Can you move your partner to different places around the court? Play a game, e.g. the first to score 5 points. Help children decide on some simple rules.8. Piggy-in-the-Middle [QCA Core Task 1]Allow all 3 attackers to move anywhere within the designated playing area. Encourage players to move in spaces away from the ʻPiggyʼ Does this make it easier or harder for the ʻPiggyʼ? Ensure players change roles regularly.9. Frog Ball [QCA Core Task 3]Offer children different objects to send, e.g. small sponge balls, large sponge balls & bean bags. Ask them to decide which will give them the best advantage. Encourage a range of different sending skills, e.g. kicking a large sponge ball, striking a small ball of a cone [tee] with a bat, send-ing a bean bag along the floor with an underarm throw. Cool down [5 mins.]10. ʻMelting Snowmenʼ Children imagine they are snowmen. Ask them to slowly thaw in the sunshine and end up as a pool of water on the floor. Whole class activity, children occupy their own space. Encourage slow, deliberate and exaggerated movements. Take opportuni-ties to consolidate positive aspects of todayʼs lesson. 11. Fitness and Health. Talk to the children about how their bodies feel when playing different games. Listen to their comments and explanations of what their bodies look and feel like. Ask them why their heart rate increases and why they got hotter during todayʼs games.12. Extension & Enrichment Encourage children to play partner games with their parents or guardians, giving them opportunities to develop their basic skills of throwing, catching and collecting, kicking, rolling and travelling with a ball.

year

2


Time: 40 - 45 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, e.g. rebound; tracking or following the movement of a ball; aiming; speed; direction; passing; controlling; shooting; scoring.Learning Objectives: By the end of this lesson children should be able to:* run, chase and dodge using space;* demonstrate increased skill in controlling, sending and receiving a ball and other objects;* play simple co-operative and competitive games with a partner;* begin to demonstrate an understanding of simple tactics of playing games* understand more about how their bodies respond to vigorous exercise. Assessment: By observation against learning outcomes. Resources: Whistle, balls of different sizes, beanbags, hoops, benches, short tennis racquets, small sponge balls, skittles, activity card - ʻshake handsʼ grip.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. ʻMirror Gameʼ In twos. Face your partner about two steps apart. Decide who is going to be the ʻrealʼ person and who is the ʻreflection.ʼ The real person does some actions and the reflection must copy the action exactly. Children need a partner and a clearly mark out the activity area. Stress the need to remain working in their space. Encourage a range of actions, e.g. the ʻrealʼ person could dodge sideways in different directions and try to lose the reflection. Ensure children change roles regularly. Help children to understand the importance of preparing safely and carefully, and teach them activities to help them prepare. Insist on safe, responsible actions and the need to take responsibility for each otherʼs safety.Skill Focus Racket Skills [10 mins.]2. As Lesson 3. For example, patting the ball on the racket, walking/jogging around the activity area. 3. Progress to working with a partner. Introduce the ʻshake handsʼ grip of the racket. Children can work with same partner as in the warm up. Ask children to shake hands with their partner then to do the same with the racket.4. Place the ball on your racket and work cooperatively with your partner by rolling the ball onto his/her racket strings.Set challenges. For example; Can you do this with palm up and palm down? Can you do it at different body levels, e.g. chest, waist knee and ankles? How many times can you do it? Can you beat your best score?5. Try to develop a short rally with your partner? Try to make the ball bounce once on the floor in front of your partner. Stand around 4 strides apart. 6. Demonstrate successful performance. Help children use their developing evaluative skills to improve their performance.7. Games Playing [25mins.]– As previous lessons. Remind children of your increased expectations in each area. Begin at the next station from Lesson 3. Plan Unit 2 less 1 - 6 . Groups should spend about 7- 8 minutes in one area then rotate. Again, aim for children to visit 3 activity areas today.Hoop Ball - As Lesson 3 Bench Ball Tennis - As Lesson 3. Piggy-in-the-Middle -As Lesson 3. Frog Ball - As Lesson 3. 8. Demonstrations. Allow children to observe others playing games. Help children appreciate some of the qualities demonstrated in successful performance.Cool down [5 mins.] 9. ʻJust RelaxʼChildren to lie on their backs, or fronts, and stretch until all their muscles are tense. Then slowly relax. Whole class activity, children occupy their own space. Reinforce positive aspects of the lesson. Tell children they can select their warm up and cool down activities for the next lesson, though the whole class must agree. Children must be able to justify their choices i.e. children must be able to tell you why the activities are good ones.

year

2


Time: 40 - 45 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, e.g. rebound; tracking or following the movement of a ball; aiming; speed; direction; passing; controlling; shooting; scoring.Learning Objectives: By the end of this lesson children should be able to:* run, chase and dodge using space;* demonstrate increased skill in controlling, sending and receiving a ball and other objects;* play simple co-operative and competitive games with a partner;* begin to demonstrate an understanding of simple tactics of playing games;* understand more about how their bodies respond to vigorous exercise.Assessment: By observation against learning outcomes. Resources: Whistle, balls of different sizes, beanbags, hoops, benches, short tennis rackets, small sponge balls, skittles, skipping ropes, cones to mark activity areas, activity card - ʻshake handsʼ grip.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Child or teacher selected activity. Warm ups. Children should have decided on their favourite warm up activity prior to the lesson.2. Children to give you some reasons why they have chosen it, other than itʼs good fun. Why is it a good warm up? What does it do to your body? Skill Focus – Racket skills [10 mins.]3. As Lesson 4. For example: Remind children of the ʻshake handsʼ grip.4. Revisit partner work from Lesson 4. In pairs trying to develop a rally. Set challenges e.g. How many times can you do it? Can you beat your best score?Games Playing [20 mins.]5. Hoop Ball Progress to modifying the game further for some children. For example: When sending, some children might find a smaller hoop more challenging; vary the size and distance of the target. Introduce other ways of scoring [in addition to throwing the ball in the hoop]. Ask children about the best ways to stop points being scored. For example: When receiving, children could catch the bouncing ball after the first or second bounce [depending on ability]. Stand far enough back from the hoop so that you have enough time to see and anticipate the oncoming ball. Who can catch the most returns? 6. Bench Ball Tennis [QCA Core Task 2]Introduce rackets. Each pair should have one player with a racket and one without. Players who do not have a racket ʻfeedʼ a ball to their partners, who then try to hit it over the net into their opponentsʼ court. When the ball goes over the net, the player without the racket on the other side tries to intercept or catch the ball before it bounces twice, before feeding it to their own partner. Some more able children may be able to catch the ball themselves before hitting it back, and go on to a continuous rally. Some children might prefer playing with a bean bag rather than a ball.7. Piggy-in-the-Middle [QCA Core Task 1]Introduce different rules and equipment. More able children could use kicking skills, or pushing skills with bats or sticks. To make this easier, let them dribble short distanc-es, e.g. three or four touches. They could use a smaller ball, to make throwing and catching more difficult.Some other children could use rolling and stopping skills, instead of throwing and catching and/or use a beanbag instead of a ballAre simple tactics being used? Demonstrations of children playing games will help you focus children on this.9. Frog Ball [QCA Core Task 3]In this lesson some children could strike an object bowled to them. Encourage batters to aim the object into a space. Are the field-ers attempting to deny spaces to the batter? Try to score more points than your opponents. Record your own scores. Who in the group has won? 10. In all games, use demonstrations.Allow children to observe others playing games. Encourage children to observe others carefully. Help them to describe what they see and ask them to copy othersʼ ideas, skills and tactics. Cool down [5 mins.]11. Children select their favourite cool down. Cool downs. General class agreement. Talk to children about the importance of warming up and cooling down. 12. Extension & Enrichment Talk to children about joining junior games clubs in the community or after school.

year

2


Time: 40 - 45 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, e.g. rebound; tracking or following the movement of a ball; aiming; speed; direction; passing; controlling; shooting; scoring.Learning Objectives: By the end of this lesson children should be able to:* run, chase and dodge using space;* demonstrate increased skill in controlling, sending and receiving a ball and other objects;* play simple co-operative and competitive games with a partner;* begin to demonstrate an understanding of simple tactics of playing games* understand more about how their bodies respond to vigorous exercise. Assessment: By observation against learning outcomes. Resources: Whistle, balls of different sizes, beanbags, hoops, benches, short tennis rackets, small sponge balls, skittles, skipping ropes, cones for marking activity areas.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Child or teacher selected.Warm ups. Help children to understand the importance of preparing safely and carefully.Skill Development Skill Focus – Racket skills [10 mins.] 2. As Lesson 5, working with a partner. Repeat some activities from Lesson 5.3. Some pairs can progress to be introduced to playing a cooperative game with a skipping rope placed on the floor as a net. Stand about 4 strides back from the ʻnetʼ. Develop a short rally with their partner. Use demonstrations to highlight good perform-ance. More able children can be encouraged to look for space to hit the ball into.4. Games Playing [20 mins.] Hoop Ball - As Lesson 5Bench Ball Tennis - As Lesson 5 Piggy-in-the-Middle - As Lesson 5 Frog Ball - As Lesson 5 Cool down [5 mins5. Children select their favourite cool down. Which games have they playing most enjoyed? Why? What do they have achieved?

year

2


end of unit

Time: 45 - 60 mins. No. of children: 32Focus- The unit aims to encourage children to:* develop and use consistently skills of passing, receiving and dribbling;* make decisions about when to use different skills and tactics in playing invasion games;* develop an understanding about when to attack and defend when playing invasion games;* know how to use space in playing invasion games;* understand what is happening to their heart rate and breathing when playing energetic games;* understand that some invasion games require short bursts of speed;* recognise and describe successful performance in invasion games.QCA Core TasksTask 1 - The aim of the game is to score points by bouncing the ball in a target hoop. The playing area is around the hoop; players are not allowed to enter the hoop. Play the game 4 v 2, and later, 4 v 3. Teams score by hitting the target hoop.Task 2 - The aim of the game is to score more goals than the opposition. Play using throwing and catching, kicking or striking skills. Play this end-to-end game on a pitch that is about 10m x 20m (wider than it is long). Play 3 v 1, and later, 3 v 2. Vocabulary: keeping possession, keeping the ball; scoring goals, keeping the score; making space; pass, send and receive; dribble, travel with the ball; back up, support partners and others in their team.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate a greater ability to play games using available space;* travel with, send and receive a ball and other objects with greater control;* demonstrate a greater understanding of playing co-operative and competitive invasion games;* demonstrate a greater knowledge and understanding of how their heart responds to energetic activity.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, beanbags, hoops, benches, Unihoc sticks, small sponge balls, skittles, cones for marking playing areas, skipping ropes, Plan Inv Unit 1 .Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Play ʻAbdominal Tagʼ.When someone is tagged, they must lie on their backs and put their feet and hands in the air. Management and organisation [advice]. Whole class activity. Clearly mark out the activity area. Encourage children to use skills of dodging and changing speed and direction.2. Fitness and health. Talk to children about changes in their body temperature. You could mention being cool, warm and hot. Help chil-dren to make the link between heart rates, breathing rates and temperature changes. Skill Focus - Ball Control [10 mins.].3. Using a large ball, such as a football, basketball or netball, encourage children to try to control it in a variety of ways. Children work individually in a space. Encourage free use of available space and awareness of space and of others. Encourage children to try to keep control of the ball at all times, with ʻbriefʼ hand contact with the ball if possible [ʻTry not to hold on to the ball for too long.ʼ]. Demonstrate successful performances. Several children can demonstrate at once.4i. Hold the ball in both hands and pass it around your body, under legs, behind head, around the body etc; ii. Keep the ball above your head, throwing & catching, batting, volleying. iii. Walk around the hall with the ball. Throw it up and catch it and keep walking into spaces.iv. Bounce the ball with both hands and catch it, keep moving in a space. v. Bounce the ball with one hand and catch it with both hands, keep moving in a space. vi. Dribble the ball with one or two hands. Bounce the ball just in front of you as you move. Try to make it bounce to about waist height when dribbling.Games Playing [25 mins.] – Organise 5 or 6 activity stations that children can rotate around. Organise children into groups of 6 max. Mark the activity areas clearly so that children are clear as to their playing areas. Each station must have a specific purpose, and children must be very clear as to what it is. Groups should spend about 6 - 8 minutes in one area then rotate. Aim for children to play 3 activities in this lesson; by the end of the unit children should have visited each station 3 times.5. Passing and Moving In pairs, children practise passing to their partner, using a number of sending and receiving techniques, e.g. throw-ing and catching, hitting or kicking and stopping. Think of different ways of passing? Children stand opposite their partner within the activity area. Avoid children playing across other pairs. Ask the children to Challenge children. ʻHow many different ways of passing can you think of?ʼ E.g. [2 handed, 1 handed, overhead, underarm, bounce pass, rolling, kicking]. Encourage children to give an easy pass for their partner to catch.

year

3

SOF 10 :invasion games unit 1 :Lesson 1/6

How many successful throws and catches can you make in 30 seconds [stationary]? This activity will help them to improve the accuracy of their passes. Encourage them to use space effectively [not too close or far away], so that they keep possession better.How many successful throws and catches can you make in 30 seconds [on the move]? Encourage children to continually pass – move – catch.6. Relay Dribble BounceTo begin, children work individually, bouncing and dribbling a large ball within the activity area. Children to bounce and catch with both hands if they wish. Encourage free use of the area.Follow different pathways; travel forward, sideways and backwards with the ball. Travel with the ball along lines marked on the floor. Set targets and challenges for all children. More able children could, e.g. bounce the ball with one hand, and change speed and direction, and remain in control of the ball.Set up an obstacle course with children dribbling the ball around it. Use skittles, cones, quoits, skipping ropes and hoops. Encourage children to look up as they travel in and out of the obstacles.7. Mirror DodgeIn pairs children stand opposite each other either side of a line. They try to outwit their partner by placing a ball down on a given area such as inside a hoop. With a partner, 3 pairs of equal ability, if possible. Children should have equal opportunity to carry the ball. Children should try to protect the hoops rather than trying to get the ball off their partner. Encourage the ball carriers to try to outwit their partner. 8. Dribbling and Kicking ActivitiesTo begin, activities can include: Children working individually. Use size 4 footballs. Kick the ball and run after it. Encourage children to use insides of both feet.Kick the ball, race it. Stop with foot and dribble back to start. Discourage children poking the ball with the toes. Encourage awareness of space and others. Kick the ball, race it. Stop with foot, change direction and repeat. Use walls and benches placed on their sides to help contain these activities.Kick the ball between two obstacles/kick the ball to knock down a skittle. Set greater challenges for more able children e.g. dribbling the ball, keeping it close to feet, dribble it alongside a straight rope, a cane or a line; dribble the ball around obstacles;Dribble the ball towards the line, kick it at the goal [two obstacles set apart].9. Unihoc Demonstrate holding a stick. Left hand on top of the stick, right hand about half way down; keep the face of the stick close to the object. Safety - Ensure children have enough space to use the sticks. Children must keep the stick close to your body at all times. Discourage children from lifting the sticks too high behind them.Sending, receiving and travelling using a Unihoc stick with a beanbag, air light ball or a puck. Send the ball/puck and run after it; send the ball/puck and race it. Stop with the stick and dribble back to start; Send the ball/puck, race it, stop with stick, change direction and repeat. Send the ball/puck between two obstacles.10. Skittle Ball. [You need one large ball and 2 teams. Play 4 v 2].Playing games of unequal sides offers children more opportunity to gain success. All too often, in playing invasion games of equal sides the play will break down and some children will not experience success, become frustrated and lose interest.The aim of the game is to try to knock down your opponentʼs skittle placed on the goal line in their half of the court.Play simple rules based on netball [children cannot run with the ball]. Play games of short duration, about 1 minute. Change teams regularly, so all children have equal opportunities to succeed.Children to focus on keeping possession and scoring. Is the team of 4 making good use of the extra players and space? Is the team of 2 able to defend well against the 4?Cool down [5 mins.] 11. Health-Related Cool Down. Children to walk around silently. Encourage them to:(a) Think about todayʼs games. Whole class activity, children in spaces. Question children: Which activity did you find most enjoyable today?What did you they find difficult about keeping possession or winning the ball back some games?(b) Think about how todayʼs games affected your heart rate? Which activity did you find the most energetic today? Did you recognise what this was doing to their heart rate.

year

3


Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1Vocabulary: keeping possession, keeping the ball; scoring goals, keeping the score; making space; pass, send and receive; dribble, travel with the ball; back up, support partners and others in their team.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate a greater ability to play games using available space;* travel with, send and receive a ball and other objects with greater control;* demonstrate a greater understanding of playing co-operative and competitive invasion games;* demonstrate a greater knowledge and understanding of how their heart responds to energetic activity.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, beanbags, hoops, benches, Unihoc sticks, small sponge balls, skittles, cones for marking playing areas, skipping ropes, Plan Inv Unit 1 .Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Travelling and Footwork. Children run freely using the whole space available. On your command children must stop, be perfectly still for about 3 seconds whilst bending their knees and ankles. Whole class activity. Encourage use of space and movement in varying speed and directions. Consider different chal-lenges for children such as: Can you hold a motionless, strong shape? Who can move quietly on tiptoes? Who is the first to stop and remain perfectly still? Can the girls travel more quietly than the boys? Repeat several times. 2. Fitness and health. As the warm up progresses and childrenʼs heart rate increases, talk to them about the link be-tween exercise, heart rates, breathing rates and temperature changes. Help them to understand why these changes happen.Skill Focus - Ball Control [10 mins.].3. Children practise controlling the ball; include some activities from Lesson 1, Stress keeping control of the ball at all times, and ʻbriefʼ hand contact with the ball if possible [ʻTry not to hold on to the ball for too long.ʼ].4. Progress to:Throw the ball up, let it bounce, then catch it; Encourage use of available space, lots of movement. Keep thinking what you will do with the ball next. Show variations in speed and direction.5. Bounce the ball as high as you can with two hands, then one hand. Avoid watching the ball too often. Look up for awareness of others and available spaces. Keep moving into spaces.6. Bounce the ball against a wall and catch on the rebound. Demonstrations of successful performance. Half the class can demonstrate at once. Ask children if they can tell you what is good about what they see.7. Bounce the ball hard on the floor. Jump to catch it high in the air. Talk to them about where to look when they travel with the ball. Focus children on good control, imaginative work and effective use of space. Games Playing [25 mins.] – As Lesson 1. You should aim for children to visit the 3 activity stations they did not visit in lesson 1.8. Passing and Moving As Lesson 1.9. Dribble Bounce As Lesson 1.10. Dodge As Lesson 1.11. Dribbling and Kicking Activities As Lesson 1.12. As Lesson 1.13. Skittle Ball As Lesson 1.

Cool down [5 mins.]14. ʻMelting Snowmen.ʼ Children imagine they are snowmen. Ask them to slowly thaw in the sunshine and end up as a pool of water on the floor. As children are doing this activity, reinforce positive aspects of todayʼs lesson. Whole class activity, children working in their own space. When they are calm ask them: In which activity did you need the most stamina today?Did any of the activities need short bursts of speed? Which ones? When youʼre playing energetic games, what hap-pens to your heart rate? Why is this?

year

3


Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1Vocabulary: keeping possession, keeping the ball; scoring goals, keeping the score; making space; pass, send and receive; dribble, travel with the ball; back up, support partners and others in their team.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate a greater ability to play games using available space;* demonstrate an increased range of invasion games skills;* demonstrate a greater understanding of the tactics involved in playing invasion games;* demonstrate a greater knowledge and understanding of how their heart responds to energetic activity;* discuss aspects of their own individual and team performance and identify what they need to do in order to improve.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, bean bags, hoops, benches, Unihoc sticks, small sponge balls, skittles, cones for marking playing areas, skipping ropes, stopwatch, Activity card Basketball dribbling.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Travelling. Walking or running, children visit all parts of the hall? Whole class activity. Clearly mark out the activity area. Encourage children to move in and out of each other freely, though carefully.2. On teacherʼs command of ʻStopʼ children should be in a space alone, standing tall and still? When you say ʻGoʼ children look for a space and run into it. Focus on getting children to show you what they think good movement is, e.g. running softly on the toes, not follow-ing anyone, not bumping in to anyone, varying speed and direction etc. Children should continue running into spaces until told to stop. Repeat several times. Encourage children to keep moving. 3. Fitness and health. Talk to children about their stamina and how to improve it. Ask them how invasion games can be used to develop stamina.Skill Focus – Ball Control [10 mins.]4. Using a large ball, choose some activities from Lesson 2. Remind children of the importance of practise their sending and receiving techniques and how these are important in all invasion games. 5. With a partner, find space. Practise passing and receiving [netball ʻrulesʼ – no running with the ball. Stress ʻpass – move – receive.ʼ Children work in a space with a partner of similar ability [if possible]. Ask the children to practise passing to a partner, using a number of throwing and catching, sending techniques. After some exploratory play, set challenges. E.g. how many successful throws and catches can they make in 30 seconds, stationary and then on the move.6. Practise passing and receiving [basketball ʻrulesʼ – running, bouncing the ball. Stress ʻpass – move – receive.ʼ Help the children to remain in control of the ball while travelling, e.g. bouncing a ball with one hand, and to change speed and direction. Encourage children to call and signal to help partners know where they are going, e.g. by point-ing. 7. Differentiatiation. Some children can dribble out to a line, facing a partner who is trying to win the ball. Ask more able children to judge how far they think they can dribble in 5/6 seconds, yet still retaining possession of the ball. Explain why these practices will help. 8. Demonstrations of successful performance. Ask children if they can tell you what is good about what they see. Encourage use of appropriate vocabulary e.g. retaining possession, keeping the ball, making space, pass, send and receive, dribble, travel with the ball, supporting partners.Games Playing [25 mins.]– In Lesson 3 & 4, the activities are now modified further, and increasing demands are made on children. Your expectations of childrenʼs performance must also increase. Again, aim for children to visit 3 activity stations this lesson.

9. Passing & Moving [QCA Core Task 1] Organise children in groups of 6 and play 4 v 2The playing area is around the hoop; players are not allowed to enter the hoop. The aim of the game is to score points by bouncing the ball in a target hoop. Teams score by hitting the target hoop. After a ʻgoalʼ, the larger team takes a free pass from a specific start-ing point away from the circle. Both teams can travel with the ball by bouncing it. There is no physical contact.

year

3


Demonstrate and discuss the play. Children observe and comment on aspects of successful play.10. Relay Dribble Bounce Progress to competitive relays. Travel with the ball using different skills. Organise children into 2 teams of 3. You can use cones, skittles and skipping ropes to set out the circuit. Children to travel with the ball in, out and around various obstacles, then give the ball to next team member. First team to com-plete wins.a. Carrying the ball. Run close to the cones for efficient performance.b. Bouncing the ball [basketball style]. Basketball dribbling Encourage children to keep the ball close to their body. Bounce the ball between knee and waist height. Push the ball into a space just beyond you and to run on to the bouncing ball.c. Dribbling the ball with their feet. Use the insides and outsides of both feet. Use your arms for balance. Look up to see where you are going.Self and peer evaluation. Repeat as needed. Encourage children need to evaluate what they do well and what they need to improve. Discuss in groups.11. Mirror DodgeAs previous lessons, though progress to more competitive play.E.g. The first player to score 5 points or play a timed game 30 – 60 seconds. As Lessons 1 & 2, though ensure children understand the structure, rules and safety procedures for this game, so they can assume some responsibility for running it. Working with a partner of similar ability. If there are any non-partici-pants in the lesson, they can time the games [using a stopwatch] and record scores?

12. Dribbling & Kicking - Progress to QCA Core Task 2.Organise children in groups of 4 and play 3 v 1. The aim of the game is to score more goals than the opposition. Play the game on a pitch that is about 10m x 20m (wider than it is long). Put 3 small goals at one end of the pitch (for the team of 3) and one large goal at the other end. There is no physical contact. The team of 3 takes all re-start passes from its own goal line after a goal has been scored or the ball goes out of play.Play using throwing and catching skills. The team of 3 is not allowed to travel with the ball, but the team of 1 is allowed to travel by bouncing (or dribbling) the ball.

13. UnihocDemonstrate passing the ball. Left hand at the top of the stick, right hand halfway down the stick. Left foot forward, right foot back. Push ball with the head of the stick using the right hand for power. Essential safety points. Ensure children have enough space to use the sticks. Avoid picking the stick up too high. Keep the stick close to your body at all times.In pairs children pass the object back and fore between them. Pass it, control it, and pass it. Look up at your partner before you pass. Talk to children about taking responsibility for each otherʼs safety. This will involve being able to organise themselves differently in order to play this game safely and successfully. The ball/puck can be stopped with feet and hands as well as stick.Can you develop a rally? How many consecutive accurate passes can you make? Demonstrations of successful performances are essential.14. Skittle Ball.Play 4 v 2. The team of 4 should be looking for and using their extra players. The 2 defenders need to consider how between them they can defend against 4 players. Play short games and swap roles regularly. Talk to the children about patterns of play. E.g. If the ball is on the left, where are the defenders and the attackers? Should they all be in the same space? How do they back each other up? Give children sufficient time to discuss and plan their tactics. Cool down [5 mins.]15. Children to find a space on the floor, sit up straight. Stretch legs out, point toes, hold. Stretch arms up, point fin-gers, hold. Stretch arms in front, point fingers, hold, touch knees, touch toes, hold. Relax. Whole class activity. Encourage gentle, slow stretches. When children are relaxed, discuss aspects of their games. For example, did team or individual tactics work? Can children identify areas of their play that could be improved for the next lesson? If so, what are they?

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Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1Vocabulary: keeping possession, keeping the ball; scoring goals, keeping the score; making space; pass, send and receive; dribble, travel with the ball; back up, support partners and others in their team.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate a greater ability to play games using available space;* demonstrate an increased range of invasion games skills;* demonstrate a greater understanding of the tactics involved in playing invasion games;* demonstrate a greater knowledge and understanding of how their heart responds to energetic activity;* discuss aspects of their own individual and team performance and identify what they need to do in order to improve.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, bean bags, hoops, benches, Unihoc sticks, small sponge balls, skittles, cones for marking playing areas, skipping ropes, stopwatch, Activity cards - Shoulder Pass, Chest Pass, Bounce Pass, Basketball dribbling, video - Chest Pass [teacher and children can watch this on the interactive whiteboard prior to the lesson].Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Travelling. Run freely, keeping clear of others, and looking for spaces to run in to. Run quietly, do not follow anyone. If others come in to your space, look for another. On the command of ʻStopʼ be in a space by yourself. Change direc-tion on signal [a whistle]. Whole class activity. Clearly mark out the activity area. Children must begin in a space. Focus on spatial awareness and emphasise this throughout the warm up. Encourage a high level of activity, children moving in spaces and in dif-ferent directions at varying speeds. Keep looking for spaces to move into. Contact with others is not allowed.2. Fitness and health. Talk to children about how often they sprinted or moved fast during the warm up. Help them to recognise what this has done to their heart rate. Skill Focus – Ball Control [10 mins.]3. Begin by encouraging pairs to play imaginatively together, asking them to show you what they do best, or enjoy do-ing the most. Children work with a partner in a space. Encourage and praise play that is: imaginative; skilful; well controlled; co-op-erative; performed by children trying hard [even if their progress is slow]; performed safely.4. Run and pass to your partner. Call for the ball when you want the pass to be made. When youʼve passed the ball move to a space and in a different to receive the ball.5. Vary the passes. Make flat, quick passes and higher, slower, lobbed passes. Pass overarm and underarm. Pass from the side and from overhead. Pass with one hand and two hands. Shoulder Pass, Chest Pass, Bounce Pass.6. Pass the ball so it bounces once in a space for you partner to run onto it. Demonstrations of successful performance. Ask children if they can tell you what is good about what they see.Games Playing [25mins.]– In Lesson 4 children should visit the activity areas they did not visit in Lesson 3. 7. Passing and Moving [QCA Core Task 1] As Lesson 3. 8. Relay Dribble Bounce As Lesson 3. 9. Mirror Dodge As Lesson 3. 10. QCA Core Task 2 As Lesson 3. 11. Unihoc As Lesson 3. 12. Skittle Ball As Lesson 3. 13. In all games, children should demonstrate how they play them successfully. Help children identify what they need to do in order to improve. Children need to discuss aspects of their own indi-vidual and team performance.Cool down [5 mins.] 14. Stretching. Find a space on the floor. Sit up straight. Stretch legs out, point toes, hold. Stretch arms up, point fingers, hold. Stretch arms in front, point fingers, hold, touch knees, touch toes, hold. Relax. Whole class activity, children working in a space.Discussion throughout of skills needed to successfully play invasion games. E.g. for keeping possession; passing; dribbling; shooting; shielding the ball; marking, covering and supporting team mates. Encourage use of specific vo-cabulary. 15. Tell children they will be able to select their whole class warm up for the next lesson. They must give you good reasons for selecting it. Why is it a good warm up?Plan time in the classroom to discuss this.

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Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1Vocabulary: keeping possession, keeping the ball; scoring goals, keeping the score; making space; pass, send and receive; dribble, travel with the ball; back up, support partners and others in their team.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate a greater ability to play games using available space;* demonstrate an increased range of invasion games skills;* demonstrate a greater understanding of the tactics involved in playing invasion games;* demonstrate a greater knowledge and understanding of how their heart responds to energetic activity;* discuss aspects of their own individual and team performance and identify what they need to do in order to improve.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, beanbags, hoops, benches, Unihoc sticks, small sponge balls, skittles, cones for marking playing areas, skipping ropes.Teaching ActivitiesWarm up [10 mins.] Teaching Points/Management and Organisation1. Children decide on todayʼs warm up. Warm ups Plan more time, allowing for discussion etc. Ask children to give you the reasons why they have decided upon this warm up.Skill Focus- Travelling with a ball [10 mins.].2. Travel with the ball at your feet. Begin by walking. Look up; look for spaces to take your ball into. Avoid other play-ers. Stop travelling immediately on the whistle. Maintain control at all times. Demonstrate dribbling a ball with your feet.Key teaching points are:Head over the ball keep ball close to dribbling foot. Keep looking up. Tap ball lightly using insides and outsides of both feet. Avoid poking the ball with your toes. Use your arms to help balance. Aim to stop with the ball at their feet.3. Move more quickly and still try to control the ball. Stop travelling immediately on the whistle. Maintain control at all times. Help the children to remain in control of the ball while travelling, changing speed and direction. More able children might find following a partner more challenging?4. Follow a pathway of lines marked on the floor. Demonstrate children performing successfully. Help them appreciate why a performance is good.Games Playing [25mins.]– In Lessons 5 & 6, children will revisit activities of lessons 3 & 4. The activities are again modified further, and your expectations of children must once again increase.

5. Passing and Moving [QCA Core Task 1]Play 4 v 3. Talk to children about which passes are best, and some tactics they can use to keep possession. Show them how to find space where they can receive a pass or support a partner. Talk to children about what they have to think about when their team has got the ball and when the opposition has the ball. Focus on the use of space. Show children what to do to make it difficult for the smaller team to play [use the extra player to deny space].

6. Relay Dribble BounceChildren again working in 2 groups of 3, though in this lesson ask groups to plan and set up their own courses to chal-lenge others. Give children time to plan, try it out, evaluate and modify it. Offer children a range of equipment to do this. Children challenge the other group of 3 to complete their course e.g. in a faster time.7. Mirror DodgeAs lessons 3 & 4, though progress to playing a game of 4 v2. Children pass the ball along the line quickly in an at-tempt to score.

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Attacking and defending [cre-ating and denying space].

Both teams need to consider how they will play the game. Play games of about 1 minute maximum. Change roles often. How will the 2 defend against 4? Successful play is based on the creation of space for the attackers and denial of space by the defenders. How will the take advantage of having 2 extra players?

8. QCA Core Task 2 Play 3 v 2. Talk to the children about patterns of play, e.g. If the ball is on the left, where are the defenders and the attackers? Should they all be in the same space? How do they back each other up? Focus children in effective attacking. Show children what to do to make it difficult for the smaller team to play [use the extra player to deny space]. Ask the smaller team how they will try to mark the extra player and cover spaces that should be created.Demonstrations. If possible show children some patterns of play. Ask them to describe what they see. How could improve the chances of scoring or defending suc-cessfully?

9. UnihocInclude some activities from Lessons 3 & 4 then progress to children dribbling a small ball or puck with a stick. Remind children of the safety requirements when using the sticks: ensure children have enough space to use the sticks; avoid picking the stick up too high; keep the stick close to your body at all times.Dribble the ball or puck following lines on the floor/around objects such as hoops and quoits. Look up as youʼre dribbling, show an awareness of other players. Dribble into spaces. Some children might find work-ing with a partner more challenging. E.g. follow your partnerʼs path.10. Skittle Ball.In this lesson focus children on the principles of playing this game. For example: Look for and move into spaces behind your opponents; When you have released the ball start to think about where you will move next. Cool down [5 mins.] 11. Partners Cool Down. Stand with a partner in a space. Walk behind your partner and follow her/him wherever she/he goes. Swap roles. Encourage effective use of space. Whole class activity. No talking, teacher reinforces relevant points of the lesson. You may want to focus on points relevant to all invasion games rather than individual games included in this lesson. Tell children that they can select a warm up for the next lesson. Set time aside in the classroom before Lesson 6 for this.

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Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1Vocabulary: keeping possession, keeping the ball; scoring goals, keeping the score; making space; pass, send and receive; dribble, travel with the ball; back up, support partners and others in their team.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate a greater ability to play games using available space;* demonstrate an increased range of invasion games skills;* demonstrate a greater understanding of the tactics involved in playing invasion games;* demonstrate a greater knowledge and understanding of how their heart responds to energetic activity;* discuss aspects of their own individual and team performance and identify what they need to do in order to improve.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, beanbags, hoops, benches, Unihoc sticks, small sponge balls, skittles, cones for marking playing areas, skipping ropes.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Children select [should differ from Lesson 5]. Warm ups Skill Focus - Travelling with a ball [dribbling] [10 mins.]2. Select some activities from Lesson 5, as you consider appropriate, then progress to dribbling relays. Organise children in teams of about 4 or 5. Place 4 –5 cones for children to dribble the ball in and out. Dribble the ball around several cones, dribble it back and pass to the next player. Can children maintain control of the ball in a com-petitive situation? What happens if you try to travel too fast?3. Games Playing [25 mins.] Passing & Moving [[QCA Core Task 1] As Lesson 5. Relay Dribble Bounce As Lesson 5.Mirror Dodge As Lesson 5.QCA Core Task 2 As Lesson 5.Unihoc As Lesson 5.Skittle Ball As Lesson 5. Cool down [5 mins.] 4. Discussions. Questions could include: a. Can you name some invasion games? b. Which skills do you need to play all invasion games?c. Which is your favourite invasion game? d. Why is it important to use space well in playing invasion games? e. Which physical attributes are important for playing invasion games?

