FOUNDATION STAGE YEAR R: Multiskills

Transcription

1 FOUNDATION STAGE YEAR R: Multiskills LESSON TITLE WARM UP BASIC CONTENT COOL DOWN TOP START 1 SPATIAL AWARENESS 1 2 SPATIAL AWARENESS 2 3 BASIC MOTOR SKILLS 1 Wiggles Traffic Lights Instruments Ability to listen and observe, show an awareness of space for themselves and others Move confidently, change direction and speed avoiding collisions, stop quickly Move with confidence, travel in different ways with control and co-ordination I touch my head, I touch my feet. Simon Says Follow my Leader Spatial awareness- Statues, Rabbits and Trains Spatial awareness- Rabbits, Squeeze & Up and Down Basic Motor skills- Animals & Bean Game 4 BASIC MOTOR SKILLS 2 Maze Jump in different ways, show control and co-ordination, recognise what happens to their bodies during exercise Letter Shapes Basic Motor Skills- Bouncing Bouncing relay and pick up 5 CO-ORDINATION & CONTROL 1 6 CO-ORDINATION & CONTROL 2 Gears Taps 7 SENDING & AIMING Rabbitswith hoops 8 TRACKING & RECEIVING Animal Kingdom (Animal Zoo) 9 BOUNCING 1 Ins and Outs 10 BOUNCING 2 Up and Down Move with increasing control and co-ordination, use a range of small equipment, carry and control equipment, familiarization, begin to work with a partner Controlling a ball, steering a ball, use a small range of equipment, Rolling a ball, controlling their bodies, copy and observe, estimate Rolling a ball, tracking, working with a partner Bouncing a ball, stationary and on the move, estimating, predicting, control and coordination, using a range of small equipment, Bouncing a ball, bouncing on the move, working with a partner, spatial awareness 11 THROWING Bean Game Underarm throwing, target throwing, control and coordination 12 STRIKING Steering Eye-hand co-ordination and control, spatial awareness, striking with different body parts Quiet Arch Tip toe, tiptoe, stretch up tall. Around, over and under Lumps Creep up Stationary relays and stretches Cat stretches Touch the ground with Co-ordination & control- Sticky Bits Co-ordination & control- Steering Aiming/Predicting/Estimating- On the move & Target Rolling Aiming/Predicting/Estimating- On the move, With a partner and space walk Co-ordination and control- Hot potato Co-ordination and control- Hot potato Aiming/Predicting/Estimating- Target throwing Top Play Sending Skills- Striking

2 Year Group: Foundation Activity: Multiskills- Spatial awareness 1 Lesson No. 1 The ability to listen and observe To show an awareness of space for themselves and of others To move confidently, with imagination and in safety Space, awareness, looking up, eyes alert, cone/marker, stretch, muscle, tight muscle, partner, pairs, sports position, hands up, wide base, knees bent, follow. Set up the area with cones spaced out- enough for one per child. When children are entering area ask them to find and stand/sit next to a cone Wiggles- Tell them that they are in a space. Stand up in your space..oh too slow. Sit down. Stand up..much better! Wiggle your fingers. In front, to the side, behind you, down at the ground, up to the ceiling, to your knees, feet ears, to a friend. Wiggle your arms, toes, legs, bottom. Appropriate stretches. Make an L shape, tuck shape, long shape, wide shape. Sit down. Stand up using your feet and hands. Now try with one hand, then with no hands. Statues- Walking in and around the cones, looking up, eyes alert, looking for spaces to move into. On signal- Hands up sports position-children stop like statues. Hold their position until hands go down and they can move again. Repeat using different travelling movements. Ask if they have noticed any thing about how you stop-sports position. Hands up, palms facing out, knees bent, feet stride, wide base. Explain why they think this is? Discuss (strong, balance position). Show what happens when a narrow base is pushed. Then repeat with a wide base. What is the difference? Discuss. Repeat Statues- this time when signalled to stop- stop in the sports position. Rabbits- See Top Start card- Each child finds a cone and stands next to it. This is their rabbit hole. Children move in and out of the rabbit holes. On command rabbit holes, Children find their way back to their rabbit hole. Trains- see Top Start card- Walk around, on command partner, stand next to the nearest person. Repeat. After about the 4/5 time stop- children should be in partners. In pairs find a cone to sit next to. Pick another cone and make a station (goal) between them. Following each other through the stations. On command the train is coming to the station, find their station and bend down small. The train is going out of the station, starts the game again. Swap roles so each child has the chance to be the leader. I touch my head, I touch my feet, I curl up small and go to oh no not yet. I touch my head, I touch my feet, I curl up small and go to sleep Lay down on backs. Make a long shape, make a star shape, make a long shape again. Rest their arms by their side. Relax your knees, relax your feet, relax your shoulders, arms, head, eyesclose eyes. Whisper -when your foot is touched line up by the door. Try to come in quietly and sensibly- walking. Find a space/cone and stay there. Try to copy the same shapes- stretch out limbs, tighten muscles. Stop straight away, balanced. Walking on whole of foot- not just the ball of their feet. Swing arms- opposite arm to leg. Travelling movements could include wide steps, tiptoe, sideways. Move around without collisions- looking up scanning for space, change direction, praise children who have found/are in good spaces. Move around looking ahead- rather than their partner behind them. Take your partner into space. STEP- Change their travelling movements, the follower has to copy. This could include some calming music to listen to. Cones/markers, Top start cards: Statues, rabbits, trains.

