FOUNDATION STAGE
LESSON TITLE
YEAR R: Multiskills
WARM UP
BASIC CONTENT
COOL DOWN
TOP START
‘I touch my
head, I touch
my feet’.
Simon Says
Spatial awareness- Statues, Rabbits and
Trains
1
SPATIAL
AWARENESS 1
Wiggles
Ability to listen and observe,
show an awareness of space for
themselves and others
2
SPATIAL
AWARENESS 2
Traffic
Lights
Move confidently, change
direction and speed avoiding
collisions, stop quickly
3
BASIC MOTOR
SKILLS 1
Instruments
Move with confidence, travel in
different ways with control and
co-ordination
Follow my
Leader
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
Gears
Quiet Arch
Co-ordination & control- Sticky Bits
6
CO-ORDINATION &
CONTROL 2
Taps
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,
Tip toe, tiptoe,
stretch up tall.
Co-ordination & control- Steering
7
SENDING & AIMING
Rabbitswith hoops
Rolling a ball, controlling their
bodies, copy and observe,
estimate
Around, over
and under
Aiming/Predicting/Estimating- On the
move & Target Rolling
8
TRACKING &
RECEIVING
Animal
Kingdom
Rolling a ball, tracking, working
with a partner
Lumps
Aiming/Predicting/Estimating- On the
move, With a partner and space walk
9
BOUNCING 1
Ins and
Outs
Creep up
Co-ordination and control- Hot potato
10
BOUNCING 2
Up and
Down
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
Co-ordination and control- Hot potato
11
THROWING
Bean Game
Underarm throwing, target
throwing, control and coordination
Stationary
relays and
stretches
Cat stretches
12
STRIKING
Steering
Eye-hand co-ordination and
control, spatial awareness,
striking with different body parts
Touch the
ground with…
Top Play Sending Skills- Striking
(Animal Zoo)
Spatial awareness- Rabbits, Squeeze &
Up and Down
Aiming/Predicting/Estimating- Target
throwing
Year Group: Foundation
Activity: Multiskills- Spatial awareness 1
Lesson No. 1
Learning Outcomes:
Vocabulary:
ƒ The ability to listen and observe
Space, awareness, looking up, eyes alert, cone/marker, stretch,
ƒ To show an awareness of space for themselves and of others
muscle, tight muscle, partner, pairs, sports position, hands up, wide
ƒ To move confidently, with imagination and in safety
base, knees bent, follow.
Warm up:
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.
Skills Activity
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.
Game/Group/Competitive Activity:
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.
Cool Down:
‘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.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
Teaching Points/Class Management/Differentiation (STEP)
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.
Equipment/Resources
Cones/markers, Top start cards: Statues, rabbits, trains.
Year Group: Foundation
Activity: Multi-skills Spatial awareness 2
Lesson No. 2
Learning Outcomes:
Vocabulary:
ƒ The ability to listen and observe
Walk, stop, balance, hop, moving, tiptoe, wide strides, sidestep,
ƒ To show an awareness of space for themselves and of others
backwards, galloping, bumping, sports position, cone/marker,
ƒ To move confidently, with imagination and in safety
equipment, ball, bean bag, quoit, still, stretch, names of body- knee,
ƒ To move fluently, changing direction and speed whist avoiding collisions
elbow, back, hips, head, shoulders etc.
ƒ Use a range of small equipment
Warm up:
Teaching Points/Class Management/Differentiation (STEP)
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.
Looking up, scanning for space to move into, Change direction whilst
Traffic Lights- This game involves commands using the colours: Red- Stop in sports position,
you travel. Remember sports position- hands up, palms facing out,
Amber/yellow= on toes/ball of feet getting ready to move, Green= Go moving around using different
knees bent, feet stride, wide base.
travelling actions. Explain each colour to children- revising sports position. Start off walking changing
Find different ways to stop e.g. turning sideways and placing lead leg in
direction as they move about the area, in and out of all the cones/marker, on red discuss different
front of body, taking smaller steps, jump to stop.
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.
Skills Activity
Rabbits- See Top Start card- Each child finds a cone and stands next to it. This is their rabbit hole.
Move with an awareness of others, looking up, changing direction into
Children move in and out of the rabbit holes. On command ’rabbit holes,’ Children find their way back
space. When walking back wards- look over shoulder.
to their rabbit hole. Use different travelling movements- walk, jog, sidestep, backwards, wide strides,
tiptoe, gallop, skip, hop, jump etc.