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end of unit

Time: 45 - 60 mins. No. of children: 32Focus – The unit aims to encourage children to:* develop the range and consistency of their skills;* devise and use rules;* use and adapt tactics in different situations;* recognise which activities help their speed, strength and stamina;* recognise when speed, strength and stamina are important in games;* explain their ideas and plans; * recognise aspects of their work that need improving.QCA Core TasksTask 1 - The aim of the game is to pass the ball to a nominated player in the end zone of a pitch. Use netball, basket-ball, football or hockey equipment and techniques. Score points by passing the ball a player who has been nomi-nated to receive the ball in the end zone. This player can move anywhere on the pitch, but must be in the end zone to receive the ball, and then shoot to score a ʻgoalʼ.Task 2 – The aim of the game is to pass the ball to a nominated player standing in one of the targets at the end of the playing space. Use rules similar to those in Task 1. Each team has 3 goals to score in – the middle goal is worth 3 points; the outer goals are worth 1. Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: keep posses-sion; keep control; make and use space; support; pass; points, goals; rules; tactics.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate a greater ability to play games using available space;* demonstrate increased skills in sending and receiving;* demonstrate an increased understanding of the family of invasion games;* evaluate their performance and identify aspects of that they need to improve;Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, rugby balls, netballs, footballs, air light balls, Unihoc sticks, cones for marking playing areas, Plan Inv Unit 2 less1 - 2. Activity cards shoulder pass & chest pass, Videos - Chest Pass ; Netball Practise ; Soccer Pass [1] & [2] - [teacher & children can watch these prior to the lesson on the interactive whiteboard].Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Chain Tag. Select two or more chasers. When whistle blows chasers must tag other children who hold hands to form a chain. Management and organisation [advice].Whole class activity. Clearly mark out the activity area. Ensure children are clear about where they can and cannot move. Encourage children to look for spaces and to use changes of speed and direction to try to avoid being caught.2. When the chain has four members, children split to form a pair. Game ends when all have been caught. Praise children demonstrating good dodging and avoiding skills. Ask the children to describe how their body feels after the warm up.Skill Focus - Handling/giving a ball [10 mins.]3. Demonstrate holding, and then giving the ball. Body position should be facing slightly away form partner so that a rotation of the hips is made in order to give the ball. Feet should be about shoulder width apart.4. Hand the ball ʻpointʼ first to each other and gather the ball into the chest. Children in pairs, standing close together. Use rugby balls. Encourage children to pass the ball holding waist, [ʻbulgeʼ] of the ball, to the receiver who holds the ʻpointsʼ of the ball.5. Stand back-to-back, pass the ball overhead, pull it into the chest and pass it back overhead. Encourage receiver to show a ʻtargetʼ with open handsCall ʻyesʼ to show readiness before the ball is passed.6. Pass the ball overhead and between the legs. On the whistle, change direction. How many passes can be made in 30 seconds? How many consecutive passes without dropping the ball?7. Repeat activities as appropriate. Demonstrations of successful performance are essential. Several pairs can demonstrate at once.Games Playing [25 mins.] Organise children into ability groups of 8. Mark the activity areas clearly so that children are clear as to their playing area. Groups should spend about 10 - 12 minutes in one area then rotate; children should play 2 activities in this lesson; by the end of the unit children should have visited each station 3 times. Plan Inv Unit 2 less1 - 2

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8. Rugby Passing and Receivingi. ʻUp and Overʼ Children line up behind one another in 2 groups. Child one to pass the ball over her/his head without turning around. When the last child receives the ball she/he runs to the front of the line and the relay continues until child one is back in her/his starting position. Encourage children to position their hands ready to receive the ball.ii. As above, though passing the ball through the legs. Encourage children to receive and pass in one fluent movement.iii. ʻRun and PassʼLine up behind one behind the other. Child one holds the ball and runs with it around a hoop or cone placed about 4 – 5 metres from the starting point. On return child one gives the ball to child two etc. until all have run once. Encourage children to give the ball co-operatively, making it easy for the next runner to receive. Depending on ability, children can either give or pass the ball to the next runner. iv. ʻPass and Runʼ One child to stand facing others in the group who are lined up one behind the other. Child standing alone passes the ball to the first child in the line who returns the ball. As soon as she/he has returned the ball she/he runs to the back of the group. This is repeated until all children have run. Again, depending on ability, children can either give or pass the ball to the next runner.v. Demonstrations throughout. Help children to evaluate their performance and ask them what they think they need to do to improve it.9. Netball - Refer to video - Netball Practise ʻIntercept It.ʼ Organise 3 players, A, B & C [the attackers], in a triangle, about 3 - 4m apart. Player A holds the ball. Player ʻDʼ, [the defender] stands opposite A between and a little in front of B & C. A makes a chest pass to either B or C, & D tries to intercept it. Return ball to A. After a set number of passes, or a set time [max. 1 minute], players rotate positions. Divide the group into 2 groups of 4. Organise adequate space for 2 games. One netball per group. Mark the positions for A, B & C, where you expect them to stand. When children are familiar with this game, set challenges for them. For example, For how many passes can A, B & C make in 1 minute? How many interceptions can D you make in 1 minute? Encourage children to perform a chest pass, though other types of hand passes should be permitted [e.g. shoulder pass], so children can enjoy playing the game.10. Football - Refer to Soccer Pass [1] & [2]ʻPass It.ʼ Children stand in pairs, opposite each other and about 5 – 6 metres apart. One size 4 football between them. They pass the ball to their partner. Allow children to stop the ball with their hands if they need to. Demonstrate passing the ball with the side of the foot. i. Side of the foot contacts the centre of the ball. ii. Non-kicking foot should be level with the ball at the point of contact and placed firmly for balance. iii. Arms out to the side to aid balance. iv. Do not lean back when kicking. v. Kicking foot should follow through in the direction of the pass. Bend slightly at the knee.Challenges. E.g. How many consecutive, accurate passes can you make? Can you pass with both feet? Children might spend significant amounts of time retrieving the ball if there are open spaces behind them. Consider using walls, or benches turned on their sides to help manage this activity.11. Hockeyi. Passing a ball/puck using a Unihoc stick and an air light ball or puck. Demonstrate passing the ball/puck with a stick. a. Left hand at the top of the stick, right hand about halfway down the stick. b. Left foot forward and right foot back. c. Push ball/puck with the head of the stick using the right hand for power.ii. Safety. Stress the need to keep the stick close to the body at all times; also, the stick must not be lifted high either in preparation or follow through for the pass.iii. In pairs children pass the ball/puck to partner. Initially, the ball can be stopped with the feet and hands as well as the stick.iv. Challenges. E.g. How many consecutive, accurate and passes can you make? Consider using walls, or benches turned on their sides to help manage this activity too.Cool down [5 mins.] 12. Question and Answers Planned opportunities to consolidate learning and to assess pupilsʼ knowledge and under-standing. Children sitting in their activity groups. Encourage them to discuss their play. E.g. their techniques and equipment they have used today, and how easy or difficult they are to use.

year

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Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: keep posses-sion; keep control; make and use space; support; pass; points, goals; rules; tactics.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate a greater ability to play games using available space;* demonstrate increased skills in sending and receiving;* demonstrate an increased understanding of the family of invasion games;* evaluate their performance and identify aspects of that they need to improve.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, rugby balls, netballs, footballs, air light balls, Unihoc sticks, cones for marking playing areas, Plan Inv Unit 2 less1 - 2. Activity cards shoulder pass & chest pass. Videos - Chest Pass, Soccer Pass 1 & 2, Rugby Pass-ing - view these on the interactive whiteboard prior to the lesson].Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. ʻDragonsʼ The head of each team must try to grab the tail from the opposing team, without losing their own tail. The dragon must not come apart or the game is over. Teams of 3 - 5. Ideally, you should have an even number of teams. Each team will need a braid or a piece of cloth, which must be tucked in the back of the last player on each team. Team members need to hold each other around the waist to make a line, one behind the other. Encourage children to change positions regularly, such as when a tail has been lost.2. Fitness and health. Help children to link what happens to their heart and their breathing during different activities. Skill Focus – Sending and receiving [10 mins.] - refer to Rugby Passing3. Repeat some activities from Lesson 1, as you feel appropriate. Children work in pairs in a grid. Use rugby balls. Encourage children to pass the ball holding waist, [ʻbulgeʼ] of the ball, to the receiver who holds the ʻpointsʼ of the ball. 4. Progress to: 10 handed passes; 4 overhead passes; 4 side passes; then reverse. Hands up when finished. Repeat as needed. Encourage children to make a target with open hands and to call ʻYesʼ when they are ready to receive the ball. 5. Passing a ball in pairs, no targets set, no challenges, children practise with their partner. Stand about 5 – 6 metres apart in a grid. Demonstrate passing the ball. i. Legs apart, chest and shoulders facing their partner. ii. Ball moves across the body, arms move forward.iii. Release the ball when arms are straight.More able children might progress to the sender moving to a new position when the ball has been passed.6. After this practise, ask children about their views on developing control and consistency in practices and games. How important is this to them? Stress that not being skilful should not prevent enjoying playing games. Talk to them about why we modify games. 7. Games Playing [25 mins.] Rugby As Lesson 1.Netball As Lesson 1. Refer to Chest PassFootball As Lesson 1. Refer to Soccer Pass 1 & 2Hockey As Lesson 1.Cool down [5 mins.] 8. ʻStatuesʼ Children have to make the shapes of different animals and objects, when prompted, e.g. an elephant, a lamppost, a tree. Children must freeze in that shape. Children sitting in their groups. Select different children to demonstrate. Demonstrations could be; the funniest, most realistic, most still, most unusual etc.also, use this opportunity to reinforce positive aspects of the lesson etc. Can they evaluate their performance and describe what they should do to improve it?

year

4


Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: keep posses-sion; keep control; make and use space; support; pass; points, goals; rules; tactics.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate a greater ability to play games using available space;* demonstrate increased skills in sending and receiving;* demonstrate an increased understanding of the family of invasion games;* evaluate their performance and identify aspects of that they need to improve.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, rugby balls, netballs, footballs, air light balls, Unihoc sticks, cones for marking playing areas. Activity card shoulder pass. Videos - Chest Pass, Soccer Pass 1 & 2, Rugby PassingTeaching ActivitiesWarm up [10 mins.] Teaching Points/Management and Organisation1. Cones. You need 20 –30 small rounded plastic cones. Place half the cones the correct way up and the other half upside down. Teams have to turn each otherʼs cones the other way up within a given time. The winning team is the team that has more cones turned their way up. Divide the class into 2 teams [equal numbers if possible]. Encourage children to think about how they might play this game. For example, some children might run everywhere looking for cones to turn over. Others might decide to follow an opponent. Demonstrate how differently the game can be played and help children understand about simple tactics and how they can be used.Skill Focus - Rugby. Sending and receiving skills [10 mins.].2. In pairs, practise passing a ball. [As Lesson 2]. Teacher and/or pupil demonstrations needed for this. Remind children of the qualities of any good pass, i.e. accuracy and correct strength.3. In pairs stand about 5 – 6 metres apart and pass the ball for 30 secs. Repeat. More able children can stand further apart or they can be asked to pass and move within their activity area. 4. As above, with the sender moving to a new position to receive the ball back after the pass has been made. Move in a space behind the passer. You cannot pass forward in rugby. Pass the ball to your partner, who moves, turns and looks behind to make a pass.5. In pairs, Player 1 carrying the ball with Player 2 following. Stand about 2 metres apart. Perform at a walking pace to begin, gradually quickening as the practise develops.6. On a whistle, Player 1 stops, turns and passes to Player 2 who turns and runs in a new direction. Encourage free use of the activity area. Use demonstrations. Help children recognise successful performances.7. Reinforce the rule that the ball cannot go forward in rugby. This is a very difficult concept for many children to learn since no invasion game, other than rugby, is played in this way.8. Demonstrations of good performance throughout. Help children understand what they need to do to improve their game, and what help they think they need with practis-ing skills.9. Some might progress to understanding what they must do once they have passed the ball - slow down. And, what they must do once they have received the ball - speed up. Practise this with your partner.Get into a position behind your partner if you are receiving a pass.Games Playing [25mins.]– In this lesson organise groups so that they play one of the Core Task games, plus either football or hockey. Groups rotate in Lesson 4.

10. Hot Potato Rugbyi. You will need a rugby ball. Play a game of 3 v 2. Select 2 children as taggers, the oth-ers rugby pass to team mates. ii. Taggers try to tag a player whilst she or he is holding the ball. No running with the ball. Clearly mark the playing area. Encourage free use of the playing area. Children need to keep moving and passing the ball. iii. Anyone tagged whilst holding the ball then becomes a tagger.Repeat as needed. Encourage children to call for the ball if they are in a good position. Play games of short duration [max. 1 minute] or until all have been tagged. Change roles regularly.

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11. Modified Netball [QCA Core Task 1]With a partner, about 5 - 6 metres apart, practise the shoulder pass. Demonstrate the shoulder pass.Play Modified Netball. Play 4 v 2. The aim of the game is to pass the ball to a nominated player in the end zone of a pitch. Play on a pitch that is about 10m x 20m – the end zones should be about 1m wide, running the width of the pitch. Use netball, basketball, football or hockey equipment and techniques.To score points, the ball has to be passed to, and stopped by, a player who has been nominated to receive the ball in the end zone. This player can move anywhere on the pitch, but must be in the end zone to receive the ball, and then shoot to score a ʻgoalʼ.Encourage children to pass the ball using shoulder and chest passes. Are children able to execute the shoulder and chest passes in a competitive situation? The players in the middle of the circle must try to intercept the ball. Playing 4 v 2 will help the attackers to look for team mates in spaces, and use them. Talk to children about this. Demonstrate successful play.

12. Footballi. Demonstrate trapping the ball. The foot should be turned sideways to meet the oncoming ball. The foot should be drawn back as the ball touches it in order to take the pace off the ball. Move in line with the oncoming ball.ii. ʻTrap Itʼ With a partner, practise sending and receiving using your feet. Control the oncoming ball and pass it back.Children work with a partner about 8 – 10 metres apart. Differentiation. Some children might need to roll the ball to partner, who should control it with the side of the foot and roll it back. Some might benefit from working in front of a barrier or wall to help control the ball if they miss it with their foot. Others might benefit from you setting targets for them, e.g. how many consecutive passes can they make or how may passes in 30 seconds. Challenge them to beat their best score.iii. Play a game of 3 v 1, keeping possession. Score by kicking the ball through two cones at the end of their oppo-nents half. The team of 3 try to retain possession of the ball. Help children to choose and adapt their techniques to keep posses-sion and to give their team the chance to shoot. Encourage them to develop set moves and plans, which they use to help them attack. Play games of short duration and change roles each time. Aim for all children to experience defend-ing.

13. Modified Hockey [QCA Core Task 2]Sending and receiving In pairs, children use a Unihoc stick and an air light ball or puck.ii. With a partner working about 7 - 8 metres apart. Demonstrate sending and receiving. Left hand at the top of the stick, right hand low down the stick. Left foot forward, right foot back. Watch the approaching ball all the time. Put stick on the ground, left hand slightly forward to stop the ball bouncing up the stick into the face. Prac-tise passing with correct technique.Play a game of 3 v 2, keeping possession. The aim of the game is to pass the ball to a nominated player standing in one of the targets at the end of the playing space. Play on a pitch that is about 10m x 20m. After every goal, the team that did not score takes a free pass from its back line. Team have three goals to score in – the middle goal is worth three points; the outer goals are worth one.If the ball goes out, the opposition throws in from where the ball went out.

Cool down [5 mins.]

14. Health-Related Cool Down Walk around silently. Think about good posture; straight backs; heads up; look for-wards. Think about your heart rate, slow, systematic breathing to decrease heart rate. Whole class activity, children working in spaces. Reinforce the importance of developing good, lifelong habits for regu-lar exercise, healthy diets.Ask children questions about todayʼs lesson. Or example: What are you best at in games? What tactics did you devel-op today? How successful have these been? Encourage use of specific vocabulary, e.g. keeping possession; keeping control; making and using space; supporting; passing; points, goals; rules; tactics.

year

4


Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: keep posses-sion; keep control; make and use space; support; pass; points, goals; rules; tactics.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate a greater ability to play games using available space;* demonstrate increased skills in sending and receiving;* demonstrate an increased understanding of the family of invasion games;* consider developing their own warm up activities;* evaluate their performance and identify aspects of that they need to improve.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, rugby balls, netballs, footballs, air light balls, Unihoc sticks, cones for marking playing areas. Activity card the chest pass. Videos - Chest Pass, Soccer Pass 1 & 2, Rugby PassingTeaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Mirror Game. In twos. Stand two steps apart but both facing the same direction. Children need to work in a space. Encourage children to use a range of movements.2. The person behind is now the leader and the player in front must copy all the movements. Work at different levels; use changes of speed and direction. 3. The player in front can turn her or his head, but should not turn round completely. Hold balances and show good body shape, use tension to hold body shapes. Ensure children change roles regularly.Skill Focus - Sending, Receiving & Travelling [10 mins.].4. With a partner, about 5 - 6 metres apart, practise the chest pass. Demonstrate the chest pass.5. Practise freely sending the ball to your partner, in different ways, e.g. throwing, kicking, heading, and rolling. Encourage a variety of passes. Remind children that a good pass is accurate and has good weighting [strength]. How many different ways of passing can you think of?6. Throw the ball to your partner. Throw it with one bounce, throw it without a bounce, and throw it at different heights and to your partnerʼs side. Throw over and underarm. Children in pairs, standing about 4 - 5 metres apart. Send a controlled and accurate pass to your partner. Encourage receivers to show a target with their hands.7. Run and bounce, move with ball into spaces, pass ball to partner, stop on the whistle. Encourage free use of space. Encourage children to keep control of the ball at all times.8. Chest and bounce pass the ball to your partner. Move to a different position for the return of pass. Shoulder pass to your partner. Encourage children to ʻpass and move, pass and moveʼ. Look for lots of different spaces to use and encourage awareness of others.Games Playing [25 mins]. Organisation as Lesson 3. Groups play the activities they did not play in Lesson 3. 9. Hot Potato Rugby As Lesson 3.10. Netball [QCA Core Task 1] As Lesson 3. 11. Football As Lesson 3.12. Hockey [QCA Core Task 2] As Lesson 3.Cool down [5 mins.]10. Just Relax. Ask the children to lie on their backs, or fronts, and stretch until all their muscles are tense. Tell them to relax. Children in spaces. Talk about specific major muscle groups to them. Ask the children to explain how stretching exer-cises increase the range of movement in joints, and why this is important when playing invasion games.

year

4


Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: keep posses-sion; keep control; make and use space; support; pass; points, goals; rules; tactics.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate a greater ability to play games using available space;* demonstrate increased skills in sending and receiving;* demonstrate an increased understanding of the family of invasion games;* evaluate their performance and identify aspects of that they need to improve.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, rugby balls, netballs, footballs, air light balls, Unihoc sticks, cones for marking playing areas. Activity card - dribbling a ball. Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Simon Says [KS2]Begin by jogging on the spot, lift knees high, run around the room changing speed and directions quickly. Encourage free use of space and travel to all parts of the activity area. Make the game fun and active and combine activities involving a strong action in jumping high and control in landing: skip around the room; touch toes, keeping knees straight, five high jumps on the spot etc.2. Fitness and health. Discuss speed, strength and stamina and relate this to todayʼs games activities.Skill Focus - Sending, Receiving & Travelling [10 mins.].3. Select some partner activities from Lesson 4, as appropriate. Same partners as Lesson 4. Children should be able to practise and remember appropriate routines from Lesson 4. Most children can be expected to increase their speed and range of movement, and safely.4. Progress to dribbling a ball with the hand. Demonstrate dribbling a ball. Children then work alone looking for and using spaces freely. Children can walk drib-bling the ball if they need to. Some might need to use both hands.5. Play ʻDodge and mark.ʼ [With a partner] One large ball between two. ʻAʼ tries to bounce dribble the ball past ʻBʼ to reach a line. ʻBʼ tries to gain possession. En-courage awareness of other players and use of different spaces. 6. Demonstrations throughout. Several pairs can demonstrate at once. Help children to identify what it is they do that makes things difficult for their opponent.Games Playing [25 mins]. In lessons 5 and 6 lesson organisation remains the same, though the focus moves further towards developing childrenʼs knowledge and understanding of attacking and defending play.7. Hot Potato RugbyPlay the game as in Lessons 3 and 4, though progress to helping children focus more on principles of play. Remind children of what they did in Lessons 3 and 4. Discuss the rules of the game and skill requirements.In their teams children will need to discuss their game plan, try it out, evaluate the success of their play and use this information to play the game more successfully. Points to consider will include:For the attackers. Are they continually using spaces in order to keep possession of the ball? Do they continually ʻpass and move?ʼ For the defenders. Are working hard together in trying to deny space to 5 or 6 attackers? Do their skills and tactics change when they get tired?

8. Modified Netball [QCA Core Task 1]In this lesson, depending upon the progress children are making, you can play the game 4 v 3 or continue to play 4 v 2. When teams get the ball in the end zone, they can practise shooting into the hoop. Encourage children to adapt their techniques to keep possession and to give their team the chance to shoot. Encourage them to have set moves and plans which they use to help them attack. The team of 4 should be able to play with a big advantage. Ask them to show you how they are making use of the extra players and the extra spaces they create. Reiterate the above teaching points.Demonstrate how children atre playing the game. Focus children on effective attacking and defensive play. Help them to see how good attacking play uses space and keeps possession.

year

4


9. FootballʻRun With It.ʼ Working individually, using the whole activity area. Children have a ball each, they travel with a ball at their feet using the whole of their activity area, at a pace appropriate to their level of skill. They could follow pathways indicated by lines on the floor. Demonstrate dribbling a ball with the feet.i. Use both feet.ii. Head over the ball, keep the ball close to the feet and keep looking up [avoid watching the ball].iii. Tap ball lightly with the inside and outside of both feet.iv. Keep the ball in front of body. Use arms to balance.v. For the more able, instead of dribbling out to a line, you might challenge them by asking them get to a certain point in a given number of seconds.As children become more confident they should quicken the pace. Keep looking up for spaces to take your ball into.Play ʻDodge and Mark.ʼ ʻAʼ tries to dribble the ball past ʻBʼ to reach a line. ʻBʼ tries to gain possession. Change roles regularly. Play with a partner of about equal ability, one ball between them. Encourage children to: use sudden changes of speed and direction; protect the ball with their body. 11. Modified Hockey [QCA Core Task 2]Demonstrate dribbling using a stick. Key teachings points include:i. Left hand at top of stick, right hand halfway down. ii. Keep ball/puck just ahead of right foot. iii. Head and shoulders over ball/puck. iv. Keep looking up. v. Tap ball/puck with stick. vi. Keep ball/puck close to stick.vii. Keep the stick close to your body.For children who have made good progress, play games of 3 v 3. Other children should keep playing 3 v 2. In this lesson you can allow any player to score. Teach them how to use simple patterns of play [e.g. the 1:2] and to use them to outwit the opposition. Even if play-ing 3 v 3, swap teams, so that they experience playing against everyone. If still playing 3 v 2, itʼs important children play on both the smaller and larger teams. Use demonstrations. Help children to see that the plans, ideas and tactics they use in different invasion games are similar, especially the way they use space and keep possession.

Extension & Enrichment. Talk to children about the benefits of joining a local sports clubs with junior sections, e.g. good opportunities for struc-tured practice will help them to learn rapidly.Cool Down [5 mins.]12. ʻJust Relax a Little Bit Moreʼ Lie flat on the floor. Stretch with straight arms and legs; pointed fingers and toes. Slowly relax. Think about good posture and its importance to our general health. Develop this. Individually, in a space. Discover the extent to which children are evaluating their performance. Can they identify and describe what they think they need to do to improve? Talk about the rules of different games played? Do they contrib-ute to making the games fair, fun and exciting? Do they ensure everyoneʼs involved? Ask them if any rules need to be changed. You might wish to pursue this in the classroom.

year

4


Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: keep posses-sion; keep control; make and use space; support; pass; points, goals; rules; tactics.Learning Objectives: By the end of this lesson children should be able to:* demonstrate a greater ability to play games using available space;* demonstrate increased skills in sending and receiving;* demonstrate an increased understanding of the family of invasion games;* consider developing their own warm up activities;* evaluate their performance and identify aspects of that they need to improve.Assessment: By observation against learning outcomes and through discussion with children, self-assessment- look-ing at video and photographic evidence of their performances.Resources: Whistle, rugby balls, netballs, footballs, beanbags, air light balls, Unihoc sticks, cones for marking playing areas, video recorder, digital camera.Teaching ActivitiesWarm up [10 mins.] Teaching Points/Management and Organisation1. ʻTiggers.ʼ Two children are chosen as ʻTiggersʼ. ʻTiggersʼ have a beanbag each and have to chase other children and hit them below the knee with the beanbags. All children should begin in a space. Encourage the ʻTiggersʼ to call to each other. Play the game for a designated amount of time and repeat as needed. Children who are hit then join the ʻTiggersʼ team. Encourage the ʻTiggersʼ to co-operate and pass the beanbags to each other. Throwing underarm only.Skill Focus - Sending, Receiving & Travelling [10 mins.].2. Dodge and Mark As Lesson 5, though challenge more able children by asking them to get to the line by a count of e.g. 10. Remind children of the key teaching points from Lesson 5. Less able children might still be happier bouncing the ball with 2 hands and catching it.Help the children to see that the plans, ideas and tactics they use in this invasion game is similar to all invasion games.Games Playing [25 mins]. As Lesson 5. Groups play those activities they did not play in Lesson 5. Consider video recording or using a digital camera in this lesson to record performance. Teaching PE using ICT3. Hot Potato Rugby As Lesson 54. Modified Netball [QCA Core Task 1]As Lesson 55. Football As Lesson 56. Modified Hockey [QCA Core Task 1] As Lesson 5 Cool Down [5 mins.]7. ʻJust Relax a Little Bit More.ʼ Ask the children to lie on their backs and lift their arms, then their legs quietly and slowly. Think about what weʼve achieved over the unit. i. What can they tell you about various tactics involved in playing invasion games? ii. Do they have a preferred invasion game? Do they see this game as part of the family of invasion games? iii. Can they make links between different invasion games i.e. the skills involved and the tactics used?

year

4


end of unit

Time: 45 - 60 mins. No. of children: 32Focus- The unit aims to encourage children to:* develop batting, bowling, throwing and catching skills and perform these with control;* develop their ability to select from a range of skills they have acquired when playing competitive striking and fielding games;* develop a greater understanding of attack and defence in striking and fielding games;* understand and apply rules in striking and fielding games;* understand the importance of warming up before physical activity;* develop an appreciation of the importance of fitness and health;* recognise what is successful in their own and othersʼ performance and suggest how they can improve it.QCA Core TasksTask 1 - The aim of the game is for the batter to hit the ball into an arc, and to score points by jumping in and out of a hoop, or by bouncing a ball, as many times as possible before the fielding team have returned the ball to base. Play the game 3 v 1 or 4 v 1.Task 2 - The aim of this game is to hit the ball into an arc, and to score points by running to 1 of 4 zones before the fielding team gets the ball back to the stumping base. Play the game 3 v 1 or 4 v 1.Task 3 - Ask the children to adapt the rules, equipment or skills of the game they are playing so that it suits them bet-ter. Then ask them to make up a new striking and fielding game, with a scoring system. Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: Batting; field-ing; bowler; wicket; tee; base; boundary; innings; rounder; backstop; score.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending and receiving a ball and other objects;* play simple co-operative and competitive games in small groups;* begin to demonstrate an understanding of the tactics of striking and fielding games;* begin to understand and apply rules in striking and fielding games;* describe what is successful in their own and others performance and identify some parts of it that they need to im-prove;* understand more about how their bodies respond to vigorous exercise.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, airflow balls, small sponge balls, beanbags, hoops, benches, cricket and rounders bats, skittles, cones for marking playing areas. Video - Catching a Ball [teacher and children can view this on the interactive whiteboard prior to the lesson].Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Play ʻBeans.ʼ Call out different types of beans: jumping beans, children jump; runner beans - run; green beans - tall thin bodies; broad beans - still and wide; jelly beans - shake; baked beans - lay flat on the floor; French beans - chil-dren call out “Oh la la Miss Weaver” (or whatever your name is). Whole class activity. Clearly mark out the activity area. Ensure children are clear about where they can and cannot move.Take opportunities to talk about warming up specific body parts appropriate to each activity.Help children to feel their heart beating. Help them to feel their chest working when they breathe. Ask them to describe what happens to their breathing and heart rate while they are playing games and afterwards.Skill Focus [10 mins.] - Receiving [Catching]2. Throw a beanbag up and catch it in two hands. Throw it up just in front of you and move forwards to catch it. Whole class activity, children work in individual spaces with a beanbag each. Encourage children to throw it up above head height, place their 2 hands together, fingers spread out and away from the beanbag.3. Walking and throwing the beanbag up in front of you. Get your head in line with the beanbag. Bring the bean bag safely in to chest on catching it.4. Can you catch the beanbag e.g. 10 times without dropping it? Set challenges and targets. Check to see that children are developing a good catching technique. 5. Catch the beanbag at different body levels: head, waist, knees and feet. Demonstrate good performances. Encourage children to describe what is successful in othersʼ performance. Several children can demonstrate at once. Games Playing [25 - 30 mins.] Organise 4 different activities that children can rotate around. Depending on class size, you may need to organise more than one of each activity. This organisation can form the basis of the games playing part of your lessons for the entire unit. Aim for children to visit 2 different activity areas each lesson. Groups should spend about 10 - 12 minutes in one area then rotate; by the end of the unit children should have visited each station 3 times. Note that in Lesson 2, this part of the lesson remain the same. 6. Tunnel Rounders [Core Task 1]

year

3

SOF 12 :striking & fielding unit 1 :Lesson 1/6

Groups of 4 or 5 children. Play the game 4 or 3 v 1. Play with a large sponge ball to begin. Encourage batters to look for spaces in which to roll/hit/kick the ball and encourage the fielders to ʻcoverʼ the spaces. Batters score 1 rounder for each base they get to.The batting team can throw it, or kick it. Play the game with the focus entirely on running and scoring, no child should be caught or run out. In order to stop the batter scoring, the fielding team must collect the ball, line up behind each other anywhere in the target area [away from the bases]and pass the ball through their legs to each other and shout ʻTunnelʼ when they have completed. If playing indoors, strike the ball into a restricted area such as a wall/corner of the hall. Play the game for a designated number of ʻstrikesʼ per player [e.g. 3 each, then all players rotate posi-tions/roles].

7. Zone Cricket [Core Task 2]Groups of 4 or 5 children. Play the game 4 or 3 v 1. Batters strike an airflow ball off a tee [a marker cone] into a target area and must run to one of 3 scoring zones set out to the side. Field-ers must retrieve the ball and return it to a player based at the ʻbowlersʼ area before the batter has returned to the batting area. Encourage batters to look for spaces in which to hit the ball. Encour-age the fielders to cover the spaces and to return the ball quickly. The number of runs scored de-pends on which marker she/he gets to and returns to the striking area. Encourage batters to judge how far they can run, and return, before the fielding team returns the ball to the ʻfielding areaʼ. All batters should have the same number of strikes & fielders should regularly rotate positions. If a child is run out, runs should be deducted rather than her/his innings ending.

8. Target CricketGroups of 4 children. Play the game 3 v 1. A point is scored if batters can strike an airflow ball off a tee, past fielders who are standing within a target marked by 2 cones. Focus on a clean and well-aimed strike of the ball. Three attepts then swap positions. Nobody can get out. Use Kwik Cricket bats. Encourage the batters to: * hit the ball with the face of the bat; * look for spaces in which to place the ball; * keep looking at the ball when striking.* not to try to hit the ball too hard.For the next 2 activities, some play the throwing activity, others play the striking activity, then change over.