3 Year Group: Foundation Activity: Multi-skills Spatial awareness 2 Lesson No. 2 The ability to listen and observe To show an awareness of space for themselves and of others To move confidently, with imagination and in safety To move fluently, changing direction and speed whist avoiding collisions Walk, stop, balance, hop, moving, tiptoe, wide strides, sidestep, backwards, galloping, bumping, sports position, cone/marker, equipment, ball, bean bag, quoit, still, stretch, names of body- knee, elbow, back, hips, head, shoulders etc. Use a range of small equipment Set up the area with cones/markers- spaced out and enough for one per child. On entry to the hall ask children to find a cone and sit down/stand next to it. Explain that they have sat in a space and why. Traffic Lights- This game involves commands using the colours: Red- Stop in sports position, Amber/yellow= on toes/ball of feet getting ready to move, Green= Go moving around using different travelling actions. Explain each colour to children- revising sports position. Start off walking changing direction as they move about the area, in and out of all the cones/marker, on red discuss different ways that they have stopped. Move a little quicker- on red- ask if it s easier to stop going slower or quicker, why? Find good ways to stop. Repeat with different travelling movements. Appropriate stretches- stretch up tall, make a long shape, curl up small-pick up your cone. Those with red cones/markers place on the pile, the green etc. Rabbits- See Top Start card- Each child finds a cone and stands next to it. This is their rabbit hole. Children move in and out of the rabbit holes. On command rabbit holes, Children find their way back to their rabbit hole. Use different travelling movements- walk, jog, sidestep, backwards, wide strides, tiptoe, gallop, skip, hop, jump etc. Squeeze- see Top Start card- Move their cone into the middle of the hall (with enough space to pass by in the area), Children travel with giant steps anywhere. On command Squeeze, the children tiptoe into the centre to stand by their cone without bumping into anyone. Giant steps, starts the game again. Repeat. Next time they can find their cone/marker and hold it up in the air. Up and Down- see Top Start card- Move their cone back into a space- remember where it is. Collect a piece of equipment e.g. ball, beanbag. Ask the children to carry their equipment whilst walking aroundchanging directions looking for space. On command ball down, children place their equipment on the floor still, go and touch their marker/cone and come back to collect their equipment. Looking up, scanning for space to move into, Change direction whilst you travel. Remember sports position- hands up, palms facing out, knees bent, feet stride, wide base. Find different ways to stop e.g. turning sideways and placing lead leg in front of body, taking smaller steps, jump to stop. Move with an awareness of others, looking up, changing direction into space. When walking back wards- look over shoulder. Make the centre with markers large enough to easily contain the number of children in the activity with no bumping. If possible use flat markers, if cones are used be careful when children come to the centre. Look up, scanning the area for space. Make sure the equipment is still when placed down STEP- Use different equipment how may different ways can they find to carry it. Travel in different ways. Put their equipment down and pick up someone else s. Simon Says- use names of body parts. Simon says put your hands on your knees, shoulders, feet, hips, elbow etc. Include some stretches, long, broad shapes. Cones/markers, flat markers e.g. lines, hands, feet, arrows, balls, bean bags, quoits, Top start cards: Rabbits, squeeze, up and down.

