PART A- WARM UP GAMES

Pirate Says Early Stage 1 Pirate says is a combination of captains coming and Simon says. Preferably played in a hall or gym with four walls. Commands: Main deck (Middle of the room or area) Man the life boats (A number is called out and players must get into a group of that number, then pretend to row) Scrub the decks Climb the Rigging Captains on Deck (Aye Aye Captain and salute) Captains Wife (Salute) Captains Daughter (Whistle) Man over board (fall to the ground) Walk the plank Hit the Deck Peg Leg (walk around with one leg straight) Port Starboard Bow Stern The commands must start with Pirate say. In order to progress the game further have the students do the movements in slow motion or speed up the commands to challenge their thinking and reaction skills. For future games the teacher could adapt the game to the topic they are learner for instance Space or the Zoo. Overview of content Active lifestyle Ways to be active Safe stretching and warm-up techniques

Games and sports Non-locomotor skills Stretching/bending/twisting Locomotor skills Running/sprinting Games Minor games -Imaginative games Outcomes and Indicators COES1.1 Expresses feelings, needs and wants in appropriate ways Responds to simple instructions and rules The game encourages students to use their active listening skills and follow instructions. INES1.3 Relates well to others in work and play situations Uses self-control to deal with anger or excitement The students learn to listen and wait for instructions as premature movements could be incorrect. MOSES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences Walks, runs, slides at different tempos/speeds The players will be changing direction and movement with the different commands. As the tempo or challenge increases the players will demonstrate these basic movements in a range of ways. ALES1.6 Develops a repertoire of physical activities in which they can participate Takes part in different types of physical activity, e.g. climbing, jumping, walking, dancing, skipping, running The different commands of the game calls for different movements for example scrub the deck the players drop to the fall and pretend to scrub then jump up for Captain on Deck GSES1.8 Demonstrates fundamental movement skills while playing with and sharing equipment Shows understanding of the language used in games by responding to verbal and nonverbal directions, e.g. run, hop, roll, chase, bounce, skip, wheel The players will learn the rules/commands of the game and be able to respond appropriately with the correct movement or direction. TES1.2 Demonstrates basic skills of classroom and group interaction, makes brief oral presentations and listens with reasonable attentiveness. Listens and follows one-step instructions

 Responds to simple instructions and rules within the game both with other students and the teacher. Equipment and teacher cues Teacher (Pirate) calling out the commands Whistle to keep control

Fish and Seaweed Stage 1 Fish and Seaweed is a game much like Crocodile may we cross your Golden River and Stuck in the mud, the game begins with one student, the Seaweed, in the water as in and the rest of the students, the Fish, line up on one side. The students will be wearing the coloured house shirts. The Seaweed when ready has a choice, but must alternate between, calling out a House name or colour where all those in that colour or house must run to the other side without being caught, and calling out All in the Water where all the students are to run to the other side without being caught. When a student is caught they must stand in one sport where they are caught and can pivot around, and are themselves Seaweed, and help catch students as a team. Once all Fish have crossed or attempted to cross to the other side the game continues until all Fish become Seaweed. In order to make the game more challenging the teacher could instruct the students to move only in a certain way for example, hop, skip, walk etc. Overview of Content Games and Sports Non-Locomotor skills Stretching/bending/twisting pivoting Locomotor Skills Running/sprinting Dodging Playing the Game Safety considerations Teamwork/cooperation Competition Fair Play Outcomes and Indicators COS1.1 Communicates appropriately in a variety of ways Expresses themselves through movement The game encourages students to communicate with each other and use their body language. INS1.3 Develops positive relationships with peers and other people Displays cooperation in group activities eg taking turns

 The game starts off as everyone for themselves, however as the game processes teams are formed and cooperation is needed in order for the game to run smoothly. PSS1.5 Draws on past experiences to solve familiar problems. Suggests solutions to problems The game allows the students to find individual and group solutions to the changing situations. GSS1.8 Performs fundamental movement skills with equipment in minor games Participates in a range of minor games and practices that assist skill development Students engagement in this activity allows them to practice such skills as dodging and ability in changing circumstances and conditions TS1.2 Interacts in more extended ways with less teacher intervention, makes increasingly confident oral presentations and generally listens attentively follows instructions on how to complete an activity The game allows the students to interact with each other outside of the classroom where they may not necessarily relate. Equipment and Teaching Cues Perimeter of witches hats (depending on the size of the class) approximately 30m long and 20m wide. Students should have on their house shirts The starting Fish will call a house name or colour, or All in the Water indicating which students to cross.