9. Fielding. Over arm throwing with a partner. [5 - 6 mins.]In pairs, children stand either side of a hoop placed flat on the floor between them. They throw a ball over arm, [size of ball depends on ability], down into the hoop, aiming it to bounce into the hands of their partner.Demonstrate overarm throwing. * Start sideways on.* Step forward with opposite foot and then throw. * Non-throwing arm should be raised with the hand pointing in the direction of the target.* Follow through with both arms moving across the body.10. Striking and catching. [5 - 6 mins.]In groups of 4 – A, B, C & D. Children position themselves about 3 metres apart in a circle. Encourage children to play a controlled, co-operative game. Use any suitable bat and a sponge ball.A bowls the ball underarm to B who strikes it gently to C who returns the ball to A.A bowls the ball underarm to B who strikes it to D who returns it to ʻ. Repeat about 6 times then rotate roles. Refer to video - Catching a Ball Demonstrations. Allow children to observe others playing. Help them appreciate successful play and encourage them to comment on some positive things they see.Cool down [5 mins.]11. Question and Answers Planned opportunities for you to question children about their level of understanding of the games. Whole class activity, children sitting on the floor. Opportunities to consolidate learning and to assess pupilsʼ knowledge and understanding.12. This is also an excellent opportunity for allowing children to listen to others. Praise children for the progress they have made. Prepare your questions. For example, what has been the most enjoyable activity today? Why? What do you think you might need to practise most next time?

year

3


Time: 45 - 60 mins. No. of children: 32Focus- Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: Batting; field-ing; bowler; wicket; tee; base; boundary; innings; rounder; backstop; score.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending and receiving a ball and other objects;* play simple co-operative and competitive games in small groups;* begin to demonstrate an understanding of the tactics of striking and fielding games;* begin to understand and apply rules in striking and fielding games;* describe what is successful in their own and others performance and identify some parts of it that they need to im-prove;* understand more about how their bodies respond to vigorous exercise.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, bean bags, hoops, benches, cricket and rounders bats, small sponge balls, skittles, cones for marking. Activity card - Catching a ball. Video - Catching a Ball Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Jog, Sprint and Slow Down. On your command, children, working individually must jog, then sprint, then stop. Re-peat several times. Whole class activity. Clearly mark out the activity area. Ensure children are clear about where they can and cannot move. Encourage children to run in to spaces and in different directions. 2. Discuss fitness, health and the importance of developing good life long habits. Do children understand the purpose of the warm up? Ask them how their bodies feel after this short & sharp exercise.Skill Focus [10 mins.] - Receiving [catching]. Refer to video - Catching a Ball 3. Include some activities from Lesson 1, and then progress to working with a partner. Underarm throws only. Children work in pairs in a space with a small ball or beanbag between two. Allow children access to the equipment from several areas. 4. Make a passing pattern with your partner: right – right; left – left; right – left; left – right. Can you repeat it? Can you quicken it without dropping the object? Depending on ability, practices can be made easier or more difficult. Pairs can stand closer together or further apart. Some children will be able to: catch the ball from a greater height; catch it with one hand; catch the ball being thrown lower, to the side etc. How many catches can you make in 30 seconds?5. Demonstrations. Children discuss their performance. Help children recognise what is successful in their performance. Several pairs can demonstrate at once.Games Playing [25 - 30 mins.] – As Lesson 1. Groups should begin at third activity from last week and spend about 10 -12 minutes in one area then rotate. Games plan lessons 1 - 46. Tunnel Rounders [QCA Task 1] - As Lesson 17. Zone Cricket [QCA Task 2] - As Lesson 1 8. Target Cricket - As Lesson 1 9. Over arm throwing with a partner. [5 - 6 mins.] - As Lesson 110. Striking and catching a ball. [5 -6 mins.] - As Lesson 1 Cool down [5 mins.]11. Question and Answers. Planned opportunities for you to question children about their level of understanding of the striking and fielding games. Whole class activity, children sitting on the floor in their activity groups. What has been the most enjoyable activity today? Why? What do you think you might need to practise next time?

year

3


year

3

SOF 12 :striking & fielding unit 1 :Lesson 3/6Time: 45 - 60 mins. No. of children: 32Focus- Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: batting; field-ing; bowler; wicket; tee; base; boundary; innings; rounder; backstop; score.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending and receiving a ball and other objects;* play simple co-operative and competitive games in small groups;* begin to demonstrate an understanding of the tactics of striking and fielding games;* begin to understand and apply rules in striking and fielding games;* describe what is successful in their own and others performance and identify some parts of it that they need to im-prove;* understand more about how their bodies respond to vigorous exercise.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, beanbags, hoops, benches, cricket and rounders bats, small sponge balls, skittles, cones for marking playing areas. Activity cards - Catching a ball & Rounders striking. video - Catching a Ball Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Play ʻCones.ʼ You need 20 –30 small rounded plastic cones. Class is divided into 2 teams [equal numbers if pos-sible]. Whole class activity. Clearly mark out the activity area. Ensure children are clear about where they can and cannot move. 2. Place half the cones the correct way up and the other half upside down. Teams have to turn the cones their way up within a given time e.g. 1 minute. The winning team is the team that has more cones turned their way up. Repeat as appropriate. Note differences in tactics. Some children will run everywhere looking for cones to turn over.Others will follow a player from the opposition team and turn back the cones she / he turns over immediately after theyʼve been turned the other way. Talk to children about this after the warm up. Encourage and praise those who are thinking about how to play the game. This game involves much bending; discuss flexibility and how it is advantageous in playing striking and fielding games.Skill Focus [10 mins.] Receiving [Catching] 3. Select some activities from Lesson 2, and then progress to catching a ball arriving from above head height. Demonstrate catching a ball arriving from above head height. [Refer to catching a ball]. You might find it easier to organise children in a linear fashion for this practise. 4. Ensure children have sufficient room each side of them. Pairs have one ball between them. Stand 6 - 8 metres apart, throw the ball underarm to your partner so it goes above head height and falls into her/his chest area.5. Set challenges. E.g. first pair to make 6 consecutive catches. Demonstrations. Good performance shared with others. Several pairs can demonstrate at once.Games Playing [25 mins.]– In Lessons 3 & 4 the games are further modified. In this lesson children should begin the circuit again, and, visit 2 activity areas, spending about 10 -12 minutes each in both areas.6. Tunnel Rounders [QCA Core Task 1]As Lessons 1 and 2, though progress to allowing batters to self-feed, and if needed, to strike the ball with the hand. For batters, encourage them to keep their own scores and to try to beat their last score the next time they bat. For fielders, introduce different ways that they can all touch the ball when they are fielding, e.g. passing it to each other or touching the ball held in one fielderʼs hand7. Zone Cricket [QCA Core Task 2]In this lesson, children work in pairs when batting, with one as the hitter and one as the runner.The runner must stop in a zone, then continue running when the ball is hit again. The runner has to get to the last zone and back again for the batter to stay in Encourage fielders to deny the batter spaces in which to strike the ball by covering as much space as possible. also, encourage them to anticipate a possible misfield by running in spaces [covering] behind team mates. Ask fielders to stop the ball and throw it back to a team mate quickly and accurately.8. Target CricketRules for playing the game are the same as in lessons 1 & 2. In this lesson, focus batters and fielders on good tech-nique. For batters, show them how to stand to hit the ball, e.g. sideways on a tee, look at the ball, transfer weight from back to front foot, swing through and hit. For fielders, show them how to stand ready, e.g. get low to the ground behind the oncoming ball, cupped hands on the ground to receive the ball, and to get in line with it to stop [or catch] it.

9. Over arm throwing to a partner. [5 -6 mins.]Introduce competition. Ball size used depends on ability. E.g. Can you throw more accurately than your partner? How many direct hits can you score from 10 throws? How far back from the hoop can you get?

10. Striking a ball. [5 -6 mins.] Demonstrate striking a sponge ball with a rounders bat.As Lessons 1 and 2, though children practise their striking skills using a rounders bat. Organise them in 4s; 1 striker [A], 1 bowler [B], 1 retriever [C] and a backstop [D]. Set out 2 cones to mark a target area. For right-handed batters, make sure they have space to hit into on their leg-side [i.e. to their left. three hits each, then all swap positions. Show children how stand to hit the ball, e.g. stand sideways, look at the ball, transfer weight from back to front foot, swing through and hit. Some children will benefit fronm hitting the ball off a tee set at an appropriate height.

Cool down [5 mins.]11. Stretching Stretch legs out, point toes, hold. Stretch arms up, point fingers, hold. Stretch arms in front, point fin-gers. Children to find a space on the floor, sit up straight. Plan opportunities to question children about their assessment of how they think their skills are developing. Prepare your questions. What has been the most enjoyable activity today? Why? Which batting or fielding skills do you think you performed well today? What do you think you might need to practise most next time? ye

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SOF 12 :striking & fielding unit 1 :Lesson 4/6Time: 45 - 60 mins. No. of children: 32Focus- Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: Batting; field-ing; bowler; wicket; tee; base; boundary; innings; rounder; backstop; score.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending and receiving a ball and other objects;* play simple co-operative and competitive games in small groups;* begin to demonstrate an understanding of the tactics of striking and fielding games;* begin to understand and apply rules in striking and fielding games;* describe what is successful in their own and others performance and identify some parts of it that they need to im-prove;* understand more about how their bodies respond to vigorous exercise.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, beanbags, hoops, benches, cricket and rounders bats, small sponge balls, skittles, cones for marking playing areas. Activity card - catching a ball.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Play ʻTails.ʼ Children put a coloured braid in the back of their shorts like a tail. They should then try to collect as many braids as possible. Children cannot hold on to their own tail. Whole class activity. Organise a large defined area. Children have a ʻtailʼ each. Encourage children to look for spaces to run into, encourage quick changes of speed and direction. Play the game until all braids are collected or for a des-ignated period of time. Look for children demonstrating skills in dodging, running etc. to protect their tail?2. This game requires a good level of aerobic capacity, Discuss stamina.How is stamina important in striking and fielding games? Talk to children about the need to keep fit and healthy for life; a healthy heart and how this is affected by decisions we make about our lifestyles.Skill Focus [10 mins.] Receiving [Catching]3. As Lesson 3, children practise with a partner, catching a ball being thrown to them from above head height. Games Playing [25 – 30 mins.]– Complete the circuit from Lesson 3.4. Tunnel Rounders [Core Task 1] - As Lesson 35. Zone Cricket [Core Task 2] - As Lesson 3 6. Target Cricket - As Lesson 37. Over arm throwing with a partner - As Lesson 3Or play Sector Cricket.8. Striking a ball - As Lesson 3Cool down [5 mins.]9. Just Relax. Ask the children to lie on their backs, or fronts, and stretch until all their muscles are tense. Now tell them to relax. Whole class activity, children in a space on the floor. Discuss fitness and health. Name large muscle groups, large bones of limbs etc. Talk to children about todayʼs activities. Ask them to describe what happens to their breathing and heart rate while they are playing games and afterwards.10. Tell children that they will be developing their own personal warm up in Lesson 5. The warm up has top be specific to striking and fielding games and should include activities accordingly. [Talk to them more about this in the class-room].

Time: 45 - 60 mins. No. of children: 32Focus – Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: Batting; field-ing; bowler; wicket; tee; base; boundary; innings; rounder; backstop; score.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending and receiving a ball and other objects;* play simple co-operative and competitive games in small groups;* begin to demonstrate an understanding of the tactics of striking and fielding games;* begin to understand and apply rules in striking and fielding games;* begin to modify their own striking and fielding games;* understand more about how their bodies respond to vigorous exercise.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, bean bags, hoops, benches, cricket and rounders bats, small sponge balls, skittles, cones for marking playing areas, tape player and music cassette, video recorder or digital camera. Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Talk to children about different ways to get ready for striking and fielding games. Teach them how to include skills practices in their warm ups. For example, they could begin their warm up with a gentle jog around the activity area, freely using space. Children could then be encouraged to jog and include different striking and fielding actions, such a bowling action underarm & overarm throws, run - pick up – turn and throw at a target, though all without using a ball. Finish the warm up by performing some stretches, focusing on muscle groups used when playing striking and fielding games, e.g. limbs, neck and shoulders & back. 2. Talk about the range of movement during stretching; name specific muscle groups. Talk about specific aspects pf physical fitness being addressed during the activities [strength, muscular endurance, aerobic capacity, flexibility, pos-ture]. Relate these to playing striking and fielding games. Remind children about the importance of developing good, life-long habits in physical fitness and talk about the dangers and diseases associated with poor levels of physical fitness. Skill Focus [10 mins.] Sending [Throwing] & Receiving [Catching] 3. Include some activities from Lesson 4, then progress to; the over arm throw. Ideally, this needs to be practised outdoors. Organise children in a clearly defined area. Use markers or lines on the ground so children are clear about where you want them to practise.4. Children to focus on throwing more than the catching. Use a tennis ball and throw it to your partner. Demonstrate over arm throwing. Adopt a side on stance; transfer weight from back to front foot; use a fling action; turn shoulders and straighten arm as ball is released; non-throwing arm should be lifted to aid balance; discourage children from standing ʻsquare onʼ i.e. with their chest facing their partner. 5. Children should be paired according to ability, and appropriate targets set. The more able could be asked to throw and catch. Most children could be encouraged to catch the ball after one bounce. Less able children might not be able to progress to overarm throwing, though they need to experience suc-cess. For example, allow them to throw a larger ball from above their head using 2 hands. 6. Demonstrations. Children to watch others play and describe what they do. Help them to recognise what is successful. Several pairs can demonstrate at once. Games Playing [25 – 30 mins.] – In this lesson ask the children to adapt the rules, equipment or skills of one the games below so that it suits them better. In Lesson 6, ask them to make up a new striking and fielding game, with a scoring system. They should be able to play their game well and teach it to others in the class. Children should spend the entire part of this part of the lesson involved in this task. [Core Task 3]. Video children playing their games and al-low them to view this in the classroom as it will help them with their games-making task in Lesson 6.7. Tunnel Rounders [Core Task 1]Talk to children about the type of changes they can make:* use ʻmarkersʼ valued at different points, that the batter can aim at for bonus points;* use a slightly larger ball [this will make the game easier for the batter];* play the game with a bowler feeding the ball to the batter [this will make the game harder for the batter – make sure the feeding is good]. Players could also feed the ball to themselves by bouncing it or throwing it in the air before hit-ting;* think of different ways to score points, e.g. throwing and catching a ball to a partner, doing star jumps, bouncing a ball on a racket;* think of different ways that they can all touch the ball when they are fielding, e.g. passing it to each other, touching

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the ball held in one fielderʼs hand.8. Zone Cricket [Core Task 2]Talk to children about the type of changes they can make:* run around boxes and between different markers when they are batting;* use different skills and equipment for batting;* use throwing or rolling skills and a slightly larger ball [this will make the game easier for the batter];* use a soft ball and ask a bowler to feed the ball [this will make the game harder for the batter – make sure the feed-ing is good];* all take a role, e.g. wicket-keeper, bowler, fielder and batter;* play the game with bonus points, e.g. if the ball is hit full toss into a target area;* use scoring systems that do not involve running, e.g. bouncing a ball on a racket, throwing and catching a ball with a partner;* work in pairs when batting, with one as the hitter and one as the runner. The runner must stop in a zone, and then continue running when the ball is hit again. The runner has to get to the last zone and back again for the batter to stay in9. Tell children that in Lesson 6 they will be making up, playing a new striking and fielding game that they will have to teach to another group. You will need to provide them with enough planning time in the classroom for them to be able to do this.Cool down [5 mins.] 10. Play the ʻSlow Passing Game.ʼ In pairs, pass a large ball over, around, under, from side to side both standing and on the floor. Complete with each partner touching feet whilst laying down, hands behind head, stretching wide and long. Emphasise long and slow movements. Repeat as directed by teacher. Look for opportunities to talk to children about the importance of cooling down and stretching after physical activity.

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Time: 45 - 60 mins. No. of children: 32Focus – Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: Batting; field-ing; bowler; wicket; tee; base; boundary; innings; rounder; backstop; score.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending and receiving a ball and other objects;* make up and play their own group striking and fielding game;;* describe what is successful in their own and others performance and identify some parts of it that they need to im-prove;* devise their own warm up activity.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, beanbags, hoops, benches, cricket and rounders bats, small sponge balls, skittles, cones for marking playing areas. Childrenʼs notes/diagrams from classroom planning session for todayʼs games.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & OrganisationFurther development of own warm up from Lesson 5.Skill Focus [10 mins.] Pick up and Underarm throwing.1. Place a tennis ball on the ground about 3 - 4 metres in front of you. For right handed children, move towards the ball so that as you reach it your right foot comes alongside the ball and you bend to pick up the ball with your right hand. [Opposite for left-handed children]. In pairs, about 6 - 8 metres apart, one small ball between 2. Demonstrate picking up the ball and underarm throwing it to a partner. Children perform this task at walking pace to begin. Pick up the ball and release it underarm to your part-ner. Encourage follow through of the throwing hand. Aim the throw at your partnerʼs hands, which should be positioned ready to receive the ball at waist height. You might need to repeat the demonstration several times.2. Some children will be able to perform this at jogging speed. Try about 4 each then change over. Repeat as appropriate.3. Demonstrations of successful performances are essential. Teach the children to watch others play and describe what they do. Help them to recognise what is successful. Sev-eral pairs can demonstrate at once. Games Playing [25 – 30 mins.] 4. Core Task 3 - Children to make up a new striking and fielding game, with a scoring system. They should be able to play their game well and teach it to others in the class.Cool down [5 mins.]5. Organise children in groups so they can provide feedback about the game theyʼve been taught.6. End of unit - Praise children for their progress and achievements over the unit. Ask children what they have enjoyed most about the unit. Which games have they liked playing best? What skills have they developed over the unit?

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end of unit

Time: 40 - 50 min No. of children: 26Net GamesFocus – The unit aims to encourage children to:* consolidate and develop the range and consistency of their skills in net games;* choose and use a range of simple tactics and strategies;* keep, adapt and make rules for net games;* know why warming up is important; * recognise how playing affects their bodies;* recognise what skilful play looks like;* suggest ideas and practices to improve their play.QCA Core TasksTask 1 - The aim of the game is to score points by throwing a ball into the opponentʼs court area and making it bounce twice. Play the game 1 v 1. Task 2 - The aim of the game is to score points by getting a small soft ball or beanbag to land in 1 of 2 targets. Play the game 1 v 1. Task 3 - Ask the children to adapt the rules, equipment or skills of the game they are playing so that it suits them better. Then ask them to make up a new net game, with a good scoring system. Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: court, target, net; striking, hitting; defending; making it difficult for the opponent; tactics; scoring points.Main Learning Outcomes: By the end of the lesson most children should be able to:* keep a game going using a range of different ways of throwing:* vary the speed and direction of the ball:* use the rules and keep games going without disputes;* know why warming up is important;* identify aspects of their game that need improving, and say how and where they could go about improving them.Assessment: By observation against learning outcomes and through discussion with children.Resources: markers, ropes, chalk, lines, grids to make court areas; small balls or other equipment, e.g. beanbags, shuttle-cocks; equipment to divide courts, e.g. nets, benches, canes. Activity card - ʻShake Handsʼ grip.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Controlled walk-jog-run, progressively building up speed. To begin, teacher directs pace, direction etc. Then encourage children to decide on their movement.Encourage free use of the whole activity area. Talk to children about to exercising safely when warming up.Skill Focus [10 mins] - Controlling a ball with a racket.2. Place the racket on the floor in front of you. Pick it up and shake hands with it. Hold the racket with palm facing up, then down. One sponge ball and one racket each. Children follow you or a leader around the court. Remind children about the correct way to hold a racket - the ʻShake Handsʼ grip. Use both palm up [early forehand] and palm down [early backhand].3. Balance the ball on your racket. Control its movement around the head of your racket. Introduce other challenges, e.g. balancing the ball on the racket whilst: standing on one leg; holding the racket at different body heights, e.g. head, chest, waist, knee, ankle; on your knees etc.4. Walk forward, backward, right and left on teacherʼs command. Other progressively challenging tasks include: Bat the ball on the ground below waist level, then above waist level.5. Bat the ball against a wall. Keep your best score. How many? How long can you keep the rally going? 6. Demonstrations throughout. Half the class can observe whilst others demonstrate.

7. Games Playing [25 min] Throughout the unit, children should experience playing 2 net type games per lesson.Core Task 1 The aim of the game is to score points by throwing a ball into the opponentʼs court area and making it bounce twice. Organisation - Ideally, play the game 1 v 1; play 2 v 2 if more practicable. Organise children in gardens. Use a bench or a skipping rope for a net. Use throwing and catching skills. Half the class can play Net Game 1 and others play Net Game 2, and then swap activities.

How to play - To begin, play the game is with a big ball that bounc-es well. For less able children, the game can be played by pushing or sliding the ball across a line that is being defended.

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SOF 13 :net/wall games unit 1 :Lesson 1/6

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SOF 13 :net/wall games unit 1 :Lesson 1/6Progression, Variations & Differentiation* In this lesson, children play co-operatively, sending the ball to each other over the ʻnetʼ with one bounce before it is caught and returned.* As children become more confident in their play, ask them to speed up the game with quicker releasing and stronger send-ing.

Core Task 2 - The aim of the game is to score points by getting a small soft ball or beanbag to land in targets on the other side of the net.Organisation – Ideally, play the game 1 v 1; play 2 v 2 if more practicable. Use a high net, though you can improvise by using a length of rope secured at an appropriate height across the width of the hall. Position 2 targets [hoops] of different sizes on either side of the net. How to play – Use underarm throws only. Play a co-operative game – no intercepting op-ponentʼs throws. Score 1 point for hitting the large hoop and 2 for hitting the smaller hoop.

Progression, Variations & Differentiation* Less able children might benefit from playing over a lower net with a larger ball.* Encourage children to use short, low throws to try to hit the target at the front, and long, high throws to try to hit the target at the back. Players should practise throwing objects from different places in their court. Cool down [5 min]8. Eyes closed. Children close their eyes, then quietly and carefully, feel their way around the hall. They must remain silent and listen to your instructions / guidance / comments. Gradually slow children down to a stop and ask them to sit on the floor. Then ask them to describe what they do and think about when playing games. Help them to pick out important things to comment on. Listen to what they say they find hard, and if needed revise the plan for the next lesson[s] accordingly.

Time: 40 - 50 min No. of children: 32Net GamesFocus – Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: court, target, net; striking, hitting; defending; making it difficult for the opponent; tactics; scoring points.Main Learning Outcomes: By the end of the lesson most children should be able to:* keep a game going using a range of different ways of throwing:* vary the speed and direction of the ball:* use the rules and keep games going without disputes;* recognise what happens to their bodies when playing the games;* identify aspects of their game that need improving, and say how and where they could go about improving them.Assessment: By observation against learning outcomes and through discussion with children.Resources: markers, ropes, chalk, lines, grids to make court areas; small balls or other equipment, e.g. beanbags, shuttle-cocks; equipment to divide courts, e.g. nets, benches, canes. Activity card - the ʻShake Handsʼ grip.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Begin with a controlled walk-jog-run around the activity area. Organise a large defined area. Ask children how this activity is getting them warmed up. Progress to children working with a partner, e.g. ʻFollow my Leader.ʼ Two pairs then join so small groups work together.Skill Focus [10 mins] Controlling a ball with a racket 2. Pick up a bat / racket and a ball. Throw the ball up, strike it with the racket and catch it with the throwing hand. Place bats/rackets/small balls [enough for 1 each] within a large clearly defined activity area. Remind children of the ʻShake Handsʼ grip. How many consecutive catches can you make? Ask children to place the bat / racket / ball on the floor on your command, then walk around the activity area. On your command they pick up a different bat / racket / ball. 3. Roll a ball around the head of a racket without it falling off. How many times? Balance a ball on the racket and walk into spaces.Look up to see where you are going. Avoid watching the ball too often. Practise with palm up and palm down. Children change equipment, as above.4. Drop the ball into numerous hoops placed on the ground, then catch it on the racket after the bounce. Organise hoops of different sizes [enough for 1 each plus 6 – 8 more] in the activity area. How many hoops can you bounce and catch the ball in between whistles? Children cannot keep using the same hoop, and insist they keep moving. Repeat and try to beat their previous score.5. Repeat as needed. Children should keep changing equipment regularly.6. Demonstrations throughout. Half the class can observe whilst others demonstrate.

7. Games Playing [20 - 30 min] Core Task 1 Progression, Variations & Differentiation - Play as Lesson 1, though with the following progression.* If children are able to keep a rally going, ask them to move opponents around the court by sending the ball into spaces. Stress the need to use accuracy, not power.* Give children the option of sending the ball back over the net after they have received it or feeding it to partner to send.

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Core Task 2 Progression, Variations & Differentiation - Play as Lesson 1, though with the following progression.* Introduce an extra target in each court area and allow opponents to try to intercept the ball or beanbag before it bounces. Cool down [5 min]8. In pairs, follow your partner around the hall. Copy his/her movements and stretches. Swap.

Towards the end of the cool down, ask children what they did well in todayʼs games, what they need help with, and what parts of the game they need to practise most. Pairs should end by sitting back to back in a space. Insist no talking throughout.

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Time: 40 - 50 min No. of children: 32Net GamesFocus – Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: court, target, net; striking, hitting; defending; making it difficult for the opponent; tactics; scoring points.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform the basic skills needed for the games with control and consistency;* vary the speed and direction of the ball:* choose good places to stand when receiving;* recognise what happens to their bodies when playing the games and know why warming up is important;* describe what is successful in their own and othersʼ play;Assessment: By observation against learning outcomes and through discussion with children.Resources: markers, ropes, chalk, lines, grids to make court areas; small balls or other equipment, e.g. beanbags, shuttlecocks; equipment to divide courts, e.g. nets, benches, canes.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Bat/ball control. Using the hand as a bat, walk-jog-run with a medium or small sized ball. Whole class activity in a large defined area. Control the ball in different ways e.g. along the floor, bouncing, juggling it etc. Encourage changes in speed, direction and pathway. Explain to children some benefits of spending time practis-ing different skills and help them to see how this affects their heart rate.

Skill Focus [10 mins] - Developing racket skills – Partner work2. In pairs, working alongside your partner. Hold the ball on your racket and let it fall onto your partnerʼs racket. Pairs in their own space, with 2 rackets /bats & a ball between them. Remind children about correct technique of holding a racket [ʻShake Handsʼ grip]. Ask them to control the ball at different levels, e.g. chest – waist – knee – ankle. Use palm up and palm down. Repeat ankle to chest. Ask children to move around the activity area together, control-ling the ball. 3. With your partner, working a short distance away, develop a rally by making the ball bounce once in front of your partner for him/her to return it. Your rally can include volleying too. Organise pairs in gardens.

4. Set targets and challenges. Can you develop a rally? How many? Can you beat your best score? How many consecutive strikes can you make? How long can you keep the ball in the air? Some children should be ready to progress to having a skipping rope, placed on the floor, as a net [as indicated above].5. Repeat, and use demonstrations to help children recognise aspects of successful performance. Encourage a range of shots; volley, backhand [palm down], forehand [palm up] and. Continually challenge pairs to try to beat their best score etc?

6. Games Playing [20 - 30 min] Core Task 1 Progression, Variations & Differentiation - For those children who are playing the game confidently, introduce the following progression.* Use a racket and a sponge ball. One child is the ʻhitterʼ, the other the ʻfeeder.ʼ Partner feeds the ball to the hitter. The ball should be hit after the first bounce, though some children may need more than one bounce. Hit the ball immediately after the top of the bounce into op-ponentsʼ court. Opponents catch the ball and repeat. Change roles after 3 hits.* Less able children can play the game as in Lesson 2.

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Core Task 2 Progression, Variations & Differentiation - For those children who are playing the game confidently, introduce the following progression.* Us a racket to hit a sponge tennis ball or shuttlecock. The technique of partner feed-ing can be used, but the feed should be a full toss. Opponents catch the ball / shuttle-cock and repeat. Change roles after 3 hits. * Do not use targets in this lesson.Cool down [5 min]7. In pairs, stand opposite your partner and play an imaginary game of tennis in slow motion. Use hands as rackets. No talking. Remind them about action / reaction. Encourage slow and deliberate movements. Children should gradually slow down until they stop. After children have stopped, ask them what they do well games, what they need help with, and what parts of the game they need to practise. Talk to them about what they could practise at playtime and at home.

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Time: 40 - 50 min No. of children: 32Net GamesFocus – Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: court, target, net; striking, hitting; defending; making it difficult for the opponent; tactics; scoring points.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform the basic skills needed for the games with control and consistency;* vary the speed and direction of the ball:* choose good places to stand when receiving;* use the rules and keep games going without disputes;* recognise what happens to their bodies when playing the games and know why warming up is important;* describe what is successful in their own and othersʼ play.Assessment: By observation against learning outcomes and through discussion with children.Resources: markers, ropes, chalk, lines, grids to make court areas; small balls or other equipment, e.g. beanbags, shuttle-cocks; equipment to divide courts, e.g. nets, benches, canesTeaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Bat/ball control. As Lesson 3 to begin, then progress to working in pairs, Partners A & B. Partner ʻAʼ leads and ʻBʼ follows. Change over. Organise a clearly defined area. Children have a ball each. Develop a paired warm up routine, based upon activities in the warm up from Lesson 3. Stress the need to develop and maintain lifelong attitudes and habits for exercise and health. Talk to them about common diseases associated with sedentary lifestyles, e.g. obesity and heart disease.Skill Focus [10 mins] - Racket skills with a partner2. With a partner, develop a rally. Hit the ball to your partner and try to make it bounce once before she/he has to return it.

As Lesson 3, organise pairs in gardens. Stress safe use of the rackets, particularly with others near. begin with children working a short distance away from their partner. Use skipping ropes as nets. Can you develop a rally? How many consecu-tive strikes can you make? First pair to make 6 etc. Use backhand & forehand with volleying.3. Games Playing [20 - 30 min]

Core Task 1 Progression, Variations & Differentiation - For those children who are playing the game confidently, intro-duce the following progression. * Play games in wider, shallower courts, so children are encouraged to use side-to-side play, as opposed to front-to-back play.* Partner feeds, as Lesson 3, though some children may need more than one bounce. Change roles after 3 hits.

Core Task 2Progression, Variations & Differentiation - For those children who are playing the game confidently, intro-duce the following progression.

* Reintroduce 2 targets [as Lesson 1].* Use a racket to hit a sponge tennis ball or shuttlecock. * Use partner feeding by a full toss. * Score points according to target hit, e.g. 1 point for successful return over net into court area, 3 points for larger target, 5 points for smaller target.* Play 5 hits each, and then play a different pair.Cool down [5 min]4. As Lesson 3, in pairs, play slow motion tennis. Use hands as rackets. No talking. Encourage slow and deliberate movements. Children should gradually slow down until they stop. Talk to children about the games they have played today, e.g. do changes to the shape of the court make the game harder or easier to play.

year

4


Time: 40 - 50 min No. of children: 32Net GamesFocus – Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: court, target, net; striking, hitting; defending; making it difficult for the opponent; tactics; scoring points.Main Learning Outcomes: By the end of the lesson most children should be able to:* try to make things difficult for their opponent by directing the ball to space, at different speeds and heights;* use the rules and keep games going without disputes;* identify what activities and exercises they could use in a warm up:* describe what is successful in their own and othersʼ play;* identify aspects of their game that need improving, and say how and where they could go about improving them.Assessment: By observation against learning outcomes and through discussion with children.Resources: markers, ropes, chalk, lines, grids to make court areas; small balls or other equipment, e.g. beanbags, shuttle-cocks; equipment to divide courts, e.g. nets, benches, canes.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. As Lesson 4, further development of paired warm up routines. Organise a large clearly defined area. Encourage children to include exercises that will prepare them to play net games, e.g. a gentle jog to begin, travelling with a ball and controlling it with the hand in a variety of ways. Then pairs should perform safe stretching of muscles, particularly those of the back, shoulders, arms and legs.

Skill Focus [10 mins] - Forehand and backhand strokes2. Partner feeds balls to fore hand, change after about 6 hits. Organise pairs in gardens. Pairs need a racket and sponge ball between them. Remind children about the shake hands grip. Demonstrate forehand and back-hand shots.

3. Adopt a sideways-on stance. Left shoulder forward if right handed. Hit the ball just after the top of the bounce at knee. Hit at a comfortable arms length. Swing bat through. Transfer weight from the back foot to the front foot.Reverse this for the backhand.4. Games Playing [20 - 30 min]

Core Task 1 Progression, Variations & Differentia-tion For CoreTask 3, ask the children to adapt the rules, equipment or skills of this game. Then ask them to make up a new net game, with a good scoring system. Or continue with the suggestions below.* Play in wide, shallow courts, as Lesson 4. * Play games 2 v 2 with self-feed and continuous rallies. * Children need 1 racket each and a ball between them* Children play co-operatively to try to keep the game going. Set targets, e.g. how long can you keep the rally going? First pairs to achieve a rally of 6 or 8 etc. Can you beat your best score?

year

4


Core Task 2

Progression, Variations & DifferentiationFor CoreTask 3, ask the children to adapt the rules, equipment or skills of this game. Then ask them to make up a new net game, with a good scoring sys-tem. Or continue with the suggestions below.* Use 2 targets, as Lesson 4.* Use a racket to hit a sponge tennis ball or shuttle-cock. * Use partner feeding by a full toss. * Score points according to target hit, e.g. 1 point for successful return over net into court area, 3 points for larger target, 5 points for smaller target.* Play 5 hits each, and then play a different pair.Cool down [5 min]5. Play slow motion mirror tennis. Partners A & B. Partner B mirrors A, then swap. Use hands as rackets. No talking. Encourage slow and deliberate movements. Children should gradually slow down until they stop. After children have stopped, talk to children about todayʼs games. Which game do they prefer and why? What do they think they do well, and what do they need to improve most?

year

4


year

4

SOF 13 :net/wall games unit 1 :Lesson 6/6Time: 40 - 50 min No. of children: 32Net GamesFocus – Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: court, target, net; striking, hitting; defending; making it difficult for the opponent; tactics; scoring points.Main Learning Outcomes: By the end of the lesson most children should be able to:* play games using a racket, getting their body into good positions, hitting a ball fed to them accurately, and increasingly keeping a rally going using a small range of shots;* try to make things difficult for their opponent by directing the ball to space, at different speeds and heights;* use the rules and keep games going without disputes;* identify what activities and exercises they could use in a warm up:* describe what is successful in their own and othersʼ play;* identify aspects of their game that need improving, and say how and where they could go about improving them.Assessment: By observation against learning outcomes and through discussion with children.Resources: markers, ropes, chalk, lines, grids to make court areas; small balls or other equipment, e.g. beanbags, shuttle-cocks; equipment to divide courts, e.g. nets, benches, canes.Teaching ActivitiesWarm up [5 - 10 mins] Teaching Points/Management & Organisation1. Teach your paired warm up from Lesson 5 to another pair. Swap over. Pair teach their warm up to another pair, then swap over. Ask children to explain to others why they have included certain activities. Ask children to tell you why, when they warm up, their body becomes warmer and their heart beats faster.2. Skill Focus [10 mins] Forehand and backhand strokes - As Lesson 53. Games Playing [20 - 30 min]

Core Task 1Progression, Variations & DifferentiationFor CoreTask 3, ask the children to adapt the rules, equipment or skills of this game. Then ask them to make up a new net game, with a good scoring system. Or continue with the suggestions below.* Play a game of competitive tennis 2 v 2, in longer thinner courts [as Lesson 3]. * Players will need a racket each and a ball between them.* Talk to children about side-to-side and back-to-front play.* Self-feed service to start.* Players should focus on moving opponents around their court area. * Return ball on volley or after 1 bounce.* Stress using accurate shots, not power.* Score 1 point if opponents cannot return the ball, or if ball is hit out of court or into the net. Play a game of first to 5 points. Then play another pair.* Some children may benefit from no scoring system, just focusing on developing a rally.

