PHYSICAL EDUCATION
YEAR 1
STRIKING AND FIELDING UNIT
SUMMER TERM
ABOUT THE UNIT
In this unit children develop basic game-playing skills, in particular throwing and
catching. They play games based on net games (like tennis and badminton), and
games based on striking and fielding games (like rounders and cricket). They have an
opportunity to play one against one, one against two, and one against three. The
children improve and apply their basic skills in games. They play games that demand
simple choices and decisions on how to use space to avoid opponents keep the ball
and score points.
In all games activities, children think about how to use skills, strategies and tactics to
outwit the opposition.
VOCABULARY
In this unit children will have an
opportunity to use a range of words and
phrases, such as:
 Avoiding
 Tracking a ball
 Rolling, striking
 Overarm throw
 Bouncing, catching
 Free space, own space
 Opposition, team
 Rebound
 Aiming
 Speed, direction
 Passing, controlling, shooting
 Scoring
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RESOURCES
markers, cones, quoits, beanbags,
hoops, skipping ropes, small rackets
or bats
a variety of different sized balls that
bounce
differently,
so
that
differentiated tasks can be set
chalk
Digital camera
Video camera
Projector
coloured braids or bibs
Fundamental skills to be taught within this unit
Catch
2, Ready move for catching- with elbows bent and hands in front of the body
3, Hands move to meet the ball
Kick
2, Step forward with non-kicking foot placed near the ball (child needs to start at least 1 step away
from the ball)
Run
2, Knees bent-max right angle after you have pushed forward (during the recovery phase back leg
should be 90 degrees)
GAMES – CORNWALL UNIT - YR 1
For Class Yr 1 Pupils
QCA Unit 1 - Core Task 3
Pupil Challenges
Striking and Fielding Game
 The aim of the game is for the thrower (the
batter) to score as many points as possible by
throwing beanbags into a channel and then
counting how many times they can move in and
out of a hoop before fielders retrieve the
beanbags.
 The game is played one against one, one
against two, or one against three.
 One player stands in a hoop and throws
beanbags down a marked channel. (Diagram 1)
 The other players stand behind the thrower and
run to retrieve the beanbags after they have
been thrown.
 There should be one beanbag for each fielder to
retrieve.
 Players take it in turns to throw.
 Once the children know how to play the game
successfully, the fielders should stand in the
throwing channel to try to intercept the
beanbags. (Diagram 2)
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Can you throw beanbags accurately into a marked area?
Can you then jump in and out of a hoop to score points while
the beanbags are being fetched?
Can you talk about, and then try, the best way to throw a
beanbag the furthest? when the game is played as in diagram 2:Can you, as a fielder decide on the best place to stand?
Diagram 1
T
Marked Area
FFF
T =Thrower
F = Fielders
T
Dagram 5
F F
F
Diagram 2
Introduction to the KS1 Games Units
Six units, each containing 12 progressions have been written for KS1
Games.
Y1 – Autumn, Spring, Summer.
Y2 – Autumn, Spring, Summer.
The QCA Core Tasks for KS1 have been rewritten into Pupil Challenges
and a set assigned to each unit. Each unit of work therefore, progresses to
working towards achieving these challenges.
The intention of these units and the way that they have been written is
designed to encourage use of the 4 aspects of National Curriculum P.E.
2000. 1) Acquiring and Developing Skills
2) Selecting and Applying Skills, Tactics and Compositional Ideas
3) Evaluating and Improving
4) Knowledge and Understanding of Fitness and Health
The first unit, although encompassing the 4 aspects, is very much skill
based. It encourages the pupils to move correctly, understand space and
how to roll, throw, kick and strike a ball efficiently. If a teacher is
unfamiliar with the technicalities of such skills, it is advised that they
refer back to this unit when such skills are revisited in the other units, but
perhaps not in the same way. E.g. A year 2 teacher, may just be using
units Autumn, Spring and Summer. Should they themselves require
more knowledge on the basic skills to aid their teaching, they would be
well advised to keep unit 1 handy, to refer to.
It is possible to use these units as a rolling programme in small schools,
but please be aware of younger pupils requiring knowledge in basic skill
technique, before they can progress, and be prepared to differentiate
lessons accordingly.
