Cambridgeshire Scheme of Work for Physical Education · Cambridgeshire County Council and Cambridgeshire School Sports Partnerships are delighted to announce their brand new Scheme

Cambridgeshire County Council and Cambridgeshire School Sports Partnerships are delighted to announce their brand new Scheme of Work for teaching Physical Education, for teachers, by teachers. This comprehensive resource provides all that your school needs to deliver a high quality PE curriculum.

Part One features comprehensive lesson by lesson plans, support material and guidance for Dance, Games and Gymnastics, laid out in year booklets, for Reception through to year 6. Part Two contains more Dance, Games and Gymnastics as well as Outdoor and Adventurous Activities, Swimming and KS2 Athletics. The Dance music has been specially written and is supplied on a cd-rom along with all the year booklets as pdfs. The Introduction Booklet provides comprehensive support material for the PE Subject Leader.

To view sample pages please visit: pe.learntogether.org.uk/. There is a separate publication containing the relevant year groups for Infant and Junior Schools.

Cambridgeshire Scheme of Work for Physical Education

This resource is dedicated to the memory of Ally Brennan, an inspirational teacher whose passion for Physical Education had a huge impact on many pupils and staff in Cambridgeshire and beyond. Her work appears in this Scheme, please visit: www.theallybrennantrust.com

Introduction 05Curriculum Guidance 07Curriculum Planning 07Allocation of Time 08How to Use the Resource 08Other Resources and Appendices 09What Teachers Have to Teach 10The Teaching and Learning Process 12Lesson Format – Basic Lesson Plan 14Assessment 14Warming up and Cooling Down 15Links between PE and PSHE 17Physical Education and Spiritual, Moral, Social and Cultural development 19Physical Literacy and the background to FUNdamentals 20Similarities between FUNdamentals and National Curriculum requirements 22

Teaching Dance 25Assessment in Dance 27

Teaching Gymnastics 29Gymnastics – End of Unit Core Tasks 32Assessment in Gymnastics 34Further Support for Delivery 26Safe Handling of Gymnastic Apparatus 38

Teaching Games 41KS1 Generic Multi Skill Festival 44Net Multi Skills Festival 46Invasion Games Festival 47Striking and Fielding Festival 48Assessment in Games 49

Competition Framework 50

Contents

Welcome to the Cambridgeshire Scheme of Work for Physical Education, which has been produced to support the planning and delivery of National Curriculum Physical Education from 2014 onwards. The scheme provides a range of activity-based units of work that are progressive from Key Stage One upwards: fundamental movement skill units for Key Stage One, progressing into generic activity areas in Key Stage Two and then specific activity focus in higher Key Stage Two, which complements the National Curriculum Key Stage One and Key Stage Two National Curriculum programmes of study for Physical Education.Physical Education is a unique subject in that it is about learning in the physical and developing the physical competence to enjoy the technical aspects and challenges of the chosen physical activity. Primary school teachers, teaching assistants and other para-professionals have a unique role to play in this development, taking very young children on a journey to develop their basic physical abilities such as running, throwing, jumping, striking and catching as well as their joy of free movement and expression. The notion of ‘learning to move; moving to learn’ underpins a high-quality Physical Education curriculum and is where this resource aims to support staff to deliver consistently high quality Physical Education lessons.

The London 2012 Olympics and Paralympics sparked more interest and enthusiasm from pupils, staff, parents and Government. This, combined with new funding for Primary Schools, means that all schools can provide an inspirational Physical Education experience for all pupils, a fitting legacy to 2012 and one way to develop a generation of more physically engaged, active and competent young people. Thus ‘learning to move; moving to learn’ becomes ‘moving for life’.This Scheme of Work has been a collaboration across Cambridgeshire, using the best local expertise from teachers, many staff in the School Sport Partnerships, the Cambridgeshire County Council PE Adviser and Associate Advisers. The Scheme contains many new, specially developed units of work, locally developed units that are now available to all, and enhanced well-known favourites. The School Sport Partnerships are represented by their group logo, ‘Cambridgeshire Sport and Education Partnership’.Without the support and willingness to share ideas and resources from all those involved, the development of this Scheme would not have been possible. I am indebted to their generosity of time and spirit, for which I thank them wholeheartedly.

Introduction

Sue Ager I Di Baker I Lesley Birch I Peter Brennan I Ali Cope I Nikki Linsdell I Claire McDonnellCarol Gronow Cambridgeshire Adviser for PE and Sport

4 5


1


Introduction to the SchemeDance, Games and Gymnastics

Cambridgeshire SchoolsInfant School - £175 Junior School - £195 Primary School - £295One price for both Parts 1 & 2, all prices plus p&p if applicable

I would like to order ........ copy(ies) the above. `

Name of person:

Name of school:

Email Address: Telephone Number:

Purchase Order Number (if required)

Please fax back to Justine Spencer on 01480 376258 or email [email protected], or post to Education Health, Safety & Wellbeing Team, Cambridgeshire County Council, Stanton House, Stanton Way, Huntingdon, Cambs PE29 6XL


Cambridgeshire County Council and Cambridgeshire School Sports Partnerships are delighted to announce their brand new Scheme of Work for teaching Physical Education, for teachers, by teachers. This comprehensive resource provides all that your school needs to deliver a high quality PE curriculum.

Part One features comprehensive lesson by lesson plans, support material and guidance for Dance, Games and Gymnastics, laid out in year booklets, for Reception through to year 6. Part Two contains more Dance, Games and Gymnastics as well as Outdoor and Adventurous Activities, Swimming and KS2 Athletics. The Dance music has been specially written and is supplied on a cd-rom along with all the year booklets as pdfs. The Introduction Booklet provides comprehensive support material for the PE Subject Leader.

To view sample pages please visit: pe.learntogether.org.uk/. There is a separate publication containing the relevant year groups for Infant and Junior Schools.


This resource is dedicated to the memory of Ally Brennan, an inspirational teacher whose passion for Physical Education had a huge impact on many pupils and staff in Cambridgeshire and beyond. Her work appears in this Scheme, please visit: www.theallybrennantrust.com

Introduction 05Curriculum Guidance 07Curriculum Planning 07Allocation of Time 08How to Use the Resource 08Other Resources and Appendices 09What Teachers Have to Teach 10The Teaching and Learning Process 12Lesson Format – Basic Lesson Plan 14Assessment 14Warming up and Cooling Down 15Links between PE and PSHE 17Physical Education and Spiritual, Moral, Social and Cultural development 19Physical Literacy and the background to FUNdamentals 20Similarities between FUNdamentals and National Curriculum requirements 22



Teaching Games 41KS1 Generic Multi Skill Festival 44Net Multi Skills Festival 46Invasion Games Festival 47Striking and Fielding Festival 48Assessment in Games 49


Contents



Introduction


4 5


1



Non-Cambridgeshire SchoolsInfant School - £195 Junior School - £265 Primary School - £375One price for both Parts 1 & 2, all prices plus p&p if applicable

I would like to order ........ copy(ies) the above.