Core Task 2 Progression, Variations & DifferentiationFor CoreTask 3, ask the children to adapt the rules, equipment or skills of this game. Then ask them to make up a new net game, with a good scoring system. Or continue with the suggestions below.* For more able children, remove targets and play a game of keeping a rally going over the net.* If playing with a ball, allow 1 bounce, of hit on the volley.* Ask one child to play at the front of the court and the other towards the back.* Score points by extending rallies, e.g. 1 point for rally of 4, 2 points for rally of 6, 3 for 8 etc. Add total number of points with each game. Game with most points wins. Play 4x 2 v 2 games. * Some pairs will be better playing the game with targets [As Lesson 5]Cool down [5 min]4. Play slow motion mirror tennis. Partners A & B. Partner B mirrors A, then swap. Use hands as rackets. No talking.Encourage slow and deliberate movements. Children should gradually slow down until they stop. Ask children what they have learned; which skills have they developed most; which game/games they prefer, etc.

end of unit

Time: 40-45 mins No. of children: 28Focus –The unit aims to encourage the children to:* repeat and explore simple running, jumping and throwing actions with control and coordination;* select appropriate actions and link them in ways that suit the activities;* discuss their own and othersʼ running, jumping and throwing actions and suggest improvements;* suggest reasons why warming up and cooling down are important and why exercise is good for health.Resources: marker cones, stopwatches, Vocabulary cards 1 & 2 e.g. for classroom display.Main Learning Outcomes: By the end of the lesson most children should be able to:* understand the need to warm up & cool down;* pace themselves to sustain running for up to 1 minute;* understand the basic technique for running for distance;* observe othersʼ running technique and suggest ways of improving.Assessment: By observation against learning outcomes and through discussion with the children.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Children run on the spot varying their running action on the teachers command, e.g. high knees, heel flicks etc. Children need enough space to change running actions without impeding others when running on the spot. Encourage children to work in their own space.2. On command children run at a steady sustainable pace in a geometric shape of their choice and / or the shape of the initials of their name. Organise an area large enough for the whole class children to run safely at a steady sustainable pace in various direc-tions at the same time. Emphasis on safety and making decisions to avoid collisions when all children are running in various directions.3. Children copy a range of teacher led dynamic [moving] mobility exercises. Encourage continuous and controlled movements in the mobility phase. Question children about the need to warm up and the muscles used in sustained running. Simple dynamic mobility exercises can include shoulder circles, arm swings, side bends, leg swings etc.Skill Focus [10 mins]4. On teacherʼs command children take turns to lead their group from a set area and back to the start in an estimated 10 seconds. Leader steps back into the area when he/she has estimated 10 seconds. Organise children in groups of 4 - 6 of similar sustained running ability. Mark out a small square with cones for all chil-dren to start inside and return to after the estimated time. Ask children to work with others of similar sustained running ability. Teacher calls out or blows whistle when 10 seconds have elapsed. Ensure leader allows others behind time to stop safely.5. Change leader and repeat 4-6 times. Each leader chooses a different pathway [letter, shape or any direction].6. Remain in groups and start next to a cone on the outside of a marked running circuit. Mark out a running circuit of approximately 6 x 30 metres with cones. Design the shape of the circuit for variety and interest. 7. On the teachers command run to the next point in the circuit in an estimated 10 seconds and stop. Each group starts on a different cone and runs in the same direction [anti clockwise] as the other groups. Children should pass a cone every ten seconds on the continuous circuit. Progress to building up to a full circuit without stop-ping.Applying Skill [20 mins]8. In the same groups, children decide on their own pace to reach every cone [e.g. 8 seconds]. Aim of this exercise is to assess childrenʼs judgement of pace, not the speed they are running at. Allow children time to discuss and decide on their split time. Ask them to work out the times they will be reaching each cone, [it may be necessary to write these down]. 9. With one stopwatch per group, children run a lap at their chosen pace checking the time at each cone. Children run in the same direction as the other groups. All groups start on cone 1 when ready. Ensure children start at different times to avoid congestion on the laps. Start the groups running at a faster pace first or allow enough time between groups to avoid overtaking. Allow children time to evaluate their chosen pace and amend it if they want to.10. Groups run subsequent laps reducing the number of times they look at the stopwatch. Discuss good technique for sustained running. Discuss importance of stamina in sustained running and in other sports and how to improve it.

year

3

SOF 17 :athletics unit 1 :Lesson 1/6

11. Run a full lap without checking the stopwatch until the end. Allow time for group discussion and evaluation. Listen to the children e.g. describing different running speeds. Talk to them about how successful they have been.12. In pairs, children observe partner running over 30 metres. Encourage children to suggest points for improvement for their partner, e.g. good technique for running.Cool down [5 mins]13. Teacher led cool down routine to include a slow jog and some static (held) stretches on legs. Organise a large defined area Discuss why cooling down is important. Teacher guidelines on low intensity movements and mobility. Encourage children to plan and execute their own routine.

year

3


Time: 40-45 mins No. of children: 28Focus: Refer to Lesson 1Resources: soft marker cones, video recorder. Vocabulary cards 1 & 2 e.g. for classroom display.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform jumps for distance with different takeoffs and landings;* select different takeoffs and landings to maximise distance from a static start and a short run up;* understand the basic technique for jumping for distance;* observe othersʼ jumping and suggest ways of improving technique.Assessment: By observation against learning outcomes and through discussion with the children. Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Individually, running anywhere in the space, jumping over soft dome cones, using different takeoffs and landings.Organise an area large enough for the whole class to run simultaneously, in various directions and safely at a steady pace, jumping over soft dome cones. The cones need to be placed randomly in the area, with sufficient space be-tween them to avoid children colliding. Emphasise safety and the need to make decisions that will avoid collisions. Stress to children that when running in various directions they must look ahead and not down at the cones. Encourage a steady sustainable pace for warming up and low intensity jumps. Call out different takeoffs and landings: 2-1; 1-2; 2-2; 1-same; 1-other. Focus children on safe landings, i.e. bend knees, flatfooted, hips low & over the feet, looking ahead, absorb body weight.2. Perform a range of dynamic mobility exercises. Encourage continuous and controlled movements in the mobility phase using exercises specific to jumping e.g. leg swings. Ensure children have sufficient space for the mobility exercise and are supported by leaning against a wall or partner for the leg swings.Skill Focus [10 mins]3. In pairs, explore and practise different takeoffs and landings from a static position: 2-1; 1-2; 2-2; 1-same; 1-other.Organise children into pairs to allow them to mark each otherʼs distances with a cone and give feedback on technique. Stress to children that they must work safely by jumping in the same direction. 4. Repeat jumps to try to improve personal distances achieved. Children focus on pushing off the ground, swinging the arms, picking up their knees and landing safely by bending knees, flat-footed landings, hips low & over the feet, looking ahead and absorbing body weight. Encourage children to give each other feedback on these points.Applying Skill [15 mins]5. Repeat the different takeoffs and landings from a 2 - 3 stride run up. Children work in the same pairs to mark each otherʼs distances and give feedback on technique. Discuss why the best jump may be different from a static start compared to a short run up. If possible, video record childrenʼs perform-ances so they can evaluate them in the classroom.6. Repeat jumps to try to improve personal distances achieved. Discuss the best body shape in the air for jumping for distance. Discuss the importance of speed, power & precision in jumping for distance.7. Explore different body shapes in the air: tuck, pike, arch, star etc. Listen to the children describe different jumping actions. Talk to them about how successful they have been. 8. Work out the best jump from a static start and a 2 - 3 stride run up. Talk to children to find out whether they can recognise when they have improved.Cool down [5 mins]9. Run slowly anywhere in a space to cool down. Organise a large defined area. Discuss why cooling down is important. Encourage controlled movements and stretch-ing the muscles that have been used in jumping.10. Children perform a range of static mobility exercises. Talk to children about how some of todayʼs activities have made them feel different from others. In the classroom, view video of performances to help with self and peer evaluation.

year

3


Time: 40-45 mins No. of children: 28Focus: Refer to Lesson 1Resources: marker cones, enough large balls for 1 between 2Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a push throw for distance and accuracy;* understand the basic principles & technique of a push throw;* link different actions with a push throw;* observe othersʼ throwing and make simple suggestions for improvement.Assessment: By observation against learning outcomes and through discussion with the children.Teaching ActivitiesWarm up [10 mins] Teaching Points/Management & Organisation1. In 4ʼs, with a large ball per group, perform a continuous shuttle relay with the ball held in two hands on one shoul-der. Organise 4ʼs with 2 children at one end and 2 at the other, about 10 metres apart. 2. Change the position of the ball to overhead, moving shoulder to shoulder, pushing forwards and backwards etc. as the shuttle continues. Encourage a steady sustainable pace for warming up – not a race. You can vary this activity by introducing different running actions at the same time as the ball variations, e.g. high knees, heel flicks etc. Ask children to run on the spot when they are not doing the shuttle to keep active and warm up effectively.3. Children line up in zigzag formation in their 4ʼs and pass the ball along the line and back using a push throw from above the shoulder. Ensure sufficient space between groups. Encourage use of legs and extension of the arm and fingers.4. Children copy a range of teacher led strength and dynamic mobility exercises. Ensure children have sufficient space for the mobility and strength exercises. Teacher leads by calling out different arm and leg actions. Focus on arm movements specific to the pushing action. Encourage continuous and controlled movements using exercises specific to the push throw e.g. press ups from knees and lunges. Encourage the use of the pushing action, e.g. sitting push pass to a standing partner.5. Children devise some strength exercise with the ball using a pushing action.Stress catching the ball to the side of the head, not on it! Remind children to bend the knees to catch and extend them to pass. Skill Focus [10 mins]6. In pairs, practise pushing a large ball accurately to each other, two handed in front of the chest. Organise children to work safely with enough distance between each pair [3 - 5 metres apart]. Push from low to high. Follow the direction of the ball with arms & fingers. Focus on accuracy, not distance. Encourage children to try and help each other by giving some feedback on the points above.Applying Skill [15 mins]7. In 4ʼs, perform sitting, kneeling and standing push throws for distance to illustrate the importance of the legs. Organise children to work safely with enough distance between each pair [3 – 5 metres]. One pupil starts as thrower, and the other as the marker [with a dome cone], one as the ball retriever and one as the teacher. When acting as the teacher, observe the thrower and make suggestions for improvement.8. Perform the following throws: sitting; kneeling; standing 2 feet together; no use of legs; use legs but feet still togeth-er; 1 foot forward; turning shoulders and different actions into the push. Push from low to high. Start slow and finish fast. Legs first, arms last. Lean backwards to start and transfer the weight from the back to the front foot. See if each throw gets progressively further. Discuss the best body position for pushing for distance. Discuss the best action before the push for pushing for distance.Discuss importance of speed and power in pushing for distance. Mark each throw with the cone and try to improve the distance on each subsequent throw.9. Link different actions with a push throw from a standing position. For example, step, jump, run, side skip etc. Ask children to work out the best action for distance.Cool down [5 min]10. Run slowly anywhere in a space to cool down. Organise a large defined area. Remind children of the importance of a cool down.11. Children copy a range of teacher led static mobility exercises. Encourage controlled movements and stretching the muscles that have been used in throwing.

year

3


Time: 40-45 mins No. of children: 28Focus: Refer to Lesson 1Resources: marker cones, video recorder.Main Learning Outcomes: By the end of the lesson most children should be able to:* select starting positions and bodily actions to maximise speed;* react quickly to a stimulus / command;* understand the basic technique for running at speed;* observe othersʼ running actions and identify the differences when starting and running at full speed;Assessment: By observation against learning outcomes and through discussion with the children.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Individually, running anywhere in the space, changing running action on teacherʼs command, e.g. high knees, heel flicks etc. Organise an area large enough for the whole class to run safely and simultaneously, at a steady sustainable pace and in various directions. Emphasise safety and the need to make decisions to avoid collisions. Encourage movement at a steady sustainable pace for this part of the warm up.2. Perform a range of dynamic mobility exercises. Encourage continuous and controlled movements using exercises taught in previous lessons. Question children about the need to warm up and the muscles used for running at speed.3. Run and on command touch the floor and accelerate for 3 - 5 strides. Whole class activity. Children should be spread out side by side with enough space to avoid collisions. If enough space is not available, children can run in groups in the same direction with enough space between groups to avoid children catching others. See diagram for example, 4. Run and on command turn, touch the floor and accelerate for 3 - 5 strides in the opposite direction. Whole class activity. Children should turn before touching the floor to avoid twisting knees.5. Run slowly backwards, on command touch the floor and accelerate forwards for 3 - 5 strides. Whole class activity. When running backwards care should be taken not to trip and fall, i.e. check/look over shoulder.Skill Focus [15 mins]6. Running in pairs. Start from different positions, e.g. lying down, sitting, kneeling, and standing. Children react to teacherʼs command and run as fast as they can to a cone 10m away. Teacher commands are ʻready-goʼ or ʻgo.ʼ EITHER organise children into pairs of similar fast running ability. Several pairs can be grouped together and groups [A & B, C & D] can work safely side by side, running in the same direction.OR If children are of different speeds allow them to stagger the starts so that both children are being challenged. ALTERNATIVELY organise the groups/pairs to run in different directions at the same time.7. Run fast over 10m using different arm and leg actions e.g. straight legs, no use of arms etc. Focus on a low body position and a fast pumping action with the arms and legs to accelerate. Focus on good knee lift and drive off the back foot. Arms should move in a forwards and backwards direction bent at the elbow. If posible, video record performances to help promote peer and self evaluation.8. Discuss good technique for running at speed and observe others to improve performance. Encourage sensitive evaluation and feedback focusing on improvement. Organise children to allow them to observe others and give feedback.Applying Skill [15 mins]9. In the same pairs, children decide on the starting positions that they adopt and race to the 10m cone. Allow children time to discuss and decide on their starting positions and to devise their own different ones. Ensure children run in a specified space and direction for safety.10. Children observe their partner running over 20 metres and focus on the difference in the position of the body when starting and when running at top speed. Partner ʻAʼ performs, Partner ʻBʼ says ʻgoʼ and observes, then reverse roles. Repeat several times before reversing the roles. Children must walk back to their starting point via a safe area.11. Discuss the differences in body positions and actions when starting and running at top speed. Encourage children to use different starting positions to their partner and to choose positions to make it an even race, i.e. the faster runner should have a more difficult starting position. Discuss why the forward body lean is important in the start. Discuss importance of speed & power running at speed. Video record performances.Cool down [5 min]12. In pairs, agree on the best routine for cooling down. Organised a large defined area. Discuss why cooling down is important. Children plan and execute own routine. In the classroom, view video of performances.

year

3


Time: 40-45 mins No. of children: 28Focus: Refer to Lesson 1Resources: soft marker conesMain Learning Outcomes: By the end of the lesson most children should be able to:* perform combination jumps with different takeoffs and landings;* select different combinations to maximise distance from a static start and a short run up:* understand the basic technique for combination jumps for distance; * observe othersʼ jumping and suggest ways of improving technique.Assessment: By observation against learning outcomes and through discussion with the children.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Individually, running anywhere in the space, jumping over soft dome cones using hops, strides or jumps.Organise an area large enough for the whole class to run safely at a steady pace in various directions at the same time, whilst jumping over soft dome cones. Place enough cones randomly in the area, with sufficient space between them to avoid children colliding. Emphasise safety and decision making to avoid collisions, when all children are run-ning in various directions. Remind children to look ahead and not down at the cones. Encourage a steady sustainable pace for warming up and low intensity jumps. Children decide on the different jumps from hops, strides or 1-2 footed jumps. Focus on safe landings – bend knees, flat footed, hips low & over the feet, looking ahead, absorb body weight.2. In pairs, children perform a range of previously taught dynamic mobility exercises or devise their own. Ensure children have sufficient space for the mobility exercise. Encourage continuous and controlled movements in the mobility phase using exercises specific to jumping.Skill Focus [15 mins]3. In pairs, explore and practise different takeoffs and landings for combination jumps from a static position: 3 hops; 3 strides; hop-hop-stride; stride-stride-hop; stride-hop-stride; hop-stride-hop; hop-stride-jump. Organise children to work safely by jumping in the same direction. Partners should mark each otherʼs distances with a cone Children focus on pushing off the ground, swinging the arms, picking up their knees and landing safely by bend-ing knees, flat footed, hips low & over the feet, looking ahead & absorbing body weight. Encourage children to give each other feedback on these points. Children should repeat jumps to try to improve personal distances achieved.Applying Skill [15 mins]4. Repeat the different combinations from a 2 - 3 stride run up. Children work in the same pairs to mark each otherʼs distances and give feedback on technique.5. Repeat jumps to try to improve personal distances achieved. Partners should mark each otherʼs distances with a cone. 6. Work out the best jump from a static start and a 2/3 stride run up. Discuss why the best combination may be different from a static start compared to a short run up. Discuss importance of speed, power & precision in combination jumps.Cool down [5 min]7. In pairs, agree on the best routine for cooling down. Organise a large defined area. Children plan and execute routine. Discuss why cooling down is important.

year

3


Time: 40-45 mins No. of children: 28Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: marker cones, enough large balls for 1 between 2, enough smaller balls for 1 between 4, video recorder.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a pull throw for distance and accuracy;* understand the basic principles & technique of a pull throw;* link different actions with a pull throw; * observe othersʼ throwing and make simple suggestions for improvement Assessment: By observation against learning outcomes and through discussion with the children.Teaching ActivitiesWarm up [10 mins] Teaching Points/Management & Organisation1. In 4ʼs, with a large ball per group, perform a continuous shuttle relay rolling the ball to each other & following the ball to the other side. Encourage a steady sustainable pace and emphasise that this is not a race. Organise children in groups of 4 with 2 children at one end and 2 at the other, about 10m apart. Ensure sufficient space between groups for rolling and throwing.2. Change to throwing the ball 2 handed overhead to each other. Demonstrate that when receiving the ball from an overhead throw either catch it directly or let it bounce once and then catch it. Stress the need for accuracy in the rolling & throwing. Ask children to run on the spot when they are not do-ing the shuttle to keep active and warm up effectively. Ensure children are using 1 or 2 handed overhead pull throws only.3. Children copy a range of teacher led dynamic mobility exercises. Ensure children have sufficient space for the mobility exercises. Encourage continuous and controlled movements in the mobility phase using exercises specific to the pull throw e.g. arm circles.4. Play a game of trying to hit a basketball over the opponentsʼ goal line, using overhead pull throws. Organise the class into 4 teams and conduct 2 games of about 7 aside. Mark out a court with cones as indicated be-low and divide the large throwing balls equally between teams. Ensure children are using 1 or 2 handed overhead pull throws only. Chil-dren are only allowed onto the court to retrieve the balls. Children can only throw from their own throwing line. If the ball goes over the sideline it is replaced in the middle.Skill Focus [5 mins]5. In pairs, practice throwing a large ball accurately to each other, two handed from behind the head. Organise children to work safely with enough distance between each pair [3 - 5m] Throw from low to high. Follow the direction of the ball with arms & fingers. Try to help each other by giving feedback on the points above. Focus on accuracy, not distance. Video performances.Applying Skill [15 mins]6. In 4ʼs, perform sitting, kneeling & standing 2 handed pull throws for distance to illustrate the importance of the legs.Organise children to work safely with enough distance between each pair [3 - 5m]. One pupil starts as thrower, 1 as the marker [with a dome cone], 1 as the ball retriever and 1 as the teacher. When acting as the teacher, observe the thrower & make suggestions for improvement. Perform the following throws: sitting, kneeling, standing 2 feet together & no use of legs, use legs but feet still together, 1 foot forward, turning shoulders, stepping into the throw, different ac-tions before the throw.7. Mark each throw with the cone & try to improve the distance on each subsequent throw. The key teaching points include: throwing from low to high; start slow & finish fast; brace the non pushing side of the body; lean backwards to start and transfer the weight from back to front. See if each throw gets progressively further. Discuss the best body position for 2 handed pull throws for distance.8. Progress to a 1 handed throw with a smaller ball. Keep the hand above the shoulder and lead with the elbow [discourage a straight arm bowling action]. Discuss the best action before the 1 handed pull throw for distance. 9. Link different actions with the 2 and 1 handed pull throws from a standing position. For example, step, jump, run, side skip etc. & work out the best action for distance. Emphasise and discuss the impor-tance of speed & power in throwing for distance.Cool down [5 mins]10. Run slowly anywhere in a space to cool down. Organise a large defined area Remind children of the importance of a cool down. 11. Perform a range of static mobility exercises. Encourage controlled movements and stretching the muscles that have been used in throwing.In the classroom, view video of performances. Can children identify aspects of their own performance they need to improve most?

year

3


end of unit

Time: 40-45 mins No. of children: 28Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: soft marker dome cones, plastic hurdles or low obstaclesMain Learning Outcomes: By the end of the lesson most children should be able to:* run over low obstacles with confidence;* lead with the same preferred leg going over the obstacle first and compare this with the other leg going over first;* understand the basic action for running over obstacles;* observe othersʼ running actions and identify the differences in the body position when running over obstacles and running at full speed.Assessment: By observation against learning outcomes and through discussion with the children. Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Individually, running anywhere in the space striding over soft dome cones with right and left leg first. Organise an area large enough for the whole class to run safely at a steady pace, in various directions and at the same time, whilst striding over cones. Place enough cones randomly in the area, with sufficient space between them to avoid children colliding. Emphasis on safety and making decisions to avoid collisions, when all children are running in various directions. Encourage a steady sustainable pace for warming up. Ask children if they have a preferred leading leg over the obstacle.2. Perform a range of dynamic mobility exercises. Ensure children have sufficient space and are supported by leaning against a wall or partner for the leg swings. En-courage continuous and controlled movements using exercises specific to running over obstacles, e.g. hip rotations and leg swings.Skill Focus [15 mins]3. Individually, run over lines of soft dome cones set out at different distances apart. Set up the cones at different distances apart to allow for differentiation on stride length e.g.4. Establish a 3-stride rhythm over the cones and lead with the preferred leg. Ask children select their lane to achieve a good rhythm and count 1,2,3 over the cones to achieve 3 full strides be-tween them.5. Introduce low plastic hurdles or other low obstacles as appropriate. Some lanes may use low obstacles while others stay with cones to allow differentiation. Key teaching points for correct technique for hurdling include: lead with the preferred leg going over first; the lead leg should go over straight and the trail leg bent around the side of the body. Teach the safety points for the trail leg action around the side of the body to avoid tripping over the obstacles.Applying Skill [15 mins]6. Running over obstacles with the non-preferred leg leading and see how it feels. Ensure children only run in one direction and walk back in between runs. Children can choose to change lanes. Dis-cuss why the body should lean forward going over the hurdle and be more upright when running in between.7. Running over obstacles whilst alternating leading legs i.e. right-left. Discuss why it is a good skill to be able to hurdle with either leg leading. 8. Try a different number of strides between the obstacles. Encourage children to evaluate how it feels to run with different legs leading and different stride patterns.9. Children observe othersʼ body position when running over and between the obstacles. Discuss importance of speed, power & precision in running over obstacles. Discuss the differences in body positions when running over and between the obstacles.Cool down [5 mins]10. Run slowly whilst performing different actions, e.g. Side skips, arm circles etc. Organise a large defined area. Use demonstrations of quality performance to motivate others.11. Perform static stretching. Discuss the importance of cooling down and static stretching to get the muscles back to their normal length.

year

4


Time: 40-45 mins No. of children: 28Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: soft marker dome cones, bamboo canes or sticks [1 between 2], video recorder.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a range of skills linked to jumping for height;* understand the basic technique for a scissors jump for height;* observe othersʼ jumping and suggest ways of improving technique;* understand the need for warming up and cooling down.Assessment: By observation against learning outcomes and through discussion with the children.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Individually, running around large circle in single file. All run in anti-clockwise direction jumping with left foot take-offs. Use 4 soft dome cones to mark out a large circle. Children to run with sufficient space between them to avoid colli-sions. 2. All run in clockwise direction, jumping with right foot takeoffs. Encourage a steady sustainable pace for warming up and low intensity jumps. Emphasise that when running anti-clockwise, use left foot take offs. When running clockwise, use right foot take offs.3. Change direction on teacherʼs command. Keep children working at a steady pace, though on command of ʻchangeʼ they change direction.4. In pairs, children perform a range of teacher led or previously taught dynamic mobility exercises. Discuss the need for warming up before vigorous jumping activities. Ensure children have sufficient space for the mobility exercises. Encourage continuous and controlled movements using exercises specific to jumping. Skill Focus [15 mins]5. In pairs, Partner A holds a bamboo cane or light stick and Partner B jumps over it from side-to-side about 5 - 10 times. Partner A should hold the cane or stick at about ankle or shin height and face the jumper for side-to-side jumps. In-crease the height of the cane until the jumper reaches his/her limit. Swap roles.6. Partner A holds a bamboo cane or stick for Partner B to jump 2 feet to 2 feet over it. Partner A should hold the cane or stick at about shin to knee height so that the jumper is facing it for 2 feet to 2 feet jumps. Increase the height of the cane until the jumper reaches his/her limit. Swap roles.7. Individually, practice the scissors jump action over a line or soft dome cone on the floor. Organise children to work safely by jumping in the same direction. Jump 2 feet to 2 feet facing forwards and then turn around to have another turn. Stress the need to swing the inside leg, nearest to the line or cone over first, followed by the other leg.Applying Skill [15 mins]8. In pairs, Partner A holds a bamboo cane or light stick and Partner B scissors jumps over it from a static start. Organise the activity area to allow children to work unhindered by other pairs. Children start alongside their partner on their preferred side and jump away from them. Stress that the cane should be held at about shin height to start and increase the height gradually. The cane or pole must be held very still during the jump.9. Introduce a short approach [3 - 5 strides]. Swing the inside leg, nearest to the cane over first, followed by the other leg in a scissors type action. Discuss the im-portance of speed, power & precision in jumping for height. Encourage cooperative work so partners give feedback to try to help improve each otherʼs technique and effort. Video record performances for classroom peer and self evalua-tion.Cool down [5 mins]10. Teacher led or pupil led cool down and static stretching. Organise a large defined area Remind children why cooling down is important – particularly following vigorous jumping activities.

year

4


Time: 40-45 mins No. of children: 28Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: marker cones, small balls [1 between 4], bean bags [1 between 2], plastic hoops, rubber discus or quoitMain Learning Outcomes: By the end of the lesson most children should be able to:* perform a range of skills linked to the sling throw; * understand the basic principles & technique of a sling throw;* link different actions with a sling throw;* observe othersʼ throwing and make simple suggestions for improvement.Assessment: By observation against learning outcomes, discussion with children Teaching ActivitiesWarm up [10 mins] Teaching Points/Management & Organisation1. In 4ʼs, with a small ball per group, perform a continuous shuttle relay rolling the ball to each other & following it to the other side. Organise children with 2 at one end and 2 at the other, about 10m apart. Ensure sufficient space between groups for rolling and throwing. 2. Progress to throwing a small ball or beanbag one-handed underarm. Encourage a steady sustainable pace for warming up. Emphasise that this is not a race.3. Include some variations on the running phase linked to the slinging action e.g. side skips & hip twisters. Ask children to run on the spot when they are not doing the shuttle to keep active and warm up effectively. Focus chil-dren on accuracy in the rolling and throwing throughout the shuttle relays.4. In 4ʼs children decide on a range of dynamic mobility exercises linked to the slinging action. Ensure children have sufficient space for the mobility exercises. Encourage continuous and controlled movements us-ing exercises specific to the sling throw e.g. shoulder and arm turns. Ask children take an exercise each and attempt to explain why the exercise is linked to the sling throw.Skill Focus [10 mins]5. In pairs, practise throwing a beanbag or rubber quoit accurately to each other, using a one-arm sling throw from the side of the body. Organise children to work safely with enough distance between each pair [3 - 5m]. The key teaching points are: throw from low to high; grip the beanbag or quoit with palm facing down; follow the direction of the bean bag with arm and fingers; keep the arm straight; start sideways to the target, bend the knees to start and extend them to throw; focus on accuracy, not distance. Encourage children to help each other by giving some feedback on the points above.Applying Skill [15 mins]6. In 4ʼs, perform sitting, kneeling and standing sling throw for distance with a bean bag or rubber quoit to illustrate the importance of the legs [if indoors, throw for accuracy into hoops instead]. Organise children to work safely with enough distance between each pair [3 - 5m]. One child starts as the thrower, 1 as the marker (with a dome cone), 1 as the retriever and 1 as the teacher. Perform the following throws: sitting, kneel-ing, standing 2 feet together facing forwards and no use of legs, use legs but feet still together, 1 foot forward, turning shoulders and body sideways.7. Mark each throw with the cone and try to improve the distance on each subsequent throw. Key teaching points are: sling from low to high; start slow and finish fast; legs first, arms last; lean backwards to start and transfer the weight from the back to the front foot; see if each throw gets progressively further. When acting as the teacher, observe the thrower and make suggestions for improvement based on points above.8. Link different actions with the sling throw from a standing position, e.g. step, turn, jump, run, side skip etc. Work out the best action for distance. Discuss the best body position for slinging for distance. Discuss the best action before the sling throw for distance. Discuss importance of speed and power in slinging for distance.Cool down [5 mins]9. Teacher or pupil led cool down & static stretching. Organise a large defined area. Remind children why cooling down is important – particularly following vigorous throw-ing activities.

year

4


Time: 40-45 mins No. of children: 28Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: marker cones, 8 hoops, beanbags, relay batons or rubber quoits, video recorder.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a range of fun relay activities;* understand the basic technique for transferring a relay baton / object;* work cooperatively as part of a team;* observe others exchanging a baton / object and make simple suggestions for improvement.Assessment: By observation against learning outcomes and through discussion with the children. Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. In 4ʼs running single file in a set direction whilst passing a bean bag from the back of the group to the front. Organise a circular area large enough for all children to run safely around at a steady sustainable pace in the same direction at the same time. Start with the beanbag at the back of the group. When it gets to the front the front person drops to the back and starts passing it again. Look over the shoulder of the receiving hand to receive. Children should not run directly behind each other in case of tripping.2. Perform a range of dynamic mobility exercises in their groups – taking it in turns to lead an exercise. In groups of 4 in own group space. Divide the body into sections e.g. neck and shoulders, arms, hips, legs etc. and ask children to lead exercises for one area of the body each. Encourage continuous and controlled movements using exercises taught in previous lessons. Question children about the need to warm up and the muscles used for running fast.Skill Focus [20 mins]3. Teams compete in gathering relays – by gathering beanbags / objects from a hoop and dropping them into another hoop. Run to the furthest hoop to gather the bean bag/ object and drop it in the hoop nearest to your team. For a class of 28, organise 6 teams into 3 different gathering relays [1 x 4 v 4 & 2 x 5 v 5] so that all children are ac-tive. Work for a set time, e.g. 1 min. Start with the same number of beanbags in each hoop and count them at the end. 4 v 4 organisationRun on the opposite side of the hoops to the team competing against you to avoid collisions.4. In 4ʼs practise exchanging a rubber quoit/baton from the back of the group to the front whilst the group is static. Work on a right to left to right to left hand pattern of quoit/baton exchange. Place the receiving hand back, keep it still and look over the shoulder to receive the quoit/baton.5. Repeat the same practice walking in a straight line or around a circular area. Push the quoit/baton upwards into the hand of the receiver. Stand slightly to the side of the person in front to avoid tripping each other. 6. Develop the same practice to a jog and a running pace. When the quoit/baton gets to the front, the front person drops to the back to start the practice off again. Set off early to avoid the incoming runner bumping into you.7. Spread the group out over a set distance and practise exchanging the quoit/baton at full speed, starting from a static position. Reinforce all the key teaching points above: i.e. right to left to right to left pattern of baton exchange; receiving hand back and still; look over the shoulder to receive baton; push the baton upwards into hand of receiver; stand slightly to the side of the person in front to avoid tripping each other; when the quoit baton gets to the front, front person drops to back and start again. Set off early to avoid the incoming runner bumping into you. video record performances.Applying Skill [10 mins]8. In groups of 4, run a circular continuous pursuit relay whilst exchanging the quoit/baton to the next person in the team. Organise two relays with 4 [4 x 4] in one area and 3 [3 x 4] in the other to maximise activity. Try and catch the person in front. If you catch someone, touch him or her on the shoulder. No dodging or pushing allowed. Exchange the baton as practised in the ʻSkillsʼ part of the lesson. The receiver should start running before the incoming runner gets too close.When not running, sit on the mat inside the circle. If someone is caught, change the direction of the run or the order of the teams. Cool down [5 mins]9. In fours, agree on the best routine for cooling down. Organise a large defined area. Discuss why cooling down is important. Children plan and execute routine. In the classroom, view video of performances.

year

4


Time: 40-45 mins No. of children: 28Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: dome marker cones, large balls.Main Learning Outcomes: By the end of the lesson most children should be able to:* consolidate knowledge and understanding of the basic principles and techniques for running at speed, jumping for distance and the push throw;* practise and improve performance in running at speed, jumping for distance and the push throw;* observe othersʼ running, jumping and throwing and suggest ways of improving technique.Assessment: By observation against learning outcomes and through discussion with the children.Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. ʻDishes and Domes.ʼ Organise an area large enough for the whole class to run safely at a fast pace in various directions and at the same time. Place enough cones randomly in the area, with sufficient space between them to avoid children colliding. Half the cones are placed as dishes [up side down] and the other half as domes [normal way up]. Divide class into 2 teams, ʻDishesʼ & ʻDomesʼ. Emphasis on safety and making decisions to avoid collisions, when all children are running in various directions. Continue dishes and domes for a set time e.g. 30 secs or 1 min. Winning team is the one with the most cones turned their way up/down.2. Children perform a range of dynamic mobility exercises. As in previous lessons. Question children about the need to warm up.Skill Focus & Application [30 mins]3. Divide class into 3 groups and allocate 1 group to each of the stations. Spend about 10 mins per station and then rotate to experience a running, jumping and throwing during the lesson. If you have an odd number in any group, rotate administration roles, e.g. recording times, distances etc. [Non-participants should be used in this way too]. 4. Station 1: In pairs of similar fast running ability, children start from different positions, e.g. lying down, sitting, kneel-ing, standing. If possible, pair children of similar fast running ability. Organise children so that they can work safely side-by-side, run-ning in the same direction, depending on the space available. Children should take it in turns to say go or ask some-one else in the group to say go. Rotate roles.5. Progress to working in the same pairs, and decide on the starting positions that they adopt and race to a 10m cone.If children are of different speeds allow them to stagger the starts so that both children are being challenged. Throughout the running station activities, focus children on a low body position and a fast pumping action with the arms and legs to accelerate.6. Station 2: In pairs, explore and practice different takeoffs and landings from a static position: 2-1; 1-2; 2-2; 1-same; 1-other. Organise children so that they work safely by jumping in the same direction. Children need to work in pairs, marking each otherʼs distances and giving feedback on technique. Focus children on pushing off the ground, swinging the arms, picking up their knees and landing safely by bending knees, flat footed, hips low & over the feet, looking ahead & absorbing body weight and give each other feedback on these points.7. Repeat jumps to try to improve personal distances achieve. Repeat the different combinations from a 2/3 stride run up. Partners should mark each otherʼs distances with a cone.8. Station 3: In groups of 3 or 4, perform sitting, kneeling & standing push throws for distance.Mark each throw with the cone and try to improve the distance on each subsequent throw. Organise children to work safely with enough distance between each group (3 - 5m). One pupil starts as thrower, one as the marker (with a dome cone), 1 as the ball retriever and 1 as the teacher. Perform the following throws: sitting, kneeling; standing 2 feet together and no use of legs; use legs but feet still together; 1 foot forward; turning shoulders; stepping into the throw; different actions before the throw. Focus children on: throw from low to high; start slow and fin-ish fast; race the non-pushing side of the body; lean backwards to start and transfer the weight from back to front. Cool down [5 mins]9. Teacher or pupil led cool down jog and static stretches. Organise a large defined area. Discuss main principles and techniques for the three activities. Discuss progress and improvement in the activities.