2, Ready move for catching- with elbows bent and hands in front of the body
3, Hands move to meet the ball
2, Step forward with non-kicking foot placed near the ball (child needs to start at least 1 step away
from the ball)
2, Knees bent-max right angle after you have pushed forward (during the recovery phase back leg
should be 90 degrees)
Year 1
Summer Term
Games
Progression 1
Progression 1
EQUIPMENT
Whistle, cones, beanbags, hoops
Video camera, projector or laptop
LEARNING OBJECTIVES
Children should learn: A new striking and fielding game
 To recognise what they need to work on to improve performance
WARM UP
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WITH A PARTNER
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Can you move about in a coned area, on the balls of your feet
avoiding others?
Can you play JACK FROST & THE SUN – 2 children are Jack
Frost and wear blue bands – they try to tag (freeze) people –
when touched you must stand still like an icicle. 2 children are
Suns wearing yellow bands – they free (melt) the icicles, by
touching them gently so they can move around again.
Can you change who are Jack Frosts and Suns and play again?
QCA UNIT 1 CORE TASK 3 (see attached sheet)
Teacher set up this activity as shown on diagram 1 of the core
task sheet, playing 1V1?
Can you think where best to aim and how to throw the beanbag
when you are the thrower to score most points? (Furthest away
in marked area using an over arm action)
Can you think how best to travel to get the bean bag back to the
hoop quickly? (sprint)
Can you run back to the hoop with the bean bag just as quickly as
you first reached it? (stamina)
Could video the children and play it back so they can evaluate
their own performance
COOL DOWN
LEARNING OUTCOMES
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Can you put all the equipment away sensibly?
Can you tell me what skills you think you need to practise to
make the game easier? E.g. throwing, retrieving, running,
jumping etc
Children should be able to: Learn a new striking and fielding game
 Recognise what they need to work on to improve performance
Year 1
EQUIPMENT
Summer Term
Games
Progression
2
Whistle, cones, beanbags, hoops.
Progression 2
LEARNING OBJECTIVES
Children should learn: To throw accurately into targets of varying distances
 To choose the appropriate throw for short and long distances
WARM UP
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IN SMALL GROUPS
Can you play DISHES AND DOMES? In a coned area, spread
out as many cones as there are children. Half should be upside
down. Put children into 2 groups – one group must turn the
cones upside sown and the other must turn them the right way up.
Can you move quickly to the next cone remembering to play
safely by stepping in low to the cone and keeping your head
upright so as to avoid the head of another pupil moving to the
same cone?
Can you collect a cone and pass it around your neck, tummy,
knees and ankles?
Can you collect, in groups of 3, 1 cone, 3 hoop and 3 beanbags?
O
XXX O
O
O
O Hoop
X Pupil
O Cone
 Can you set up the activity following on from the teacher’s
model? The first person aims the bean bags, one into each hoop
– when all 3 beanbags have been thrown the same person collects
the beanbag from the nearest hoop, the 2nd person from the
middle hoop and the 3rd person from the furthest hoop. Then it is
the 2nd person’s turn to throw.
 Can you take it in turns to throw the 3 beanbags?
 How best is it to throw the beanbags? (underarm for closest,
over arm for furthest)
 Can anyone tell me how to throw underarm? (opposite foot to
hand forward, let go of beanbag when hand is pointing to target)
 Can anyone tell me hoe to throw over arm? (opposite foot
forward to throwing arm, hold opposite arm up for balance and
aim)
 Can you have another turn each thinking about these points?
 Did you choose and use the right type of throw? Were you more
accurate?
 Can you watch each other and make sure the person throwing has
the opposite foot forward?
 Can you play again scoring 1 point for each beanbag landing in a
hoop? Can you write your score on a white board? (For
successful children, make the targets harder e.g. smaller hoops,
further away.
 Can you tell me what type of throw you would use for short and
long distances?
Children should be able to: Throw accurately and choose appropriately for the distances.
COOL DOWN
LEARNING OUTCOMES
Can you tell me what type of throw you would use for short and long
distances?