4 Year Group: Foundation Activity: Multi-skills Basic motor skills 1 Lesson No.3 Move with confidence, imagination and in safety Move with control and coordination Instruments- drum, wood blocks, tambourine, bells, Animalsmonkey, bunny, frog, caterpillar, horse, crab, sliding, slithering, crawling, jumping, hopping, cycling Instruments- using a range of instruments (e.g. drum, wood blocks, tambourine, chime bars, bells), make movements that represent the sounds. For example shake your body to the sound of the tambourine, make giant steps to the banging of the drum, sharp jagged movements to the wood blocks. Discuss sounds before you start and ask them to suggest movements. Animals- see Top Start card- Children learn how to travel in different ways by using feetgallop, jump, walk, or using hands and feet- bunny hop, monkey walk, crab crawl, caterpillar walk. Talk about animals and learn the actions. Go on a country/jungle walk. Make up a story. As the story is told children perform the appropriate actions. Today we are going on a walk. Put on our coats, hats, gloves and scarves (actions to imply). Open the door and step outside. What a chilly day! Set off on our bicycle, cycling through the lanes. Arrive at the farm, saddle up the horses and off we go galloping across the fields etc. Bean Game- see Top Start card- Children travel and balance using different sorts of beans. Jumping bean= jumping. Runner bean= running. Broad bean= wide stretched out shape- balanced. Jelly bean= wobbling like jelly still and travelling. Hot bean= hopping, French bean= skipping saying bonjour to those you pass. Etc. Play the game again this time following a partner. Swap over so children each have a chance to be the leader. Follow my Leader- Stand still in their pairs, or march on the spot. Leader walks around (could be the teacher/coach) and when they pass a pair, the pair joins onto the back of the line. Pass all the pairs, so that everybody is in a line. Children behind have to copy the leader s actions. Finish with a straight line at the door. Teaching Points/Class Management/Differentiation (STEP) Try to move to the beat of the instruments- When they stop- stop yourselves. Think about your whole body movements. Look for space to move into. Change the direction and speed of the movement. Flat hands for the bunny hop- taking weight on hands. When jumping have squashy landings, bend knees, run on balls of feet, use arms to balance and support movements. STEP- play shadows. On a signal; hands up, children stop without bumping into their partner, if the follower can touch the leader they get one point. Instruments- drum, bells, chime bars, tambourine, wood blocks, Top Start cards- Animals, bean game.

5 Year Group: Foundation Activity: Multi-skills Basic motor skills 2 Lesson No. 4 Move with confidence, imagination and in safety Move with control and coordination Recognise the changes that happen to their bodies when they are active Use a range of small equipment, handle equipment with control Maze- Set up a maze with cones/markers/ropes, changing the pathway and directions. Children follow through the maze changing direction and speed, using different travelling movements. On signal in sports position, children stop in this position. Appropriate stretches. Discuss what has changed to their bodies whilst warming up. What differences can they name? Breathing faster, heart is beating faster, a little bit hotter- red rosy cheeks etc. Change directions, speed, spatial awareness, sports position, walk, hop, jump, travel, skip, gallop, squashy knees, bounce, two feet to two feet, wide, narrow, relay, equipment, ball, hoop, bean bag, quiot. Maze Example: Could include curves, and can travel in any direction. Jumping- Space the cones out in the area. Children walk around in the spaces between the cones. Every time they arrive at a cone jump over it with two feet to two feet. Can they try with two feet to one foot? Can they land on the opposite leg? Bouncing- See Top Start card- Collect in cones/markers. Arrange ropes or flat line markers on the floor: 1) close together at one end and further apart at the other. 2) In a parallel line about 40/50cm apart. 3) In a circle. Set out several of each example (this could be done before the lesson begins- set aside in one half of the area if it is big enough). Ask children to try the following: 1) Jump from two feet to two feet across the river. 2) Start with feet astride a line then jump feet together, feet apart moving along the line. 3) Hop around the outside of the circle/shape, then change direction with the other leg. Bouncing Relay and Pick up- Get into pairs and then into fours. Using activity 2 above allow children to relay. How many can they do in 30 seconds? Place two hoops or boxes at either end. In the end hoop/box place a range of equipment. Children have to relay, jumping strides as above, collecting the equipment from the end hoop/box and carrying in back to the hoop/box at the start. How many can the get in 30 seconds? Letter shapes- Make letter shapes and hold balances for 4-6 seconds. E.g. Make an L shape, make a K shape, Y shape, V shape, X shape, O shape. Bend knees and swing arms back to start the jump. Remind children of squashy knees, landing with a bend at the knee, Lean slightly forwards, swing arms forward and use arms to help balance and gain forward movement. STEP- make the river wider, use both legs to lead with, bounce/jump backwards and forwards alternating. Explain relay- one person after the other. Tell them that you are looking for the best bouncing- not the quickest. Safety- ask children to stand around the edges of the hoops. Can children hold their balances for 6 seconds? Look at a spot on the floor to help aid your balancing. Cones/markers, hoops, ropes, range of small equipment- balls, bean bags, quoits, Top start cards- Bouncing and Pick up.