year

4


end of unit

Time: 40-45 mins No. of children: 28Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: marker cones, large balls, stopwatches, video recorder.Main Learning Outcomes: By the end of the lesson most children should be able to:* consolidate knowledge and understanding of the basic principles and techniques for sustained running, combination jumps and the pull throw;* practise and improve performance in sustained running, combination jumps and the pull throw;* observe others running, jumping and throwing and suggest ways of improving technique.Assessment: By observation against learning outcomes and through discussion with the children. Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Individually, running anywhere in the space, jumping over soft dome cones using hops, strides or jumps. Organise an area large enough for the whole class to run safely at a steady pace in various directions and at the same time, whilst jumping over soft dome cones. Place enough cones randomly in the area, with sufficient space between them to avoid children colliding. Emphasis on safety and making decisions to avoid collisions, when all children are running in various directions – look ahead not down at the cones. Encourage a steady sustainable pace and low intensity jumps. Children decide on the different jumps from hops, strides or 1-2 footed jumps. Focus on safe landings – bend knees, flat footed, hips low & over the feet, looking ahead, absorb body weight.2. In pairs, children perform a range of previously taught dynamic mobility exercises or devise their own. Encourage continuous and controlled movements in the mobility phase using exercises specific to jumping. Ensure children have sufficient space for the mobility exercise.Skill Focus & Application [30 mins]3. Station 1: In pairs, explore and practise different takeoffs and landings for combination jumps from a static position: 3 hops; 3 strides; hop-hop-stride; stride-stride-hop; stride-hop-stride; hop-stride-hop; hop-stride-jump. Organise children to work safely by jumping in the same direction. Partners should mark each otherʼs distances with a cone. Children focus on pushing off the ground, swinging the arms, picking up their knees and landing safely by bend-ing knees, flat footed, hips low & over the feet, looking ahead & absorbing body weight and give each other feedback on these points. Children should repeat jumps to try to improve personal distances achieved. If ossible, video record performances at 3 stations.4. Repeat the different combinations from a 2/3 stride run up. Children should continue to repeat jumps to try to improve personal distances achieved. Ask children to give their partner feedback on technique.5. Station 2: In groups of 2 or 3, children decide on their own pace to reach each cone around a marked out lap [6 cones x 30m apart]. Mark out a running circuit of approximately 6 x 30 metres with cones. Allow children time to discuss and decide on their split time for the running. Ask children to work out the times they think will be reaching each cone [it may be nec-essary to write these down]. Allow children time to evaluate their chosen pace and amend it if they want to.6. Children run subsequent laps reducing the number of times they look at the stopwatch. Listen to the children describe their different running speeds. Talk to them about how successful they have been. Find out whether they can recognise when they have improved.7. Station 3: In 3ʼs or 4ʼs, perform sitting, kneeling and standing two-handed pull throws for distance. Organise children to work safely with enough distance between each pair [3 - 5m]. 1 pupil starts as thrower, 1 as the marker [with a dome cone], 1 as the ball retriever and 1 as the teacher. Perform the following throws: sitting, kneeling, standing 2 feet together and no use of legs, use legs but feet still together, 1 foot forward, turning shoulders, stepping into the throw, different actions before the throw.8. Mark each throw with the cone & try to improve the distance on each subsequent throw. Reinforce the key teaching points: throw from low to high; start slow and finish fast; brace the non pushing side of the body; lean backwards to start and transfer the weight from back to front.Cool down [5 mins]9. Teacher or pupil led cool down jog and static stretches. Organise a large defined area. Discuss main principles and techniques for the three activities. Discuss progress and improvement in the activities. View video of performances in the classroom for final self/peer evaluation.

year

4


Time: 40-45 mins No. of children: 30Unit Title: Athletic Activities Focus –The unit aims to encourage the children to:* link running, jumping and throwing actions and apply them accurately and appropriately; * show precision, control and fluency in performance;* analyse and comment on running, jumping and throwing skills and techniques;* modify and refine skills and techniques to improve performance;* describe the effects exercise has on their body and its value to health and fitness.Resources: soft marker dome cones, stop watches.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a range of skills linked to sustained running;* improve performance in a range of running activities;* understand the basic technique for sustained running;* observe othersʼ running and suggest ways of improving;* understand the value of exercise to health and fitness.Assessment: By observation against learning outcomes and through discussion with the children.Teaching Activities Teaching Points/Management & OrganisationWarm up & Skill Focus [5 mins]1. In groups of 4-6. On teacherʼs command children take it in turns to lead their group from a set area and back to the start in an estimated 10, 20, 30 & 40 secs. Mark out a small square with cones for children to start inside and return to after the estimated time. Ask children to work with others of similar sustained running ability. Leader runs in any direction avoiding collisions with other groups. Encourage a steady sustainable pace. Encourage continuous and controlled movements in the mobility phase. Ques-tion children about the need to warm up and the muscles used in sustained running. Teacher calls out or blows whistle when set time has elapsed.2. Repeat, changing the leader so that all children lead their group. Each leader chooses a different pathway [letter, shape or any direction]. Leader steps back into the area when he/she has estimated the time.3. Children copy a range of teacher led dynamic [moving] mobility exercises. For example, shoulder circles, arm swings, side bends, hip circles and twists, leg swings etc.Skill Focus [10 mins]4. As a whole class or in 2 or 3 large groups, run 50 metres in a set time [e.g. 20 - 25 secs]. Mark out a 50m running area with cones. Practise the set pace until children can pace themselves correctly over 50m at the set pace. Ensure the set pace is inclusive for all children to be able to achieve.5. Repeat until children are covering the distance at the correct pace. Tell the children that the pace is a sustained running pace not a sprint. Teacher blows a whistle every 20 - 25 secs. Children should be passing a cone as the whistle is blown.6. Develop this to running a 200m lap at the set pace Mark out a running circuit of approximately 4 x 50 metres with cones. Set the groups off at different times – every time the whistle is blown [e.g. every 20 - 25 secs].Applying Skill [20 mins]Children organised into 3 equal sized mixed ability groups and rotate around 3 stations. Mark out a circuit of about 200m with 4 cones set 50m apart. Organise space to allow children to work unhindered by other groups. For exam-ple, give children lanes to work in for each station to avoid collisions with other groups or advise them to work coop-eratively and sensibly to avoid others. Rotate groups to allow equal time on each station. Children rotate around the stations and record their individual scores for each challenge. Discuss why sustained running is important for all sports and for every day life. Focus children on individual self-referenced improvement in the challenges.7. Station 1: In groups of 4 - 6 run at a chosen pace around a 200m circuit as a pacing exercise. Provide one stopwatch per group to check times at each cone. Encourage children to choose their pace depending on how they felt in the Skill Focus phase. Children should repeat, running subsequent laps reducing the number of times they look at the stopwatch.8. Station 2: How far can you run individually in 2 minutes? Mark out a circuit of about 200m with 4 cones set 50m apart. Children start anywhere on the running circuit [next to a cone]. Encourage children to run at a pace they can sustain for the full 2 minutes. If children need to walk then they should walk fast to continue the exercise. Teacher or pupil times the 2 minutes.9. Station 3: Run a combined team distance of 800m and get a team time. Organise children in groups of 3 or 4. Children should decide on the distance each team member should run to make up the total distance.Cool down [5 mins]10. Teacher led or pupil led cool down jog and static stretching. Organise a large defined area. Remind children why cooling down is important. Discuss the effects exercise has on the body.

year

5


Time: 40-45 mins No. of children: 30Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: soft marker dome cones, bamboo canes or sticks, speed bounce mat or dome cones, vertical jump board or chalk & metre rule, soft ball in a ball net tied to a pole or basketball hoop, 2 or 3 stopwatches; high jump posts, bar and gym mats. Activity card – The Standing Vertical Jump. Video camera.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a range of skills linked to jumping for height;* improve their performance in a range of jumping activities;* understand the basic technique for a scissors jump for height;* observe othersʼ jumping and suggest ways of improving technique;* understand the need for warming up and cooling down.Assessment: By observation against learning outcomes and through discussion with the children. Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Running in a large circular pathway and jumping off right and left foot takeoffs. Children takeoff on their left foot when running anti-clockwise and their right foot when running clockwise. Use 4 soft dome cones to mark out a large circle to allow the whole class to run around in single file with sufficient space between them to avoid collisions. Encourage a steady sustainable pace for warming up and low intensity jumps. Change direction on teacherʼs command. 2. In pairs, children perform a range of teacher led or previously taught dynamic mobility exercises. Ensure children have sufficient space. Encourage continuous and controlled movements using exercises specific to jumping. Discuss the need for warming up before vigorous jumping activities.Skill Focus [10 mins]3. Individually, practise the scissors jump action over a line or soft dome cone on the floor. Organise children to work safely by jumping in the same direction. Children start alongside their partner on their pre-ferred side and jump away from them. Swing the inside leg, nearest to the line or cone over first, followed by the other leg in a scissors type action.4. In pairs, one holds a bamboo cane or light stick and the other scissors jumps over it from a 2 - 3 stride approach.Partners should hold the cane or stick at about shin height to start and increase height very gradually. Give encour-agement and feedback to partner to try and improve their jumps. Cane or pole must be held very still during the jump. Repeat jump to try to improve height achieved.Applying Skill [20 mins]5. Children need to be organised into three equal sized mixed ability groups and rotate around 3 stations. Organise space to allow children to work unhindered by other groups. Rotate groups to allow equal time on each station. Chil-dren rotate around the stations and record their individual scores for each challenge. Focus on individual self-refer-enced improvement in the challenges. 6. Station 1: Scissors jump, using bar, uprights and gym mats. Demonstrate the scissors jump off a short approach [about 3 - 5 strides] and remind children of the key teaching points, i.e. swing the inside leg, nearest to the bar over first, followed by the other leg in a scissors type action.7. Station 2: Speed bounce over dome cones or on speed bounce mats. [A speed bounce mat is a PVC covered foam mat, with an 8-inch high wedge]. This activity tests speed, agility, co-ordination and stamina. Children jump 2-footed from side to side. Jump for 10 - 15 seconds and repeat after a recovery. 8. Station 3: Standing Vertical Jump. The vertical jump test measures the difference between the standing reach and the height reached at the peak of a vertical jump. Children should stand with their side towards a wall and reach up as high as possible keeping the feet flat on the ground. Mark the standing reach by putting chalk on fingertips and touching a piece of dark sugar paper placed at an appropriate height on the wall. Standing slightly away from the wall, jump up as high as possible using both arms and legs to assist in projecting the body upwards. Touch the wall at the highest point of the jump. Calculate the ʻheightʼ by subtracting the standing reach height from the jump height. Have 3 attempts and record them. Discuss the relationship and benefits of the different challenges to high jumping and to other sports. 9. To help children self-administer this activity use The Standing Vertical Jump.If possible, children video record each other for self and peer evaluation. 10. In all activities, encourage cooperative group work to help improve each otherʼs technique and effort. Discuss importance of speed, power & precision in jumping for height & endurance in the circuit.Cool down [5 min]11. Teacher led or pupil led cool down & static stretching. Organise a large defined area. Remind children why cooling down is important. Discuss the effects exercise has on the body.

year

5


Time: 40-45 mins No. of children: 30Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: marker cones, small balls [1 between 4], bean bags [1 between 2], plastic hoops, rubber discus or quoit.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a range of skills linked to the sling throw;* perform a sling throw for distance and accuracy;* understand the basic principles & technique of a sling throw;* link different actions with a sling throw;* observe othersʼ throwing and make simple suggestions for improvement.Assessment: By observation against learning outcomes and through discussion with the children. Teaching ActivitiesWarm up [10 mins] Teaching Points/Management & Organisation1. In 4ʼs, with a small ball per group, perform a continuous shuttle relay rolling the ball to each other and following the ball to the other side. Organise groups of 6 x 4 and 1 x 6, with half the group at one end and half at the other, about 10m apart. Focus on accuracy in the rolling and throwing. Ensure sufficient space between groups for rolling and throwing.2. Change to throwing a small ball or beanbag one-handed underarm to each other. Encourage a steady sustainable pace for warming up – Stress this is not a race. Ask children to run on the spot when they are not doing the shuttle to keep active and warm up effectively.3. Include some variations linked to the slinging action e.g. side skips & hip twisters. Talk to the children about how athletic activities can increase stamina, strength and suppleness. Help them to under-stand how stamina, strength and suppleness are used in other areas of physical education and how they benefit the body.4. In 4ʼs children decide on a range of dynamic mobility exercises linked to the slinging action. Encourage continuous and controlled movements using exercises specific to the sling throw e.g. shoulder & arm turns. Ask children take an exercise each and attempt to explain why the exercise is linked to the sling throw.Skill Focus [5 mins]5. In pairs, practise throwing a beanbag accurately to each other, using a one-arm sling throw from the side of the body. Organise children so that they are working safely with enough distance between each pair [3 - 5m]. Key teaching points are: throw from low to high; grip the bean bag with palm for down; follow the direction of the bean bag with arm & fingers; keep the arm straight; start sideways to the target, bend the knees to start and extend them to throw; try and help each other by giving some feedback on the points above; focus on accuracy, not distance.Applying Skill [20 mins]6. Children organised into three equal sized mixed ability groups and rotate around 3 stations, spending equal time at each station. Organise space to allow children to work safely & unhindered by other groups. Children rotate around the stations and record their individual scores for each challenge. Focus on individual self-referenced improvement in the challenges.7. Station 1: Sitting, kneeling and standing sling throws for distance using a beanbag. In all activities reinforce the key teaching points: throw from low to high; start slow and finish fast; brace the non push-ing side of the body; lean backwards to start and transfer the weight from the back to the front. Discuss importance of speed, power & precision in the sling throw. Encourage cooperative group work to help improve each otherʼs tech-nique and effort. Discuss the relationship and benefits of the different challenges to sling throwing.8. Station 2: Standing sling throw using a beanbag, quoit or rubber discus for accuracy into hoops.9. Station 3: Throwing a beanbag, quoit or rubber discus for distance or accuracy against a target on the wall. In this activity, children will link different actions with a sling throw, Discuss the best action before the one-handed sling throw for distance. Work out the combined distance thrown by the group and attempt to improve on it. Cool down [5 min]10. Teacher led or pupil led cool down & static stretching Organise a large defined area. Discuss the effects exercise has on the body and its value to health and fitness. Time: 40-45 mins

year

5


No. of children: 30Unit Title: Athletic Activities Focus –Refer to Lesson 1.Resources: soft marker dome cones, stopwatches, video camera.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a range of skills linked to running at speed;* improve performance in a range of running activities;* understand the basic technique for fast running;* observe othersʼ running and suggest ways of improving.Assessment: By observation against learning outcomes and through discussion with the children.Teaching Activities Teaching Points/Management & OrganisationWarm up & Skill Focus [10 mins]1. Individually, running anywhere in the space, changing running action on the teacherʼs command, e.g. high knees, heel flicks etc. Organise an area large enough for the whole class to run safely at a steady sustainable pace, in various directions and at the same time. When running as one big group children should be spread out side by side with enough space to avoid collisions. Emphasise safety and making decisions to avoid collisions. Encourage a steady sustainable pace.2. If enough space is not available, children should run in groups in the same direction with enough space between groups to avoid children catching others.a. Perform a range of dynamic mobility exercises. Encourage continuous and controlled movements using exercises taught in previous lessons.b. Whole class running. On command touch the floor and accelerate for 3 - 5 strides. Question children about the need to warm up and the muscles used for running at speed. Talk to the children about how todayʼs warm up can increase stamina, strength and suppleness. Talk to them about how stamina, strength and suppleness are used in other areas of physical education and how they benefit the body.Skill Focus [10 mins]3. Organise children in pairs of similar fast running ability. Pairs work in groups running safely by side, in the same direction, depending on the space available. Alternatively, organise groups to run in different directions at the same time. 4. Start from different positions. For example, lying down, sitting, kneeling and standing. Teacher commands are ʻready-goʼ or ʻgo.ʼ5. React to teacherʼs command and run as fast as you can to a cone 10m away. If children are of different speeds allow them to stagger the starts so that both children are being challenged. Focus on a low body position and a fast pumping action with the arms and legs to accelerate.6. Run fast over 10m using different arm and leg actions e.g. straight legs, no use of arms etc. Discuss good technique for running at speed and observe others to improve performance. Focus on good knee lift and drive off the back foot. Arms should move in a forward and backwards direction, bent at the elbow.7. Peer evaluation and feedback. Organise children to allow them to observe others and give feedback. If possible, children video record each other for self and peer evaluation [best done after the lesson in the classroom]. Encourage sensitive evaluation and feedback focusing on improvement.Applying Skill [15 mins]8. Children organised into three equal sized mixed ability groups and rotate around 3 stations. Organise space to al-low children to work unhindered by other groups. Rotate groups to allow equal time on each station. Children rotate around the stations and record their individual scores for each challenge. Focus on individual self referenced im-provement in the challenges.9. Station 1: In pairs, children decide on the starting positions that they adopt and race to the 10m cone. Allow children time to discuss and decide on their starting positions and to devise their own. Encourage children to choose starting positions to make it an even race, i.e. the faster runner should have a more difficult start. One pupil should decide on the starts [a different one each] and the other say ʻgoʼ, before reversing the roles.10. Station 2: How far can you run individually in 7 seconds? Children need to ask someone in the group to say ʻGoʼ and ʻStopʼ using a stopwatch to time it. Place a cone where the runner got to [front foot] when ʻstopʼ was shouted. Teacher or pupil times 7 seconds using a stopwatch.11. Station 3: Timed object [beanbag] pick up sprint. Children need ask someone in the group to time how long it takes to pick up and place each object behind the starting line using a stopwatch. Place 4 cones down about 2-3metres apart and an object [e.g. bean bag] beside each cone. Children can only pick up one object on each sprint. Have further attempts to improve performances.12. At all stations children should be encouraged to set targets for themselves and others. Ask them to record what they have achieved. This data should be entered on to a database when back in the classroom.Cool down [5 mins]13. Teacher led or pupil led cool down and static stretching. Organise a large defined area. Remind children why cooling down is important. Discuss how to improve speed and power. Discuss the importance of todayʼs challenges to sprinting and to other sports.

year

5


Time: 40-45 mins No. of children: 30Unit Title: Athletic Activities Focus –Refer to Lesson 1.Resources: soft marker dome cones, gym mats / sandpit, rake and brush, tape measures.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a range of skills linked to jumping for distance;* improve their performance in a range of jumping activities;* understand the basic technique for a jump for distance;* observe others jumping and suggest ways of improving technique.Assessment: By observation against learning outcomes and through discussion with the children.Teaching Activities Warm up[5 mins] Teaching Points/Management & Organisation1. Individually, running anywhere in the space, jumping over soft dome cones using different takeoffs and landings.Organise an area large enough for the whole class to run safely at a steady pace, in various directions and at the same time, whilst jumping over soft dome cones. Place enough cones randomly in the area, with sufficient space between them to avoid children colliding. Emphasis on safety and making decisions to avoid collisions. Stress the need to look ahead, not down at the cones. Encourage a steady sustainable running pace and low intensity jumps. Teacher calls out different takeoffs and landings: 2-1; 1-2; 2-2; 1-same; 1-other. Focus on safe landings – bend knees, flat-footed, hips low and over the feet, looking ahead, absorb body weight.2. Perform a range of dynamic mobility exercises. Encourage continuous and controlled movements using exercises specific to jumping e.g. leg swings. Ensure chil-dren have sufficient space for the mobility exercises and are supported by leaning against a wall or partner for the leg swings.Skill Focus [10 mins]3. In pairs, explore and practise different takeoffs and landings from a static position: 2-1; 1-2; 2-2; 1-same; 1-other.Organise children to work safely by jumping in the same direction. Organise children in pairs to allow them to mark each otherʼs distances and give feedback on technique. Partners should mark each otherʼs distances with a cone.4. Repeat jumps to try to improve personal distances achieved. Children focus on pushing off the ground, swinging the arms, picking up their knees and landing safely by bending knees, flat-footed, hips low & over the feet, looking ahead & absorbing body weight. Encourage children to give each other feedback on these points.Applying Skill [20 mins]5. Children organised into three equal sized mixed ability groups. Organise space to allow children to work unhin-dered by other groups. Children rotate around the 3 stations and record their individual scores for each challenge. Focus on individual self referenced improvement in the challenges. Rotate groups to allow equal time at each station.6. Station 1: Perform different jumps for distance from a 2-3 step run up [2-1; 1-2; 2-2; 1-same; 1-other]. Partners should mark each otherʼs distances with a cone and measure the distances with a tape measure or in their own feet. Children focus on pushing off the ground, swinging the arms, picking up their knees and landing safely by bending knees, flat-footed, hips low & over the feet, looking ahead & absorbing body weight. Encourage peer feed-back on these points.7. Station 2: [i] Perform 3 consecutive 2 - footed jumps from standing [ii] The least number of hops/ big strides over 10 metres. Use a tape measure or performers own feet to measure the jumps. Encourage cooperative group work to help im-prove each otherʼs technique and effort.8. Station 3: Jumps, with run up into a sandpit or on to non-slip mats for distance. [Approx 5 strides for mats, 7-11 strides for sandpit]. Each childʼs jump needs to be measured and recorded. Children calculate the combined group distance jumped and attempt to improve on it. Discuss importance of speed, power and precision in jumping for height and endurance in the circuit.Cool down [5 mins]9. Teacher led or pupil led cool down and static stretching. Organise a large defined area. Remind children why cooling down is important. Discuss the value of exercise to health and fitness.

year

5


Time: 40-45 mins No. of children: 30Unit Title: Athletic Activities Focus –Refer to Lesson 1.Resources: marker cones, large balls [1 between 2], plastic hoops, and tape measures, video camera.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a range of skills linked to the push throw;* perform a variety of push throws for distance & accuracy;* understand the basic principles & technique of a push throw;* link different actions with a push throw;* observe others throwing and make simple suggestions for improvement.Assessment: By observation against learning outcomes and through discussion with the children.Teaching Activities Warm up [10 mins] Teaching Points/Management & Organisation1. In groups, with a large ball per group, perform a continuous shuttle relay with the ball held in two hands on one shoulder. Organise groups of 6 groups of 4 and 1 group of 6, with half the group at one end and the other half at the other, about 10m apart. 2. Change the position of the ball to: overhead; moving shoulder-to-shoulder; pushing forwards and backwards etc. as the shuttle continues. Encourage a steady sustainable pace for warming up – not a race. Teacher calls out different arm and leg actions. Focus on arm movements specific to the pushing action. Ask children to run on the spot when they are not doing the shuttle to keep active and warm up effectively. Introduce different running actions at the same time as the ball varia-tions, e.g. high knees, heel flicks etc.3. Children copy a range of teacher led strength exercises and dynamic mobility exercises. Encourage continuous and controlled movements using exercises specific to the push throw e.g. press ups from knees, lunges. Discuss the effects exercise has on the body and its value to health and fitness. Ensure children have sufficient space for the mobility and strength exercises.Skill Focus [5 mins]4. In pairs, practise pushing a large ball accurately to each other, two handed in front of the chest. Organise children to work safely with enough distance between each pair [3-5m]. Push from low to high. Follow the direction of the ball with arms and fingers. Try and help each other by giving some feedback on the points above. Focus on accuracy, not distance.Applying Skill [20 mins]5. Children organised into three equal sized mixed ability groups and rotate around 3 stations. Organise space to al-low children to work unhindered by other groups. Rotate groups to allow equal time on each station. Children rotate around the stations and record their individual scores for each challenge. Focus on individual self-referenced im-provement in the challenges.If possible, children video record each other at selected stations for self and peer evalua-tion. 6. Station 1: Sitting, kneeling and standing push throws for distance using a large ball.7. Station 2: Standing push throws for accuracy into hoops. Ensure enough distance between throwers [3-5 metres], if throwing at the same time. Encourage cooperative group work to help improve each otherʼs technique and effort. Focus children on the key teaching points: throw from low to high; start slow and finish fast; brace the non-pushing side of the body; lean backwards to start and transfer the weight from the back to the front. Discuss the best action before the push throw for distance. Discuss importance of speed; power and precision in the push throw.8. Station 3: Linking different actions with a push throw and throwing for distance. Organise children so that they are active throughout, i.e. in a group of 10, x2 throwers, x2 administrators/judges, x4 measuring the throws and x2 retrievers. Work out the combined distance thrown by the group and attempt to improve on it. Discuss the relationship and benefits of the different challenges to push throwing.Cool down [5 mins]9. Teacher led or pupil led jogging cool down and static stretching. Organise a large defined area. Remind children why cooling down is important – particularly following vigorous throw-ing activities.

year

5


Time: 40-45 mins No. of children: 30Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: soft marker dome cones, gym mats / sandpit, rake and brush, tape measures.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a range of skills linked to combination jumps for distance;* improve their performance in a range of jumping activities;* understand the basic technique for combination jumps;* observe others jumping and suggest ways of improving technique.Assessment: By observation against learning outcomes and through discussion with the children. Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Individually, running anywhere in the space, jumping over soft dome cones using hops, strides or jumps. Organise an area large enough for the whole class to run safely at a steady pace, in various directions at the same time, whilst jumping over soft dome cones. Place enough cones randomly in the area, with sufficient space between them to avoid children colliding. Emphasis on safety and making decisions to avoid collisions, when all children are running in various directions – look ahead not down at the cones. Encourage a steady sustainable pace for warming up and low intensity jumps. Children decide on the different jumps from hops, strides or 1-2 footed jumps. Focus on safe landings – bend knees, flat footed, hips low & over the feet, looking ahead, absorb body weight.2. In pairs, perform a range of previously taught specific dynamic mobility exercises or devise their own. Ensure children have sufficient space for the mobility exercise. Encourage continuous and controlled movements in the mobility phase using exercises specific to jumping.Skill Focus [10 mins]3. In pairs, explore and practise different takeoffs and landings for combination jumps from a static position: 3 hops; 3 strides; hop-hop-stride; stride-stride-hop; stride-hop-stride; hop-stride-hop; hop-stride-jump. Organise children to work safely by jumping in the same direction. Partners should mark each otherʼs distances with a cone. Focus children on pushing off the ground, swinging the arms, picking up their knees and landing safely by bending knees, flat-footed, hips low & over the feet, looking ahead and absorbing body weight. Encourage children to give each other feedback on these points. Use demonstrations of successful performances to promote learning.Applying Skill [20 mins]4. Children organised into 3 equal sized mixed ability groups. Organise space to allow children to work unhindered by other groups. Children rotate around the 3 stations and record their individual scores for each challenge. Focus on individual self referenced improvement in the challenges. Encourage cooperative group work to help improve each otherʼs technique and effort. Rotate groups to allow equal time at each station.5. Station 1. Combination jumps for distance from a 2/3 step run up [3 hops; 3 strides; hop-hop-stride; stride-stride-hop; stride-hop-stride; hop-stride-hop; hop-stride-jump]. Partners should mark each otherʼs distances with a cone and measure the distances with a tape measure [or in their own feet]. Focus children on pushing off the ground, swinging the arms, picking up their knees and landing safely by bending knees, flat-footed, hips low & over the feet, looking ahead & absorbing body weight and give each other feedback on these points.6. Station 2. [i] Hop-stride-jump from standing for distance. [ii] The least number of hops/ big strides over 10 metres. Provide children with 2 or 3 digital cameras so they can work in small groups taking images of each other performing. Use the images to help identify parts of the performance that need to be practised and refined, and suggest improve-ments.7. Station 3. Run up and measured combination jump [any 3 phases] into a sandpit or on to non slip mats for distance [approx 5 strides for mats, 7-11 strides for sandpit]. Work out the combined distance jumped by the group and attempt to improve on it. Discuss importance of speed, power & precision in jumping for height and endurance in the circuit. Cool down [5 min]8. Teacher led or pupil led cool down jogging and static stretching. Organise a large defined area. Ask children which of todayʼs activities they have enjoyed most, and why. Encourage them to use other peopleʼs suggestions to practise and improve their own performance. Talk to them about how ath-letic activities can improve their health and fitness.

year

5


Time: 40-45 mins No. of children: 30Unit Title: Athletic Activities Focus –Refer to Lesson 1.Resources: marker cones, large balls [1 between 2], plastic hoops, tape measures, vodeo camera.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a range of skills linked to the pull throw;* perform a variety of pull throws for distance & accuracy;* understand the basic principles & technique of a pull throw;* link different actions with a pull throw;* observe others throwing and make simple suggestions for improvement.Assessment: By observation against learning outcomes and through discussion with the children.Teaching Activities Teaching Points/Management & OrganisationWarm up & Skill Focus [10 mins]1. In 4ʼs, with a large ball per group, perform a continuous shuttle relay rolling the ball to each other & following the ball to the other side. Organise groups of 6 groups of 4 and 1 group of 6, with half the group at one end and the other half at the other, about 10m apart. Ensure sufficient space between groups. Encourage a steady sustainable pace - this is not a race. 2. Change to throwing the ball 2-handed overhead to each other. Focus on accuracy. When receiving the ball from an overhead throw either catch it directly or let it bounce once and then catch it. Ask children to run on the spot when they are not doing the shuttle to keep active and warm up effec-tively.3. Children copy a range of teacher led dynamic mobility exercises or lead their own. Encourage continuous and controlled movements in the mobility phase using exercises specific to the pull throw e.g. arm circles.Skill Focus [5 mins]4. In pairs, practise throwing a large ball accurately to each other, 2-handed from behind the head. Organise children to work safely with enough distance between each pair [3-5m]. Focus must be on accuracy, not distance. Key teaching points are: throw from low to high; follow the direction of the ball with arms and fingers. En-courage children to help each other by giving some feedback on the teaching points. If possible, children video record each other for self and peer evaluation. Applying Skill [20 mins]5. Children organised into 3 equal sized mixed ability groups. Organise space to allow children to work unhindered by other groups. Children rotate around the 3 stations and record their individual scores for each challenge. Focus on individual self referenced improvement in the challenges. Encourage cooperative group work to help improve each otherʼs technique and effort. Rotate groups to allow equal time at each station.6. Station 1: Sitting, kneeling and standing pull throws for distance using a large ball. Ensure enough distance between throwers [3-5 metres], if throwing at the same time. In all activities, reinforce the key teaching points: throw from low to high; start slow and finish fast; brace the non-pushing side of the body; lean backwards to start and transfer the weight from the back to the front.7. Station 2: Standing pull throw for accuracy into hoops. Teach children how to place their feet to help the throw, i.e. for right-handed throwers begin with the body weight on the back [right] foot and transfer body weight through to the front foot when throwing.8. Station 3.Linking different actions with a pull throw and throwing for distance. Work out the combined distance thrown by the group and attempt to improve on it. Discuss the best action before the pull throw for distance.9. Discuss the relationship and benefits of the different challenges to pull throwing. Discuss importance of speed, power & precision in the pull throw.Cool down [5 mins]10. Teacher led or pupil led cool down jog and static stretching. Organise a large defined area. Remind children why cooling down is important. Discuss the effects exercise has on the body and its value to health and fitness. Ask children what they think they have done best today. Can they identify priorities for improvement?