Name of person:

Name of school:

Full postal address:

Email Address: Telephone Number:

Purchase Order Number (if required)

Please fax back to Justine Spencer on 01480 376258 or email [email protected], or post to Education Health, Safety & Wellbeing Team, Cambridgeshire County Council, Stanton House, Stanton Way, Huntingdon, Cambs PE29 6XL


1



Introduction 05Curriculum Guidance 07Curriculum Planning 07Allocation of Time 08How to Use the Resource 08Other Resources and Appendices 09What Teachers Have to Teach 10The Teaching and Learning Process 12Ladder of Learning in PE 13Lesson Format – Basic Lesson Plan 14Assessment 14Warming up and Cooling Down 15Links between PE and PSHE 17Physical Education and Spiritual, Moral, Social and Cultural development 19Physical Literacy and the background to FUNdamentals 20Similarities between FUNdamentals and National Curriculum requirements 22



Teaching Games 41KS1 Generic Multi-skills Festival 44KS2 Generic Multi-skills Festival 45Net Multi-skills Festival 46Invasion Games Festival 47Striking and Fielding Festival 48Assessment in Games 49


Contents

Cambridgeshire Scheme of Work for Physical EducationNotice of CopyrightPlease note that copyright exists on all materials included with these resources (the resources). This forbids any copying, loan, sale or distribution other than within the Terms and Conditions set out below.

Individual School/Setting Purchase Permission for Use (Including materials issued as part of training events, conferences or consultancy whether organised by Cambridgeshire PE Service or other providers with Cambridgeshire PE Service permission)1. Purchasers may use the resources for their own reference and use within their own organisations2. They may load materials on any computer within their workplace(s) and / or those used at home for work related purposes.

Restrictions of Use1. Purchasers must not make copies of any part of the resources for distribution to other schools, individuals or organisations2. Purchasers may not incorporate any part of the resources within their own materials or resources without express permission. Where such permission is granted drafts of the intended

inclusion must be submitted for approval and an agreed attribution must be included within the resources / materials3. Purchasers must not load software onto computers owned or used by other organisations or individuals.

Other PurchasersRestrictions of Use1. Purchasers must not make copies of any part of the resources for distribution to schools or other organisations or for use in any training or consultancy activity without the express

permission of Cambridgeshire PE Service. Where such permission is given, all copies used and distributed must retain the Cambridgeshire PE Service logo and formal copyright notice. Individuals or schools to whom such copies are distributed must be made aware of the copyright restrictions that apply to further copying and distribution within their organisations and workplaces.

2. Purchasers may not incorporate any part of the resources within their own materials or resources without express permission. Where such permission is granted drafts of the intended inclusion must be submitted for approval and an agreed attribution must be included within the resources/materials

3. Purchasers must not load resources onto computers owned or used by other organisations or individuals except with express permission as part of a training event.

Cambridgeshire Scheme of Work for Physical EducationThis resource is dedicated to the memory of Ally Brennan, an inspirational teacher whose passion for Physical Education had a huge impact on many pupils and staff in Cambridgeshire and beyond. Her work appears in this Scheme, please visit: www.theallybrennantrust.com



Introduction


4 5


Part One of the Scheme contains units of work that are most suitable to be taught in the autumn and spring terms, although they could be delivered at other times of the year.

This part of the Scheme contains more units of work for Dance and Gymnastics and units that are most suitable to be taught in the spring and summer terms, although they could be delivered at other times of the year. My thanks to Stephen Brown for his contribution to this section.

Dance, Games and Gymnastics –Part One

Curriculum GuidanceAs the 2014 National Curriculum for Physical Education does not state specific areas of activity for teaching, it is up to each school to determine the context (activity) through which pupils will develop their competence, knowledge, skills and understanding. The activity areas in this scheme are designed to support Physical Education delivery in the vast majority of primary schools and are the most popular activities designed with schools resources, equipment and facilities in mind, which also complement the Schools Games competition system. Please see the Competition Framework for more details. Each area of activity has a brief explanation about the aims and outcomes of that activity, brief detail about the key competencies to be achieved and a summary of the units provided.The Scheme of Work is flexible so that units can be taught in different year groups, where stated, whilst still ensuring progression. This is to ensure that the scheme has the widest use, for a wide range of schools with pupils of varying needs. The exception to this is the Gymnastics units, which are planned to ensure a clear progression, often throughout and by year group, but also accounting for a ‘stage not age’ approach where key competencies are reinforced. The Games related part of the Scheme contains fundamental movement skill units for Key Stage One, progressing into generic activity areas in Key Stage Two and then has a specific activity focus in higher Key Stage Two, which complements the National Curriculum Key Stage One and Key Stage Two programmes of study for Physical Education

Therefore planning is key. Planning over the Key Stage and between stages is crucial for each child’s progression in Physical Education. As such, a clear curriculum map that provides a broad and balanced curriculum which is supported by the extra-curricular programme is vital.

Curriculum PlanningWhen mapping the curriculum for Physical Education, answers to the following questions can help determine how each school should proceed:

§ Is there an appropriate mix of breadth of activities and balance between games, team or otherwise, individual such as gymnastics and athletic activities, aquatic provision (statutory during KS2), competitive activities, team building and collaborative activities?

§ What key knowledge and competencies do pupils enter Key Stage One with? What are the strengths and what is missing? Is there a fundamental movement skills unit(s) in Key Stage One?

§ Is swimming taught during Key Stage Two and in a way that pupils are likely to meet or exceed the end of Key Stage requirements?

§ Are outdoor and adventurous activities taught during Key Stage Two, and in a way that contributes to the purpose of study for Physical Education as laid down in the National Curriculum documentation?

§ Do pupils experience two different activity areas of Physical Education in one week or are they concentrating on accelerating learning in one area for a block of time?

Athletics, Dance, Games, Gymnastics, Outdoor and Adventurous activities and Swimming –Part Two

“In PE it is lots of fun. We get to do lots of different activities and learn new skills.” Amy Year 3


6 7

98

§ Are Physical Education length of units determined by half-term dates, which can vary the length of a half-term and thus unit length considerably?

§ Does the map take account of times when there may be disruption to the Physical Education programme? (i.e. school trips, residential visits or the hall being busy/out of use for school productions/activities)

Allocation of TimeThe allocation of time for each unit of work is only a general guide and will vary depending on the lesson length, teaching styles utilised and how the pupils respond and progress through the material/content. When teaching mixed-age classes, the teacher will have to make decisions about the physical demands, pupils’ skill levels, understanding and the appropriateness of the activities suggested. This is especially so when delivering units in Reception and Key Stage One where pupils will have varying ranges of physical development and therefore competence to succeed in the activities set.