Make the centre with markers large enough to easily contain the number
Squeeze- see Top Start card- Move their cone into the middle of the hall (with enough space to pass
of children in the activity with no bumping.
by in the area), Children travel with giant steps anywhere. On command ‘Squeeze,’ the children tiptoe
If possible use flat markers, if cones are used be careful when children
into the centre to stand by their cone without bumping into anyone. ‘Giant steps,’ starts the game
come to the centre.
again. Repeat. Next time they can find their cone/marker and hold it up in the air.
Game/Group/Competitive Activity:
Look up, scanning the area for space. Make sure the equipment is still
Up and Down- see Top Start card- Move their cone back into a space- remember where it is. Collect a when placed down
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
STEP- Use different equipment how may different ways can they find to
floor still, go and touch their marker/cone and come back to collect their equipment.
carry it. Travel in different ways. Put their equipment down and pick up
someone else’s.
Cool Down:
Simon Says- use names of body parts. Simon says put your hands on your knees, shoulders, feet,
hips, elbow etc.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
Include some stretches, long, broad shapes.
Equipment/Resources
Cones/markers, flat markers e.g. lines, hands, feet, arrows, balls, bean
bags, quoits, Top start cards: Rabbits, squeeze, up and down.
Year Group: Foundation
Activity: Multi-skills Basic motor skills 1
Lesson No.3
Vocabulary:
Learning Outcomes:
Instruments- drum, wood blocks, tambourine, bells, Animalsƒ Move with confidence, imagination and in safety
monkey, bunny, frog, caterpillar, horse, crab, sliding,
ƒ Move with control and coordination
slithering, crawling, jumping, hopping, cycling
ƒ Show an awareness of space, of themselves and others
Warm up:
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.
Skills Activity
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.
Game/Group/Competitive Activity:
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.
Cool Down:
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.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
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.
Equipment/Resources
Instruments- drum, bells, chime bars, tambourine, wood
blocks, Top Start cards- Animals, bean game.
Year Group: Foundation
Activity: Multi-skills Basic motor skills 2
Lesson No. 4
Learning Outcomes:
Vocabulary:
ƒ Move with confidence, imagination and in safety
Change directions, speed, spatial awareness, sports position, walk, hop,
ƒ Move with control and coordination
jump, travel, skip, gallop, squashy knees, bounce, two feet to two feet,
ƒ Show an awareness of space, of themselves and others
wide, narrow, relay, equipment, ball, hoop, bean bag, quiot.
ƒ Recognise the changes that happen to their bodies when they are active
ƒ Use a range of small equipment, handle equipment with control
Warm up:
Teaching Points/Class Management/Differentiation (STEP)
Maze- Set up a maze with cones/markers/ropes, changing the pathway and directions. Children follow
Maze Example: Could include curves, and can travel in any direction.
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.
Skills Activity
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.
Game/Group/Competitive Activity:
Bouncing Relay and Pick up- Get into pairs and then into fours.
ƒ Using activity 2 above allow children to relay. How many can they do in 30 seconds?
ƒ 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?
Cool Down:
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.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
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.
Equipment/Resources
Cones/markers, hoops, ropes, range of small equipment- balls, bean
bags, quoits, Top start cards- Bouncing and Pick up.
Year Group: Foundation
Activity: Multi-skills Coordination and control 1
Learning Outcomes:
ƒ Move with confidence, imagination and in safety
ƒ Move with increasing control and coordination
ƒ Show an awareness of space, of themselves and others
ƒ Recognise the changes that happen to their bodies when they are active
ƒ Use a range of small equipment, handle equipment with control
Warm up:
Gears- Children travel around listening to gear changes. 1st Gear= Walking, 2nd Gear=
Walking faster, 3rd Gear gentle jogging, 4th Gear= steady run, handbrake= stop.
Appropriate stretches.
Skills Activity
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?
Game/Group/Competitive Activity:
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?
Cool Down:
Lesson No.
Vocabulary:
5
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.
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.
Make arches wide enough to fit children through. Walk
through the arches sensibly.
Evaluation/Post Lesson Notes :
Equipment/Resources
Range of small equipment- beanbags, quoits, one large ball
per child, Top Start card- Sticky bits.
