PHYSICAL EDUCATION
YEAR 1
NET GAMES UNIT
AUTUMN 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
coloured braids or bibs
Digital camera
Video camera
Projector
GAMES – CORNWALL UNIT 1– YR 1
For Class Yr 1 Pupils
QCA Unit 1 - Core Task 1
Pupil Challenges
Net Type Game
Net Type Game
The aim of the game is to throw beanbags into
your opponent’s hoop to score points. The game
is played one against one.
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Set up a ‘court’, with a line dividing two
players.
Position a hoop on either side of the line, 1m
to 2m from the line (see diagram 1).
Each player tries to throw three beanbags in
the hoop on the opposite of the line, while
their opponent tried to stop them without
actually touching the hoop.
After one player has thrown three beanbags,
the other player has a go.
Once the children have learnt how to defend
their hoop well, add a second hoop about a
child’s stride away from the first. (see
diagram 2)
Diagram 1
B
A
Diagram 2
B
A
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Can you throw beanbags past your partner
and into a hoop to score points?
Can you find the best way to throw the
beanbag?
Can you try to stop your partner from getting
his/her beanbag past you?
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.
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)
Year 1
Games – Skills
Autumn Term
EQUIPMENT
Progression 1
Coned area, whistle, bands or tag 1 per child
Video camera, projector or laptop
LEARNING
OBJECTIVES
WARM UP
Children should learn
 To run on the balls of their feet, swing their arms and stop
by putting their weight forward
 To be able to move in spaces without colliding
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ON YOUR OWN
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Can you run in this space using your arms and running on
the balls of your feet and can you stop as soon as I blow my
whistle? (Demonstrate using a child to show putting weight
forward and on balls of feet to stop)
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Can you find a partner watch them run. When I blow the
whistle I would like you to tell me one thing that your
partner did well? (balls of feet, swinging arms, weight
forward to stop and then swap over)
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Can you find a partner and follow them moving around
using all this space, don’t forget running on the balls of
your feet, use all the space and swing your arms?
Could video the children so they can see if they ran as they
were supposed to
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LEARNING
OUTCOMES
(Top play movement without a ball) Can you run in this
space on the heels of your feet? Can you run in this space
on the balls of your feet, not flat on your feet? Which one
was easiest?
Can you run in this space with your arms folded? Can run in
this space swing your arms? Which was easiest?
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WHOLE GROUP
COOL DOWN
Can you move around in this space, changing direction and
avoiding other people?
Can you run with small steps and large steps, can you move
around in the space in different way i.e. jump, skip?
(Top play movement games -Rabbits) Can you get another
persons tag? Can you also use the space to run away from
people who are trying to get your tag belt from you?
(Teacher could video this part of the session and use it
when the children are changed they could see if they can
spot 3 children who were using a good running style and
using the space)
 Can you run in a pattern, shapes, numbers or letters?
 Who can tell me what you have learnt today?
Children should be able to
 To run on the balls of their feet, swinging their arms and
stopping by putting their weight forward and be able to move in
spaces without colliding.
Year 1
Games – Skills
Autumn Term
Progression 2
EQUIPMENT
Coned or fenced area for warm up
Balls, large and small, 1 of each size per child. Playground
with wall, fence or large goal/target.
LEARNING OBJECTIVES
Children should learn;
 To roll a ball
 That being active is fun
WARM UP
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ON YOUR OWN
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WITH A PARTNER
Can you run around in the coned area, changing direction
and avoiding other people? Remember to swing your
arms and run on the balls of your feet.
Can you stop as soon as I blow my whistle, remembering
to put your weight forward?
TOP PLAY – Sending Skills – Rolling
 Can you choose a large ball and roll it towards a
wall/fence/line? Be careful when collecting the ball. Can
you choose a small ball to roll? Which ball is the easiest
to roll?
 Can you roll a small ball that fits snugly into your hand
standing up straight with legs together? Can you roll the
same ball getting your body low to the ground and
opposite foot to the arm forward? Which is easiest?
 Can you roll the ball so that you let go of it when your
hand is pointing to: 1) your feet, 2) the sky 3) the
wall/fence/target? Which is the most accurate?
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COOL DOWN
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Can you make a target, using a cardboard box on its side,
cones or markers? Can you take it in turns to roll the ball
to the target, counting how many times you were
accurate?