Salt and Pepper

Stage 2

Salt and Pepper is a game of communication whilst moving. The class is evenly split, if possible, into salt and pepper in which the students are secretly assigned to by the teacher. The teacher will blow the whistle for the game to commence and the children must move around and ask each other whether they are salt or pepper. If they find a match they shake hands and stay together, and if not they keep moving. The students must keep moving even if they are on the spot until they find their other half. The aim of the game is to pair up each Salt and Pepper in a small space of time and within a restricted area. The teacher can vary this by asking the students to only whisper, skip, hop or jump. Once the game is understood the teacher can ask what else pairs together for example Bread and Butter or they could add in a third aspect for example Salt, Pepper and Sauce. Overview of Content Games and Sports Locomotor skills Running/sprinting Jumping/landing Games Minor games -imaginative games -running games Playing the Game Teamwork/cooperation Rules and tactics Interpersonal relationships Communication Active listening skills Communication in group situations Outcomes and Indicators DMS2.3 Makes Decisions as an individual and as a group member Considers feelings and needs of others in making decisions The activity encourages students to make individual decisions when forming a pair or group whilst considering the other students

around them. PSS2.5 Uses a range of problem-solving strategies Performs a simple movement sequence given particular limitations e.g. restricted use of space, varied levels and tempo Identifies what needs to be done to achieve a goal The students must listen to the instructions and understand what their goal is; to find their partner. The students will work together as a team to communicate and interact in order to achieve their goal in a small space and a restricted time set by the teacher. Adding a new element to the game or changing it slightly calls for their attention and working with varied levels. GSS2.8 Participates and uses equipment in a variety of games and modified sports Describes how cooperation and encouragement lead to success in games By communicating and cooperating appropriately the students will be able to succeed in the goals of the game. IRS2.11 Describes how relationships with a range of people enhance wellbeing Demonstrates communication skills that enhance relationships This will be seen especially in the whisper challenge where the students will have to interact with each other and communicate to find a pair. NS2.2 Uses mental and written strategies for addition and subtraction involving two-, three- and four-digit numbers Select and use mental, written or calculator methods to solve addition and subtraction problems. Students will use mathematics to create the right amount in the pair or group. Equipment and Teaching Cues Perimeter set by cones of 20mx20m Whistle Timer. Vary time depending on how well they pick it up. Start with 2 minutes and then reduce the time.

Ball Course

Stage 3

The Ball Course game consists of 4 different stations where an activity will be setup. The class is split into 4 groups (for example 4-6 in each group) and each group will all start and finish at a different station in order to make taking turns easier and quicker. The first station will be a game of Captain ball where by each group has to do a full rotation of the game. The second station will be a relay from one marker to the next where students will run from one marker to the next with a ball between the legs and pass it to the next student until all those in the group have completed it. The third station students will run in a line passing a football along the line, whilst running from one marker to the next, and must achieve 20 passes in a row without a drop. The fourth station students will dribble a ball along the ground, around a witchs hat and back again. The teacher blow their whistle at each 2-3 minute (depending on the group sizes) interval indicated that each group should change stations. The aim of the game is for each group to complete the activities before the whistle is blown Overview of Content Active Lifestyle Ways to be active Skill development activities Games and Sports Manipulative Skills Throwing Catching Dribbling -hand, foot, stick Games Minor games -running games -simple ball games -relays Playing the Game Teamwork/cooperation Competition Rules and tactics Interpersonal relationships

 Communication Active listening Communication in group situations Outcomes and Indicators COS3.1 Communicates confidently in a variety of situations Uses negotiation skills in group activities, e.g. games In order to get through each activity the teams will work together and communicate efficiently when it comes to each task. For example in station 1 the students might negotiate that a certain pass, such as chest pass, is quicker or more efficient. INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations. Demonstrates actions that support the rights and feelings of others, e.g. fair play, consideration, encouragement, peer tutoring. The game engages the students to act accordingly towards each other and work as a team including encouragement and support for each other. MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations Adapts throwing action to cater for different types of equipment for distance, accuracy and speed, e.g. netball, Frisbee, shotput Each of the throwing stations has a different type of throw needed that the students will adapt to. For example throwing a netball directly in front to a person is less challenging than throwing a football to the side while running. GSS3.8 Applies movement skills in games and sports that require cooperation, decision making and observation of rules Combines a series of skills for use in a game, eg run, kick, catch and pass. Develops strategies for effective teamwork In order for the team to succeed they must work together and provide encouragement to each other. The students are combining a range of skills in the tasks for example, dribbling a ball around a marker. Equipment and Teaching Cues Balls: -Station 1 a Netball or Basketball -Station 2 a Volleyball or similar -Station 3 any type of Football -Station 3 a Soccer Ball Markers or Witchs hats -Station 1 two markers a metre apart (distance between the thrower and the rest of the group in Captain Ball)

-Station 2 two markers four metres apart -Station 3 two markers eight metres apart -Station 4 two makers three metres apart Whistle to indicate the switch to another station Timer