year

5


Time: 40-45 mins No. of children: 30Unit Title: Athletic Activities Focus –Refer to Lesson 1.Resources: soft marker dome cones, stopwatches, large balls.Main Learning Outcomes: By the end of the lesson most children should be able to:* develop the basic principles and techniques for running over obstacles;* consolidate, refine and develop the basic principles and techniques for push throwing and jumping for distance;* practise and improve performance in running over obstacles, the push throw and jumping for distance;* observe others running, jumping and throwing and suggest ways of improving technique.Assessment: By observation against learning outcomes and through discussion with the children.Teaching Activities Teaching Points/Management & OrganisationWarm up & Skill Focus [5 mins]1. Individually, running anywhere in the space striding over soft dome cones with right and left leg first. Organise an area large enough for the whole class to run safely at a steady pace in various directions at the same time, whilst striding over cones. Place enough cones randomly in the area, with sufficient space between them to avoid children colliding. Emphasise safety and making decisions to avoid collisions, when all are running in various directions. Encourage a steady sustainable pace for warming up. Children should decide if they have a preferred lead-ing leg over the obstacle. 2. Perform a range of dynamic mobility exercises. Ensure children have sufficient space and are supported by leaning against a wall or partner for the leg swings. En-courage continuous and controlled movements using exercises specific to running over obstacles, e.g. hip rotations and leg swings.Skill Focus [10 mins]3. Individually, children run over lines of soft dome cones. Set up the cones at different distances apart to allow for differentiation on stride length e.g. 4. Children try to establish a 3-stride rhythm over the cones and to lead with their preferred leg. Children select their lane to achieve a good rhythm and count ʻ1,2,3, overʼ to achieve 3 full strides between the obsta-cles. Lead with the preferred leg going over first. The lead leg should go over straight and the trail leg bent around the side of the body.5. Introduce low plastic hurdles or other low obstacles as appropriate. Some lanes may use low obstacles while others stay with cones to for differentiation. Teach the safety points for the trail leg action around the side of the body to avoid tripping over the obstacles.Applying Skill [20 mins]6. Children organised into 3 equal sized mixed ability groups. Organise the space to allow children to work unhin-dered by other groups. Children rotate around the 3 stations and record their individual scores for each challenge. Fo-cus on individual self referenced improvement in the challenges. Encourage cooperative group work to help improve each otherʼs technique and effort. Rotate groups to allow equal time at each station.7. Station 1: Individual or combined team timed sprint over obstacles. Time the runs and calculate a combined team time. Try to improve the team time. Set out obstacles as for the skill focus phase to allow for differentiation. Children organise themselves in different roles: 1 to say ʻGoʼ and 1 timer using a stopwatch. Swap roles often.8. Station 2: Different jumps for distance from a static start and 2-3 step run up [2-1; 1-2; 2-2; 1-same; 1-other]. Meas-ure the jumps and calculate a combined team distance. Try to improve the team distance. Partners should mark each otherʼs distances with a cone and measure the distances with a tape measure or in their own feet. Focus children on pushing off the ground, swinging the arms, picking up their knees and landing safely by bending knees. When using the short run up to increase the distance jumped, show children how to sink their hips and take a long last stride to gain distance.9. Station 3: In 4ʼs, perform a standing push throw for distance. Mark each throw with the cone and calculate a com-bined team distance. Try to improve the team distance. Organise children to work safely with enough distance between each pair [3-5m]. Emphasise throwing from low to high, start slow & finish fast, brace the non-pushing side of the body, lean backwards to start and transfer the weight from the back to the front. Children should organise themselves so that 1 pupil starts as thrower, 1 as the marker [with a dome cone], 1 as the ball retriever and 1 as the teacher / evaluator. Swap roles often.Cool down [5 mins]10. Teacher led or pupil led cool down jogging and static stretching. Organise a large defined area. Remind children why cooling down is important. Discuss the importance of speed and power in the activities covered. Talk to children about the parts of their performance that they think need to be prac-tised and refined.

year

5


Time: 40-45 mins No. of children: 30Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: marker cones, relay batons, stopwatches, activity card Relay Baton Changing.Main Learning Outcomes: By the end of the lesson most children should be able to:* perform a range of fun relay activities;* develop the basic technique for transferring a relay baton;* work cooperatively as part of a team;* observe others exchanging a baton / object and make simple suggestions for improvement.Assessment: By observation against learning outcomes and through discussion with the children Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. In 4ʼs running single file in a set direction whilst passing a baton from the back of the group to the front.Look over the shoulder of the receiving hand.Organise a circular area [approx. 200m – 4 cones 50m apart] large enough for all children to run safely around at a steady sustainable pace [stress that this is not a race] in the same direction, and at the same time. Start with the baton at the back of the group. When it gets to the front the front person drops to the back and starts passing it again. Look over the shoulder of the receiving hand to receive. Encourage children to take greater responsibility for their own safety, e.g. they should not run directly behind each other in case of tripping. 2. In groups, children perform a range of dynamic mobility exercises, taking it in turns to lead an exercise for one area of the body. Same groups of 4 working in own space. Divide the body into sections e.g. neck and shoulders, arms, hips, legs etc. and ask each child in the group to lead one exercise. Encourage continuous and controlled movements using exer-cises taught in previous lessons. Question children about the need to warm up and the muscles used for running fast.Skill Focus [10 mins] Children can refer to Relay Baton Changing activity card.3. In 4ʼs practise exchanging a relay baton from the back of the group to the front whilst the group is static. Organise children in lanes to avoid collisions with other groups. Work on a right to left to right to left hand pattern of baton exchange. Place the receiving hand back, keep it still and look over the shoulder to receive the baton. Push the baton upwards into the hand of the receiver.4. Repeat the same practise walking in a straight line or around a circular area. Stand slightly to the side of the person in front to avoid tripping each other. When the baton gets to the front, the front person drops to the back to start the practice off again.5. Develop the same practise to a jog and a running pace. Set off early to avoid the in coming runner bumping into you.6. Spread the group out over a set distance and practise exchanging the baton at a fast pace, starting from a static position. Applying Skill [20 mins]7. In groups of 4 run a linear shuttle relay applying the baton changing technique developed in the skill focus phase. Start at A, run around the end cone B, then around end cone C and change the baton to the next person in the team between A & D. Use a stopwatch and organise children to time the team as a target to improve upon and have further attempts to beat the target. If there are groups of 5, children can alternate between running and administering relays.8. Evaluate the baton exchanges and try to improve them. 9. In same groups of 4, run a circular continuous pursuit relay.Organise two relays with a class of 32 with 4 in each team to maximise activity. Try to catch the person in front. If you catch someone, touch him or her on the shoulder. No dodging or pushing allowed. Exchange the baton as practised in the previous phase of the lesson. The receiver should start running before the incoming runner gets too close. When not running, sit on the mat inside the circle. If someone is caught, change the direction of the run or the order of the teams.Cool down [5 mins]10. In fours, agree on the best routine for cooling down. Organise a large defined area Discuss why cooling down is important. Children plan and execute their routine.

year

5


Time: 40-45 mins No. of children: 30Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: marker cones, large balls, and stopwatches, video camera.Main Learning Outcomes: By the end of the lesson most children should be able to:* consolidate and develop knowledge and understanding of the basic principles and techniques for sustained running, combination jumps and the pull throw;* practise and refine performance in sustained running, combination jumps and the pull throw;* observe others running, jumping and throwing and suggest ways of improving technique.Assessment: By observation against learning outcomes and through discussion with the children. Teaching ActivitiesWarm up [5 mins] Teaching Points/Management and Organisation1. Running individually. Run on the spot varying running actions on teacherʼs command, e.g. high knees, heel flicks etc. Organise an area large enough for the whole class to run safely at a steady sustainable pace in various directions and at the same time. Children need enough space to change running actions without impeding others when running on the spot. 2. On command run in a geometric shape of their choice and / or the shape of the initials of their name. Emphasise safety and making decisions to avoid collisions when all are running in various directions. Continue at a steady sustainable pace.3. Children copy a range of teacher led dynamic mobility exercises. Encourage continuous and controlled movements. Question children about the need to warm up and the muscles used in sustained running.Skill Focus & Application [30 mins]4. Children rotate around the stations and record their individual scores for each challenge. Focus on individual self referenced improvement in the challenges. If possible, children video record each other for self and peer evaluation. 5. Station 1: In pairs, explore and practise different takeoffs and landings for combination jumps from a static position: 3 hops; 3 strides; hop-hop-stride; stride-stride-hop; stride-hop-stride; hop-stride-hop; hop-stride-jump. Organise children to work safely by jumping in the same direction. Partners should mark each otherʼs distances with a cone. Focus children on pushing off the ground, swinging the arms, picking up their knees and landing safely by bending knees, flat-footed, hips low and over the feet, looking ahead and absorbing body weight. Encourage chil-dren to give each other feedback on these points. Repeat different combinations of jumps to try to improve personal distances achieved.Repeat the different combinations from a 2-3 stride run up.6. Station 2: Run a combined team distance of 800m and get a team time. Mark out a running circuit of approximately 4 x 50 metres with cones. A stopwatch should be used to time the group; though children decide on the distance each team member should run to make up the total distance.7. Station 3: In 3s or 4s, perform a standing 2-handed pull throw for distance to achieve a combined team distance. Mark each throw with the cone & try to improve the team distance. Organise children to work safely with enough distance between throwers [3-5m]. If groups of 4, 1 pupil starts as thrower, 1 as the marker [with a dome cone], 1 as the ball retriever and 1 as the teacher/evaluator. Remind children about the key points: throw from low to high, start slow and finish fast, brace the non-pushing side of the body, lean backwards to start and transfer the weight from back to front.Cool down [5 min]8. Teacher or pupil led cool down jog and static stretches Organise a large defined area Discuss main principles and techniques for the 3 activities. Discuss progress and improvement in the activities.

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Time: 40-45 mins No. of children: 30Unit Title: Athletic Activities Focus: Refer to Lesson 1Resources: marker cones, small balls / bean bags, stopwatches, tape measure.Main Learning Outcomes: By the end of the lesson most children should be able to:* consolidate and develop knowledge and understanding of the basic principles and techniques for running at speed, jumping for height and the sling throw;* practise and refine performance in running at speed, jumping for height and the sling throw;* observe others running, jumping and throwing and suggest ways of improving technique.Assessment: By observation against learning outcomes and through discussion with the children. Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. In groups, with a small ball per group, perform a continuous shuttle relay rolling the ball to each other and following the ball to the other side. Organise groups of 6 x 4 and 1 x 6, with half the children at one end and the other half at the other, about 10m apart. Ensure sufficient space between groups for rolling & throwing. 2. Change to throwing a small ball or beanbag 1-handed, underarm to each other. Encourage a steady sustainable pace. Ask children to run on the spot when they are not doing the shuttle to keep ac-tive and warm up effectively. Focus on accuracy in the rolling and throwing.3. Include some variations on the running phase linked to the slinging action e.g. side skips and hip twisters. Talk to the children about how athletic activities can increase stamina, strength and suppleness. Help them to under-stand how stamina, strength and suppleness are used in other areas of physical education and how they benefit the body.4. In the same groups, children decide on a range of dynamic mobility exercises linked to the slinging action. Encourage continuous and controlled movements using exercises specific to the sling throw e.g. shoulder and arm turns. Children take an exercise each and attempt to explain why the exercise is linked to the sling throw.Skill Focus & Application [30 mins]5. Organise the activity area to allow children to work unhindered by other groups Children rotate around the stations and record their individual scores for each challenge. Rotate groups to allow equal time on each station. Focus on individual self referenced improvement in the challenges.6. Station 1: Jumping using a short approach [3-5 strides]. Scissors jump over bar, with uprights and gym mats. Organise children in pairs to work safely by jumping in the same direction as others in the group. Children start along-side their partner on their preferred side and jump away from them. Swing the inside leg, nearest to the line or cone over first, followed by the other leg in a scissors type action. Ask children to set realistic targets for their partner.7. Station 2: How far can you run individually in 7 seconds to achieve a combined group distance? Children use a stopwatch to time 7 seconds for Station 2. For Station 2, children mark the distances with cones and measure them with a tape measure to calculate the total team distance.8. Station 3: In 3s or 4s, perform a standing sling throw for distance or accuracy to achieve a combined team distance or score. Organise children to work safely with enough distance between each pair [3-5m]. Remind children of the key technical points: throw from low to high; start slow and finish fast; brace the non pushing side of the body; lean backwards to start and transfer the weight from back to front. If groups of 4, 1 pupil starts as thrower, 1 as the marker [with a dome cone], 1 as the retriever and 1 as the teacher/evaluator.Cool down [5 mins]9. Teacher or pupil led cool down jog and static stretches. Organise a large defined area. Discuss main principles and techniques for the three activities. Talk to children about their perceived progress and improvement in athletic activities over the duration of this unit.

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end of unit

Time: 45 - 60 mins. No. of children: 32Focus – The unit aims to encourage children to:* develop a broader range of techniques and skills for attacking and defending;* know and apply the basic strategic and tactical principles of attack, and to adapt them to different situations;* choose and apply skills more consistently in activities;* know and understand the basic principles of warming up, and understand why it is important for a good-quality per-formance;* demonstrate that they understand the principles of warming up by choosing appropriate activities for the games they are going to play;* choose and use information to evaluate their own and othersʼ work.QCA Core TasksTask 1 - The aim of the game is to beat the opposition by scoring more goals. Play the game 5 v 3, then 5 v 4, on a pitch 20m to 30m wide, and 30m to 40m long. Position 1 large goal at 1 end of the pitch, and 2 smaller goals at the other end. The team with 5 players attacks the large goal, while the team with fewer players attacks the 2 smaller goals. There are no goalkeepers. Task 2 - The aim of the game is to beat the opposition by scoring more goals. Play 5 v 4, then 5 v 5, on a pitch about 20m x 40m, divided into 4 sections with a goal at either end. Play the game with small goals and no goalkeepers, or larger goals with keepers. Players must not pass the ball over more than two lines or dribble the ball across a line between sections. There is no limit on where they can go. Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: keeping pos-session; passing; dribbling; shooting; shielding the ball; width & depth; support; marking & covering.Learning Objectives: By the end of this lesson children should be able to:* demonstrate increased skill in sending and receiving a ball;* demonstrate an increased ability to use space in playing invasion games;* demonstrate a knowledge and understanding of tactics in playing invasion games;* recognise aspects of their own and othersʼ performance that are successful and be able to make suggestions of how to improve it;* demonstrate an understanding of physical fitness requirements of playing invasion games;Assessment: By observation against learning outcomes, through discussion with children, through peer and self evaluation.Resources: Whistle, large balls, cones for marking playing areas, heart rate monitor [optional], Plan - Inv Unit 3 less 1,2,5,6, Activity cards - Shoulder pass & Chest pass. Video - The Chest Pass [Prior to the lesson, teacher and children should view this on the interactive whiteboard].Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. ʻIce and Sunʼ Select 2 children as the ʻiceʼ and give them blue braids. Select 2 others as the ʻsunʼ and give then yel-low braids. Management and organisation [advice]. Whole class activity. Mark the perimeter of the area clearly. Children should begin the activity in a space. Remind children about your expectations of shared responsibility for safety. Stress the need to warm up safely, and in a way that includes everyone in the class. 2. ʻIceʼ children chase others [but not the ʻsunʼ children] and touch them so they freeze. Children become defrosted when touched by the ʻsunʼ. Are any children using tactics in playing this game? For example are the ʻsunʼ children systematically following the ʻiceʼ children around the hall? If so, share this with the whole class. Other points to demonstrate include children showing good dodging skills? Play this game for a designated amount of time and repeat as appropriate.3. Fitness and Health. After the game has been played, ask children what aspect of physical fitness they need to play this game well. For example, Strength? How? Why? Flexibility? In which way? Endurance? [Stamina]. If so, for what? Changes in speed? How does this help?Skill Focus - Sending and receiving [10 mins.].4. Children practise the shoulder pass. Demonstrate a Shoulder pass [the activity card contains the teaching points].5. Children in 3s, working in a triangle. Use grids for todayʼs activities, Inv Unit 3 less 1,2,5,6 Activity areas must be marked clearly,6. Children to pass co-operatively in 3ʼs, focus on good technique. Talk to the children about their technique. Be clear about the requirements of the practice, i.e. accuracy, consistency and fluency of movement. Keep asking them to refer to the Shoulder pass activity card. 7. Demonstrations throughout. Children need to observe each other, making judgements about the quality of work they see. E.g. identifying parts of the skill that are being performed well, and parts that need improving.

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SOF 23 :invasion games 3 :Lesson 1/6

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SOF 23 :invasion games 3 :Lesson 1/68. Children practise the chest pass. Demonstrate a Chest pass [the activity card contains the teaching points]. Also, refer to video - Chest Pass9. Children again in 3s, working in a triangle. Talk to the children about their technique. Be clear about the requirements of the practice, i.e. accuracy, consistency and fluency of movement. Keep asking them to refer to the Chest pass activity card. Games Playing [30 mins.]– Organise the children into 4 groups, though do not rotate groups around different activity areas. Allocate each group a playing area, with all groups simultaneously playing the same activity.Passing and receiving [static] [7-8 mins.]10. Pass the ball systematically, then randomly around the group, making sure everyone is included equally. [This practice will allow children to become familiar with the size of the area they are playing in]. One large ball per group. Ask children to find a space in their playing area and to remain in that space throughout this activity. Encourage different ways of passing, e.g. with 1 hand, 2 hands, underarm, overarm, rolling & kicking etc. Demonstrate the variety and quality of passes being used and discuss.11. How many different ways of passing can you think of? Remind children about their technique and the need to maintain accuracy, consistency and fluency of movement.12. How many passes can you make in 30 seconds? Everyone in the group must be included.13. Repeat. Can you beat your last score? Use demonstrations to focus children on successful team and individual performance.14. Using a Heart Rate Monitor Do you have use of a heart rate monitor? If so, use it to help children understand how invasion games activities and practises require stamina. Passing and receiving [with movement] [15 mins.]15. Pass the ball randomly around the group. All members of the group should be moving. Same groupings. Encourage children to continually ʻpass and moveʼ. Ask the children to look for their best passing option[s]. You could introduce a rule, do not pass to anyone who is standing still.16. Demonstrations. Watch and evaluate the success of play. Focus children on: continual movement into spaces; accuracy of passes; weight of passes; variety of passes [includ-ing chest and shoulder passes]; skilful receiving; children calling for the ball etc. 17. How many passes can you make in 30 secs? Give children time to plan their game. How will they decide to play the game? [This will give you an early opportunity to discuss simple tactics]. Which types of passes will they use? Is there a most efficient pass? Are they using the chest and shoulder passes? Invasion games principles of play.18. Repeat. Can you beat your previous score? Praise children who are using space, and changes in speed and direction.19. Demonstrations of successful performance. Focus on: Who plays well and why are they effective? What is successful, the skills or the tactics or both? Are play-ers fit enough to keep going?20. Opportunities to revise how they play the game. Will children copy/use the tactics of other teams? Encourage children to evaluate their team performance with others. Focus on work rate and team spirit, roles of indi-viduals. ʻHot Potatoʼ [10 – 15 mins]21. Play ʻHot Potatoʼ Play 2 v 6. The 2 [taggers] try to tag the others while they pass the ball to one another. If a player is tagged holding the ball, taggers score a point. How many points can the tagging team score? Play games of short duration [2 mins max] and change the taggers each time. Play netball rules, i.e. no running with the ball. Set a time limit so that players cannot hold on to the ball for too long. Encourage children to show ways to keep the ball away from the taggers, e.g. using changes speed and direction. Look for taggers who are marking opponents successfully. Encourage the use of different formations by the attacking team [the 6] that are helping them to keep possession. 22. Cool down [5 mins.]Discussions Planned opportunities for reinforcement and consolidation. For example: What did you do well as a team?What do you need to do better? How do you think can you achieve this?

Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: keeping possession; pass-ing; dribbling; shooting; shielding the ball; width & depth; support; marking & covering.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending and receiving a ball;* demonstrate an increased ability to use space in playing invasion games;* demonstrate a knowledge and understanding of tactics in playing invasion games;* recognise aspects of their own and othersʼ performance that are successful and be able to make suggestions of how to improve it;* demonstrate an understanding of physical fitness requirements of playing invasion games;Assessment: By observation against learning outcomes, through discussion with children, through peer and self evaluation.Resources: Whistle, large balls, cones for marking playing areas, stopwatch, Activity cards - Shoulder pass & Chest pass. Video - Chest PassTeaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Play Netball Tag. Whole class activity. Mark the perimeter of the area clearly. Children should not run outside of the perimeter.2. Play the game for a designated amount of time, e.g. 2 mins and repeat as appropriate. Encourage children to: look for those frozen and to call to their friends to pass the ball them if they are in a good position; develop tactics, e.g. making space; be aware of spaces and other players?Skill Focus - Sending and receiving [15 mins].3. Practise the Shoulder pass - As Lesson 1.4. Practise the Chest pass - As Lesson 1.5. Play ʻCone Trap.ʼ Select one child as an attacker [Attacker 1] and one as a defender to stand in between cones placed about 3 - 4 metres apart. The attacker should stand just behind the defender. Same groups of 3 as above. Children need to play this game in appropriately sized grids. Encourage children to use the chest pass, emphasise the need for a good technique, with passes being accurate and properly weighted. Are children able to execute the chest pass effectively in a competitive situation? Play the game for around 1 minute, and then rotate positions.6. On the sound of your whistle the attacker is to try and dodge, remaining within the cones, to receive the ball from the third player [Attacker 2] about 4 -5 metres away. Focus on the tactics being used by all players. For example: How do the attackers try to create space? How does the defender try to deny space? Remember to use demonstrations of successful performance. Help children to understand how quick thinking makes the game difficult for opponents, both in attack and defence.Games Playing [30 mins.]– As Lesson 1, organise children in 4 groups. Passing and receiving [with movement] [5 mins.]. 7. Select some activities from Lesson 1, as appropriate. E.g. How many passes can you make in 30 secs? Ask children, is it better to chest pass, shoulder pass or pass in a different way?Piggy in the Middle - With defender moving and attackers static [10 mins.].8. Play 5 [attackers] v 1 [defender]. Attackers try to keep possession of the ball and the defender [ʻPiggyʼ] tries to get possession of the ball. Children remain in groups of 8. There will be 6 players, 1 referee and 1 timer. However, they must continually rotate roles. Play games for no longer than two minutes. Some ʻPiggiesʼ will be happier playing for just one minute.9. In playing games of 5 v 1 we can really focus children on attack and defence. For example: How are the attackers using the extra players and extra space? How is the defender trying to defend against 5 opponents?10. Begin by allowing only the ʻPiggyʼ to move around the activity area. All others must remain in their selected spot. Physical con-tact is not allowed. Even though the attacking team cannot move around, they still have a huge advantage. Show children how to use the extra play-ers and the space they have. Show them how they can use changes in speed and direction of passing, to keep possession and make stop the defender gaining possession of the ball.11. Demonstrations. Allow children to observe the tactics of others. Attackers in all groups will play the game more or less the same. Of more contrast will be the tactics of different defenders. Com-pare and contrast them, with discussion.Piggy in the Middle - With all players moving [10 mins.]12. As above, though allow all players to move. Ask children how this alters the game. It will mean that the ʻpiggyʼ now has an even more difficult task and this in turn will mean that you can focus the attackers on affective attacking play even more. Play games of around one minute and make sure everyone in each group has had a turn at defending.Cool down [5 mins.]13. Discussions. Planned opportunities for reinforcement and consolidation. This will help you and the children have a good focus for improvement in Lesson 3. Children sitting in activity groups. Discussion should focus on:i. What do you do well as an attacker?ii. What do you do well as a defender?iii. What do you need to improve most? iv. How might you achieve this?v. What is it important to do as an attacker?vi. What do defenders need to keep thinking about?

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Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: keeping possession; pass-ing; dribbling; shooting; shielding the ball; width & depth; support; marking & covering.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending and receiving a ball;* demonstrate an increased ability to use space in playing invasion games;* demonstrate a knowledge and understanding of tactics in playing invasion games;* recognise aspects of their own and othersʼ performance that are successful and be able to make suggestions of how to improve it;* demonstrate an understanding of physical fitness requirements of playing invasion games;Assessment: By observation against learning outcomes, through discussion with children, through peer and self evaluation.Resources: Whistle, large balls, cones for marking playing areas, heart rate monitor. Bibs or braids, Activity card – basketball – trav-elling.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Play Cones. Repeat as appropriate. Whole class activity. Mark the perimeter of the area clearly. Ask children how they played the game. Who had a plan? Are any children using tactics? 2. After this lesson, and back in the classroom, ask children to look at http://www.galaxy-h.gov.uk/recreation.htmlto find out for themselves about fitness and health. Can children apply information they have accessed from the Internet to their practical games activities? You will need to be clear about what you want children to look at on the web site. Give them specific guidance. For example, the link opposite takes you to the ʻRecreation Zone.ʼ Then, following this link http://www.galaxy-h.gov.uk/your-body-and-activity.html, you can help children to understand how physical activity helps their bodies to grow and develop. You will find some really good practical activities for children to do on this web site.Skill Focus – Basketball - Travelling with a ball [10 mins.]3. Children have a ball each. Move and bounce, begin at an easy/walking pace and gradually increase. Always try to be in control of the ball. Allow children access to the equipment from several areas.Children work individually. Demonstrate travelling with a basketball. 4. Move with ball into spaces, stop on command. Follow a pathway of lines on the floor. Move forwards, backwards and sideways, avoiding others. Encourage free use of the activity area. Demonstrate to children how to change speed and direction with the ball. Stress to chil-dren that they must try their very best to achieve accuracy, consistency and fluency of movement.5. Demonstrations throughout to highlight successful performances. Several children can demonstrate at once. Children helped to recognise how aspects of their performance can be improved. En-courage children to suggest to others what they need to practise to improve.Games Playing [30 mins] Organisation as Lessons 1 & 2. Piggy in the Middle [5 v 1] With all players moving [10 - 15 mins].6. Play the game as in Lesson 2. For a group of 8 children, 6 play, 1 timekeeper and 1 referee. Play games of 1-minute duration and have a different defender each time. In this lesson focus children more on ways of keeping the ball away from defenders. Teach them how to shield the ball. Teach them how to change speed and direction with the ball to get away from a defender. 7. Using a Heart Rate Monitor Use the monitor for an attacker, then a defender. Compare how bodies react and feel when they take on different roles.Piggy in the Middle [4 v 2] With all players moving [10 - 15 mins].8. Play the game as above. Again, have 6 players, 1 timekeeper and 1 referee. Play games of 1-minute duration and have differ-ent defenders each time. Give the defenders bibs or braids to wear. The nature of the game alters now. Although the attackers still have a considerable ad-vantage, they should find trying to retain the ball more difficult. Encourage both attackers and defenders to plan their tactics. Allow play to continue for a few minutes, and then ask children if the attacking team have a plan and is it working?9. Demonstrations. Children watch and evaluate the success of games they observe. Groups to explain their different tactics for attacking and defending. Talk to the children about different positions in the team and the roles of players in these positions. Ask them about how they help the team, e.g. by making space when attacking or covering teammates when defending. Are players fit enough to keep going?10. After a few games have been played ask children to think about adding/changing some of their own rules. For example: How can a defender become an attacker before the game ends? What happens if an attacker makes a bad pass?Cool down [5 mins.]11. Discussions Planned opportunities for reinforcement and consolidation of learning. Children sitting in activity groups. Encourage children to explain how confident they feel in different positions. Encourage them to suggest what they need to practise to enjoy the game more and to improve.

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Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: keeping possession; pass-ing; dribbling; shooting; shielding the ball; width & depth; support; marking & covering.Learning Objectives: By the end of this lesson children should be able to:* demonstrate increased skill in sending and receiving a ball;* demonstrate an increased ability to use space in playing invasion games;* demonstrate a knowledge and understanding of tactics in playing invasion games;* recognise aspects of their own and othersʼ performance that are successful and be able to make suggestions of how to improve it;* demonstrate an ability to apply rules to their games;* demonstrate an understanding of physical fitness requirements of playing invasion games;Assessment: By observation against learning outcomes, through discussion with children, through peer and self evaluation.Resources: Whistle, large balls, cones for marking playing areas, bibs or braids. Activity card – basketball – travelling. Videos - Soccer Pass [1] & [2]Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Hot Potato. You will need 2 large balls. Select 2 children as taggers, the others pass the balls to one another. The taggers try to tag players whilst they are holding the ball. Anyone tagged whilst holding the object then becomes the tagger. Play for a set time amount of time or until all have been tagged. Whole class activity. Mark the perimeter of the area clearly. Encourage children to keep the ball moving all the time.At the end of the warm up, talk to children about the relationship between physical activity and their physical [and cognitive] growth and development. Explain to children how the muscles work, e.g. work by getting shorter, relax by getting longer.2. ICT and PE. Provide further opportunities in the classroom for children to look at http://www.galaxy-h.gov.uk/recreation.htmlSkill Focus – Basketball - Travelling with a ball [10 mins.]3. As Lesson 3 [2 – 3 mins]. Remind children about travelling with a basketball. Move with ball into spaces, stop on command. Follow a pathway of lines on the floor. Move forwards, backwards and sideways, avoiding others.4. Working with a partner. Travel around the activity area with one player dribbling the ball and the other following, though maintain-ing a distance of about 2 metres. Keep travelling into spaces, look around to find them. Be aware of others. On command, children stop and pass the ball to their partner, who repeats. Children should swap regularly. Encourage pairs to communicate with each other, i.e. when the dribbler has stopped, their partner should call out to indicate where to pass the ball. Receivers should be continually moving into spaces to receive the ball, anticipating your ʻStopʼ command at any time.5. As above, following a pathway of lines marked on the floor. Move forwards, backwards and sideways. Encourage children to demonstrate changes in speed, direction and pathway. Dribble the ball with the right hand, then the left.6. Demonstrations throughout. Several pairs can demonstrate at the same time. Focus on, which pairs are performing well and why are they effective?Games Playing [30 mins] In this lesson, set up 2 games [QCA Core Tasks] as follows. In both games, rotate players/teams regu-larly.7. Task 1 [15 mins.] - The aim of the game is to beat the opposition by scoring more goals. Play the game 5 v 3 on a pitch about 15 - 20m wide, and 20 - 25m long. Position 1 large goal at 1 end of the pitch, and 2 smaller goals at the other end. The team with 5 players attacks the large goal, while the team with fewer players attacks the 2 smaller goals. There are no goalkeepers. Play using netball rules and skills.

8. Task 2 [15 mins.] The aim of the game is to beat the opposition by scoring more goals. Play 5 v 4, on a pitch about 20m x 40m, divided into 4 sections with a goal at either end. Play the game with small goals and no goalkeepers. Players must not pass the ball over more than two lines or dribble the ball across a line between sections. There is no limit on where they can go. Play using football rules and skills.Remind children of the basics of passing a ball. Refer to Soccer Pass [1] & [2]Cool down [5 mins.]9. Discussions. Compare the 2 invasion games. How are they similar? How are they different? Which one do children prefer to play? Why? Children sitting in activity groups. Help children to identify parts of the game that are going well, and parts that need improving. Lis-ten to them explain how confident they feel playing different forms of invasion games. Encourage them to suggest what they need to practise to enjoy the game more and to improve.

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Time: 45 - 60 mins. No. of children: 32Focus: Refer to Lesson 1Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: keeping possession; pass-ing; dribbling; shooting; shielding the ball; width & depth; support; marking & covering.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending and receiving a ball;* demonstrate an increased ability to use space in playing invasion games;* demonstrate a knowledge and understanding of tactics in playing invasion games;* recognise aspects of their own and othersʼ performance that are successful and be able to make suggestions of how to improve it;* demonstrate an ability to apply rules to their games;* demonstrate an understanding of physical fitness requirements of playing invasion games.Assessment: By observation against learning outcomes, through discussion with children, through peer and self evaluation.Resources: Whistle, large balls, rugby balls, cones for marking playing areas, bibs. Video - Rugby PassTeaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Play ʻStuck in the Mud.ʼ Look for children: displaying good skills in avoiding and dodging; using tactics; displaying good spatial awareness?2. Talk to children about the basic principles of warming up, i.e. to raise the body temperature, mobilise joints and stretch muscles. Ask them to assess if playing ʻStuck in the Mudʼ has helped them achieve this.Skill Focus - Rugby - Passing [10 -15 mins].3. In pairs, with one rugby ball per pair. Stand close together. Hand the ball ʻpointʼ first to each other and gather the ball into the chest. Children in pairs, working in gardens. 4. Stand back-to-back, pass the ball overhead, pull it into the chest and pass it back overhead. Encourage the children to make a target with open hands and call ʻyesʼ when they are ready to receive the ball. 5. Pass the ball overhead and between the legs. On a whistle, change direction. How many times can this be done in a 30 seconds without dropping the ball? Repeat, Can you beat your score?6. Complete the following sequence: 10 handed passes. 4 overhead passes, 4 side passes then reverse. Remind children about the requirements of the practice, e.g. accuracy, consistency and fluency of movement. Hands up when finished. Start again if the ball is dropped. Repeat as needed.7. In pairs pass the ball to each other from a distance of 4 - 5 metres. Refer to Rugby PassDemonstrate passing the ball.8. Some pairs might benefit from passing and moving within their activity area. Demonstrations of successful performance throughout. Several pairs can demonstrate at the same time. Games Playing [25 mins] In this lesson children continue to play QCA Core Tasks. They should play both games in this lesson. 9. Task 1 - Play 5 v 4 if you think children are ready to progress, otherwise continue with 5 v 3.5 v 4 Talk to children about the places on the pitch from which it is easiest to score. Ask them to plan their play so that they can get the ball to these places. Teach them different formations as an attacking team, e.g. wing attackers feeding goal attackers. Encourage them to use space, and changes in speed and direction, to keep possession and make progress towards the oppositionʼs goal.Using space/passing/moving. Encourage children to pass, move into a space and look to receive the ball again. Remind them to continually ʻPass & Move.ʼRemind children of the qualities of a good pass, accuracy and correct strength [weighting]. Encourage children to call for the ball if they are in a good position. Play for a maximum of 2 minutes, and then rotate roles.10. Task 2 - Play 5 v 5 if you think children are ready to progress, otherrwise continue with 5 v 4.5 v 5 Talk to the children about different positions in the team and the roles of players in these positions. Use demonstrations to show them how they should help the team, e.g. by making space when attacking and covering team mates when defending. Help them to appreciate how quick thinking makes the game difficult for opponents, both in attack and defence.Ask the children to think about when to pass and when to dribble with the ball. Teach them how to change speed and direction with the ball to get away from a defender. In both games, ask the children to show ways to keep the ball away from defenders. Teach them how to shield the ball. 11. In both games use demonstrations often. Ask the children to watch and evaluate the success of games they play in, e.g. Are goals scored regularly? Do the attacking team have a plan and is it working? Who plays well and why are they effective? Are play-ers fit enough to keep going?Cool down [5 mins.] 12. In the same teams as above, perform a gentle stretching excercises. Children can take turns to lead their group. Encourage slow, deliberate movements. Encourage children to communicate in their groups, discussing, describing and evaluating todayʼs performances, i.e. what was successful etc.

