Unit title: Let’s play every day
Stage 1
INTRODUCTION: This unit focuses on teaching students the skills and knowledge they need to be able to fully utilise
the new playground markings both during lesson time and in break times. It is essential that all students are taught a
consistent set of rules for all of the playground games in order to reduce potential for conflict. Children’s ability to
solve problems contributes to the success or frustrations of a child’s play experience. Peaceful Playgrounds believe
that the majority of students have the ability to solve most playground problems if they have been taught specific
strategies for dealing with them.
Curriculum links:
Skills outcomes
Knowledge and
understanding outcomes
COS1.1 Communicates
appropriately in a variety of
ways.
ALS1.6 Participates in
physical activity, recognising
that it can be both enjoyable
and important for health.
INS1.3 Develops positive
relationships with peers and
other people.
GSS1.8 Performs
fundamental movement
skills with equipment in
minor games.
Movement based lessons
Multi-use circle activities
Activity 1: Hit the bucket
Players need a beanbag or small ball and bucket or container per group. Each
player in turn tries to throw the ball into the bucket from outside of the circle. If
they are successful they get one point. Have one or more players in the centre
of the circle retrieving the thrown beanbags/balls.
Balance beam snake
 Walk forward on the snake in heel-toe fashion
 Walk sideways on the snake
 Walk backwards heel-toe fashion
 Place beanbags on the snake and walk forwards, sideways and
backwards stepping over the beanbags.
 Walk forward bouncing a ball on each side of the snake using a twohanded drop-and-catch sequence
Cross-over walking grid
 Walk pattern forward beginning with the left foot and followed by the
right foot “crossing over” the midline on the grid.
 Walk pattern forward and backwards crossing the midline firstly
looking at feet placement and secondly looking up and ahead (place
beanbag on head to keep head steady).
Hopscotch
 See Activity guides for procedures
PSS1.5 Draws on past
experiences to solve
familiar problems.
IRS1.11 Identifies the
ways in which they
communicate,
cooperate and care for
others.
Markings and equipment
Multi-use circle + beanbag or small
ball + bucket or container per
group.
Leap frog
 Start at the narrow end and jump across the “river” with a one-foot
take off.
 Move down the length of the “river” requiring a longer jump with each
crossing.
Midline jumping grid
 See Activity guide for procedures
Classroom-based activities
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Explain that a conflict is when two or more people cannot agree on something.
Ask for volunteers to give examples of when they didn't agree with someone.
Explain the benefits of settling conflicts quickly and fairly: "From time to time we
all have conflicts. We can't always be the first one in line, play our first choice of
game, or watch a certain program on TV if someone else wants to watch a
different show. Sometimes so much time is spent fighting that none of us are able
to do what we want."
Ask, "When the conflict is settled in a way that isn't fair, how do people feel?"
Discuss the fact that one person may feel pretty good, while the other may feel
pretty bad.
Explain to students that this is one of the reasons that we have the rule “YOU
CAN’T SAY YOU CAN’T PLAY” because it makes the other person feel left out.
Discuss the concept from the Peaceful Playgrounds Creed of FAIR PLAY and what
it looks like in terms of using the playground markings.
Explain that they are going to practice some ways to settle conflicts fairly. "When
you and your friend both want to play on the same playground marking, how can
you solve this conflict fairly?" Write down their ideas and discuss the fairness of
each. Ask students to decide whether each of the suggestions is fair for all parties
or do some favour one person over another. Discuss how the person who is not
favoured might feel.
Discuss and demonstrate the following methods if they weren’t included in the
initial list.
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Taking turns - "Suppose you and your friend want to play with the same
playground game. To solve the conflict fairly, your friend could play first and
then you could play afterwards." Tell children that they can use a timer to be
fair.
Sharing - Explain what sharing is and have the children give examples of times
a conflict could be solved by sharing.
Talking through the problem – If you disagree with a ruling or what someone
is doing you can talk to them about what you think is not right or OK. When
talking it through you need to be clear in how you communicate what is not
working for you.
Apologising – If you do something by mistake or wrong but it wasn’t on
purpose, such as accidentally bumping into another child or taking a turn
when it wasn’t your go, then this sort of conflict can be easily solved by
saying, 'I'm sorry.”
Sometimes two people will have two different opinions about a situation and
they can’t talk through a solution. For these types of conflicts and easy way to
find a solution is to leave it to chance. To solve these types of conflict, you can
Resources
Peaceful Playgrounds poster
play the 'ROCK, PAPER, SCISSORS' game. Demonstrate how to play this
game and have children practice.
Distribute the “What Might Happen Next?” worksheet and explain the scenario
to students. Ask students to think about what might happen next in the story.
What could go wrong? What could go right? Could there be a
problem? Draw your own middle and end to the story. Be sure to include what
the characters are saying.
(Teacher note: Emphasise it’s OK to show a problem or fight. Sometimes that
happens. But it’s important to think about what could happen next to make
things better.)
Come together as a class and listen to the different endings to this story. Was
there a problem? How was it solved? Are there any other ways that you can
think of that could help solve it? Remind students of the ROCK, PAPER,
SCISSORS GAME.
What might happen next?
handout