6 Year Group: Foundation Activity: Multi-skills Coordination and control 1 Lesson No. 5 Move with confidence, imagination and in safety Move with increasing control and coordination Recognise the changes that happen to their bodies when they are active Use a range of small equipment, handle equipment with control Gears- Children travel around listening to gear changes. 1 st Gear= Walking, 2 nd Gear= Walking faster, 3 rd Gear gentle jogging, 4 th Gear= steady run, handbrake= stop. Appropriate stretches. Sticky Bits- see Top Start card- Children explore balancing with a range of equipment (bean bags, quoits) on different parts of their bodies- hand/s, knee, shoulder, head, back, tummy, foot. When their balance or grip is good children can try moving around the room, still balancing their equipment. How many steps can they make? Play gears with the children, who can balance their equipment the longest? Can they stop and start whilst balancing their equipment? Ball Familiarization- Every child should collect a ball. Sit on the floor. Can you: roll the ball down your legs, back up again. Repeat, on the way back up, roll it up to your chin and down. Roll it around your legs, behind your back, under your legs. Roll it up your arm, across your shoulders. Stand up. Can you: roll the ball up and down your legs, roll it round your middle/tummy & back, over your shoulder, the other way round. Moving- Go for a walk with your ball. Carry it on your shoulder, hips, head, back. Get with a partner- one ball between two. Pass the ball to each other so it doesn t drop to the ground. Can you: pass it high, low, standing back to back: over your heads, from side to side, under your legs. How many can you do in 30 seconds? Quiet Arch- In pairs make an arch with your hands. One pair leads through the arches, once they have come through your arch follow on behind. Continue until all children are in the line and line up by the door. Walking, change speed, direction look up/ahead, spatial awareness, control, balance, push, pull, roll, equipment, round the body, partner. Teaching Points/Class Management/Differentiation (STEP). Look up for space, change direction, slow down in small spaces, speed up when in open spaces, listen carefully. Think back to stopping skills. Use large body parts to start with, use your hand to keep it in place. Extension: use smaller body parts with no hand, travel around the room, try changing levels or going under or over large equipment. Signal when you want the children to stop by holding your ball in the air. Use a large ball to begin with, and then move to a smaller one. Control the ball with your fingers, spread fingers wide, hold the ball in the palm of your hand, try to look ahead and look up when rolling/moving with the ball. STEP- use a smaller ball, move fast and slow to change speed, make the space smaller. Make arches wide enough to fit children through. Walk through the arches sensibly. Range of small equipment- beanbags, quoits, one large ball per child, Top Start card- Sticky bits.

7 Year Group: Foundation Activity: Multi-skills- Coordination and control 2 Lesson No. 6 Move with confidence, imagination and in safety Move with control and coordination Recognise the changes that happen to their bodies when they are active Use a range of small equipment, handle equipment with control Taps- Tapping different parts of the body. Toes, knees, hips/tummy, shoulders, head. Count for eight, then six, then four, two, one. On the move galloping, hopping or sidestepping changing lead leg each count e.g. gallop with right leg leading for eight, then left leg leading for eight, change to right leg leading for six etc. Give children two cones/markers of the same colour to find a space and set out a gateway (goal) about one/two metres apart. Steering- see Top Start card- one ball per child. Revise ball familiarization from last lesson. Roll their ball in and through the gateways using their fingers to move. Keep the ball close to you and under control. Introduce a racquet. Steer the ball along the ground using a racquet. Change direction, speed. Keep their ball under control. Select a pathway- Stand in their gateway. Make a pathway through 2/3 different gateways, turn and follow the pathway back. Look at colours- On calling a colour; go through 1/2/3 gateway/s of the colour and return back to your gateway. Extension: pick a pattern e.g. red, blue, red, blue Put the racquet back. This time steer with your feet. Show pushing/nudging action with the top/side of the foot and how to stop. Play pathway games as above. How many gateways in one minute? Using any of the above steering activities, choose a gateway to start. How many gateways can you go through in one/two minutes? Find a partner. Can you follow them around their pathway? How many can you go through in one minute? Tiptoe- tiptoe, tiptoe stretch up tall, tiptoe, tiptoe curl up small. Repeat song several times. Sit down. Those with on line up by the door. Can choose colours of socks, T-shirts, shorts etc. Tap, beat, parts of body- foot/feet, knees, tummy, hips, shoulder, head, hands, steer, push, pull, turn, curve, aim, bend, nudge, gateway, cone/marker, racquet, grip, stretch, curl up, partner, follow, tiptoe, balance. Can be accompanied by music with good pulse/beat. Space out the cones/markers into the whole area. Extend to a figure of eight around their legs. Look up, move into space, if you can t go forwards into space change direction, look around you. Bend from the knees and push/pull ball with the tips of your fingers. Teach correct grip of racquet when steering with the ball- shake hands with the racquet, turn wrist to manoeuvre. Ball sent forwards using top of foot- laces area, ball kept in front of player, look up to see where you are going. Change direction by using the inside or outside of the foot, nudging the ball. To stop, overtake ball and put foot out or place foot on top of ball. STEP- use smaller or larger balls, make the gateways smaller, add in more turns create a zigzag pathway, use both feet to steer ball. Remember to look up and ahead. Bend from the knees if rolling or using a racquet. If someone is at the gateway you are heading towards what could you do? Wait or find another one. Stretch up as tall as you can, hold balance. Curl up as small as you can. Music with good pulse/beat, range of balls, sizes, weights, hard/soft, racquets (one per child), cones/markers, Top Start card- Steering.

