Scheme of Work
Cambridge Primary
Physical Education 0069
Stage 2
For use with the curriculum framework published in 2019
Version 1
Copyright © UCLES September 2019
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
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Contents
Contents ............................................................................................................................................................................................................................................................................. 3
Introduction ....................................................................................................................................................................................................................................................................... 5
Unit 2.1 Controlling objects in game contexts .......................................................................................................................................................................................................... 8
Unit 2.1 Topic 1 Sending and receiving..................................................................................................................................................................................................................... 10
Unit 2.1 Topic 2 Striking and aiming ......................................................................................................................................................................................................................... 15
Unit 2.1 Topic 3 Partner and small-group work ....................................................................................................................................................................................................... 20
Unit 2.1 Topic 4 Games with objects ........................................................................................................................................................................................................................ 23
Unit 2.2 Using stories as a stimulus for dance ....................................................................................................................................................................................................... 28
Unit 2.2 Topic 1 Exploring actions ............................................................................................................................................................................................................................. 30
Unit 2.2 Topic 2 Focusing on dynamics .................................................................................................................................................................................................................... 33
Unit 2.2 Topic 3 Developing relationships ................................................................................................................................................................................................................ 36
Unit 2.2 Topic 4 Sequence making ........................................................................................................................................................................................................................... 40
Unit 2.3 Adventurous activities ................................................................................................................................................................................................................................... 43
Unit 2.3 Topic 1 Developing dynamic balance ........................................................................................................................................................................................................ 45
Unit 2.3 Topic 2 Travelling .......................................................................................................................................................................................................................................... 49
Unit 2.3 Topic 3 Climbing ........................................................................................................................................................................................................................................... 53
Unit 2.3 Topic 4 Parachute play ................................................................................................................................................................................................................................. 57
Unit 2.4 Healthy bodies ................................................................................................................................................................................................................................................. 60
Unit 2.4 Topic 1 Warming up and cooling down ...................................................................................................................................................................................................... 62
Unit 2.4 Topic 2 Developing healthy hearts and lungs ........................................................................................................................................................................................... 67
Unit 2.4 Topic 3 Eating for health .............................................................................................................................................................................................................................. 71
Unit 2.4 Topic 4 Using skipping ropes ...................................................................................................................................................................................................................... 74
Unit 2.5 Shape and space in gymnastics ................................................................................................................................................................................................................. 78
Unit 2.5 Topic 1 Body shapes .................................................................................................................................................................................................................................... 81
Unit 2.5 Topic 2 Exploring space ............................................................................................................................................................................................................................... 84
Unit 2.5 Topic 3 Using small apparatus .................................................................................................................................................................................................................... 88
Unit 2.5 Topic 4 Sequences on large apparatus ..................................................................................................................................................................................................... 91
Sample lesson 1 Unit 2.2 Topic 1 Exploring actions ............................................................................................................................................................................................. 94
Sample lesson 2 Unit 2.3 Topic 2 Travelling ........................................................................................................................................................................................................... 96
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary Physical Education Stage 2.
It contains:
 suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
 at least one suggested teaching activity for each learning objective
 a list of subject-specific vocabulary and language that will be useful for your learners
 sample lesson plans.
You do not need to use the ideas in this scheme of work to teach Cambridge Primary Physical Education Stage 2. It is designed to indicate the types of activities you
might use, and the intended depth and breadth of each learning objective. You may choose to use other activities with a similar level of difficulty.
The accompanying teacher guide for Cambridge Primary Physical Education will support you to plan and deliver lessons using effective teaching and learning
approaches. You can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 90
hours of teaching for Physical Education Stage 2. You can adapt the time, units and order of the units based on the requirements of your school and the needs of
your learners.
Unit
Suggested teaching time
Unit 2.1 Controlling objects in game contexts
18 hours
Unit 2.2 Using stories as a stimulus for dance
18 hours
Unit 2.3 Adventurous activities
18 hours
Unit 2.4 Healthy bodies
18 hours
Unit 2.5 Shape and space in gymnastics
18 hours
Total
90 hours
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Sample lesson plans
You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned
into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary Physical Education Teacher Guide has
information on creating lesson plans.
Other support for teaching Cambridge Primary Physical Education Stage 2
Cambridge Primary centres receive access to a range of resources when they register. The Cambridge Primary support site at
https://primary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the
programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.
Included on this support site are:
 the Cambridge Primary Physical Education Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning
 grids showing the progression of learning objectives across stages
 the Cambridge Primary Physical Education Teacher Guide, which will help you to implement Cambridge Primary Physical Education in your school
 templates for planning
 worksheets for short teacher training activities that link to the teacher guide
 assessment guidance (to support classroom assessment)
 links to online communities of Cambridge Primary teachers.
Resources for the activities in this scheme of work
We have assumed that you will have access to these resources:
 paper, pens and pencils for learners to use
 large movement space (indoor and outdoor)
 team colours, sashes or bibs
 stopwatches and chalk
 computer, projector and screen
 music and playing device, recording device (e.g. mobile device and video recording equipment)
 first aid kit.
Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available
in your school.
Websites
There are many excellent online resources suitable for teaching Cambridge Primary Physical Education. Since these are updated frequently, and many are only
available in some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Approaches to teaching Cambridge Primary Physical Education Stage 2
The learning objectives are organised into six strands which aim to integrate embodied learning in a holistic way.
 Moving Well
 Understanding Movement
 Moving Creatively
 Taking Part
 Taking Responsibility
 Healthy Bodies
Cambridge Primary Physical Education is taught through a broad range of movement tasks, challenges and physical activities. It includes cooperative, competitive,
athletic, adventurous, expressive/artistic and health-based contexts that are appropriate for each learning stage.
Physical education activities should enable learners to move for as much of each lesson as possible while being enjoyable. Activities that are learner-centred and
inclusive will promote learners’ confidence, self-esteem, cognitive abilities and social skills.
You can find more information and ideas for teaching and learning activities in the Cambridge Primary Physical Education Teacher Guide and schemes of work
available on the Cambridge Primary support site (https://primary.cambridgeinternational.org).
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.1 Controlling objects in game contexts
Unit 2.1 Controlling objects in game contexts
Outline of unit:
In this unit, a key focus is learners’ development of object control skills in game contexts. Through play-based experiences, individually and in groups, they
participate in and create tasks and challenges for themselves and others. In particular, they are guided to develop their sending and receiving skills, and their
striking and aiming skills. Learners’ knowledge and understanding of roles, rules, and tactics are also promoted.
Knowledge, understanding and skills progression:
This unit is designed to review and develop object control skills that have been nurtured through a variety of physical activities in Stage 1. These have focused on
specific movement skills, as well as tactics and related knowledge and understanding. Previous group learning from Stage 1 will also be revised and broadened
through the various learning activities focused on object control in this unit.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives covered in Unit 2.1 and topic summary:
Scheme of Work
2.1 Topic 1
Sending and
receiving
2.1 Topic 2
Striking and
aiming
2.1 Topic 3
Partner and
small-group
work
2.1 Topic 4
Games with
objects
123MW.0
1
Practise and refine basic movement skills.


123MW.0
2
Perform movement skills with increasing proficiency and use them sequentially.


123MW.0
3
Move with control and coordination, using space in different ways and moving with different
speeds and dynamics.
123MW.0
4
Refine and extend movement competence and confidence through responding and adapting to
the demands of a range of contexts, apparatus and equipment, showing coordination and
control.
123UM.03
Use simple criteria to evaluate success and identify the need for improvement in basic
movement tasks and challenges.
123UM.04
Understand and follow simple rules, or understand and use tactics or compositional ideas.

123MC.02
Explore and discover ways of interacting in movement with different situations and contexts,
including a range of apparatus and equipment.

123TP.01
Show involvement when working alone, when sharing space, in whole group physical activity and
when playing with others.
123TP.02
Know their roles and start to recognise others’ roles in a range of simple individual and small
team/group contexts.
123TP.04
Begin to take and share the lead in team/group work.
123TP.06
Listen to others and respond appropriately in a range of movement tasks and challenges.
123HB.04
Recognise the current limits of own capacities, and understand the risks associated with different
contexts and physical activities.
123TR.01
Show increasing ability to share space and equipment, to take turns and to cooperate with
others.
123TR.03
Demonstrate collaboration and begin to understand what fair play is in team/group physical
activities.

123TR.04
Understand when and how to engage the help of others during group movement tasks.

123TR.05
Give supportive feedback in partner/small group activities. Show appreciation of and respect for
contributions and motivation to improve.










Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.1 Suggested activities
Unit 2.1 Topic 1 Sending and receiving
Outline of topic:
This topic is based on sending and receiving skills, focusing particularly on throwing and catching skills. Learners work as individuals, and in small and large
groups, to practise their object control in games-based activities. During their learning of sending and receiving skills in the various activities, they regularly review
the progression of their skills and their collaborative play.
Language:




Nouns (object, games and body parts: stomach, arms, legs, feet, head, hand and back).
Vocabulary related to action (tag, underhand throw, overhand throw, rolling, catching, kicking, pushing, aiming, striking, bouncing, stopping, controlling, clap
and turn).
Vocabulary related to equipment (team colours: sashes or bibs; container, foam balls, beanbags, whistle, balloons and scarves).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MW.01 Practise and refine
basic movement skills.
Explain that this unit involves improving object control skills in a range of
games-based activities. This first topic is all about sending and receiving
objects, e.g. balls. Learners can send these to you or other learners. Ball skills
such as rolling, bouncing, dribbling (hands or feet), kicking, pushing, throwing,
aiming and striking are involved in sending. Receiving involves catching,
trapping, stopping and controlling an object.
Ask learners to try and use their fingertips to
roll the ball and not the palm of their hand.
Explain that fingertips are used to bounce balls
(not the palms of the hand).
123MW.02 Perform movement
skills with increasing
proficiency and use them
sequentially.
Give each learner a large ball and ask them stand in a space. Roll your own
ball along your body parts with one or two hands (stomach, arms, legs, feet
and head) naming body parts with the learners as they copy you. Learners try
rolling the ball in different positions, e.g. sitting and lying down. In pairs,
learners share body rolling ideas with one another.
Learners practise rolling their large balls into spaces and running to collect
them. Show different ways to make the ball roll: underhand throw or pushing,
one-handed or two-handed. Learners swap their balls for a different type of ball
that is smaller, harder, or a different texture or weight.
What differences do you notice when rolling different balls?
How fast does your ball roll when pushed?
Can you roll the ball so it stays along the ground?
Can you roll the ball with your favourite and your non-favourite hand?
Can you say why some balls roll differently from others? (e.g. faster, slower
and further)
Can you vary the speed of how you throw the ball? (e.g. slow, soft, fast and
hard)
Resources: foam balls (large), junior-size footballs or basketballs, tennis balls,
whistle (for you), music and digital playing device.
Learners select a large foam ball and explore different ideas while standing
still, e.g.
 Pass the ball from hand to hand.
 Pass the ball around the body from hand to hand.
 Bounce and catch.
 Bounce ball continuously with right and left hand.
 Send the ball up and catch.
 Send the ball up, let it bounce and catch.
 Send the ball up with one hand and catch with other hand.
 Send the ball up, clap and catch.
Remind learners to keep well-spaced and have
their heads up at all times to avoid collisions.
Review sending and receiving skills as required
(with individuals, groups or the whole class) as
they explore actions with the ball.
You can play music for learners during the ball
exploration activities.
Catching teaching points:
 Feet move to place body in line with ball.
 Eyes are focused on ball.
 Hands reach out to meet ball.
 Hands adjust to path and size of ball.
 Fingers are soft and slightly cupped.
 Catch the ball in hands only.
 Hand and finger closure is well-timed.
 Elbows bend to absorb impact.
Foot dribble teaching points:
 Keep the ball close to feet.
 Dribble with inside and outside of foot.
 Move the ball from one foot to the other
with light taps.
 Maintain even balance.
 Lift head to look around.
 Move arms to assist action.
Teaching points are more effective when
supported by demonstrations by you or other
learners, as visual modelling makes much
more impact than verbal input alone. Keep
instructions to a minimum and return to the
game or activity as soon as possible.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources


Scheme of Work
Teaching notes
Send the ball up, turn round and catch.
Tap the ball from one foot to the other.
This activity can be extended by allowing learners to have a choice of balls
(e.g. a catch with a tennis ball is harder than a bigger foam ball). You can also
introduce a balloon or a chiffon scarf.
Which sending skills in this activity are your best?
Which of your skills do you think you can make better? How can you make
them better?
What can we do to be better catchers or throwers?
Resources: foam balls (large), junior-size footballs or basketballs, tennis balls,
whistle (for you), music, digital playing device, balloons and chiffon scarves.
Learners practise object control while moving about the area. They select a
large foam ball and then walk or jog in their own space while exploring what
they can do with the ball.
They extend this activity to move about the whole playing area. They tap the
ball along the floor with one foot and then the other (foot dribble), while
walking. When you blow the whistle once, they stand still with one foot on the
ball. When you blow the whistle twice, they pick up the ball, and throw and
catch it three times in a row.
This activity can be extended by adding learners’ ideas to the whistle blows
(e.g. three whistle blows can mean hold the ball and do a silly dance or place
the ball on your head).
Resources: foam balls (large), junior-size footballs or basketballs, tennis balls,
whistle (for you), music, digital playing device.
123TP.06 Listen to others and
respond appropriately in a
range of movement tasks and
challenges.
123TR.01 Show increasing
ability to share space and
equipment, to take turns and
Give learners a beanbag each and ask them to stand in a space. The aim of
this activity is for each learner to walk around, throwing their beanbags
upwards and catching them as they drop while still moving. Two of the learners
are ‘taggers’, and they have to walk or run around with beanbags on their
heads, trying to tag the others who are practising their catches while walking.
When a learner is tagged (by being touched on the back), they stand still, put
their beanbag on their head and then drop their head forwards to catch the
falling beanbag five times. They rejoin the main activity once they have
Remind learners to keep well-spaced and have
their heads up at all times when moving to
avoid collisions.
If learners drop their beanbags when
performing their head-to-hands catch, have
them start their five catches again. Consider
timing this activity, with the taggers counting
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
to cooperate with others.
completed this catching practice.
how many learners they tag in 2–3 minutes.
Challenge subsequent taggers to beat the
‘tagging record’.
This activity can be extended by asking learners to throw their beanbags really
high while travelling around the space or trying to clap several times before
they execute a catch.
Did you share the space in this activity well?
How well did you follow the rules in this activity?
Learners work in pairs to:
 explore all the different types of sending that they can do
 explore all the different types of receiving that they can do.
Which different types of sending you can do? (e.g. roll, bounce, underhand and
overhand throws, with right hand and with left hand)
Can you describe all the different types of receiving that you can do? (e.g. pass
ball from hand to hand, pick ball up from roll, catch ball in two hands from
bounce, receive ball onto foot from roll and catch in one hand)
Did you take it in turns to give ideas in your pairs?
Can you improve your sharing in your pairs? (space, equipment and ideas)
Resources: beanbags.
Learners play in teams of five. One learner (the tagger) stands in the middle of
the playing area with a small foam ball. The other members of the team run
from one end of the playing area to the other, trying not to get tagged by the
ball as it is rolled or thrown towards them (the tagger uses an underhand
throw). Once a learner has been tagged by the ball (between waist and feet
height only), they join the tagger in the middle. The game is played until there
is one learner left, who then becomes the tagger for a new game.
Resources: small foam ball.
Learners play a game called ‘storks and frogs’. Ask two learners in the class to
wear a coloured sash or bib and be the ‘storks’. The rest of the learners are the
‘frogs’. Give each of them a beanbag (a ‘fly’). Ask the frogs to run around
carrying their beanbags in their hand or hands. Learners who are the storks try
to tag the frogs by touching them on their backs. When the frogs are tagged,
they place their beanbags on their head and stand still. The other frogs
underhand throw their beanbags to a tagged frog for them to catch, in order to
Underhand throw teaching points:
 Stand face on to direction of throw.
 Keep the head and trunk stable and eyes
focused on the target area.
 Hold the ball in front of the body.
 Step forward with opposite foot to throwing
arm.
 Well-timed release (between knee and
waist level).
 Follow through with a straight arm.
Overhand throw teaching points:
 Stand side on to direction of throw.
 Grip the ball with thumb and two fingers
(not fourth and fifth finger or the palm):
‘bunny ears grip’.
 Move the throwing arm in a downward and
backward arc.
 Step forward with the opposite foot to
throwing arm.
 Rotate hips and then shoulders forward.
 Bend the elbow as the throwing arm moves
behind the head.
 Forearm and hand lag behind upper arm.
 The throwing arm follows through across
body.
The overhand throw is a highly complex
movement skill that needs a great deal of
practice in games-based activities at this age.
Beginner throwers need to learn only some of
the basic teaching points such as the first four
of this list in the preparation phase of the throw.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
free them and help them return to the game (if the tagged frog drops the
thrown beanbag, they are still allowed back into the game as the focus is on
the underhand throw).
How can you improve your catching skills?
How can you improve your underhand throwing skills?
This activity can be extended by having a rule that if learners are tagged three
times, then instead of being released by an underhand throw, they become a
stork. Alternatively, storks can become frogs after a given time limit, changing
places with two chosen frogs. Play this activity in much smaller groups of five
or six within a given area. As there will need to be one stork per small group,
more learners will therefore have a turn at this chasing role.
Resources: beanbags, coloured sashes or bibs.
Divide the class into groups of eight and give each group one container filled
with beanbags. Two learners stand by the container and the other six spread
out in the playing area. Explain to learners that the aim of this activity is for the
two learners standing by the container to pick up one beanbag at a time and
overhand throw it anywhere in the movement space until all the beanbags are
gone. Ask the other six learners to retrieve the beanbags and run back with
them to the container. Time the activity (2–4 minutes). At the end of the game,
the number of beanbags in the playing area should be less than those in the
container. Advise learners to swap roles regularly so that they all have the
chance to be throwers and retrievers.
How well did you play together in a group today?
What can you improve about how you work with others?
Did you use the space safely and share it well with others in the activities?
When did you need to listen to others in the activities?
Resources: beanbags and beanbag container (e.g. bucket).
Scheme of Work
Teaching notes
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.1 Suggested activities
Unit 2.1 Topic 2 Striking and aiming
Outline of topic:
This topic is based on improving striking and aiming through a range of activities. Learners work individually, in pairs, and in small and large groups to practise
their skills. They use a wide variety of equipment, familiarising themselves with bats, rackets, and different types and sizes of balls, as well as other kinds of
throwing or striking objects. They follow and create a range of games and activities, regularly reviewing the skills that they have used, setting themselves future
movement goals. They also consider safety issues as they learn, offering suggestions to help make the movement space safer.
Language:
 Nouns (target, games, rules, points, distance, object, rally, circles, lines, speed, feet, hands, arms and legs).
 Vocabulary related to action (strike, aim, send, receive, catch, dribble, bounce, forehand, backhand, standing and travelling).
 Vocabulary related to equipment (chalk, marker, balloon, ball, bats, rackets, beanbags, shuttlecocks, quoits, cones, benches, nets, basketball stand
and goals).
 Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MW.01 Practise and refine
basic movement skills.
Explain that this topic focuses on striking and aiming skills. Show and explain
examples of these.
Make sure learners are well-spaced and
striking in the same direction, away from other
learners.
123MW.02 Perform movement
skills with increasing
proficiency and use them
sequentially.
Direct learners to work individually on the following activities:
 Select a bat or racket and a balloon, a small foam ball and a beanbag to
explore what can be done with these when striking.
 Select a ball to carry on a bat with the right and then the left hand.
 Send the beanbag up with a hand and catch it on a bat.
 Dribble a large foam ball along floor with small taps of a bat or racket,
using the right and then the left hand, using forehand and backhand.
 Send the ball up (with the hand, a bat or a racket), allow it to bounce and
catch it on a bat or racket.
 Send the ball along floor to a wall, receive it onto a bat from the wall and
repeat.
 Bounce the ball using a bat while standing still and when travelling.
Learners work individually with a bat or racket and a balloon or ball to make a
sequence of striking ideas while standing still and travelling about the space.
What were your favourite striking ideas today?
Which striking skill do you find easy?
Which of your striking skills need to be improved?
Resources: plastic bats or rackets, balloons, small and large foam balls and
beanbags.
In pairs, learners play hand tennis. They roll the ball to each other on the
ground to form a rally, or allow the ball to be caught before self-feeding to bat
back a return. They can also use their hands to strike a foam ball (rather than a
racket or bat) across an obstacle (e.g. a low net, bench or large cones). Ask
learners to bat the ball back and forth with their hands over the ‘net’ (they are
allowed to use either hand but not at the same time). The ball is allowed to
bounce once only before being hit. Each pair score a point for a rally of three
successful strikes in a row.
This activity can be extended by allowing learners to make up some rules in
their pairs (e.g. five points for a successful rally of five or more strikes and the
ball can bounce twice before being hit by a player). Foam balls can be changed
for a different size or type of ball.
Striking skills: these involve hitting an object in
some way, e.g. striking a tennis ball with a
tennis racket.
Aiming skills: these involve trying to hit a target,
e.g. throwing a beanbag towards a chalk target
on the wall.
Observe how learners respond to the tasks
individually, and in their pairs and groups,
focusing on their skill levels and their use of
skills sequentially. Make personal notes on this
for identifying areas for improvement.
Rally: a collective name given to a sequence of
back and forth shots between players.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Scheme of Work
Teaching notes
Resources: plastic bats or rackets, small foam balls, benches or low nets or
large cones.
Learners work with a partner. They select a racket or bat each and one ball,
beanbag, shuttlecock or quoit. They explore ways of sending their chosen
object so that their partner can receive it while standing still. They move further
apart and see if the sender is still successful in enabling the partner to receive
the object. They explore different equipment (e.g. change the ball to a
shuttlecock) and also different ways to send and receive so that both learners
can send to and receive from their partner each time (e.g. hitting the ball high
or low and bounce passing the ball). They share two or three ideas with
another pair and try out any new ideas that they have learned from the other
pair.
Resources: plastic bats or rackets, balloons, small and large foam balls,
beanbags, shuttlecocks, quoits, markers or cones, benches or low nets or large
cones.
123MW.03 Move with control
and coordination, using space
in different ways and moving
with different speeds and
dynamics.
Learners work individually, select a large ball and practise aiming at:
 targets on a wall (e.g. circles and lines at various heights; these might be
chalked onto the walls)
 a football-type goal against a wall
 freestanding targets (e.g. low basketball stand and skittles).
Give learners basic safety guidelines before
each activity begins (e.g. heads up and be
aware of others in the space as well as
equipment) as this is a key learning objective in
this section of the topic.
123HB.04 Recognise the
current limits of own
capacities, and understand the
risks associated with different
contexts and physical
activities.
Encourage learners to move about the space in different ways (e.g. walking,
running, hopping and skipping) before aiming. Ask them to also vary their
speed as they move. Remind them they need to be aware of other learners in
the movement space, especially as their speed increases.
Encourage learners to build towers to knock
over or goals to aim for, using the resources
provided. Pick out the most interesting
examples of created targets and the best target
aiming to show the whole class some ideas
and techniques they can copy, thereby
extending their movement vocabulary.
Learners work in pairs to roll balls towards a range of tower-like targets around
the space. They can construct these themselves before they begin their target
practice. They refine target aiming with each other’s help, ensuring that there is
always follow-through with the throwing arm. They vary the speed with which
they travel about the space, seeing how this affects their aiming skills.
Can you catch or trap the rebound from a target with different body parts such
as feet, hands, arms, legs and whole body?
Which targets are easy to reach?
Which targets are difficult and why?
What are your aiming skills like?
Train game: this is an opportunity for you to
assess learners’ creativity and collaboration.
Review rolling skills and make sure that all
learners try to use their opposite foot forward to
their rolling hand (e.g. left foot forward and right
hand releases the ball).
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Scheme of Work
Teaching notes
How do you intend to improve your aiming skills?
How does speed affect your aiming accuracy before you let the ball go?
Can you run fast towards a target and still be accurate with your aim?
How can we play games like this safely?
Resources: large balls, foam balls, wall targets (e.g. football-type goal, low
basketball stand and skittles) and tower-building equipment, like building
blocks.
Learners work in pairs to practise the accuracy of their rolling and target aiming
in a train game that they set up themselves. Review safety guidelines with all
learners before they begin playing their games. They choose one target (e.g. a
large cone) and draw two parallel lines with chalk on the floor leading towards it
(like a train track). They could also use markers as a ‘track’. Each time they
release the ball towards the target, they try to make sure the ball stays
between the parallel lines of the train track. If their ball stays within the parallel
lines, they can set up a scoring system and gain two points. If they also hit the
target, they can score an additional two points. They can also vary their
distances from their target to add or decrease challenge. Learners share their
target game with another pair and show them how to play it.
Can you say why it is important to follow through with the arm and hand
towards the target? (to increase accuracy – try to point to where you need the
ball to go after you release it)
Can you say why we need to have our opposite foot forward when rolling a
ball? (this helps you to get a better backswing and release of the ball. If you
use the same arm as leg you will block the rolling movement and not get a
good backswing)
Did you play this game safely?
Can you describe a safety rule we talked about for this game? (e.g. keep wellspaced and make sure the floor is dry and even)
Resources: large balls, foam balls, wall targets, chalk, a range of resources as
targets (e.g. skittles, milk crates, large cones, small football goals, gymnastic
mats placed against a wall and a low basketball stand).
Learners play a tag game. Divide the class into two groups and place them on
opposite sides of a divided space. Give each group three or four foam balls (or
light rubber balls). Individual players are not allowed to hold more than one ball
at a time. When you give the start signal, players roll or throw their balls
Tag game: make sure that learners are
prepared for tag games by experiencing a
variety of space-training activities beforehand.
Before playing, ask learners what risks there
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Scheme of Work
Suggested teaching activities and resources
Teaching notes
underhand and try to hit the feet or legs (below the waist) of the opposing
players. When a player is hit or their rolled (or thrown) ball is caught by an
opponent, they have to drop any ball that they are holding and move to join the
other group’s team. When all players are on the same side, they have finished
the activity.
might be in this tag game and how they can
minimise them? Risks might include slippage
and colliding with another learner while
running. Advise learners to keep well-spaced
and have their heads up when running. Check
the floor before playing with the help of
learners to see that it is dry and even.
Resources: foam balls or light rubber balls.
Ask learners to try to describe the skills they
experienced in this tag game and tell you how
good they think they were at performing them.
For example, ask for a thumbs-up sign if a
learner thinks they are good at aiming, running
or dodging, thumbs facing each other if they
are not sure and thumbs down if they think they
need to improve their aiming, running or
dodging.
While learners are playing, assess their skills
and which ones need further refining. Use your
personal notes for identifying areas for
improvement.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.1 Suggested activities
Unit 2.1 Topic 3 Partner and small-group work
Outline of topic:
This topic is based on partner and small-group work with objects in games contexts. Learners work in small groups in small-sided, modified games that focus on
developing team skills alongside object control. They are given opportunities to reflect on their and others’ skills, including their shared understanding of
collaborative and fair play.
Language:




Nouns (game, team, rules, fair play, feedback, possession, defender and attacker).
Vocabulary related to action (send, bowl, pass, run, catch, score, throw, bounce, dribble and tag).
Vocabulary related to equipment (hoops, markers, cones, balls, beanbags, footballs, basketballs, hockey sticks, hockey balls or pucks, foam balls and
coloured sashes).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123TP.01 Show involvement
when working alone, when
sharing space, in whole group
physical activity and when
playing with others.
Explain that this topic focuses on partner and small-group work with objects in
games contexts.
Review object control skills as required, but
emphasise the playing of the game throughout.
The design of games teaching at this age
should be play-teach-play. The teach phase
should be only for a few minutes when you see
the skill needs support in a play-based
situation. Learners then need to practise their
learned skills back in the game context.
123TP.04 Begin to take and
share the lead in team/group
work.
Partners, with a hoop each, stand behind a marker at opposite sides of a
playing area. Learners bowl their hoop as they pass each other and run to their
partner’s marker. They try to keep as close as they can to the hoop and remain
in control of it.
Divide a playing area into two with a player in each half and playing lines
marked with cones or markers. The server sends a foam ball into the receiver’s
half with an underhand throw and the receiver tries to catch the ball after one
bounce. The receiver gains one point for winning the rally by catching the ball
successfully. The server scores points if the ball is not returned after one
bounce, the ball is thrown out of court by the receiver or the receiver drops the
ball.
This activity can be extended by allowing two to three bounces or using slower
balls. You could give bonus points for catching the ball directly from the
server’s throw without letting it bounce.
Where is the best place to bounce the ball?
How can you get your partner out of position so you can win the point?
Can you guess where your opponent will bounce the ball? How will this help
you?
In pairs, learners create a game together which uses any small equipment (e.g.
hoops, balls and beanbags) and they play this together. They share their game
with another pair and play each other’s games, giving feedback to each other:
they give two stars (for two aspects they liked) and a wish (for one aspect that
could be improved).
How well did you play these activities?
What can you improve? (e.g. playing with others and dribbling skills)
Did you lead any of these activities?
Do you like to lead or prefer to follow someone else in group activities?
Resources: hoops, markers, cones, balls, beanbags, junior-size footballs,
junior-size basketballs, hockey sticks, soft hockey balls or pucks, and
foam balls.
Observe how learners respond to the tasks,
focusing on their individual skills and their
social skills in the group (involvement and
leadership). Make personal notes on this for
identifying areas for improvement.
Hoop bowling: in the bowling action, learners
need to use a backswing of the arm before
propelling the hoop forwards by the palm of the
hand and then following through with the arm.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123UM.03 Use simple criteria
to evaluate success and
identify the need for
improvement in basic
movement tasks and
challenges.
Learners work in two teams of four (one team has coloured sashes), playing a
game called ‘3-minute possession’. The playing area has a scoring line at each
end marked by cones or markers. The team with the ball (attackers) aims to
pass or hand dribble the ball over their opponents’ score line (they then score a
point). Teams are allowed 3 minutes’ possession. They keep possession of the
ball for 3 minutes and cross their scoring line as many times as possible. After
scoring, the ball is thrown from the centre by the attacking team to a teammate.
Defenders must stand 3 metres back until the ball is in play. Defenders try to
intercept the ball or tag a player (touch them on the back) with the ball. If they
are successful, the ball restarts from centre with the attackers. After 3 minutes,
possession changes. Vary the time and the rules to suit the group.
The 3-minute possession game: no contact
between players (except for tagging). The ball
cannot be taken out of the hands of a player.
Attackers maintain possession if the ball goes
out of the playing area, but it is taken from the
sideline.
123TR.04 Understand when
and how to engage the help of
others during group movement
tasks.
123TR.03 Demonstrate
collaboration and begin to
understand what fair play is in
team/group physical activities.
This activity can be extended by teams taking it in turns to be the attacking
team after every score. You can change the hand dribble to a foot dribble or a
hockey ball dribble.
Is it better to dribble or pass the ball to score quickly?
What kinds of help did you need in this game? Where did you get help from?
What did you do well in this game? (e.g. made good passes and helped my
teammates)
Resources: coloured sashes, cones or markers, beanbags, balls, hockey
sticks and soft hockey balls or pucks (optional).
Organise learners into groups of five or six. Two learners in each group collect
a beanbag. Each group works together in a zoned area that is clearly marked
by cones or markers. The tagger in each group tries to tag (touch on the back)
one of the two learners who have the beanbag. To avoid being tagged,
learners run and dodge the tagger or throw the beanbag to another learner. A
learner who is tagged while holding a beanbag becomes the new tagger.
Introduce a time limit of 3 minutes for the role of tagger, as necessary. Ask
groups to reflect on what they did well and what they can improve as a team,
sharing and comparing this with another group.
Did you play the games fairly?
What kinds of rules helped the games you played to be fair?
How and where can you get help when playing games?
How well did you play the games as an individual and as a team?
What can you improve in your game play?
Resources: coloured sashes, cones or markers and beanbags.
Hand dribble teaching points:
 Bend knees, legs comfortably spaced
apart.
 Lean trunk slightly forward.
 Use spread fingertips to control ball.
 Bounce ball to hip height.
 Dribble with either hand.
 Bounce ball in front and slightly to side of
body.
Observe how learners respond to the tasks,
focusing on their individual skills and their
understanding of collaborative and fair play.
Make personal notes on this for identifying
areas for improvement.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.1 Suggested activities
Unit 2.1 Topic 4 Games with objects
Outline of topic:
This topic is based on games with objects, giving learners opportunities to play and create small-sided, modified games that focus on developing certain skills.
There is a particular focus on developing learners’ social skills alongside their understanding of roles, rules, and tactics. Learners reflect regularly on their own and
others’ games, giving constructive and focused feedback.
Language:




Nouns (games, team, rules, roles, tactics, feedback, wolf, robber, self-throw and catch, home base line, possession and interceptor).
Vocabulary related to action (dribbling, foot dribble, hand dribble, pass, score, step, tag and carrying).
Vocabulary related to equipment (markers, cones, balls, basketballs, footballs, monster ball, sashes, bibs and whistle).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MW.04 Refine and extend
movement competence and
confidence through responding
and adapting to the demands
of a range of contexts,
apparatus and equipment,
showing coordination and
control.
Explain that this topic focuses on games with objects, developing key skills
through playing a range of games. In this topic section, the emphasis will be on
rules, tactics and developing ball skills.
Review object control skills as required, but
emphasise playing the game throughout. The
design of games teaching at this age should be
play-teach-play. The teach phase should be
only for a few minutes when you see the skill
needs support in a play-based situation.
Learners then need to practise their learned
skills back in the game context.
123UM.04 Understand and
follow simple rules, or
understand and use tactics or
compositional ideas.
What are tactics? (tactics are a way to achieve something. Often connected
with attacking and defending in games play)
Can you give me an example of a rule in a game?
Learners play a game called ‘What’s the time Mr Wolf?’ Line learners up at one
end of the playing area (their ‘home’) with a basketball each. Ask one learner to
be the ‘wolf’ that stands at the opposite end of the area and turns their back on
all the other players. Direct learners to hand dribble their balls towards the wolf,
asking them ‘What’s the time Mr Wolf?’ The wolf turns around and says ‘one
o’clock’ or any other time they wish. When the wolf is facing the learners,
remind them to stop travelling and dribble their balls on the spot. Whatever
time the wolf calls, means that the learners can take that number of steps
forward, i.e. ‘one o’clock’ means that they take one step forward (while
dribbling). In this way, learners try to reach the wolf and touch them; if they are
successful, they become the wolf. When the wolf says ‘Dinner time!’, it chases
the learners and tries to tag them on the back while they are hand dribbling
their balls back home. The activity then restarts from the home line.
This activity can be extended by having learners use any form of ball control
they like with any kind of ball, e.g. carrying, self-throwing and catching, foot
dribbling and holding between the knees.
What rules did we have in this game?
Did you use any tactics in this game?
Resources: junior-size basketballs, music, digital playing device and whistle
(for you).
Learners play a game called ‘basketball bumps’: give learners a basketball
each and ask them to begin hand dribbling when the music starts. Explain that
when the music stops, they must hold their basketballs and sit down on the
floor as quickly as possible. The last learner to control their basketball and sit
on the floor has to run twice around the outside of the playing area while hand
dribbling their ball (meanwhile the other learners carry on hand dribbling to the
music). The last learner then joins in the basketball bumps game again.
Resources: junior-size basketballs, music, digital playing device and whistle
Mr Wolf game: give learners 10 points. See if
they can keep all their points across several
games. If they get tagged, they lose a point.
The wolf changes every time that learners are
chased back home.
Hand dribble teaching points:
 Bend knees, legs comfortably spaced
apart.
 Lean trunk slightly forward.
 Use spread fingertips to control ball.
 Bounce ball to hip height.
 Dribble with either hand.
 Bounce ball in front and slightly to side of
body.
Body parts game: challenge learners by calling
a wide range of body parts in different areas of
the space.
Foot dribble teaching points:
 Keep the ball close to feet.
 Dribble with inside and outside of foot.
 Move ball from one foot to the other with
light taps.
 Maintain an even balance.
 Lift head to look around.
 Move arms to assist action.
Observe how learners respond to the tasks,
focusing on their physical skills (control and
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Scheme of Work
Suggested teaching activities and resources
Teaching notes
(for you).
coordination) with objects, as well as their
understanding of rules and tactics. Make
personal notes on this, identifying areas for
improvement.
Learners play a game called ‘body parts’: give learners a football each and ask
them to stand in a space. Explain that they will need to follow various verbal
commands after the whistle signal. These commands will involve putting parts
of their bodies on the ball or somewhere in the playing area as they are
undertaking the foot dribble, e.g. ‘dribble to the centre of the space and put
your knee on the ball’ and ‘dribble up to this end of the space and put your
elbow on the yellow line’.
Resources: junior-size footballs, music, digital playing device and whistle (for
you).
Learners play a game called ‘monster ball’. Divide the class into two teams and
give them a home base (a line of cones or markers). Give each team a
container of balls of different sizes and weights. Place a ‘monster ball’ (e.g. an
oversized ball such as a fitball) in the centre of the playing area. The aim of the
game is to throw balls at the monster ball, forcing it to move towards the other
team’s side of the court and behind their home base line. If the ball crosses a
team’s home base line, the attacking team gets a point. Players can retrieve
the smaller balls at any time, but they cannot block shots at the monster ball
and cannot touch the monster ball.
Which skill do you prefer when working with a ball? (e.g. hand dribble, foot
dribble and throwing)
Which ball skill are you best at?
Which tactics did you use as a team or individually in the activities?
Resources: variety of small and large balls, junior-size footballs, junior-size
basketballs, music, digital playing device, whistle (for you) and oversized
‘monster ball’ (e.g. fitball).
123MC.02 Explore and
discover ways of interacting in
movement with different
situations and contexts,
including a range of apparatus
and equipment.
Learners play a game called ‘ball robbers’. The whole class moves about the
space dribbling (hand) a ball. Four or five learners are ball robbers (without a
ball of their own) and they attempt to intercept dribblers’ balls without making
body contact. Dribblers try to maintain possession of their ball. Dribblers who
lose possession become robbers and try to gain possession of another
dribbler’s ball, but not the ball they have just lost.
123TP.02 Know their roles and
This activity can be extended by varying the number of robbers. Provide a ‘no-
Encourage players to be aware of others
around them. They need to control their ball
while also looking around to avoid any
collisions (as well as the robbers).
When dribbling the ball, learners need to keep
it close to them to protect it from the robbers.
Advise them to use low bounces when
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
start to recognise others’ roles
in a range of simple individual
and small team/group
contexts.
go’ zone for a player to have a rest for 5 seconds (robbers are not permitted
into the ‘no-go’ zone).
dribbling to avoid the ball getting too far out of
reach. They need to practise changing
directions while dribbling so that they can avoid
running towards robbers who might steal their
ball.
123TR.05 Give supportive
feedback in partner/small
group activities. Show
appreciation of and respect for
contributions and motivation to
improve.
Where did you bounce the ball when dribbling in order to maintain control?
What did you do to prevent the robbers from stealing your ball?
When you were a robber how did you steal the ball?
How did you know where to run in the space in order to avoid the robbers?
Resources: junior-size basketballs.
Organise learners into teams of four and pair one team of four with another
team of four. One team wears coloured sashes or bibs. Divide the playing area
into four squares with markers or cones and ask one player from each team to
go into each square. The team in possession of the ball passes it to teammates
in any of the four squares, trying to avoid interception by the defending team.
Players must always remain in their square. Players can pass in any direction.
No running with the ball is permitted. If the interceptors catch the ball or knock
it out of play, they take possession. Winners are those who score the highest
number of consecutive passes in a given time limit (e.g. 5 minutes).
This activity can be extended by varying the pass, e.g. high pass only and
bounce pass only. Learners can also pass in one direction only around the
squares. Use different balls to create different challenges, e.g. smaller or larger
balls and sports-specific balls (e.g. netballs, basketballs and rugby balls).
How can you make space to receive more passes?
How can you win the ball without making contact with the receivers? (e.g. try
and intercept the ball and keep finding a space to move into)
Resources: junior-size basketballs, a range of balls (e.g. rugby and netball),
markers or cones and coloured sashes or bibs.
Learners make up a new game in groups of four. They need to make sure the
following are included:
 clear roles for each player
 a scoring system
 at least two pieces of equipment (e.g. ball and cones)
 clear rules
 clear safety guidelines.
Chest pass teaching points:
 Stand face on to direction of throw.
 Keep eyes focused on target.
 Spread fingers around ball, thumbs behind
ball.
 Keep elbows down.
 Follow through with arms and fingers,
palms turned out.
Listen to group discussions and make personal
notes on these and your general observations
of learners as they engage in the activities for
identifying areas for improvement.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Each group of four shares their game with another group and they give each
other constructive feedback on the roles they played and what they liked about
the game (two stars), as well as what might be improved (one wish).
What were your roles in the games you played?
What were the roles of others in the games you played?
Who played well today and why?
How can you improve your games skills individually and as a team?
Resources: junior-size basketballs, a range of balls (e.g. rugby and netball),
markers or cones and coloured sashes or bibs.
Scheme of Work
Teaching notes
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.2 Using stories as a stimulus for dance
Unit 2.2 Using stories as a stimulus for dance
Outline of unit:
In this unit, learners are guided to develop their creative movement ideas in response to stimuli based on stories. These stimuli include colours, characters, events
and emotions from the stories. Learners are helped to improve their knowledge, skills and understanding of composition processes, alongside appreciation and
performance skills. They work individually, in pairs, in small groups and as a whole class, and learn how to vary actions, dynamics and relationships during their
sequence making. The unit ends with a whole-class performance based on the theme of stories. This is digitally recorded, supporting learners’ skills in observing,
describing and evaluating their own movements and those of others.
Knowledge, understanding and skills progression:
Learning at Stage 1 is built on and extended in this unit, with connections to previous learning in dance and gymnastics activities in which learners engaged in
composition, performance and appreciation processes. Learners work to improve their individual, pair and group composition skills, learning how to vary and
develop their movements and ideas. Through engaging in a broad range of movement challenges and performances, they learn how to improve what they do and
how they do it. Learners regularly review their own and other learners’ work, extending their descriptive and evaluative skills in doing so.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives covered in Unit 2.2 and topic summary:
Scheme of Work
2.2 Topic 1
Exploring
actions
2.2 Topic 2
Focusing on
dynamics
2.2 Topic 3
Developing
relationships
2.2 Topic 4
Sequence
making
123MW.0
1
Practise and refine basic movement skills.
123MW.0
2
Perform movement skills with increasing proficiency and use them sequentially.
123UM.01
Describe own and others’ movements using simple activity-specific vocabulary.
123UM.02
Describe actions, dynamics, space and relationships when observing and engaging in
movement.