STEP Space, Task, Equipment, People
Year Group: Foundation
Activity: Multi-skills- Coordination and control 2
Lesson No. 6
Learning Outcomes:
Vocabulary:
ƒ Move with confidence, imagination and in safety
Tap, beat, parts of body- foot/feet, knees, tummy, hips, shoulder,
ƒ Move with control and coordination
head, hands, steer, push, pull, turn, curve, aim, bend, nudge,
ƒ Show an awareness of space, of themselves and others
gateway, cone/marker, racquet, grip, stretch, curl up, partner, follow,
ƒ Recognise the changes that happen to their bodies when they are active
tiptoe, balance.
ƒ Use a range of small equipment, handle equipment with control
Teaching Points/Class Management/Differentiation (STEP)
Warm up:
Can be accompanied by music with good pulse/beat.
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.
Skills Activity
Give children two cones/markers of the same colour to find a space and set out a gateway (goal) Space out the cones/markers into the whole area.
about one/two metres apart.
Extend to a figure of eight around their legs.
Steering- see Top Start card- one ball per child.
Look up, move into space, if you can’t go forwards into space
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 change direction, look around you. Bend from the knees and
push/pull ball with the tips of your fingers.
and under control.
Teach correct grip of racquet when steering with the ball- shake
Introduce a racquet. Steer the ball along the ground using a racquet. Change direction, speed.
hands with the racquet, turn wrist to manoeuvre.
Keep their ball under control.
Select a pathway- Stand in their gateway. Make a pathway through 2/3 different gateways, turn
Ball sent forwards using top of foot- laces area, ball kept in front of
and follow the pathway back.
player, look up to see where you are going. Change direction by
Look at colours- On calling a colour; go through 1/2/3 gateway/s of the colour and return back to
using the inside or outside of the foot, nudging the ball. To stop,
your gateway. Extension: pick a pattern e.g. red, blue, red, blue
overtake ball and put foot out or place foot on top of ball.
Put the racquet back. This time steer with your feet. Show pushing/nudging action with the
STEP- use smaller or larger balls, make the gateways smaller, add
top/side of the foot and how to stop. Play pathway games as above.
in more turns create a zigzag pathway, use both feet to steer ball.
Game/Group/Competitive Activity:
Remember to look up and ahead. Bend from the knees if rolling or
How many gateways in one minute? Using any of the above steering activities, choose a
using a racquet. If someone is at the gateway you are heading
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 towards what could you do? Wait or find another one.
minute?
Cool Down:
Tiptoe- ‘tiptoe, tiptoe stretch up tall,
Stretch up as tall as you can, hold balance. Curl up as small as you
tiptoe, tiptoe curl up small’.
can.
Repeat song several times. Sit down. Those with……on line up by the door. Can choose colours
of socks, T-shirts, shorts etc.
Equipment/Resources
Evaluation/Post Lesson Notes :
Music with good pulse/beat, range of balls, sizes, weights, hard/soft,
racquets (one per child), cones/markers, Top Start card- Steering.
STEP Space, Task, Equipment, People
Year Group: Foundation
Activity: Multi-skills Sending and Aiming 1
Lesson No.
7
Learning Outcomes:
Vocabulary:
ƒ Move with confidence, increased control and coordination
Roll towards, roll away, palm of hand, tips of fingers, balance, target,
ƒ To watch, copy and describe what others are doing, recognise movements
pace, distance, speed.
ƒ Show an awareness of space, of themselves and others
ƒ Recognise the changes that happen to their bodies when they are active
ƒ Use a range of small equipment, handle equipment with control
Teaching Points/Class Management/Differentiation (STEP)
Warm up:
Safety: Remind children of safety- when travelling, move around the outside of the
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.
hoops rather than over/through them. When stepping into the hoop, step over the
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.
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.
Skills Activity
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.
Game/Group/Competitive Activity:
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?
Cool Down:
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.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
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.
Equipment/Resources
Hoops, tennis ball each, cones, big balls, skipping ropes, beanbags,
tri/snag golf equipment if accessible. Top Start cards- On the move,
target rolling.
Year Group: Foundation
Activity: Multi-skills Tracking/retrieving and Aiming 2
Lesson No.
