Primary Physical Education Stage 2 Scheme of Work

Scheme of Work
Cambridge Primary
Physical Education 0069
Stage 2
For use with the curriculum framework published in 2019
Version 1
Copyright © UCLES September 2019
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Contents
Contents.................................................................................................................................................................................................................................................. 3
Introduction............................................................................................................................................................................................................................................. 5
Unit 2.1 Controlling objects in game contexts..................................................................................................................................................................................... 8
Unit 2.1 Topic 1 Sending and receiving.............................................................................................................................................................................................. 10
Unit 2.1 Topic 2 Striking and aiming................................................................................................................................................................................................... 15
Unit 2.1 Topic 3 Partner and small-group work.................................................................................................................................................................................. 20
Unit 2.1 Topic 4 Games with objects.................................................................................................................................................................................................. 23
Unit 2.2 Using stories as a stimulus for dance.................................................................................................................................................................................. 28
Unit 2.2 Topic 1 Exploring actions...................................................................................................................................................................................................... 30
Unit 2.2 Topic 2 Focusing on dynamics.............................................................................................................................................................................................. 33
Unit 2.2 Topic 3 Developing relationships.......................................................................................................................................................................................... 36
Unit 2.2 Topic 4 Sequence making..................................................................................................................................................................................................... 40
Unit 2.3 Adventurous activities........................................................................................................................................................................................................... 43
Unit 2.3 Topic 1 Developing dynamic balance.................................................................................................................................................................................... 45
Unit 2.3 Topic 2 Travelling.................................................................................................................................................................................................................. 49
Unit 2.3 Topic 3 Climbing................................................................................................................................................................................................................... 53
Unit 2.3 Topic 4 Parachute play.......................................................................................................................................................................................................... 57
Unit 2.4 Healthy bodies........................................................................................................................................................................................................................ 60
Unit 2.4 Topic 1 Warming up and cooling down................................................................................................................................................................................. 62
Unit 2.4 Topic 2 Developing healthy hearts and lungs........................................................................................................................................................................ 67
Unit 2.4 Topic 3 Eating for health....................................................................................................................................................................................................... 71
Unit 2.4 Topic 4 Using skipping ropes................................................................................................................................................................................................ 74
Unit 2.5 Shape and space in gymnastics............................................................................................................................................................................................ 78
Unit 2.5 Topic 1 Body shapes............................................................................................................................................................................................................. 81
Unit 2.5 Topic 2 Exploring space........................................................................................................................................................................................................ 84
Unit 2.5 Topic 3 Using small apparatus.............................................................................................................................................................................................. 88
Unit 2.5 Topic 4 Sequences on large apparatus................................................................................................................................................................................. 91
Sample lesson 1 Unit 2.2 Topic 1 Exploring actions......................................................................................................................................................................... 94
Sample lesson 2 Unit 2.3 Topic 2 Travelling...................................................................................................................................................................................... 96
Cambridge Primary Physical Education (0069) Stage 2 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary Physical Education Stage 2.
It contains:
 suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
 at least one suggested teaching activity for each learning objective
 a list of subject-specific vocabulary and language that will be useful for your learners
 sample lesson plans.
You do not need to use the ideas in this scheme of work to teach Cambridge Primary Physical Education Stage 2. It is designed to indicate the types of activities you
might use, and the intended depth and breadth of each learning objective. You may choose to use other activities with a similar level of difficulty.
The accompanying teacher guide for Cambridge Primary Physical Education will support you to plan and deliver lessons using effective teaching and learning
approaches. You can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 90
hours of teaching for Physical Education Stage 2. You can adapt the time, units and order of the units based on the requirements of your school and the needs of
your learners.
Unit Suggested teaching time
Unit 2.1 Controlling objects in game contexts 18 hours
Unit 2.2 Using stories as a stimulus for dance 18 hours
Unit 2.3 Adventurous activities 18 hours
Unit 2.4 Healthy bodies 18 hours
Unit 2.5 Shape and space in gymnastics 18 hours
Total 90 hours
Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned
into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary Physical Education Teacher Guide has
information on creating lesson plans.
Other support for teaching Cambridge Primary Physical Education Stage 2

Cambridge Primary centres receive access to a range of resources when they register. The Cambridge Primary support site at
https://primary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the
programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.
Included on this support site are:

 the Cambridge Primary Physical Education Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning
 grids showing the progression of learning objectives across stages
 the Cambridge Primary Physical Education Teacher Guide, which will help you to implement Cambridge Primary Physical Education in your school
 templates for planning
 worksheets for short teacher training activities that link to the teacher guide
 assessment guidance (to support classroom assessment)
 links to online communities of Cambridge Primary teachers.
Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:
 paper, pens and pencils for learners to use
 large movement space (indoor and outdoor)
 team colours, sashes or bibs
 stopwatches and chalk
 computer, projector and screen
 music and playing device, recording device (e.g. mobile device and video recording equipment)
 first aid kit.
Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available
in your school.
Websites
There are many excellent online resources suitable for teaching Cambridge Primary Physical Education. Since these are updated frequently, and many are only
available in some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
Approaches to teaching Cambridge Primary Physical Education Stage 2

The learning objectives are organised into six strands which aim to integrate embodied learning in a holistic way.
 Moving Well
 Understanding Movement
 Moving Creatively
 Taking Part
 Taking Responsibility
 Healthy Bodies
Cambridge Primary Physical Education is taught through a broad range of movement tasks, challenges and physical activities. It includes cooperative, competitive,
athletic, adventurous, expressive/artistic and health-based contexts that are appropriate for each learning stage.
Physical education activities should enable learners to move for as much of each lesson as possible while being enjoyable. Activities that are learner-centred and
inclusive will promote learners’ confidence, self-esteem, cognitive abilities and social skills.
You can find more information and ideas for teaching and learning activities in the Cambridge Primary Physical Education Teacher Guide and schemes of work
available on the Cambridge Primary support site (https://primary.cambridgeinternational.org).
Unit 2.1 Controlling objects in game contexts
Unit 2.1 Controlling objects in game contexts

Outline of unit:
In this unit, a key focus is learners’ development of object control skills in game contexts. Through play-based experiences, individually and in groups, they
participate in and create tasks and challenges for themselves and others. In particular, they are guided to develop their sending and receiving skills, and their
striking and aiming skills. Learners’ knowledge and understanding of roles, rules, and tactics are also promoted.
Knowledge, understanding and skills progression:

This unit is designed to review and develop object control skills that have been nurtured through a variety of physical activities in Stage 1. These have focused on
specific movement skills, as well as tactics and related knowledge and understanding. Previous group learning from Stage 1 will also be revised and broadened
through the various learning activities focused on object control in this unit.
2.1 Topic 3
2.1 Topic 1 2.1 Topic 2 2.1 Topic 4
Partner and
Learning objectives covered in Unit 2.1 and topic summary: Sending and Striking and
small-group
Games with
receiving aiming objects
work
123MW.0
Practise and refine basic movement skills.  
1
123MW.0
Perform movement skills with increasing proficiency and use them sequentially.  
2
123MW.0 Move with control and coordination, using space in different ways and moving with different

3 speeds and dynamics.
Refine and extend movement competence and confidence through responding and adapting to
123MW.0
the demands of a range of contexts, apparatus and equipment, showing coordination and 
4
control.
Use simple criteria to evaluate success and identify the need for improvement in basic
123UM.03 
movement tasks and challenges.
123UM.04 Understand and follow simple rules, or understand and use tactics or compositional ideas. 
Explore and discover ways of interacting in movement with different situations and contexts,
123MC.02 
including a range of apparatus and equipment.
Show involvement when working alone, when sharing space, in whole group physical activity and
123TP.01 
when playing with others.
Know their roles and start to recognise others’ roles in a range of simple individual and small
123TP.02 
team/group contexts.
123TP.04 Begin to take and share the lead in team/group work. 
123TP.06 Listen to others and respond appropriately in a range of movement tasks and challenges. 
Recognise the current limits of own capacities, and understand the risks associated with different
123HB.04 
contexts and physical activities.
Show increasing ability to share space and equipment, to take turns and to cooperate with
123TR.01 
others.
Demonstrate collaboration and begin to understand what fair play is in team/group physical
123TR.03 
activities.
123TR.04 Understand when and how to engage the help of others during group movement tasks. 
Give supportive feedback in partner/small group activities. Show appreciation of and respect for
123TR.05 
contributions and motivation to improve.
Unit 2.1 Suggested activities
Unit 2.1 Topic 1 Sending and receiving

Outline of topic:
This topic is based on sending and receiving skills, focusing particularly on throwing and catching skills. Learners work as individuals, and in small and large
groups, to practise their object control in games-based activities. During their learning of sending and receiving skills in the various activities, they regularly review
the progression of their skills and their collaborative play.
Language:
 Nouns (object, games and body parts: stomach, arms, legs, feet, head, hand and back).
 Vocabulary related to action (tag, underhand throw, overhand throw, rolling, catching, kicking, pushing, aiming, striking, bouncing, stopping, controlling, clap
and turn).
 Vocabulary related to equipment (team colours: sashes or bibs; container, foam balls, beanbags, whistle, balloons and scarves).
 Vocabulary related to reflection, review and discussion.
Learning objectives Suggested teaching activities and resources Teaching notes

123MW.01 Practise and refine Explain that this unit involves improving object control skills in a range of Ask learners to try and use their fingertips to
basic movement skills. games-based activities. This first topic is all about sending and receiving roll the ball and not the palm of their hand.
objects, e.g. balls. Learners can send these to you or other learners. Ball skills Explain that fingertips are used to bounce balls
123MW.02 Perform movement such as rolling, bouncing, dribbling (hands or feet), kicking, pushing, throwing, (not the palms of the hand).
skills with increasing aiming and striking are involved in sending. Receiving involves catching,
proficiency and use them trapping, stopping and controlling an object. Remind learners to keep well-spaced and have
sequentially. their heads up at all times to avoid collisions.
Give each learner a large ball and ask them stand in a space. Roll your own
ball along your body parts with one or two hands (stomach, arms, legs, feet Review sending and receiving skills as required
and head) naming body parts with the learners as they copy you. Learners try (with individuals, groups or the whole class) as
rolling the ball in different positions, e.g. sitting and lying down. In pairs, they explore actions with the ball.
learners share body rolling ideas with one another.
You can play music for learners during the ball
Learners practise rolling their large balls into spaces and running to collect exploration activities.
them. Show different ways to make the ball roll: underhand throw or pushing,
one-handed or two-handed. Learners swap their balls for a different type of ball Catching teaching points:
that is smaller, harder, or a different texture or weight.  Feet move to place body in line with ball.
 Eyes are focused on ball.
What differences do you notice when rolling different balls?  Hands reach out to meet ball.
How fast does your ball roll when pushed?  Hands adjust to path and size of ball.
Can you roll the ball so it stays along the ground?  Fingers are soft and slightly cupped.
Can you roll the ball with your favourite and your non-favourite hand?  Catch the ball in hands only.
Can you say why some balls roll differently from others? (e.g. faster, slower
 Hand and finger closure is well-timed.
and further)
 Elbows bend to absorb impact.
Can you vary the speed of how you throw the ball? (e.g. slow, soft, fast and
hard)
Foot dribble teaching points:
Resources: foam balls (large), junior-size footballs or basketballs, tennis balls,  Keep the ball close to feet.
whistle (for you), music and digital playing device.  Dribble with inside and outside of foot.
 Move the ball from one foot to the other
with light taps.
Learners select a large foam ball and explore different ideas while standing  Maintain even balance.
still, e.g.  Lift head to look around.
 Pass the ball from hand to hand.  Move arms to assist action.
 Pass the ball around the body from hand to hand.
 Bounce and catch. Teaching points are more effective when
 Bounce ball continuously with right and left hand. supported by demonstrations by you or other
 Send the ball up and catch. learners, as visual modelling makes much
 Send the ball up, let it bounce and catch. more impact than verbal input alone. Keep
 Send the ball up with one hand and catch with other hand. instructions to a minimum and return to the
 Send the ball up, clap and catch. game or activity as soon as possible.

 Send the ball up, turn round and catch.
 Tap the ball from one foot to the other.
This activity can be extended by allowing learners to have a choice of balls

(e.g. a catch with a tennis ball is harder than a bigger foam ball). You can also
introduce a balloon or a chiffon scarf.
Which sending skills in this activity are your best?

Which of your skills do you think you can make better? How can you make
them better?
What can we do to be better catchers or throwers?
Resources: foam balls (large), junior-size footballs or basketballs, tennis balls,

whistle (for you), music, digital playing device, balloons and chiffon scarves.
Learners practise object control while moving about the area. They select a
large foam ball and then walk or jog in their own space while exploring what
they can do with the ball.
They extend this activity to move about the whole playing area. They tap the
ball along the floor with one foot and then the other (foot dribble), while
walking. When you blow the whistle once, they stand still with one foot on the
ball. When you blow the whistle twice, they pick up the ball, and throw and
catch it three times in a row.
This activity can be extended by adding learners’ ideas to the whistle blows
(e.g. three whistle blows can mean hold the ball and do a silly dance or place
the ball on your head).
Resources: foam balls (large), junior-size footballs or basketballs, tennis balls,

whistle (for you), music, digital playing device.
123TP.06 Listen to others and Give learners a beanbag each and ask them to stand in a space. The aim of Remind learners to keep well-spaced and have
respond appropriately in a this activity is for each learner to walk around, throwing their beanbags their heads up at all times when moving to
range of movement tasks and upwards and catching them as they drop while still moving. Two of the learners avoid collisions.
challenges. are ‘taggers’, and they have to walk or run around with beanbags on their
heads, trying to tag the others who are practising their catches while walking. If learners drop their beanbags when
123TR.01 Show increasing When a learner is tagged (by being touched on the back), they stand still, put performing their head-to-hands catch, have
ability to share space and their beanbag on their head and then drop their head forwards to catch the them start their five catches again. Consider
equipment, to take turns and falling beanbag five times. They rejoin the main activity once they have timing this activity, with the taggers counting

to cooperate with others. completed this catching practice. how many learners they tag in 2–3 minutes.
Challenge subsequent taggers to beat the
This activity can be extended by asking learners to throw their beanbags really ‘tagging record’.
high while travelling around the space or trying to clap several times before
they execute a catch. Underhand throw teaching points:
 Stand face on to direction of throw.
Did you share the space in this activity well?  Keep the head and trunk stable and eyes
How well did you follow the rules in this activity? focused on the target area.
 Hold the ball in front of the body.
Learners work in pairs to:  Step forward with opposite foot to throwing
 explore all the different types of sending that they can do arm.
 explore all the different types of receiving that they can do.  Well-timed release (between knee and
waist level).
Which different types of sending you can do? (e.g. roll, bounce, underhand and  Follow through with a straight arm.
overhand throws, with right hand and with left hand)
Can you describe all the different types of receiving that you can do? (e.g. pass Overhand throw teaching points:
ball from hand to hand, pick ball up from roll, catch ball in two hands from  Stand side on to direction of throw.
bounce, receive ball onto foot from roll and catch in one hand)  Grip the ball with thumb and two fingers
Did you take it in turns to give ideas in your pairs? (not fourth and fifth finger or the palm):
Can you improve your sharing in your pairs? (space, equipment and ideas) ‘bunny ears grip’.
 Move the throwing arm in a downward and
Resources: beanbags.
backward arc.
 Step forward with the opposite foot to
Learners play in teams of five. One learner (the tagger) stands in the middle of throwing arm.
the playing area with a small foam ball. The other members of the team run  Rotate hips and then shoulders forward.
from one end of the playing area to the other, trying not to get tagged by the  Bend the elbow as the throwing arm moves
ball as it is rolled or thrown towards them (the tagger uses an underhand behind the head.
throw). Once a learner has been tagged by the ball (between waist and feet  Forearm and hand lag behind upper arm.
height only), they join the tagger in the middle. The game is played until there  The throwing arm follows through across
is one learner left, who then becomes the tagger for a new game. body.
Resources: small foam ball. The overhand throw is a highly complex
movement skill that needs a great deal of
Learners play a game called ‘storks and frogs’. Ask two learners in the class to practice in games-based activities at this age.
wear a coloured sash or bib and be the ‘storks’. The rest of the learners are the Beginner throwers need to learn only some of
‘frogs’. Give each of them a beanbag (a ‘fly’). Ask the frogs to run around the basic teaching points such as the first four
carrying their beanbags in their hand or hands. Learners who are the storks try of this list in the preparation phase of the throw.
to tag the frogs by touching them on their backs. When the frogs are tagged,
they place their beanbags on their head and stand still. The other frogs
underhand throw their beanbags to a tagged frog for them to catch, in order to

free them and help them return to the game (if the tagged frog drops the
thrown beanbag, they are still allowed back into the game as the focus is on
the underhand throw).
How can you improve your catching skills?

How can you improve your underhand throwing skills?
This activity can be extended by having a rule that if learners are tagged three
times, then instead of being released by an underhand throw, they become a
stork. Alternatively, storks can become frogs after a given time limit, changing
places with two chosen frogs. Play this activity in much smaller groups of five
or six within a given area. As there will need to be one stork per small group,
more learners will therefore have a turn at this chasing role.
Resources: beanbags, coloured sashes or bibs.
Divide the class into groups of eight and give each group one container filled
with beanbags. Two learners stand by the container and the other six spread
out in the playing area. Explain to learners that the aim of this activity is for the
two learners standing by the container to pick up one beanbag at a time and
overhand throw it anywhere in the movement space until all the beanbags are
gone. Ask the other six learners to retrieve the beanbags and run back with
them to the container. Time the activity (2–4 minutes). At the end of the game,
the number of beanbags in the playing area should be less than those in the
container. Advise learners to swap roles regularly so that they all have the
chance to be throwers and retrievers.
How well did you play together in a group today?

What can you improve about how you work with others?
Did you use the space safely and share it well with others in the activities?
When did you need to listen to others in the activities?
Resources: beanbags and beanbag container (e.g. bucket).

Unit 2.1 Topic 2 Striking and aiming

Outline of topic:
This topic is based on improving striking and aiming through a range of activities. Learners work individually, in pairs, and in small and large groups to practise
their skills. They use a wide variety of equipment, familiarising themselves with bats, rackets, and different types and sizes of balls, as well as other kinds of
throwing or striking objects. They follow and create a range of games and activities, regularly reviewing the skills that they have used, setting themselves future
movement goals. They also consider safety issues as they learn, offering suggestions to help make the movement space safer.
Language:
 Nouns (target, games, rules, points, distance, object, rally, circles, lines, speed, feet, hands, arms and legs).
 Vocabulary related to action (strike, aim, send, receive, catch, dribble, bounce, forehand, backhand, standing and travelling).
 Vocabulary related to equipment (chalk, marker, balloon, ball, bats, rackets, beanbags, shuttlecocks, quoits, cones, benches, nets, basketball stand
and goals).