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Time: 45 - 60 mins No. of children: 32Focus: Refer to Lesson 1Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: keeping pos-session; passing; dribbling; shooting; shielding the ball; width & depth; support; marking & covering.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending and receiving a ball;* demonstrate an increased ability to use space in playing invasion games;* demonstrate a knowledge and understanding of tactics in playing invasion games;* recognise aspects of their own and othersʼ performance that are successful and be able to make suggestions of how to improve it;* demonstrate an ability to apply rules to their games;* demonstrate an understanding of physical fitness requirements of playing invasion games.Assessment: By observation against learning outcomes, through discussion with children, through peer and self evaluation.Resources: Whistle, large balls, rugby balls, cones for marking playing areas, hoops, bibs. Video - Rugby PassTeaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Tails. Children put a coloured braid in the back of their shorts [like a tail]. On your whistle, children try to collect as many braids as possible.Children cannot hold on to their own tail. Whole class activity. Use monitors to give out the braids. Talk to children about activities like this help them to develop their speed, strength and stamina, which are important for playing invasion games. Stress the importance of warming up safely, and in a way that involves everyone in the class. 2. Play the game until all braids are collected.Repeat. Talk to children about how a good level of aerobic capacity, [stamina] is needed for this game. Use specific vocabulary associated with muscle groups, bones and the heart. Talk about the importance of having a good aerobic capacity to perform our everyday activities and how bad habits and choice of lifestyle can affect this.Skill Focus [10 mins.] Rugby passing3i. Begin with passing a ball in pairs from Lesson 5. Organise children in pairs in a small grid. Use gardens organisation from Lesson 5. Again, some pairs might benefit from passing and moving within their activity area.ii. Rugby Passing with movement. With a partner. Player 1 carries the ball with Player 2 following. iii. Once the ball has been passed, encourage players to slow down to get behind the passer. iv. On a whistle Player 1 stops, turns and passes the ball to Player 2 who turns and runs in a new direction. v. Once they have received the ball they must speed up to get in front of the receiver. vi. Remind children that the ball cannot go forward in rugby. vii. Demonstrate and repeat as appropriate. viii. Remind children about the requirements of the practice, i.e. accuracy, consistency and fluency of movement. Games Playing [25 mins] Children will continue to play the 2 Core Tasks. They should play both games in this lesson.4. Task 1 Encourage children to spend longer playing the game uninterrupted. Encourage them to think about how to use their skills, strategies and tactics they have learned during the unit to outwit the opposition- Play 5 v 4 5. Task 2 As players enter their opponentʼs territory with the ball stress the need to and try to get into good positions for reach-ing the goal and shooting - Play 5 v 5Cool down [5 mins.] 6. As Lesson 6, in teams perform gentle stretching excercises. Children should take turns to lead their group. Encour-age slow, deliberate movements. Encourage children to communicate in their groups, discussing, describing and evaluating todayʼs performances, i.e. what was successful etc. End of unit. Talk to children about what they think they have achieved over the unit.

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end of unit

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SOF 25 :striking and fielding 2 :Lesson 1/6Year: 5/6 Lesson: 1/6 Time: 45 - 60 mins. No. of children: 30Focus- The unit aims to encourage children to:* acquire and develop a range of skills in batting, bowling and fielding;* develop and apply a greater understanding of the rules and tactics involved in playing striking and fielding games;* develop greater understanding of fitness and health and relate this to the gamers they play;* recognise their own and othersʼ strengths in playing striking and fielding games;* be able to identify what they need to improve in their own performance and discuss ways of doing this.QCA Core TasksTask 1 - The aim of this game is for a pair (1 batter and 1 runner) to score as many runs as possible. Play the game 2 v 4. One of the pair bats while the other runs. Task 2 - The aim of this game is for pairs to score as many runs as possible in an innings of a set length. Start with a 3-pair game. One pair bats; 1 pair fields; and the third pair bowls and keeps wicket. The bowling pair take it in turns to bowl from either end [3, 6 or 12 balls each]. Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: stance; the crease or batting point; non-striker; leg-side; offside; home base; pitch; over; innings.Main Learning Objectives: By the end of this lesson most children should be able to:* strike a ball, bowl underarm and field with increased accuracy;* have a greater understanding of the importance of rules;* understand the importance of striking the ball away from fielders & judge when to run after hitting the ball;* know more about fitness as appropriate to striking & fielding games;* recognise their own strengths & those of others & to identify what they need to improve their performance. Assessment: By observation against learning outcomes; through discussion with children. Resources: Large and small sponge balls, range of bats, small cones for markers, whistle. Information card - General activity ideas. Video - Catching a Ball [teacher and children can view this on the interactive whiteboard prior to the lesson].Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Movement in spaces. Jog then run in spaces. Change speed and direction freely. Stop in a space on the whistle. Whole class activity. Individually, children should begin in spaces in a large, clearly marked area. Encourage children to run quietly. Run on your toes.2. Use different running actions. E.g. Run with a high knee action. Run with large steps. Run with small, quick steps. Run with arms still. Run with arms assisting. Can the girls run more quietly than the boys? Girls run, boys observe. Run in and out of the observers. Change over. Repeat as appropriate. Fitness and health. What happens to your heart rate when you increase the level of activity? Why is this? Refer to General activity ideas.Skill Focus [10 mins.] Catching and throwing [at close range]. 3. Catching, with 2 hands. Underarm throws to partner. Activity can be made easier by the pair standing closer togeth-er or more difficult by moving further apart. Demonstrate catching a ball. Refer to video - Catching a Ball4. For more able pairs, catching the object from a greater height, catching one hand, the object being thrown lower, to the side etc. Organise children in ability pairs, one ball between them. Allow them to work in a small marked grid or standing on lines opposite each other about 2-3 metres apart. Avoid letting children work across others.5. How many catches can you make in 30 seconds etc? Set challenges. Ask successful pairs to demonstrate their performance.Games Playing [25 mins.] Organise children into groups of 6. Aim for children play both games in this lesson, spend-ing about 10 -12 min. at each area.

6. 2 v 4 Rounders [Core Task 1]The aim of this game is for a pair [one batter and one runner] to score as many runs as possible.Set out 2 markers about 5 metres apart. One of the pair bats and the other runs, scor-ing 1 runs for each time she/he treaches a base. Aim to pass bases as mant times as possible. Each fielder is designated a coloured marker that they must stand on when the ball has been retrieved. They then pass the ball to each other [in any order], once each, counting ʻ1, 2, 3, 4ʼ and shout ʻStopʼ to the runner. Use a sponge ball and strike with the hand. Depending upon ability, batters can self feed or sympathetic underarm bowling by one of the fielders. Batters can only hit into the marked area. Encourage batters to look for spaces to hit the ball into. Encourage fielders to cover the spaces. If a batter is caught, partner cannot run on that hit. All batters to have a designated number of strikes, e.g. 3 and keep pairs total.

7. Modified Cricket – 3 pairs game [Core Task 2] The aim of this game is for pairs to score as many runs as possible in an innings of a set length. Children play a 3 pairs game, 1 pair bats, 1 pair fields and 1 pair bowls and keeps wicket. The bowling pair take it in turns to bowl from either end [3, 6 or 12 balls each]. Set a length for an innings, e.g. 12 balls, 24 balls. At the end of an innings, the pairs swap roles. Encourage maximum participation by ensuring no child is given out. Pairs could start with e.g. 20 runs and have 5 runs deducted if caught, bowled or run out. Encourage children to be continually aware of changing roles to keep the game going. Encourage batters to look for spaces to hit the ball into. Encourage fielders to cover spaces.

8. Demonstrations. Allow children to see others working in teams. Take this opportunity to help children identify and discuss the most successful aspects of their performance.Cool down [5 mins.]9. Discussions. Whole class discussion based on group/team performances. What do you think you did best today? How did you play as a team? Which parts of your play do you think you need to improve?

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SOF 25 :striking and fielding 2 :Lesson 1/6

Time: 45 - 60 mins. No. of children: 30Focus – Refer to Lesson 1.Vocabulary - In this unit children will have an opportunity to use a range of words and phrases, such as: stance; the crease or batting point; non-striker; leg-side; offside; home base; pitch; over; innings.Main Learning Objectives: By the end of this lesson most children should be able to:* strike a ball, bowl underarm and field with increased accuracy;* have a greater understanding of the importance of rules;* understand the importance of striking the ball away from fielders & judge when to run after hitting the ball;* know more about fitness as appropriate to striking & fielding games;* recognise their own strengths & those of others & to identify what they need to improve their performance. Assessment: By observation against learning outcomes; through discussion with children. Resources: Large and small sponge balls, range of bats, small cones for markers, whistle. Information card - General activity ideas. Video - Catchng a ball [2]Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Ball Tag Select 2 or 3 children as the chasers; they should wear braids to be identified. Other children have 3 tennis balls between them. Chasers tag other children who must freeze by standing tall and outstretching their arms to the sides. Whole class activity. Mark a large activity area. Encourage children to look for those tagged and to call to their friends for the ball to be passed to them if they are able to free someone. Other children can only free them by touching them with a tennis ball. Children should start and end the activity on your whistle. Play the game for a designated time or until all children have been tagged. If tagged whilst holding the ball, that player becomes a tagger. The ball can be passed only by throwing and catching. No player is allowed to run with the ball.2. Talk to the children about their understanding of fitness and health. Talk to them what types of fitness they most need for bowling, batting and fielding. Refer to General activity ideas.Skill Focus [10 mins.] Catching a high ball. 3. Children working individually, each with a suitable small ball. Refer to video - Catchng a ball [2]4. Some children can work with a partner, standing an appropriate distance apart. Throw the ball high with an underarm action. Stress the need for catchers to move in line with the ball and catch it with both hands. To increase the challenge for some, move further back from partner.5. Ask successful pairs to demonstrate their performance. Help children to understand why it is good. Games Playing [25 mins.] Children should play both games in this lesson.6. 2 v 4 Rounders [Core Task 1]Play the game using the same rules as in Lesson 1; though provide them with choices within the game. Offer children a choice of how to strike the ball [self feed or bowled, use of hand or rounders bat, choice of ball [small or medium sized, sponge or airflow]. Listen to their views on which equipment they like best and why.7. Modified Cricket [Core Task 2]Play the game using the same rules as in Lesson 1. Encourage fielders to work together to cover the area and make it hard for the batter to score. Talk to them about set-ting a field for the batterʼs favourite shot[s]. Encourage batters to hit the ball on both sides of the body [i.e. leg and off side].Cool down [5 mins.]10. Discussions. Opportunities for planned questions helping to consolidate and evaluate learning. Whole class dis-cussion based on group/team involvement. Children sitting in groups. Questions can include: Which skills are com-mon to all the games? What do we need to do as batters? What do we need to do as fielders?11. For Lesson 3, ask children to about think how they can make the games better to play, for example, by chang-ing/adding rules. Assign different groups to different games so that in Lesson 3, they will focus their games playing time planning, modifying, playing and evaluating their ideas. In Lesson 4 groups will be playing the game of one other group. [You will need an even number of groups].

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Time: 45 - 60 mins. No. of children: 32Focus – Refer to Lesson 1Vocabulary - In this unit children will have an opportunity to use a range of words and phrases, such as: stance; the crease or batting point; non-striker; leg-side; offside; home base; pitch; over; innings.Main Learning Objectives: By the end of this lesson most children should be able to:* bowl, throw underarm and strike a ball with increased accuracy;* make up and apply rules to games they make up;* develop a greater understanding of the principles involved in playing striking and fielding games;* begin to develop their own warm up routines;* make suggestions for modifying their own games, play these games and evaluate their effectiveness. Assessment: By observation against learning outcomes; through discussion with children. Resources: A variety of large and small balls, range of bats, small cones for markers, whistle. Other resources children might need depending on their ideas for modifying the games. Information card - General activity ideas. Video - Catching a BallTeaching ActivitiesWarm up [7- 8 mins.] Teaching Points/Management & OrganisationDeveloping Own Warm-up Routines Children develop their own warm up using activities which focus on the types of fitness they need for striking and fielding games. Whole class activity. Make sure children are working within a clearly defined area. Children jog and skip around the area, gently shaking different body parts. Standing in a space, chil-dren stand tall and circle their arms – keep arms straight – brush the ears with the arms, right, then left, forwards, then backwards. Both arms together, forwards, then backwards. Both arms together, one arm rotating forwards, the other backwards. One ball each, children roll the ball gently underarm, into a space just ahead of them, run after it, pick it up. Repeat several times. Throw the ball gently underarm to bounce just ahead of them, run after the throw to catch the ball after one bounce. Repeat several times. Refer to General activity ideas.Tell children that in Lesson 4 they will be developing their own warm up based on todayʼs example.Skill Focus [10 mins.] Sending and Receiving 1. With a partner. Begin by catching, as Lesson 1, with 2 hands to a partner. Repeat as appropriate. Make a passing pattern with your partner: right – right; left – left; right – left; left – right. Repeat it? Can you quicken it without dropping the ball? Refer to Catching a Ball 2. Targets & challenges.How many catches in 30 seconds? Can you beat your best score etc. Can you beat another pair? Which pair scored most out of all pairs? When introducing competition, make sure it is a fair contest. All pairs need to be standing a set distance apart. You can use lines painted on the playground to help management? Use a stopwatch. Non-participants can help adminis-ter timed challenges.3. Successful pairs to demonstrate their performance. Focus children on good quality performances. Help them to evaluate exactly why it is good. Ask them to incorporate aspects of successful play in to their own performance.Games Playing [25 mins.] Remind children of the game they have been asked to modify. You will need to provide them with some realistic ideas for adapting the games, then encourage them to include their own ideas. Children remain at the game they are modifying for the whole of this part of this lesson. Provide enough time for them to plan, play, evaluate and refine it. Tell them you want the game, and its rules to be challenging and exciting for Lesson 4 when others will be playing their game.

4. 2 v 4 Rounders [Core Task 1]Ideas to help children develop this game can include: introducing a bat instead of striking with the hand; using a different ball; increase the number of catches/batter decides on bases catching order that fielders must remember [e.g. B, R, G, Y]; to stop batters scoring. run round bases set in a circuit, as in rounders; give a point for each base reached; hit off a tee; feed the ball sympathetically when bowling; use equipment with which they can be successful, and offer batters a choice, e.g. dif-ferent size and weight bats or rackets, softer or harder balls, smaller or larger balls; use positive scoring systems, so that players are not rewarded for their opponentʼs mistakes, i.e. batters cannot be given out, though if caught award fielders 2 runs that they add on to their batting score.

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5. Modified Cricket [Core Task 2]Ideas to help children develop this game can include: differentiation by giving more lives to less able children, and fewer lives to more able children; introduce a boundary with different scoring values; use a bonus points system for good fielding or bowling, so that pairs can add to their score when fielding or bowling, as well as when batting; hit off a tee; use overarm bowling; feed the ball sympathetically when bowling; use equipment with which they can be successful, e.g. different size and weight bats or rackets, softer or harder balls, smaller or larger balls. Note: Introducing boundaries [indicated opposite] will encourage children to position their bodies and their feet to hit the ball accurately into different areas.6. In both games: Everyone must be active throughout. No standing around waiting to take part. Everyone must be equally involved – rotate roles often. The rules must be simple, though effective. Give the game an exciting name. Explanation by children and demonstration of groups playing their games at various stages of development will share ideas and promote greater understanding for all. Stress to batters about hitting the ball away from the fielders. Help them to hit the ball accurately into spaces, and to different parts of the field, when playing games. Teach them how to position their bodies and their feet to hit the ball accurately.Cool down [5 mins.]7. Discussion. Whole class activity. Evaluation of games. Encourage children to discuss their preferences in their games using activity specific language. For example, stance; the crease or batting point; non-striker; leg-side; offside; home base; pitch; over; innings.8. The focus of the next lesson will be for children to organise and administer other groups of children to play the games. Children will need to consider roles for next week, e.g. umpire, scorer, organiser etc.

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Time: 45 - 60 mins. Number of children: 32Focus – Refer to Lesson 1Vocabulary - In this unit children will have an opportunity to use a range of words and phrases, such as: stance; the crease or batting point; non-striker; leg-side; offside; home base; pitch; over; innings.Main Learning Objectives: By the end of this lesson most children should be able to:* bowl, throw underarm and strike a ball with increased accuracy;* make up and apply rules to games they make up;* organise and administer their own games;* develop a greater understanding of the principles involved in playing striking and fielding games; * develop their own warm up routines;* make suggestions for modifying their own games, play these games and evaluate their effectiveness. Assessment: By observation against learning outcomes; through discussion with children. Resources: tennis balls, hoops, large and small sponge balls, beanbags, tennis balls, cricket and rounders bats. Any other resources children might need depending on their ideas, whistle, cones for marking playing areas and for tees.Activity card - Cricket Batting StanceTeaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Developing Own Warm-up Routines. Remind children of the warm up you did with them in Lesson 3, i.e. focussing on fitness for striking and fielding games. Jog/skip & shaking different body parts; circle arms, brush the ears with the arms, right/left, forwards/backwards; both arms together, forwards/backwards, one arm rotating forwards, other back-wards; roll ball gently underarm, run after it, pick it up. Repeat; throw the ball to bounce just ahead of them, run after it, catch after one bounce. Repeat. You will need to provide children with some alternatives to help them develop some of their own ideas. Share useful ideas children suggest too. Refer to General activity ideas. Skill Focus [10 mins.]2. In 2s – striking and fielding skills. Where possible, organise children so they are striking towards a confined area e.g. a corner, wall, bench turned on its side. Use balls that will not travel too far.3. Demonstrate how to hold a cricket bat. Refer to Cricket Batting Stance.4. Practise proper stance with a partner. Partner offers feedback. Change over.5. Striking the ball off a tee. To begin, place the ball on a tee. The batter plays the shot and the fielders retrieve - 6 times. Organise children in 3s in spaces. In all activities, emphasise the need to make contact with the ball and not trying to hit the ball too hard. Increase the size of the ball if children are not gaining success. Swap roles.6. Striking a dropped ball. If appropriate, for some children, remove the tee and drop the ball from a position level with the batterʼs eyes and at armʼs length. In 3s. The batter allows the ball to bounce once then moves towards it and strikes it. Insist that fielders bending down to stop the ball with their hands, not with their feet. 7. Striking a ball bowled underarm. For more skilful children. Players A, B & C - A bowls the ball underarm to B who strikes it to C. C returns the ball to A. Repeat about 6 times and rotate. For activities 2 & 3 you may wish to ask some groups to stand out for a short period to observe and evaluate perform-ance. If you do this ensure that no children are redundant for too long.[This might be even more appropriate, especially if space is limited and/or you want to make management and organi-sation easier]. 8. Suggested tasks for observers. They could identify what is good in performances.They could suggest what their friends need to do in order to improve their performance.Games Playing [30 - 35 mins] Teach another group your game. Todayʼs games playing should be organised and ad-ministered by the children, [providing they have had enough opportunity to prepare their games]. Organise groups in pairs, i.e. 1 rounders group with 1 cricket group.9. 2 v 4 Rounders. Groups could introduce their game by its name and describe how to play it. Focus children on participation and the enjoyment and challenge of playing the games. Children should be able to decide roles and responsibilities for admin-istering their game. Encourage children to appreciate and celebrate the hard work of others in developing the games.10. Modified Cricket.Cool down [5 mins.] 11. Discussions. Whole class activity - appreciation of the games. Encourage children to discuss the positive aspects of what they have achieved. Encourage discussion using activity specific language, e.g. stance, crease, non-striker, leg-side, off-side, pitch, home-run, over, innings.

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Time: 45 - 60 mins. No. of children: 32Focus – Refer to Lesson 1Vocabulary - In this unit children will have an opportunity to use a range of words and phrases, such as: stance; the crease or batting point; non-striker; leg-side; offside; home base; pitch; over; innings.Main Learning Objectives: By the end of this lesson children should be able to:* bowl, throw and strike a ball with increased accuracy;* apply rules to games they make up;* organise and administer their own games;* develop a greater understanding of the principles involved in playing striking and fielding games; * develop their own warm up routines with a partner;* make suggestions for modifying their own games, play these games and evaluate their effectiveness. Assessment: By observation against learning outcomes; through discussion with children. Resources: tennis balls, hoops, large and small sponge balls, beanbags, tennis balls, cricket and rounders bats, wick-ets, whistle, cones for marking activity areas. Activity cards - Overarm Bowling, Plan S&F Unit 2 less 5 & 6Teaching ActivitiesWarm up [5 - 10 mins.] Teaching Points/Management & Organisation1. Developing Own Warm-up Routines. Progress to children working in pairs. To begin, demonstrate your warm up routine to your partner. Swap roles.2. Using the same criteria as Lessons 3 & 4, develop a paired striking and fielding warm up. Children will have oppor-tunity to develop this further in Lesson 6.Skill Focus [10 mins.] Overarm bowling3. Children work with a partner. Demonstrate overarm bowling. Organise the playing areas so that children are able to bowl to each other without the interference from others. i. Hold bowling hand in front of body;ii. Raise non-bowling arm as high as possible;iii. Raise front knee and tilt body backwards; iv. Swing non-bowling arm down past body;v. Bring bowling arm over past the head and release the ball;vi. Swing both arms down and behind the body taking a step forward.Refer also to Overarm Bowling. Some more able children might benefit from you giving them a target to aim at, such as a hoop or a sheet of newspa-per taped to the floor.4. Demonstrations of good performance are essential. Help the children to pick out and describe what is successful in what they observe. Encourage them to practice to help them improve. Games Playing [25 -30 mins] In the last 2 lessons in this unit, children will progress to playing more recognised ver-sions of adult cricket and rounders. However, traditional striking and fielding games are notorious for making too many children redundant for the majority of the lesson. This must be avoided. Aim to divide the games playing time so that children play both rounders and cricket in this lesson. If there are any non-participants, they can help admin-ister games by keeping scores or umpiring. Organise the class into 4 groups so that 2 games of Kwik Cricket and 2 games of Non-Stop Rounders are played simultaneously.

5. Kwik Cricket [10 - 12 mins.] - 6 or 8 players organised in pairs, 2 batters, 2 bowlers/wicket keepers & 2 [or 4] field-ers. Pairs rotate every 12 balls.Each pair starts with 100 runs. If children are bowled, run out, caught or stumped, deduct runs rather than be given out. Pairs can keep their own scores. Win-ning pair are those who score most runs by running between the wickets placed an appropriate distance apart [10 - 15 metres]. Organise the rotation system e.g. bowlers to fielders/wicket keepers to batters.Child bowls an over [6 balls] from one end, and then partner bowls from the other. Rotate. The better bowlers can bowl using a short run up though others might be better bowling from a stationary position and/or underarm.

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6. Non- Stop Rounders [10 - 12 mins.] 6 or 8 players; 1 batter, 1 bowler, 1 back-stop, 3 or 5 fielders. Use a soft ball and strike with a bat. Every batter receives a specified number of balls. Batters must carry the bat when they run.

Mark out two small squares, one for batting and one for bowling. Another marker needs to be placed out to the side, ahead of the batter.To score, the batter must run around the cone to the side and back before the ball is returned to the bowler. A batter cannot be run out or caught and eliminated, but can be stopped from scoring if run out. After a batterʼs innings, eve-ryone moves around a place until all players have played in every position. The eventual winner is the player who has scored the most runs.

Cool down [5 mins.]7. Discussions. Whole class activity, children in pairs. Ask them to walk around silently. Encourage children to iden-tify and describe to their partner what is successful in their games playing. Ask them what they feel they do best and where they lack confidence. Listen to their views on what parts of their play they need to improve.

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Time: 45 - 60 mins. No. of children: 32Focus – Refer to Lesson 1.Vocabulary - In this unit children will have an opportunity to use a range of words and phrases, such as: stance; the crease or batting point; non-striker; leg-side; offside; home base; pitch; over; innings.Main Learning Objectives: By the end of this lesson most children should be able to:* bowl, throw and strike a ball with increased accuracy;* apply rules to games they make up;* organise and administer their own games;* develop a greater understanding of the principles involved in playing striking and fielding games; * develop their own warm up routines with a partner;* make suggestions for modifying their own games, play these games and evaluate their effectiveness. Assessment: By observation against learning outcomes; through discussion with children. Resources: tennis balls, hoops, large and small sponge balls, beanbags, tennis balls, cricket and rounders bats, wick-ets, whistle, cones for marking playing areas. Activity cards - Overarm Bowling, Plan S&F Unit 2 less 5 & 6.Teaching ActivitiesWarm up [5 - 10 mins.] Teaching Points/Management & Organisation1. Developing Own Warm-up Routines. Working in pairs, progression from Lesson 5.Skill Focus [10 mins.] Overarm bowling [in pairs] 2. As Lesson 5. Refer to Overarm Bowling.Games Playing [25 -30 mins] As lesson 5. Kwik Cricket [10 - 12 mins.] & Non- Stop Rounders [10 - 12 mins.] As Lesson 5, though focus more on tactics [principles of play].3. As a batter, how many runs do you need to win the game? Can you disguise your shot/stroke? Who is the best fielder? Avoid striking the ball to her / him if possible. Will you hit the ball over the head of a fielder into a space or will it travel along the ground?4. As a fielder, who is batting? Look at her/his stance. Can you think where she/he may hit the ball? Is the batter left or right handed? Does the batter have a favourite shot/strike? What about the situation of the game? How many more runs are needed to win the game? How much time is left? How many balls or ʻoversʼ are left to be bowled? Do the fielders need to get the batting team out to deduct runs or do they just ʻcontainʼ them?Cool down [5 mins.]5. End of unit. Encourage children to talk about the progress they have made throughout the unit. Which games do they like best? Why? Etc

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end of unit

Time: 45-60 mins No. of children: 32Net & Wall GamesFocus – The unit aims to encourage children to:* develop the range and consistency of their skills, especially in specific net games;* use and adapt rules, strategies and tactics, using their knowledge of basic principles of attack and defence;* know why warming up and cooling down are important;* know how physical activity affects their health:* evaluate performances, explain what needs improving in their own and othersʼ work, and suggest possible improve-ments.QCA Core TasksTask 1 - The aim of the game is to score points by hitting a ball into your opponentʼs court and the ball bouncing twice.Task 2 - This game is played in the same way as Task 1, but raise the height of the net, so that it is above playersʼ head height; make the court a little narrower and longer.Task 3 - Play short tennis doubles and singles, using the basic rules on a full court.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: forehand, backhand, volley, overhead; rally; singles, doubles; using width, using depth, changing direction, changing speed; short tennis, badminton; defending court, covering court and partner.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in controlling a ball with a racket;* demonstrate an ability to play co-operative net/wall games with a partner* apply rules to games;* understand more about how their bodies respond to exercise and understand the purpose of warming up before exercise;* recognise and describe some aspects of successful performance in net/wall games and suggest how their perform-ance might be improved.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, bean bags, hoops, short tennis rackets and balls, shuttlecock, badminton rackets, footballs, cones for marking playing areas, braids. Activity card - ʻShake hands gripʼ. Video - Shake Hands Grip [Teacher & chidren should view this on the interactive whiteboard prior to the lesson].Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Dragons. Team members hold each other around the waist to make a line, one behind the other. Organise the children into teams of 3 - 5, though you must have an even number of teams. Each team will need a braid or a piece of cloth. 2. The braid or piece of cloth must be tucked in the back of the last player on each team. The head of each team must try to grab the tail from the opposing team, without losing their own tail. The dragon must not come apart or the game is over.3. Children should change positions regularly, such as when a tail has been lost. Look for and demonstrate children/teams showing good skills in dodging and avoiding. Focus others on the qualities they are displaying.4. After the game has been played, ask children what aspect of physical fitness they need to play this game well. Strength? How? Why? Flexibility? In which way? Endurance [stamina] If so, for what? Speed? Ask them how these attributes are important in playing net and wall games. In the classroom children can to look at this web site to find out more about fitness and health www.galaxy-h.gov.uk. You could ask children to search for ʻPhysical Activityʼ to do some teacher-guided research. Skill Focus [10 mins.] Forehand and backhand strokes5. Children need access to the equipment from several areas. Use short tennis rackets, if possible, and small sponge balls, not tennis balls. Remind children about the ʻshake hands gripʼ. In pairs, partner [A] feeds balls to partner [B]. Change roles after 8 to 10 strokes. Children practise the forehand for about 5 mins, then practise the backhand. Pairs organised in gardens.6. Demonstrate the forehand shot. Shake hands grip. Adopt a sideways-on stance. Left shoulder forward if right handed. Transfer weight from the back foot to the front foot. Hit the ball just after the top of the bounce at knee. Hit at a comfortable arms length. Swing racket through.7. Children work with a partner in a space. Partner feeds balls to forehand, change after 6 or so strokes. Stress safe use of rackets. Practise with partner for about 5 mins.8. Demonstrate the backhand shot. Shake hands grip. Adopt a sideways-on stance. Right shoulder forward if left handed. Transfer weight from the back foot to the front foot. Hit the ball just after the top of the bounce at knee. Hit at a comfortable arms length. Swing racket through.9. Children work with a partner in a space. Partner feeds balls to backhand, change after 6 or so shots. Swap roles. Practise with partner for about 5 mins.10. Use demonstrations throughout to promote fundamental racket skills, i.e. holding the racket correctly so that they can hit a ball accurately; move the feet to get in line with the ball, so that they can stop or hit it with the head of their

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SOF 26 :snet wall games 2 :Lesson 1/6

racket.11. More able children can be fed on the forehand and backhand randomly. They can also stand further apart by play-ing in a larger area, e.g. two gardens joined together. You can also give them greater challenges, e.g. 3 backhand, then 3 forehand strokes in a rally with your partner.12. Demonstrate successful pairs. Several pairs can do this at the same time. Encourage children to comment on successful performances. Games Playing [25- 30 mins.]– Organise children in ability groups if possible. Children should play 2 games in this lesson, spending about 10 – 12 minutes, and then rotating.

13. Modified Tennis [Core Task 1]The aim of the game is to score points by hitting a ball into your opponentʼs court and the ball bouncing twice.Play the game 1 v 1. Use a racket and a suitable ball [not a tennis ball]. Play the game on a long, narrow court [that is about half the size of a short-tennis or badminton court] to develop childrenʼs understanding of front to back play. Players score a point when the ball lands in the court and bounces twice. Ask the children to choose their own way to start and restart the game. If the ball lands outside the court the rally continues – no points are lost for hitting the ball out or into the net.Show players where to stand to defend their court. Help them to identify where it is easiest to play shots from. Can you create spaces to send the ball into? Can you disguise ʻshotsʼ? Can you deny opponents spaces in your court?

14. Badminton [Core Task 2] Using a shuttlecock and badminton rackets appropriate ball, children play a game of volleyball [2 v 2], using a badminton net / length of string secured at an appropriate height. Initially children need to become familiar with the court, its size, other play-ers and the height of the net. Progress to playing simple rules, with scoring; if the shuttlecock lands in your court area the other team score a point.

15. Bench RallyPlay a ʻsquash-typeʼ game of 2 v 2 using a wall and 2 benches, or 3 benches, set at right angles to each other to create angles for rebounds. To begin, kick a large ball against the benches and play a co-operative doubles game. Try to keep the game going. Talk to children about anticipating and getting ready early.

16. Wall Tennis [Core Task 1]Play a co-operative game [2 v 2] hitting a sponge ball against a wall. Try to make the ball land in your court area for the next player. Mark a floor area as the court. Use short tennis rackets and a sponge ball. Chil-dren line up one behind the other. Use forehand and backhand strokes. How long can you keep the rally going? Can you beat your score?Safety. When youʼve hit the ball, move away from the striking area and join the team at the rear. Stress the need to not move into the striking area until children have enough space. Do not get too near the striking player.

17. In all games, use demonstrations to show children who are playing well, e.g. good tactics they use. Encourage children to talk about what they need to do to get better at the games.Cool down [5 mins.]18. Discussions. Opportunities to consolidate learning and to evaluate childrenʼs understanding. Children sitting in their activity groups. How did you play in your doubles game? What was best about your game today? What do you think you need to do better next time? How might this be achieved?

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Time: 45 - 60 mins. No. of children: 32Focus - Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: forehand, backhand, volley, overhead; rally; singles, doubles; using width, using depth, changing direction, changing speed; short tennis, badminton; defending court, covering court and partner.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in controlling a ball with a racket;* demonstrate an ability to play co-operative net/wall games with a partner* apply rules to games;* understand more about how their bodies respond to exercise and understand the purpose of warming up before exercise;* recognise and describe some aspects of successful performance in net/wall games and suggest how their perform-ance might be improved.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, bean bags, hoops, benches, short tennis rackets and balls, footballs, practise volleyballs, shuttlecocks, badminton rackets, cones for marking playing areas, skipping ropes. Activity card - ʻShake hands gripʼ. Video - Shake Hands Grip Teaching ActivitiesWarm up [5 mins] Teaching Points/Management & Organisation1. Jog, Sprint and Slow Down. On command, children, jog, then sprint, then stop. Working individually, in own spaces. Encourage children to run into spaces and in different directions. After stopping, change direction to restart. Encourage awareness of space and others. Repeat several times.2. Before you begin the activity, remind children that they will be running around vigorously. Ask the children to explain why they should warm up for net games. Talk to them about what their bodies feel like when they warm up. Ask them how this helps them to play better. Remember www.galaxy-h.gov.uk in the classroom.Skill Focus [10 mins.] Forehand and backhand shots.3. As Lesson 1, progressing to playing with a partner. Strike the ball [forehand and backhand] to your partner and try to make it bounce once before she/he has to return it. Children working in appropriate sized gardens. Remember the ʻShake hands gripʼ. Demonstrate forehand and back-hand shots. Encourage children to play a co-operative game Keep the rally going? How many shots? Can you beat your best score? Encourage them to play their shots with accuracy.4. Introduce a short tennis net or place a skipping rope on the floor as a net. Play a co-operative game and keep the rally going across the ʻnetʼ. Ask the children to hit a ball to each other so that it lands in their court/half of the garden. Help them to stand where they can hit, catch or receive the ball after it has bounced. Help them to hold and swing the racket well.5. More able children should be encouraged to volley if it is a better selection of stroke. Introduce the concept of volleying. 6. Demonstrations throughout. Half the class can observe, others demonstrate. Change over.Games Playing [25 – 30 mins.]– Children should play the 2 games they did not play in Lesson 1. 7. Modified Tennis [Core Task 1]8. Modified Volleyball [Core Task 2]9. Bench Rally 10. Wall Tennis [Core Task 1]Cool down [5 mins.]11. Discussions. Opportunities to consolidate learning and to evaluate childrenʼs understanding. Ask children to explain why they or others are playing well, e.g. good tactics they use. Talk about what they need to do to get better at the games. Ask them what they need most help with and talk about what they could practise out of lessons.