How to Use the ResourceUnit LayoutEach unit has an overview page that summarises the objectives, key concepts, resources required, links to other topics, the core task and a lesson-by-lesson outline.Learning Outcomes are designed to progressively meet the expectations of the Core Task for that unit of work.Resources indicate the equipment/apparatus required to enable pupils to successfully participate in the suggested activities.Learning Objectives identify the learning outcomes for the specific unit of work and are related specifically to the National Curriculum programmes of study. They explain what should be taught and what pupils should be able to do, know or understand by the end of the lesson(s).Core Tasks are the key competencies that pupils will work towards to achieve progress in Physical Education. Whilst not explicit in the current National Curriculum orders, core tasks are an effective tool in ensuring that the curriculum is planned for progress and that pupils are learning and achieving at the correct rate. It would be expected that most pupils will achieve the core task by the end of a unit of work. Learning Activities provide a range of suitable tasks which are specifically related to the learning objectives. This is not an exhaustive list of activities and teachers can select alternative and additional tasks from their own repertoire to support each unit of work, as long as they relate to the

learning objectives. The teaching/learning activities provide the opportunity for pupils to experience and achieve the learning objectives as well as create appropriate assessment opportunities for the teacher.Expectations identify the key learning aspects on which teachers will make judgements about pupils’ progress and achievement and relate to the Core Task. Many of the assessment opportunities relate directly to the unit expectations, expressed as ‘below, met, above’ outcomes of the unit of work, which are stated as the assessment focus.Teaching points are listed, when appropriate, opposite the learning activity and are a guide to how to ensure pupils’ performance and development is of a high quality. The teaching points also suggest instructions for the pupils. Further support for teachers is available in the relevant appendix.Safety considerations are listed as a generic guide, but all schools should assess the activities and the space they take place in, specific to their circumstances. Differentiation activities. As all pupils are different and at different stages in their learning, each lesson plan has some suggestions of ways to support pupils to refine their performance and challenge the more able to excel. This is not an exhaustive list and teachers will select alternative tasks from their own repertoire as well as utilising the STEP (Space, Task, Equipment, People) principles for differentiation or the Principles of Progression in Gymnastics. After each unit overview there is a simple guide to STEP for that particular unit which teachers can use for both their planning and also during a lesson to help pupils progress in their

learning. Learning activities can also be carried over or accelerated as seen fit by the class teacher. This approach supports the Assessment for Learning (AfL) process of providing meaningful feedback to pupils. The appendices also contain assessment grids.Key Vocabulary are the words that the teacher is likely to use and reinforce consistently throughout the unit of work, and also that pupils can demonstrate physically.

Other Resources and AppendicesThe most relevant support is to be found in the appendices immediately after the units of work. Further resources are to be found in the Introduction to the Scheme booklet and also on the cd-rom. The cd-rom contains all the multi skills festivals resources.


Dance, Games and Gymnasticsfor Reception


32


33Ar

ea o

f act

ivity

: G

ymna

stic

sU

nit t

itle:

Fun

Gym

Sha

pes

Venu

e:

Hall

Furth

er s

uppo

rt: B

G C

ore

Profi

cien

cy

Reso

urce

Pac

k (W

ork

Card

4)

TOPs

car

ds –

Shi

p Sh

ape

and

Shap

e Up

Key

stag

e: E

YFS

Cur

ricul

um o

bjec

tives

: Fo

unda

tion

Stag

e Pr

ofile

–

Phys

ical

Dev

elop

men

t.

Key

conc

epts

:Fu

n gy

m s

hape

s –

stra

ight

, sta

r and

tuck

sha

pes

with

ext

ensio

n to

pike

and

stra

ddle

sha

pes

for

the

mor

e ab

le.

Shor

t mov

emen

t phr

ases

- re

peat

the

sam

e fu

n gy

m s

hape

or l

ink

diffe

rent

fun

gym

sha

pes.

Cont

rol –

hol

ding

the

fun

gym

sha

pes

for 3

co

unts

.

Year

gro

up: R

ecep

tion

N.B.

Can

be

adap

ted

to

Foun

datio

n St

age

1.

Reso

urce

s:

Bean

bags

(1 p

er c

hild

)Fl

oor m

ats

as n

eces

sary

.

Link

s to

oth

er to

pics

:Th

e bo

dy –

usin

g ou

r mus

cles

an

d pa

rts o

f the

bod

y.Nu

mer

acy

– co

untin

g to

3 a

nd

iden

tifyin

g sh

apes

.Li

tera

cy –

lette

r sha

pes

and

phon

ics.

Cor

e ta

sk:

Choo

se 2

or 3

fun

gym

sha

pes

and

link

them

to

geth

er to

mak

e a

shor

t mov

emen

t phr

ase.

M

ake

sure

you

hol

d ea

ch s

hape

bef

ore

mov

ing

onto

the

next

sha

pe.

Fun Gym Shapes Unit overview

© Cambridgeshire County Council and Cambs SEP

Less

on 1

Less

on 2

Less

on 3

Less

on

outli

neTh

e st

raig

ht s

hape

.Th

e st

ar s

hape

.Th

e tu

ck s

hape

.

Lear

ning

ou

tcom

eTo

per

form

and

repe

at th

e st

andi

ng s

traig

ht s

hape

with

co

ntro

l.

To p

erfo

rm, r

epea

t and

link

the

stan

ding

sta

r sha

pe h

oldi

ng it

for

3 co

unts

eac

h tim

e.

To p

erfo

rm a

nd re

peat

a v

arie

ty

of d

iffer

ent t

uck

shap

es.

Less

on 4

Less

on 5

Less

on 6

Less

on

outli

neId

entif

ying

shap

es a

nd

deve

lopi

ng p

erfo

rman

ce q

uality

of

the

fun

gym

sha

pes.

Expl

orin

g an

d cr

eatin

g fu

rther

fun

gym

sha

pes

base

d on

the

lette

rs

of th

e al

phab

et.

Link

ing

diffe

rent

fun

gym

sha

pes.

Lear

ning

ou

tcom

eTo

acc

urat

ely

iden

tify

the

stra

ight

, sta

r and

tuck

sha

pes

and

deve

lop

own

abilit

y to

pe

rform

the

fun

gym

sha

pes

with

co

ntro

l.

To c

reat

e, re

mem

ber a

nd re

peat

a

shor

t mov

emen

t phr

ase

com

bini

ng b

ody

shap

es b

ased

on

the

lette

rs o

f the

alp

habe

t.

To lin

k 2

– 3

fun

gym

sha

pes

into

a s

hort

mov

emen

t phr

ase

perfo

rmed

with

con

trol.

34


35

Fun Gym Shapes Lesson 1


Less

on N

o: 1

Ex

pect

atio

ns

Lear

ning

obj

ectiv

es

To p

erfo

rm a

nd re

peat

the

stan

ding

stra

ight

sha

pe w

ith

cont

rol.

Link

s to

oth

er to

pics

Th

e bo

dy –

usin

g ou

r mus

cles

.

Belo

w –

Per

form

the

stan

ding

stra

ight

sha

pe s

how

ing

som

e co

ntro

l.M

et –

Rep

eat t

he s

tand

ing

stra

ight

sha

pe s

how

ing

cons

isten

t con

trol.

Abov

e –

Perfo

rm th

e st

raig

ht s

hape

in o

ther

way

s sh

owin

g co

nsist

ent c

ontro

l.

Cor

e ta

sk

Choo

se 2

or 3

fun

gym

sha

pes

and

link

them

toge

ther

to m

ake

a sh

ort m

ovem

ent p

hras

e. M

ake

sure

you

hol

d ea

ch

shap

e be

fore

mov

ing

onto

the

next

sha

pe.