8 Year Group: Foundation Activity: Multi-skills Sending and Aiming 1 Lesson No. 7 Move with confidence, increased control and coordination To watch, copy and describe what others are doing, recognise movements Recognise the changes that happen to their bodies when they are active Use a range of small equipment, handle equipment with control Place hoops in the area- spaced out-1 for every 2/3 children Rabbits-with hoops See Top Start card- Each child finds a space. The hoops are rabbit holes. You can go into any rabbit hole. Only a maximum of three rabbits to a hole. Children move in and around the rabbit holes. On command rabbit holes, Children find a rabbit hole/hoop to step into. Roll towards, roll away, palm of hand, tips of fingers, balance, target, pace, distance, speed. Safety: Remind children of safety- when travelling, move around the outside of the hoops rather than over/through them. When stepping into the hoop, step over the edge/ring of hoop- try not to step on the hoop. Slow down when stepping in and out of the hoop. Try not to bump into anyone else. On the move- see Top Start card- one tennis ball/small ball per child. Revise ball familiarization (see lesson 5). Demonstrate how to roll a ball (see notes opposite). Ask children to watch and discuss good technique. Children roll their ball into space, follow and collect. Allow children to explore, stopping to give teaching points or using a child to demonstrate good technique. Target Roll- see Top Start card-set up targets around the room- could be as a carousal of activities. The children roll their ball and aim to: 1) hit a target- either a cone/s, big ball, low level on wall or skittles, 2) go between a goal- e.g. two cones/ bean bags, 3) aim into a hoop, 4) roll along a line. How many goals/cones- set up markers to form goals/gateways. 1) Starting from a cone/goal children roll their ball through the goals. How many goals can they score in two minutes? Discuss whether it s easier or harder to score a goal from a longer or shorter distance. 2) Roll their ball from a cone to a cone. If they hit the cone they can pick it up. How many cones can they collect until all the cones have been collected? Around, over and under -In pairs with a ball. Stand back to back; pass the ball to each other around their waist, one way then the other. Then over heads and under legs, one way then the other. Place the ball in between hands- one hand underneath the ball and their partners hand on top, take their ball for a walk. Discuss what they needed to do to keep their ball balanced. Repeat placing the ball between backs. To roll a ball- take arm back, step forward with opposite leg, get low to the floor, look at target, release ball through palm to fingers, follow through of arm should be aimed at the target. When they have collected their ball look up before rolling again to look for space. Roll into space. Continue to show good technique. Tri or snag golf equipment make good targets. STEP- Move further away (harder) or closer (easier) to their target, make the target smaller or bigger. Use their less dominant hand to roll. Try kicking to a target. Start from facing/diverting eyes in opposite direction/away from target, quarter/half turn pivot and then roll. Continue good technique. Look up before they roll, roll into a space. STEP- as above plus change the size of the ball. STEP- use a bigger ball, move faster. Hoops, tennis ball each, cones, big balls, skipping ropes, beanbags, tri/snag golf equipment if accessible. Top Start cards- On the move, target rolling.