123MW.01 Practise and refine Explain that this topic focuses on striking and aiming skills. Show and explain Make sure learners are well-spaced and
basic movement skills. examples of these. striking in the same direction, away from other
learners.
123MW.02 Perform movement Direct learners to work individually on the following activities:
skills with increasing  Select a bat or racket and a balloon, a small foam ball and a beanbag to Striking skills: these involve hitting an object in
proficiency and use them explore what can be done with these when striking. some way, e.g. striking a tennis ball with a
sequentially.  Select a ball to carry on a bat with the right and then the left hand. tennis racket.
 Send the beanbag up with a hand and catch it on a bat.
 Dribble a large foam ball along floor with small taps of a bat or racket, Aiming skills: these involve trying to hit a target,
using the right and then the left hand, using forehand and backhand. e.g. throwing a beanbag towards a chalk target
 Send the ball up (with the hand, a bat or a racket), allow it to bounce and on the wall.
catch it on a bat or racket.
 Send the ball along floor to a wall, receive it onto a bat from the wall and Observe how learners respond to the tasks
repeat. individually, and in their pairs and groups,
focusing on their skill levels and their use of
 Bounce the ball using a bat while standing still and when travelling.
skills sequentially. Make personal notes on this
for identifying areas for improvement.
Learners work individually with a bat or racket and a balloon or ball to make a
sequence of striking ideas while standing still and travelling about the space.
Rally: a collective name given to a sequence of
back and forth shots between players.
What were your favourite striking ideas today?
Which striking skill do you find easy?
Which of your striking skills need to be improved?
Resources: plastic bats or rackets, balloons, small and large foam balls and
beanbags.
In pairs, learners play hand tennis. They roll the ball to each other on the
ground to form a rally, or allow the ball to be caught before self-feeding to bat
back a return. They can also use their hands to strike a foam ball (rather than a
racket or bat) across an obstacle (e.g. a low net, bench or large cones). Ask
learners to bat the ball back and forth with their hands over the ‘net’ (they are
allowed to use either hand but not at the same time). The ball is allowed to
bounce once only before being hit. Each pair score a point for a rally of three
successful strikes in a row.
This activity can be extended by allowing learners to make up some rules in

their pairs (e.g. five points for a successful rally of five or more strikes and the
ball can bounce twice before being hit by a player). Foam balls can be changed
for a different size or type of ball.

Resources: plastic bats or rackets, small foam balls, benches or low nets or
large cones.
Learners work with a partner. They select a racket or bat each and one ball,
beanbag, shuttlecock or quoit. They explore ways of sending their chosen
object so that their partner can receive it while standing still. They move further
apart and see if the sender is still successful in enabling the partner to receive
the object. They explore different equipment (e.g. change the ball to a
shuttlecock) and also different ways to send and receive so that both learners
can send to and receive from their partner each time (e.g. hitting the ball high
or low and bounce passing the ball). They share two or three ideas with
another pair and try out any new ideas that they have learned from the other
pair.
Resources: plastic bats or rackets, balloons, small and large foam balls,
beanbags, shuttlecocks, quoits, markers or cones, benches or low nets or large
cones.
123MW.03 Move with control Learners work individually, select a large ball and practise aiming at: Give learners basic safety guidelines before
and coordination, using space  targets on a wall (e.g. circles and lines at various heights; these might be each activity begins (e.g. heads up and be
in different ways and moving chalked onto the walls) aware of others in the space as well as
with different speeds and  a football-type goal against a wall equipment) as this is a key learning objective in
dynamics.  freestanding targets (e.g. low basketball stand and skittles). this section of the topic.
123HB.04 Recognise the Encourage learners to move about the space in different ways (e.g. walking, Encourage learners to build towers to knock
current limits of own running, hopping and skipping) before aiming. Ask them to also vary their over or goals to aim for, using the resources
capacities, and understand the speed as they move. Remind them they need to be aware of other learners in provided. Pick out the most interesting
risks associated with different the movement space, especially as their speed increases. examples of created targets and the best target
contexts and physical aiming to show the whole class some ideas
activities. Learners work in pairs to roll balls towards a range of tower-like targets around and techniques they can copy, thereby
the space. They can construct these themselves before they begin their target extending their movement vocabulary.
practice. They refine target aiming with each other’s help, ensuring that there is
always follow-through with the throwing arm. They vary the speed with which Train game: this is an opportunity for you to
they travel about the space, seeing how this affects their aiming skills. assess learners’ creativity and collaboration.
Review rolling skills and make sure that all
Can you catch or trap the rebound from a target with different body parts such learners try to use their opposite foot forward to
as feet, hands, arms, legs and whole body? their rolling hand (e.g. left foot forward and right
Which targets are easy to reach? hand releases the ball).
Which targets are difficult and why?
What are your aiming skills like?

How do you intend to improve your aiming skills?
How does speed affect your aiming accuracy before you let the ball go?
Can you run fast towards a target and still be accurate with your aim?
How can we play games like this safely?
Resources: large balls, foam balls, wall targets (e.g. football-type goal, low
basketball stand and skittles) and tower-building equipment, like building
blocks.
Learners work in pairs to practise the accuracy of their rolling and target aiming
in a train game that they set up themselves. Review safety guidelines with all
learners before they begin playing their games. They choose one target (e.g. a
large cone) and draw two parallel lines with chalk on the floor leading towards it
(like a train track). They could also use markers as a ‘track’. Each time they
release the ball towards the target, they try to make sure the ball stays
between the parallel lines of the train track. If their ball stays within the parallel
lines, they can set up a scoring system and gain two points. If they also hit the
target, they can score an additional two points. They can also vary their
distances from their target to add or decrease challenge. Learners share their
target game with another pair and show them how to play it.
Can you say why it is important to follow through with the arm and hand
towards the target? (to increase accuracy – try to point to where you need the
ball to go after you release it)
Can you say why we need to have our opposite foot forward when rolling a
ball? (this helps you to get a better backswing and release of the ball. If you
use the same arm as leg you will block the rolling movement and not get a
good backswing)
Did you play this game safely?
Can you describe a safety rule we talked about for this game? (e.g. keep well-
spaced and make sure the floor is dry and even)
Resources: large balls, foam balls, wall targets, chalk, a range of resources as
targets (e.g. skittles, milk crates, large cones, small football goals, gymnastic
mats placed against a wall and a low basketball stand).
Learners play a tag game. Divide the class into two groups and place them on Tag game: make sure that learners are
opposite sides of a divided space. Give each group three or four foam balls (or prepared for tag games by experiencing a
light rubber balls). Individual players are not allowed to hold more than one ball variety of space-training activities beforehand.
at a time. When you give the start signal, players roll or throw their balls Before playing, ask learners what risks there

underhand and try to hit the feet or legs (below the waist) of the opposing might be in this tag game and how they can
players. When a player is hit or their rolled (or thrown) ball is caught by an minimise them? Risks might include slippage
opponent, they have to drop any ball that they are holding and move to join the and colliding with another learner while
other group’s team. When all players are on the same side, they have finished running. Advise learners to keep well-spaced
the activity. and have their heads up when running. Check
the floor before playing with the help of
Resources: foam balls or light rubber balls. learners to see that it is dry and even.
Ask learners to try to describe the skills they

experienced in this tag game and tell you how
good they think they were at performing them.
For example, ask for a thumbs-up sign if a
learner thinks they are good at aiming, running
or dodging, thumbs facing each other if they
are not sure and thumbs down if they think they
need to improve their aiming, running or
dodging.
While learners are playing, assess their skills

and which ones need further refining. Use your
personal notes for identifying areas for
improvement.
Unit 2.1 Topic 3 Partner and small-group work

Outline of topic:
This topic is based on partner and small-group work with objects in games contexts. Learners work in small groups in small-sided, modified games that focus on
developing team skills alongside object control. They are given opportunities to reflect on their and others’ skills, including their shared understanding of
collaborative and fair play.
Language:
 Nouns (game, team, rules, fair play, feedback, possession, defender and attacker).
 Vocabulary related to action (send, bowl, pass, run, catch, score, throw, bounce, dribble and tag).
 Vocabulary related to equipment (hoops, markers, cones, balls, beanbags, footballs, basketballs, hockey sticks, hockey balls or pucks, foam balls and
coloured sashes).

123TP.01 Show involvement Explain that this topic focuses on partner and small-group work with objects in Review object control skills as required, but
when working alone, when games contexts. emphasise the playing of the game throughout.
sharing space, in whole group The design of games teaching at this age
physical activity and when Partners, with a hoop each, stand behind a marker at opposite sides of a should be play-teach-play. The teach phase
playing with others. playing area. Learners bowl their hoop as they pass each other and run to their should be only for a few minutes when you see
partner’s marker. They try to keep as close as they can to the hoop and remain the skill needs support in a play-based
123TP.04 Begin to take and in control of it. situation. Learners then need to practise their
share the lead in team/group learned skills back in the game context.
work. Divide a playing area into two with a player in each half and playing lines
marked with cones or markers. The server sends a foam ball into the receiver’s Observe how learners respond to the tasks,
half with an underhand throw and the receiver tries to catch the ball after one focusing on their individual skills and their
bounce. The receiver gains one point for winning the rally by catching the ball social skills in the group (involvement and
successfully. The server scores points if the ball is not returned after one leadership). Make personal notes on this for
bounce, the ball is thrown out of court by the receiver or the receiver drops the identifying areas for improvement.
ball.
Hoop bowling: in the bowling action, learners
This activity can be extended by allowing two to three bounces or using slower need to use a backswing of the arm before
balls. You could give bonus points for catching the ball directly from the propelling the hoop forwards by the palm of the
server’s throw without letting it bounce. hand and then following through with the arm.
Where is the best place to bounce the ball?

How can you get your partner out of position so you can win the point?
Can you guess where your opponent will bounce the ball? How will this help
you?
In pairs, learners create a game together which uses any small equipment (e.g.
hoops, balls and beanbags) and they play this together. They share their game
with another pair and play each other’s games, giving feedback to each other:
they give two stars (for two aspects they liked) and a wish (for one aspect that
could be improved).
How well did you play these activities?

What can you improve? (e.g. playing with others and dribbling skills)
Did you lead any of these activities?
Do you like to lead or prefer to follow someone else in group activities?
Resources: hoops, markers, cones, balls, beanbags, junior-size footballs,

junior-size basketballs, hockey sticks, soft hockey balls or pucks, and
foam balls.

123UM.03 Use simple criteria Learners work in two teams of four (one team has coloured sashes), playing a The 3-minute possession game: no contact
to evaluate success and game called ‘3-minute possession’. The playing area has a scoring line at each between players (except for tagging). The ball
identify the need for end marked by cones or markers. The team with the ball (attackers) aims to cannot be taken out of the hands of a player.
improvement in basic pass or hand dribble the ball over their opponents’ score line (they then score a Attackers maintain possession if the ball goes
movement tasks and point). Teams are allowed 3 minutes’ possession. They keep possession of the out of the playing area, but it is taken from the
challenges. ball for 3 minutes and cross their scoring line as many times as possible. After sideline.
scoring, the ball is thrown from the centre by the attacking team to a teammate.
123TR.04 Understand when Defenders must stand 3 metres back until the ball is in play. Defenders try to Hand dribble teaching points:
and how to engage the help of intercept the ball or tag a player (touch them on the back) with the ball. If they  Bend knees, legs comfortably spaced
others during group movement are successful, the ball restarts from centre with the attackers. After 3 minutes, apart.
tasks. possession changes. Vary the time and the rules to suit the group.  Lean trunk slightly forward.
 Use spread fingertips to control ball.
123TR.03 Demonstrate This activity can be extended by teams taking it in turns to be the attacking  Bounce ball to hip height.
collaboration and begin to team after every score. You can change the hand dribble to a foot dribble or a  Dribble with either hand.
understand what fair play is in hockey ball dribble.  Bounce ball in front and slightly to side of
team/group physical activities. body.
Is it better to dribble or pass the ball to score quickly?
What kinds of help did you need in this game? Where did you get help from? Observe how learners respond to the tasks,
What did you do well in this game? (e.g. made good passes and helped my focusing on their individual skills and their
teammates) understanding of collaborative and fair play.
Make personal notes on this for identifying
Resources: coloured sashes, cones or markers, beanbags, balls, hockey areas for improvement.
sticks and soft hockey balls or pucks (optional).
Organise learners into groups of five or six. Two learners in each group collect
a beanbag. Each group works together in a zoned area that is clearly marked
by cones or markers. The tagger in each group tries to tag (touch on the back)
one of the two learners who have the beanbag. To avoid being tagged,
learners run and dodge the tagger or throw the beanbag to another learner. A
learner who is tagged while holding a beanbag becomes the new tagger.
Introduce a time limit of 3 minutes for the role of tagger, as necessary. Ask
groups to reflect on what they did well and what they can improve as a team,
sharing and comparing this with another group.
Did you play the games fairly?

What kinds of rules helped the games you played to be fair?
How and where can you get help when playing games?
How well did you play the games as an individual and as a team?
What can you improve in your game play?
Resources: coloured sashes, cones or markers and beanbags.

Unit 2.1 Topic 4 Games with objects

Outline of topic:
This topic is based on games with objects, giving learners opportunities to play and create small-sided, modified games that focus on developing certain skills.
There is a particular focus on developing learners’ social skills alongside their understanding of roles, rules, and tactics. Learners reflect regularly on their own and
others’ games, giving constructive and focused feedback.
Language:
 Nouns (games, team, rules, roles, tactics, feedback, wolf, robber, self-throw and catch, home base line, possession and interceptor).
 Vocabulary related to action (dribbling, foot dribble, hand dribble, pass, score, step, tag and carrying).
 Vocabulary related to equipment (markers, cones, balls, basketballs, footballs, monster ball, sashes, bibs and whistle).

123MW.04 Refine and extend Explain that this topic focuses on games with objects, developing key skills Review object control skills as required, but
movement competence and through playing a range of games. In this topic section, the emphasis will be on emphasise playing the game throughout. The
confidence through responding rules, tactics and developing ball skills. design of games teaching at this age should be
and adapting to the demands play-teach-play. The teach phase should be
of a range of contexts, What are tactics? (tactics are a way to achieve something. Often connected only for a few minutes when you see the skill
apparatus and equipment, with attacking and defending in games play) needs support in a play-based situation.
showing coordination and Can you give me an example of a rule in a game? Learners then need to practise their learned
control. skills back in the game context.
Learners play a game called ‘What’s the time Mr Wolf?’ Line learners up at one
123UM.04 Understand and end of the playing area (their ‘home’) with a basketball each. Ask one learner to Mr Wolf game: give learners 10 points. See if
follow simple rules, or be the ‘wolf’ that stands at the opposite end of the area and turns their back on they can keep all their points across several
understand and use tactics or all the other players. Direct learners to hand dribble their balls towards the wolf, games. If they get tagged, they lose a point.
compositional ideas. asking them ‘What’s the time Mr Wolf?’ The wolf turns around and says ‘one The wolf changes every time that learners are
o’clock’ or any other time they wish. When the wolf is facing the learners, chased back home.
remind them to stop travelling and dribble their balls on the spot. Whatever
time the wolf calls, means that the learners can take that number of steps Hand dribble teaching points:
forward, i.e. ‘one o’clock’ means that they take one step forward (while  Bend knees, legs comfortably spaced
dribbling). In this way, learners try to reach the wolf and touch them; if they are apart.
successful, they become the wolf. When the wolf says ‘Dinner time!’, it chases  Lean trunk slightly forward.
the learners and tries to tag them on the back while they are hand dribbling  Use spread fingertips to control ball.
their balls back home. The activity then restarts from the home line.  Bounce ball to hip height.
 Dribble with either hand.
This activity can be extended by having learners use any form of ball control  Bounce ball in front and slightly to side of
they like with any kind of ball, e.g. carrying, self-throwing and catching, foot body.
dribbling and holding between the knees.
Body parts game: challenge learners by calling
What rules did we have in this game? a wide range of body parts in different areas of
Did you use any tactics in this game? the space.
Resources: junior-size basketballs, music, digital playing device and whistle Foot dribble teaching points:
(for you).
 Keep the ball close to feet.
 Dribble with inside and outside of foot.
Learners play a game called ‘basketball bumps’: give learners a basketball  Move ball from one foot to the other with
each and ask them to begin hand dribbling when the music starts. Explain that light taps.
when the music stops, they must hold their basketballs and sit down on the  Maintain an even balance.
floor as quickly as possible. The last learner to control their basketball and sit  Lift head to look around.
on the floor has to run twice around the outside of the playing area while hand  Move arms to assist action.
dribbling their ball (meanwhile the other learners carry on hand dribbling to the
music). The last learner then joins in the basketball bumps game again. Observe how learners respond to the tasks,
focusing on their physical skills (control and
Resources: junior-size basketballs, music, digital playing device and whistle

(for you). coordination) with objects, as well as their
understanding of rules and tactics. Make
Learners play a game called ‘body parts’: give learners a football each and ask personal notes on this, identifying areas for
them to stand in a space. Explain that they will need to follow various verbal improvement.
commands after the whistle signal. These commands will involve putting parts
of their bodies on the ball or somewhere in the playing area as they are
undertaking the foot dribble, e.g. ‘dribble to the centre of the space and put
your knee on the ball’ and ‘dribble up to this end of the space and put your
elbow on the yellow line’.
Resources: junior-size footballs, music, digital playing device and whistle (for
you).
Learners play a game called ‘monster ball’. Divide the class into two teams and
give them a home base (a line of cones or markers). Give each team a
container of balls of different sizes and weights. Place a ‘monster ball’ (e.g. an
oversized ball such as a fitball) in the centre of the playing area. The aim of the
game is to throw balls at the monster ball, forcing it to move towards the other
team’s side of the court and behind their home base line. If the ball crosses a
team’s home base line, the attacking team gets a point. Players can retrieve
the smaller balls at any time, but they cannot block shots at the monster ball
and cannot touch the monster ball.
Which skill do you prefer when working with a ball? (e.g. hand dribble, foot
dribble and throwing)
Which ball skill are you best at?
Which tactics did you use as a team or individually in the activities?
Resources: variety of small and large balls, junior-size footballs, junior-size

basketballs, music, digital playing device, whistle (for you) and oversized
‘monster ball’ (e.g. fitball).
123MC.02 Explore and Learners play a game called ‘ball robbers’. The whole class moves about the Encourage players to be aware of others
discover ways of interacting in space dribbling (hand) a ball. Four or five learners are ball robbers (without a around them. They need to control their ball
movement with different ball of their own) and they attempt to intercept dribblers’ balls without making while also looking around to avoid any
situations and contexts, body contact. Dribblers try to maintain possession of their ball. Dribblers who collisions (as well as the robbers).
including a range of apparatus lose possession become robbers and try to gain possession of another
and equipment. dribbler’s ball, but not the ball they have just lost. When dribbling the ball, learners need to keep
it close to them to protect it from the robbers.
123TP.02 Know their roles and This activity can be extended by varying the number of robbers. Provide a ‘no- Advise them to use low bounces when

start to recognise others’ roles go’ zone for a player to have a rest for 5 seconds (robbers are not permitted dribbling to avoid the ball getting too far out of
in a range of simple individual into the ‘no-go’ zone). reach. They need to practise changing
and small team/group directions while dribbling so that they can avoid
contexts. Where did you bounce the ball when dribbling in order to maintain control? running towards robbers who might steal their
What did you do to prevent the robbers from stealing your ball? ball.
123TR.05 Give supportive When you were a robber how did you steal the ball?
feedback in partner/small How did you know where to run in the space in order to avoid the robbers? Chest pass teaching points:
group activities. Show  Stand face on to direction of throw.
appreciation of and respect for Resources: junior-size basketballs.  Keep eyes focused on target.
contributions and motivation to  Spread fingers around ball, thumbs behind
improve. Organise learners into teams of four and pair one team of four with another ball.
team of four. One team wears coloured sashes or bibs. Divide the playing area  Keep elbows down.
into four squares with markers or cones and ask one player from each team to  Follow through with arms and fingers,
go into each square. The team in possession of the ball passes it to teammates palms turned out.
in any of the four squares, trying to avoid interception by the defending team.
Players must always remain in their square. Players can pass in any direction. Listen to group discussions and make personal
No running with the ball is permitted. If the interceptors catch the ball or knock notes on these and your general observations
it out of play, they take possession. Winners are those who score the highest of learners as they engage in the activities for
number of consecutive passes in a given time limit (e.g. 5 minutes). identifying areas for improvement.
This activity can be extended by varying the pass, e.g. high pass only and
bounce pass only. Learners can also pass in one direction only around the
squares. Use different balls to create different challenges, e.g. smaller or larger
balls and sports-specific balls (e.g. netballs, basketballs and rugby balls).
How can you make space to receive more passes?