Children should be able to:Throw accurately and choose appropriately for the distances.
Year 1
EQUIPMENT
Summer Term
Games
Progression 3
Whistle,
temperature
scale,
beanbags,
cones,
hoops.
Progression 3
LEARNING OBJECTIVES
Children should learn: To retrieve the beanbag quickly
 To describe what happens to their temperature and
appearance when they are active
WARM UP
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Can you find a partner?
Can you, using the scale, describe how hot you feel now?
Look also at what colour your partner’s face is?
Freezing
WITH A PARTNER
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COOL DOWN
LEARNING OUTCOMES
Boiling
Hoops to be spread out in coned area with 4 beanbags in each
– enough for at least 1 beanbag per child.
 Can you pick up any beanbag and run and put it in
another hoop? Can you keep doing this until the whistle
blows?
 Can you describe how hot you are feeling now?
 Can you look at your partner and see if his / her face has
changed colour?
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WHOLE GROUP
Normal
Can you with your partner collect a beanbag, a cone and a
hoop?
Can you take it in turns to throw the beanbag into the
hoop starting from the cone?
XX C
H
As soon as the beanbag has landed on the ground van
your partner run as fast as possible to collect it and run
back with it to the cone? Can you have 3 goes and swap
over?
Can you tell me what will help you to run quickly? (On
balls of feet and swinging arms)
Can you play again, watching each other when throwing
and running to see if you can tell your partner how they
may improve?
Can you move the hoop so that it is further away or closer
to the cone?
Can you decide what type of throw to use? How accurate
are you with your throw?
Can you put the equipment away sensibly?
Can you have a relay race in teams of 2 or 4, running as
fast as you can and swinging your arms?
Children should be able to: Describe what happens to their temperature and their
appearance when they are active
 Retrieve the beanbag quickly.
Year 1
EQUIPMENT
Summer Term Games
Progression 4
ProgressionWhistle,
4
cones, beanbags, hoops, whiteboards and pens.
LEARNING OBJECTIVES
Children should learn: To set up and run an activity independently
 To be honest in their scoring
WARM UP
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IN SMALL GROUPS
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COOL DOWN
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LEARNING OUTCOMES
Can you play DISHES & DOMES? (see unit 3
progression 2)
Can you collect a cone and pass it around your neck,
tummy, hips and knees?
QCA UNIT 1 CORE TASK 3 (see attached sheet, diag 1)
Teacher to model the core task, playing 3V1 as shown on
diagram 1 and remind children of the rules.
Can you, in groups of 4, set up the activity shown,
without any fuss and begin to play?
Can you take it in turns to throw the beanbags?
Can the thrower count accurately the number of times he /
she jumps in and out of the hoop while the fielders are
collecting the beanbags and bringing them back to the
hoop as quickly as they can?
Can the thrower write down his or her score on a
whiteboard?
Who do you think will be able to jump the most someone who throws the beanbag a long way or a short
way?
Does anything else make a difference e.g. speed of
fielders, speed of thrower jumping in and out of the hoop.
Can you always watch each other and see if you can help
anyone in your group improve their throwing, running,
jumping or retrieving?
Can you, as a group, put your equipment away?
Can you tell me who scored the most in your group? Do
you know why it was him / her?
Were you all honest in your scoring?
Children should be able to: Set up and run an activity independently
 Be honest in their scoring
Year 1
Summer Term Games
Progression
5
Progression 5
EQUIPMENT
Whistles, cones, rackets, small balls, hoops, whiteboards and
pens.
Video camera, projector or laptop
LEARNING OBJECTIVES
Children should learn: To adapt a game they know to use different equipment
and skills
WARM UP
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IN SMALL GROUPS
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COOL DOWN
LEARNING OUTCOMES
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Can you move around in a coned area on the balls of your
feet and avoiding others, while holding a racket in one
hand and a bat in the other?
Can you hold the racket with a ‘shake hands’ grip, while
balancing the ball on the racket face and walk around
avoiding others?
Can you stand on the spot and bounce the ball on the
racket 3 times, 5 times 10 times etc without dropping it?
Can you beat your score each time?
Can you put the racket on the ground next to you, drop
the ball on the ground and catch it with 2 hands?