123MC.01
Explore a variety of movements and movement patterns that begin to demonstrate creativity.

123MC.04
Discover and use a range of compositional ideas to express themes, moods and emotions.

123TP.02
Know their roles and start to recognise others’ roles in a range of simple individual and small
team/group contexts.

123TP.03
Know how to work independently towards the achievement of agreed movement goals.
123TP.04
Begin to take and share the lead in team/group work.
123TP.05
Recognise movement qualities in self and others and be able to describe own movement
strengths and areas for improvement.
123HB.02
Identify and name which body parts are being used during physical activity and why these are
important.
123HB.03
Identify the required level of intensity during a range of simple physical activities and begin to
work towards achieving this.
123TR.01
Show increasing ability to share space and equipment, to take turns and to cooperate with
others.
123TR.02
Understand individual responsibility for moving and using equipment and space safely, following
associated rules and regulations.
123TR.03
Demonstrate collaboration and begin to understand what fair play is in team/group physical
activities.

123TR.04
Understand when and how to engage the help of others during group movement tasks.

123TR.05
Give supportive feedback in partner/small group activities. Show appreciation of and respect for
contributions and motivation to improve.











Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.2 Suggested activities
Unit 2.2 Topic 1 Exploring actions
Outline of topic:
Learners explore a range of actions that are related to a selected story based on colours. They create individual and partner sequences, which exhibit variation
and contrast in action. These relate to the selected story’s colours, characters and events. Learners receive feedback on their sequences from others, and perform
individual and pair sequences, as well as a half-class demonstration. They develop their appreciation skills by giving focused feedback to others, describing and
evaluating what they have observed, especially in terms of actions.
Language:





Nouns (idea, topic, sequence and balance).
Vocabulary related to action (running, waving, folding, stamping, jumping, clapping, galloping, skipping, hopping, stretching, side gallop, bounce, step and
march).
Vocabulary related to body parts (arms, legs, feet, balls of feet, head, knees, trunk and eyes).
Vocabulary related to space (levels, spirals, circles, lines, diagonal and vertically).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123TP.03 Know how to work
independently towards the
achievement of agreed
movement goals.
Explain that this unit focuses on dance and how stories can be a stimulus for
creative movement ideas. This topic looks at colours in stories and how these
can be developed into certain actions.
Play appropriate music to accompany the
actions performed and use percussion
instruments as required.
Learners listen to the selected story and talk about the colour they learned
about. Learners reflect on the three primary colours (blue, red and yellow) and
discuss movements that might represent them:
 blue: cold colour, sky, water and balance
 red: hot colour, fire, anger and love
 yellow: hot colour, sunshine, energy and happiness.
Many children’s stories refer to colours.
Resources might include:
 Little Blue and Little Yellow by Leo Lionni
 The Mixed-Up Chameleon by Eric Carle
 Planting a Rainbow by Lois Ehlert
 The Day the Crayons Quit by Drew
Daywalt
 The Colors of Us by Karen Katz.
123HB.02 Identify and name
which body parts are being
used during physical activity
and why these are important.
123TR.02 Understand
individual responsibility for
moving and using equipment
and space safely, following
associated rules and
regulations.
What actions might we do to represent blue, red and yellow?
Learners explore actions inspired by the colour blue. For example, they make
cold movements: angular, fast, shivering, spiky, running on the spot to keep
warm, waving arms and legs around, and folding arms and crossing legs to
keep warmth in body. They join with a partner and join two of their ideas to
make a sequence of four ideas. Learners perform these together. They give
each other feedback on what they enjoy and like (star), as well as something
their partner can improve (wish).
Learners explore movements inspired by the colour red. For example, they
make hot movements: covering lots of space (like a fire), stamping, clapping
and jumping (angry). They join with a partner and watch each other’s ideas.
They give each other feedback on what they enjoy and like (star), as well as
something their partner can improve (wish).
Learners explore actions inspired by the colour yellow. For example, they make
hot movements: slow, stretched, wide, covering little space, lying on the floor
and stretching/curling. They join with a partner and watch each other’s ideas.
They give each other feedback on what they enjoy and like (star), as well as
something their partner can improve (wish).
Learners work in pairs to join together their favourite actions from the ones they
explored that are inspired by the three primary colours (four or five different
actions). As a half class, they perform pair sequences. As a whole class,
discuss things that worked well in the pair sequences and how actions might
be improved (e.g. actions could be clearer).
Which actions did you use in your sequences?
Which body parts did you use in your sequences?
Actions: travel, roll, stop, bend, stretch, twist,
turn, swing, climb, run, hop, crawl, walk, leap,
jump, gallop, skip and kick.
Give ideas as learners experiment or share
some best examples from learners. Using
vocal signals, and/or percussion instruments to
accompany movement and/or music can
enhance expression and atmosphere. Observe
how creative learners are and how well they
work alone and in pairs. Remind learners of
basic safety aspects: keeping well-spaced,
moving about with an awareness of others
(heads up) and bending knees before and after
jumping.
The half-class performance is an opportunity to
observe pair understanding of colours and their
influence on action content. After the
performance, ask them related questions that
connect with the learning objectives. Make
personal notes for identifying areas for
improvement.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Scheme of Work
Teaching notes
Which skills did you use in your pairs?
Did you use the space safely today?
What can you do better in dance? How will you try to improve your dancing?
(e.g. make clearer shapes and actions and make more interesting sequences)
Resources: percussion instruments, music and digital playing device.
123MW.01 Practise and refine
basic movement skills.
123UM.01 Describe own and
others’ movements using
simple activity-specific
vocabulary.
Learners discuss some of the characters in the colour-focused story or stories.
They reflect on potential use of space by these characters and how this might
be shown in certain actions they perform. Learners explore:
 walking and running on diagonal floor pathways
 galloping sideways in lines across the space
 jumping vertically (stretching with arms above head)
 travelling in spirals or circles using different actions (e.g. gallop, skip, hop
and walk on balls of feet).
Learners explore travels and jumps in the learning space and how these might
represent story characters or events. They:
 step quickly and lightly on the spot, to the fast beat of the drum
 take large, slow steps from place to place, through all the space, in curving
pathways on the floor, to the slow beat of the tambourine
 bounce softly and quickly on two feet on the spot and then from place to
place
 march through the space, with strong swinging arms, slowly and quickly.
Learners select a percussion instrument and use it to represent a colour or
character from the story they have listened to. They explore ways to play the
instrument and travel to the sounds (simultaneously), linking three of these
together to make a short sequence. They share their sequence with another
learner and discuss which actions they used, which sounds they created to
match these and how well they believe they performed their action sequence.
Resources: percussion instruments, music and digital playing device.
Play appropriate music to accompany the
actions performed and use percussion
instruments as required.
Side gallop teaching points:
 Keep rhythmical and relaxed.
 Move side, together, side, together (or
step, close, step, close).
 Keep feet facing to front (not in the
direction of travel).
 Bend knees slightly, weight on ball of the
feet.
 Travel in either direction.
 Keep trunk, head and eyes facing the front.
 Move arms to assist action.
Hop teaching points:
 Bend the support leg on landing and then
straighten it to push off.
 Take off and land on soles of feet.
 Move the swing leg in rhythm with the
support leg.
 Hop on both right and left legs.
 Keep head and trunk stable with eyes
focused forward.
 Bend and move arms to assist leg action.
Listen to pair discussions and make personal
notes on these and your general observations
of learners’ skills and their refinement as they
engage in the activities for identifying areas for
improvement.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.2 Suggested activities
Unit 2.2 Topic 2 Focusing on dynamics
Outline of topic:
In this topic, learners work individually, in pairs and in larger groups to explore a range of dynamics and how they can contrast them. They experiment with animalinspired actions that they create from a story, demonstrating contrasting dynamics for each. Their final task in this topic is to link together and perform animalbased actions in small groups that show varied dynamics in a meeting and parting sequence. Learners regularly review their performances across the topic’s
activities in terms of the dynamic variation they have shown.
Language:




Nouns (dynamics and posture).
Vocabulary related to action (step, run, leap, sliding, crawling, travel and turn).
Vocabulary related to dynamics (slow, fast, sharp, heavy, light, strong, sudden, soft, smooth, sustained, percussive, bound, free-flow and relaxed).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MW.02 Perform movement
skills with increasing
proficiency and use them
sequentially.
Explain that in this topic the focus is on how we move using different dynamics
(energies): how the body moves. Learners will explore and perform a variety of
actions that have differing dynamics. These dynamics will relate to the selected
story (The Mixed-Up Chameleon by Eric Carle).
Access to the book (freely available as an
audio book on the internet):
 Mixed-Up Chameleon by Eric Carle.
123HB.03 Identify the required
level of intensity during a
range of simple physical
activities and begin to work
towards achieving this.
Individually, learners explore some of the animal movements in the selected
story:
 galloping forwards very lightly like a giraffe
 tiptoeing slowly forwards and backwards with tall straight posture like a
flamingo
 taking big, slow, heavy steps like a bear or an elephant
 running fast and leaping like a deer
 sliding and crawling slowly on the floor, or walking or skipping fast with
imaginary fins (hand or arm actions) like a fish or a seal
 curling up slowly into a round shape like a turtle in its shell
 running lightly and quickly on tiptoes like a fly.
Play appropriate music to accompany the
actions performed and use percussion
instruments as required.
Dynamics: slow, fast, sharp, heavy, light,
strong, sudden, soft, smooth, sustained,
percussive, bound, free-flow and relaxed.
Use this opportunity to assess learners’
movement and sequence-making skills. Pick
out interesting ideas and dynamics as they
move and share them with the whole class,
explaining what is good about them.
Review each of the animal movements and discuss the dynamics that were
used. Ask learners whether different dynamics require different intensity levels
(high, medium and low intensity).
What happened to your heart when you were moving strongly and quickly?
Can you feel your heart beating faster now or has it slowed down?
What happens to your body temperature when you perform a strong or fast
action?
In pairs, learners copy their partner’s animal ideas, taking it in turns to be the
leader. Encourage the leading learner to change the dynamic they are using
whenever they wish. The learner following needs to be very observant and try
to keep up with their partner’s quality of movement and use of space.
Which dynamics did you choose when moving?
Did some dynamics make you feel out of breath or tired?
Which dynamics did your partner do?
How easy was it for you to follow your partner?
Resources: music and digital playing device or percussion instruments.
123UM.02 Describe actions,
In groups of three or four, learners make a meeting and parting sequence with
Listen to group discussions and make personal
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
dynamics, space and
relationships when observing
and engaging in movement.
the animal ideas they have explored. They start away from each other, travel
forwards to meet, and then turn and travel away from each other. They need to
express a clear dynamic ‘story’ when they do this, varying how they perform
their animal actions. Groups share their sequences with another group and
discuss the dynamics that they used and how clear they were.
notes on these and your general observations
(for identifying areas for improvement) of
learners’ understanding of dynamics in action
and their creativity levels as they engage in the
group dance.
123MC.01 Explore a variety of
movements and movement
patterns that begin to
demonstrate creativity.
Organise a whole-class performance of the meeting and parting group
sequences, setting off groups in canon (one after the other, or two or three
going at the same time). Learners observe different groups in between their
own performance and gain experience in a whole-class performance. When
they have finished their small-group dances, they move to the edges of the
movement space to become part of the audience.
Which dynamics did you have in your group sequence?
Which actions did you choose and how did these link to the animals that you
chose to dance about?
How creative was your own group sequence and why do you think this?
Resources: music and digital playing device.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.2 Suggested activities
Unit 2.2 Topic 3 Developing relationships
Outline of topic:
The core focus in this topic is relationships. There is revision of what relationships might include in the dance context: self and body parts, and self and others.
Learners work individually, in pairs and in larger groups during their composition processes. They link together actions that show relationship contrasts, regularly
reviewing and evaluating their performances. They also use various sources to learn to take turns, collaborate and seek help in their dance work.
Language:





Nouns (ideas, sequence, shapes, contact and body parts: hands, feet, arms and knees).
Vocabulary related to action (travel, clap, jump, swing, bend, stretch, turning, discuss and link).
Vocabulary related to relationships (side by side, back to back, front to back, one in front, one behind, meeting and parting, advancing and retreating, mirroring,
matching, opposite, facing, leading, following, canon and unison).
Vocabulary related to space (levels: low, medium and high).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123TP.04 Begin to take and
share the lead in team/group
work.
Explain that this topic involves learners exploring different kinds of relationships
with different parts of their body, and also with a partner or partners. These
relationships are inspired by characters from the book The Day the Crayons
Quit by Drew Daywait.
Access to the book (freely available as an
audio book on the internet):
 The Day the Crayons Quit by Drew
Daywalt.
Learners work individually using different body parts, copying the teacher:
 clapping hands
 jumping
 swinging arms
 stamping feet
 bending knees
 stretching whole body upwards to ceiling.
Play appropriate music to accompany the
actions performed and use percussion
instruments as required.
123TR.01 Show increasing
ability to share space and
equipment, to take turns and
to cooperate with others.
Discuss how different parts of their bodies might express certain emotions (e.g.
clapping hands or jumping can show happiness and stamping feet can show
anger). In the selected book, the crayon characters express different emotions
and talk about animals that they also colour in (e.g. the grey crayon colours in
large animals like rhinos and elephants, but does not want to do this any more,
and so gets bored and fed up).
In pairs, learners create a jumping and clapping pattern that represents a
happy emotion. They explore two different types of jumps (e.g. low, high, star
and turning) and how they will be performed (e.g. side by side, opposite and
one behind the other). They practise clapping with hands and also clapping on
their own bodies, and clapping on different levels (high, medium and low). They
perform this jumping and clapping sequence to another pair and discuss the
relationships used and why certain jumping and clapping patterns worked
better than others.
How did you show your happiness through jumping and clapping?
Did your sequence look and feel happy?
In pairs, one learner makes a shape that shows an annoyed or angry emotion
which the partner mirrors (standing opposite them). Learners take turns to
make and mirror annoyed and angry shapes. Encourage learners to create
shapes on different levels (high, medium and low).
In pairs, learners link together the emotional ideas that they have practised,
telling a story. They might go from being happy to sad and then happy again,
joining together jumping, clapping, body shapes and other actions of their own
choice. As a half class, they demonstrate emotion-based sequences. The half
Relationships: with self and body parts (head to
arm, knee to torso and hand to feet), self and
others (side by side, back to back, front to
back, one in front, one behind, meeting and
parting, advancing and retreating, mirroring,
matching, opposite, facing, leading, following,
canon and unison).
Remind learners of safety basics: bending
knees before and after jumping.
Observe learners and listen to their
discussions, making personal notes on these
and your general observations (for identifying
areas for improvement).
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Scheme of Work
Teaching notes
class observing give the performing learners a wish (something they could
improve) and a star (something they did well).
Who led the ideas in your sequence making? Who followed?
How did you share the space with other learners?
How well did you work with your partner?
Resources: music and digital playing device or percussion instruments.
123TR.03 Demonstrate
collaboration and begin to
understand what fair play is in
team/group physical activities.
123TR.04 Understand when
and how to engage the help of
others during group movement
tasks.
In pairs, learners explore dancing near to their partner and linking a body part
with each other (e.g. standing back to back, holding one hand and pulling away
from each other). They develop this to show clear body shapes and actions as
they experiment with travelling about the whole space, sometimes moving by
themselves and sometimes moving while being in contact with (or very close
to) their partner.
What ideas do you have when you dance by yourself?
Do you get help for your dance ideas from your partner? From the teacher?
From yourself?
How well do you work with your partner as you dance with them?
Develop the idea of dancing near to someone and far away from someone as a
whole class. Talk about the crayons in the story and how they are close
together in the box and then they are used independently. Some are used
more than others, and they get tired and fed up. Others are bored at not being
used. Others are happy. Ask learners to stand close together like a big box of
crayons. Guide them to experience different emotions with your voice and the
instruments or music that you play. A suggested structure might be:
 Learners start close together in upright positions, like crayons in a box.
 One by one, or several at the same time, learners start to move about
the space as they are used like a crayon (e.g. turning, making patterns
on the floor with their feet, moving their arms in circles or lines,
stepping in different ways and making different sizes: large, small and
medium).
 They take on an emotion of their choice as they dance: happy, sad, fed
up and angry. How can you show this in your movements and shapes?
 Tell learners it is time for the crayons to be put away before they go to
bed. Guide them slowly back together as a group into their original box
of crayons.
As learners work, show some of the most
interesting actions and sequences to other
learners and encourage them to explore these
ideas to extend their personal movement
vocabularies.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
How do you share space fairly and safely with other learners?
How well did you work in the whole-class dance?
If you didn’t have any ideas about how to move, where did you get some help?
(e.g. by watching other learners)
What kinds of relationships did we show in this dance?
Resources: percussion instruments, music and digital playing device.
Scheme of Work
Teaching notes
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.2 Suggested activities
Unit 2.2 Topic 4 Sequence making
Outline of topic:
This final topic focuses on the preparation and performance of a final composition based on stories, including the characters and emotions found in them. Learners
work towards a final whole-class performance, which is digitally recorded. They are guided to reflect on their own performances, and also evaluate the final
performance and the creative processes in which they engaged.
Language:



Nouns (dynamics, relationships, group, pairs, strengths, improvement, dynamics, structure, section, circles, lines and patterns).
Vocabulary related to action (meeting, parting, turn, travel, reflect and discuss).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MC.04 Discover and use a
range of compositional ideas
to express themes, moods and
emotions.
Explain to learners how they will use their work across this unit to make a
group dance based on stories and the characters and emotions that they have
explored through movement. A suggested structure for the final group
composition is:
 Section A: In pairs, learners perform four or five favourite actions that are
related to the three primary colours (blue, red and yellow).
 Section B: In groups of three or four, learners perform a meeting and
parting sequence with the animal movement ideas that they have explored.
They start away from each other, travel forwards to meet, and then turn
and travel away from each other. They need to express a clear dynamic
‘story’ when they do this, varying how they do their animal actions. Set
them off in canon, one or several groups at a time travelling across the
space.
 Section C: The crayon box: learners start close together in upright
positions, like crayons in a box. One by one, or several at the same time,
they start to move about the space as if they are being used like a crayon
(e.g. turning, making patterns on the floor with their feet, moving their arms
in circles or lines, stepping in different ways and making different sizes:
large, small and medium). They take on an emotion of their own choice as
they dance: happy, sad, fed up and angry.
 Section D: The crayons (learners) need to be put away in their box before
they go to bed. Guide the learners to slowly come back together as a
group into their original box of crayons (standing close together).
The final dance composition can include
learners’ favourite ideas from the whole unit.
This can be discussed with learners to make
sure you include their preferences.
123TP.02 Know their roles and
start to recognise others’ roles
in a range of simple individual
and small team/group
contexts.
Play a range of music and allow learners to
choose their favourite pieces for the final
dance.
Where did we get our ideas from in this dance?
How did you show your character as you danced?
What emotions were shown in this dance?
Which emotion did you show when you danced?
What roles did you have in this dance? And as a group? And as a class?
Resources: music and digital playing device.
123TP.05 Recognise
movement qualities in self and
others and be able to describe
own movement strengths and
areas for improvement.
Digitally record the final class dance. Everyone observes this and reflects on
the piece, noting how successful the dance was in terms of:
 the theme of its stories
 the variation of action, dynamics and relationships
 the different roles that learners adopted.
123TR.05 Give supportive
feedback in partner/small
Organise learners into pairs and ask them to reflect on and discuss their
individual movement strengths and areas for improvement during the group
Make sure that feedback is constructive and
clearly focused on the learning objectives.
Observe learners and listen to their
discussions, making personal notes on these
and your general observations (for identifying
areas for improvement).
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
group activities. Show
appreciation of and respect for
contributions and motivation to
improve.
composition process. They need to draw or discuss two aspects they were
good at and one aspect they need to improve, and then share these selfreflections with a partner.
How did you change your movements in the dance to perform at your best?
What can you do better in dance? (e.g. listen better, practise some movements
at home and remember your sequence)
How well did you work with others in the group dance?
What can we improve as a whole class when we dance together?
Resources: music and playing device, digital camera or video recording
equipment, paper, pencils and pens.
Scheme of Work
Teaching notes
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.3 Adventurous activities
Unit 2.3 Adventurous activities
Outline of unit:
In this unit, learners engage in a series of adventurous activities involving a variety of resources and roles. The adventure-based learning activities focus on the
development of three core movement skills: dynamic balance, travelling and climbing. There is also a final topic on parachute games. Learners review the
importance of safety and risk management throughout this unit, and they learn how to follow and create rules for physical activities. They develop their personal
responsibility when moving in different spatial contexts and when using equipment during each of the four topics.
Knowledge, understanding and skills progression:
Learners will have developed their awareness of moving safely and following rules in previous units during Stage 1. They will also be used to working with other
learners in collaborative and adventure-based contexts. In this unit, learners continue to develop these skills, exploring and navigating a number of movement
challenges with varied equipment.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives covered in Unit 2.3 and topic summary:
Scheme of Work
2.3 Topic 1
Developing
dynamic
balance
2.3 Topic 2
Travelling
2.3 Topic 3
Climbing
2.3 Topic 4
Parachute play
123MW.0
1
Practise and refine basic movement skills.
123MW.0
4
Refine and extend movement competence and confidence through responding and adapting to
the demands of a range of contexts, apparatus and equipment, showing coordination and
control.
123UM.04
Understand and follow simple rules, and understand and use tactics and compositional ideas.
123MC.03
Respond to given and selected tasks and challenges in a range of movement contexts.
123TP.03
Know how to work independently towards the achievement of agreed movement goals.

123TP.04
Begin to take and share the lead in team/group work.

123TR.01
Show increasing ability to share space and equipment, to take turns and to cooperate with
others.
123TR.02
Understand individual responsibility for moving and using equipment and space safely, following
associated rules and regulations.










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
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.3 Suggested activities
Unit 2.3 Topic 1 Developing dynamic balance
Outline of topic:
This first topic in the unit involves developing learners’ dynamic balance. Learners work individually, in small groups and as a whole class. They also work without
any equipment and with a range of unconventional equipment (e.g. rolled-up newspapers) at times, in order to develop their dynamic balance skills in innovative
challenges. They follow teacher and peer instructions, and they have opportunities to be creative in their own movements and the design of activities that help to
promote dynamic balance in themselves and others.
Language:





Nouns (points, directions and obstacle course).
Vocabulary related to equipment (cones, markers, skipping rope, hoop, bench, beam, tissue, chiffon scarf, garden hose, beanbag and stick).
Vocabulary related to body parts (head, toes, feet, knees, trunk, arms, elbow, hand, palm and chin).
Vocabulary related to action (dynamic balance, locomotor action, line walk, beam walk, gallop, hop, skip, roller-skating, skateboarding, lying down and jump).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MW.01 Practise and refine
basic movement skills.
Explain to learners that this topic will focus on dynamic balance (being able to
manage or control the body well while moving). Demonstrate some examples
of dynamic balance (e.g. walking along a bench or beam). Ask learners if they
take part in any activities that involve balancing while they are moving (e.g.
roller-skating, skateboarding and gymnastics beam work).
Make sure learners are well-spaced throughout
these activities. Give them regular reminders
that they need to be aware of others and move
in safe and sensible ways.
123TR.02 Understand
individual responsibility for
moving and using equipment
and space safely, following
associated rules and
regulations.
Ask learners to work in pairs and perform a line or beam walk on the floor (they
can be on tiptoes for additional challenge), on a bench or on a low beam. They
can imagine they are walking a tightrope in a circus. Pairs give each other
feedback and say how well they perform the line or beam walk.
This activity can be extended by learners walking along the length of a garden
hose or a skipping rope. This will challenge learners who might not be ready for
the more difficult beam walk.
Are you good at balancing?
Why is it easier to balance on the floor than on something narrow?
Which balance activities that move (dynamic balances) can you do?
How do we move safely when on a bench? (e.g. behave sensibly, listen to the
teacher’s instructions and rules, and support your partner when necessary)
Resources: benches, low beams, music, digital playing device and garden
hose or skipping rope (optional).
Each learner is given 10 points. They place a tissue or chiffon scarf on their
head and start dancing and moving around the room, trying not to drop the
tissue or chiffon scarf. They can catch it as it drops and put it back on their
head and keep playing. However, once the tissue or chiffon scarf hits the floor,
they lose a point from their original total of 10.
Dynamic balance involves maintaining control
and balance while moving. It is required for
most locomotor skills such as hopping, running,
dodging and jumping. It is also essential for
other physical activities such as riding a bicycle
or using a skateboard or surfboard.
Line or beam walk teaching points:
 Use a stepping action, i.e. alternate feet.
 Walk fluidly without pauses.
 Keep both feet on the beam or line with
toes facing the front.
 Keep head and trunk stable and facing the
front.
 Use arms when necessary to maintain
balance (these can counterbalance any
sway).
Tissue box feet can be made in an art class or
at the beginning of a few physical education
lessons. Each learner needs to have two tissue
boxes and they can decorate these to become
monster-like, with cardboard claws, fur, colours
and designs. They put their feet inside the
tissue box feet to perform the actions.
Resources: tissues or chiffon scarves, music and digital playing device.
Learners make tissue box feet (to represent monster feet) and place their feet
inside them. The challenge is for them to follow your directions while travelling
in the monster feet. Direct them to perform a number of locomotor actions, e.g.
walking forwards, sideways and backwards, jumping and dancing to music.
How good are you at balancing with your monster feet on?
Do you find balancing with monster feet on easy or difficult?
Observe learners, making personal notes on
their skill levels in moving and using the
equipment and space safely (for identifying
areas for improvement).
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Scheme of Work
Teaching notes
Resources: tissue boxes, music and digital playing device.
Learners try balancing different objects to see which shapes are easiest to
balance as they stand and then move about the space. Give them a choice of
objects (e.g. rolled-up newspaper stuck with tape, large feathers, beanbags
and plastic sticks). Encourage them to use different body parts to balance the
objects, such as the palm or back of their hand, or their knee, foot, elbow or
chin. They can also try lying down and getting back up again while trying to
balance their object.
This activity can be extended by learners bouncing the balancing object from
one body part to another (e.g. bouncing it from one hand to another by giving
the object a small push). Learners can also work in pairs to pass balanced
objects to each other using the ‘jump’ method, while standing and moving
about the space.
Which objects balance the best or the worst?
Was it easier to stand still and balance your object or move with it?
Which body parts were easy to balance objects on? Which ones were more
difficult?
Resources: craft materials, newspaper, tape, large feathers and beanbags or
plastic sticks.
123MC.03 Respond to given
and selected tasks and
challenges in a range of
movement contexts.
Divide the class into pairs and ask them to choose chalk or sticky floor spots to
make up a hopscotch grid (a single square followed by a pair of squares
numbered from 1 to 10). Once the hopscotch grid has been made, direct
learners to play the traditional game of hopscotch with a beanbag each as their
marker. They take it in turns to throw this beanbag on each of the numbers in
sequential order, starting with number 1. They need to hop on the single
square and jump with two feet on the pair of squares. When they reach the
final square (usually number 10, unless it has their beanbag on it) they need to
turn around, and hop and jump back to the beginning, picking up their beanbag
on the way. A learner is not allowed to hop or jump on a hopscotch square that
has a beanbag on it. Partners take it in turns to hopscotch after each beanbag
throw. Give learners three attempts each to throw their beanbags on a
particular square. They begin their turns where they last left off.
This activity can be extended by placing a circle of cones or markers around
the perimeter of the hopscotch grids. Repeat the above activity, but while one
Here is an example of a hopscotch grid:
Hopscotch: if, while hopping through the grid in
either direction, the player steps on a line,
misses a square or loses balance, their turn
ends. The first player to complete one course
for every numbered square on the grid wins the
game.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Scheme of Work
Suggested teaching activities and resources
Teaching notes
of the learners is undertaking their hopscotch, their partner can practise
hopping around the cone circle on their right leg and returning on their left leg.
Hop teaching points:
 Bend the support leg on landing and then
straighten it to push off.
 Take off and land on soles of feet.
 Move the swing leg in rhythm with the
support leg.
 Hop on both right and left legs.
 Keep head and trunk stable with eyes
focused forward.
 Bend and move arms to assist leg action.
How well did you play the hopscotch game?
Did you work well with your partner?
Have you played hopscotch before?
Which skills are you practising in this activity?
Resources: chalk, skipping ropes, sticky floor spots, beanbags and cones or
markers.
Ask learners to get into pairs and make up their own dynamic balance activity
with a maximum of two pieces of small equipment (e.g. skipping rope and
hoop). This needs to be a safe activity with clear rules and a scoring system.
Pairs review each other’s ideas and give feedback: two things they liked (stars)
and one thing that can be improved (wish).
Resources: hoops and skipping ropes.
Model the construction of an obstacle course to develop dynamic balance
skills. Then organise learners to work in groups of three or four, setting up their
own obstacle courses with a range of equipment (e.g. benches, low beams,
hoops, skipping ropes, plastic hurdles, large cones with plastic sticks balanced
across them and cardboard boxes). Encourage them to explore different ways
of moving from, across, onto, along, on and off their apparatus. Groups swap
obstacle courses and try out other learners’ dynamic balance ideas too.
How good are you at balancing?
How can you improve your balancing skills when you move?
Which obstacle course did you enjoy the most and why?
Resources: benches, low beams, hoops, skipping ropes, plastic hurdles,
plastic sticks, large cones and cardboard boxes.
Observe learners as they participate in the
activities, making personal notes on their
responses to the tasks and challenges,
identifying areas for improvement.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.3 Suggested activities
Unit 2.3 Topic 2 Travelling
Outline of topic:
In this topic, learners work individually and in a range of group sizes, following and creating a range of tasks and challenges that involve travelling from one place
to another. They experience a range of travels that include skipping, galloping, running, hopping and jumping as far as possible. They engage in collaborative and
problem-solving processes as they take on different roles.
Language:






Nouns (game, movement, travel, sequence, space, bridge, direction, speed, leader and follower).
Vocabulary related to action (run, skip, gallop, side gallop, jump for distance, dodging, sliding, crawling and tiptoe walk).
Vocabulary related to space (right, left, forwards, backwards, zigzag and circular or line pathway).
Vocabulary related to body parts (feet, knees, legs, stomach and bottom).
Vocabulary related to equipment (cones, hoop, balloon and ball).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MC.03 Respond to given
and selected tasks and
challenges in a range of
movement contexts.
Explain to learners that this topic will involve experiencing and developing
different ways of travelling from one area of the movement space to another.
Remind learners to keep well-spaced in all
travelling activities, and to be aware of other
learners and where they are heading.
Learners explore different movements by pretending they have been zapped
by an alien and a particular part of their body has been frozen for a short time.
They move freely about the space in time with the music or a drum beat. Stop
the music and call out a particular body part e.g. knees or feet. Re-start the
music and learners move about the space pretending they cannot move this
body part e.g. knees: players walk with stiff legs (without bending their knees);
and feet: players slide on stomachs (without using feet).
Resources: music, digital playing device, drum and beater.
Learners play a game called ‘alphabet’. They move across the space in
different ways (e.g. skipping, galloping, running, walking and hopping) until you
call a number and a letter of the alphabet. They then form groups according to
the number called and make the shape of the letter together (e.g. ‘2, M’:
learners form pairs and create an ‘M’ shape by placing their hands on the floor
opposite one another and their feet on the floor supporting them with their
bottoms raised in the air).
Resources: music, digital playing device, drum and beater.
In pairs, learners travel the length of the movement space together. One
learner makes a bridge shape (e.g. on hands and knees) on the floor while the
other moves over, under and around them. Learners swap roles once they
reach the end of the playing area and return to the start. Encourage learners to
try different types of bridges, using combinations of body parts, and to vary
actions over, under and around their partner (e.g. sliding, crawling and
jumping).
Resources: music, digital playing device, drum and beater.
This activity is based on all the different things that can be done with an egg.
Ask learners to draw up a list of egg words as a class. Some of the following
words might be included: fried, scrambled, boiled, whisked and painted (Easter
eggs). Discuss the movement possibilities of these words, e.g. ‘fried’ – wide,
stretched shape on the floor, ‘whisked’ – skipping around the room on the balls
of the feet, ‘scrambled’ – sliding and rolling sideways on the floor, ‘boiled’ –
running fast and jumping to avoid contact with the hot floor, and ‘painted’ –
Alphabet game: letters that are easier to form:
A, C, D, E, F, H, I, K, L, N, T, U, V, Y and Z.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Scheme of Work
Teaching notes
paint all the body parts with an imaginary paint brush. When you bang the
drum and say an egg word, learners move accordingly around the hall.
This activity can be extended by asking learners to create their own
interpretation of the word ‘egg’. You can also ask learners to perform the
appropriate movement with a partner each time an egg word is called (e.g. they
might try to make a shape together for ‘fried’ or skip holding hands with their
partner for ‘whisked’).
Resources: music, digital playing device, drum and beater.
123TR.02 Understand
individual responsibility for
moving and using equipment
and space safely, following
associated rules and
regulations.
123TR.01 Show increasing
ability to share space and
equipment, to take turns and
to cooperate with others.
Learners play a game called ‘wolf and rabbit’: the wolf stands in the middle of
the playing area without a hoop and is the tagger. Each of the rabbits stand in
their own hoop in a space. On the whistle, rabbits need to change hoops.
When they reach another hoop, they are safe until the next blow of the whistle.
When the wolf tags (touches on the back) a rabbit, they swap roles.
Observe learners’ skill in sharing space,
following rules and using equipment. Listen to
their discussion with other learners. Make
personal notes for identifying areas for
improvement.
This activity can be extended by removing hoops gradually from the game; a
rabbit without a hoop becomes a wolf. When tagged, the rabbit can become an
additional wolf. Play the game until only one rabbit is left.
Dice game: in advance, prepare action sheets
with numbers: hop = 1, gallop = 2, jump for
distance = 3, run = 4, skip = 5, leap = 6.
Resources: hoops.
Side gallop teaching points:
 Keep rhythmical and relaxed.
 Move side, together, side, together (or
step, close, step, close).
 Keep feet facing to front (not in the
direction of travel).
 Bend knees slightly, weight on balls of the
feet.
 Travel in either direction.
 Keep trunk, head and eyes face the front.
 Move arms to assist action.
In pairs, learners select six cones and place them anywhere in their playing
area (5 square metres of space). They make a hopping and jumping journey,
hopping between the markers and jumping round each one, hopping
sometimes on the right foot and sometimes on the left foot. They reposition the
cones and try out different pathways and travels, e.g. skipping between the
cones and tiptoe walking round them, with tall straight posture.
Resources: cones.
In pairs, learners run freely in the playing area, each carrying a large ball,
following a partner and trying to keep up with them. Partners try to lose their
follower by changing direction and speed regularly, or by changing the travel
used (e.g. dodging, hop, skip and run). Review ways in which leaders lost their
partners, and how well and how safely all learners moved about the space.
Why do we need to be good at finding spaces in games such as this?
Why do we need to try and lose players who are chasing us in games?
Jump for distance teaching points:
 Bend ankles, knees and hips.
 Keep eyes focused forward.
 Swing arms swing behind body.
 Straighten legs.
 Raise both feet from the ground together.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Scheme of Work
Suggested teaching activities and resources
Teaching notes
Did you move safely with your partner about the space?
Was there a time when you had to change the direction of your travel to keep
well-spaced?
Did you enjoy taking turns with your partner to lead?
Do you enjoy being a leader or a follower?