Lear

ning

act

iviti

es/o

rgan

isat

ion

Teac

hing

poi

nts

Safe

tyC

onsi

dera

tion

§ Le

sson

intro

duct

ion

– un

it th

eme

and

less

on o

bjec

tives

.

§ Pu

pils

wal

k ab

out w

ithin

hal

l spa

ce.

§ Te

ache

r add

s th

e co

mm

and

“sto

p an

d ho

ld” u

pon

whi

ch

the

pupi

ls st

op w

alki

ng a

nd h

old

them

selve

s st

ill un

til th

e te

ache

r sig

nals

to m

ove

off a

gain

.

§ W

ith p

upils

in in

divid

ual s

pace

s fa

cing

the

teac

her,

pupi

ls co

py th

e te

ache

r per

form

ing

a st

andi

ng s

traig

ht s

hape

with

a

sequ

ence

of c

hang

ing

arm

pos

ition

s e.

g. a

rms

by s

ide,

ar

ms

out t

o sid

e, a

rms

stre

tche

d up

by

ears

and

repe

at. T

he

mor

e ab

le c

an a

dd a

4th

act

ion

of ri

sing

onto

tipt

oes.

Keep

hea

ds u

p so

you

can

se

e ot

hers

. Loo

k fo

r and

mov

e to

war

ds s

pace

s. C

hang

e di

rect

ion

if th

e sp

ace

you

are

mov

ing

tow

ards

is fi

lled

by

anot

her p

erso

n.

On

the

teac

her c

omm

and

“sto

p an

d ho

ld”,

imag

ine

you

are

a st

atue

una

ble

to m

ove.

In e

ach

arm

pos

ition

, stre

tch

the

arm

s as

long

as

you

can

all t

he

way

dow

n to

the

end

of y

our

finge

rtips

.

Are

pupi

ls sp

aced

sa

fely

with

in th

e ha

ll sp

ace?

Are

the

bean

bags

ke

pt ti

dy b

etw

een

activ

ities

?D

iffer

entia

tion

activ

ities

:Le

ss a

ble

Keep

the

arm

s by

yo

ur s

ides

whe

n pe

rform

ing

the

stan

ding

stra

ight

sh

ape

activ

ities

.Ai

m to

repe

at 2

st

raig

ht s

hape

s.

§ In

trodu

ce a

nd d

emon

stra

te th

e fir

st fu

n gy

m s

hape

- th

e st

andi

ng s

traig

ht s

hape

. Pu

pils

copy

in th

eir o

wn

spac

e.

§ W

hole

cla

ss d

iscus

sion:

Q

– H

ow c

an w

e ke

ep th

e bo

dy ti

ght w

hen

doin

g th

e st

raig

ht

shap

e?

A –

Sque

eze

all o

ur m

uscl

es.

§ In

pai

rs, o

ne p

upil l

ies

on th

e flo

or in

a s

traig

ht s

hape

on

thei

r ba

ck a

nd th

e ob

serv

ing

partn

er tr

ies

to fi

t the

ir ha

nd u

nder

th

e sm

all o

f the

ir pa

rtner

’s ba

ck.

§ Re

peat

the

stan

ding

stra

ight

sha

pe in

indi

vidua

l spa

ces.

§ Ba

ck in

pai

rs, o

ne p

artn

er p

erfo

rms

the

stan

ding

stra

ight

sh

ape

and

the

obse

rvin

g pa

rtner

trie

s to

bal

ance

a b

eanb

ag

on th

eir h

ead.

§ Ba

ck in

indi

vidua

l spa

ces,

link

3 st

andi

ng s

traig

ht s

hape

s re

laxi

ng th

e bo

dy b

etw

een

each

one

.

Arm

s st

raig

ht b

y ea

rs w

ith

finge

rs s

tretc

hed

to th

e ce

iling.

Le

gs a

nd b

ack

stra

ight

. Hea

d lift

ed (c

hin

up).

Sque

eze

your

tum

my

tight

to

war

ds th

e flo

or to

try

and

“squ

ash”

you

r par

tner

’s ha

nd.

Try

to s

quee

ze y

our t

umm

y as

tig

htly

as y

ou d

id w

hen

lying

do

wn.

Keep

you

r hea

ds u

p so

the

bean

bag

bala

nces

. If i

t doe

s ba

lanc

e, tr

y ris

ing

onto

you

r tip

toes

and

/or t

ry c

hang

ing

your

ar

m p

ositi

on w

hilst

kee

ping

the

bean

bag

in p

lace

.Im

agin

e yo

u st

ill ha

ve th

e be

an

bag

on y

our h

ead

so y

ou h

old

each

stra

ight

sha

pe ti

ghtly

.

Mor

e ab

le

Expl

ore

perfo

rmin

g st

raig

ht s

hape

s w

ith a

tigh

t bod

y w

hilst

lyin

g on

you

r ba

ck, f

ront

and

eac

h sid

e. C

an y

ou lin

k 2

diffe

rent

stra

ight

sh

apes

into

a s

hort

mov

emen

t phr

ase?

Less

on re

view

/coo

l dow

nPu

pils

lie o

n th

eir b

acks

in a

rela

xed

posit

ion.

On

the

com

man

d “s

quee

ze”,

they

tigh

ten

all t

heir

mus

cles

incl

udin

g th

ose

in

the

hand

s, fe

et a

nd fa

ce.

Who

can

mak

e th

e sil

liest

face

by

squ

eezin

g th

eir f

ace

mus

cles

tigh

tly?

Pup

ils re

lax

on

com

man

d. P

rogr

ess

to s

quee

zing

and

rela

xing

indi

vidua

l bod

y pa

rts w

orkin

g fro

m h

ead

to to

e an

d ba

ck u

p.

Exte

nsio

n ac

tivity

, if t

ime:

Ex

plor

e pe

rform

ing

stra

ight

sha

pes

with

a ti

ght b

ody

whi

lst ly

ing

on y

our b

ack,

then

fron

t and

eac

h sid

e.

Key vocabulary: Straight shape, copy, perform, repeat, stop, hold, balance, link, movement phrase, space, stretch, squeeze, tight, relax, muscles, standing, lying, front, back and side.

Reception Gymnastics

Dance, Games and Gymnasticsfor Year 2


10

Year 2 Dance11


Great Fire of London Unit overview

Less

on 1

Less

on 2

Less

on 3

Less

on

outli

neTodevelop

knowledg

eofthe

GreatFireofLondo

n,cop

ying

anddevelopingtheactionsof

cand

lesandfire,com

bining

togetherintoashortph

rase.

Todevelop

theactionsof

cand

lesandfireintoshort

motifs.

Todevelop

furth

erknowledg

eoftheGreatFireofLondo

nanddeveloptheactionsof

thestarto

fthefireintoa

combinedmotifs.Toob

serve

apartn

erand

give

feedback.

Lear

ning

ou

tcom

eHa

vecom

binedactions

togetherintoashort

movem

entp

hrasethatshow

theactionsofcandlesand

fire.

Canperfo

rmarangeoflin

ked

fireactionswithim

agination

andcontrol.

Canperfo

rmarangeoflin

ked

fireandstartactionswith

imaginationandcontrol.