QCA UNIT1 CORE TASK 3 - adapted for striking, so
that the thrower self feeds 3 balls, one at a time, and hits
them using the racket. While the fielders collect the balls
as quickly as they can and run back to the hoop, the
striker jumps in and out if the hoop as many times as
possible and records his / her score on a whiteboard.
Teacher to model game to children first.
Can you set up the activity in groups of 3 or 4 (with 2 or 3
fielders) in a safe place away from others?
Can you take it in turns to be the striker and fielders, with
no fuss?
Can you hit the ball into the marked area? What do you
need to remember? (stand sideways on, take racket back
etc)
Can you hit the ball further than you can throw it? If so,
do you have more time to jump in and out of the hoop and
hence score more?
Can you watch each other and help them improve?
Could video the groups and analyse what they did
Can you work as a group to put the equipment away?
Did you enjoy playing the game using the rackets?
Were you able to set it up easily in your groups with little
fuss?
Children should be able to: Adapt a game they know using different skills and
equipment.
Year 1
Summer Term Games
Progression 6
Progression 6
EQUIPMENT
Whistle, cones, medium and large balls, hoops, whiteboards
& pens.
Video camera, projector or laptop
LEARNING OBJECTIVES
Children should learn: To think and understand where is a safe place to set up a
kicking activity
 To evaluate others’ performances
WARM UP
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WITH A PARTNER
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IN SMALL GROUPS
COOL DOWN
LEARNING OUTCOMES
In a cone area can you move on your feet in different
ways holding a medium or large ball?
Can you use the insides of both your feet to dribble the
ball in the same area?
When the whistle blows, can you stop, pick the ball up
and hold it out in front of you with 2 hands? Can you do
this several times?
Can you pass the ball around your head, chest, tummy
and knees?
Can you hold the ball and stretch up tall?
Can you stand opposite your partner on either side of the
playground and do long kicks to one another, stopping the
ball before you kick it back?
Can you kick using the inside of your foot? Can you kick
using the top of your foot? Which is easier? (top for long
kicks)
QCA UNIT 1 CORE TASK 3 – adapt for kicking, so the
person in the hoop kicks 3 balls. When the 3rd ball has been
sent, the fielders run to collect one each, pick them up and
carry them back to the hoop while the kicker jumps in and out
of the hoop and records his / her score. Teacher to model it
first. (Skilled players could dribble the ball back)
 Can you get into groups and tell me what equipment you
will need? (1 hoop, 3 balls, 2 cones, whiteboard and pen)
 Can you think where your group could set up the game
safely so that you don’t cross into another group?
 Can you set up the game without any fuss?
 Can you watch others in your group and help them to
improve?
 Can you run as quickly as possible to retrieve the ball?
 Can you collect the equipment and put it away sensibly?
 Can you tell me one person in your group who you
thought did well and why?
 Could video a group and evaluate their performance
Children should be able to: Think and understand where is a safe place to set up a
kicking activity
 Evaluate others’ performances
Year 1
Summer Term Games
Progression 7
ProgressionEQUIPMENT
Whistle, heart beat scale, variety of balls, cones, hoops.
LEARNING OBJECTIVES
Children should learn: To describe what happens to their heart when they are active
 To field a variety of balls
 Can you put one hand on the centre of your chest at the bottom of
your breast bone?
 Can you, using the scale describe how fast and how hard your
heart is beating?
WARM UP
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ON YOUR OWN
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WITH A PARTNER
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Very Slow
Very fast
(tap tap)
(Boom Boom)
Can you play JACK FROST & THE SUN? (see unit 3 prog 1)
Can you stop and describe using the scale how fast and how hard
your heart is beating?
Can you throw, roll or kick the ball that you choose as far as
possible?
Can you chase after it, collect it as quickly as possible and run
back with it to where you started?
Can you do this several times, sometimes changing the way you
send the ball?
Can you stand in a hoop with 3 balls of varying sizes?
Can your partner stand next to you?
Can you choose which ball to send first? As soon as it has left
your hand, can you chase after it and run, holding it back to the
hoop? Repeat for the next 2 balls and swap over.
