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  • 1. St. Stephen’s International School Scheme of Work Course title: Games Year: 2 Teacher: Katie and Marc Term: 1 Lesson no. Learning Activities and Assessment Cross curr. Resources Topic objective differentiation opportunities links 1 WALT: Warm up: Ask children to find a space Assessment: Maths: Bean bags That being active is good for and sit down. (Peer assessment) (scoring) Tags them How do their bodies feel – are they cold, (Observation) (splitting groups) To be confident and safe in the warm, hot? (Q & A) English: spaces used to play games Is their heart beating slowly or quickly? (Summary) (speaking) To explore and use skills, Explain that we are going to warm up our (key words) actions and ideas individually bodies by playing (writing) and in combination to suit the W.U. Game Citizenship: game ‘Top Gear’. In this activity children (team work) WILF: pretend they are driving a car and listen (communicating Start to move into space to the teacher’s instructions. First gear is as a group/ind) confidently. a slow walk. Second gear is a brisk walk. (leadership) Move at different speeds around Third gear a jog. Fourth gear is a run. into space. Reverse is moving slowly backwards. Crash is freezing on the spot. Gradually move from one gear to another so bodies warm up and joints loosen Explore as many different ways of moving on their feet as they can. Stop the children and share some of the ways they have been moving. Ask children to describe their movements. Challenge children to copy some of the movements. If possible pick out running for this lesson. Encourage children to turn
  • 2. and move away if someone comes too close. Challenge them to run with small steps, large steps, high knees, on tiptoes. Ask them to jog on the spot for 30 seconds etc. Develop Explain that in some games we need to run but we also need to dodge other children so that we are not caught. Give each child a coloured band to tuck into their shorts at the back and teach them how to play Rabbits. (See TOP Play card). Encourage them to use all the spaces, to dodge and not bump into people. Recap Key points of the lesson Cool down Ask children to sit in a large circle. Get them to pass a bean bag around the circle in time to the teacher counting the beat – 1,2,3,4. When the teacher calls ‘change direction’ children pass the beanbag round the other way.
  • 3. 2 WALT: Warm up: Ask children to find a space Assessment: Maths: Bean Bags To be confident and safe in the and sit down. (Peer assessment) (scoring) spaces used to play games How do their bodies feel – are they cold, (Observation) (splitting groups) To explore and use skills, warm, hot? (Q & A) English: actions and ideas individually Is their heart beating slowly or quickly? (Summary) (speaking) and in combination to suit the Explain that we are going to warm up our (key words) game bodies by playing (writing) WILF: W.U. Game: Top Gear Citizenship: Move confidently into space, (team work) using different speeds to get Explore moving while carrying it in (communicating away from another person. different ways (TOP Start Sticky Bits). as a group/ind) Use skills in different ways in Ask children to share some of the ways (leadership) different games and try and win with the class – in their hands, on heads, by changing the way they use between legs etc. Can children think of skills in response to their any different ways? opponents actions Game: Rainbow Tell the children they are going to play a game where they have to work together as a small group to make a Rainbow. Scatter beanbags around the space. Put children into groups of 4. One child from each group travels to collect a bean bag and brings it back to group. Next child runs out to collect a different colour and returns carrying bean bag in a different way. Continue until each group has a bean bag of each colour. Whilst playing this game encourage children to develop skills learnt earlier in the lesson e.g. dodging, travelling etc. Recap the key points
  • 4. Cool down Get them to pass a bean bag around the circle in time to the teacher counting the beat – 1,2,3,4. When the teacher calls ‘change direction’ children pass the beanbag round the other ways
  • 5. 3 WALT: Warm up Sharks and Fishes. Assessment: Maths: Large soft To explore and use skills, (Peer assessment) (scoring) balls actions and ideas individually Explore Ask children to find as many (Observation) (splitting groups) and in combination to suit the ways of moving the large ball around their (Q & A) English: game bodies as they can. Share the different (Summary) (speaking) How to choose and use skills ways and the skills they used. Ask children (key words) effectively for particular games what they needed to do to make sure they (writing) WILF: didn't lose the ball - keep their eyes on it! Citizenship: Understand the concept of Ask children to experiment with other (team work) tracking and get in line with the ways of moving the ball - still in a static (communicating ball to receive it position. Again let children share their as a group/ind) Show control and accuracy with activities. Get them to describe if the ball (leadership) the basic actions for rolling, was rolled, bounced, thrown etc. Ask underarm throwing children what they need to do to make sure they catch the ball and do not drop it. Talk about keeping their eyes on the ball, cupping their hands around it and drawing it into their bodies. Teach children that in some games we need to pass the ball from one person to another. Move around the room while holding their ball in a way instructed by the teacher eg. walk forwards, backwards, sideways; run in a straight line, curved line, quickly or slowly etc. When the teacher shouts 'change' the children must change their ball for one of a different colour from another child. They must make sure that they do not drop the ball. Explore: Ask children to show you some
  • 6. ways of moving on their feet that they used in the last lesson. Share their ways of moving, getting children to describe the movements of their peers. If someone has used a jumping movement get children to develop this. If not suggest this as another way of moving to the children. Ask them to find different ways of jumping - jumping on the spot, two feet to two feet, two feet to one foot, running and jumping etc. Can they jump in different directions? What do they have to do to make their jumps higher? Challenge them to find the best way to jump a long way. Recap key points covered Cool down Colour lines, shout a colour, pupils stand on that colour on the floor of the gym.