Less

on 4

Less

on 5

Less

on 6

Less

on

outli

neTodevelop

furth

erknowledg

eoftheGreatFireofLondo

nanddeveloptheactionsof

thestarto

fthefireintoa

combinedmotifs.Toob

serve

apartn

erand

give

feedback.

Todevelop

thewholedance

fromstarttoend

.Todevelop

theactionsofthe

startand

spreadofthefire

intocom

binedmotifs.

Perfo

rmthecoretaskto

music.

Lear

ning

ou

tcom

eCa

nperfo

rmarangeoflin

ked

fireandstartactionswith


Canperfo

rmim

aginative

linkedfiremotifsthatclearly

expressthestart,spreadand

endoftheGreatFire,showing

somedancetechniqu

es.

Canperfo

rmim

aginative

linkedfiremotifsthatclearly

expressthestart,spreadand

endoftheGreatFire,showing

somedancetechniqu

es.

Area

of a

ctiv

ity:

Dance

Uni

t titl

e: GreatFireof

Lond

onVe

nue:Hall

Furth

er s

uppo

rt:‘R

itualFireDance’byEl

AmorBrujoonYouTub

e.

Key

stag

e:One

Cur

ricul

um o

bjec

tives

: Toexploretravelling

andpathwaysshow

ing

control,changeoflevels/

speed/direction,unison,

meetand

part,and

canon.

Key

conc

epts

:Re

acttoastimulussuchasfire(pictures,heat,andshape)with

quick/slo

wmovem

ents,large/smallactions,asanindivid

ual

andingroup

s.Showstartsand

end

s.Ye

ar g

roup

:Tw

oor

One

Reso

urce

s:

Firepicturecards.

Firesound

effects.

Crepepaperstripsin

red,yellow,orange.

Musiconthesupp

lied

cd.

Music:‘RitualFire

Dance’byElAmor

Brujo.

‘GreatFireofLondo

n’

poem

byPa

ulPerro,

seeappend

ix.PicturesofLondo

n’s

skyline,preferablyfro

m

thattime.

Link

s to

oth

er to

pics

:‘Londo

n’sBu

rning’in

music.

Weighingflourinthe

bakery.

MapsofLondo

n.

Mod

ernfirefighters.

Cor

e ta

sk:

Createand

perform

adanceindivid

ually,w

ithapartnerora

sm

allgroup

,basedontheideaof‘TheGreatFireofLondo

n’.

Makesureyouusechangesinspeed,level,directionand

spaceinyourd

ance.Includethefollowingthreesectionsin

yourdance:

Sect

ion

1-T

hebeginningofthefire.C

ircling,shapes,large,

small,wholebod

yactions,ind

ividu

albod

yparts,slow,

continuousand

contro

lled,onthespot,travellin

g,different

directionse.g.sidebyside,facingeachother.

Sect

ion

2-T

hefirespreads.Jum

ping,travellin

g,quickand

sudd

en,explodeand

fade,speedingup

,slowingdo

wn,bod

yshape.M

ovinginopp

ositedirections,unison,canon,m

eeting

andparting

Sect

ion

3-TheGreatFireend

s.Fadeandslo

wingdo

wn.

Movinginopp

ositedirections,unison,canon,m

eetingand

parting.D

ifferentrelationshipsleadand

followand

contra

st.

©CambridgeshireCountyCouncilandCambsSEP

14

Year 2 Dance


15

Great Fire of London Lesson 2

Key vocabulary:Tall,wide,tucked,wind,fire,candle,roll,turn,jump,gesture,forward,backwards,sideways.

©CambridgeshireCountyCouncilandCambsSEP

Less

on N

o: 2

Expe

ctat

ions

Lear

ning

obj

ectiv

es

§Todevelop

theactionsofcandlesand

fireintoashortmotif.

§Tocom

bineactionsto

getherintoashortmovem

entp

hrase.

Below–Canperform

fireactionswithsom

econtrol.

Met–Canperform

arangeoflin

kedfireactionswith


Above–Ca

nperfo

rmanimaginative

,firemotifthatclearly

expressestheideaofthestartoftheGreatFire.

Cor

e ta

sk

Createand

perform

adanceindivid

ually,w

ithapartnerorasmallgroup

,basedontheideaof‘TheGreatFireofLondo

n’.M

ake

sureyouusechangesinspeed,level,directionandspaceinyourd

ance.

Lear

ning

act

iviti

es/o

rgan

isat

ion

Teac

hing

poi

nts

Safe

tyC

onsi

dera

tion

War

m u

p:

§Walkfor8

counts…

.freezefor8

counts.

§Walkfor4

counts…

.freezefor4

counts.

§Walkfor2

counts…

.freezefor2

counts.

§Re

peatbutpup

ilschoosewhatnum

bertowalkforand

freeze.

§Re

peatwithsam

e/sim

ilarcom

mandsbutjogg

inginstead.

§Re

capthecand

le/firemovem

entsexploredinthelastlesson.

Mai

n te

achi

ng a

ctiv

ity:

§TeachaFireM

otifbasedonlastlesson/warmupmovem

ents;

–Be

gin,talls

hape,candleflamearmsup

,twistand

spiraltothe

floor.C

urledup

inaball,holdingpaperstrip.

–Ra

isehandtoflickthestripupw

ardsthento

thesid

e.(Flick).

–Riseontokneesmovingthestriparoundthebo

dy.(Kn

ees).

–Slow

lycomeontofeetwavingthestripinacircularmotion

around

thebo

dy.(Feet).

–Movearound

space,twisting,turning,makingcircular

movem

entswithstrip.(Travel).

–Slow

lysim

ulatefiredyingdo

wnbymovingmoreslo

wlyand

goingbackontoknees.(B

urningout).

–Finishinaball.

Teacherleadsthecounts.

Teacherd

emonstratesthe

movem

ents.

Teacherd

emonstratesthemotif

partsslowly,emphasisingthekey

words.R

epeatasneedsbethen

addinthenextpart.Em

phasise

controlledactionsthatrepresent

thefirebutaredancefocused

too.Te

nsion,contro

landdynam

ic

actions.

Usekeywordswiththepupilsfor

eachsectionofthemotiftohelp

them

astheyperform

.§Flick

§Kn

ees

§Feet

§Travel

§Bu

rningout

Keywordsonthewhitebo

ard/

screenwillbehelp

ful.

Ensurepup

ilsare

awareofeach

otherw

henmoving

around

thespace.

Diff

eren

tiatio

n ac

tiviti

es:

Less

abl

eStayinasmall

spacewhilst

completingthe

travelsectionofthe

motif.W

orkfaceto

faceto

aidaccurate

repetition.

Mor

e ab

leCh

allengethem

totravelfurth

er

andusearangeof

pathways.

Addinsidebyside

andfacingeach

other.

Addinajump.

§Pu

pilspracticetheFireM

otifinpairs,usin

gthekeyw

ordsto

help

initia

tethemovem

ents.

§Re

peatto

themusic,firsttimeofuse.

§Divid

eclassinhalf.Ha

lfperfo

rmtheFireM

otifwhilsthalfare

curledup

inaball.Du

ringthetra

velsectiontouchanotherp

erson

withstriptoignitetheirflam

e.Theythenriseupontokneesand

perfo

rmthemotif.