8
Learning Outcomes:
Vocabulary:
ƒ Move with confidence, increased control and coordination
Roll, roll away, overtake, target, goal, goalkeeper, track, in line, low,
ƒ To watch, copy and describe what others are doing, recognise movements
bend, retrieve, space, awareness.
ƒ Show an awareness of space, of themselves and others
ƒ Recognise the changes that happen to their bodies when they are active
ƒ Use a range of small equipment, handle equipment with control
Warm up:
Teaching Points/Class Management/Differentiation (STEP)
Animal Kingdom- Think of different animals and how they travel. Explore different ways. Bunny
Change the direction and speed of the movement. Look up and move
hop, crab crawl, horse gallop, frog jump, caterpillar walk, crocodile, chicken.
onto space.
Appropriate stretches. Discuss changes to their bodies so far.
Flat hands for the bunny hop- taking weight on hands.
Skills Activity
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.
Game/Group/Competitive Activity:
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?
Cool Down:
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.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
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.
Equipment/Resources
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.
Year Group: Foundation
Activity: Bouncing
Learning Outcomes:
ƒ Move with confidence, increased control and coordination
ƒ To watch, copy and describe what others are doing, recognise movements
ƒ Show an awareness of space, of themselves and others
ƒ Use a range of small equipment, handle equipment with increased control
Warm up:
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.
Skills Activity 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.
Game/Group/Competitive Activity:
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.
Cool Down:
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.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
Lesson No. 9
Vocabulary:
Bounce, high, low, fingertips, under, nearer, further, force, harder,
softer, control, space, awareness.
Teaching Points/Class Management/Differentiation (STEP)
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.
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.
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.
Equipment/Resources
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.
Year Group: Foundation
Activity: Bouncing 2
Learning Outcomes:
ƒ Move with confidence, increased control and coordination
ƒ To repeat and link bounces
ƒ To watch, copy and describe what others are doing, recognise movements
ƒ Show an awareness of space, of themselves and others
ƒ To work collaboratively with a partner
ƒ Use a range of small equipment, handle equipment with increased control
Warm up:
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.
Skills Activity
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.
Game/Group/Competitive Activity:
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?
Cool Down:
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.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
Lesson No. 10
Vocabulary:
Bounce, fingertips, under, nearer, further, force, harder, softer,
control, space, awareness, partner, looking up, eyes alert
Teaching Points/Class Management/Differentiation (STEP)
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.
Equipment/Resources
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.
Year Group: Foundation
Activity: Multi-skills Throwing
Lesson No. 11
Learning Outcomes:
ƒ Move with confidence, increased control and coordination
ƒ Show an awareness of space, of themselves and others
ƒ To explore and use skills, actions and ideas, and remember and repeat them
ƒ To work collaboratively with a partner
ƒ Use a range of small equipment, handle equipment with increased control
Warm up:
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.
Skills Activity
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.
Vocabulary:
Aim, accuracy, score, technique, palm, opposite, follow through, grip,
nearer, further, throw line, into, strength, pace, swing.
Teaching Points/Class Management/Differentiation (STEP)
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.
Game/Group/Competitive Activity:
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.
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.
Cool Down:
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.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
Control body; try to hold balance for 4-6 seconds.
Equipment/Resources
Beanbags, small balls, cones, flat marker and lines, ropes, spots, big
ball, skittles, hoops, buckets/boxes, Top Start cards- Target throwing.
Year Group: Foundation
Activity: Multi-skills Striking
Learning Outcomes:
ƒ Move with confidence, increased control and coordination
ƒ To watch, copy and describe what others are doing, recognise movements
ƒ Show an awareness of space, of themselves and others
ƒ Recognise the changes that happen their bodies when they are active
ƒ Use a range of small equipment, handle equipment with control
Warm up:
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.
Skills Activity
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.
Lesson No. 12
Vocabulary:
Strike, hit, eye-hand co-ordination, body position, ready position,
sideways, looking up, space, swing, follow through, racket, tee,
target.
Teaching Points/Class Management/Differentiation (STEP)
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).
Game/Group/Competitive Activity:
As children work around each activity allow them to score points. Can they beat their score on
their next attempt?
Cool Down:
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.
Evaluation/Post Lesson Notes :
STEP Space, Task, Equipment, People
Safety: be careful of hard surfaces. Remind children to touch the
ground carefully and in a controlled way.
Equipment/Resources
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.