  • 7. 4 WALT: Warm up Assessment: Maths: To be confident and safe in the Explain that this game is an extension of (Peer assessment) (scoring) spaces used to play games Top Gear - the warm up activity used in (Observation) (splitting groups) To explore and use skills, previous lessons. When a particular park (Q & A) English: actions and ideas individually and ride name is called children have to (Summary) (speaking) and in combination to suit the run to that section of the hall or (key words) game playground to park and change cars. (writing) WILF: W.U. Game: Park and Ride: Citizenship: Recognise space in their games Name four sections of the hall or (team work) and use it to their advantage, playground as Park and Ride centres. (communicating planning where to stand to These could be the names of villages, as a group/ind) make it difficult for opponents. areas of a large town etc. Children play (leadership) Use skills in different ways in the game Top Gear, as before, but when different games and try and win the teacher calls out the name of a Park by changing the way they use and Ride centre, children must move to skills in response to their that area in the gear they are in. On opponents actions arrival they park their car next to another, change cars by swapping their ball with another child, and move off in first gear. Explore: (Pair)s to play Shadows: The aim of this game is to stay as close to your partner as possible. One person is the Shadow and they must copy exactly what their partner is doing. Encourage them to use movements in previous lessons. Take turns to be the Shadow. Ask children to experiment with some of the different ways of jumping that they used in the last lesson take turns again at being the shadow.
  • 8. Develop Explain to children that in some games we have to try to get away from our partners. Can the children tell the teacher any games they have played like this? Game: Lose my Shadow. Help them to think of ways to lose their partner - e.g. jumping out of the way, changing speed, direction and dodging. Children work in pairs and try to stay as far away from their partner as possible. If working outside it may be necessary to designate areas in which children can move. Children can change roles either on instruction from the teacher. Recap Key points of the lesson Cool down Numbers Game
  • 9. 5 WALT: Warm up Sharks and Fishes Assessment: Maths: How to choose and use skills (Peer assessment) (scoring) effectively for particular games Explore Few minutes to experiment with (Observation) (splitting groups) To watch, copy and describe ways of moving a ball. Demonstrate and (Q & A) English: what others are doing describe some of the ways they have used. (Summary) (speaking) To describe what they are doing Ask children why it is important to stay (key words) WILF: close to the ball (to keep it in control). (writing) Watch others’ movements Choose a child to demonstrate bouncing Citizenship: carefully the ball and tell children that this lesson (team work) Describe what they have done we are concentrating on bouncing. Tell (communicating or seen others doing children that whenever a ball is bounced as a group/ind) Copy what they see and say why there is a 'magic moment'. Can they guess (leadership) it is good. what this could be? Demonstrate the Recognise space in their games 'magic moment' by bouncing the ball and and use it to their advantage, getting children to look for the moment planning where to stand to when the ball begins to fall after moving make it difficult for opponents. upwards. Tell children you want them to try to catch the ball on this 'magic moment' and give them a few minutes to practice this. Ask children to experiment by dropping the ball, bouncing harder, bouncing the ball a little way in front of them so that they have to move to catch the ball. Whatever they do the aim is still to catch the ball on the 'magic moment'. Game: Hoop Relays:- (4 teams) Each team stands in a line at the end of the working area. Opposite them, at the other end of the working area is a hoop. Each team member runs with a ball, bounces it into the hoop and returns to
  • 10. their team. They pass the ball to the next person in line and then move to the back of the line. When every team member has run the winners are the first team to sit down. Why is it important to keep their eyes on the ball when bouncing it in the hoop? Through out the lesson allow children to watch and copy each other. Occasionally stop and show good examples. Allow children to talk in order for them to share ideas. Teacher to give children focus for success/evaluation. Cool down: Numbers Game