Now, can your partner stand opposite you as the fielder?
X
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Can you send the balls in to the target area one at a time, trying to
get them past the fielder?
Can the fielder collect the ball as quickly as possible, tracking it
carefully and deciding whether to catch it, get down low to
receive a rolling ball or stop it with his / her foot? Can the fielder
run back to the hoop with the ball very quickly?
Can the fielder move towards the ball to stop it even quicker?
How important is it to watch (track) the ball all the time? Why?
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Can you collect the equipment in carefully?
Can you feel your heart now? Where on the scale is it?
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COOL DOWN
LEARNING OUTCOMES
F
Children should be able to: Describe what happens to their heart when they are active
Year 1
EQUIPMENT
Summer Term
Games
Field
a
variety
of
balls
Progression 8
Progression 8
LEARNING OBJECTIVES
Children should learn: To know where to set up an activity safely and why
 To play the core task by rolling
WARM UP
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IN SMALL GROUPS
N.B. The next 5 progressions all involve the same core task,
but the sending of the ball / beanbag varies. Teacher to set up
the activity each time with one group and to model it to rest of
the class.
 QCA UNIT 1 CORE TASK 3 (see attached sheet – diag
2)
 Can you set up the activity in groups of 3 or 4 in a safe
place?
 Can the person in the hoop roll, (not throw) the balls into
the marked area? Can he/she roll all 3 balls, and jump in
and out of the hoop while the balls are fielded back to the
hoop?
 Can you think about all the skills you have learned to try
to roll the ball past the fielders and jump in and out of the
hoop as many times as possible?
 Can you, as a fielder try to stop the balls by tracking them
carefully and getting down low behind them to retrieve
them with 2 hands?
 Can you record your score accurately?
 Can you play it several times? Did the same person win
each time?
COOL DOWN
LEARNING OUTCOMES
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Can you play JACK FROST & THE SUN?
Can you stretch your calf muscles by putting one foot in
front of the other, bending your front leg and
straightening and stretching the calf muscle on the back
leg?
Can you collect the equipment in?
Did you work well as a group?
Children should be able to: Know where to set up an activity safely and why
 Play the core task by rolling
Year 1
Summer Term
Games Progression 9
Progression 9
EQUIPMENT
Whistle, cones, bands, soft balls, beanbags, hoops, and
whiteboards.
Video camera, projector or laptop
LEARNING OBJECTIVES
Children should learn: To try to catch the ball as early as possible when fielding
WARM UP
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WITH A PARTNER
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IN SMALL GROUPS
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COOL DOWN
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Can you, in the coned area, play SCARECROW TAG? 2
or 3 children are taggers. They have 2 minutes to tag as
many people as possible. When tagged, you must stand
like a scarecrow with arms out. To be freed another child
can run under your arms. N.B. For safety reasons, always
run under the arm from front to back.
Can you swap taggers and play again?
Can you stretch the muscles at the back of your arms
(triceps)? Put one hand in the air and bend it over so the
palm is touching your back. Use the other hand to push
just above the elbow to stretch the triceps. Swap arms.
Can you stand opposite your partner a few meters apart
and throw and catch a small soft ball or a beanbag?
Can you start to move further apart when successful?
Can you choose the appropriate throw for distance?
As the ball or beanbag comes towards you can you as a
receiver come forward to catch it as early as possible,
rather than waiting for it to come to you?
QCA UNIT 1 CORE TASK 3
Can you set this up as per the last progression but this
time the person in the hoop is to THROW the beanbag or
ball?
Can you as fielder try to catch the beanbag or ball as early
as possible and run with it back to the hoop?
Why is this good idea? (gives the thrower less time to
score points)
Can you as the thrower always choose the best way to
throw and look for a space in the fielders in which to
throw?
Can you record your score?
Could video the children to analyse their performance
Can you play ROLL TAG? 2 children are taggers with a
small soft ball each and stand outside a coned area. The
rest of the children stand inside the area. The taggers
must roll the balls to try to hit the children below the
knees. If someone is hit, they collect the ball and join the
taggers. Can everyone be out in 3 minutes?