Resources: large balls.
Ask learners to work in pairs and give each pair a dice and a sheet with action
words on it that are numbered from 1 to 6 (e.g. hop = 1, gallop = 2, jump for
distance = 3, run = 4, skip = 5, leap = 6). Explain to learners that they throw the
dice three to five times and perform as a pair the actions indicated by the dice.
They link these actions up in the same order that they rolled the numbers,
varying the space that they use (right, left, forwards, backwards, zigzag,
circular or line pathway). They will finish with a three- to five-action sequence.
Pairs share their action sequences with other pairs and talk about how they
varied the space that they used.
Resources: teacher-prepared action sheet and dice.
Give learners a balloon each and ask them to stand in a space. Set them a
challenge by asking them how many times they can hit a balloon and keep it up
in the air while performing a gallop between each hit. Vary the travels they can
use (e.g. hopping, jumping for distance, side gallop and walking backwards).
Ask learners to create their own activity with a partner using their balloon. In
this activity, learners have to move about the space using different ways of
travelling.
Resources: balloons and whistle (for you).
Swing arms forward and upward.
Land on both feet at the same time.
Bend ankles, knees and hips to absorb
impact.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.3 Suggested activities
Unit 2.3 Topic 3 Climbing
Outline of topic:
In this topic, learners participate in a range of tasks and challenges that focus on the skill of climbing. Through a combination of play-based and teacher-led
experiences, they work individually, and in groups, to improve their movement competence and confidence. This regularly involves small and large apparatus.
Their safety awareness when on apparatus is supported throughout. The unit also promotes creativity through sequence work, and social skills are developed in
many of the activities through collaborative learning.
Language:





Nouns (pattern, action, safety, feedback and point).
Vocabulary related to action (climb, run, lie down, crawling, bending, stretching, creeping, freeze, untie and touch).
Vocabulary related to space (up, down, across, through, sideways and forwards).
Vocabulary related to equipment (gymnastic boxes, ropes, wall bars, climbing frames, chalk, scarves and beanbags).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MW.01 Practise and refine
basic movement skills.
Explain that this topic focuses on the skill of climbing. Talk through some of the
teaching points (as relevant) and model safe climbing.
123TR.02 Understand
individual responsibility for
moving and using equipment
and space safely, following
associated rules and
regulations.
Explain that this game is called ‘Captain’s coming’. It is all about what sailors
need to do when on a ship and the orders that a captain might give them. Ask
learners to travel about the space and when you give one of the commands
below, they perform the related action:
 ‘Climb the rigging’: learners pretend to climb a rope ladder, using alternate
hand action to match feet.
 ‘Captain’s coming’: learners stand tall and straight on the spot, saluting and
shouting ‘Aye Aye, Captain!’
 ‘Port’: learners run to the left-hand side of the movement space.
 ‘Starboard’: learners run to the right-hand side of the movement space.
 ‘Hit the deck’: learners lie down on their stomachs as quickly as they can.
A safety discussion needs to take place before
allowing learners on apparatus. Encourage
learners to plan a route across the apparatus to
help them keep safe. Check all learners work in
pairs and lift, carry and place apparatus safely
(with bent knees, good communication). You
need to check apparatus once it is out.
Guide learners through a range of actions that are preparation for the control of
both sides of the body and alternate use of arms and legs:
 Crocodile crawl: lying on the stomach and crawling by moving the opposite
arms and legs like a crocodile.
 Caterpillar creep: lying on the backs, keeping legs together and bending
them up towards the stomach while at the same time stretching the arms
out, then extending the legs to move forwards (like a caterpillar).
 Spider shuffle: creeping sideways while balancing on bent knees and
extending the arms out sideways.
 Gorilla walk: walking on the hands and balls of the feet with legs and arms
in opposition (e.g. right hand forward, left foot forward).
Learners practise the following activities in four different groups:
 Mirror games: in pairs, one learner performs an arm or leg action and the
other mirrors this action. Swap roles after each action.
 Hoop patterns: learners follow a trail of hoops on all fours, placing only one
hand or one foot in a hoop at a time.
 Horizontal ladder: on all fours, learners conduct a firefighter rescue by
moving along a drawn (chalk) ladder, rescuing an object (e.g. soft toy) at
the end.
Resources: hoops, teddy bears and chalk.
Learners get into groups of four to six and choose from a range of large
equipment (e.g. gymnastic boxes, ropes, wall bars and climbing frames). They
Observe learners throughout the activities,
making personal notes on individual skills and
levels of responsibility, and ways that learners
use equipment and space. Use these notes for
identifying areas for improvement.
Climb teaching points:
 Step feet onto alternate rungs.
 Keep one foot and one hand in contact with
apparatus (e.g. wall bar and climbing
frame) at all times.
 Climb both up and down.
 Climb fluidly without pauses.
 Alternate hand action to match feet.
 Keep a strong hand grip.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Scheme of Work
Teaching notes
discuss and agree safety guidelines with you and each other. They use the
climbing equipment to practise climbing up, down, through and across. Ask
them to make a sequence to show all four of the climbs practised (up, down,
through and across). Learners repeat the sequence to improve their climbing
skill and to refine the quality (how well it is performed) and continuity (flow) of
the sequence. In pairs, learners observe each other climbing and give each
other feedback on what their partner does well (star) and what they can
improve (wish).
What did you enjoy about climbing?
Did you find anything difficult when climbing? If so, why was this?
Resources: gymnastic boxes, ropes, wall bars and climbing frames.
123MW.04 Refine and extend
movement competence and
confidence through responding
and adapting to the demands
of a range of contexts,
apparatus and equipment,
showing coordination and
control.
123MC.03 Respond to given
and selected tasks and
challenges in a range of
movement contexts.
Tie coloured scarves in sequential order according to colour (e.g. pink-yelloworange, pink-yellow-orange) around certain parts of a climbing frame or wall
bars at different levels. Ask learners to work in pairs with one learner from the
pair climbing the apparatus and touching the scarves in the given order,
thereby following a specific climbing route up and down. Their partner guides
them to each scarf (as required), and also observes their climbing skill.
Learners swap roles in their pairs and give each other feedback.
Perform this activity in teams of three, with the first learner climbing up to touch
the pink scarf and back down again, and the second learner climbing up to
touch the yellow scarf. The final climber can be given a scarf to reach at the top
of the apparatus which they untie and bring back to their team as a ‘trophy’.
This activity can be extended by increasing the distance between the scarves,
and offering more opportunities for crossing at various points before learners
have to resume climbing up or down. Repeat this activity with a broader range
of coloured scarves so that learners’ sequential memories are challenged
further.
Resources: wall bars, climbing frames, gymnastic boxes and coloured
scarves.
Ask learners to climb up, down, across and through the apparatus (e.g. wall
bars, climbing frames and gymnastic boxes), as appropriate, until you say
‘Freeze!’. On hearing this, they need to stop climbing and remain motionless,
holding on tightly to the apparatus (remind them that they must be in a safe
A safety discussion needs to take place before
allowing learners on apparatus. Remind
learners to always make their personal safety
their priority when undertaking activities on
apparatus.
Observe learners throughout the activities,
making personal notes on their movement
competence and confidence when climbing,
and how they respond to the climbing
challenges. Use these notes for identifying
areas for improvement.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
position). If you see learners moving, they lose one of their 10 points. The
winner is the learner who has managed to keep all 10 of their points by the end
of the game. You might then allow them to take your place and call out
‘Freeze’.
This activity can be extended by developing it into a ‘follow the leader’ activity
with one learner leading another on the apparatus and partners swapping roles
after each freeze. Place ‘treasure’ (beanbags) at the top of the apparatus. Ask
learners to work in teams of three or four and collect as much ‘treasure’ as
possible from the top of the apparatus (one beanbag at a time for each
learner), bringing this back down to a team base within a time limit. Make sure
learners do not rush this process.
How well did you climb in the activities?
What do you need to do to improve your climbing?
Which apparatus was your favourite to climb and why?
Resources: wall bars, climbing frames, gymnastic boxes and beanbags
(optional).
Scheme of Work
Teaching notes
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.3 Suggested activities
Unit 2.3 Topic 4 Parachute play
Outline of topic:
In this topic, learners work with a parachute (or large sheets if this is unavailable), engaging in a range of collaborative and competitive activities, sometimes with
additional small equipment. They follow rules and are given opportunities to develop their personal responsibility when engaging with parachutes and other
equipment. They are guided to develop their social skills and take on a number of different roles. They are supported to reflect on their movement goals in group
activities.
Language:




Nouns (parachute, safety, grip, anticlockwise, direction and point).
Vocabulary related to equipment (parachutes, sheets, beanbags and balls).
Vocabulary related to action (walk, power walk, skip, jog, hop, gallop, jumping, take-off, landing, tagged, spin, touch, hold, shake, catch, fetch, throw and
bounce).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123UM.04 Understand and
follow simple rules, or
understand and use tactics or
compositional ideas.
Explain to learners that in this topic the focus is working with parachutes.
Review safety points by getting learners to demonstrate safe practice while
holding the parachute and engaging in question and answer.
If a parachute is not available, smaller groups
of learners can use large sheets for the
majority of these teaching activities. Review the
safety points when working with parachutes
through question and answer.
123TR.02 Understand
individual responsibility for
moving and using equipment
and space safely, following
associated rules and
regulations.
When holding the edge or handle of the parachute, where should the thumbs
be? (down)
What should we avoid doing when we play with the parachute? (e.g. avoid
talking when you should be listening to safety instructions, avoid travelling
across the top of the parachute at any time unless advised differently by the
teacher as it is very slippery)
Play a game called ‘up and down’: learners gently move the parachute up and
down in unison above their heads and then they bring their arms back down to
their sides (they will have no need to bend over as this is a full arm movement).
Learners increase speed as a group, making their arms go faster and faster
until they are jumping up and down (with knees bent on take-off and landing)
and then slow everything down again until the parachute is completely still.
Ask each learner to hold the parachute with one hand, with the opposite arm
extended straight out for balance. They move clockwise, walking, galloping or
skipping in time to music and then change direction to go anticlockwise when
the music stops. Ask learners to suggest different ways that the group can
move once these three locomotor skills have been practised.
Work with a parachute as a whole class and play a game called ‘swimming
snakes’. Place several skipping ropes in the middle of the parachute. Play
some upbeat music. Learners hold the parachute with one hand and walk
clockwise together. When the music stops and you call ‘swimming snakes!’,
learners grip onto the parachute with both hands (thumbs down), moving their
arms up and down to make the ‘snakes’ begin to swim.
Play a game called ‘eagle and fish’. One learner is the ‘eagle’ and they sit in
the middle of the parachute (on top of it). They are only allowed to spin round
on their bottom and must not move from the middle spot (their perch). Two
other learners go underneath the parachute and are the ‘fish’ who are trying to
touch the eagle before they are touched by the eagle – the fish can go
wherever they like. Learners holding the edge of the parachute make waves by
moving the parachute up and down to hide the fish from the eagle. Once a fish
has been caught, or the eagle has been tagged, everyone swaps roles.
Observe learners throughout the activities,
making personal notes on their understanding
and skill in following rules, and their safety
awareness. Use these notes for identifying
areas for improvement.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Scheme of Work
Teaching notes
How well did you work with others in the class?
Did you have to follow rules in these parachute activities? What were these?
What did you learn about parachute safety today?
Resources: parachute (or large sheets), skipping ropes, music (upbeat) and
digital playing device.
123TP.03 Know how to work
independently towards the
achievement of agreed
movement goals.
123TP.04 Begin to take and
share the lead in team/group
work.
In this activity, half the learners take one giant step away from the parachute;
these learners are Group 2. The other half of the learners hold onto the
parachute; these learners are Group 1. Place 15–20 beanbags in the centre of
the parachute. Group 1’s challenge is to try and shake all the beanbags off the
parachute. Group 2’s challenge is to catch or fetch the beanbags and throw
them back onto the parachute. Play the activity for 5 minutes and then count
the beanbags that remain on the parachute. Swap roles and play again to see
which group is the winner (the one with the fewest beanbags left on the
parachute).
Learners play a game called ‘popcorn’. Throw one foam ball on the parachute
and ask learners to make it bounce up and down as a group. Keep adding a
ball until there are 10 or more balls moving up and down like corn popping. The
aim of the game is for the group to keep all the balls on the parachute.
This activity can be extended by giving a group a time challenge to see how
long they can manage to keep all the balls on the parachute.
Divide the class in half and have each team defend their half of the parachute.
Put four foam balls on the parachute (two of the same colour for each team).
Teams try to bounce the balls off their opponents’ side and score one point for
each ball that does this.
When did you work as a team in these activities?
Did you lead anything today?
What can you do better when working in parachute or other group activities?
(movement goals, e.g. listen better, not get too excited and forget the rules and
work together better with other learners)
Resources: parachute (or large sheets), beanbags and foam balls (two
different colours).
Observe learners throughout the activities,
making personal notes on their social skills
(e.g. collaborating, leading and following). Use
these notes for identifying areas for
improvement.
Catching teaching points:
 Move feet to place body in line with
beanbag.
 Focus eyes on beanbag.
 Reach hands out to meet beanbag.
 Adjust hands to path and size of beanbag.
 Keep fingers soft and slightly cupped.
 Catch in hands only.
 Time hand and finger closure well.
 Bend elbows to absorb impact.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.4 Healthy bodies
Unit 2.4 Healthy bodies
Outline of unit:
This health-focused unit involves learners developing their understanding of the importance of being physically active and how they can improve their health
through the foods that they eat. There is initially a review of the importance of warming up and cooling down before and after physical activities. This is followed by
activities that aim to develop healthy hearts and lungs. Learners will regularly experience and discuss bodily changes that occur during the physical activities
across this unit. In the final topic in this unit, learners develop their skipping skills (with ropes), working individually and in groups to enhance their skills as well as
their understanding of how skipping can contribute to their overall health.
Knowledge, understanding and skills progression:
In Stage 1, learners will have begun to develop their knowledge and understanding of health and fitness-based physical activities. This knowledge and
understanding may have been reinforced in their home or extra-curricular contexts. They will have a developing awareness of the importance of being physically
active and this unit will help them to strengthen this by considering certain activities that involve locomotor skills and rope skipping. They will have practical
experiences of warming up and cooling down in previous physical activities which will be extended in this unit. Learners’ knowledge of food groups and which
foods should be eaten regularly or less regularly will also be promoted.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives covered in Unit 2.4 and topic summary:
Scheme of Work
2.4 Topic 1
Warming up
and cooling
down
2.4 Topic 2
Developing
healthy hearts
and lungs
2.4 Topic 3
Eating for
health
2.4 Topic 4
Using skipping
ropes
123MW.0
1
Practise and refine basic movement skills.

123MC.02
Explore and discover ways of interacting in movement with different situations and contexts,
including a range of apparatus and equipment.

123TP.02
Know their roles and start to recognise others’ roles in a range of simple individual and small
team/group contexts.
123TP.05
Recognise movement qualities in self and others and be able to describe own movement
strengths and areas for improvement.
123HB.01
Demonstrate understanding of bodily changes during physical activity and the positive benefits of
physical activity for health and wellbeing.
123HB.03
Identify the required level of intensity during a range of simple physical activities and begin to
work towards achieving this.
123HB.04
Recognise the current limits of own capacities, and understand the risks associated with different
contexts and physical activities.


123HB.05
Understand the importance of warming up and cooling down the body when participating in
physical activity.


123HB.06
Understand some components of a healthy diet.






Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.4 Suggested activities
Unit 2.4 Topic 1 Warming up and cooling down
Outline of topic:
In this topic, learners discuss and experience warming up and cooling down, and they are guided to value their importance. They apply this knowledge in practical
situations, following, designing and leading related movement ideas. They undertake a number of challenges in which intensity levels are varied (high or vigorous,
moderate and low). They reflect regularly and discuss physiological changes that occur in themselves.
Language:





Nouns (body, heart, lungs, temperature, tagger, role, shield and circle).
Vocabulary related to action (warm up, cool down, travel, running, hopping, skipping, galloping, bouncing, jump, climbing, lying, reaching, walking, stretching,
dynamic stretches and static stretches).
Vocabulary related to body parts (toes, knees, legs, bottoms, fingertips, hands and arms).
Vocabulary related to equipment (chalk and skipping rope).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123HB.05 Understand the
importance of warming up and
cooling down the body when
participating in physical
activity.
Explain to learners that this unit will focus on how we can have healthy bodies,
and this topic is about the importance of warming up and cooling down the
body before and after physical activity.
Relate the warm-up discussion to science
aspects as appropriate (e.g. warm up
increases heart/breathing rates, reduces risk of
injury, increases circulation of fluid in joints and
increases oxygen to muscles).
Discuss the importance of warming up the body. Emphasise the need to
include some pulse-raising, as well as mobility and stretching, exercises in a
warm up.
Why is it important to warm up before physical activity? (e.g. reduces risk of
injury, speeds up the heart rate and gets the body and mind ready for work).
What types of warm-up activities do you know?
Share potential warm-up ideas with learners and perform these together as a
whole class to music. These might include:
 bouncing up and down on the spot
 stretching up high on tiptoes
 making circles (forwards and backwards) with the arms while walking on
tiptoes
 skipping about the room (without ropes)
 hopping on the spot and hopping while moving about the space (changing
legs).
Are these good activities to do as a warm up? Why?
Can you say why this activity raises everyone’s heart rates and makes us
breathe more quickly?
What happens to our body temperature as we join in with these activities?
How does a warm up make you feel afterwards? Can you say why you think
you feel this way?
Learners stand next to a line (chalk or painted, or a stretched-out skipping
rope) and jump from side to side without touching the line for 30 seconds. Ask
the learners health questions after three sets of jumping with a short rest inbetween (1 minute).
In groups of four, two learners face each other and hold hands. The other two
stand on either side of the learners who are holding hands. One person is the
tagger, the other tries to remain free. The two learners holding hands act as a
shield to the one being chased and try to prevent them from being tagged.
Swap roles after 1–2 minutes.
Relate the cool-down discussion to science
aspects as appropriate (e.g. cool down helps
remove waste products and reduces aches and
pains, and lowers heart and breathing rate).
Heart rates can be gauged in a range of
activities by having learners place one hand on
their heart (left side of chest) and the other in
the air opening and closing to show how fast
the heart is beating. Ask learners why their
heart rate is beating fast after a particular
activity.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Scheme of Work
Teaching notes
What has happened to your heart rates now?
Are they beating faster than before you started the activities?
Can you say why your heart beats faster when we exercise in ways like this?
(i.e. at a vigorous level where we huff and puff)
Did you manage to keep moving at a fast speed when being chased by the
tagger? When did you need to slow down?
Review the importance of a cool down and its components through a questionand-answer session. In a cool down, pulse-lowering and stretching exercises
are needed. Stretches can be dynamic (rotating, swinging and generally
moving) or static (held still for 6–10 seconds).
Demonstrate some dynamic stretches and ask learners to copy you. These
might be:
 stretching up arms towards sky to reach the sun while walking on tiptoes
 reaching to one side and the other to catch an imaginary ball
 painting circles in the air with fingertips
 lying on the floor, rocking knees from side to side like a baby in a cradle
 walking with high knee lifts and touching a hand on each knee as it rises
(the same or opposite hand).
Learners work in pairs and devise with two or three dynamic stretches that they
perform together, one after the other. They share their ideas with another pair
and learn each other’s dynamic stretches.
Can you say why it is important to cool down after physical activity? (e.g.
reduces risk of injury, calms the mind and slows the heart rate)
How does a cool down make you feel afterwards?
Resources: music, digital playing device, chalk and skipping ropes.
123TP.02 Know their roles and
start to recognise others’ roles
in a range of simple individual
and small team/group
contexts.
123HB.04 Recognise the
current limits of own
capacities, and understand the
Remind learners about basic safety guidelines in all activities where they move
about the space with other learners.
Learners play a game called ‘Go-Stop-Go’. You give the following instructions
and they do the opposite:
 ‘Stop’: learners move about the space performing any type of travel (e.g.
running, hopping, skipping and galloping).
 ‘Up’: learners sit or lie down.
 ‘Down’: learners stretch up to the ceiling.
Remind learners to keep well-spaced in all
travelling activities, and to be aware of other
learners and where they are heading.
Go-Stop-Go and washing games: introduce
instructions one by one, allowing plenty of time
for practice. You can also model what is
needed if learners need this and advise
learners to watch each other as well.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
risks associated with different
contexts and physical
activities.
Resources: music and digital playing device.
Learners play a game called ‘washing’. They travel about the space and when
you call out the following, they perform the required activities:
 ‘Skirt’: learners sit on floor with legs stretched out wide.
 ‘Trousers’: learners sit on floor with legs outstretched together.
 ‘Shorts’: learners sit on floor hugging legs into stomach.
 ‘Dress’: learners stand up with legs apart.
 ‘Washing machine’: learners jump up and down on the spot.
 ‘Spin dryer’: learners spin around on their bottoms.
Resources: music and digital playing device.
Learners play a game called ‘Hokey Cokey’. This game involves singing or
chanting and moving. The words of the song are as follows:
‘You put your
in, you put your
out,
You put your
in and you shake it all about.
You do the hokey cokey and you turn around,
That’s what it’s all about!’
In the sentences where there are blanks, you should use a different body part
(e.g. left foot, right foot, left leg, right leg, left hand, right hand, left arm, right
arm and whole body). At the end of each verse when learners sing ‘you turn
around’, they complete a full turn (on their feet).
Play some upbeat music that learners like and have a dance party. They can
move however they like about the space or copy your movements if they are
less confident.
Resources: music and digital playing device.
Organise learners into pairs. One learner is the shark, the other is the fish. The
fish follows the shark around and must imitate everything the shark does. Call
out movement instructions such as 'swim backwards’, ‘move slowly through the
cave’ and ‘rest on the sea floor’.
Resources: music and digital playing device.
Scheme of Work
Teaching notes
Observe learners throughout the activities,
making personal notes on their understanding
of the different roles they take on and their
awareness of safety. Ask them related
questions as individuals and groups. Use your
notes for identifying areas for improvement.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Explain to learners that they are travelling through an imaginary jungle and
have to avoid the animals that they meet there. Call out appropriate
commands, and learners carry out a suitable action:
 Jump over logs.
 Travel underneath low branches.
 Run with high knees through quicksand.
 Run away or hide from a tiger.
 Tiptoe past a snake.
 Talk to the monkeys (ooh, ooh, aah, aah).
 Climb a tree to escape a wild boar.
Ask learners to suggest other ideas to do in the jungle which the whole class
can perform.
Resources: music and digital playing device.
Learners pretend that they are on the moon and have to move in space very
slowly using their whole bodies including their arms and legs.
Which activities were warm ups and which were cool downs?
What kinds of roles did you and others play in the activities? (e.g. a shark, a
fish and a walker through the jungle)
Did you move safely in these activities?
How can you be careful in group activities when you travel?
What did you enjoy today?
Did you find anything difficult to do today? If so, why?
Resources: music and digital playing device.
Scheme of Work
Teaching notes
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.4 Suggested activities
Unit 2.4 Topic 2 Developing healthy hearts and lungs
Outline of topic:
In this topic, learners experience different types of activities that develop healthy hearts and lungs. They also review the importance of warming up and cooling
down. They apply this knowledge in practical situations, following, leading and creating various health-focused learning activities. They reflect regularly and discuss
bodily changes that occur in themselves. They also consider the roles they have undertaken and basic safety guidelines.
Language:





Nouns (target and point).
Fitness and health-specific vocabulary (healthy, body temperature and intensity: high or vigorous, moderate (medium) and low).
Vocabulary related to action (walk, slow jog, run, skip, gallop, turn, sprint, stretch and swing).
Vocabulary related to body parts (heart, lungs, back, toes, fingers, shoulders, trunk, head and eyes).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123HB.01 Demonstrate
understanding of bodily
changes during physical
activity and the positive
benefits of physical activity for
health and wellbeing.
Explain that in this topic learners will be experiencing and then designing
different types of activities that develop healthy hearts and lungs. Ask learners
if they know where their heart and lungs are located in the body and what they
do. Explain that when we take part in physical activity, our heart and lungs
have to work harder, and they get stronger and better at doing their job. This
topic includes physical activities that will make them huff and puff, working their
heart and lungs in low, moderate (medium) and vigorous (high) intensity
exercises. Remind learners of some basic safety guidelines as they move
about the space.
The heart is a muscular organ. It is located a
little to the left of the middle of your chest and
is about the size of a fist. The heart pumps
blood around your body. The blood provides
your body with the oxygen and nutrients (food)
it needs. It also carries away other things
(waste).
123HB.04 Recognise the
current limits of own
capacities, and understand the
risks associated with different
contexts and physical
activities.
Give each learner 10 points at the beginning of the game. Learners jog around
the room and when you say ‘Sharks are coming’, they reply ‘How many?’ You
call out a number and they must get into groups of that number. Learners who
are left out of a group will lose a point (but make sure nobody is ever out). You
can try and catch learners out by calling ‘one’.
Locate distinctive and safe targets e.g. lines, shapes and colours on the floor,
fence and wall. Call out targets and ask learners to touch them. For example,
call ‘touch the back wall and then come back here to me’. Begin with targets
that are nearer to you. Then, progress to targets further away. Vary the
distance and intensity of the activities (walk, slow jog, run, skip and gallop).
Resources: targets such as lines, shapes and colours on the floor, fence and
wall.
Learners play a game called ‘wizards and rocks’ in a designated playing area.
Select two learners to be the wizards. If the other learners are touched by the
wizards, they turn into a rock immediately and have to make a rock shape and
hold it still. Rocks can be freed by other learners if someone runs around them
twice. Swap the wizards every 2–3 minutes.
At regular intervals during the above activities ask the following:
Does your body feel warmer now?
What has happened to your heartbeat?
What has happened to your breathing?
How easy was it to do this activity?
Describe one activity or movement that made you very warm (high intensity)?
Which activities did you find easy to do?
Were there any difficult activities for you? If so, why?
How can we make sure our activities are safe?
Lungs help us to breathe. We have two lungs,
which together form one of the largest organs
in our bodies. They are located in our chest.
They help us to breathe in oxygen, which we
need to stay alive. They remove carbon dioxide
and other waste gases that your body does not
need.
Remind learners to keep well-spaced in all
travelling activities, and to be aware of other
learners and where they are heading.
During or after any of the activities listed,
regularly question learners, focusing on the
learning objectives (bodily changes, learners’
physical capacities and risks). Use learners’
responses for identifying areas for
improvement.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123TP.02 Know their roles and
start to recognise others’ roles
in a range of simple individual
and small team/group
contexts.
Remind learners of the importance of warming up and cooling down before and
after physical activity. Explain that the activities will do both.
Remind learners to keep well-spaced in all
travelling activities, and to be aware of other
learners and where they are heading.
123HB.05 Understand the
importance of warming up and
cooling down the body when
participating in physical
activity.
Warm-up activities:
Learners play a game called ‘pasta’. They walk, jog or run around the room in
any direction. When you call out a shape, they perform the appropriate action:
 ‘Spaghetti’: walk round the room tall and thin, with arms pointed together.
 ‘Pasta twist’: walk round the hall, turning round and round.
 ‘Pasta bow’: walk round with legs and arms apart, bow shaped.
 ‘Lasagne’: lie flat on the floor.
 ‘Macaroni’: make a circle with arms.
 ‘Spaghetti hoops’: make a 'hoop' in twos or threes, holding hands.
 ‘Ravioli’: stand back to back with a partner.
Learners play a game called ‘driving’, moving about the space in any direction.
When you call out the following, they perform the appropriate action:
 ‘Red’: stop.
 ‘Yellow’: run on the spot.
 ‘Green’: travel about the area pretending to drive.
 ‘Roundabout’: turn round once.
 ‘Motorway’: sprint run.
 ‘Speedbump’: jump and carry on.
 ‘Carpool’: travel in groups of two or more.
 ‘Low bridge’: walk around hunched over or low to the ground.
 ‘Change lanes’: change direction.
 ‘Reverse parking’: walk backwards.
 ‘Rain’: use arms to mimic windscreen wipers.
 ‘Zebra crossing’: gallop like a zebra.
 ‘Police car’: sit on floor and spin round calling ‘nee-naw, nee-naw’.
Cool-down activities:
Lead some slow, cool-down movements. These might include:
 walking on the spot, moving arms in a gentle swinging motion
 touching shoulders with hands, then reaching up over the head, repeating
this five time
 walking on tiptoes as quietly as a mouse and as slowly as they can
 cat stretch on all fours (knees and hands): making an angry cat (raising
back upwards) and a happy cat (lowering stomach to floor in an arch)
 lying down on the floor and stretching the whole body from toes to fingers,
holding this for 5 seconds.
The driving game can be repeated across
several lessons, with new ideas added each
time (by you and the learners). After several
lessons, give the learners a driving ‘test’. All
learners can receive a teacher-made driver's
licence for their efforts at the end.
Gallop teaching points:
 Keep rhythmical and relaxed.
 Keep feet facing to front (not in the
direction of travel).
 Move forward and upward.
 Bend knees slightly, weight on balls of the
feet.
 Lead with either leg.
 Keep trunk, head and eyes face to the
front.
 Move arms to assist action.
During or after any of the activities listed,
regularly question learners, focusing on the
learning objectives (knowledge of own and
others’ roles, and importance of warming up
and cooling down). Use learners’ responses for
identifying areas for improvement.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Ask learners to work in pairs and repeat these cool-down activities as a mirror
(one facing the other). They can also create their own cool-down ideas and
perform these.
Each learner has a beanbag on their head. They move about the space. They
must not touch the beanbag with their hands. If the beanbag falls off, they must
stay in that position until another learner comes to help by picking up the
beanbag and replacing it for them, while keeping their own beanbag on their
head.
Resources: beanbags.
Learners play a game called ‘pass the squeeze’: the class forms a circle.
Learners hold hands with left hands turned upwards and right hands turned
downwards to make a chain linking hands. They close their eyes, breathing
deeply and gently for at least five deep breaths. You squeeze the left hand of
one learner who passes on the squeeze until it goes all around the circle. They
open their eyes. You break the chain in one place by walking slowly through a
pair. The learner on your right-hand side becomes the leader of the chain and
walks slowly round the area or back to the classroom, ready to break the chain
again.
Why do we need to warm up?
Why do we need to cool down?
How warmed up does your body feel after the faster activities?
Where does your body feel cool or warm?
Which body parts are being used in the activities?
How relaxed do you feel now after the cool-down activities?
What roles did you take on in these activities? (e.g. piece of pasta, car, zebra
crossing, leader and follower)
Scheme of Work
Teaching notes
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.4 Suggested activities
Unit 2.4 Topic 3 Eating for health
Outline of topic:
In this topic, learners develop their understanding of how to eat healthily, including which foods they should eat every day and which foods they should eat only
sometimes. They engage in food-related, active games in groups, organising food pictures into ‘everyday foods’ and ‘sometimes foods’. In these games they also
develop their locomotor skills such as running, skipping and galloping. They also consider which movements they are good at and which they need to improve.
They reflect on how different types of physical activities make their bodies feel. They learn that in different countries people eat different kinds of food.
Language:




Nouns (bones, game, relay, team and food groups: vegetables, fruits, protein, grains and dairy).
Vocabulary related to action (locomotor skill, travel, running, dancing, skipping, galloping, jumping, gallop, skip, walk and hop).
Vocabulary related to equipment (markers, cones and pictures of food).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123HB.06 Understand some
components of a healthy diet.
Talk about the importance of people eating healthily when they are young as
they are growing and their bodies need healthy food to develop properly (e.g.
strengthen bones). They also need to drink enough water when exercising as
the body loses water through sweating when it is active (sweating is a coolingdown process). Through question and answer, guide learners to understand
the five important food groups.
Learners should enjoy a wide variety of foods
from these five food groups every day:
 vegetables: vegetables of different types
and colours, and legumes/beans
 fruits: fresh is best, but fruit can also be
canned, frozen or dried, and fruit juice also
counts as part of the fruit group
 grains: wholegrain and/or high cereal fibre
varieties, such as breads, cereals, rice,
pasta, noodles, polenta, couscous, oats,
quinoa and barley
 protein: lean meats and poultry, fish, eggs,
tofu, nuts and seeds, and legumes/beans
 dairy: milk, yoghurt, cheese and/or their
alternatives (reduced fat milks are not
suitable for children under the age of 2
years).
123HB.03 Identify the required
level of intensity during a
range of simple physical
activities and begin to work
towards achieving this.
123TP.05 Recognise
movement qualities in self and
others and be able to describe
own movement strengths and
areas for improvement.
How do food and oxygen reach the muscles? (in the blood)
Discuss how we need to eat some foods every day (e.g. vegetables and
grains) to keep us healthy and we should eat some foods only sometimes (e.g.
sweets, cakes and biscuits). Ask learners to talk with a partner and share the
food they ate today and whether they think it is an ‘everyday food’ or a
‘sometimes food’.
Learners play a food game. They discuss with you what they are going to draw
(so that the drawings are varied in the class) and then draw a picture of a type
of food on a piece of card. Place these cards in different places at the edge of
the movement space face down (picture hidden). Play some upbeat music and
ask learners to travel about the space however they like (e.g. running, dancing,
skipping, galloping and jumping) and then when the music stops, they walk to
the nearest card and turn it over. They say out loud what the food is and then
share this with another learner talking about whether they think it is an
‘everyday food’ or a ‘sometimes food’. They replace the card where it was.
They repeat this activity several times, but are not allowed to choose the same
card.
Resources: card, pencils and pens, music and digital playing device.
Organise learners into groups of three or four. Ask each group to line up, one
behind the other for a food relay. Put two hoops in two different parts of the
space and tell learners that one is the ‘everyday foods’ (e.g. green hoop) and
the other is the ‘sometimes’ food (e.g. red hoop). Put the food cards that
learners created in the previous learning activity at the opposite end of the
movement space to where learners are lined up. Give each learner five or six
teacher-made cards with locomotor skills (travels) written on them (e.g. gallop,
skip, walk, run and hop). On your signal, the first learner in each group line
chooses a locomotor skill card, reads it and puts it back. The same learner
then performs that locomotor skill to the food cards that are scattered upside
down at the opposite end of the space. They pick one card up and run with it to
They also need to drink plenty of water
throughout the day, especially when they
exercise.
Listen to learners’ discussions about everyday
food and sometimes food. Write personal notes
about their understanding of what a healthy
diet might be.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
the ‘everyday food’ or the ‘sometimes food’ hoop, whichever is appropriate.
The learner then returns to their team and the next learner in the line repeats
the activity. The relay continues until all of the food cards are gone. After the
relay is over, the class reviews each hoop to see if the foods were placed in the
correct ones.
Which foods did you talk about with your partner?
Which foods did you think were ‘everyday food’ or ‘sometimes food’?
When you moved about the space, did you feel your body change? (e.g. did
you get warmer, start to huff and puff (pant), and feel your heart beat faster)
Which action made you feel tired?
Which action was easy for you?
Which action do you think you are good at? (e.g. running and jumping)
Which action do you need to practise more? (e.g. skipping)
Resources: teacher-made cards with locomotor skills written on them (e.g.
skip, run, hop and gallop), learner-made cards, music, digital playing device, a
green hoop and a red hoop.
Explain to learners that in different countries, people eat different kinds of food.
Bring in some photographs of traditional foods eaten in certain countries (you
can download them from the internet). Invite a parent in to talk with learners
about their traditional food and customs.
Resources: pictures of different kinds of food eaten in different countries,
internet, teacher-made cards with countries listed on them.
Scheme of Work
Teaching notes
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.4 Suggested activities
Unit 2.4 Topic 4 Using skipping ropes
Outline of topic:
In this topic, learners experience a range of skipping-focused learning activities with short and long ropes. They learn basic and more advanced skipping
techniques individually, in pairs and in small groups. They are given opportunities to reflect on their learning and the bodily changes that occur after engaging in
rope skipping. They explore and create skipping games and rhymes in groups.
Language:





Nouns (rhythm, rhyme, steps and footwork).
Vocabulary related to action (skip, star jump, stride jump, cross-jump skip, jumping, stride, swing and turn).
Vocabulary related to body parts (head, shoulders, arms, wrists, elbows, knees, feet, ball of foot, heel of foot, heart, lungs and muscles).
Vocabulary related to space (backwards, forwards, side by side and face to face).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MW.01 Practise and refine
basic movement skills.
Explain that this topic focuses on rope skipping. Rope skipping is a
cardiovascular activity; it strengthens heart and lungs. Show learners rope
skipping technique through modelling (by you or other learners), or via a
beginner skipping video on the internet. Remind learners of basic safety
guidelines when skipping through questioning.
Show learners skipping techniques yourself, or
ask learners to demonstrate or share internet
clips of examples. Find out who knows how to
skip and ask them to demonstrate their
technique to other learners.
Why do we need to keep well-spaced when skipping?
What might happen if we get too close to someone with our skipping ropes?
Why do we need to keep our knees bent when jumping in take-off and
landing?
Selecting the right rope:
 Ask learners to hold the handles of the
rope in both hands.
 They place both feet in the centre of the
rope, continuing to hold the handles with
each hand.
 With both feet planted on the ground, they
hold the handles up towards their
shoulders.
 The handles should sit just below their
shoulders if they have the correct-sized
rope.
 If the rope is slightly too long, simply tie a
knot or two at each end of it, just below the
handle. This will shorten it slightly.
Learners explore different jumping rhythms without a rope, matching their
jumping to the music.
As a whole class, learners recite skipping rhymes as they jump in time.
Learners try examples of skipping activities already viewed and discussed.
These can include:
 Basic steps (two and one foot): jump over rope with one or two feet as it
passes under the feet. In the one-foot step, shift the weight alternately from
one foot to the other. An alternative is using only the right foot, then only
the left foot.
 Backward jump: turn the rope backwards over your head and jump as it
hits the ground.
 Forward jump: turn the rope forwards over your head and jump as it hits
the ground.
 For more advanced skippers, a variety of skipping techniques performed
individually and in pairs, side by side or face to face, over the skipping
rope: star jump, stride jump (with one foot forwards and one foot back)
cross-jump skip (one foot crosses the other and alternate with each jump).
Learners work in pairs and try to skip to music, keeping the same time as each
other (with individual skipping ropes).
Extend this activity by asking learners who perform it well to vary their type of
skip and still keep in time.
Ask learners to discuss their rope-skipping skills in pairs. They explain and
show their skipping strengths and areas for improvement to another learner.
Then they swap roles.
Skipping (with rope) teaching points:
 Hold head straight, looking ahead.
 Keep shoulders level and straight, not
hunched.
 Hold arms at about a 90-degree angle,
slightly forward and extended sideways.
 Move wrists in a circular action to turn the
rope.
 Hold elbows in close to the body.
 Keep knees close together with a slight
bend.
 Land with a ball-heel movement of the feet.
If learners cannot skip very well, they can jump
on the spot using the same timing with their
jumps as a skipping action. Remind learners to
bend their knees well in take-off and landing for
any jumping action. You can play music while
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Scheme of Work
Suggested teaching activities and resources
Teaching notes
Do you think you are good at skipping?
Do you skip outside school?
Can you practise your skipping at home this week?
Why is skipping good for us? (e.g. makes us fitter and is good for our hearts,
lungs and muscles)
After skipping, how does your body feel? (e.g. warmer, tired, my heart beats
fast and I breathe fast)
learners skip to motivate them.
Resources: skipping ropes, internet, music, digital playing device.
Break the skipping skill down into different
stages as required for beginners:
 Practise rebound jumping without the rope.
 Practise turning the rope forward and
backward.
 Remind learners that the rope must touch
the ground before they jump.
 Practise combining the first two steps,
making the rope turn progressively quicker
each time.
Observe learners’ skipping skills and take
notes for identifying areas for improvement.
123MC.02 Explore and
discover ways of interacting in
movement with different
situations and contexts,
including a range of apparatus
and equipment.
Organise the whole class into groups of five or six with a long skipping rope for
each group or smaller ropes tied together.
In groups of five or six, two learners hold each end of the long rope and swing
it from side to side. The other learners in the group line up and take it in turns
to run and jump over the swinging rope and then continue running out to the
opposite side from where they started.
In groups of five or six (two or three jumping at the same time, two holding
each end of the rope), learners see how many times they can jump the
stationary long rope, keeping the same rhythm. Repeat this with the long rope
swinging from side to side.
In groups of five or six, learners explore footwork changes with the swinging
and turning (with a full circle over) of a long rope (e.g. jumping like a skier from
side to side with knees together and stride jumps with one foot forwards and
one foot back).
In groups of five or six, learners try out or make up their own games and
rhymes with the long rope swinging or turning a full circle over them.
In groups of five or six, see how many learners can run under a continuously
turning long rope. One learner runs with each turn of rope without jumping
through the rope turn. Count the number before someone misses or does not
Swings of the long rope can be very small and
slow for beginners, and bigger and faster for
more experienced learners. Swap the rope
holders over at regular intervals.
Research rope rhymes on the internet before
the class. You can also ask learners to find a
skipping rhyme and bring it to class for the next
lesson.
Two skipping rhyme examples:
Teddy Bear, Teddy Bear, turn around,
Teddy Bear, Teddy Bear, touch the ground,
Teddy Bear, Teddy Bear, shine your shoe,
Teddy Bear, Teddy Bear, that will do!
Teddy Bear, Teddy Bear, go to bed,
Teddy Bear, Teddy Bear, rest your head,
Teddy Bear, Teddy Bear, turn out the lights,
Teddy Bear, Teddy Bear, say ‘good-night’!
I had a little puppy.
His name was Tiny Tim.
I put him in the bathtub, to see if he could
swim.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Scheme of Work
Suggested teaching activities and resources
Teaching notes
go through, and try to set a class record.
He drank all the water, he ate a bar of soap.
The next thing you know he had a bubble in his
throat.
In came the doctor (learner jumps in),
In came the nurse (learner jumps in),
In came the lady with the bright red purse
(learner jumps in),
Out went the doctor (learner jumps out),
Out went the nurse (learner jumps out),
Out went the lady with the bright red purse
(learner jumps out).
What sorts of skipping skills have you practised today?
What have you learned today?
How well did you work in your groups?
Resources: long skipping ropes or several tied together, internet, rhyme
recordings and digital playing device.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.5 Shape and space in gymnastics
Unit 2.5 Shape and space in gymnastics
Outline of unit:
This unit enables learners to develop and extend their learning about body shapes and space in gymnastics. They explore and refine their straight, tuck, star,
straddle and pike shapes, in stillness and in movement (e.g. through rolling and jumping). Learners work as individuals and in small and larger groups to deepen
their understanding of the use of space, and learning about levels, pathways and directions in movement. They are guided towards the creation of small-group
gymnastics compositions on small and large apparatus, which are digitally recorded and assessed by the teacher and peers.
Knowledge, understanding and skills progression:
Learners will review and refine their understanding and performance of body shapes and space in this gymnastics context. They will extend their knowledge and
skills in balance, locomotion (travelling), rotation and flight. They will build on previous composition skills by using both the floor and gymnastics apparatus in
progressive tasks that lead to sequences. Learners will be encouraged to be aware at all times of body tension and alignment (e.g. pointed toes, stretched fingers
and focus) in order to produce high-quality body shapes that move in clear spatial areas (levels, directions and floor pathways).
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives covered in Unit 2.5 and topic summary:
Scheme of Work
2.5 Topic 1
Body shapes
2.5 Topic 2
Exploring
space
2.5 Topic 3
Using small
apparatus
2.5 Topic 4
Sequences on
large
apparatus
123MW.0
1
Practise and refine basic movement skills.
123MW.0
2
Perform movement skills with increasing proficiency and use them sequentially.

123MW.0
3
Move with control and coordination, using space in different ways and moving with different
speeds and dynamics.

123MW.0
4
Refine and extend movement competence and confidence through responding and adapting to
the demands of a range of contexts, apparatus and equipment, showing coordination and
control.
123UM.01
Describe own and others’ movements using simple activity-specific vocabulary.
123UM.02
Describe actions, dynamics, space and relationships when observing and engaging in
movement.
123UM.03
Use simple criteria to evaluate success and identify the need for improvement in basic
movement tasks and challenges.
123MC.02
Explore and discover ways of interacting in movement with different situations and contexts,
including a range of apparatus and equipment.
123TP.01
Show involvement when working alone, when sharing space, in whole group physical activity and
when playing with others.
123TP.04
Begin to take and share the lead in team/group work.

123TP.06
Listen to others and respond appropriately in a range of movement tasks and challenges.

123HB.02
Identify and name which body parts are being used during physical activity and why these are
important.
123HB.04
Recognise the current limits of own capacities, and understand the risks associated with different
contexts and physical activities.

123TR.01
Show increasing ability to share space and equipment, to take turns and to cooperate with
others.

123TR.02
Understand individual responsibility for moving and using equipment and space safely, following
associated rules and regulations.
123TR.04
Understand when and how to engage the help of others during group movement tasks.
123TR.05
Give supportive feedback in partner/small group activities. Show appreciation of and respect for
contributions and motivation to improve.









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
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.5 Suggested activities
Unit 2.5 Topic 1 Body shapes
Outline of topic:
The core focus of this topic is body shapes. This theme is explored and developed in a number of ways. Initially, learners work on mats in pairs performing simple
body shapes: straight, tuck, star, straddle and pike. Some of these are developed to become jumps and rolls. Pairs compose sequences that are observed and
evaluated by peers and the teacher. Learners develop their appreciation skills, in terms of their skill in describing and evaluating their own and others’ movements.
Language:




Nouns (body shape, body parts, bodies, sequence, mat and feedback).
Vocabulary related to action (stretch and roll: straddle or teddy bear, log and tuck; body shape: tuck, star, straight, straddle and pike).
Vocabulary related to body shape (feet, legs, arms and head).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MW.01 Practise and refine
basic movement skills.
Ask learners to get the mats out safely, walk into a space and sit down in pairs.
Explain that this topic focuses on body shapes in gymnastics. Ask learners
what shapes they already know and get them to make these shapes with their
fingers or arms.
Safety in carrying mats: emphasise thumbs on
the top, one learner holding each end of the
mat.
123HB.02 Identify and name
which body parts are being
used during physical activity
and why these are important.
Learners play a game called ‘washing machine’. They quietly run on tiptoes
around the space in between the mats (not on them), taking small steps. They
continue to move in any way they wish apart from when you ask them to move
in a ‘washing machine’ way.




When they turn the imaginary washing machine on, they jog on the spot
with high knees and as fast as possible for 10 seconds.
To represent the spin of the clothes, they sit on the floor or lie on their
stomachs and spin their body round three or four times.
To show the drying of clothes, they perform arm circles and stretches.
Out of the machine come the clothes: learners make shapes related to
these items while lying, standing or sitting on the floor: scarf (straight),
trousers (pike), shorts (tuck) and skirt (straddle, star). If the item is wet,
they make a star shape as if they are hanging it on the washing line to dry.
Ask them if they can move in this same shape (e.g. straight shape walking
on tiptoes with arms extended above their head).
Remind learners to keep well-spaced
throughout all activities, lifting their heads up to
remain aware of other learners and avoid
collisions.
Narrate the washing machine story as learners
move and demonstrate the quality of the body
shapes required (stretched toes, straight legs
and tight muscles).
Use percussion instruments to accompany
movement, and also use music to enhance
expression and atmosphere.
Each pair of learners works together to explore two or three favourite body
shapes linking them together and moving quickly or slowly from shape to
shape. They remember and repeat the sequence showing good control. They
show the sequence to another pair asking them to describe the shapes they
see and which body parts (e.g. feet, legs, arms and head) are being used.
Five basic body shapes:
 straight: a long, straight shape with arms
raised above the head, toes pointed and
legs extended
 tuck: knees drawn into the chest and hands
cupped lightly under knees
 star: a stretched star shape with arms and
legs wide apart
 straddle or teddy bear: leaning forwards
from the hips to touch toes with legs
forming a triangle shape (outstretched to
left and right)
 pike: reaching forwards with arms to touch
lower legs or toes.
What different body shapes do you now know?
Which body parts did you move to make and change these shapes?
How can you move smoothly from one shape to another?
Observe the quality of learners’ movements
and shapes; pick out good examples to
demonstrate to others.
Resources: gymnastic mats, percussion instruments, music and digital playing
device.
Observe how well learners work together in
pairs. Listen to their naming of body parts. Note
how they can perform clear body shapes. Make
personal notes for identifying areas for
Learners work in pairs on mats to perfect or improve their own body shapes
and to correct each other’s. Focus on tight bodies (body tension) to improve
the clarity of the shapes. Practise straight, pike, tuck, straddle and star shapes,
while lying, standing or sitting on the floor.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
Scheme of Work
Teaching notes
improvement.
123UM.01 Describe own and
others’ movements using
simple activity-specific
vocabulary.
123UM.03 Use simple criteria
to evaluate success and
identify the need for
improvement in basic
movement tasks and
challenges.
As a whole class, learners practise safe landings. They try making straight
jumps and star jumps as directed by the teacher. Make sure that they are
landing safely from each of these shapes.
Learners try making sideways rolls in a ball shape (tuck roll). They start on
knees in a tucked shape and roll sideways carefully onto their backs and then
back onto their knees again. They should remain in a tight ball shape at all
times. They try to roll sideways in a straight shape (log roll) from their fronts to
their backs and fronts again.
This activity can be extended to include a straddle roll (teddy bear roll), sitting
in a straddle shape and then rolling sideways onto the side, top of the back and
up with hands holding knees; legs stay in a straddle shape at all times.
Make sure learners return their feet to a
position shoulder width apart after their straight
and star jump shapes, aiming for quiet, safe
landings with a ball-heel action of the foot to
soften the impact. They need to bend their
knees and have wide arms reaching out from
their shoulders at shoulder height.
Remind learners that tighter muscles bring
more control and clearer body shapes. Ask
them to tense up their hands into fists and try
to show this same muscle contraction in their
different body parts when they make their
gymnastic shapes.
Resources: gymnastics mats.
Learners work in pairs to explore ways in which they can join two or three body
shapes. They can use any of the jumps and rolls that they have tried out
previously. They join with another pair and review each other’s work, giving
each other a ‘star’ for one thing they did well (e.g. stretching and joining body
shapes well) and a ‘wish’ (something they can improve) as feedback.
Half the class perform their pair sequences with the teacher and the other half
of the class give them feedback. Learners describe and explain which body
shapes and movements they liked the best and why.
Resources: gymnastics mats.
Increase the number of gymnastic shapes for
more able learners to four or five in the pair
sequences. This is an opportunity for the
teacher to assess how creative their learners
are and to pull out the best examples for
sharing. The whole class can then perform
them to extend each learner’s movement
vocabulary. Try to create a sense of
performance when learners all perform
together.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.5 Suggested activities
Unit 2.5 Topic 2 Exploring space
Outline of topic:
This topic aims to improve learners’ performance and composition skills on the floor through the theme of mini-beasts. Learners work individually on various skills
such as the tuck roll, and the front and back support balances. In pairs, they work to include spatial variety within their sequences, particularly in terms of levels
and directions. They also learn to develop their sequences in dynamics and relationships. Learners’ appreciation skills are fostered as they regularly describe and
evaluate their own movements and those of others.
Language:






Nouns (actions, space, dynamics, relationships, mat and skeleton).
Vocabulary related to action (stretch, balance and roll: forward, backward, straddle, log, dish and egg (or tucked); front support, back support and jump: tuck,
star, straight, straddle, pike and turning).
Vocabulary related to space (different levels: high, medium and low; directions and floor pathways: circles, lines and zigzags).
Vocabulary related to relationships (leader, follower, side by side and face to face).
Vocabulary related to dynamics (fast, slow, medium speed, heavy and light).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MW.02 Perform movement
skills with increasing
proficiency and use them
sequentially.
Ask learners to get the mats out safely, walk into a space and sit down in pairs.
Explain that this topic focuses on exploring space in gymnastics. Ask learners
what they already know about making changes to space in gymnastics. Talk
about changes to space that can be made (e.g. directions and levels). Explain
how important these changes are when trying to make actions and sequences
more interesting to look at (and creative). Show and talk about a movement
that is creative, e.g. an interpretation of a caterpillar moving up and down on
hands and feet (changing levels). Explain that they will be focusing on different
mini-beasts (e.g. woodlouse, centipede, ant, snail, spider, butterfly, slug,
caterpillar and grasshopper), which are small animals that do not have an
internal skeleton. Show them pictures of different kinds of mini-beasts to help
them to develop their future movement ideas.
Safety in carrying mats: emphasise thumbs on
the top, one learner holding each end of the
mat.
123MW.03 Move with control
and coordination, using space
in different ways and moving
with different speeds and
dynamics.
123UM.02 Describe actions,
dynamics, space and
relationships when observing
and engaging in movement.
123TP.01 Show involvement
when working alone, when
sharing space, in whole group
physical activity and when
playing with others.
Ask all learners to move about the space (in between the mats not on them)
like a caterpillar in interesting and creative ways emphasising changes of
space (up, down and interesting floor spatial pathways).
What shape is a caterpillar when it raises its body in the middle? (pike)
What shape is a caterpillar when it stretches out on the ground? (straight)
Teach the front support (on mats). Explain that this is like a caterpillar that is
not moving.
Resources: gymnastic mats and pictures of mini-beasts (e.g. woodlouse,
centipede, ant, snail, spider, butterfly, slug, caterpillar and grasshopper).
Learners discuss with you how a grasshopper might move. Ask learners if they
know how to hop well and whether they know what makes a good hop. Share
teaching points with them and model good hopping, as required. Learners try
to hop around their mats, changing the hopping leg regularly. Learners follow a
partner around a mat, hopping and stopping (‘follow the leader’ activity). If they
cannot hop, they can gallop instead. They swap roles.
Can you hop like a grasshopper?
How can you make your hop better?
Is a hop at a slow, medium or fast speed?
Where did your hop take you on the floor? (in a circle around the mat)
Resources: gymnastic mats and pictures of mini-beasts (e.g. woodlouse,
centipede, ant, snail, spider, butterfly, slug, caterpillar and grasshopper).
Space: direction (backward, forward, side to
side, zigzag, upward, downward and
diagonally), levels (low, medium and high),
floor and air pathways (curved, angular, zigzag,
straight, twisting and turning), personal (close
to body) and general space (far away in the
larger movement space).
Front support: balance on hands and feet,
stomach facing downwards with a straight line
between shoulders and ankles. Keep body
tension in the stomach.
Grasshopper movements: ask learners how
they can improve their hops and talk about the
body parts that can help them (e.g. bent knees
in take-off and landing, bent arms in hopping
and eyes focused forward). Remind learners to
swap from one leg to the other when one leg
gets tired. The leader can stop whenever they
like, so the learner following them needs to be
very observant and try to keep up with their
partner’s hopping and stopping rhythm. If
learners cannot hop, they can perform a gallop
instead.
Hop teaching points:
 Bend the support leg on landing then
straighten it to push off.
 Take off and land on balls of the feet.
 Move the swing leg in rhythm with the
support leg.
 Hop on both right and left leg.
 Keep head and trunk stable with eyes
focused forward.
 Bend and move arms to assist leg action.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Scheme of Work
Suggested teaching activities and resources
Teaching notes
Learners travel about the space on different levels (high, medium and low)
using different speeds, moving as their favourite mini-beasts (e.g. centipede,
ant, snail, spider, butterfly, slug, caterpillar and grasshopper) in between the
mats. They join with a partner and copy each other’s ideas, taking it in turns to
be a leader and a follower.
Gallop teaching points:
 Keep rhythmical and relaxed.
 Keep feet facing to front (not in the
direction of travel).
 Move forward and upward.
 Bend knees slightly, weight on balls of the
feet.
 Lead with either leg.
 Keep trunk, head and eyes face to the
front.
 Move arms to assist action (forward drive).
How well do you move as a mini-beast?
Can you improve your mini-beast movements? If so, how?
Which movement did you do that was on a low level? Medium level? High
level?
Where did you travel on the floor? (e.g. in circles, lines and zigzags)
Resources: gymnastic mats and pictures of mini-beasts (e.g. woodlouse,
centipede, ant, snail, spider, butterfly, slug, caterpillar and grasshopper).
Allow complete freedom of movement as
learners move like mini-beasts, as long as
learners are safe and well-spaced. Remind
them to keep well-spaced throughout using
changes of level (high, medium and low).
Highlight good examples of creativity as
learners move and ask for one or two
demonstrations.
Observe how well learners perform basic skills
as individuals, and how well they can show
different uses of space and speed. Note how
they respond to related questions. Make
personal notes for identifying areas for
improvement.
Discuss and model basic ways to take weight on hands and feet from different
starting shapes. For example, for a spider, model a back support starting
shape and walk feet towards hands, then walk hands away from feet. They can
also try moving like a spider with a bottom shuffle sideways, using hands and
feet to help them travel.
Ask learners to get into pairs and explore different ways of moving across and
around their mats as spiders. Encourage them to change space, dynamics and
relationships.
Can you change your floor pathway and go sideways? (space)
Can you move fast as a spider? (dynamics and speed)
Back support: learners balance on hands and
feet, stomach facing upwards, with a straight
line from their toes to nose (hips are therefore
raised). If learners struggle taking weight on
their hands due to lack of strength/body weight,
they can keep their bottoms on the floor.
Observe how well learners show different
actions, dynamics, space and relationships.
Note how they respond to related questions.
Observe how well they work alone, and in pairs
and groups. Make personal notes on these
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Scheme of Work
Suggested teaching activities and resources
Teaching notes
Can you move slowly as a spider? (dynamics and speed)
Can you move like two spiders side by side or facing each other?
(relationships)
learning objectives for identifying areas for
improvement.
Resources: gymnastic mats.
Learners work together in pairs, with a mat to share. Using mini-beasts as their
stimulus, learners work in pairs and decide on two or three favourite ways of
moving like a mini-beast and link these together with tuck rolls (knees in a
tucked shape and rolling backwards and forwards carefully onto their backs
and then back onto their knees again) and jumps (these actions show level
changes). They make sure that they have changes in space (floor pathways,
directions and levels) and add different dynamics to their sequences (e.g. fast,
slow, medium speed, heavy and light). They share their pair sequences with
another pair, trying to guess which mini-beasts that pair was demonstrating.
They also give feedback on how well that pair performed and which space and
dynamic changes they made (e.g. space: directions, levels; dynamics: slow,
fast).
Which mini-beasts did you see in the sequence you looked at?
Which mini-beasts did you move like?
What interesting space changes did you use or see?
Did you see any speed changes?
Did you see any light or heavy movements?
Resources: gymnastic mats.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.5 Suggested activities
Unit 2.5 Topic 3 Using small apparatus
Outline of topic:
Learners work with small apparatus in this topic, extending some of their floor-based mini-beast ideas through the use of chiffon scarves, benches, box tops and
low beams. During their exploration and composition processes, the emphasis is on variation of body shape and space. Learners review the health and safety
requirements when working with apparatus. They work to build their movement vocabulary on apparatus in small groups, reviewing and evaluating their
performances.
Language:





Nouns (body shape, space, apparatus, mat, bench, box top, beam, safety and rules).
Vocabulary related to body parts (thumbs, toes, feet, back, stomach and arms).
Vocabulary related to action (swinging, throwing, catching, walking, running, lifting, carrying, placing and body shapes: straight, tuck, star, straddle and pike).
Vocabulary related to space (floor pathways; different levels: high, medium and low).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MW.04 Refine and extend
movement competence and
confidence through responding
and adapting to the demands
of a range of contexts,
apparatus and equipment,
showing coordination and
control.
Explain to learners that in this topic they will be using small apparatus (e.g.
scarves, hoops, benches, box tops and low beams) to extend their skills and
understanding of shape and space.
Safety tips in apparatus work:
 Lift-carry-place correctly in designated
areas.
 Always bend knees when lifting and setting
down apparatus.
 Work together and communicate when
carrying apparatus.
 Listen to the teacher.
123HB.04 Recognise the
current limits of own
capacities, and understand the
risks associated with different
contexts and physical
activities.
123TR.01 Show increasing
ability to share space and
equipment, to take turns and
to cooperate with others.
123TR.04 Understand when
and how to engage the help of
others during group movement
tasks.
Learners explore moving around the space with chiffon scarves. They can use
them in any way they wish as they move, as long as it is safe (e.g. swinging,
throwing and catching, and waving). Ask learners how they might use the scarf
if they were a butterfly. Ask them to move around the space walking or running
on the balls of their feet moving their bodies up and down by bending and
stretching their legs; the scarf could be an extension of one of their wings.
Remind learners of basic safety rules when working with apparatus.
What do we need to remember to do when carrying mats? (thumbs on top,
work together with partner; one at each end of the mat)
Why do we need to bend our knees when lifting, carrying and placing a bench?
(to make sure our backs are not hurt)
Why do we need to listen well when working on apparatus?
Why do we need to be aware of other learners when working on apparatus?
Who do we ask for help if we find carrying something difficult?
Resources: chiffon scarves.
Learners get mats and benches out in small groups of three or four. Ask
learners to try and transfer some of the body shapes they previously performed
on mats to their apparatus. Remind them of the ones that they explored in
previous topics in this unit: straight, tuck, star, straddle and pike.
Is it harder for you to perform shapes on mats or apparatus? Why do you think
that?
How can we get help if we find a movement or shape difficult on apparatus?
(e.g. ask teacher and ask another learner)
Resources: mats and benches.
In their groups of three or four, learners share space and equipment. They use
the benches to slide along on their backs and stomachs, pulling themselves
forward with their arms on their stomachs, or pushing themselves forward if
they are on their backs (like a slug). Learners experiment with different ways of
travelling under, through and around their small apparatus, using some of the
As learners experiment, ask them which minibeasts they are representing.
Observe how well learners transfer their
movements to the apparatus from the floor,
and how well they work with apparatus. Note
their coordination and control. Ask safetybased questions to check their understanding
of risk. Observe their skill in sharing space and
equipment and working with others. Make
personal notes on these learning objectives for
identifying areas for improvement.
Cambridge Primary Physical Education (0069) Stage 2
Learning objectives
Suggested teaching activities and resources
mini-beast movement ideas that they have learned in previous topics and any
other new ideas that they have. They also use the chiffon scarves and practise
their butterfly movements if they are waiting for a turn on apparatus or if they
enjoyed moving like a butterfly.
How can you make the shape of your mini-beast clearer? (e.g. tighter body
shapes and pointed toes)
How does your mini-beast move in real life? Can you try and copy that?
Can you include some of the body shapes you learned earlier in the unit? (e.g.
straight, tuck, star, straddle and pike)
Where did you get help with your ideas?
Resources: benches and chiffon scarves.
In front of the whole class, learners demonstrate their mini-beast ideas with
small apparatus in their groups of three or four. Give feedback to groups and
the whole class. Ask groups to discuss their work and give each other
feedback.
How well did you share space, apparatus or ideas in your groups?
Are you good at waiting to take your turn?
What was your best mini-beast movement?
Which mini-beast movement can you improve and how?
Which safety rules did you follow?
Resources: mats, benches, hoops, box tops, low beams and chiffon scarves.
Scheme of Work
Teaching notes
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Unit 2.5 Suggested activities
Unit 2.5 Topic 4 Sequences on large apparatus
Outline of topic:
In this final topic, learners work together in pairs and small groups to review the body shapes that they have explored in previous topics: straight, tuck, star,
straddle and pike. They practise these as static (still) and dynamic (moving) shapes on the floor and on apparatus. They also use small hand apparatus in their
groups, in order to create additional interest and variety. They review the importance of safe practice in gymnastics. The final sequence that learners compose
requires clear starting and finishing positions, and also variation in body shape and space.
Language:





Nouns (body shape, star shape, straight shape, starting position, finishing position, sequence, feedback and safety).
Vocabulary related to action (balances, turns and jumps).
Vocabulary related to space (levels: low, medium and high; floor pathways: circles, lines and zigzag; and directions: up, down, backwards and forwards).
Vocabulary related to equipment (mats, bench, box, ropes, table, stool, buck, wall bars and climbing frame).
Vocabulary related to reflection, review and discussion.
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123MC.02 Explore and
discover ways of interacting in
movement with different
situations and contexts,
including a range of apparatus
and equipment.
Explain to learners that in this topic they will be using large apparatus (e.g.
boxes, wall bars, climbing frames, tables, stools and bucks) to extend their
skills and understanding of shape and space.
123TP.04 Begin to take and
share the lead in team/group
work.
How can you make your movements safe on the floor and on apparatus?
Why do we need to share apparatus safely when working in groups?
Learners set up apparatus in groups of four (two pairs sharing each set of
apparatus): two mats, one bench and one box (three or four layers depending
on skills), or a table, stool or buck, climbing frames, wall bars and ropes.
Safety tips in apparatus work:
 Lift-carry-place correctly in designated
areas.
 Always bend knees when lifting and setting
down apparatus.
 Work together and communicate when
carrying apparatus.
 Make sure there is sufficient space
between apparatus, walls and other pieces
of equipment so there are clear lines of
access and space for exits from expected
movements.
 Listen to the teacher.
Remind learners of the body shapes that they explored in previous topics in
this unit through discussion and modelling: straight, tuck, star, straddle and
pike.
Remind learners of the need to always bend
their knees before and after any jumps that
they perform.
In pairs sharing apparatus, learners choose two or three of their favourite body
shapes. They practise these on the floor and apparatus, making sure that they
make clear body shapes.
Observe how well learners work on different
parts of the apparatus. Notice who leads and
who follows. Ask safety-based questions as
needed and observe their safe practice more
generally. Make personal notes on these
learning objectives for identifying areas for
improvement.
123TR.02 Understand
individual responsibility for
moving and using equipment
and space safely, following
associated rules and
regulations.
Remind learners of the health and safety requirements when working with
apparatus.
Discuss and demonstrate how to transfer these body shapes to apparatus, and
remind learners of how some of these body shapes can be still or move:
 balances (e.g. star shape held on balls of feet and tuck shape on bottom
with feet raised off floor)
 turns (e.g. straight shape that becomes a half turn while rolling on floor)
 jumps (e.g. straight shape that becomes a quarter or half turn from the
feet).
In their pairs, learners work to make body shapes that are still and moving on
apparatus. They link together four or five of their favourite ideas to make pair
sequences. They share these with another pair and give each other feedback
on what works well and what can be improved, particularly focusing on body
shapes that were demonstrated.
How well do you work with your partner? Can this be improved in any way?
Who led ideas and movements? How did they do this?
Who followed in their pair work?
Do you like to lead or follow your partner?
Cambridge Primary Physical Education (0069) Stage 2
Scheme of Work
Learning objectives
Suggested teaching activities and resources
Teaching notes
123TP.06 Listen to others and
respond appropriately in a
range of movement tasks and
challenges.
Learners begin to compose a sequence (set to chosen music) in small groups
of four. A range of body shapes learned previously are made on both floor and
large apparatus (e.g. boxes, wall bars, climbing frames, tables, stools and
bucks). Give learners small hand apparatus (e.g. hoops and chiffon scarves) to
create interest and make sure that they keep active and do not queue. The
final sequence needs to have:
 a clear starting and finishing position (e.g. individual or group balances or
shapes)
 five to eight different movements that show clear body shapes (e.g.
straight, tuck, star, straddle and pike)
 variation in space (e.g. levels: low, medium and high; interesting floor
pathways: circles, lines and zigzag; and different directions: up, down,
backwards and forwards).
Learners can give feedback using the two stars
and a wish appreciation system: two aspects
they think were effective and why, alongside
one pointer for improvement.
123TR.05 Give supportive
feedback in partner/small
group activities. Show
appreciation of and respect for
contributions and motivation to
improve.
Ask two groups to join up and watch each other, giving feedback on what
worked well and what they can improve. Remind them to consider one or two
of the three task requirements listed above in their feedback to others.
Learners practise their group sequences in preparation for filming and
feedback. Half the class watch the other half perform and give feedback.
Digitally record (video) performances. As a class, review the digital recording of
the sequences. Discuss how successful the learners were making body shapes
and using space. Focus also on how well groups worked together, in terms of
supporting and listening to each other.
Which body shapes were interesting?
What do you need to improve in your gymnastics work? How will you do this?
How did you work together as a group?
Who listened well today? Who did you listen to?
Who supported someone else today? How did you do this?
Resources: mats, benches, boxes, wall bars or climbing frame, tables or
stools or bucks, ropes, hoops, chiffon scarves, music, video recording
equipment and digital playing device.
Observe how well learners work together
(listening and responding to each other) and
what kind of feedback they give to each other.
Make personal notes on these learning
objectives for identifying areas for
improvement.
Cambridge Primary Physical Education (0069) Stage 2
Sample lesson 1 Unit 2.2 Topic 1 Exploring actions
CLASS:
DATE:
Learning objectives
123TP.03 Know how to work independently towards the achievement of agreed
movement goals.
123HB.02 Identify and name which body parts are being used during physical
activity and why these are important.
Lesson focus /
success criteria
Developing learners’ experience of a range of dance actions, how they can link
these to compose sequences inspired by the theme of colours.
Prior knowledge / Previous
learning
Developing knowledge and understanding of composition, performance and
appreciation skills through specific themes. Reading stories and exploring these as
potential stimuli for dance.
Plan
Lesson
Introduction
Planned activities
Introduce the learning objectives. They may need to be explained in
simpler terms that all Stage 2 learners will understand. Direct
examples can be given from this lesson too. For example, ‘agreed
movement goals’ could be explained as something that you think you
could do better at when moving (e.g. dancing with clear body shapes
and creating interesting actions). ‘Identify and name which body parts’
could be simplified as being able to point at a body part and name it.
Explain the theme of this lesson to learners, explaining that they will
be working individually and in pairs to explore different colours through
related dance activities.
Remind learners of the stories they listened to previously that talked
about colours. In these stories, they learned about the three primary
colours: blue, red and yellow. Learners reflect on these colours (blue,
red, yellow) and discuss movements that might represent them:
 blue: cold colour, sky, water and balance
 red: hot colour, fire, anger and love
 yellow: warm colour, sunshine, energy and happiness.
What is an action? (a movement that the body does, e.g. a hop, a
stretch and a turn)
What actions might we do to show blue, red and yellow?
Play some relaxing music. Ask learners to pretend that they are either
the water or the sky (colour blue) and to move about the space
performing large movements (e.g. big steps or large circles of the
arms) that change levels, sometimes going high and sometimes going
low. Follow this by asking learners to perform a faster movement like a
fire (red colour) that is burning quickly through a forest (e.g. quick, light
steps and reaching up high like a flame). Ask learners to dance about
the room as if they were happy (yellow colour).
Main activities
In pairs, learners explore a range of actions inspired by the colour
blue. Ask them to consider what kinds of movements they would do if
they were cold (e.g. angular, fast, shivering, spiky, running on the spot
to keep warm, waving arms and legs around, and folding arms and
Notes
Large, clear
space. Music or
percussion
instruments – as
required.
Encourage
learners to copy
the movements
that they see in
other learners in
order to extend
their own
movement
vocabularies.
As learners
move, ask them
which body parts
they are using
and why these
are important
when moving.
Listen to
learners’
responses and
make notes for
identifying areas
for improvement.
Music or
percussion
instruments – as
required.
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Cambridge Primary Physical Education (0069) Stage 2
Lesson
Planned activities
crossing legs to keep warmth in body). They make a sequence of four
actions from their explorations of the colour blue, linking these
together so that they flow from one to another. Encourage learners to
have interesting dynamics (e.g. fast, slow, heavy and light) if they have
not shown these already.
Ask learners to discuss in their pairs:
 what they enjoy in the sequence
 which body parts they are using
 something they can improve (individually and as a pair).
As a half class, learners perform pair sequences. Discuss what
worked well in the pair sequences and how they might improve actions
(e.g. different body parts could be used to make the sequences more
interesting: elbows, knees and hips).
End/Close/Reflection
/ Summary
Remind learners that the colour yellow is a warm one and it can, for
example, represent sunshine. Ask them to lie down on their backs and
stretch their whole body into a wide sun shape and then curl up into a
small sun shape on a cloudy day (when the sun is hidden). They
repeat this slowly three times. They roll over onto their knees and then
sit opposite a partner for the pair discussion.
Pair discussion:
What did you do well today?
What do you need to improve?
Can you name which body parts you used a lot today?
Can you name which body parts you did not use very much today?
Notes
Model ideas to
all learners and
regularly stop
the class to
show interesting
actions and
dynamics that
learners are
performing in
their pairs.
Observe pairs
working together
and make
personal notes
on their
knowledge of
body parts and
how well they
work as
individuals (and
pairs) on their
movement
goals.
Music and digital
playing device or
percussion
instruments – as
required.
Listen to the pair
discussions and
review with the
class which
learning
objectives need
further work in
future dance
lessons.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
96
Cambridge Primary Physical Education (0069) Stage 2
Sample lesson 2 Unit 2.3 Topic 2 Travelling
CLASS:
DATE:
Learning objectives
123TR.01 Show increasing ability to share space and equipment, to take turns and
to cooperate with others.
Lesson focus /
success criteria
Developing understanding of how to share space and equipment, and how to work
together in small and larger groups.
Prior knowledge / Previous
learning
Learners will have experienced different types of travelling as individuals and in
groups in previous school physical education units. They will also have a basic
understanding of what travelling is and be able to name and perform a range of
travels (e.g. run, hop, skip and jump for distance).
Plan
Lesson
Planned activities
Notes
Introduction
Introduce the learning objectives. Explain them in simple terms that all
Stage 2 learners will understand. Explain that the lesson helps them to
learn how to share space as they move, and also how to share equipment
such as hoops. They will also learn how to work well with other learners.
You can give direct examples of the learning objective from this lesson as
it progresses.
Large, clear
space,
beanbags,
music and digital
playing device.
Explain that this lesson is part of the adventurous activities unit. It includes
a variety of games and activities that are designed to be fun and a little
different from traditional ball games and sports that they might see on
television or the internet.
Remind learners
to be wellspaced and
keep their heads
and eyes up to
avoid collisions.
Give each learner a beanbag and ask them to place it on the floor in a
space. Have them travel about the space in any way they like when the
music plays, but when the music stops, they need to return to their
beanbag as quickly as possible by hopping. When the music plays again,
they have to find different ways of hopping around, over, away from or
towards their beanbag. When the music stops, learners try and balance
on one foot without wobbling (arms stretched out to the sides, eyes
focused forwards).
Ask learners to shake their hands one at a time, shake their legs one at a
time, and then shake their whole body and bounce on the spot on one
foot.
Main activities
Learners play a game called ‘wolf and rabbit’: the wolf stands in the
middle of the playing area without a hoop and is the tagger. Each of
the rabbits stand in their own hoop in a space. On the whistle, rabbits
need to change hoops. When they reach another hoop, they are safe
until the next blow of the whistle. When the wolf tags (touches on the
back) a rabbit, they swap roles.
This activity can be extended by removing hoops gradually from the
game; a rabbit without a hoop becomes a wolf. When tagged, the
rabbit can become an additional wolf. Play the game until only one
rabbit is left.
How did you work together to share the space safely in this activity?
How easy was it to find a hoop that was free?
If you were a wolf, how good were you at tagging rabbits?
Large, clear
space, hoops,
whistle (for you),
large balls and
cones.
Observe
learners’ skill in
sharing space,
following rules
and using
equipment.
Listen to their
discussion with
other learners.
Take personal
97
Cambridge Primary Physical Education (0069) Stage 2
Lesson
Planned activities
Notes
In pairs, learners run freely in the playing area, each carrying a large
ball, following a partner and trying to keep up with them. Partners try to
lose their follower by changing direction and speed regularly, or by
changing the travel used (e.g. dodging, hop, skip and run). Review
ways in which leaders lost their partners, and how well and how safely
all learners moved about the space.
notes for
identifying areas
for improvement.
Can you say why we need to be good at finding spaces in games such
as this?
Can you say why we need to try and lose players who are chasing us
in games?
Did you move safely with your partner about the space?
Was there a time when you had to change the direction of your travel
to keep well-spaced?
Did you enjoy taking turns with your partner to lead?
Do you enjoy being a leader or a follower?
In pairs, learners select six cones and place them anywhere in their
playing area (5 square metres of space). They make a hopping and
jumping journey, hopping between the markers and jumping round
each one, hopping sometimes on the right foot and sometimes on the
left foot. They reposition the cones and try out different pathways (e.g.
zigzag, circle, line and diamond) and travels, e.g. skipping between
the cones and tiptoe walking round them, with tall straight posture.
They share their hopping and jumping journey with another pair and
talk through how they came up with their ideas and what kinds of floor
pathways they used and actions they performed.
End/Close/Reflection
/ Summary
Place cones in the space (enough for each learner to have one). Ask
each learner to stand by a cone and when the music plays, they walk
on tiptoes about the space. When the music stops, they find a different
cone from their first one and stand by it. They repeat this activity five
times with five different travel actions (e.g. walking backwards, sidestepping, crawling, sliding and walking with high knee lifts).
Learners imagine they are travelling in a train and circle their arms
forward like the wheels of a train. They then stretch their arms up and
circle them backwards as if they were swimming backstroke in the
sea. Finally, they swing their arms from side to side as if they were a
shirt being blown by the wind on a washing line.
Hop teaching
points:
 Bend the
support leg
on landing
and then
straighten it
to push off.
 Take off and
land on
soles of feet.
 Move the
swing leg in
rhythm with
the support
leg.
 Hop on both
right and left
legs.
 Keep head
and trunk
stable with
eyes
focused
forward.
 Bend and
move arms
to assist leg
action.
Large, clear
space, cones,
music and digital
playing device.
Listen to pairs
discussing the
lesson and
make personal
notes for
identifying areas
for improvement.
In pairs, learners review the learning objective and activities in this
lesson. They discuss what they have learned about moving in large
spaces, how well they have worked with the equipment, and also how
well they worked in their pairs and as a whole class.
98
Cambridge Primary Physical Education (0069) Stage 2
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
99
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