How can you win the ball without making contact with the receivers? (e.g. try
and intercept the ball and keep finding a space to move into)
Resources: junior-size basketballs, a range of balls (e.g. rugby and netball),

markers or cones and coloured sashes or bibs.
Learners make up a new game in groups of four. They need to make sure the
following are included:
 clear roles for each player
 a scoring system
 at least two pieces of equipment (e.g. ball and cones)
 clear rules
 clear safety guidelines.

Each group of four shares their game with another group and they give each
other constructive feedback on the roles they played and what they liked about
the game (two stars), as well as what might be improved (one wish).
What were your roles in the games you played?

What were the roles of others in the games you played?
Who played well today and why?
How can you improve your games skills individually and as a team?
Resources: junior-size basketballs, a range of balls (e.g. rugby and netball),

markers or cones and coloured sashes or bibs.
Unit 2.2 Using stories as a stimulus for dance
Unit 2.2 Using stories as a stimulus for dance

Outline of unit:
In this unit, learners are guided to develop their creative movement ideas in response to stimuli based on stories. These stimuli include colours, characters, events
and emotions from the stories. Learners are helped to improve their knowledge, skills and understanding of composition processes, alongside appreciation and
performance skills. They work individually, in pairs, in small groups and as a whole class, and learn how to vary actions, dynamics and relationships during their
sequence making. The unit ends with a whole-class performance based on the theme of stories. This is digitally recorded, supporting learners’ skills in observing,
describing and evaluating their own movements and those of others.

Learning at Stage 1 is built on and extended in this unit, with connections to previous learning in dance and gymnastics activities in which learners engaged in
composition, performance and appreciation processes. Learners work to improve their individual, pair and group composition skills, learning how to vary and
develop their movements and ideas. Through engaging in a broad range of movement challenges and performances, they learn how to improve what they do and
how they do it. Learners regularly review their own and other learners’ work, extending their descriptive and evaluative skills in doing so.
2.2 Topic 1 2.2 Topic 2 2.2 Topic 3 2.2 Topic 4

Learning objectives covered in Unit 2.2 and topic summary: Exploring Focusing on Developing Sequence
actions dynamics relationships making
123MW.0
Practise and refine basic movement skills. 
1
123MW.0
Perform movement skills with increasing proficiency and use them sequentially. 
2
123UM.01 Describe own and others’ movements using simple activity-specific vocabulary. 
Describe actions, dynamics, space and relationships when observing and engaging in
123UM.02 
movement.
123MC.01 Explore a variety of movements and movement patterns that begin to demonstrate creativity. 
123MC.04 Discover and use a range of compositional ideas to express themes, moods and emotions. 
123TP.02 
123TP.03 Know how to work independently towards the achievement of agreed movement goals. 
Recognise movement qualities in self and others and be able to describe own movement
123TP.05 
strengths and areas for improvement.
Identify and name which body parts are being used during physical activity and why these are
123HB.02 
important.
Identify the required level of intensity during a range of simple physical activities and begin to
123HB.03 
work towards achieving this.
123TR.01 
others.
Understand individual responsibility for moving and using equipment and space safely, following
123TR.02 
associated rules and regulations.
Demonstrate collaboration and begin to understand what fair play is in team/group physical
123TR.03 
activities.
123TR.05 
Unit 2.2 Topic 1 Exploring actions

Outline of topic:
Learners explore a range of actions that are related to a selected story based on colours. They create individual and partner sequences, which exhibit variation
and contrast in action. These relate to the selected story’s colours, characters and events. Learners receive feedback on their sequences from others, and perform
individual and pair sequences, as well as a half-class demonstration. They develop their appreciation skills by giving focused feedback to others, describing and
evaluating what they have observed, especially in terms of actions.
Language:
 Nouns (idea, topic, sequence and balance).
 Vocabulary related to action (running, waving, folding, stamping, jumping, clapping, galloping, skipping, hopping, stretching, side gallop, bounce, step and
march).
 Vocabulary related to body parts (arms, legs, feet, balls of feet, head, knees, trunk and eyes).
 Vocabulary related to space (levels, spirals, circles, lines, diagonal and vertically).

123TP.03 Know how to work Explain that this unit focuses on dance and how stories can be a stimulus for Play appropriate music to accompany the
independently towards the creative movement ideas. This topic looks at colours in stories and how these actions performed and use percussion
achievement of agreed can be developed into certain actions. instruments as required.
movement goals.
Learners listen to the selected story and talk about the colour they learned Many children’s stories refer to colours.
123HB.02 Identify and name about. Learners reflect on the three primary colours (blue, red and yellow) and Resources might include:
which body parts are being discuss movements that might represent them:  Little Blue and Little Yellow by Leo Lionni
used during physical activity  blue: cold colour, sky, water and balance  The Mixed-Up Chameleon by Eric Carle
and why these are important.  red: hot colour, fire, anger and love  Planting a Rainbow by Lois Ehlert
 yellow: hot colour, sunshine, energy and happiness.  The Day the Crayons Quit by Drew
123TR.02 Understand Daywalt
individual responsibility for What actions might we do to represent blue, red and yellow?  The Colors of Us by Karen Katz.
moving and using equipment
and space safely, following Learners explore actions inspired by the colour blue. For example, they make Actions: travel, roll, stop, bend, stretch, twist,
associated rules and cold movements: angular, fast, shivering, spiky, running on the spot to keep turn, swing, climb, run, hop, crawl, walk, leap,
regulations. warm, waving arms and legs around, and folding arms and crossing legs to jump, gallop, skip and kick.
keep warmth in body. They join with a partner and join two of their ideas to
make a sequence of four ideas. Learners perform these together. They give Give ideas as learners experiment or share
each other feedback on what they enjoy and like (star), as well as something some best examples from learners. Using
their partner can improve (wish). vocal signals, and/or percussion instruments to
accompany movement and/or music can
Learners explore movements inspired by the colour red. For example, they enhance expression and atmosphere. Observe
make hot movements: covering lots of space (like a fire), stamping, clapping how creative learners are and how well they
and jumping (angry). They join with a partner and watch each other’s ideas. work alone and in pairs. Remind learners of
They give each other feedback on what they enjoy and like (star), as well as basic safety aspects: keeping well-spaced,
something their partner can improve (wish). moving about with an awareness of others
(heads up) and bending knees before and after
Learners explore actions inspired by the colour yellow. For example, they make jumping.
hot movements: slow, stretched, wide, covering little space, lying on the floor
and stretching/curling. They join with a partner and watch each other’s ideas. The half-class performance is an opportunity to
They give each other feedback on what they enjoy and like (star), as well as observe pair understanding of colours and their
something their partner can improve (wish). influence on action content. After the
performance, ask them related questions that
Learners work in pairs to join together their favourite actions from the ones they connect with the learning objectives. Make
explored that are inspired by the three primary colours (four or five different personal notes for identifying areas for
actions). As a half class, they perform pair sequences. As a whole class, improvement.
discuss things that worked well in the pair sequences and how actions might
be improved (e.g. actions could be clearer).
Which actions did you use in your sequences?

Which body parts did you use in your sequences?

Which skills did you use in your pairs?
Did you use the space safely today?
What can you do better in dance? How will you try to improve your dancing?
(e.g. make clearer shapes and actions and make more interesting sequences)
Resources: percussion instruments, music and digital playing device.
123MW.01 Practise and refine Learners discuss some of the characters in the colour-focused story or stories. Play appropriate music to accompany the
basic movement skills. They reflect on potential use of space by these characters and how this might actions performed and use percussion
be shown in certain actions they perform. Learners explore: instruments as required.
123UM.01 Describe own and  walking and running on diagonal floor pathways
others’ movements using  galloping sideways in lines across the space Side gallop teaching points:
simple activity-specific  jumping vertically (stretching with arms above head)  Keep rhythmical and relaxed.
vocabulary.  travelling in spirals or circles using different actions (e.g. gallop, skip, hop  Move side, together, side, together (or
and walk on balls of feet). step, close, step, close).
 Keep feet facing to front (not in the
Learners explore travels and jumps in the learning space and how these might direction of travel).
represent story characters or events. They:  Bend knees slightly, weight on ball of the
 step quickly and lightly on the spot, to the fast beat of the drum feet.
 take large, slow steps from place to place, through all the space, in curving  Travel in either direction.
pathways on the floor, to the slow beat of the tambourine  Keep trunk, head and eyes facing the front.
 bounce softly and quickly on two feet on the spot and then from place to  Move arms to assist action.
place
 march through the space, with strong swinging arms, slowly and quickly. Hop teaching points:
 Bend the support leg on landing and then
Learners select a percussion instrument and use it to represent a colour or straighten it to push off.
character from the story they have listened to. They explore ways to play the  Take off and land on soles of feet.
instrument and travel to the sounds (simultaneously), linking three of these  Move the swing leg in rhythm with the
together to make a short sequence. They share their sequence with another support leg.
learner and discuss which actions they used, which sounds they created to  Hop on both right and left legs.
match these and how well they believe they performed their action sequence.  Keep head and trunk stable with eyes
focused forward.
Resources: percussion instruments, music and digital playing device.  Bend and move arms to assist leg action.
Listen to pair discussions and make personal

notes on these and your general observations
of learners’ skills and their refinement as they
engage in the activities for identifying areas for
improvement.
Unit 2.2 Topic 2 Focusing on dynamics

Outline of topic:
In this topic, learners work individually, in pairs and in larger groups to explore a range of dynamics and how they can contrast them. They experiment with animal-
inspired actions that they create from a story, demonstrating contrasting dynamics for each. Their final task in this topic is to link together and perform animal-
based actions in small groups that show varied dynamics in a meeting and parting sequence. Learners regularly review their performances across the topic’s
activities in terms of the dynamic variation they have shown.
Language:
 Nouns (dynamics and posture).
 Vocabulary related to action (step, run, leap, sliding, crawling, travel and turn).
 Vocabulary related to dynamics (slow, fast, sharp, heavy, light, strong, sudden, soft, smooth, sustained, percussive, bound, free-flow and relaxed).

123MW.02 Perform movement Explain that in this topic the focus is on how we move using different dynamics Access to the book (freely available as an
skills with increasing (energies): how the body moves. Learners will explore and perform a variety of audio book on the internet):
proficiency and use them actions that have differing dynamics. These dynamics will relate to the selected  Mixed-Up Chameleon by Eric Carle.
sequentially. story (The Mixed-Up Chameleon by Eric Carle).
Play appropriate music to accompany the
123HB.03 Identify the required Individually, learners explore some of the animal movements in the selected actions performed and use percussion
level of intensity during a story: instruments as required.
range of simple physical  galloping forwards very lightly like a giraffe
activities and begin to work  tiptoeing slowly forwards and backwards with tall straight posture like a Dynamics: slow, fast, sharp, heavy, light,
towards achieving this. flamingo strong, sudden, soft, smooth, sustained,
 taking big, slow, heavy steps like a bear or an elephant percussive, bound, free-flow and relaxed.
 running fast and leaping like a deer
 sliding and crawling slowly on the floor, or walking or skipping fast with Use this opportunity to assess learners’
imaginary fins (hand or arm actions) like a fish or a seal movement and sequence-making skills. Pick
 curling up slowly into a round shape like a turtle in its shell out interesting ideas and dynamics as they
 running lightly and quickly on tiptoes like a fly. move and share them with the whole class,
explaining what is good about them.
Review each of the animal movements and discuss the dynamics that were
used. Ask learners whether different dynamics require different intensity levels
(high, medium and low intensity).
What happened to your heart when you were moving strongly and quickly?
Can you feel your heart beating faster now or has it slowed down?
What happens to your body temperature when you perform a strong or fast
action?
In pairs, learners copy their partner’s animal ideas, taking it in turns to be the
leader. Encourage the leading learner to change the dynamic they are using
whenever they wish. The learner following needs to be very observant and try
to keep up with their partner’s quality of movement and use of space.
Which dynamics did you choose when moving?

Did some dynamics make you feel out of breath or tired?
Which dynamics did your partner do?
How easy was it for you to follow your partner?
Resources: music and digital playing device or percussion instruments.
123UM.02 Describe actions, In groups of three or four, learners make a meeting and parting sequence with Listen to group discussions and make personal

dynamics, space and the animal ideas they have explored. They start away from each other, travel notes on these and your general observations
relationships when observing forwards to meet, and then turn and travel away from each other. They need to (for identifying areas for improvement) of
and engaging in movement. express a clear dynamic ‘story’ when they do this, varying how they perform learners’ understanding of dynamics in action
their animal actions. Groups share their sequences with another group and and their creativity levels as they engage in the
123MC.01 Explore a variety of discuss the dynamics that they used and how clear they were. group dance.
movements and movement
patterns that begin to Organise a whole-class performance of the meeting and parting group
demonstrate creativity. sequences, setting off groups in canon (one after the other, or two or three
going at the same time). Learners observe different groups in between their
own performance and gain experience in a whole-class performance. When
they have finished their small-group dances, they move to the edges of the
movement space to become part of the audience.
Which dynamics did you have in your group sequence?

Which actions did you choose and how did these link to the animals that you
chose to dance about?
How creative was your own group sequence and why do you think this?
Resources: music and digital playing device.

Unit 2.2 Topic 3 Developing relationships

Outline of topic:
The core focus in this topic is relationships. There is revision of what relationships might include in the dance context: self and body parts, and self and others.
Learners work individually, in pairs and in larger groups during their composition processes. They link together actions that show relationship contrasts, regularly
reviewing and evaluating their performances. They also use various sources to learn to take turns, collaborate and seek help in their dance work.
Language:
 Nouns (ideas, sequence, shapes, contact and body parts: hands, feet, arms and knees).
 Vocabulary related to action (travel, clap, jump, swing, bend, stretch, turning, discuss and link).
 Vocabulary related to relationships (side by side, back to back, front to back, one in front, one behind, meeting and parting, advancing and retreating, mirroring,
matching, opposite, facing, leading, following, canon and unison).
 Vocabulary related to space (levels: low, medium and high).

123TP.04 Begin to take and Explain that this topic involves learners exploring different kinds of relationships Access to the book (freely available as an
share the lead in team/group with different parts of their body, and also with a partner or partners. These audio book on the internet):
work. relationships are inspired by characters from the book The Day the Crayons  The Day the Crayons Quit by Drew
Quit by Drew Daywait. Daywalt.
123TR.01 Show increasing
ability to share space and Learners work individually using different body parts, copying the teacher: Play appropriate music to accompany the
equipment, to take turns and  clapping hands actions performed and use percussion
to cooperate with others.  jumping instruments as required.
 swinging arms
 stamping feet Relationships: with self and body parts (head to
 bending knees arm, knee to torso and hand to feet), self and
 stretching whole body upwards to ceiling. others (side by side, back to back, front to
back, one in front, one behind, meeting and
Discuss how different parts of their bodies might express certain emotions (e.g. parting, advancing and retreating, mirroring,
clapping hands or jumping can show happiness and stamping feet can show matching, opposite, facing, leading, following,
anger). In the selected book, the crayon characters express different emotions canon and unison).
and talk about animals that they also colour in (e.g. the grey crayon colours in
large animals like rhinos and elephants, but does not want to do this any more, Remind learners of safety basics: bending
and so gets bored and fed up). knees before and after jumping.
In pairs, learners create a jumping and clapping pattern that represents a Observe learners and listen to their
happy emotion. They explore two different types of jumps (e.g. low, high, star discussions, making personal notes on these
and turning) and how they will be performed (e.g. side by side, opposite and and your general observations (for identifying
one behind the other). They practise clapping with hands and also clapping on areas for improvement).
their own bodies, and clapping on different levels (high, medium and low). They
perform this jumping and clapping sequence to another pair and discuss the
relationships used and why certain jumping and clapping patterns worked
better than others.
How did you show your happiness through jumping and clapping?
Did your sequence look and feel happy?
In pairs, one learner makes a shape that shows an annoyed or angry emotion
which the partner mirrors (standing opposite them). Learners take turns to
make and mirror annoyed and angry shapes. Encourage learners to create
shapes on different levels (high, medium and low).
In pairs, learners link together the emotional ideas that they have practised,
telling a story. They might go from being happy to sad and then happy again,
joining together jumping, clapping, body shapes and other actions of their own
choice. As a half class, they demonstrate emotion-based sequences. The half

class observing give the performing learners a wish (something they could
improve) and a star (something they did well).
Who led the ideas in your sequence making? Who followed?

How did you share the space with other learners?
How well did you work with your partner?
Resources: music and digital playing device or percussion instruments.
123TR.03 Demonstrate In pairs, learners explore dancing near to their partner and linking a body part As learners work, show some of the most
collaboration and begin to with each other (e.g. standing back to back, holding one hand and pulling away interesting actions and sequences to other
understand what fair play is in from each other). They develop this to show clear body shapes and actions as learners and encourage them to explore these
team/group physical activities. they experiment with travelling about the whole space, sometimes moving by ideas to extend their personal movement
themselves and sometimes moving while being in contact with (or very close vocabularies.
123TR.04 Understand when to) their partner.
and how to engage the help of
others during group movement What ideas do you have when you dance by yourself?
tasks. Do you get help for your dance ideas from your partner? From the teacher?
From yourself?
How well do you work with your partner as you dance with them?
Develop the idea of dancing near to someone and far away from someone as a
whole class. Talk about the crayons in the story and how they are close
together in the box and then they are used independently. Some are used
more than others, and they get tired and fed up. Others are bored at not being
used. Others are happy. Ask learners to stand close together like a big box of
crayons. Guide them to experience different emotions with your voice and the
instruments or music that you play. A suggested structure might be:
 Learners start close together in upright positions, like crayons in a box.
 One by one, or several at the same time, learners start to move about
the space as they are used like a crayon (e.g. turning, making patterns
on the floor with their feet, moving their arms in circles or lines,
stepping in different ways and making different sizes: large, small and
medium).
 They take on an emotion of their choice as they dance: happy, sad, fed
up and angry. How can you show this in your movements and shapes?
 Tell learners it is time for the crayons to be put away before they go to
bed. Guide them slowly back together as a group into their original box
of crayons.