  • 11. 6 WALT: Warm up Sharks and Fishes Assessment: Maths: Bean Bags To be confident and safe in the (Peer assessment) (scoring) spaces used to play games Loose my shadow: Remind children that (Observation) (splitting groups) To explore and use skills, they played Lose my shadow in the last (Q & A) English: actions and ideas individually lesson and choose some children to (Summary) (speaking) and in combination to suit the describe the rules. (key words) game (writing) WILF: Develop this activity by tagging their Citizenship: Recognise space in their games partner with a beanbag, placing it on the (team work) and use it to their advantage, ground and then running away. The child (communicating planning where to stand to who has been tagged then has to pick up as a group/ind) make it difficult for opponents. the beanbag and repeat the action of (leadership) Use skills in different ways in tagging and putting the beanbag on the different games and try and win ground. Encourage children to discuss the by changing the way they use ways in which they could make it difficult skills in response to their for their partner to catch them. opponents actions Ask children if they can describe the 'magic moment' when bouncing a ball. Tell children that today we will be working on throwing and catching. The aim will be to catch the beanbag before it touches the floor. Give the children a few minutes to practice throwing and catching a beanbag while stationary. Choose a few children to demonstrate the throwing and catching. Challenge children to throw and catch the beanbags again, varying the height of the throw, throwing it a little in front of them, throwing it and catching it while moving.
  • 12. Ask some children to demonstrate what they did. Recap Key points Cool down Numbers game
  • 13. 7 WALT: Warm up Numbers game/Letter game Assessment: Maths: Bean Bags To be confident and safe in the (Peer assessment) (scoring) Soft Balls spaces used to play games Recap: Ask children to work with a (Observation) (splitting groups) To explore and use skills, partner and to use one beanbag to throw (Q & A) English: actions and ideas individually and catch. Ask them to vary the height to (Summary) (speaking) and in combination to suit the which they throw and also the distance (key words) game between them. Does it get harder or easier (writing) WILF: when the distance increases? Can they Citizenship: Use skills in different ways in repeat the activities when moving? (team work) different games and try and win Develop: Give children the opportunity to (communicating by changing the way they use change the beanbags for balls and repeat as a group/ind) skills in response to their the activities. (leadership) opponents actions Tell the children that they are going to use Recognise space in their games the skill of throwing to play a team game and use it to their advantage, called planning where to stand to Game: Beanbag hoop relay:- make it difficult for opponents Children are divided into about six teams and each team has four hoops placed in position across the work area. Children stand in a line, each with their own beanbag, and take turns to throw their beanbag into each hoop. They then jump inside hoop, pick up the beanbag and throw into the next hoop. If they miss they must pick up the beanbag and throw again. When they reach the last hoop they run back to their team, touch the person at the front of the line and then run to the back of the line and sit. The winners are the first team to have everyone sitting
  • 14. down. Demonstrate what each team member needs to do. Start the relay. Cool down Sharks and Fishes
  • 15. WALT: Warm up Ask children to find a space and Assessment: Maths: Bean Bags 8 How to choose and use skills sit down. How do their bodies feel – (Peer assessment) (scoring) Cones effectively for particular games Are they cold, warm, hot? (Observation) (splitting groups) To watch, copy and describe Is their heart beating slowly or quickly? (Q & A) English: what others are doing Why do children think it is important to (Summary) (speaking) To describe what they are doing warm up their bodies? (key words) WILF: Tell children that we are going to warm (writing) Watch others’ movements up our bodies by playing (TOP Citizenship: carefully Start)Beans:- (team work) Describe what they have done Children respond to the name of different (communicating or seen others doing beans by moving in an appropriate way: as a group/ind) Copy what they see and say why Broad beans – children stretch out arms (leadership) it is good. and legs Recognise space in their games Runner beans – children run around and use it to their advantage, Jelly beans – children shake all over planning where to stand to Chill beans – children shiver and shake make it difficult for opponents. Frozen beans – children stand very still Baked beans – lay on the floor and sunbathe Explain and demonstrate some of the actions that children should do when different beans are called out. If this is the first time children have played the game limit it to about six different beans and choose those easy to remember. Start off slowly, giving plenty of time for children to practice each action. Gradually increase the speed of changing the actions and also give more time for the energetic actions so that the body warms up
  • 16. correctly. Recap: Remind children of games played in past lessons where they have had to avoid, dodge and run away from their partners. Why did they need to do this? Play the game (TOP Play) Rabbits:- Cool down Numbers/Letter Game