§Re

peatthelastactivity,add

inginapassin

goverofthecrepe

‘fire’stripsto

thepu

pilcurledup

inaball(d

ropp

ingactionand

ignitethem

).

Allowtimetopracticeandrefine.

Encouragetheuseofcircling,

largeandsm

allshapes,whole

bodyactions,ind

ividu

albod

yparts,slow,continuousand

controlled,onthespot,travellin

g,

differentdirections.

Less

on re

view

/coo

l dow

nCo

oldow

nstretchesandtheninpairsdisc

usswhatw

entw

elland

whattheywanttoimproveonnextlesson.

Exte

nsio

n ac

tivity

, if t

ime:

Pu

pilschoo

setw

oactionsto

perform

thatrepresent

thefireragingand

add

tothemiddlepartofthemotif,

workin

ginpairs.



44

Year 4 Gymnastics


45

Principles of Balance Lesson 3

Less

on N

o: 3

Expe

ctat

ions

Lear

ning

obj

ectiv

es

§ To

link

bala

nces

cov

erin

g di

ffere

nt le

vels

and

to

invo

lve a

ben

ch in

the

perfo

rman

ce o

f bal

ance

s.

Belo

w –

Lin

k 2

basic

bal

ance

s co

verin

g tw

o le

vels

and

show

1 w

ay o

f inv

olvin

g a

benc

h in

the

perfo

rman

ce o

f ea

ch o

f tho

se b

alan

ces.

Met

– L

ink

2 ba

lanc

es c

over

ing

at le

ast t

wo

leve

ls

and

show

2 v

arie

d w

ays

of in

volvi

ng a

ben

ch in

the

perfo

rman

ce o

f eac

h of

thos

e ba

lanc

es.

Abov

e –

Link

2 m

ore

com

plex

bal

ance

s co

verin

g at

leas

t tw

o le

vels

and

show

a ra

nge

of w

ays

of in

volvi

ng

a be

nch

in th

e pe

rform

ance

of e

ach

of th

ose

bala

nces

.

Cor

e ta

sk

Crea

te a

nd p

erfo

rm a

floo

r and

app

arat

us s

eque

nce

of 4

– 6

act

ions

whi

ch c

ombi

nes

bala

nces

with

oth

er a

ctio

ns.

Mak

e su

re y

ou a

pply

the

Prin

cipl

es o

f Bal

ance

so

that

you

can

per

form

you

r seq

uenc

e w

ith c

ontro

l.

Lear

ning

act

iviti

es/o

rgan

isat

ion

Teac

hing

poi

nts

Safe

tyC

onsi

dera

tion

§ Le

sson

intro

duct

ion

– un

it th

eme

and

lear

ning

obj

ectiv

es.

§ Pu

pils

mov

e ar

ound

the

spac

e st

oppi

ng o

n th

e te

ache

r’s

“free

ze” c

omm

and.

§ Pr

ogre

ss th

e ac

tivity

by

chan

ging

the

com

man

d fro

m

“free

ze” t

o le

vel c

omm

ands

“low

”, “m

ediu

m” a

nd “h

igh”

. Pu

pils

resp

ond

by s

topp

ing

and

hold

ing

a ba

lanc

e on

th

at le

vel.

§ Pu

pils

reca

p th

eir a

dapt

ed c

lass

uni

t Con

ditio

ning

Phr

ase

or th

eir o

wn

new

phr

ase

resu

lting

from

less

on 2

plu

s:

- W

hole

cla

ss o

bser

ve a

pup

il per

form

ing

the

clas

s.

Cond

itioni

ng P

hras

e to

iden

tify

the

diffe

rent

leve

ls co

vere

d. -

Rep

eat b

y ob

serv

ing

a pu

pil p

erfo

rmin

g th

eir o

wn

Cond

itioni

ng P

hras

e.

Keep

you

r hea

ds u

p so

you

can

se

e ot

hers

and

mov

e to

war

ds th

e sp

aces

.Se

lect b

asic

balan

ces

appr

opria

te

to th

e w

arm

up.

Aim

to h

old

each

ba

lance

still

for 3

cou

nts

befo

re

mov

ing

off a

gain

.

Are

pupi

ls sp

aced

sa

fely

with

in th

e ha

ll spa

ce?

Are

pupi

ls se

lect

ing/

adap

ting

bala

nce

actio

ns

with

in th

eir

capa

bilit

ies

whe

n ex

plor

ing

thei

r ow

n id

eas?

§ Th

roug

h a

clas

s di

scus

sion,

reca

ll fur

ther

bal

ance

idea

s an

d id

entif

y th

e le

vels

on w

hich

they

are

per

form

ed e

.g.

back

sup

port,

sho

ulde

r sta

nd, f

rog

bala

nce,

brid

ge,

head

stan

d et

c.

§ Pu

pils

wor

k in

divid

ually

to lin

k to

geth

er 2

bal

ance

s.

§ In

pai

rs, p

upils

take

it in

turn

s to

obs

erve

one

ano

ther

’s ph

rase

s an

d pr

ovid

e fe

edba

ck a

nd s

ugge

st im

prov

emen

t po

ints

in re

latio

n to

leve

ls co

vere

d. P

upils

then

impr

ove

thei

r phr

ases

by

actin

g up

on th

ose

sugg

estio

ns.

§ Ex

plai

n th

at w

e ar

e no

w g

oing

to e

xplo

re h

ow w

e ca

n ad

apt t

he p

erfo

rman

ce o

f bal

ance

s to

invo

lve lo

w

appa

ratu

s su

ch a

s be

nche

s. Id

entif

y a

suita

ble

layo

ut o

f be

nche

s an

d re

cap

how

to h

andl

e th

em s

afel

y.

§ Al

loca

te p

upils

to b

ench

es a

nd le

ad th

e se

tting

up

and

chec

king

of b

ench

es.

§ W

orkin

g in

gro

ups

at a

n al

loca

ted

benc

h, p

upils

exp

lore

ho

w b

ench

es c

an b

e in

volve

d in

the

perfo

rman

ce o

f the

fro

nt s

uppo

rt po

sitio

n an

d v-

sit. T

he te

ache

r obs

erve

s an

d se

lect

s pu

pils

to d

emon

stra

te d

iffer

ent i

deas

to

iden

tify

that

we

can

use

appa

ratu

s to

: -

Take

our

full w

eigh

t e.g

. v-s

it of

fron

t sup

port

on to

p of

th

e be

nch.

- Ta

ke p

art o

f our

wei

ght e

.g. f

ront

sup

port

with

han

ds o

n th

e be

nch

and

feet

on

the

floor

. -

For

m a

non

-con

tact

obs

tacl

e e.

g. fr

ont s

uppo

rt ov

er th

e be

nch

with

feet

one

sid

e an

d ha

nds

the

othe

r.

Thin

k ab

out p

revio

us re

lated

uni

ts

of w

ork

such

as

Poin

ts o

f Con

tact

or

thin

k ab

out b

alanc

es y

ou

may

hav

e m

aste

red

in a

n ex

tra-

curri

cular

or c

lub

setti

ng.