How do you share space fairly and safely with other learners?
How well did you work in the whole-class dance?
If you didn’t have any ideas about how to move, where did you get some help?
(e.g. by watching other learners)
What kinds of relationships did we show in this dance?
Resources: percussion instruments, music and digital playing device.

Unit 2.2 Topic 4 Sequence making

Outline of topic:
This final topic focuses on the preparation and performance of a final composition based on stories, including the characters and emotions found in them. Learners
work towards a final whole-class performance, which is digitally recorded. They are guided to reflect on their own performances, and also evaluate the final
performance and the creative processes in which they engaged.
Language:
 Nouns (dynamics, relationships, group, pairs, strengths, improvement, dynamics, structure, section, circles, lines and patterns).
 Vocabulary related to action (meeting, parting, turn, travel, reflect and discuss).

123MC.04 Discover and use a Explain to learners how they will use their work across this unit to make a The final dance composition can include
range of compositional ideas group dance based on stories and the characters and emotions that they have learners’ favourite ideas from the whole unit.
to express themes, moods and explored through movement. A suggested structure for the final group This can be discussed with learners to make
emotions. composition is: sure you include their preferences.
 Section A: In pairs, learners perform four or five favourite actions that are
123TP.02 Know their roles and related to the three primary colours (blue, red and yellow). Play a range of music and allow learners to
start to recognise others’ roles  Section B: In groups of three or four, learners perform a meeting and choose their favourite pieces for the final
in a range of simple individual parting sequence with the animal movement ideas that they have explored. dance.
and small team/group They start away from each other, travel forwards to meet, and then turn
contexts. and travel away from each other. They need to express a clear dynamic
‘story’ when they do this, varying how they do their animal actions. Set
them off in canon, one or several groups at a time travelling across the
space.
 Section C: The crayon box: learners start close together in upright
positions, like crayons in a box. One by one, or several at the same time,
they start to move about the space as if they are being used like a crayon
(e.g. turning, making patterns on the floor with their feet, moving their arms
in circles or lines, stepping in different ways and making different sizes:
large, small and medium). They take on an emotion of their own choice as
they dance: happy, sad, fed up and angry.
 Section D: The crayons (learners) need to be put away in their box before
they go to bed. Guide the learners to slowly come back together as a
group into their original box of crayons (standing close together).
Where did we get our ideas from in this dance?

How did you show your character as you danced?
What emotions were shown in this dance?
Which emotion did you show when you danced?
What roles did you have in this dance? And as a group? And as a class?
123TP.05 Recognise Digitally record the final class dance. Everyone observes this and reflects on Make sure that feedback is constructive and
movement qualities in self and the piece, noting how successful the dance was in terms of: clearly focused on the learning objectives.
others and be able to describe  the theme of its stories Observe learners and listen to their
own movement strengths and  the variation of action, dynamics and relationships discussions, making personal notes on these
areas for improvement.  the different roles that learners adopted. and your general observations (for identifying
areas for improvement).
123TR.05 Give supportive Organise learners into pairs and ask them to reflect on and discuss their
feedback in partner/small individual movement strengths and areas for improvement during the group

group activities. Show composition process. They need to draw or discuss two aspects they were
appreciation of and respect for good at and one aspect they need to improve, and then share these self-
contributions and motivation to reflections with a partner.
improve.
How did you change your movements in the dance to perform at your best?
What can you do better in dance? (e.g. listen better, practise some movements
at home and remember your sequence)
How well did you work with others in the group dance?
What can we improve as a whole class when we dance together?
Resources: music and playing device, digital camera or video recording

equipment, paper, pencils and pens.
Unit 2.3 Adventurous activities
Unit 2.3 Adventurous activities

Outline of unit:
In this unit, learners engage in a series of adventurous activities involving a variety of resources and roles. The adventure-based learning activities focus on the
development of three core movement skills: dynamic balance, travelling and climbing. There is also a final topic on parachute games. Learners review the
importance of safety and risk management throughout this unit, and they learn how to follow and create rules for physical activities. They develop their personal
responsibility when moving in different spatial contexts and when using equipment during each of the four topics.

Learners will have developed their awareness of moving safely and following rules in previous units during Stage 1. They will also be used to working with other
learners in collaborative and adventure-based contexts. In this unit, learners continue to develop these skills, exploring and navigating a number of movement
challenges with varied equipment.
2.3 Topic 1
Developing 2.3 Topic 2 2.3 Topic 3 2.3 Topic 4
Learning objectives covered in Unit 2.3 and topic summary: dynamic Travelling Climbing Parachute play
balance
123MW.0
Practise and refine basic movement skills.  
1
123MW.0
4
control.
123UM.04 Understand and follow simple rules, and understand and use tactics and compositional ideas. 
123MC.03 Respond to given and selected tasks and challenges in a range of movement contexts.   
123TP.03 Know how to work independently towards the achievement of agreed movement goals. 
123TR.01 
others.
123TR.02    
Unit 2.3 Topic 1 Developing dynamic balance

Outline of topic:
This first topic in the unit involves developing learners’ dynamic balance. Learners work individually, in small groups and as a whole class. They also work without
any equipment and with a range of unconventional equipment (e.g. rolled-up newspapers) at times, in order to develop their dynamic balance skills in innovative
challenges. They follow teacher and peer instructions, and they have opportunities to be creative in their own movements and the design of activities that help to
promote dynamic balance in themselves and others.
Language:
 Nouns (points, directions and obstacle course).
 Vocabulary related to equipment (cones, markers, skipping rope, hoop, bench, beam, tissue, chiffon scarf, garden hose, beanbag and stick).
 Vocabulary related to body parts (head, toes, feet, knees, trunk, arms, elbow, hand, palm and chin).
 Vocabulary related to action (dynamic balance, locomotor action, line walk, beam walk, gallop, hop, skip, roller-skating, skateboarding, lying down and jump).

123MW.01 Practise and refine Explain to learners that this topic will focus on dynamic balance (being able to Make sure learners are well-spaced throughout
basic movement skills. manage or control the body well while moving). Demonstrate some examples these activities. Give them regular reminders
of dynamic balance (e.g. walking along a bench or beam). Ask learners if they that they need to be aware of others and move
123TR.02 Understand take part in any activities that involve balancing while they are moving (e.g. in safe and sensible ways.
individual responsibility for roller-skating, skateboarding and gymnastics beam work).
moving and using equipment Dynamic balance involves maintaining control
and space safely, following Ask learners to work in pairs and perform a line or beam walk on the floor (they and balance while moving. It is required for
associated rules and can be on tiptoes for additional challenge), on a bench or on a low beam. They most locomotor skills such as hopping, running,
regulations. can imagine they are walking a tightrope in a circus. Pairs give each other dodging and jumping. It is also essential for
feedback and say how well they perform the line or beam walk. other physical activities such as riding a bicycle
or using a skateboard or surfboard.
This activity can be extended by learners walking along the length of a garden
hose or a skipping rope. This will challenge learners who might not be ready for Line or beam walk teaching points:
the more difficult beam walk.  Use a stepping action, i.e. alternate feet.
 Walk fluidly without pauses.
Are you good at balancing?  Keep both feet on the beam or line with
Why is it easier to balance on the floor than on something narrow? toes facing the front.
Which balance activities that move (dynamic balances) can you do?  Keep head and trunk stable and facing the
How do we move safely when on a bench? (e.g. behave sensibly, listen to the front.
teacher’s instructions and rules, and support your partner when necessary)  Use arms when necessary to maintain
balance (these can counterbalance any
Resources: benches, low beams, music, digital playing device and garden sway).
hose or skipping rope (optional).
Tissue box feet can be made in an art class or
Each learner is given 10 points. They place a tissue or chiffon scarf on their at the beginning of a few physical education
head and start dancing and moving around the room, trying not to drop the lessons. Each learner needs to have two tissue
tissue or chiffon scarf. They can catch it as it drops and put it back on their boxes and they can decorate these to become
head and keep playing. However, once the tissue or chiffon scarf hits the floor, monster-like, with cardboard claws, fur, colours
they lose a point from their original total of 10. and designs. They put their feet inside the
tissue box feet to perform the actions.
Resources: tissues or chiffon scarves, music and digital playing device.
Observe learners, making personal notes on
their skill levels in moving and using the
Learners make tissue box feet (to represent monster feet) and place their feet
equipment and space safely (for identifying
inside them. The challenge is for them to follow your directions while travelling
areas for improvement).
in the monster feet. Direct them to perform a number of locomotor actions, e.g.
walking forwards, sideways and backwards, jumping and dancing to music.
How good are you at balancing with your monster feet on?
Do you find balancing with monster feet on easy or difficult?

Resources: tissue boxes, music and digital playing device.
Learners try balancing different objects to see which shapes are easiest to
balance as they stand and then move about the space. Give them a choice of
objects (e.g. rolled-up newspaper stuck with tape, large feathers, beanbags
and plastic sticks). Encourage them to use different body parts to balance the
objects, such as the palm or back of their hand, or their knee, foot, elbow or
chin. They can also try lying down and getting back up again while trying to
balance their object.
This activity can be extended by learners bouncing the balancing object from
one body part to another (e.g. bouncing it from one hand to another by giving
the object a small push). Learners can also work in pairs to pass balanced
objects to each other using the ‘jump’ method, while standing and moving
about the space.
Which objects balance the best or the worst?

Was it easier to stand still and balance your object or move with it?
Which body parts were easy to balance objects on? Which ones were more
difficult?
Resources: craft materials, newspaper, tape, large feathers and beanbags or

plastic sticks.
123MC.03 Respond to given Divide the class into pairs and ask them to choose chalk or sticky floor spots to Here is an example of a hopscotch grid:
and selected tasks and make up a hopscotch grid (a single square followed by a pair of squares
challenges in a range of numbered from 1 to 10). Once the hopscotch grid has been made, direct
movement contexts. learners to play the traditional game of hopscotch with a beanbag each as their
marker. They take it in turns to throw this beanbag on each of the numbers in
sequential order, starting with number 1. They need to hop on the single
square and jump with two feet on the pair of squares. When they reach the
final square (usually number 10, unless it has their beanbag on it) they need to
turn around, and hop and jump back to the beginning, picking up their beanbag Hopscotch: if, while hopping through the grid in
on the way. A learner is not allowed to hop or jump on a hopscotch square that either direction, the player steps on a line,
has a beanbag on it. Partners take it in turns to hopscotch after each beanbag misses a square or loses balance, their turn
throw. Give learners three attempts each to throw their beanbags on a ends. The first player to complete one course
particular square. They begin their turns where they last left off. for every numbered square on the grid wins the
game.
This activity can be extended by placing a circle of cones or markers around
the perimeter of the hopscotch grids. Repeat the above activity, but while one

of the learners is undertaking their hopscotch, their partner can practise Hop teaching points:
hopping around the cone circle on their right leg and returning on their left leg.  Bend the support leg on landing and then
straighten it to push off.
How well did you play the hopscotch game?  Take off and land on soles of feet.
Did you work well with your partner?  Move the swing leg in rhythm with the
Have you played hopscotch before? support leg.
Which skills are you practising in this activity?  Hop on both right and left legs.
 Keep head and trunk stable with eyes
Resources: chalk, skipping ropes, sticky floor spots, beanbags and cones or focused forward.
markers.  Bend and move arms to assist leg action.
Ask learners to get into pairs and make up their own dynamic balance activity Observe learners as they participate in the
with a maximum of two pieces of small equipment (e.g. skipping rope and activities, making personal notes on their
hoop). This needs to be a safe activity with clear rules and a scoring system. responses to the tasks and challenges,
Pairs review each other’s ideas and give feedback: two things they liked (stars) identifying areas for improvement.
and one thing that can be improved (wish).
Resources: hoops and skipping ropes.
Model the construction of an obstacle course to develop dynamic balance

skills. Then organise learners to work in groups of three or four, setting up their
own obstacle courses with a range of equipment (e.g. benches, low beams,
hoops, skipping ropes, plastic hurdles, large cones with plastic sticks balanced
across them and cardboard boxes). Encourage them to explore different ways
of moving from, across, onto, along, on and off their apparatus. Groups swap
obstacle courses and try out other learners’ dynamic balance ideas too.
How good are you at balancing?

How can you improve your balancing skills when you move?
Which obstacle course did you enjoy the most and why?
Resources: benches, low beams, hoops, skipping ropes, plastic hurdles,

plastic sticks, large cones and cardboard boxes.
Unit 2.3 Topic 2 Travelling

Outline of topic:
In this topic, learners work individually and in a range of group sizes, following and creating a range of tasks and challenges that involve travelling from one place
to another. They experience a range of travels that include skipping, galloping, running, hopping and jumping as far as possible. They engage in collaborative and
problem-solving processes as they take on different roles.
Language:
 Nouns (game, movement, travel, sequence, space, bridge, direction, speed, leader and follower).
 Vocabulary related to action (run, skip, gallop, side gallop, jump for distance, dodging, sliding, crawling and tiptoe walk).
 Vocabulary related to space (right, left, forwards, backwards, zigzag and circular or line pathway).
 Vocabulary related to body parts (feet, knees, legs, stomach and bottom).
 Vocabulary related to equipment (cones, hoop, balloon and ball).

123MC.03 Respond to given Explain to learners that this topic will involve experiencing and developing Remind learners to keep well-spaced in all
and selected tasks and different ways of travelling from one area of the movement space to another. travelling activities, and to be aware of other
challenges in a range of learners and where they are heading.
movement contexts. Learners explore different movements by pretending they have been zapped
by an alien and a particular part of their body has been frozen for a short time. Alphabet game: letters that are easier to form:
They move freely about the space in time with the music or a drum beat. Stop A, C, D, E, F, H, I, K, L, N, T, U, V, Y and Z.
the music and call out a particular body part e.g. knees or feet. Re-start the
music and learners move about the space pretending they cannot move this
body part e.g. knees: players walk with stiff legs (without bending their knees);
and feet: players slide on stomachs (without using feet).
Resources: music, digital playing device, drum and beater.
Learners play a game called ‘alphabet’. They move across the space in
different ways (e.g. skipping, galloping, running, walking and hopping) until you
call a number and a letter of the alphabet. They then form groups according to
the number called and make the shape of the letter together (e.g. ‘2, M’:
learners form pairs and create an ‘M’ shape by placing their hands on the floor
opposite one another and their feet on the floor supporting them with their
bottoms raised in the air).
In pairs, learners travel the length of the movement space together. One
learner makes a bridge shape (e.g. on hands and knees) on the floor while the
other moves over, under and around them. Learners swap roles once they
reach the end of the playing area and return to the start. Encourage learners to
try different types of bridges, using combinations of body parts, and to vary
actions over, under and around their partner (e.g. sliding, crawling and
jumping).
This activity is based on all the different things that can be done with an egg.
Ask learners to draw up a list of egg words as a class. Some of the following
words might be included: fried, scrambled, boiled, whisked and painted (Easter
eggs). Discuss the movement possibilities of these words, e.g. ‘fried’ – wide,
stretched shape on the floor, ‘whisked’ – skipping around the room on the balls
of the feet, ‘scrambled’ – sliding and rolling sideways on the floor, ‘boiled’ –
running fast and jumping to avoid contact with the hot floor, and ‘painted’ –

paint all the body parts with an imaginary paint brush. When you bang the
drum and say an egg word, learners move accordingly around the hall.
This activity can be extended by asking learners to create their own

interpretation of the word ‘egg’. You can also ask learners to perform the
appropriate movement with a partner each time an egg word is called (e.g. they
might try to make a shape together for ‘fried’ or skip holding hands with their
partner for ‘whisked’).
123TR.02 Understand Learners play a game called ‘wolf and rabbit’: the wolf stands in the middle of Observe learners’ skill in sharing space,
individual responsibility for the playing area without a hoop and is the tagger. Each of the rabbits stand in following rules and using equipment. Listen to
moving and using equipment their own hoop in a space. On the whistle, rabbits need to change hoops. their discussion with other learners. Make
and space safely, following When they reach another hoop, they are safe until the next blow of the whistle. personal notes for identifying areas for
associated rules and When the wolf tags (touches on the back) a rabbit, they swap roles. improvement.
regulations.
This activity can be extended by removing hoops gradually from the game; a Dice game: in advance, prepare action sheets
123TR.01 Show increasing rabbit without a hoop becomes a wolf. When tagged, the rabbit can become an with numbers: hop = 1, gallop = 2, jump for
ability to share space and additional wolf. Play the game until only one rabbit is left. distance = 3, run = 4, skip = 5, leap = 6.
equipment, to take turns and
to cooperate with others. Resources: hoops. Side gallop teaching points:
 Keep rhythmical and relaxed.
In pairs, learners select six cones and place them anywhere in their playing  Move side, together, side, together (or
area (5 square metres of space). They make a hopping and jumping journey, step, close, step, close).
hopping between the markers and jumping round each one, hopping  Keep feet facing to front (not in the
sometimes on the right foot and sometimes on the left foot. They reposition the direction of travel).
cones and try out different pathways and travels, e.g. skipping between the  Bend knees slightly, weight on balls of the
cones and tiptoe walking round them, with tall straight posture. feet.
 Travel in either direction.
Resources: cones.  Keep trunk, head and eyes face the front.
 Move arms to assist action.
In pairs, learners run freely in the playing area, each carrying a large ball,
following a partner and trying to keep up with them. Partners try to lose their Jump for distance teaching points:
follower by changing direction and speed regularly, or by changing the travel  Bend ankles, knees and hips.
used (e.g. dodging, hop, skip and run). Review ways in which leaders lost their  Keep eyes focused forward.
partners, and how well and how safely all learners moved about the space.  Swing arms swing behind body.
 Straighten legs.
Why do we need to be good at finding spaces in games such as this?  Raise both feet from the ground together.
Why do we need to try and lose players who are chasing us in games?

Did you move safely with your partner about the space?  Swing arms forward and upward.
Was there a time when you had to change the direction of your travel to keep  Land on both feet at the same time.
well-spaced?  Bend ankles, knees and hips to absorb
Did you enjoy taking turns with your partner to lead? impact.
Do you enjoy being a leader or a follower?
Resources: large balls.
Ask learners to work in pairs and give each pair a dice and a sheet with action
words on it that are numbered from 1 to 6 (e.g. hop = 1, gallop = 2, jump for
distance = 3, run = 4, skip = 5, leap = 6). Explain to learners that they throw the
dice three to five times and perform as a pair the actions indicated by the dice.
They link these actions up in the same order that they rolled the numbers,
varying the space that they use (right, left, forwards, backwards, zigzag,
circular or line pathway). They will finish with a three- to five-action sequence.
Pairs share their action sequences with other pairs and talk about how they
varied the space that they used.
Resources: teacher-prepared action sheet and dice.
Give learners a balloon each and ask them to stand in a space. Set them a
challenge by asking them how many times they can hit a balloon and keep it up
in the air while performing a gallop between each hit. Vary the travels they can
use (e.g. hopping, jumping for distance, side gallop and walking backwards).
Ask learners to create their own activity with a partner using their balloon. In
this activity, learners have to move about the space using different ways of
travelling.
Resources: balloons and whistle (for you).