9 Year Group: Foundation Activity: Multi-skills Tracking/retrieving and Aiming 2 Lesson No. 8 Move with confidence, increased control and coordination To watch, copy and describe what others are doing, recognise movements Recognise the changes that happen to their bodies when they are active Use a range of small equipment, handle equipment with control Animal Kingdom- Think of different animals and how they travel. Explore different ways. Bunny hop, crab crawl, horse gallop, frog jump, caterpillar walk, crocodile, chicken. Appropriate stretches. Discuss changes to their bodies so far. Roll, roll away, overtake, target, goal, goalkeeper, track, in line, low, bend, retrieve, space, awareness. Change the direction and speed of the movement. Look up and move onto space. Flat hands for the bunny hop- taking weight on hands. On the move and tracking- see TOPS card- One small/tennis ball each. Discuss technique for rolling a ball and recap from last session (see lesson 7). Practise and repeat: 1) rolling the ball into space and collecting. 2) Roll the ball, run to over take it and allow ball to roll through the legs, turn and collect. Discuss techniques such as pace of the ball and moving to get in line with the ball, so it rolls through the legs. 3) Roll the ball, run to overtake it and bend down to stop it with the hands. Discuss good technique- demonstration. Rolling with a partner- see TOP Start card- In pairs with two cones. Set the cones up in gateway, standing either side of the gateway, roll the ball through the gateway to your partner. How many rolls can you do through the gateway in a row? Remember to continue good technique of rolling, tracking and retrieving. How many goals/cones- Set up markers to form a goal (or if you have small goals these could be used) and use a cone/skipping rope to make a starting/roll line. In pairs, one stood in the goal, the other rolling from the start line how many goals can they score? Have a store of balls to roll. Take turns to be the goalkeeper. Space walk/rolling- see Top Start card game 2- Place out cones or use spots/ hands/feet- flat markers. Working together in pairs children roll the ball to their partner from marker to marker/ planet to planet! Run to a different planet to receive the ball from your partner. How many planets can you visit in two minutes? Lumps- Walking around looking for space. When a number is called e.g. 2 or 3, children need to get into groups of the number called. Roll into space, get in line with the ball, keep looking at the ball, when retrieving with hands- bend low, one foot in front of the other, with bottom low, wide fingers with hands in front of feet. Look up before moving to a new space to roll again. STEP- Harder- stand further away from the target, make the gateway smaller/move cones closer together, easier- move closer together, make target/ gateway bigger, use bigger ball. Continue good technique of rolling. Get low to stop the ball. STEP- Make the goal bigger, or have two goals side-by-side for the goalkeeper to defend. Could place spots or markers down, children form their groups at the markers. Tennis balls/small balls one per child, variety of small to medium sized balls, cones, markers/spots, beanbags, ropes, Top Start cards- on the move, space walk.

10 Year Group: Foundation Activity: Bouncing Lesson No. 9 Move with confidence, increased control and coordination To watch, copy and describe what others are doing, recognise movements Bounce, high, low, fingertips, under, nearer, further, force, harder, softer, control, space, awareness. Use a range of small equipment, handle equipment with increased control Ins and outs- Space out some hoops in the area. Using a variety of small equipment e.g. beanbags, quoits, flat markers/ hands/feet, place the same amount outside and inside the hoops. Divide the class into half. One half are ins - their role is to place all the equipment outside the hoop into the hoops, and the other half are outs - their role is therefore to place all equipment that is inside the hoops, outside. Place warm up equipment away- could play Tidy Up- see Top Start card. and collect one ball each. Ball familiarisation and appropriate stretches. Bouncing a ball- Demonstrate bouncing the ball. Bounce with two hands, then collect/catch with two hands. Repeat. Bounce and move with two hands. Think about what makes a good performance. Where should you try to be looking- ahead of you! Demonstration. Discuss and reflect. How high- also see Top Start card Hot Potato. Experiment with different heights of the bounce. What do you need to do to make the ball go higher? How about lower? Discuss. Follow the leader- Teacher/coach could take the lead. Children bounce their balls at the same height as the leader e.g. taking it high or low, bouncing whilst sitting or kneeling. Change slowly or quickly. This encourages children to look up and be aware. Remind children to place the equipment down inside or outside the hoops- discourage throwing. Discuss where children should be looking- up and forwards, to avoid bumping heads and collisions. Remind children of hoop safety- move around the outside of the hoop, rather than over or through. Bounce and catch with two hands: Push the ball down, take hands underneath the ball at top of bounce. Try not to lean head over the ball. Balls to bounce at waist height. Looking up, scanning for space. STEP- try bouncing the ball with one hand, then the other. Try with alternating hands. Bouncing: Contact the ball before it reaches the top of the bouncetry not to chase it as it falls down to the ground. Contact made with fingers (rather than hitting action with the palm of the hand). Bounce the ball continuously, trying to keep a rhythm going. Hit the spot!- Place out flat marker spots or hoops. Children bounce their ball using two hands on a spot/in a hoop to gain one point. How many points can they score in one minute? Discuss good technique. Demonstration. Repeat. Can they beat their score? Play again but this time children bounce their balls to move from spot/hoop to spot/hoop. Encourage children to look up, looking for spaces, accuracy of the bounce and catch. STEP- bounce with one hand, then the other; less dominant hand. Creep up! Children (the creepers) stand at one end of an area, whilst the person being crept up on is at the other end with their back to the children /creepers. Children bounce their balls with two hands to try and touch a spot/s or cone/s that are placed near to or around the person being crept up on. The person being crept up on turns around to try and catch the children/creepers out- e.g. those who are moving or who are not in control of their ball. They return to the start. This game is similar to What s the time Mr. Wolf. It helps develop quick reaction and control of the ball whilst looking up and ahead. STEP- Easier; roll the ball with their fingers along the ground whilst looking up and ahead. Harder; bounce the ball with one hand. Hoops, variety of small equipment; beanbags, quoits, flat markers; spots/feet/hands, medium sized balls that bounce (preferably soft) one per child, cones, Top Start cards; Tidy up, Hot Potato.