Use

the

prev

ious

clas

s di

scus

sion

and

othe

r bala

nce

idea

s fro

m a

ny

poin

t in

this

unit

to s

elect

idea

s re

levan

t to

your

abi

lity w

hich

you

ca

n co

ntro

l. W

hen

obse

rvin

g, id

entif

y on

wha

t lev

els y

our p

artn

er p

erfo

rms.

Do

they

cov

er tw

o lev

els?

If no

, ho

w c

ould

they

ada

pt th

e ph

rase

to

sho

w tw

o lev

els?

If ye

s, h

ow

coul

d th

ey e

xten

d th

e ph

rase

to

cove

r ano

ther

leve

l?

Adop

t saf

e ha

ndlin

g te

chni

ques

at

all ti

mes

.Th

ere

is no

set

min

imum

or

max

imum

num

ber o

f pup

ils w

ho

can

wor

k on

the

benc

h at

onc

e as

th

e sp

ace

is co

nsta

ntly

chan

ging

in

this

and

the

follo

win

g ac

tivitie

s.

Befo

re a

ttem

ptin

g an

idea

, che

ck

you

have

eno

ugh

spac

e to

try

it sa

fely.

If a

nd w

hen

ther

e is

not

suffi

cient

spa

ce, w

ork

toge

ther

to

deve

lop

idea

s.

Are

ther

e ba

lanc

es

that

pup

ils

will

perfo

rm

mor

e ea

sily

or

safe

ly w

ith th

e in

trodu

ctio

n of

a

floor

mat

? Do

pup

ils a

dopt

th

e sa

fe h

andl

ing

tech

niqu

es

disc

usse

d pr

ior

to s

ettin

g up

the

benc

hes?

Hav

e th

e be

nche

s be

en c

heck

ed

betw

een

set u

p an

d us

e?D

iffer

entia

tion

activ

ities

:Le

ss a

ble

Find

a lo

gica

l w

ay in

to a

nd o

ut

of fr

ont s

uppo

rt an

d ad

apt t

he

clas

s C

ondi

tioni

ng

Phra

se to

incl

ude

thos

e id

eas.

Key vocabulary: Principles of Balance, back support, shoulder stand, bridge, frog balance, headstand, movement phrase, levels, low, medium, high, explore, select, link, varied, involve, bench, full weight, part weight, obstacle, support, perform, observe, identify, feedback, suggest, improve, check, space, safe handling, safety.




76

Year 6 Games


77Le

sson

No:

1

Expe

ctat

ions

Lear

ning

obj

ectiv

es

§ To

pra

ctise

and

impr

ove

accu

racy

whe

n m

ovin

g w

ith th

e ba

ll sho

win

g co

ntro

l.§

To u

se th

e co

rrect

sta

nce

and

grip

whe

n us

ing

a ho

ckey

st

ick.

§ To

pas

s an

d re

ceive

the

ball o

ver a

sho

rt di

stan

ce w

ith

cont

rol a

nd c

o-or

dina

tion.

Belo

w –

Pup

ils a

re a

ble

to p

ass

the

ball 1

-2 m

etre

s ap

art

and

can

drib

ble

the

ball w

ith s

ome

cont

rol.

Met

– a

re a

ble

to p

ass

the

ball w

ith c

ontro

l 3-4

met

res

apar

t an

d ca

n dr

ibbl

e th

e ba

ll sho

win

g co

nsist

ent c

ontro

l.Ab

ove

– Ac

cura

te a

nd c

onsis

tent

per

form

ance

of b

all p

ass-

ing

and

drib

blin

g sk

ills.

Cor

e ta

sk

The

aim o

f the

gam

e is

to b

eat y

our o

ppos

ing

team

by

scor

ing

mor

e go

als.

Play

the

4 v

4 m

ini v

ersio

n of

hoc

key

/ qui

ckst

icks.

Th

e ga

me

star

ts, a

nd re

star

ts a

fter a

goa

l, in

the

cent

re (b

all p

asse

d ba

ck in

to o

wn

half).

Play

ers

will

have

clea

r pos

itiona

l rol

es

e.g.

atta

ckin

g/de

fend

ing

roles

with

in th

e te

am a

nd u

se d

iffer

ent t

echn

ique

s fo

r pas

sing,

con

trollin

g, d

ribbl

ing

and

shoo

ting

the

ball i

n ga

mes

. The

y w

ill ap

ply

basic

prin

ciples

of t

eam

play

to k

eep

poss

essio

n of

the

ball.

Lear

ning

act

iviti

es/o

rgan

isat

ion

Teac

hing

poi

nts

Safe

tyC

onsi

dera

tion

Equi

pmen

t:Ho

ckey

stic

ks, s

mal

l bal

ls, q

uick

stic

ks h

ocke

y ba

lls a

nd c

ones

.W

arm

up:

Min

efiel

d§

Deci

de o

n a

play

ing

area

for e

xam

ple

1-2

third

s of

a n

etba

ll co

urt.

Plac

e lo

ts o

f con

es a

ll ove

r the

are

a 1-

2 m

etre

s ap

art–

th

ese

cone

s ar

e m

ines

and

pup

ils s

houl

d av

oid

them

at a

ll tim

es. W

ithou

t stic

ks o

r bal

ls, p

upils

sta

rt at

one

end

of t

he

area

and

jog

to th

e ot

her e

nd m

akin

g su

re th

ey d

on’t

hit a

ny

of th

e m

ines

. Rep

eat c

omin

g ba

ck w

ith v

aryin

g co

mm

ands

fro

m th

e te

ache

r; le

ft/rig

ht/fo

rwar

ds/b

ackw

ards

. §

Repe

at w

ith s

ticks

and

bal

ls. T

he w

inne

r is

the

first

pla

yer t

o ge

t to

the

end

with

out h

ittin

g an

y co

nes.

§ M

ove

arou

nd th

e ar

ea c

ompl

etin

g dy

nam

ic s

tretc

hes.

Enco

urag

e he

ad u

p.

Left

hand

at t

op o

f stic

k, ri

ght

hand

just

abo

ve h

alf w

ay. C

arry

ba

ll out

in fr

ont (

50cm

) so

you

can

see

and

it do

es n

ot to

uch

the

feet

.

Rem

ind

pupi

ls to

ke

ep lo

okin

g up

to

be a

war

e of

oth

ers.

Do n

ot ra

ise th

e st

icks

abo

ve w

aist

he

ight

or s

win

g th

em a

roun

d.

Mai

n te

achi

ng a

ctiv

ity:

§ Th

e pa

irs o

f con

es n

ow b

ecom

e ‘g

ates

’. In

pair

s w

ith a

ball

ea

ch, f

ollo

w m

y lea

der t

hrou

gh ‘g

ates

’. Ea

ch g

ate

= 1

poin

t. Ho

w m

any

gate

s ca

n yo

u vis

it in

1 m

inut

e?

§ Re

peat

abo

ve in

2’s

with

1 b

all p

er 2

, as

play

er o

ne g

oes

thro

ugh

the

gate

they

turn

and

pas

s to

their

par

tner

who

re

ceive

s ba

ll and

then

bec

omes

the

leade

r.