Unit 2.3 Topic 3 Climbing

Outline of topic:
In this topic, learners participate in a range of tasks and challenges that focus on the skill of climbing. Through a combination of play-based and teacher-led
experiences, they work individually, and in groups, to improve their movement competence and confidence. This regularly involves small and large apparatus.
Their safety awareness when on apparatus is supported throughout. The unit also promotes creativity through sequence work, and social skills are developed in
many of the activities through collaborative learning.
Language:
 Nouns (pattern, action, safety, feedback and point).
 Vocabulary related to action (climb, run, lie down, crawling, bending, stretching, creeping, freeze, untie and touch).
 Vocabulary related to space (up, down, across, through, sideways and forwards).
 Vocabulary related to equipment (gymnastic boxes, ropes, wall bars, climbing frames, chalk, scarves and beanbags).

123MW.01 Practise and refine Explain that this topic focuses on the skill of climbing. Talk through some of the A safety discussion needs to take place before
basic movement skills. teaching points (as relevant) and model safe climbing. allowing learners on apparatus. Encourage
learners to plan a route across the apparatus to
123TR.02 Understand Explain that this game is called ‘Captain’s coming’. It is all about what sailors help them keep safe. Check all learners work in
individual responsibility for need to do when on a ship and the orders that a captain might give them. Ask pairs and lift, carry and place apparatus safely
moving and using equipment learners to travel about the space and when you give one of the commands (with bent knees, good communication). You
and space safely, following below, they perform the related action: need to check apparatus once it is out.
associated rules and  ‘Climb the rigging’: learners pretend to climb a rope ladder, using alternate
regulations. hand action to match feet. Observe learners throughout the activities,
 ‘Captain’s coming’: learners stand tall and straight on the spot, saluting and making personal notes on individual skills and
shouting ‘Aye Aye, Captain!’ levels of responsibility, and ways that learners
 ‘Port’: learners run to the left-hand side of the movement space. use equipment and space. Use these notes for
 ‘Starboard’: learners run to the right-hand side of the movement space. identifying areas for improvement.
 ‘Hit the deck’: learners lie down on their stomachs as quickly as they can.
Climb teaching points:
Guide learners through a range of actions that are preparation for the control of  Step feet onto alternate rungs.
both sides of the body and alternate use of arms and legs:  Keep one foot and one hand in contact with
 Crocodile crawl: lying on the stomach and crawling by moving the opposite apparatus (e.g. wall bar and climbing
arms and legs like a crocodile. frame) at all times.
 Caterpillar creep: lying on the backs, keeping legs together and bending  Climb both up and down.
them up towards the stomach while at the same time stretching the arms  Climb fluidly without pauses.
out, then extending the legs to move forwards (like a caterpillar).  Alternate hand action to match feet.
 Spider shuffle: creeping sideways while balancing on bent knees and  Keep a strong hand grip.
extending the arms out sideways.
 Gorilla walk: walking on the hands and balls of the feet with legs and arms
in opposition (e.g. right hand forward, left foot forward).
Learners practise the following activities in four different groups:

 Mirror games: in pairs, one learner performs an arm or leg action and the
other mirrors this action. Swap roles after each action.
 Hoop patterns: learners follow a trail of hoops on all fours, placing only one
hand or one foot in a hoop at a time.
 Horizontal ladder: on all fours, learners conduct a firefighter rescue by
moving along a drawn (chalk) ladder, rescuing an object (e.g. soft toy) at
the end.
Resources: hoops, teddy bears and chalk.
Learners get into groups of four to six and choose from a range of large
equipment (e.g. gymnastic boxes, ropes, wall bars and climbing frames). They

discuss and agree safety guidelines with you and each other. They use the
climbing equipment to practise climbing up, down, through and across. Ask
them to make a sequence to show all four of the climbs practised (up, down,
through and across). Learners repeat the sequence to improve their climbing
skill and to refine the quality (how well it is performed) and continuity (flow) of
the sequence. In pairs, learners observe each other climbing and give each
other feedback on what their partner does well (star) and what they can
improve (wish).
What did you enjoy about climbing?

Did you find anything difficult when climbing? If so, why was this?
Resources: gymnastic boxes, ropes, wall bars and climbing frames.
123MW.04 Refine and extend Tie coloured scarves in sequential order according to colour (e.g. pink-yellow- A safety discussion needs to take place before
movement competence and orange, pink-yellow-orange) around certain parts of a climbing frame or wall allowing learners on apparatus. Remind
confidence through responding bars at different levels. Ask learners to work in pairs with one learner from the learners to always make their personal safety
and adapting to the demands pair climbing the apparatus and touching the scarves in the given order, their priority when undertaking activities on
of a range of contexts, thereby following a specific climbing route up and down. Their partner guides apparatus.
apparatus and equipment, them to each scarf (as required), and also observes their climbing skill.
showing coordination and Learners swap roles in their pairs and give each other feedback. Observe learners throughout the activities,
control. making personal notes on their movement
Perform this activity in teams of three, with the first learner climbing up to touch competence and confidence when climbing,
123MC.03 Respond to given the pink scarf and back down again, and the second learner climbing up to and how they respond to the climbing
and selected tasks and touch the yellow scarf. The final climber can be given a scarf to reach at the top challenges. Use these notes for identifying
challenges in a range of of the apparatus which they untie and bring back to their team as a ‘trophy’. areas for improvement.
movement contexts.
This activity can be extended by increasing the distance between the scarves,
and offering more opportunities for crossing at various points before learners
have to resume climbing up or down. Repeat this activity with a broader range
of coloured scarves so that learners’ sequential memories are challenged
further.
Resources: wall bars, climbing frames, gymnastic boxes and coloured

scarves.
Ask learners to climb up, down, across and through the apparatus (e.g. wall
bars, climbing frames and gymnastic boxes), as appropriate, until you say
‘Freeze!’. On hearing this, they need to stop climbing and remain motionless,
holding on tightly to the apparatus (remind them that they must be in a safe

position). If you see learners moving, they lose one of their 10 points. The
winner is the learner who has managed to keep all 10 of their points by the end
of the game. You might then allow them to take your place and call out
‘Freeze’.
This activity can be extended by developing it into a ‘follow the leader’ activity
with one learner leading another on the apparatus and partners swapping roles
after each freeze. Place ‘treasure’ (beanbags) at the top of the apparatus. Ask
learners to work in teams of three or four and collect as much ‘treasure’ as
possible from the top of the apparatus (one beanbag at a time for each
learner), bringing this back down to a team base within a time limit. Make sure
learners do not rush this process.
How well did you climb in the activities?

What do you need to do to improve your climbing?
Which apparatus was your favourite to climb and why?
Resources: wall bars, climbing frames, gymnastic boxes and beanbags

(optional).
Unit 2.3 Topic 4 Parachute play

Outline of topic:
In this topic, learners work with a parachute (or large sheets if this is unavailable), engaging in a range of collaborative and competitive activities, sometimes with
additional small equipment. They follow rules and are given opportunities to develop their personal responsibility when engaging with parachutes and other
equipment. They are guided to develop their social skills and take on a number of different roles. They are supported to reflect on their movement goals in group
activities.
Language:
 Nouns (parachute, safety, grip, anticlockwise, direction and point).
 Vocabulary related to equipment (parachutes, sheets, beanbags and balls).
 Vocabulary related to action (walk, power walk, skip, jog, hop, gallop, jumping, take-off, landing, tagged, spin, touch, hold, shake, catch, fetch, throw and
bounce).

123UM.04 Understand and Explain to learners that in this topic the focus is working with parachutes. If a parachute is not available, smaller groups
follow simple rules, or Review safety points by getting learners to demonstrate safe practice while of learners can use large sheets for the
understand and use tactics or holding the parachute and engaging in question and answer. majority of these teaching activities. Review the
compositional ideas. safety points when working with parachutes
When holding the edge or handle of the parachute, where should the thumbs through question and answer.
123TR.02 Understand be? (down)
individual responsibility for What should we avoid doing when we play with the parachute? (e.g. avoid Observe learners throughout the activities,
moving and using equipment talking when you should be listening to safety instructions, avoid travelling making personal notes on their understanding
and space safely, following across the top of the parachute at any time unless advised differently by the and skill in following rules, and their safety
associated rules and teacher as it is very slippery) awareness. Use these notes for identifying
regulations. areas for improvement.
Play a game called ‘up and down’: learners gently move the parachute up and
down in unison above their heads and then they bring their arms back down to
their sides (they will have no need to bend over as this is a full arm movement).
Learners increase speed as a group, making their arms go faster and faster
until they are jumping up and down (with knees bent on take-off and landing)
and then slow everything down again until the parachute is completely still.
Ask each learner to hold the parachute with one hand, with the opposite arm
extended straight out for balance. They move clockwise, walking, galloping or
skipping in time to music and then change direction to go anticlockwise when
the music stops. Ask learners to suggest different ways that the group can
move once these three locomotor skills have been practised.
Work with a parachute as a whole class and play a game called ‘swimming
snakes’. Place several skipping ropes in the middle of the parachute. Play
some upbeat music. Learners hold the parachute with one hand and walk
clockwise together. When the music stops and you call ‘swimming snakes!’,
learners grip onto the parachute with both hands (thumbs down), moving their
arms up and down to make the ‘snakes’ begin to swim.
Play a game called ‘eagle and fish’. One learner is the ‘eagle’ and they sit in
the middle of the parachute (on top of it). They are only allowed to spin round
on their bottom and must not move from the middle spot (their perch). Two
other learners go underneath the parachute and are the ‘fish’ who are trying to
touch the eagle before they are touched by the eagle – the fish can go
wherever they like. Learners holding the edge of the parachute make waves by
moving the parachute up and down to hide the fish from the eagle. Once a fish
has been caught, or the eagle has been tagged, everyone swaps roles.

How well did you work with others in the class?
Did you have to follow rules in these parachute activities? What were these?
What did you learn about parachute safety today?
Resources: parachute (or large sheets), skipping ropes, music (upbeat) and
digital playing device.
123TP.03 Know how to work In this activity, half the learners take one giant step away from the parachute; Observe learners throughout the activities,
independently towards the these learners are Group 2. The other half of the learners hold onto the making personal notes on their social skills
achievement of agreed parachute; these learners are Group 1. Place 15–20 beanbags in the centre of (e.g. collaborating, leading and following). Use
movement goals. the parachute. Group 1’s challenge is to try and shake all the beanbags off the these notes for identifying areas for
parachute. Group 2’s challenge is to catch or fetch the beanbags and throw improvement.
123TP.04 Begin to take and them back onto the parachute. Play the activity for 5 minutes and then count
share the lead in team/group the beanbags that remain on the parachute. Swap roles and play again to see Catching teaching points:
work. which group is the winner (the one with the fewest beanbags left on the  Move feet to place body in line with
parachute). beanbag.
 Focus eyes on beanbag.
Learners play a game called ‘popcorn’. Throw one foam ball on the parachute  Reach hands out to meet beanbag.
and ask learners to make it bounce up and down as a group. Keep adding a  Adjust hands to path and size of beanbag.
ball until there are 10 or more balls moving up and down like corn popping. The  Keep fingers soft and slightly cupped.
aim of the game is for the group to keep all the balls on the parachute.  Catch in hands only.
 Time hand and finger closure well.
This activity can be extended by giving a group a time challenge to see how
 Bend elbows to absorb impact.
long they can manage to keep all the balls on the parachute.
Divide the class in half and have each team defend their half of the parachute.
Put four foam balls on the parachute (two of the same colour for each team).
Teams try to bounce the balls off their opponents’ side and score one point for
each ball that does this.
When did you work as a team in these activities?

Did you lead anything today?
What can you do better when working in parachute or other group activities?
(movement goals, e.g. listen better, not get too excited and forget the rules and
work together better with other learners)
Resources: parachute (or large sheets), beanbags and foam balls (two
different colours).
Unit 2.4 Healthy bodies
Unit 2.4 Healthy bodies

Outline of unit:
This health-focused unit involves learners developing their understanding of the importance of being physically active and how they can improve their health
through the foods that they eat. There is initially a review of the importance of warming up and cooling down before and after physical activities. This is followed by
activities that aim to develop healthy hearts and lungs. Learners will regularly experience and discuss bodily changes that occur during the physical activities
across this unit. In the final topic in this unit, learners develop their skipping skills (with ropes), working individually and in groups to enhance their skills as well as
their understanding of how skipping can contribute to their overall health.

In Stage 1, learners will have begun to develop their knowledge and understanding of health and fitness-based physical activities. This knowledge and
understanding may have been reinforced in their home or extra-curricular contexts. They will have a developing awareness of the importance of being physically
active and this unit will help them to strengthen this by considering certain activities that involve locomotor skills and rope skipping. They will have practical
experiences of warming up and cooling down in previous physical activities which will be extended in this unit. Learners’ knowledge of food groups and which
foods should be eaten regularly or less regularly will also be promoted.
2.4 Topic 1 2.4 Topic 2

Warming up Developing
Learning objectives covered in Unit 2.4 and topic summary: and cooling healthy hearts
Eating for Using skipping
health ropes
down and lungs
123MW.0
1
123MC.02 
123TP.02  
Recognise movement qualities in self and others and be able to describe own movement
123TP.05 
strengths and areas for improvement.
Demonstrate understanding of bodily changes during physical activity and the positive benefits of
123HB.01 
physical activity for health and wellbeing.
Identify the required level of intensity during a range of simple physical activities and begin to
123HB.03 
work towards achieving this.
123HB.04  
Understand the importance of warming up and cooling down the body when participating in
123HB.05  
physical activity.
123HB.06 Understand some components of a healthy diet. 

Unit 2.4 Topic 1 Warming up and cooling down

Outline of topic:
In this topic, learners discuss and experience warming up and cooling down, and they are guided to value their importance. They apply this knowledge in practical
situations, following, designing and leading related movement ideas. They undertake a number of challenges in which intensity levels are varied (high or vigorous,
moderate and low). They reflect regularly and discuss physiological changes that occur in themselves.
Language:
 Nouns (body, heart, lungs, temperature, tagger, role, shield and circle).
 Vocabulary related to action (warm up, cool down, travel, running, hopping, skipping, galloping, bouncing, jump, climbing, lying, reaching, walking, stretching,
dynamic stretches and static stretches).
 Vocabulary related to body parts (toes, knees, legs, bottoms, fingertips, hands and arms).
 Vocabulary related to equipment (chalk and skipping rope).

123HB.05 Understand the Explain to learners that this unit will focus on how we can have healthy bodies, Relate the warm-up discussion to science
importance of warming up and and this topic is about the importance of warming up and cooling down the aspects as appropriate (e.g. warm up
cooling down the body when body before and after physical activity. increases heart/breathing rates, reduces risk of
participating in physical injury, increases circulation of fluid in joints and
activity. Discuss the importance of warming up the body. Emphasise the need to increases oxygen to muscles).
include some pulse-raising, as well as mobility and stretching, exercises in a
warm up. Relate the cool-down discussion to science
aspects as appropriate (e.g. cool down helps
Why is it important to warm up before physical activity? (e.g. reduces risk of remove waste products and reduces aches and
injury, speeds up the heart rate and gets the body and mind ready for work). pains, and lowers heart and breathing rate).
What types of warm-up activities do you know?
Heart rates can be gauged in a range of
Share potential warm-up ideas with learners and perform these together as a activities by having learners place one hand on
whole class to music. These might include: their heart (left side of chest) and the other in
 bouncing up and down on the spot the air opening and closing to show how fast
 stretching up high on tiptoes the heart is beating. Ask learners why their
 making circles (forwards and backwards) with the arms while walking on heart rate is beating fast after a particular
tiptoes activity.
 skipping about the room (without ropes)
 hopping on the spot and hopping while moving about the space (changing
legs).
Are these good activities to do as a warm up? Why?

Can you say why this activity raises everyone’s heart rates and makes us
breathe more quickly?
What happens to our body temperature as we join in with these activities?
How does a warm up make you feel afterwards? Can you say why you think
you feel this way?
Learners stand next to a line (chalk or painted, or a stretched-out skipping

rope) and jump from side to side without touching the line for 30 seconds. Ask
the learners health questions after three sets of jumping with a short rest in-
between (1 minute).
In groups of four, two learners face each other and hold hands. The other two
stand on either side of the learners who are holding hands. One person is the
tagger, the other tries to remain free. The two learners holding hands act as a
shield to the one being chased and try to prevent them from being tagged.
Swap roles after 1–2 minutes.

What has happened to your heart rates now?
Are they beating faster than before you started the activities?
Can you say why your heart beats faster when we exercise in ways like this?
(i.e. at a vigorous level where we huff and puff)
Did you manage to keep moving at a fast speed when being chased by the
tagger? When did you need to slow down?
Review the importance of a cool down and its components through a question-
and-answer session. In a cool down, pulse-lowering and stretching exercises
are needed. Stretches can be dynamic (rotating, swinging and generally
moving) or static (held still for 6–10 seconds).
Demonstrate some dynamic stretches and ask learners to copy you. These
might be:
 stretching up arms towards sky to reach the sun while walking on tiptoes
 reaching to one side and the other to catch an imaginary ball
 painting circles in the air with fingertips
 lying on the floor, rocking knees from side to side like a baby in a cradle
 walking with high knee lifts and touching a hand on each knee as it rises
(the same or opposite hand).
Learners work in pairs and devise with two or three dynamic stretches that they
perform together, one after the other. They share their ideas with another pair
and learn each other’s dynamic stretches.
Can you say why it is important to cool down after physical activity? (e.g.
reduces risk of injury, calms the mind and slows the heart rate)
How does a cool down make you feel afterwards?
Resources: music, digital playing device, chalk and skipping ropes.
123TP.02 Know their roles and Remind learners about basic safety guidelines in all activities where they move Remind learners to keep well-spaced in all
start to recognise others’ roles about the space with other learners. travelling activities, and to be aware of other
in a range of simple individual learners and where they are heading.
and small team/group Learners play a game called ‘Go-Stop-Go’. You give the following instructions
contexts. and they do the opposite: Go-Stop-Go and washing games: introduce
 ‘Stop’: learners move about the space performing any type of travel (e.g. instructions one by one, allowing plenty of time
123HB.04 Recognise the running, hopping, skipping and galloping). for practice. You can also model what is
current limits of own  ‘Up’: learners sit or lie down. needed if learners need this and advise
capacities, and understand the  ‘Down’: learners stretch up to the ceiling. learners to watch each other as well.

risks associated with different Observe learners throughout the activities,
contexts and physical Resources: music and digital playing device. making personal notes on their understanding
activities. of the different roles they take on and their
Learners play a game called ‘washing’. They travel about the space and when awareness of safety. Ask them related
you call out the following, they perform the required activities: questions as individuals and groups. Use your
notes for identifying areas for improvement.
 ‘Skirt’: learners sit on floor with legs stretched out wide.
 ‘Trousers’: learners sit on floor with legs outstretched together.
 ‘Shorts’: learners sit on floor hugging legs into stomach.
 ‘Dress’: learners stand up with legs apart.
 ‘Washing machine’: learners jump up and down on the spot.
 ‘Spin dryer’: learners spin around on their bottoms.
Learners play a game called ‘Hokey Cokey’. This game involves singing or
chanting and moving. The words of the song are as follows:
‘You put your ____ in, you put your ________ out,
You put your _________ in and you shake it all about.
You do the hokey cokey and you turn around,
That’s what it’s all about!’
In the sentences where there are blanks, you should use a different body part
(e.g. left foot, right foot, left leg, right leg, left hand, right hand, left arm, right
arm and whole body). At the end of each verse when learners sing ‘you turn
around’, they complete a full turn (on their feet).
Play some upbeat music that learners like and have a dance party. They can
move however they like about the space or copy your movements if they are
less confident.
Organise learners into pairs. One learner is the shark, the other is the fish. The
fish follows the shark around and must imitate everything the shark does. Call
out movement instructions such as 'swim backwards’, ‘move slowly through the
cave’ and ‘rest on the sea floor’.