11 Year Group: Foundation Activity: Bouncing 2 Lesson No. 10 Move with confidence, increased control and coordination To repeat and link bounces To watch, copy and describe what others are doing, recognise movements To work collaboratively with a partner Use a range of small equipment, handle equipment with increased control Up and Down: see Top Start card- Using balls move walking around carrying their ball in different ways (e.g. on shoulder, on tummy, on head etc.) into spaces, changing directions looking ahead. On command ball down, children place their ball on the floor still, go and touch a marker cones/spot and come back to collect their ball. Revise bouncing a ball: Demonstrate bouncing the ball. Can they remember points from last session? Bounce with two hands, then collect/catch with two hands. Repeat. Bounce and move with two hands. Think about what makes a good performance. Where should you try to be looking- ahead of you! Move around bouncing the ball, looking up for spaces. Hit the spot!: Place out flat marker spots or hoops. Children bounce their ball using two hands on a spot/in a hoop to gain one point. How many points can they score in one minute? Discuss good technique. Demonstration. Repeat. Can they beat their score? Play again but this time children bounce their balls to move from spot/hoop to spot/hoop. Hit the spot with a partner!: Ask the children to get with a partner. At a spot, bounce the ball to your partner, who catches it after one bounce. How many bounces and catches can they score in one minute? Discuss good technique. Demonstration. Bounce and Move: With their partner bounce the ball on the spots but move to a different spot/hoop each time. How many spots can you score in two minutes? Repeat. Watch and copy other partners demonstrating. What are they doing well? Relays: In groups of 4/5 play different relay games. 1) Over the head- children pass the ball over the their heads, the child standing behind repeats. The last child runs to the front and repeats. 2) Under legs. 3) Twist to the side. Appropriate stretches. Bounce, fingertips, under, nearer, further, force, harder, softer, control, space, awareness, partner, looking up, eyes alert Look up, scanning the area for space. Make sure the ball/equipment is still when placed down STEP- Use different equipment how may different ways can they find to carry it. Travel in different ways. Put their equipment down and pick up someone else s. Bounce and catch with two hands: Push the ball down, take hands underneath the ball at top of bounce. Try not to lean head over the ball. Balls to bounce at waist height. Looking up, scanning for space. STEP- try bouncing the ball with one hand, then the other. Try with alternating hands. Bouncing: Contact the ball before it reaches the top of the bouncetry not to chase it as it falls down to the ground. Contact made with fingers (rather than hitting action with the palm of the hand). Bounce the ball continuously, trying to keep a rhythm going. Push the ball towards your partner, make sure your partner is ready to receive the ball- ready position, hands out in front to receive the ball, looking at your partner. Make eye contact to know when to pass, call out when you are ready to receive. Follow the person with the ball when moving to a different spot, stand opposite your partner. STEP- bounce with one hand when moving between spots, then use less dominant hand. Have enough distance between each other. Try to concentrate on the ball and the rest of your team to keep the relay going. Hoops, variety of small equipment; beanbags, quoits, flat markers; spots/feet/hands, medium sized balls that bounce (preferably soft) one per child, cones, Top Start cards; Hot Potato.