LEARNING OUTCOMES
Children should be able to: Catch the ball as early as possible when fielding
Year 1
EQUIPMENT
Summer Term
Games Progression 10
ProgressionWhistle,
10 bats/rackets, small soft balls, cones, hoops,
whiteboards.
Video camera, projector or laptop
LEARNING OBJECTIVES
Children should learn: To choose a good place to stand as a fielder
 To be confident in playing a game
WARM UP
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WITH A PARTNER
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IN SMALL GROUPS
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COOL DOWN
LEARNING OUTCOMES
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Can you, with a bat and ball held in your hands, move in the
coned area on the balls of your feet avoiding others?
Can you keep the bat and ball close to you while moving?
Can you now balance the ball on the racket while moving,
watching where you are going at all times?
Can you stand still and bounce the ball on the racket, to head
height and keeping the racket flat, but using a ‘shake hands’
grip?
In pairs can you have a racket and ball between 2?
Can you stand opposite your partner; self feed the ball and
hit it for your partner to catch?
Can you sometimes hit it softly and sometimes hit it hard?
Can you, as the catcher watch (track) the ball carefully to
catch it as early as possible? Can you roll it back to your
partner?
Can you have 5 goes and swap over?
QCA UNIT 1 CORE TASK 3 - the person in the hoop to
self feed the ball and hit it with a racket into the marked
area?
Teacher to set up and model the game, and ask the
following.
Where in the marked area should the fielders stand, close to
the hoop, far away or spread out?
Does it matter which fielder stands where? (makes sense to
look at skills of fielders – faster runner is better to stand
further away)
Can you confidently set up this game safely in groups of 3
or 4?
Can you, without fuss, choose who will be the striker first?
Can you discuss and decide where the best place for each
fielder would be to stand?
Can you play the game as a group, working well together,
and ALL knowing your role in the game?
Can you sort out any problems you may have yourselves?
Could video the children and use the video to discuss the
above
Did you feel that in the game you chose a good place to
stand when fielding?
 Can you play ROLL TAG as per last progression?
Children should be able to: Choose a good place to stand as a fielder
 Be confident in playing the game
Year 1
Summer Term
Progression 11
Games Progression 11
EQUIPMENT
Whistle, cones. large light balls, hoops, white boards and pens
LEARNING OBJECTIVES
Children should learn: To play a game to enjoy as well as to win
 To work well as a team
WARM UP
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ON YOUR OWN
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WITH A PARTNER
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WHOLE GROUP
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Did you work well as a team?
Did you enjoy playing even if you didn’t win?
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LEARNING OUTCOMES
Can you stand opposite your partner with one ball
between you and kick the ball to one another?
Can you stop the ball before kicking it back?
Can you remember which part of the foot you use to kick
the ball? (inside for dribbling and little kicks, top for long
distances)
Can you start close to your partner and move further
back?
QCA UNIT 1 CORE TASK 3 – This time the person in
the hoop is to kick the ball.
Can you get into groups of 3 or 4, collect the equipment
you need, set up the activity and start to play without any
fuss?
Can you work together to sort out your positions?
Can you, as a group of fielders work together to stop the
kicker from scoring many points?
Can you encourage each other to do well, and
congratulate anyone who does do well?
Can you, as the kicker find a good space in which to kick
the ball and score as many points as possible?
Can you record your scores? Who did well? Why?
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COOL DOWN
Can you choose a ball each to hold as you move around
the coned area avoiding others?
Can you find a partner and play follow my leader,
choosing different skills to do with the ball e.g. small
throw and catch, dribble, bounce etc
On the whistle, can you stand still side by side with your
partner and hold the balls out in front of you with straight
arms as quickly as possible?
Children should be able to: Play a game for enjoyment as well as winning
 Work well as a team
Year 1
Summer Term
Progression 12
EQUIPMENT
Games Progression 12
Whistle, cones, hoops, balls of all sizes, bats/rackets,
whiteboards
LEARNING OBJECTIVES
Children should be able to: Evaluate their own skills and those of others
 Make choices of equipment
WARM UP
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IN SMALL GROUPS
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COOL DOWN
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LEARNING OUTCOMES
Can you choose a piece of equipment to use in the warm
up?