Can you watch your partner roll the ball? Can you tell me
one thing they did well.(Get low to the ground, opposite
foot to arm forward, let go of ball as hand points to target)
Can you pick up the balls and equipment that you have
used, and carry them carefully as you run on the balls of
your feet to put them away?
Who can tell me what I need to do, to roll a ball well?
Put your hand up if you found the lesson fun?
LEARNING OUTCOMES
Children should be able
 To roll a ball accurately
 To agree that being active is fun
Year 1
Autumn Term
EQUIPMENT
Games - Skills
Progression 3
Whistle, cones, small soft balls
Video camera, projector or laptop
LEARNING OBJECTIVES
WARM UP
Children should learn: To roll a ball accurately
 To receive a rolling ball
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ON YOUR OWN
WITH A PARTNER
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Can you run in the coned area on the balls of your feet
avoiding others and changing direction often?
Can you look for spaces to move into?
On the whistle can you stop with weight forward, then
change direction and run off again?
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Can you choose a ball and roll it accurately towards a
wall/fence/over a line? What do we need to remember to
do when we roll a ball? (Bend down low, opposite foot to
arm forward, let go of ball when hand is pointing to
fence/wall/target.)
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TOP PLAY 2 – AIMING GAMES
Can you stand opposite a partner, with one ball between 2
and make a target in the middle? Can you roll the ball to
each other so that it goes through the target? Can you
count how many times you can roll the ball between the
target in 30 seconds? Can you beat your score?
To receive the ball can you watch (track) it carefully and
get down low by bending your knees and put both hands
down to stop it?
Can you roll the ball through the target sometimes fast,
sometimes slow and sometimes away from your partner?
Can your partner watch/track the ball carefully each time
and get behind it to receive it?
Could video the children so they can see how accurate
they have been
Can you count again how many times you can roll the
ball accurately to each other in 30 seconds? Did you beat
your score?
ROLL TAG. 2 children are taggers with a soft ball each
and stand outside a coned circle or square. The rest of the
children stand inside the coned area. The taggers must roll
the balls to try to hit the children below the knees. If
someone is hit, they collect a ball and join the taggers.
Can everyone be out within 3 minutes?
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WHOLE GROUP
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COOL DOWN
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LEARNING OUTCOMES
Can you tell me the best way to roll a ball?
Children should be able to
 Roll a ball accurately
 Receive a ball accurately
Year 1
Autumn Term
Games - Skills
Progression 4
EQUIPMENT
Whistle, cones, beanbags, hoops between 2 or 4
LEARNING OBJECTIVES
Children should learn
 To throw a beanbag with control
 To throw in a safe direction
WARM UP
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ON YOUR OWN
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WITH A PARTNER OR SMALL
GROUP
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COOL DOWN
LEARNING OUTCOMES
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Can you hold a beanbag in your hand and skip, hop, jump
or run on the balls of your feet as directed? On the
whistle can you stop quickly remembering to put your
weight forward?
Can you pass the bean bag around your body starting at
the neck, then tummy, knees and ankles?
Can you stand in a space and throw the beanbag to head
height and catch it again? Can you try throwing it with
right hand, left hand and both hands? Which did you find
the easiest?
Can you watch (track) the beanbag when it is in the air all
the time and cup both hands together ready to catch it?
Can you count how many times you can catch the
beanbag without dropping it? Can you beat your score?
Can you throw the beanbag a little higher and still catch
it? Throw with your feet together and then one in front of
the other. Which is the easiest? (the latter helps with
balance and accuracy)
Can you take it in turns to throw a beanbag into a hoop?
Which is a safe direction in which to throw? Why?
(Either all throw in the same direction or each group
throw outwards from a central circle or square)
Can you let go of the beanbag when your finger tips are
pointing to a) the ground near your feet, b) the sky c) the
hoop? Which is the most accurate? Is this similar to
rolling?
Can you watch each other and tell me one thing that the
others are doing well? Can you try again and improve
your throwing?
Can you try to throw the beanbag past the hoop as far as
possible? Did you change the way you threw? How?
Why? Did it work?
Can you collect all the equipment and put it in the box
quickly?
Can you tell me what you have learnt today?
Children should be able to
 Throw a beanbag with control
 Throw in a safe direction
Year 1
Autumn Term
Games - Skills
Progression 5
EQUIPMENT
Beanbags, whistle, cone, balls
LEARNING OBJECTIVES
Children should learn
 To throw and receive with control
 To explain why running and playing games is good for
them
WARM UP
ON YOUR OWN
WITH A PARTNER
Hoops to be spread out in coned area of field or playground
with 4 beanbags in each – enough for one 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?