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Time: 45 - 60 mins. No. of children: 32Focus - Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: forehand, backhand, volley, overhead; rally; singles, doubles; using width, using depth, changing direction, changing speed; short tennis, badminton; defending court, covering court and partner.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased knowledge, skills and understanding in a range of net/wall games;* demonstrate an ability to play co-operative net/wall games with a partner* apply rules to games;* understand more about how their bodies respond to exercise and understand the purpose of warming up before exercise;* recognise and describe some aspects of successful performance in net/wall games and suggest how their perform-ance might be improved.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, bean bags, hoops, benches, short tennis rackets and balls, netballs, mini volleyballs, footballs, cones for marking playing areas, skipping ropes. Volleyball Basics, Setting/overhand passTeaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Tape Recorders. Children respond to the following commands: Play - walk around the hall. Fast Forward - run. Re-wind - walk backwards. Pause - stand perfectly still for 3 seconds. Stop - stop. Eject - jump up, then curl into a ball on the floor. Repeat as needed. Again, before you begin the activity, remind children that they will be running around vigorously. Stress awareness of space and others. Ask children to tell you why it is important to warm up. Ask children explain the relationship be-tween exercise and heart rate. www.galaxy-h.gov.ukSkill Focus [10 mins.] Volleyball – Refer to Volleyball Basics. Activity card - Setting/overhand pass. 2. Practise setting / overhead passing with your partner. Partner feeds about 6 times then change over. Repeat. Organise children in gardens. Try to develop a rally, focusing on setting/overhead passing.How many passes can you keep the rally going?Can you beat your best score?3. Remember demonstrations & discussions throughout. Half the class observe, others demonstrate. Swap over. Fo-cus children on those demonstrating accuracy and consistency of their skills.Games Playing [25 mins.] Same organisation as in previous lessons; play 2 games in this lesson.4. Modified Tennis [Core Task 1].Teach children to stand where they can see the ball and the court. Encourage them to move their opponent around the court by sending the ball into spaces. Teach them some of the basic principles of movement, e.g. to anticipate where the ball might be returned, and to use their feet to get in position early. In this lesson play the game [1 v 1] on a wide, short court to develop childrenʼs understanding of side-to-side play.Talk to children about the way they are playing the game. Net/wall games principles of play.5. Modified Volleyball [replaces badminton] - [Core Task 2]Play 2 v 2, in a court that is narrow and long, introduce the rule that a point is scored by the hitter if the ball lands in court [this teaches the children basic volleying]. Play with a mini volleyball. Focus players on the skill of sending the ball towards uncovered spaces in their opponentʼs court. The aim is to try and move your opponents around their court area. Introduce the concept of ʻsettingʼ the ball for team mates. Players should experience different positions, i.e. at the front and back of the court. Adapt the game to make it playable. If children are finding it difficult to play the game, they could pass the ball amongst the team, and then set it for a team member to send it over the net into a space. Ask children to consider, how many times should the team pass the ball between them before it has to be sent over the net? Talk to children about developing a game plan?

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6. Bench RallyPlay 2 v 2, though progress to introducing a more competitive game. Ask children to develop their game. Encourage them to make decisions about how points can be scored? Play the game through focusing on a scoring system that rewards accurate hitting, e.g. using different angles, spaces and kicking the ball at varying strengths. Discourage children from kicking the ball for a hard, fast rebound. Encourage this by giving more points for scores made by using angles and spaces. Children will need to plan the game, play it, and then evaluate the effectiveness of their play. Encourage them to discuss their game plan.7. Wall Tennis [Core Task 1] - Remind children of the safety requirements from previous lessons.Continue to play 2 v 2, though you can organise groups of 6 – 8, taking turns to play, umpire and collect information, e.g. the length of rallies, the most accurate shots. Introduce competition with rules and a scoring system. Children can decide on these. Ideas to help children focus on making rules can include: partners taking alternate shots; use positive scoring systems – do not reward mistakes. Players score points when their shot is so good that their opponent cannot reach it. ʻUn-forcedʼ errors should not be penalised. After theyʼve tried playing the game, talk to them, e.g. do the rules work? Can they keep a rally going that is not co-operative?8. In all games, use demonstrations to focus children on successful play. Encourage constructive feedback of perform-ances. Encourage whole group discussions for planning and evaluating performance.Cool down [5 mins.]9. Discussions. Focus the cool down on encouraging children to think about their games and the tactics used. Children sitting in their activity groups.Questions can include: What was best about your game today? Did your tactics [games plan] work?How could you improve them for next time?

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Time: 45 - 60 mins. No. of children: 32Focus – Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: forehand, backhand, volley, overhead; rally; singles, doubles; using width, using depth, changing direction, changing speed; short tennis, badminton; defending court, covering court and partner.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in controlling a ball with a racket;* demonstrate an ability to play co-operative net/wall games with a partner* apply rules to games;* understand more about how their bodies respond to exercise and understand the purpose of warming up before exercise;* recognise and describe some aspects of successful performance in net/wall games and suggest how their perform-ance might be improved.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, hoops, benches, short tennis rackets and balls, volleyballs, footballs, cones for marking playing areas, skipping ropes, activity card - Setting/overhand pass. Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management & Organisation1. Mirror Dodge. In pairs children stand opposite each other either side of a line. They try to outwit their partner by placing a ball down in a given area. Repeat as needed. Pairs need to be in spaces, not too close to others. Encourage children to disguise movements. Can they ʻwrong-foot their opponent? Look for a range of different tactics. Demonstrate successful play.Ask children if they think speed and flexibility are important in this warm up. Ask them why these attributes are impor-tant for playing net games.www.galaxy-h.gov.ukSkill Focus [10 mins.] Volleyball Setting/overhand pass. Refer to activity card - Setting/overhand pass. 2. Select some activities as appropriate from Lesson 3, then progress to working with a partner, setting the ball longer distances. Pairs organised in gardens. Key teaching points are as Lesson 3 though to set the ball longer distances: the right foot should be forward and knees bent; place weight on the back foot (left) and at contact, transfer weight to the front foot (right). Games Playing [25 – 30 mins.] Same organisation, and play the 2 games not played in Lesson 3.3. Modified Tennis [Core Task1]4. Modified Volleyball [Core Task 2]5. Bench Rally6. Wall Tennis [Core Task 1]

Cool down [5 mins.] 7. Discussions. Focus children to think about their games. Sitting in their activity groups. For example, what was best about your games today? What was successful in the tac-tical decisions you made? What do you think you do best? What is it that you need to practise most? 8. Inform children that they will be developing their own warm up routine in the next lesson. Talk to them about making up and carrying out a warm up with a partner. Talk to children about choosing activities, including skills that will help them to get warm. Remind them about the different parts of a warm up, e.g. gentle exercise followed by stretching, followed by more vigorous exercise. Ask children to research this in the classroom and at home; ask them to find out about major muscle groups involved in playing net/wall games. Use web based sources, e.g. www.galaxy-h.gov.uk and books to find information.

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Time: 45 - 60 mins. No. of children: 32Focus – Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: forehand, backhand, volley, overhead; rally; singles, doubles; using width, using depth, changing direction, changing speed; short tennis, badminton; defending court, covering court and partner.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in controlling a ball with a racket;* demonstrate an ability to play co-operative net/wall games with a partner* apply rules to games;* understand more about how their bodies respond to exercise and understand the purpose of warming up before exercise;* recognise and describe some aspects of successful performance in net/wall games and suggest how their perform-ance might be improved.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, benches, short tennis rackets and balls, volleyballs, footballs, cones for marking playing areas, skipping ropes, Activity cards - Underarm Serving, Setting/overhand pass. Teaching ActivitiesWarm up [10 mins.] Teaching Points/Management & Organisation1. Developing pairs warm-up. As a general rule this should consist of a gentle jog around the hall/playground to begin followed by the systematic stretching of major muscle groups. Children work in a space with a partner. Plan 10 minutes for todayʼs warm up as children will need the extra time to select, apply and evaluate the quality of their work. Encourage children to start with the neck and work downwards. Stress to children not to ʻbounceʼ on muscles, but slowly and safely stretch them.Skill Focus [10 mins.] Volleyball. - Underarm Serving, 2. In gardens, children working in pairs, standing opposite each other about 7 – 8 metres apart. Underhand Serving with your partner. Set out 2 or 3 hoops as targets. How many accurate serves can you make out of 6 attempts? Can you beat your best score? Serve to your partner to begin a short rally. Setting/overhand pass. Partner serves about 6 times then change over. Games Playing [25mins] – Play 2 games in this lesson.3. Modified Tennis [Core Task 3] - Progress to playing 1 v 1 or 2 v 2 using the basic rules on a court that allows front-to-back and side-to-side play. Children should assume responsibility for organising and running their own games. Create spaces to send the ball into; disguise shots; play a range of shots [forehand & backhand, volleys, front-to-back & side-to-side]. 4. Modified Volleyball [Core Task 2]Continue to play 2 v 2, though you can organise groups of 6 – 8, taking turns to play, umpire and collect information, e.g. the length of rallies, the most accurate shots. Introduce competition with rules and a scoring system. Children can decide on these. Decide on the rules and how to score. Play a set number of points. Talk to children about their game plan. Are children adopting preferred positions? Are they focused enough in trying to hit the ball into spaces in their opponentsʼ court?5. Bench RallyContinue to play 2 v 2, though you can organise groups of 6 – 8, taking turns to play, umpire and collect information, e.g. the length of rallies, the most accurate shots. Play a competitive game with rules and a scoring system developed by children. How do they score points and keep the game going? Can children anticipate their opponents and position themselves accordingly in the court? Change roles regularly.6. Wall Tennis [Core Task 1]Continue to play a competitive game of 2 v 2 with a scoring system and own rules etc, further developed from lessons 3 & 4. Ask children for their ideas on adapting skills and equipment to make this game easier to play, e.g. changing the ball, how large the court should be to help them play better, etc. Talk to children about the rules, then play a game. Do the rules work? Are changes needed? 7. In all games, encourage children to hit the ball into court, but away from their opponent. Talk to them about ways to outwit their opponent, e.g. changing the speed, height and direction of the ball. Talk to them about how to defend their court well.Cool down [5 mins.] 8. Discussions. What was best about your games today? How did you play in your doubles game? Who played well as a team? How? What was successful about it? What do you need to do to improve? Children sitting in their activity groups. Help them identify aspects of their performance that need improving most. Remind children about their warm-up for Lesson 6. Provide further classroom opportunities for research for the warm up.

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Time: 45 - 60 mins. No. of children: 32Focus – Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: forehand, backhand, volley, overhead; rally; singles, doubles; using width, using depth, changing direction, changing speed; short tennis, badminton; defending court, covering court and partner.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in controlling a ball with a racket;* demonstrate an ability to play co-operative net/wall games with a partner* apply rules to games;* understand more about how their bodies respond to exercise and understand the purpose of warming up before exercise;* recognise and describe some aspects of successful performance in net/wall games and suggest how their perform-ance might be improved.Assessment: By observation against learning outcomes and through discussion with children.Resources: Whistle, balls of different sizes, hoops, benches, short tennis rackets and balls, netballs, volleyballs, foot-balls, cones for marking playing areas. Activity card – The DigTeaching Activities Teaching Points/Management & OrganisationWarm up [10 mins.] 1. Developing Own Warm-up Routine. As Lesson 5. Skill Focus [10 mins.] Volleyball - The Forearm Pass - The Dig2. Demonstrate The Dig – Organise children in gardens, practising in pairs. Games Playing [25mins.] - As Lesson 5.3. Modified Tennis [Core Task 3] 4. Modified Volleyball [Core Task 2] 5. Bench Rally 6. Wall Tennis [Core Task 1] Cool down [5 mins.]7. Discussions. Children sitting in activity groups.i. Which skills that you have developed in this unit are common to all net/wall games?ii. What about the tactics? Are any of these common too?iii. What have you enjoyed most about the unit?iv. Which net/wall game do you enjoy playing most? End of unit.

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end of unit

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SOF 24 :invasion games 4 :Lesson 1/6Time: 50 - 60 mins. No. of children: 33Focus – The unit aims to encourage children to:* choose, combine and perform skills more fluently and effectively in invasion games;* understand, choose and apply a range of tactics and strategies for defence and attack; * use these tactics and strategies more consistently in similar games* understand why exercise is good for their fitness, health and well-being; * understand the need to prepare properly for games; * to develop their ability to evaluate their own and othersʼ work, and to suggest ways to improve it.QCA Core TasksTask 1 - The aim of the game is to beat the opposition by scoring more goals. Play the game 4 v 4 and then 5 v 5, on a pitch that is 15m to 20m wide, and 30m to 40m long. Position one 1 goal at each end of the pitch, with a shooting area of about 10m x 10m.Task 2 - The aim of the game is to beat the opposition by scoring more goals. Play the game 4 v 4 and then 5 v 5, on a pitch that is about 30m x 40m, divided into 3 areas. Position 3 goals at each end of the pitch. Use football or hockey rules. The game is played in a similar way to Task 1.Task 3 - Play five against five versions of mini-football, mini-hockey, mini-rugby, mini netball or mini-basketball.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: possession, repossession; attackers, defenders; marking; covering; supporting; team play, team positions.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending, receiving and travelling with a ball;* demonstrate an ability to select skills and tactics, appropriate to different invasion games situations;* show an awareness of pace and other players in playing invasion games;* demonstrate an understanding of the importance of physical fitness in playing games;* evaluate team and individual performances and suggest how they can be improved; Assessment: By observation against learning outcomes, through discussion with children, through peer and self evaluation.Resources: Whistle, large balls, rugby balls, cones for marking playing areas, Unihoc sticks, airflow balls/pucks. Inva-sion Games Observation sheet. Videos - Rugby Pass & Chest PassTeaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Travelling and Footwork Children run freely using the whole space available. Set children different challenges; such as who is the first to stop then remain perfectly still. Whole class activity. Mark the perimeter of the area clearly. Talk to the children about getting ready for games. Ask them their ideas for warm-up exercises and routines. Talk to them about what makes a good warm up, i.e. it prepares the body for vigorous exercise.2. PE and ICT. Before Lesson 2, children could visit www.galaxy-h.gov.uk. Follow ʻYour Body and Activityʼ links. Be clear about what you want children to investigate.Skill Focus - Hockey [15 mins]. 3. Children access equipment from several different areas. Use Unihoc sticks and pucks/air light balls. Demonstrate the correct way to hold the stick.4i. Safe use of sticks. Lay stick flat on the ground and demonstrate how to pick the stick up and how to hold it. ii. Left hand on top of the stick right hand about half way down. iii. Sticks to be held close to the body, and not swung around.iv. Sticks to be kept in a vertical position not pointing forwards. v. Pick it up then place it back on the floor. Jog around the area jumping over sticks. vi. How many can you jump over between whistles? Can you beat this? Repeat.vii. Demonstrate again, picking up and holding stick and show how to move with it. viii. Children observe and copy, then jog around the space weaving in and out whilst carrying their sticks. ix. Remind children again to hold sticks close to their body and do not swing them around.Travelling [dribbling] with a ball/puck using a stick5. Demonstrate dribbling with a stick. Children observe and copy, then walk their ball/puck around the playing area, moving into spaces and avoiding others. i. Left hand at top of stick, right hand halfway down.ii. Keep ball just ahead of right foot. iii. Head and shoulders over ball.

iv. Keep looking up. v. Tap ball with the side of stick.vi. Keep ball close to stick. Individual work. 6. Perform dribbling at increasingly greater speed, up to a gentle jogging pace if possible. Some children might benefit from being challenged more, e.g. follow a partner or follow a pathway indicated by lines on the floor. Dribbling relays7. In teams dribbling around cones, tapping the ball/puck with the side of stick, keeping it close to stick. Repeat as ap-propriate. Organise children in teams of about 4 - 5. Set up about 5 – 6 cones/skittles, which children have to dribble in and out of. Demonstrate the activity.Encourage a controlled pass to the next player.8. Demonstrations of good performances Encourage children to perform the skills at greater speed, though still maintaining control. Focus observations on those who can combine skills fluently, e.g. dribbling, looking up, travelling around the cones and passing accurately to the next player.Games Playing [30 mins.] – Organise the playing area into thirds, the sectors of a netball court are ideal for this. Organise children in 3 groups, playing 3 activities for about 10 minutes each. Management and organisation remains consistent throughout the unit.

9. Modified RugbyInitially focus on getting the game going. Begin by allowing groups to pass the balls randomly amongst themselves.Refer to Rugby Pass Give the group 2 rugby balls to use, random passing, encourage move-ment of players. Set targets and challenges within the group. Can you develop a passing pattern using both balls with all players involved? Repeat.Can you keep both balls moving for 30 seconds without dropping them? Repeat.

Play a game of 6 v 2. One ball per game. A try is scored by the ball carrier running over their opponentʼs goal line. Tackles are made by touching the hip of the ball carrier. When tackled the ball carrier must stop and pass the ball to a player [who must be behind the passer]. Arrows indicate the direction of play towards the try lines.

10. In all games, the team of 6 are the attacking team. Other roles can include: an administrator [referee / scorer / timer]; 2 children evaluating team and individual performance and providing feedback. Organise a rotation system. It is essential that roles are changed consistently, i.e. children spend no longer than 2 - 3 minutes not playing. The teaching points will be the same in all 3 games.11. For the attackers, encourage them to: work to create spaces to receive the ball draw defenders towards them to create spaces for team mates into; make effective use of the extra players. For the defenders, encourage them to: deny their opponents space; develop a game plan for defending. Give both teams enough time to plan their tactics.12. Use Invasion Games Observation sheet. Children evaluating can use this record sheet to help them.13. Use demonstrations throughout. Teach them how to give feedback, e.g. to describe what they see, comment on techniques and tactics that went well and talk about something that needs improving.

14. Modified NetballInitially focus on getting the game going. To begin, groups pass the ball amongst themselves in the playing area. Encourage all players to move freely, keep stressing ʻPass & Move.ʼ remind children about the Chest Pass.

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Play a game of 6 v 2. Play simple, uncomplicated rules e.g. not running with the ball. The aim of the game is to retain the ball. Games should last for about 2 - 3 mins. then rotate roles.

Use demonstrations throughout. Talk to children about their observations, e.g. successfully completed passes, and ask why they have chosen one particular area that needs practising.

15. Modified HockeyBegin by groups moving freely and passing the ball /puck amongst themselves in the playing area.

Play a game of 6 v 2, trying to keep posession. Games should last for about 2 - 3 mins and then rotate roles.

Use demonstrations throughout.

Ask children to suggest ideas on how to improve as individuals and as a team.Cool down [5 mins].16. Balance and stretch. Stand still and try to balance on one foot while they stretch their other leg and foot out in front of them. Ask the children how playing invasion games helps their fitness and health. Listen to them talk about the value of ex-ercise outside school, e.g. in social groups, at sports clubs. Help them to find ways to incorporate games in their lives.

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Time: 50 - 60 mins No. of children: 33Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: possession, repossession; attackers, defenders; marking; covering; supporting; team play, team positions.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending, receiving and travelling with a ball;* demonstrate an ability to select skills and tactics, appropriate to different invasion games situations;* show an awareness of pace and other players in playing invasion games;* demonstrate an understanding of the importance of physical fitness in playing games;* evaluate team and individual performances and suggest how they can be improved.Assessment: By observation against learning outcomes, through discussion with children, through peer and self evaluation.Resources: Whistle, large balls, Unihoc sticks, airflow balls/pucks braids or bibs, cones for marking playing areas, Invasion Games Observation sheet. Videos - Chest Pass ; Rugby Pass; Soccer Pass [1] & [2]Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Play Hot Potato. Whole class activity. Mark the perimeter of the area clearly. Encourage children to: look for spaces to move into to receive the object; looking for others in good spaces to pass to; call for a pass if they are in a good space. Encourage the taggers not to just chase the object, think about tactics too.2. Fitness and health. Talk to children about the importance of exercising safely and choosing exercises that help their play, i.e. those that develop strength, speed and stamina.Skill Focus [20 mins.]3. Safe use of sticks [2 - 3 mins]. As Lesson 1.4. Hockey. Passing the ball [5 mins]. As Lesson 1, progressing to;5. Hockey. Passing Game [7 - 8 mins]Play games of 4 v 1. Four children are the passing team while one is the defender. The passing team earns a point for three consecutive passes while the defender earns a point for intercepting. Organise children in groups of 5, playing in clearly marked grids. Emphasise safe use of sticks.Encourage the attackers to move into space and call for the ball. Encourage children to pass and move. Help them to see why their game breaks down, or why their team fails to score. 6. The defender cannot tackle, only intercept. Rotate the defender regularly, about every 2 minutes. Show children how to mark a player and a space, and how to intercept. Note: Children who do not have opportunity to defend in this lesson should have opportunity to do so in Lesson 3.7. Demonstrations throughout. Focus children on: attackers who create space [and time] for themselves; defenders who show an awareness of differ-ent tactics and who read the game well.Games Playing [30 mins]. For those observing use Invasion Games Observation sheet.8. Modified Rugby As Lesson 1, though play 5 v 3. Refer to Rugby Pass9. Modified Netball As Lesson 1, though play 5 v 3. Refer to Chest Pass 10. Modified Hockey As Lesson 1, though play 5 v 3.Cool down [5 mins.]11. Balance and stretch. Vary this from Lesson 1 by getting children to work in pairs standing back to back, supporting each other. Talk to children about aspects of their games playing. For example, ask them to comment on their techniques and tactics in the different games. Ask them to tell you something that needs improving, and what they think they need to do to achieve it.

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Time: 50 - 60 mins No. of children: 33Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: possession, repossession; attackers, defenders; marking; covering; supporting; team play, team positions.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending, receiving and travelling with a ball;* demonstrate an ability to select skills and tactics, appropriate to different invasion games situations;* show an awareness of pace and other players in playing invasion games;* demonstrate an understanding of the importance of physical fitness in playing games;* evaluate team and individual performances and suggest how they can be improved.Assessment: By observation against learning outcomes, through discussion with children, through peer and self-eval-uation.Resources: Whistle, large balls, rugby balls, Unihoc sticks and airflow balls/pucks, cones for marking playing areas. Invasion Games Observation sheet. Activity cards - Chest pass, Shoulder pass & Dribbling a ball. Videos - Chest Pass & Rugby Pass.Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Jog, Sprint and Slow Down. Children to run into spaces and in different directions using different speeds. Repeat as appropriate. Before you begin the activity, remind children that they will be running around vigorously. Ask children about the rela-tionship between the heart and muscles etc. Ask them to tell you why it is important to warm up. Skill Focus [10–15 mins]2. Hockey. Passing the ball. [3 –5 mins]. As Lesson 2.3. Hockey. Passing Game [10 mins]. As Lesson 2, and ensuring that children who did not experience defending in Lesson 2 do so today.4. As Lesson 2, playing 4 v 1 [with the scoring system]. Show children how to Position their feet when sending and receiving the ball. Encourage children to move their feet around the ball to give direction, rather than twisting the stick and making it awkward to hit the ball.Games Playing [30 mins] - In this lesson, children should play all 3 games, spending about 8 - 10 mins. at each activ-ity.Modified Rugby [5 v 3]5. Children need to think about this game and decide how modifying it further will lead to a better game. Groups should plan, trying out and evaluate their ideas. An important consideration will be if changes made are fair to all play-ers. For example, will it be better if a side has to let their opponents have possession of the ball after five or six tackles? Should there be a rule for allowing a defender to become an attacker before a game is over. E.g. by an interception, or an attacker making a poor pass, or a dropped pass? Children might prefer to play the rule that when tackled they place the ball on the floor and roll it back to a team mate behind them.6. Refer to Rugby Pass

Modified Netball [5 v 3]7. Practise passing co-operatively [2 - 3 mins.] as a whole group, before progressing to playing games. Chest pass & Shoulder pass. Video - Chest Pass 8. Introduce a scoring system. Scoring could be done by children bouncing the ball in a hoop placed on the goal line at the end of their opponents half of the playing area. 9. Group discussion, trying out and evaluating ideas. Should there be a rule for allowing a defender to become an attacker before a set amount of time? E.g. an interception, or an attacker making a poor pass, or a dropped pass? 10. Use correct technique when passing the ball. Can children execute passes correctly in a competitive situation? 11. Demonstrations of groups playing. Focus children on children who use skills in ways that allow them to outwit the opposition.

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Modified Hockey [5 v 3]12. Introduce scoring. Create goals at both ends of the pitch. 12. Before children start playing, ask them to consider choosing positions in their team. For attackers, ask children about different ways to attack as a team. Get them to talk about and try out what they think is their best for-mation and tactics for attacking.13. Ask defenders to plan how to mark players and space. For example, Ask them about some ideas about how they will intercept and tackle.14. Remind all players about the correct technique for using a stick; emphasise safety.15. Demonstrations. Help the children to recognise successful play. Teach them how to give feedback, e.g. to describe what they see, com-ment on techniques and tactics that went well, talk about something that needs improving.

Cool down [5 mins].16. More Stretching. Find a space on the floor, sit up straight. Stretch legs out, point toes, hold. Stretch arms up, point fingers, hold. Stretch arms in front, point fingers, hold, touch knees, touch toes, hold. Relax. Refer to large muscle groups being stretched, large bones of limbs etc. Ask the children how playing invasion games helps their fitness and health. Talk to them about some benefits of incorporating games in their lives.

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Time: 50 - 60 mins No. of children: 33Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: possession, repossession; attackers, defenders; marking; covering; supporting; team play, team positions.Learning Objectives: By the end of this lesson children should be able to:* demonstrate increased skill in sending, receiving and travelling with a ball;* demonstrate an ability to select skills and tactics, appropriate to different invasion games situations;* show an awareness of pace and other players in playing invasion games;* demonstrate an understanding of the importance of physical fitness in playing games;* evaluate team and individual performances and suggest how they can be improved.Assessment: By observation against learning outcomes, through discussion with children, through peer and self-eval-uation.Resources: Whistle, large balls [footballs, netballs, basketballs], rugby balls, unihoc sticks, airlight balls /pucks, cones for marking playing areas. Invasion Games Observation sheet. Activity cards - Passing the ball & position of the feet. Videos - Soccer Pass [1] & [2]Teaching ActivitiesWarm up [5 mins.] Teaching Points/Management and Organisation1. Play Basketball Tag Whole class activity. Mark the perimeter of the area clearly. Talk to the children about getting ready for games. Ask them to think of ideas for their own individual warm up in Lesson 5.Skill Focus. Football - Sending and receiving [10 - 15 mins].2. Practise passing the ball to your partner, who stops it and passes it back. Refer to Soccer Pass [1] & [2]3. As the practise develops, set challenges and targets. Pass using both feet. Aim for accuracy and good weight of pass. How many passes can you make in 30 seconds? Repeat. Can you beat your last/best score? Receiving [controlling] the ball.4. Watch the pathway of the oncoming ball and get behind it. Anticipate an inaccurate or poorly weighted pass and be ready to move. Relax and try to cushion the ball rather than offer resistance against it. Aim is to absorb any pace by meeting the ball with a cushioned touch. The foot should be withdrawn as contact is made. Foot position is the same as above [posi-tion of the feet].Passing without controlling the ball.5. Pass the ball to your partner who judges whether or not she/he can return it without controlling it first. Return the ball to your partnerʼs preferred foot. Repeat. Demonstrate passing the ball without controlling it before passing.i. Pass with the insides of both feet.ii. Do not poke the ball with the toes.iii. Try to establish a rhythm with your partner.iv. Anticipate and respond to a bad pass.v. Control a poor pass if you need to before passing back.6. Targets and challenges. How many consecutive passes can you make without having to stop the ball? How many passes can you make in 30 seconds?Games Playing [30 mins] – In this lesson children play ʻBench Ballʼ instead of the basketball activity from previous les-sons, The other games have been further modified.

Modified Rugby [Play 6 v 2, 5 v 3 or 4 v 4 according to ability]7. Play the game across the width of the playing area rather than from end to end. This should encourage children to pass more freely and to find and use space more easily. 8. Teaching points include: Are the defenders able to deny space to the at-tackers?Do the defenders close down the spaces in front of them and deny at-tackers space to move forwards? Are children helping each other mark or cover players? Are they supporting each other in attack?

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Modified Football [4 v 4] QCA Core Task 1The aim of the game is to beat the opposition by scoring more goals. Position one 1 goal at each end of the pitch, with a shooting area of about 10m x 10m. Play without goalkeepers, players to shoot only when they are in the shooting area. Play the game 4 v 4 and then 5 v 5, on a pitch that is 15m to 20m wide, and 30m to 40m long.

Modified Hockey [4 v 4] QCA Core Task 2The aim of the game is to beat the opposition by scoring more goals.Play the game 4 v 4 on a pitch that is about 30m x 40m, divided into 3 areas. Position 3 goals at each end of the pitch. Players are not allowed to tackle in the middle third of the pitch, but may intercept the ball. The middle goal at each end is worth five points, and the outer goals are worth one point. Encourage the chil-dren to think about the different ways they can attack and defendChildren need to mark a player and a space; show them how to do this. Teach them how to intercept and tackle to get the ball/puck back. Teach them how to shoot from a distance, close range and from different angles.

Cool down [5 mins.] 14. Discussions.Planned opportunities to assess progress and attainment. Focus the discussion on: What did you think about todayʼs games?How is the football game different to hockey? As a team, what do they feel they did well today?What do you need to do better next lesson? Which game do you like playing most? Why?

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Time: 50 - 60 mins. No. of children: 33Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: possession, repossession; attackers, defenders; marking; covering; supporting; team play, team positions.Learning Objectives: By the end of this lesson most should be able to:* demonstrate increased skill in sending, receiving and travelling with a ball;* demonstrate an ability to select skills and tactics, appropriate to different invasion games situations;* show an awareness of pace and other players in playing invasion games;* demonstrate an understanding of the importance of physical fitness in playing games;* evaluate team and individual performances and suggest how they can be improved.Assessment: By observation against learning outcomes, through discussion with children, through peer and self-eval-uation.Resources: Whistle, large balls [netballs, footballs & basketballs], rugby balls, cones for marking playing areas. Inva-sion Games Observation sheet. Videos - Soccer Pass [1] & [2]. Activity cards - Passing the ball & position of the feetTeaching ActivitiesWarm up [10 mins.] Teaching Points/Management and Organisation1. Own Warm-up Routines. With a partner, start with a gentle jog around the activity area, followed by the systematic stretching of major muscle groups, starting at the neck and working downwards. In the last two lessons in this unit children will work in pairs to develop their own jointly planned warm-up routine. Encourage children to plan their warm-up with their partner and allow them enough time to do this. Encourage a com-bination of aerobic work along with muscle stretches. Encourage children to match and mirror their partner.2. Ask children to justify why they are including certain exercises and activities in their warm ups. Remind children about what makes a good warm up, e.g. it prepares the body for vigorous exercise. Stress the importance of warming up safely [stretch carefully, avoid ʻbouncingʼ on muscles], and choosing exercises that will help their games play, e.g. those that develop strength, speed and stamina.Skill Focus. Football - Sending and receiving [15 mins]3. As Lesson 4, practise passing the ball to your partner, who stops it and passes it back. Videos - Soccer Pass [1] & [2]. Activity cards - Passing the ball & position of the feet. Encourage children to perform the skills at greater speed and to develop their control. 4. As lesson 4, practise passing the ball without controlling it before passing, combining skills. E.g. pass the ball, move back from your partner, anticipate the pass, and then move into your passing position. i. Pass with the insides of both feet.ii. Do not poke the ball with the toes.iii. Try to establish a rhythm with your partner.iv. Anticipate and respond to a bad pass.v. Control a poor pass if you need to before passing back.5. Head a ball to a partner who stands about 3 – 4 metres away. Partner feeds with gentle, well-directed 2 handed, underarm throw. Head the ball back to partner about 5 or 6 times then change over. Children work with a partner in a space. Body arched back as ball approaches. Keep neck firm. Wide arms for balance. Bring head and shoulders forward to meet the ball firmly with forehead. Ball contacted on middle of forehead. Head through the ball, not at it. Keep tongue from being between teeth on impact with the ball. Be aware of children wearing glasses. Do they need to keep them on for this practice? Ensure children do not head the ball for too long.Games Playing [30 mins] – In the rugby and netball activities, play 5 v 3.6. Modified Rugby [5 v 5] - Core Task 3 7. Modified Football [5 v 5] - Core Task 1 Progress to allowing players to shoot from outside the area and add goalkeepers. Play the game with only a limited number of players on each side allowed to score goals.8. Modified Hockey [5 v 5] - Core Task 2Progress to playing the game with certain players only allowed to go in particular sections e.g. 2 defenders must remain in their defending zone; 1 attacker must remain in the attacking zone; 2 players can move [rove] in any of the zones. Nominate 1 roving player, plus the attacker as the only players allowed to score; change playing roles regu-larly.Cool down [5 mins] 9. Discussions Encourage individuals and groups to report on how they have played the games today. How does playing 5 v 5change the way the games are played, for a. the attacking team & b. the defending team?

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Time: 50 - 60 mins. No. of children: 33Focus: Refer to Lesson 1.Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: possession, repossession; attackers, defenders; marking; covering; supporting; team play, team positions.Learning Objectives: By the end of this lesson most children should be able to:* demonstrate increased skill in sending, receiving and travelling with a ball;* demonstrate an ability to select skills and tactics, appropriate to different invasion games situations;* show an awareness of pace and other players in playing invasion games;* demonstrate an understanding of the importance of physical fitness in playing games;* evaluate team and individual performances and suggest how they can be improved.Assessment: By observation against learning outcomes, through discussion with children, through peer and self-eval-uation.Resources: Whistle, large balls [netballs, footballs, basketballs, rugby balls], unihoc sticks, airflow balls/pucks, cones for marking playing areas digital camera or video recorder, Self-assessment sheet.Teaching ActivitiesWarm up [10 mins.] Teaching Points/Management and Organisation1. Developing Own Warm-up Routines [with a partner] As Lesson 5. Encourage children to match, mirror and support their partner. Walls can be used for support too.2. Skill Focus. Football - Sending and receiving [15 mins]. As Lesson 5

Games Playing [25 mins] – Consider using a video camera or digital camera to record performance today. Children could do this.

3. Modified Rugby [5 v 5] Core Task 3As Lesson 5, though, revert to playing the game in a deeper, narrower pitch. Play Tasks 1 & 2 as in Lesson 5 though allow children to modify rules sightly if thery wish.

4. Modified Football [5 v 5] Core Task 1 5. Modified Hockey [5 v 5] Core Task 2Cool down [5 mins.] 6. Discussions.Opportunities to assess if children can recognise individual and team strengths. Do you play best as an attacker or a defender?How important is good physical fitness to playing invasion games?

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end of unit

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The following lesson plans adhere to the QCA Schemes of · PDF fileThe following lesson plans adhere to the QCA Schemes of Work Year Group Scheme of work ... For example, runner beans,