Explain to learners that they are travelling through an imaginary jungle and
have to avoid the animals that they meet there. Call out appropriate
commands, and learners carry out a suitable action:
 Jump over logs.
 Travel underneath low branches.
 Run with high knees through quicksand.
 Run away or hide from a tiger.
 Tiptoe past a snake.
 Talk to the monkeys (ooh, ooh, aah, aah).
 Climb a tree to escape a wild boar.
Ask learners to suggest other ideas to do in the jungle which the whole class
can perform.
Learners pretend that they are on the moon and have to move in space very
slowly using their whole bodies including their arms and legs.
Which activities were warm ups and which were cool downs?
What kinds of roles did you and others play in the activities? (e.g. a shark, a
fish and a walker through the jungle)
Did you move safely in these activities?
How can you be careful in group activities when you travel?
What did you enjoy today?
Did you find anything difficult to do today? If so, why?

Unit 2.4 Topic 2 Developing healthy hearts and lungs

Outline of topic:
In this topic, learners experience different types of activities that develop healthy hearts and lungs. They also review the importance of warming up and cooling
down. They apply this knowledge in practical situations, following, leading and creating various health-focused learning activities. They reflect regularly and discuss
bodily changes that occur in themselves. They also consider the roles they have undertaken and basic safety guidelines.
Language:
 Nouns (target and point).
 Fitness and health-specific vocabulary (healthy, body temperature and intensity: high or vigorous, moderate (medium) and low).
 Vocabulary related to action (walk, slow jog, run, skip, gallop, turn, sprint, stretch and swing).
 Vocabulary related to body parts (heart, lungs, back, toes, fingers, shoulders, trunk, head and eyes).

123HB.01 Demonstrate Explain that in this topic learners will be experiencing and then designing The heart is a muscular organ. It is located a
understanding of bodily different types of activities that develop healthy hearts and lungs. Ask learners little to the left of the middle of your chest and
changes during physical if they know where their heart and lungs are located in the body and what they is about the size of a fist. The heart pumps
activity and the positive do. Explain that when we take part in physical activity, our heart and lungs blood around your body. The blood provides
benefits of physical activity for have to work harder, and they get stronger and better at doing their job. This your body with the oxygen and nutrients (food)
health and wellbeing. topic includes physical activities that will make them huff and puff, working their it needs. It also carries away other things
heart and lungs in low, moderate (medium) and vigorous (high) intensity (waste).
123HB.04 Recognise the exercises. Remind learners of some basic safety guidelines as they move
current limits of own about the space. Lungs help us to breathe. We have two lungs,
capacities, and understand the which together form one of the largest organs
risks associated with different Give each learner 10 points at the beginning of the game. Learners jog around in our bodies. They are located in our chest.
contexts and physical the room and when you say ‘Sharks are coming’, they reply ‘How many?’ You They help us to breathe in oxygen, which we
activities. call out a number and they must get into groups of that number. Learners who need to stay alive. They remove carbon dioxide
are left out of a group will lose a point (but make sure nobody is ever out). You and other waste gases that your body does not
can try and catch learners out by calling ‘one’. need.
Locate distinctive and safe targets e.g. lines, shapes and colours on the floor, Remind learners to keep well-spaced in all
fence and wall. Call out targets and ask learners to touch them. For example, travelling activities, and to be aware of other
call ‘touch the back wall and then come back here to me’. Begin with targets learners and where they are heading.
that are nearer to you. Then, progress to targets further away. Vary the
distance and intensity of the activities (walk, slow jog, run, skip and gallop). During or after any of the activities listed,
regularly question learners, focusing on the
Resources: targets such as lines, shapes and colours on the floor, fence and learning objectives (bodily changes, learners’
wall. physical capacities and risks). Use learners’
responses for identifying areas for
improvement.
Learners play a game called ‘wizards and rocks’ in a designated playing area.
Select two learners to be the wizards. If the other learners are touched by the
wizards, they turn into a rock immediately and have to make a rock shape and
hold it still. Rocks can be freed by other learners if someone runs around them
twice. Swap the wizards every 2–3 minutes.
At regular intervals during the above activities ask the following:

Does your body feel warmer now?
What has happened to your heartbeat?
What has happened to your breathing?
How easy was it to do this activity?
Describe one activity or movement that made you very warm (high intensity)?
Which activities did you find easy to do?
Were there any difficult activities for you? If so, why?
How can we make sure our activities are safe?

123TP.02 Know their roles and Remind learners of the importance of warming up and cooling down before and Remind learners to keep well-spaced in all
start to recognise others’ roles after physical activity. Explain that the activities will do both. travelling activities, and to be aware of other
in a range of simple individual learners and where they are heading.
and small team/group Warm-up activities:
contexts. Learners play a game called ‘pasta’. They walk, jog or run around the room in The driving game can be repeated across
any direction. When you call out a shape, they perform the appropriate action: several lessons, with new ideas added each
123HB.05 Understand the  ‘Spaghetti’: walk round the room tall and thin, with arms pointed together. time (by you and the learners). After several
importance of warming up and  ‘Pasta twist’: walk round the hall, turning round and round. lessons, give the learners a driving ‘test’. All
cooling down the body when  ‘Pasta bow’: walk round with legs and arms apart, bow shaped. learners can receive a teacher-made driver's
participating in physical  ‘Lasagne’: lie flat on the floor. licence for their efforts at the end.
activity.  ‘Macaroni’: make a circle with arms.
 ‘Spaghetti hoops’: make a 'hoop' in twos or threes, holding hands. Gallop teaching points:
 ‘Ravioli’: stand back to back with a partner.  Keep rhythmical and relaxed.
 Keep feet facing to front (not in the
Learners play a game called ‘driving’, moving about the space in any direction. direction of travel).
When you call out the following, they perform the appropriate action:  Move forward and upward.
 ‘Red’: stop.  Bend knees slightly, weight on balls of the
 ‘Yellow’: run on the spot. feet.
 ‘Green’: travel about the area pretending to drive.  Lead with either leg.
 ‘Roundabout’: turn round once.  Keep trunk, head and eyes face to the
 ‘Motorway’: sprint run. front.
 ‘Speedbump’: jump and carry on.  Move arms to assist action.
 ‘Carpool’: travel in groups of two or more.
During or after any of the activities listed,
 ‘Low bridge’: walk around hunched over or low to the ground.
regularly question learners, focusing on the
 ‘Change lanes’: change direction. learning objectives (knowledge of own and
 ‘Reverse parking’: walk backwards. others’ roles, and importance of warming up
 ‘Rain’: use arms to mimic windscreen wipers. and cooling down). Use learners’ responses for
 ‘Zebra crossing’: gallop like a zebra. identifying areas for improvement.
 ‘Police car’: sit on floor and spin round calling ‘nee-naw, nee-naw’.
Cool-down activities:
Lead some slow, cool-down movements. These might include:
 walking on the spot, moving arms in a gentle swinging motion
 touching shoulders with hands, then reaching up over the head, repeating
this five time
 walking on tiptoes as quietly as a mouse and as slowly as they can
 cat stretch on all fours (knees and hands): making an angry cat (raising
back upwards) and a happy cat (lowering stomach to floor in an arch)
 lying down on the floor and stretching the whole body from toes to fingers,
holding this for 5 seconds.
Ask learners to work in pairs and repeat these cool-down activities as a mirror
(one facing the other). They can also create their own cool-down ideas and
perform these.
Each learner has a beanbag on their head. They move about the space. They
must not touch the beanbag with their hands. If the beanbag falls off, they must
stay in that position until another learner comes to help by picking up the
beanbag and replacing it for them, while keeping their own beanbag on their
head.
Resources: beanbags.
Learners play a game called ‘pass the squeeze’: the class forms a circle.
Learners hold hands with left hands turned upwards and right hands turned
downwards to make a chain linking hands. They close their eyes, breathing
deeply and gently for at least five deep breaths. You squeeze the left hand of
one learner who passes on the squeeze until it goes all around the circle. They
open their eyes. You break the chain in one place by walking slowly through a
pair. The learner on your right-hand side becomes the leader of the chain and
walks slowly round the area or back to the classroom, ready to break the chain
again.
Why do we need to warm up?

Why do we need to cool down?
How warmed up does your body feel after the faster activities?
Where does your body feel cool or warm?
Which body parts are being used in the activities?
How relaxed do you feel now after the cool-down activities?
What roles did you take on in these activities? (e.g. piece of pasta, car, zebra
crossing, leader and follower)
Unit 2.4 Topic 3 Eating for health

Outline of topic:
In this topic, learners develop their understanding of how to eat healthily, including which foods they should eat every day and which foods they should eat only
sometimes. They engage in food-related, active games in groups, organising food pictures into ‘everyday foods’ and ‘sometimes foods’. In these games they also
develop their locomotor skills such as running, skipping and galloping. They also consider which movements they are good at and which they need to improve.
They reflect on how different types of physical activities make their bodies feel. They learn that in different countries people eat different kinds of food.
Language:
 Nouns (bones, game, relay, team and food groups: vegetables, fruits, protein, grains and dairy).
 Vocabulary related to action (locomotor skill, travel, running, dancing, skipping, galloping, jumping, gallop, skip, walk and hop).
 Vocabulary related to equipment (markers, cones and pictures of food).

123HB.06 Understand some Talk about the importance of people eating healthily when they are young as Learners should enjoy a wide variety of foods
components of a healthy diet. they are growing and their bodies need healthy food to develop properly (e.g. from these five food groups every day:
strengthen bones). They also need to drink enough water when exercising as  vegetables: vegetables of different types
123HB.03 Identify the required the body loses water through sweating when it is active (sweating is a cooling- and colours, and legumes/beans
level of intensity during a down process). Through question and answer, guide learners to understand  fruits: fresh is best, but fruit can also be
range of simple physical the five important food groups. canned, frozen or dried, and fruit juice also
activities and begin to work counts as part of the fruit group
towards achieving this. How do food and oxygen reach the muscles? (in the blood)  grains: wholegrain and/or high cereal fibre
varieties, such as breads, cereals, rice,
123TP.05 Recognise Discuss how we need to eat some foods every day (e.g. vegetables and pasta, noodles, polenta, couscous, oats,
movement qualities in self and grains) to keep us healthy and we should eat some foods only sometimes (e.g. quinoa and barley
others and be able to describe sweets, cakes and biscuits). Ask learners to talk with a partner and share the  protein: lean meats and poultry, fish, eggs,
own movement strengths and food they ate today and whether they think it is an ‘everyday food’ or a tofu, nuts and seeds, and legumes/beans
areas for improvement. ‘sometimes food’.  dairy: milk, yoghurt, cheese and/or their
alternatives (reduced fat milks are not
Learners play a food game. They discuss with you what they are going to draw suitable for children under the age of 2
(so that the drawings are varied in the class) and then draw a picture of a type years).
of food on a piece of card. Place these cards in different places at the edge of
the movement space face down (picture hidden). Play some upbeat music and They also need to drink plenty of water
ask learners to travel about the space however they like (e.g. running, dancing, throughout the day, especially when they
skipping, galloping and jumping) and then when the music stops, they walk to exercise.
the nearest card and turn it over. They say out loud what the food is and then
share this with another learner talking about whether they think it is an Listen to learners’ discussions about everyday
‘everyday food’ or a ‘sometimes food’. They replace the card where it was. food and sometimes food. Write personal notes
They repeat this activity several times, but are not allowed to choose the same about their understanding of what a healthy
card. diet might be.
Resources: card, pencils and pens, music and digital playing device.
Organise learners into groups of three or four. Ask each group to line up, one
behind the other for a food relay. Put two hoops in two different parts of the
space and tell learners that one is the ‘everyday foods’ (e.g. green hoop) and
the other is the ‘sometimes’ food (e.g. red hoop). Put the food cards that
learners created in the previous learning activity at the opposite end of the
movement space to where learners are lined up. Give each learner five or six
teacher-made cards with locomotor skills (travels) written on them (e.g. gallop,
skip, walk, run and hop). On your signal, the first learner in each group line
chooses a locomotor skill card, reads it and puts it back. The same learner
then performs that locomotor skill to the food cards that are scattered upside
down at the opposite end of the space. They pick one card up and run with it to

the ‘everyday food’ or the ‘sometimes food’ hoop, whichever is appropriate.
The learner then returns to their team and the next learner in the line repeats
the activity. The relay continues until all of the food cards are gone. After the
relay is over, the class reviews each hoop to see if the foods were placed in the
correct ones.
Which foods did you talk about with your partner?

Which foods did you think were ‘everyday food’ or ‘sometimes food’?
When you moved about the space, did you feel your body change? (e.g. did
you get warmer, start to huff and puff (pant), and feel your heart beat faster)
Which action made you feel tired?
Which action was easy for you?
Which action do you think you are good at? (e.g. running and jumping)
Which action do you need to practise more? (e.g. skipping)
Resources: teacher-made cards with locomotor skills written on them (e.g.

skip, run, hop and gallop), learner-made cards, music, digital playing device, a
green hoop and a red hoop.
Explain to learners that in different countries, people eat different kinds of food.
Bring in some photographs of traditional foods eaten in certain countries (you
can download them from the internet). Invite a parent in to talk with learners
about their traditional food and customs.
Resources: pictures of different kinds of food eaten in different countries,

internet, teacher-made cards with countries listed on them.
Unit 2.4 Topic 4 Using skipping ropes

Outline of topic:
In this topic, learners experience a range of skipping-focused learning activities with short and long ropes. They learn basic and more advanced skipping
techniques individually, in pairs and in small groups. They are given opportunities to reflect on their learning and the bodily changes that occur after engaging in
rope skipping. They explore and create skipping games and rhymes in groups.
Language:
 Nouns (rhythm, rhyme, steps and footwork).
 Vocabulary related to action (skip, star jump, stride jump, cross-jump skip, jumping, stride, swing and turn).
 Vocabulary related to body parts (head, shoulders, arms, wrists, elbows, knees, feet, ball of foot, heel of foot, heart, lungs and muscles).
 Vocabulary related to space (backwards, forwards, side by side and face to face).

123MW.01 Practise and refine Explain that this topic focuses on rope skipping. Rope skipping is a Show learners skipping techniques yourself, or
basic movement skills. cardiovascular activity; it strengthens heart and lungs. Show learners rope ask learners to demonstrate or share internet
skipping technique through modelling (by you or other learners), or via a clips of examples. Find out who knows how to
beginner skipping video on the internet. Remind learners of basic safety skip and ask them to demonstrate their
guidelines when skipping through questioning. technique to other learners.
Why do we need to keep well-spaced when skipping? Selecting the right rope:
What might happen if we get too close to someone with our skipping ropes?  Ask learners to hold the handles of the
Why do we need to keep our knees bent when jumping in take-off and rope in both hands.
landing?  They place both feet in the centre of the
rope, continuing to hold the handles with
Learners explore different jumping rhythms without a rope, matching their each hand.
jumping to the music.  With both feet planted on the ground, they
hold the handles up towards their
As a whole class, learners recite skipping rhymes as they jump in time. shoulders.
 The handles should sit just below their
Learners try examples of skipping activities already viewed and discussed. shoulders if they have the correct-sized
These can include: rope.
 Basic steps (two and one foot): jump over rope with one or two feet as it  If the rope is slightly too long, simply tie a
passes under the feet. In the one-foot step, shift the weight alternately from knot or two at each end of it, just below the
one foot to the other. An alternative is using only the right foot, then only handle. This will shorten it slightly.
the left foot.
 Backward jump: turn the rope backwards over your head and jump as it Skipping (with rope) teaching points:
hits the ground.  Hold head straight, looking ahead.
 Forward jump: turn the rope forwards over your head and jump as it hits  Keep shoulders level and straight, not
the ground. hunched.
 For more advanced skippers, a variety of skipping techniques performed  Hold arms at about a 90-degree angle,
individually and in pairs, side by side or face to face, over the skipping slightly forward and extended sideways.
rope: star jump, stride jump (with one foot forwards and one foot back)  Move wrists in a circular action to turn the
cross-jump skip (one foot crosses the other and alternate with each jump). rope.
 Hold elbows in close to the body.
Learners work in pairs and try to skip to music, keeping the same time as each
 Keep knees close together with a slight
other (with individual skipping ropes).
bend.
 Land with a ball-heel movement of the feet.
Extend this activity by asking learners who perform it well to vary their type of
skip and still keep in time.
If learners cannot skip very well, they can jump
on the spot using the same timing with their
Ask learners to discuss their rope-skipping skills in pairs. They explain and
jumps as a skipping action. Remind learners to
show their skipping strengths and areas for improvement to another learner.
bend their knees well in take-off and landing for
Then they swap roles.
any jumping action. You can play music while

Do you think you are good at skipping? learners skip to motivate them.
Do you skip outside school?
Can you practise your skipping at home this week? Break the skipping skill down into different
Why is skipping good for us? (e.g. makes us fitter and is good for our hearts, stages as required for beginners:
lungs and muscles)  Practise rebound jumping without the rope.
After skipping, how does your body feel? (e.g. warmer, tired, my heart beats  Practise turning the rope forward and
fast and I breathe fast) backward.
 Remind learners that the rope must touch
Resources: skipping ropes, internet, music, digital playing device. the ground before they jump.
 Practise combining the first two steps,
making the rope turn progressively quicker
each time.
Observe learners’ skipping skills and take

notes for identifying areas for improvement.
123MC.02 Explore and Organise the whole class into groups of five or six with a long skipping rope for Swings of the long rope can be very small and
discover ways of interacting in each group or smaller ropes tied together. slow for beginners, and bigger and faster for
movement with different more experienced learners. Swap the rope
situations and contexts, In groups of five or six, two learners hold each end of the long rope and swing holders over at regular intervals.
including a range of apparatus it from side to side. The other learners in the group line up and take it in turns
and equipment. to run and jump over the swinging rope and then continue running out to the Research rope rhymes on the internet before
opposite side from where they started. the class. You can also ask learners to find a
skipping rhyme and bring it to class for the next
In groups of five or six (two or three jumping at the same time, two holding lesson.
each end of the rope), learners see how many times they can jump the
stationary long rope, keeping the same rhythm. Repeat this with the long rope Two skipping rhyme examples:
swinging from side to side. Teddy Bear, Teddy Bear, turn around,
Teddy Bear, Teddy Bear, touch the ground,
In groups of five or six, learners explore footwork changes with the swinging Teddy Bear, Teddy Bear, shine your shoe,
and turning (with a full circle over) of a long rope (e.g. jumping like a skier from Teddy Bear, Teddy Bear, that will do!
side to side with knees together and stride jumps with one foot forwards and Teddy Bear, Teddy Bear, go to bed,
one foot back). Teddy Bear, Teddy Bear, rest your head,
Teddy Bear, Teddy Bear, turn out the lights,
In groups of five or six, learners try out or make up their own games and Teddy Bear, Teddy Bear, say ‘good-night’!
rhymes with the long rope swinging or turning a full circle over them.
I had a little puppy.
In groups of five or six, see how many learners can run under a continuously His name was Tiny Tim.
turning long rope. One learner runs with each turn of rope without jumping I put him in the bathtub, to see if he could
through the rope turn. Count the number before someone misses or does not swim.

go through, and try to set a class record. He drank all the water, he ate a bar of soap.
The next thing you know he had a bubble in his
What sorts of skipping skills have you practised today? throat.
What have you learned today? In came the doctor (learner jumps in),
How well did you work in your groups? In came the nurse (learner jumps in),
In came the lady with the bright red purse
Resources: long skipping ropes or several tied together, internet, rhyme (learner jumps in),
recordings and digital playing device. Out went the doctor (learner jumps out),
Out went the nurse (learner jumps out),
Out went the lady with the bright red purse
(learner jumps out).
Unit 2.5 Shape and space in gymnastics
Unit 2.5 Shape and space in gymnastics

Outline of unit:
This unit enables learners to develop and extend their learning about body shapes and space in gymnastics. They explore and refine their straight, tuck, star,
straddle and pike shapes, in stillness and in movement (e.g. through rolling and jumping). Learners work as individuals and in small and larger groups to deepen
their understanding of the use of space, and learning about levels, pathways and directions in movement. They are guided towards the creation of small-group
gymnastics compositions on small and large apparatus, which are digitally recorded and assessed by the teacher and peers.