12 Year Group: Foundation Activity: Multi-skills Throwing Lesson No. 11 Move with confidence, increased control and coordination To explore and use skills, actions and ideas, and remember and repeat them To work collaboratively with a partner Use a range of small equipment, handle equipment with increased control Bean Game- see Top Start card- Children travel and balance using different sorts of beans. Jumping bean= jumping, runner bean= running, broad bean= wide stretched out shape- balanced, jelly bean= wobbling like jelly still and travelling, hot bean= hopping, French bean= skipping saying bonjour to those you pass. Etc. Demonstrate how to throw underarm. Remind children of rolling skills, how is throwing underarm the same and different? Ask children to watch and discuss good technique. Target Throwing: see Top Start card-set up targets around the room- could be as a carousal of activities. The children throw their ball/beanbag and aim to: 1) hit a target- either a cone/s, big ball, low level on wall or skittles, 2) aim into a hoop/s set one behind the other 3) throw and aim into buckets or boxes. Discuss each activity, stopping every so often using a child to demonstrate good technique. Safety: make sure the activities are set out so throwing is towards the outside of the room, and that children are positioned so they do not throw towards each other. Aim, accuracy, score, technique, palm, opposite, follow through, grip, nearer, further, throw line, into, strength, pace, swing. When jumping have squashy landings, bend knees, run on balls of feet, use arms to balance and support movements. Looking up, moving into spaces, stop in ready position when teacher signals. Underarm throw: The grip of the ball/beanbag is in the palm of the hand with fingers spread around it. Stand facing the target in ready position, look at target. Swing arm back and forward as stepping forward with opposite foot. The palm of the hand faces target to release ball/beanbag, allow a smooth follow through, ending with delivery hand pointing at target. Children need to think about the pace and strength of their throw. Activity 2, good for judging distance, therefore pace and strength. Tri or snag golf equipment makes good targets (as they stick to the target). STEP- Move further away (harder) or closer (easier) to their target, make the target smaller or bigger. Use their less dominant hand to throw. Relay throwing: In teams of 4/5 the first child runs to pick up and collect a beanbag, moves to a starting/throwing line (either flat marker or rope) and throws/aims their beanbag into a hoop. They return to the back of their team and the next team member goes. Keep going until all the beanbags have been thrown. How many did they score in their hoop? Repeat. Can they beat their score? Check the children have the correct throwing action. Cat stretches: On all fours, children perform stretches that a cat might do. Arch back, one paw out, then the other, on side stretch arms out in front etc. Team Pick up beanbag Throwing line Hoop STEP: Increase/decrease the distance from the throwing line into the hoop, use non- dominant hand to throw. Control body; try to hold balance for 4-6 seconds. Beanbags, small balls, cones, flat marker and lines, ropes, spots, big ball, skittles, hoops, buckets/boxes, Top Start cards- Target throwing.

13 Year Group: Foundation Activity: Multi-skills Striking Lesson No. 12 Move with confidence, increased control and coordination To watch, copy and describe what others are doing, recognise movements Recognise the changes that happen their bodies when they are active Use a range of small equipment, handle equipment with control Steering- see Top Start card- one ball and racket per child. Roll their ball along the ground, through the gateways, using their racket to steer. Keep the ball close to them and under control. Select a pathway- Stand in their gateway. Make a pathway through 2/3 different gateways, turn and follow the pathway back. Look at colours- On calling a colour; go through 1/2/3 gateway/s of the colour and return back to your gateway. Extension: pick a pattern e.g. red, blue, red, blue. Discuss how exercise affects our bodies. Demonstrate how to strike an object. Ask children to watch and discuss good technique. Q. What key skills do we need to do? Striking skills: see Top Play card -set up target areas around the room- this could be as a carousal of activities. The children work at each area/station to develop striking skills. 1) Use balloons- play keep ups or in pairs striking the balloon to each other. 2) Strike a ball with their foot- aim into a goal/at a cone. 3) Strike a ball off a tee with their hand- aim into a hoop/s worth different points. 4) Use a cricket bat/hockey stick (appropriately sized) strike a ball onto a bench/wall (extension: to rebound to a partner). Discuss each activity, stopping every so often using a child to demonstrate good technique. Safety: make sure the activities are set out so striking is towards the outside of the room, and that children are positioned so they do not strike towards each other. As children work around each activity allow them to score points. Can they beat their score on their next attempt? Strike, hit, eye-hand co-ordination, body position, ready position, sideways, looking up, space, swing, follow through, racket, tee, target. Look up, move into space, if you can t go forwards into a space change direction, look around you. Bend from the knees and push/pull ball with the racket, shake hands with the racquet, turn wrist to manoeuvre. Stand in ready position sideways, use a short backlist when striking, move feet to get in position to hit the ball/balloon, watch the ball onto hand/foot, bat/racket, follow through should be aimed at target. STEP: distance of target, use hand initially, then bat/racket, stipulate the direction/target, hit from a drop feed, strike the ball with both sides (hands/feet). Clear away all the equipment (play tidy up Top Start card). Touch the ground with Children more around an area looking and moving into space. On call touch the ground with.. children touch the ground with that body part e.g. hand, elbow, knee etc. Safety: be careful of hard surfaces. Remind children to touch the ground carefully and in a controlled way. Cones, spots, rackets & small balls- one per child, medium sized balls, balloons, cricket bats/hockey sticks (appropriately sized), benches, tees, hoops, mini goals, Top Start card-steering, Top Play card- striking.