Can you move in the coned area using the piece of
equipment sensibly and safely?
On the whistle can you stand still immediately holding
the piece of equipment in the air?
QCA UNIT 1 CORE TASK 3. Pupils to play this game
one last time, but using skills that they feel they are good
at and enjoy.
Can you remember that in the last 4 sessions you have
played the same game, but the person in the hoop has sent
the ball in a different way –
ROLLING – THROWING – STRIKING – KICKING
Can you think about which of those skills you enjoyed
using the most?
Can you get into groups of 3 or 4, collect the equipment
you may need to cover all the choices in your group, and
set up the activity safely?
Can you as fielders think where best to stand to field the
ball quickly? These positions may vary according to how
the ball is going to be sent.
Can you encourage each other, watch them carefully and
help them to improve?
RELAY RACES. Can you stay in your groups, putting
all the equipment that you used in the hoop beside you?
(some groups that only used one or two skills in their
game will need to collect more equipment)
Can you have a couple of relay races using the skills of
Rolling, Throwing, Striking and Kicking?
Can you encourage each other?
Children should be able to: Evaluate their own skills and those of others
 Make choices of equipment
Aspects and high
quality Outcomes
1. Committed
4. Confidence
10. Enjoyment
relate to attitudes and
not directly linked to
the 4 strands
Acquiring &
Developing Skills
2. Understanding skills
6. A range of
competitive, creative
and challenge-type
activities
Selecting & applying
skills, tactics &
compositional ideas
5. skills
Striking and Fielding Games Year 1
ELG
Some children will be
working within the following
criteria but will not quite
have fulfilled it completely
LEVEL 1
Most children will have
consolidated the previous criteria
and will be working well within the
following criteria
LEVEL 2
Some children will have consolidated the
previous criteria but may be working well
within this criteria
Move with confidence,
imagination and safety
Move with control and coordination
Use a range of small and
large equipment
Copy, repeat and explore simple
skills and actions with basic control
and co-ordination
Pupils able to stop and control
medium ball on command. Pupils
throw beanbags accurately at a
marked area
Start to link skills and actions
together
Pupils show different ways of
moving a ball along a pathway
when fielding decide on the best
place to stand
Start to link skills and actions to
suit the activities
Pupils choose the best way of
moving a ball quickly and
accurately down a pathway
Describe their own and others
actions
Pupils describe their own game
to a partner and then they help
the partner play the game
Comment on their own and others
work
In the above game pupils
comment on what they are doing
and where best to aim to score a
point
Talk about how to exercise safely
Pupils talk about how to move
without bumping into others
Talk about how their bodies feel
during an activity
They describe how the heart
pumps faster when they are
running about
Explore simple skills and copy, remember,
repeat and explore simple actions with control
and co-ordination
Pupils hit ball to a target away from fielders
Most children will have
consolidated the previous criteria
and will be working well within the
following criteria
Some children will have consolidated the
previous criteria but may be working well
within this criteria
Travel around, under, over
and through balancing and
climbing equipment.
Handle tools, objects,
construction and malleable
materials safely
and with increasing control.
Evaluating &
improving
performance
7. Thinking and
decision making
8. Show a desire to
improve
Show awareness of space, of
themselves and others
Knowledge &
understanding of
fitness & health
3. Healthy, active
lifestyles
9. Stamina, suppleness
and strength
Recognise the changes that
happen to their bodies when
they are active
Some children will be working within the above criteria
but will not quite have fulfilled it completely
SEN
Talented
Vary skills, actions and ideas and link these in
ways that suit the activities
Work as a team to return ball to feeder
Begin to show some understanding of basic
tactics and simple compositional ideas
Pupils show how they keep the ball away
from their opponents and send it to the best
place to score a point
Talk about differences between their iwn and
others’ performances
Pupils discuss the game
Suggest improvements to their own and
others’ performance
Pupils discuss how they can improve their
performance by working together
Describe how their bodies feel during different
activities
Pupils describe how warm and tired they
feel after running quickly compared with
sometimes moving more slowly
Understand how to exercise safely
Pupils will say why they must not rush
about too close to one another or a wall