Learners will review and refine their understanding and performance of body shapes and space in this gymnastics context. They will extend their knowledge and
skills in balance, locomotion (travelling), rotation and flight. They will build on previous composition skills by using both the floor and gymnastics apparatus in
progressive tasks that lead to sequences. Learners will be encouraged to be aware at all times of body tension and alignment (e.g. pointed toes, stretched fingers
and focus) in order to produce high-quality body shapes that move in clear spatial areas (levels, directions and floor pathways).
2.5 Topic 4
2.5 Topic 1 Sequences on
Learning objectives covered in Unit 2.5 and topic summary: Body shapes
Exploring Using small
large
space apparatus
apparatus
123MW.0
1
123MW.0
Perform movement skills with increasing proficiency and use them sequentially. 
2
123MW.0 Move with control and coordination, using space in different ways and moving with different

3 speeds and dynamics.
123MW.0
4
control.
123UM.01 Describe own and others’ movements using simple activity-specific vocabulary. 
Describe actions, dynamics, space and relationships when observing and engaging in
123UM.02 
movement.
Use simple criteria to evaluate success and identify the need for improvement in basic
123UM.03 
movement tasks and challenges.
123MC.02 
Show involvement when working alone, when sharing space, in whole group physical activity and
123TP.01 
when playing with others.
123TP.06 Listen to others and respond appropriately in a range of movement tasks and challenges. 
Identify and name which body parts are being used during physical activity and why these are
123HB.02 
important.
123HB.04 
123TR.01 
others.
123TR.02 
123TR.05 
Unit 2.5 Topic 1 Body shapes

Outline of topic:
The core focus of this topic is body shapes. This theme is explored and developed in a number of ways. Initially, learners work on mats in pairs performing simple
body shapes: straight, tuck, star, straddle and pike. Some of these are developed to become jumps and rolls. Pairs compose sequences that are observed and
evaluated by peers and the teacher. Learners develop their appreciation skills, in terms of their skill in describing and evaluating their own and others’ movements.
Language:
 Nouns (body shape, body parts, bodies, sequence, mat and feedback).
 Vocabulary related to action (stretch and roll: straddle or teddy bear, log and tuck; body shape: tuck, star, straight, straddle and pike).
 Vocabulary related to body shape (feet, legs, arms and head).

123MW.01 Practise and refine Ask learners to get the mats out safely, walk into a space and sit down in pairs. Safety in carrying mats: emphasise thumbs on
basic movement skills. Explain that this topic focuses on body shapes in gymnastics. Ask learners the top, one learner holding each end of the
what shapes they already know and get them to make these shapes with their mat.
123HB.02 Identify and name fingers or arms.
which body parts are being Remind learners to keep well-spaced
used during physical activity Learners play a game called ‘washing machine’. They quietly run on tiptoes throughout all activities, lifting their heads up to
and why these are important. around the space in between the mats (not on them), taking small steps. They remain aware of other learners and avoid
continue to move in any way they wish apart from when you ask them to move collisions.
in a ‘washing machine’ way.
Narrate the washing machine story as learners
 When they turn the imaginary washing machine on, they jog on the spot move and demonstrate the quality of the body
with high knees and as fast as possible for 10 seconds. shapes required (stretched toes, straight legs
 To represent the spin of the clothes, they sit on the floor or lie on their and tight muscles).
stomachs and spin their body round three or four times.
 To show the drying of clothes, they perform arm circles and stretches. Use percussion instruments to accompany
 Out of the machine come the clothes: learners make shapes related to movement, and also use music to enhance
these items while lying, standing or sitting on the floor: scarf (straight), expression and atmosphere.
trousers (pike), shorts (tuck) and skirt (straddle, star). If the item is wet,
they make a star shape as if they are hanging it on the washing line to dry. Five basic body shapes:
Ask them if they can move in this same shape (e.g. straight shape walking  straight: a long, straight shape with arms
on tiptoes with arms extended above their head). raised above the head, toes pointed and
legs extended
Learners work in pairs on mats to perfect or improve their own body shapes  tuck: knees drawn into the chest and hands
and to correct each other’s. Focus on tight bodies (body tension) to improve cupped lightly under knees
the clarity of the shapes. Practise straight, pike, tuck, straddle and star shapes,  star: a stretched star shape with arms and
while lying, standing or sitting on the floor. legs wide apart
 straddle or teddy bear: leaning forwards
Each pair of learners works together to explore two or three favourite body from the hips to touch toes with legs
shapes linking them together and moving quickly or slowly from shape to forming a triangle shape (outstretched to
shape. They remember and repeat the sequence showing good control. They left and right)
show the sequence to another pair asking them to describe the shapes they  pike: reaching forwards with arms to touch
see and which body parts (e.g. feet, legs, arms and head) are being used. lower legs or toes.
What different body shapes do you now know? Observe the quality of learners’ movements
Which body parts did you move to make and change these shapes? and shapes; pick out good examples to
How can you move smoothly from one shape to another? demonstrate to others.
Resources: gymnastic mats, percussion instruments, music and digital playing Observe how well learners work together in
device. pairs. Listen to their naming of body parts. Note
how they can perform clear body shapes. Make

improvement.
123UM.01 Describe own and As a whole class, learners practise safe landings. They try making straight Make sure learners return their feet to a
others’ movements using jumps and star jumps as directed by the teacher. Make sure that they are position shoulder width apart after their straight
simple activity-specific landing safely from each of these shapes. and star jump shapes, aiming for quiet, safe
vocabulary. landings with a ball-heel action of the foot to
Learners try making sideways rolls in a ball shape (tuck roll). They start on soften the impact. They need to bend their
123UM.03 Use simple criteria knees in a tucked shape and roll sideways carefully onto their backs and then knees and have wide arms reaching out from
to evaluate success and back onto their knees again. They should remain in a tight ball shape at all their shoulders at shoulder height.
identify the need for times. They try to roll sideways in a straight shape (log roll) from their fronts to
improvement in basic their backs and fronts again. Remind learners that tighter muscles bring
movement tasks and more control and clearer body shapes. Ask
challenges. This activity can be extended to include a straddle roll (teddy bear roll), sitting them to tense up their hands into fists and try
in a straddle shape and then rolling sideways onto the side, top of the back and to show this same muscle contraction in their
up with hands holding knees; legs stay in a straddle shape at all times. different body parts when they make their
gymnastic shapes.
Resources: gymnastics mats.
Increase the number of gymnastic shapes for
Learners work in pairs to explore ways in which they can join two or three body more able learners to four or five in the pair
shapes. They can use any of the jumps and rolls that they have tried out sequences. This is an opportunity for the
previously. They join with another pair and review each other’s work, giving teacher to assess how creative their learners
each other a ‘star’ for one thing they did well (e.g. stretching and joining body are and to pull out the best examples for
shapes well) and a ‘wish’ (something they can improve) as feedback. sharing. The whole class can then perform
them to extend each learner’s movement
Half the class perform their pair sequences with the teacher and the other half vocabulary. Try to create a sense of
of the class give them feedback. Learners describe and explain which body performance when learners all perform
shapes and movements they liked the best and why. together.
Resources: gymnastics mats.

Unit 2.5 Topic 2 Exploring space

Outline of topic:
This topic aims to improve learners’ performance and composition skills on the floor through the theme of mini-beasts. Learners work individually on various skills
such as the tuck roll, and the front and back support balances. In pairs, they work to include spatial variety within their sequences, particularly in terms of levels
and directions. They also learn to develop their sequences in dynamics and relationships. Learners’ appreciation skills are fostered as they regularly describe and
evaluate their own movements and those of others.
Language:
 Nouns (actions, space, dynamics, relationships, mat and skeleton).
 Vocabulary related to action (stretch, balance and roll: forward, backward, straddle, log, dish and egg (or tucked); front support, back support and jump: tuck,
star, straight, straddle, pike and turning).
 Vocabulary related to space (different levels: high, medium and low; directions and floor pathways: circles, lines and zigzags).
 Vocabulary related to relationships (leader, follower, side by side and face to face).
 Vocabulary related to dynamics (fast, slow, medium speed, heavy and light).

123MW.02 Perform movement Ask learners to get the mats out safely, walk into a space and sit down in pairs. Safety in carrying mats: emphasise thumbs on
skills with increasing Explain that this topic focuses on exploring space in gymnastics. Ask learners the top, one learner holding each end of the
proficiency and use them what they already know about making changes to space in gymnastics. Talk mat.
sequentially. about changes to space that can be made (e.g. directions and levels). Explain
how important these changes are when trying to make actions and sequences Space: direction (backward, forward, side to
123MW.03 Move with control more interesting to look at (and creative). Show and talk about a movement side, zigzag, upward, downward and
and coordination, using space that is creative, e.g. an interpretation of a caterpillar moving up and down on diagonally), levels (low, medium and high),
in different ways and moving hands and feet (changing levels). Explain that they will be focusing on different floor and air pathways (curved, angular, zigzag,
with different speeds and mini-beasts (e.g. woodlouse, centipede, ant, snail, spider, butterfly, slug, straight, twisting and turning), personal (close
dynamics. caterpillar and grasshopper), which are small animals that do not have an to body) and general space (far away in the
internal skeleton. Show them pictures of different kinds of mini-beasts to help larger movement space).
123UM.02 Describe actions, them to develop their future movement ideas.
dynamics, space and Front support: balance on hands and feet,
relationships when observing Ask all learners to move about the space (in between the mats not on them) stomach facing downwards with a straight line
and engaging in movement. like a caterpillar in interesting and creative ways emphasising changes of between shoulders and ankles. Keep body
space (up, down and interesting floor spatial pathways). tension in the stomach.
123TP.01 Show involvement
when working alone, when What shape is a caterpillar when it raises its body in the middle? (pike) Grasshopper movements: ask learners how
sharing space, in whole group What shape is a caterpillar when it stretches out on the ground? (straight) they can improve their hops and talk about the
physical activity and when body parts that can help them (e.g. bent knees
playing with others. Teach the front support (on mats). Explain that this is like a caterpillar that is in take-off and landing, bent arms in hopping
not moving. and eyes focused forward). Remind learners to
swap from one leg to the other when one leg
Resources: gymnastic mats and pictures of mini-beasts (e.g. woodlouse, gets tired. The leader can stop whenever they
centipede, ant, snail, spider, butterfly, slug, caterpillar and grasshopper). like, so the learner following them needs to be
very observant and try to keep up with their
Learners discuss with you how a grasshopper might move. Ask learners if they partner’s hopping and stopping rhythm. If
know how to hop well and whether they know what makes a good hop. Share learners cannot hop, they can perform a gallop
teaching points with them and model good hopping, as required. Learners try instead.
to hop around their mats, changing the hopping leg regularly. Learners follow a
partner around a mat, hopping and stopping (‘follow the leader’ activity). If they Hop teaching points:
cannot hop, they can gallop instead. They swap roles.  Bend the support leg on landing then
straighten it to push off.
Can you hop like a grasshopper?  Take off and land on balls of the feet.
How can you make your hop better?  Move the swing leg in rhythm with the
Is a hop at a slow, medium or fast speed? support leg.
Where did your hop take you on the floor? (in a circle around the mat)  Hop on both right and left leg.
 Keep head and trunk stable with eyes
Resources: gymnastic mats and pictures of mini-beasts (e.g. woodlouse, focused forward.
centipede, ant, snail, spider, butterfly, slug, caterpillar and grasshopper).  Bend and move arms to assist leg action.

Learners travel about the space on different levels (high, medium and low) Gallop teaching points:
using different speeds, moving as their favourite mini-beasts (e.g. centipede,  Keep rhythmical and relaxed.
ant, snail, spider, butterfly, slug, caterpillar and grasshopper) in between the  Keep feet facing to front (not in the
mats. They join with a partner and copy each other’s ideas, taking it in turns to direction of travel).
be a leader and a follower.  Move forward and upward.
 Bend knees slightly, weight on balls of the
How well do you move as a mini-beast? feet.
Can you improve your mini-beast movements? If so, how?  Lead with either leg.
Which movement did you do that was on a low level? Medium level? High  Keep trunk, head and eyes face to the
level? front.
Where did you travel on the floor? (e.g. in circles, lines and zigzags)
 Move arms to assist action (forward drive).
Resources: gymnastic mats and pictures of mini-beasts (e.g. woodlouse,
Allow complete freedom of movement as
centipede, ant, snail, spider, butterfly, slug, caterpillar and grasshopper).
learners move like mini-beasts, as long as
learners are safe and well-spaced. Remind
them to keep well-spaced throughout using
changes of level (high, medium and low).
Highlight good examples of creativity as
learners move and ask for one or two
demonstrations.
Observe how well learners perform basic skills

as individuals, and how well they can show
different uses of space and speed. Note how
they respond to related questions. Make
improvement.
Discuss and model basic ways to take weight on hands and feet from different Back support: learners balance on hands and
starting shapes. For example, for a spider, model a back support starting feet, stomach facing upwards, with a straight
shape and walk feet towards hands, then walk hands away from feet. They can line from their toes to nose (hips are therefore
also try moving like a spider with a bottom shuffle sideways, using hands and raised). If learners struggle taking weight on
feet to help them travel. their hands due to lack of strength/body weight,
they can keep their bottoms on the floor.
Ask learners to get into pairs and explore different ways of moving across and
around their mats as spiders. Encourage them to change space, dynamics and Observe how well learners show different
relationships. actions, dynamics, space and relationships.
Note how they respond to related questions.
Can you change your floor pathway and go sideways? (space) Observe how well they work alone, and in pairs
Can you move fast as a spider? (dynamics and speed) and groups. Make personal notes on these

Can you move slowly as a spider? (dynamics and speed) learning objectives for identifying areas for
Can you move like two spiders side by side or facing each other? improvement.
(relationships)
Resources: gymnastic mats.
Learners work together in pairs, with a mat to share. Using mini-beasts as their
stimulus, learners work in pairs and decide on two or three favourite ways of
moving like a mini-beast and link these together with tuck rolls (knees in a
tucked shape and rolling backwards and forwards carefully onto their backs
and then back onto their knees again) and jumps (these actions show level
changes). They make sure that they have changes in space (floor pathways,
directions and levels) and add different dynamics to their sequences (e.g. fast,
slow, medium speed, heavy and light). They share their pair sequences with
another pair, trying to guess which mini-beasts that pair was demonstrating.
They also give feedback on how well that pair performed and which space and
dynamic changes they made (e.g. space: directions, levels; dynamics: slow,
fast).
Which mini-beasts did you see in the sequence you looked at?
Which mini-beasts did you move like?
What interesting space changes did you use or see?
Did you see any speed changes?
Did you see any light or heavy movements?
Resources: gymnastic mats.

Unit 2.5 Topic 3 Using small apparatus

Outline of topic:
Learners work with small apparatus in this topic, extending some of their floor-based mini-beast ideas through the use of chiffon scarves, benches, box tops and
low beams. During their exploration and composition processes, the emphasis is on variation of body shape and space. Learners review the health and safety
requirements when working with apparatus. They work to build their movement vocabulary on apparatus in small groups, reviewing and evaluating their
performances.
Language:
 Nouns (body shape, space, apparatus, mat, bench, box top, beam, safety and rules).
 Vocabulary related to body parts (thumbs, toes, feet, back, stomach and arms).
 Vocabulary related to action (swinging, throwing, catching, walking, running, lifting, carrying, placing and body shapes: straight, tuck, star, straddle and pike).
 Vocabulary related to space (floor pathways; different levels: high, medium and low).

