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Games and the National Curriculum

Key stage 1

When planning, build on the pupil’s enthusiasm and energy for movement and play.

Pupils should be taught how to move safely and creatively. They should be taught how to repeat and improve movements.

They should be given opportunities to work with a partner, to share ideas and to help others to improve their work.

Opportunities should be available for pupils to plan, perform and evaluate and appreciate. The main emphasis should be on the performing.

Include elements of health related fitness.

Pupils should be taught:

• Elements of games that promote spatial awareness, to include running, chasing and dodging to avoid others.
• To create and develop simple co-operative and competitive games and play these fairly and safely, first individually and when ready, in pairs and small groups
• To develop and practise different ways to send (throw, strike, roll, kick, bounce), receive and travel with a ball and other small games equipment e.g. beanbags, quoits.

Health related exercise

Pupils should be taught to:

• About the changes that happen to their bodies as they exercise and how to recognise the effects
• To describe changes to their breathing (faster), heart rate (heart pumps more quickly), appearance (feel and look hotter) and feelings ( tired or more energetic)
• To adapt good posture when sitting, standing and taking part in activity
• To prepare for and recover from activity appropriately
• The body uses food and drink to release energy for exercise
• That regular exercise improves health and how one feels
• That exercise helps body parts to work well

Pupils should be made aware about the appropriate clothing and footwear and to remove jewellery as it may cause injury.

Pointers to good practice

1. Encourage active exploration using a variety of equipment

2. Sometimes let the children choose the equipment they will use in exploratory tasks

3. Encourage free use of the space within a designated area

4. Assist children to be aware/mindful of other children when moving in a designated area and when sending balls away or swinging a bat/stick

5. Introduce direct teaching alongside exploratory work to help children shape their skills

6. Encourage children to link their actions together e.g. roll, chase and pick up to develop to moving objects or persons

7. Help children to measure their progress through participation in a variety of skill challenges e.g. how many, how far, how quickly

8. Introduce simple games as soon as pupils are able to cooperate/’compete’ with a partner e.g to throw underarm to a wall for a partner to catch after 1 bounce

Progression for games

The scheme of work from reception to year 6 is progressive in nature.

Exploration:

Reception

Individual work

Beginnings of partner work

Year 1

ndividual work

Partner work

Beginnings of group work

Year 2

Individual work

Partner work

Group work

Year 3

Individual work

Partner work

Group work

Competition

Beginnings of opposition

Year 4

Individual work

Partner work

Group work

Competition with opposition

Year 5

Individual work

Partner work

Group work

Team games (2v2,3,3)

Year 6

Individual work

Partner work

Group work

Team games (max 5v5)

Objectives for games

By the end of the scheme of work children should be familiar with the skills of:

Reception

Throwing

Catching

Rolling

Bouncing

Controlling and passing

Year 1

Throwing

Catching

Rolling/bowling

Bouncing

Controlling and passing

Kicking

Striking

Skipping

Year 2

Throwing

Catching

Rolling/bowling

Throwing/rolling/catching

Bouncing

Kicking

Striking

Skipping

Level descriptions

LEVEL 1

Pupils play and move in different ways performing simple skills alone and then with a partner. They listen to and respond to instructions. They are aware of others sharing the same space and can find a space in which to work safely.

LEVEL 2

Pupils explore activities with increasing confidence and control. They can link movements together in a short sequence that flows more smoothly. They can evaluate and appreciate other pupils’ movements in order to improve their own and give suggestions to improve the performance of others. They show sufficient control to work safely with others when using games equipment and can assist in taking it out and putting it away.

LEVEL 3

Pupils respond imaginatively to different stimuli and activities. They can put forward their own ideas what to include in a game. They recognise and follow rules of a game. They can improve their performance through practice and by self-assessment. Their movements show greater control. Linked actions are smoother. Techniques are increasingly effective, so that skill is more accurate and precise.

Games unit overview

Blank games unit:

Suggested curriculum map for games at ks1

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