§ Ea

ch p

air n

ow s

tand

s at

a g

ate

and

prac

tices

sta

tic p

ush

pass

ing

the

ball b

ack

and

forth

to e

ach

othe

r thr

ough

the

gate

. Ho

w m

any

pass

es c

an y

ou d

o in

1 m

inut

e? P

upils

col

lect u

p th

e co

nes

and

plac

e th

em in

a lin

e in

the

mid

dle

of th

e ar

ea to

m

ake

two

chan

nels.

§ Tr

avell

ing

in p

airs

from

one

end

of t

he a

rea

to a

noth

er, p

airs

pass

the

ball t

o ea

ch o

ther

and

then

mov

e fo

rwar

ds, s

low

ly at

fir

st. T

rave

l up

one

chan

nel a

nd b

ack

dow

n th

e ot

her.

‘Hoc

key

Posit

ion’

, kne

es b

ent,

back

stra

ight

, hea

d up

, stic

k cl

ose

to b

all,

(imag

ine

it’s g

lued

on

ther

e), u

se fl

at s

ide

of s

tick

only.

Tu

rn to

the

left

to m

ake

the

pass

. Loo

k to

aim

. Pus

h th

e st

ick

with

the

right

han

d to

pas

s to

war

ds th

e pa

rtner

. Pu

sh p

ass,

two

hand

s ap

art

on th

e st

ick

left

hand

at t

op,

stan

d sid

eway

s, k

nees

ben

t, an

d pl

ace

feet

apa

rt, lo

ok to

ai

m, s

tick

next

to th

e ba

ll. Pu

sh

the

stic

k an

d th

e ba

ll with

the

right

han

d to

war

ds th

e pa

rtner

. To

p tip

– p

ush

pass

es a

re

alm

ost s

ilent

. Rec

eive

the

ball

in th

e sa

me

posit

ion

with

the

flat s

ide

of th

e st

ick.

Teac

her

to d

emon

stra

te th

e ‘re

ady

to

rece

ive’ p

ositio

n, a

lmos

t the

sa

me

as th

e pu

sh p

ass

posit

ion

but f

ace

the

play

er /

ball m

ore.

Be

in lin

e w

ith th

e in

com

ing

ball

(may

hav

e to

mov

e to

be

so).

Diff

eren

tiatio

n ac

tiviti

es:

Som

e m

ay s

tay

wal

king

in th

e w

arm

up

with

the

ball a

nd

the

follo

w m

y le

ader

dr

ibbl

ing

prac

tice.

Ha

ve a

larg

er/li

ghte

r ba

ll to

drib

ble.

Vi

sit th

e ga

tes

that

ar

e w

ider

apa

rt.

For t

he s

tatic

pus

h pa

ss, i

nitia

lly m

ay

only

be 1

-2 m

etre

s ap

art.

Invasion Games: Hockey Lesson 1


Key vocabulary: Dribble, control, space, turn, stop, trap, pivot, hand, feet, stick, head up.

78

Year 6 Games


79Le

arni

ng a

ctiv

ities

/org

anis

atio

n Te

achi

ng p

oint

s Sa

fety

Con

side

ratio

n

§ R

epea

t the

act

ivity

this

time

usin

g th

e m

iddl

e co

nes

to p

ass

thro

ugh.

Trav

el an

d pa

ss th

roug

h th

e co

ne to

you

r par

tner

, tra

vel t

o th

e ne

xt c

one.

Onc

e at

the

end,

run

back

dow

n th

e sid

e of

the

area

, 1 o

f the

pair

drib

bles

the

ball.

§ U

sing

the

sam

e lay

out,

pupi

ls sn

ake

in a

nd o

ut o

f the

con

es in

a

cont

inuo

us d

ribbl

e to

the

end

and

then

stra

ight

drib

ble

back

.

Q&A

to d

raw

out

key

teac

hing

point

s for

con

trolle

d ac

cura

te

pass

ing. K

eep

reinf

orcin

g lo

ok to

aim

, pus

h th

e st

ick w

ith th

e rig

ht

hand

tow

ards

the

partn

er. A

nd

follo

w th

roug

h in

that

dire

ctio

n.

Partn

er re

ceive

s the

ball

with

stick

on

the

grou

nd re

ady,

may

hav

e to

mov

e int

o po

sitio

n to

stop

the

ball.

Rein

forc

e th

e dr

ibbl

e po

sitio

n;

knee

s be

nt, b

ack

stra

ight

, hea

d up

, stic

k cl

ose

to b

all,

(imag

ine

it’s g

lued

on

ther

e). W

hen

goin

g do

wn

the

left

side

of a

con

e to

tu

rn ri

ght,

pupi

ls ne

ed to

get

th

eir f

eet a

nd b

ody

ahea

d of

the

ball t

o co

ntro

l it.

Mor

e ab

leEn

cour

age

them

to

visit

the

gate

s th

at

are

clos

er to

geth

er.

Whe

n w

orkin

g in

th

e ch

anne

l and

th

roug

h th

e co

nes

chal

leng

e th

em

to c

ompl

ete

the

actio

ns a

t a fa

ster

pa

ce.

Use

the

two

touc

h te

chni

que

with

co

nsist

ent c

ontro

l.M

ove

furth

er a

part

and/

or d

ecre

ase

the

wid

th o

f the

con

e ta

rget

.

§ Te

am re

lay c

halle

nge.

Pup

ils h

ave

to d

ribbl

e in

and

out

of t

he

cone

s as

abo

ve in

a te

am. A

ll hav

e to

go

and

whe

n all

hav

e be

en th

ere

and

back

, tha

t is

the

win

ning

team

.

Less

on re

view

/coo

l dow

nW

alk

arou

nd th

e ar

ea w

ith th

e ba

ll on

the

end

of th

e st

ick

on

the

floor

. The

n pi

ck it

up

and

cont

inue

wal

king.

With

a p

artn

er

disc

uss

the

tech

niqu

e fo

r drib

blin

g an

d pu

sh p

assin

g. Te

ache

r le

d Q

& A

to d

raw

out

key

teac

hing

poi

nts

for c

ontro

lled

accu

rate

pas

sing.

Exte

nsio

n ac

tivity

, if t

ime:

Do

dge

Gat

e Re

lay.

This

chal

leng

e ca

n be

don

e in

gr

oups

of b

etw

een

4 an

d 8.

Set

out

lots

of d

iffer

ent

gate

s ea

ch m

ade

of o

ne b

lue

and

one

red

cone

. Al

l pla

yers

sta

rt at

the

sam

e tim

e bu

t fro

m d

iffer

ent

posit

ions

. Hal

f the

cla

ss g

o to

red

cone

s, h

alf t

o bl

ue.

They

sho

uld

mov

e th

e ba

ll fro

m to

and

aro

und

the

blue

or

red

cone

and

then

mov

e to

ano

ther

gat

e. P

laye

rs

shou

ld b

e en

cour

aged

to lo

ok u

p so

they

can

see

w

here

they

are

goi

ng. T

he fi

rst p

laye

r to

go ro

und

all t

he

gate

s is

the

win

ner.

Invasion Games: Hockey Lesson 1 (continued)


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