123MW.04 Refine and extend Explain to learners that in this topic they will be using small apparatus (e.g. Safety tips in apparatus work:
movement competence and scarves, hoops, benches, box tops and low beams) to extend their skills and  Lift-carry-place correctly in designated
confidence through responding understanding of shape and space. areas.
and adapting to the demands  Always bend knees when lifting and setting
of a range of contexts, Learners explore moving around the space with chiffon scarves. They can use down apparatus.
apparatus and equipment, them in any way they wish as they move, as long as it is safe (e.g. swinging,  Work together and communicate when
showing coordination and throwing and catching, and waving). Ask learners how they might use the scarf carrying apparatus.
control. if they were a butterfly. Ask them to move around the space walking or running  Listen to the teacher.
on the balls of their feet moving their bodies up and down by bending and
123HB.04 Recognise the stretching their legs; the scarf could be an extension of one of their wings. As learners experiment, ask them which mini-
current limits of own beasts they are representing.
capacities, and understand the Remind learners of basic safety rules when working with apparatus.
risks associated with different Observe how well learners transfer their
contexts and physical What do we need to remember to do when carrying mats? (thumbs on top, movements to the apparatus from the floor,
activities. work together with partner; one at each end of the mat) and how well they work with apparatus. Note
Why do we need to bend our knees when lifting, carrying and placing a bench? their coordination and control. Ask safety-
123TR.01 Show increasing (to make sure our backs are not hurt) based questions to check their understanding
ability to share space and Why do we need to listen well when working on apparatus? of risk. Observe their skill in sharing space and
equipment, to take turns and Why do we need to be aware of other learners when working on apparatus? equipment and working with others. Make
to cooperate with others. Who do we ask for help if we find carrying something difficult? personal notes on these learning objectives for
identifying areas for improvement.
123TR.04 Understand when Resources: chiffon scarves.
and how to engage the help of
others during group movement Learners get mats and benches out in small groups of three or four. Ask
tasks. learners to try and transfer some of the body shapes they previously performed
on mats to their apparatus. Remind them of the ones that they explored in
previous topics in this unit: straight, tuck, star, straddle and pike.
Is it harder for you to perform shapes on mats or apparatus? Why do you think
that?
How can we get help if we find a movement or shape difficult on apparatus?
(e.g. ask teacher and ask another learner)
Resources: mats and benches.
In their groups of three or four, learners share space and equipment. They use
the benches to slide along on their backs and stomachs, pulling themselves
forward with their arms on their stomachs, or pushing themselves forward if
they are on their backs (like a slug). Learners experiment with different ways of
travelling under, through and around their small apparatus, using some of the

mini-beast movement ideas that they have learned in previous topics and any
other new ideas that they have. They also use the chiffon scarves and practise
their butterfly movements if they are waiting for a turn on apparatus or if they
enjoyed moving like a butterfly.
How can you make the shape of your mini-beast clearer? (e.g. tighter body
shapes and pointed toes)
How does your mini-beast move in real life? Can you try and copy that?
Can you include some of the body shapes you learned earlier in the unit? (e.g.
straight, tuck, star, straddle and pike)
Where did you get help with your ideas?
Resources: benches and chiffon scarves.
In front of the whole class, learners demonstrate their mini-beast ideas with
small apparatus in their groups of three or four. Give feedback to groups and
the whole class. Ask groups to discuss their work and give each other
feedback.
How well did you share space, apparatus or ideas in your groups?
Are you good at waiting to take your turn?
What was your best mini-beast movement?
Which mini-beast movement can you improve and how?
Which safety rules did you follow?
Resources: mats, benches, hoops, box tops, low beams and chiffon scarves.
Unit 2.5 Topic 4 Sequences on large apparatus

Outline of topic:
In this final topic, learners work together in pairs and small groups to review the body shapes that they have explored in previous topics: straight, tuck, star,
straddle and pike. They practise these as static (still) and dynamic (moving) shapes on the floor and on apparatus. They also use small hand apparatus in their
groups, in order to create additional interest and variety. They review the importance of safe practice in gymnastics. The final sequence that learners compose
requires clear starting and finishing positions, and also variation in body shape and space.
Language:
 Nouns (body shape, star shape, straight shape, starting position, finishing position, sequence, feedback and safety).
 Vocabulary related to action (balances, turns and jumps).
 Vocabulary related to space (levels: low, medium and high; floor pathways: circles, lines and zigzag; and directions: up, down, backwards and forwards).
 Vocabulary related to equipment (mats, bench, box, ropes, table, stool, buck, wall bars and climbing frame).

123MC.02 Explore and Explain to learners that in this topic they will be using large apparatus (e.g. Safety tips in apparatus work:
discover ways of interacting in boxes, wall bars, climbing frames, tables, stools and bucks) to extend their  Lift-carry-place correctly in designated
movement with different skills and understanding of shape and space. areas.
situations and contexts,  Always bend knees when lifting and setting
including a range of apparatus Remind learners of the health and safety requirements when working with down apparatus.
and equipment. apparatus.  Work together and communicate when
carrying apparatus.
123TP.04 Begin to take and How can you make your movements safe on the floor and on apparatus?  Make sure there is sufficient space
share the lead in team/group Why do we need to share apparatus safely when working in groups? between apparatus, walls and other pieces
work. of equipment so there are clear lines of
Learners set up apparatus in groups of four (two pairs sharing each set of access and space for exits from expected
123TR.02 Understand apparatus): two mats, one bench and one box (three or four layers depending movements.
individual responsibility for on skills), or a table, stool or buck, climbing frames, wall bars and ropes.  Listen to the teacher.
moving and using equipment
and space safely, following Remind learners of the body shapes that they explored in previous topics in Remind learners of the need to always bend
associated rules and this unit through discussion and modelling: straight, tuck, star, straddle and their knees before and after any jumps that
regulations. pike. they perform.
In pairs sharing apparatus, learners choose two or three of their favourite body Observe how well learners work on different
shapes. They practise these on the floor and apparatus, making sure that they parts of the apparatus. Notice who leads and
make clear body shapes. who follows. Ask safety-based questions as
needed and observe their safe practice more
Discuss and demonstrate how to transfer these body shapes to apparatus, and generally. Make personal notes on these
remind learners of how some of these body shapes can be still or move: learning objectives for identifying areas for
 balances (e.g. star shape held on balls of feet and tuck shape on bottom improvement.
with feet raised off floor)
 turns (e.g. straight shape that becomes a half turn while rolling on floor)
 jumps (e.g. straight shape that becomes a quarter or half turn from the
feet).
In their pairs, learners work to make body shapes that are still and moving on
apparatus. They link together four or five of their favourite ideas to make pair
sequences. They share these with another pair and give each other feedback
on what works well and what can be improved, particularly focusing on body
shapes that were demonstrated.
How well do you work with your partner? Can this be improved in any way?
Who led ideas and movements? How did they do this?
Who followed in their pair work?
Do you like to lead or follow your partner?

123TP.06 Listen to others and Learners begin to compose a sequence (set to chosen music) in small groups Learners can give feedback using the two stars
respond appropriately in a of four. A range of body shapes learned previously are made on both floor and and a wish appreciation system: two aspects
range of movement tasks and large apparatus (e.g. boxes, wall bars, climbing frames, tables, stools and they think were effective and why, alongside
challenges. bucks). Give learners small hand apparatus (e.g. hoops and chiffon scarves) to one pointer for improvement.
create interest and make sure that they keep active and do not queue. The
123TR.05 Give supportive final sequence needs to have: Observe how well learners work together
feedback in partner/small  a clear starting and finishing position (e.g. individual or group balances or (listening and responding to each other) and
group activities. Show shapes) what kind of feedback they give to each other.
appreciation of and respect for  five to eight different movements that show clear body shapes (e.g. Make personal notes on these learning
contributions and motivation to straight, tuck, star, straddle and pike) objectives for identifying areas for
improve.  variation in space (e.g. levels: low, medium and high; interesting floor improvement.
pathways: circles, lines and zigzag; and different directions: up, down,
backwards and forwards).
Ask two groups to join up and watch each other, giving feedback on what
worked well and what they can improve. Remind them to consider one or two
of the three task requirements listed above in their feedback to others.
Learners practise their group sequences in preparation for filming and

feedback. Half the class watch the other half perform and give feedback.
Digitally record (video) performances. As a class, review the digital recording of
the sequences. Discuss how successful the learners were making body shapes
and using space. Focus also on how well groups worked together, in terms of
supporting and listening to each other.
Which body shapes were interesting?

What do you need to improve in your gymnastics work? How will you do this?
How did you work together as a group?
Who listened well today? Who did you listen to?
Who supported someone else today? How did you do this?
Resources: mats, benches, boxes, wall bars or climbing frame, tables or

stools or bucks, ropes, hoops, chiffon scarves, music, video recording
equipment and digital playing device.
Cambridge Primary Physical Education (0069) Stage 2
Sample lesson 1 Unit 2.2 Topic 1 Exploring actions
CLASS:
DATE:
Learning objectives 123TP.03 Know how to work independently towards the achievement of agreed
movement goals.
123HB.02 Identify and name which body parts are being used during physical
activity and why these are important.
Lesson focus / Developing learners’ experience of a range of dance actions, how they can link
success criteria these to compose sequences inspired by the theme of colours.
Prior knowledge / Previous Developing knowledge and understanding of composition, performance and
learning appreciation skills through specific themes. Reading stories and exploring these as
potential stimuli for dance.
Plan
Lesson Planned activities Notes

Introduction Introduce the learning objectives. They may need to be explained in Large, clear
simpler terms that all Stage 2 learners will understand. Direct space. Music or
examples can be given from this lesson too. For example, ‘agreed percussion
movement goals’ could be explained as something that you think you instruments – as
could do better at when moving (e.g. dancing with clear body shapes required.
and creating interesting actions). ‘Identify and name which body parts’
could be simplified as being able to point at a body part and name it. Encourage
learners to copy
Explain the theme of this lesson to learners, explaining that they will the movements
be working individually and in pairs to explore different colours through that they see in
related dance activities. other learners in
order to extend
Remind learners of the stories they listened to previously that talked their own
about colours. In these stories, they learned about the three primary movement
colours: blue, red and yellow. Learners reflect on these colours (blue, vocabularies.
red, yellow) and discuss movements that might represent them:
 blue: cold colour, sky, water and balance As learners
 red: hot colour, fire, anger and love move, ask them
 yellow: warm colour, sunshine, energy and happiness. which body parts
they are using
What is an action? (a movement that the body does, e.g. a hop, a and why these
stretch and a turn) are important
What actions might we do to show blue, red and yellow? when moving.
Listen to
Play some relaxing music. Ask learners to pretend that they are either learners’
the water or the sky (colour blue) and to move about the space responses and
performing large movements (e.g. big steps or large circles of the make notes for
arms) that change levels, sometimes going high and sometimes going identifying areas
low. Follow this by asking learners to perform a faster movement like a for improvement.
fire (red colour) that is burning quickly through a forest (e.g. quick, light
steps and reaching up high like a flame). Ask learners to dance about
the room as if they were happy (yellow colour).
Main activities In pairs, learners explore a range of actions inspired by the colour Music or
blue. Ask them to consider what kinds of movements they would do if percussion
they were cold (e.g. angular, fast, shivering, spiky, running on the spot instruments – as
to keep warm, waving arms and legs around, and folding arms and required.
95

crossing legs to keep warmth in body). They make a sequence of four
actions from their explorations of the colour blue, linking these Model ideas to
together so that they flow from one to another. Encourage learners to all learners and
have interesting dynamics (e.g. fast, slow, heavy and light) if they have regularly stop
not shown these already. the class to
show interesting
Ask learners to discuss in their pairs: actions and
 what they enjoy in the sequence dynamics that
 which body parts they are using learners are
 something they can improve (individually and as a pair). performing in
their pairs.
As a half class, learners perform pair sequences. Discuss what
worked well in the pair sequences and how they might improve actions Observe pairs
(e.g. different body parts could be used to make the sequences more working together
interesting: elbows, knees and hips). and make
personal notes
on their
knowledge of
body parts and
how well they
work as
individuals (and
pairs) on their
movement
goals.
End/Close/Reflection Remind learners that the colour yellow is a warm one and it can, for Music and digital
/ Summary example, represent sunshine. Ask them to lie down on their backs and playing device or
stretch their whole body into a wide sun shape and then curl up into a percussion
small sun shape on a cloudy day (when the sun is hidden). They instruments – as
repeat this slowly three times. They roll over onto their knees and then required.
sit opposite a partner for the pair discussion.
Listen to the pair
Pair discussion: discussions and
What did you do well today? review with the
What do you need to improve? class which
Can you name which body parts you used a lot today? learning
Can you name which body parts you did not use very much today? objectives need
further work in
future dance
lessons.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
96
Sample lesson 2 Unit 2.3 Topic 2 Travelling
CLASS:
DATE:
Learning objectives 123TR.01 Show increasing ability to share space and equipment, to take turns and
to cooperate with others.
Lesson focus / Developing understanding of how to share space and equipment, and how to work
success criteria together in small and larger groups.
Prior knowledge / Previous Learners will have experienced different types of travelling as individuals and in
learning groups in previous school physical education units. They will also have a basic
understanding of what travelling is and be able to name and perform a range of
travels (e.g. run, hop, skip and jump for distance).
Plan

Introduction Introduce the learning objectives. Explain them in simple terms that all Large, clear
Stage 2 learners will understand. Explain that the lesson helps them to space,
learn how to share space as they move, and also how to share equipment beanbags,
such as hoops. They will also learn how to work well with other learners. music and digital
You can give direct examples of the learning objective from this lesson as playing device.
it progresses.
Remind learners
Explain that this lesson is part of the adventurous activities unit. It includes to be well-
a variety of games and activities that are designed to be fun and a little spaced and
different from traditional ball games and sports that they might see on keep their heads
television or the internet. and eyes up to
avoid collisions.
Give each learner a beanbag and ask them to place it on the floor in a
space. Have them travel about the space in any way they like when the
music plays, but when the music stops, they need to return to their
beanbag as quickly as possible by hopping. When the music plays again,
they have to find different ways of hopping around, over, away from or
towards their beanbag. When the music stops, learners try and balance
on one foot without wobbling (arms stretched out to the sides, eyes
focused forwards).
Ask learners to shake their hands one at a time, shake their legs one at a
time, and then shake their whole body and bounce on the spot on one
foot.
Main activities Learners play a game called ‘wolf and rabbit’: the wolf stands in the Large, clear
middle of the playing area without a hoop and is the tagger. Each of space, hoops,
the rabbits stand in their own hoop in a space. On the whistle, rabbits whistle (for you),
need to change hoops. When they reach another hoop, they are safe large balls and
until the next blow of the whistle. When the wolf tags (touches on the cones.
back) a rabbit, they swap roles.
Observe
This activity can be extended by removing hoops gradually from the learners’ skill in
game; a rabbit without a hoop becomes a wolf. When tagged, the sharing space,
rabbit can become an additional wolf. Play the game until only one following rules
rabbit is left. and using
equipment.
How did you work together to share the space safely in this activity? Listen to their
How easy was it to find a hoop that was free? discussion with
If you were a wolf, how good were you at tagging rabbits? other learners.
Take personal
97

In pairs, learners run freely in the playing area, each carrying a large notes for
ball, following a partner and trying to keep up with them. Partners try to identifying areas
lose their follower by changing direction and speed regularly, or by for improvement.
changing the travel used (e.g. dodging, hop, skip and run). Review
ways in which leaders lost their partners, and how well and how safely Hop teaching
all learners moved about the space. points:
 Bend the
Can you say why we need to be good at finding spaces in games such support leg
as this? on landing
Can you say why we need to try and lose players who are chasing us and then
in games? straighten it
Did you move safely with your partner about the space? to push off.
Was there a time when you had to change the direction of your travel  Take off and
to keep well-spaced? land on
Did you enjoy taking turns with your partner to lead? soles of feet.
Do you enjoy being a leader or a follower?  Move the
swing leg in
In pairs, learners select six cones and place them anywhere in their rhythm with
playing area (5 square metres of space). They make a hopping and the support
jumping journey, hopping between the markers and jumping round leg.
each one, hopping sometimes on the right foot and sometimes on the  Hop on both
left foot. They reposition the cones and try out different pathways (e.g. right and left
zigzag, circle, line and diamond) and travels, e.g. skipping between legs.
the cones and tiptoe walking round them, with tall straight posture.  Keep head
They share their hopping and jumping journey with another pair and and trunk
talk through how they came up with their ideas and what kinds of floor stable with
pathways they used and actions they performed. eyes
focused
forward.
 Bend and
move arms
to assist leg
action.
End/Close/Reflection Place cones in the space (enough for each learner to have one). Ask Large, clear
/ Summary each learner to stand by a cone and when the music plays, they walk space, cones,
on tiptoes about the space. When the music stops, they find a different music and digital
cone from their first one and stand by it. They repeat this activity five playing device.
times with five different travel actions (e.g. walking backwards, side-
stepping, crawling, sliding and walking with high knee lifts). Listen to pairs
discussing the
Learners imagine they are travelling in a train and circle their arms lesson and
forward like the wheels of a train. They then stretch their arms up and make personal
circle them backwards as if they were swimming backstroke in the notes for
sea. Finally, they swing their arms from side to side as if they were a identifying areas
shirt being blown by the wind on a washing line. for improvement.
In pairs, learners review the learning objective and activities in this

lesson. They discuss what they have learned about moving in large
spaces, how well they have worked with the equipment, and also how
well they worked in their pairs and as a whole class.
98
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
99
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Primary Physical Education Stage 2 Scheme of Work

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Primary Physical Education Stage 2 Scheme of Work

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Scheme of Work

Unit Suggested teaching time

Unit 2.1 Controlling objects in game contexts 18 hours

Unit 2.2 Using stories as a stimulus for dance 18 hours

Unit 2.3 Adventurous activities 18 hours

Unit 2.4 Healthy bodies 18 hours

Unit 2.5 Shape and space in gymnastics 18 hours

Sample lesson plans

Other support for teaching Cambridge Primary Physical Education Stage 2

Included on this support site are:

Resources for the activities in this scheme of work

Approaches to teaching Cambridge Primary Physical Education Stage 2

Unit 2.1 Controlling objects in game contexts

Unit 2.1 Controlling objects in game contexts

Knowledge, understanding and skills progression:

123TP.04 Begin to take and share the lead in team/group work. 

Unit 2.1 Suggested activities

Unit 2.1 Topic 1 Sending and receiving

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

This activity can be extended by allowing learners to have a choice of balls

Which sending skills in this activity are your best?

Resources: foam balls (large), junior-size footballs or basketballs, tennis balls,

Resources: foam balls (large), junior-size footballs or basketballs, tennis balls,

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

How can you improve your catching skills?

Resources: beanbags, coloured sashes or bibs.

How well did you play together in a group today?

Resources: beanbags and beanbag container (e.g. bucket).

Unit 2.1 Suggested activities

Unit 2.1 Topic 2 Striking and aiming

Learning objectives Suggested teaching activities and resources Teaching notes

This activity can be extended by allowing learners to make up some rules in

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Ask learners to try to describe the skills they

While learners are playing, assess their skills

Unit 2.1 Suggested activities

Unit 2.1 Topic 3 Partner and small-group work

Learning objectives Suggested teaching activities and resources Teaching notes

Where is the best place to bounce the ball?

How well did you play these activities?

Resources: hoops, markers, cones, balls, beanbags, junior-size footballs,

Learning objectives Suggested teaching activities and resources Teaching notes

Did you play the games fairly?

Resources: coloured sashes, cones or markers and beanbags.

Unit 2.1 Suggested activities

Unit 2.1 Topic 4 Games with objects

Learning objectives Suggested teaching activities and resources Teaching notes

Learning objectives Suggested teaching activities and resources Teaching notes

Resources: variety of small and large balls, junior-size footballs, junior-size

Learning objectives Suggested teaching activities and resources Teaching notes

How can you make space to receive more passes?

Resources: junior-size basketballs, a range of balls (e.g. rugby and netball),

Learning objectives Suggested teaching activities and resources Teaching notes

What were your roles in the games you played?

Resources: junior-size basketballs, a range of balls (e.g. rugby and netball),

Unit 2.2 Using stories as a stimulus for dance

Unit 2.2 Using stories as a stimulus for dance

Knowledge, understanding and skills progression:

2.2 Topic 1 2.2 Topic 2 2.2 Topic 3 2.2 Topic 4

123TP.04 Begin to take and share the lead in team/group work. 