 Are you out of breath? Why is running good for you?
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IN SMALL GROUPS
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Can you choose a beanbag or ball and stand in a space?
Can you throw the beanbag or ball above your head and
catch it accurately?
Did you remember the important points about throwing
and catching? What are they? (Opposite foot to arm
forward, tracking the ball all the time)
Can you stand opposite your partner to throw and catch
the ball or beanbag? Can you encourage your partner to
make a target with their hands that you can throw to?
Can you watch your partner and check he/she is throwing
properly. Can he/she do anything to improve?
Can you throw and catch 5 times with your partner?
Can you beat your record?
Can you sometimes throw high, sometimes low and
sometimes medium? Can your partner still catch the ball?
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TOP PLAY 1 – CATCH UP
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Can you collect all the equipment in quickly and safely
making sure you all help?
Can you tell me why playing games is good for you?
COOL DOWN
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LEARNING OUTCOMES
Children should be able to
 Throw and receive accurately
 Explain why running and playing games is good for you
Year 1
Autumn Term
Games - Skills
Progression 6
EQUIPMENT
Whistle, cones, hoops, balls beanbags, obstacles for Golf.
LEARNING OBJECTIVES
Children should learn: To find the best way to throw a beanbag/ball to suit the
activity
 To think about being safe when throwing beanbags/balls
WARM UP
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ON YOUR OWN
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WITH A PARTNER OR SMALL
GROUP
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Can you find a partner and number yourselves 1 and 2?
Can you play follow my leader with number 1’s leading
first and running on the balls of their feet avoiding others?
Try to always keep together.
Can you swap over so number 2’s lead? Each time the
whistle blows, change the leader, but always work to stay
together.
Can you think how we need to organise ourselves to all
throw balls or beanbags at the same time? (all throwing
the same way, or all standing in a circle or square and
throwing outwards)
Can you stand in a safe place and practise throwing a ball
or bean bag remembering all the important points from
last week? Pick out any children who are throwing well to
demonstrate.
Can you take it in turns to throw into hoops, some of
which are placed close and some further away?
Can you discuss which throw is best for which hoop?
(under arm for short distances, over arm for longer
distances) Why?
When practising over arm, can you hold your other arm
up for balance? Does this make it easier?
TOP PLAY 1 & 2 GOLF. Can you set up this activity
quickly and decide at each place which type of throw
would be best? Can you play it again and use even less
throws to complete the round?
COOL DOWN
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LEARNING OUTCOMES
Children should be able to: Find the best type of throw to use for the activity
 Think about being safe when throwing
Can you collect in the equipment safely and sensibly?
Can you tell me how we can make sure we are safe when
we are all practising throwing at the same time?
Year 1
Autumn Term
EQUIPMENT
Games - Skills
Progression 7
Whistle, cones, light large balls.
Video camera, projector or laptop
LEARNING OBJECTIVES
WARM UP
Children should learn
 To kick and dribble a ball with some accuracy.
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ON YOUR OWN
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SMALL GROUPS
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COOL DOWN
LEARNING OUTCOMES
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Can you hold a large ball in your hands and run with little
steps in the coned area avoiding others?
Can you play follow the leader with a partner still holding
the balls? The leader must think of two ways of moving
and keep repeating them e.g. run, jump, run, jump. On
the whistle, can you all stand still holding the ball out in
front of you? Swap leaders.
Can you find a space in the area and pass the ball around
your neck, tummy knees and ankles without dropping it?
Can you dribble the ball keeping it close to the side of
your foot and avoiding others?
Can you kick the ball a short distance and collect it?
Can you kick it with the other foot?
Could video the children and playback for them to discuss
TOP PLAY 1 – WORLD CUP. Can you set up this
activity in groups of 3? Have 5 shots each, who won?
Play again.
Can you aim the ball to different parts of the goal?
Can you dribble the ball and pass to each other in your
group back to the ball bag and put all other equipment
away?
Children should be able to: Kick and dribble a ball with some accuracy.
Year 1
Games – Skills
Autumn Term
EQUIPMENT
Progression 8
Whistle, light footballs, cones.
Video camera, projector or laptop
LEARNING OBJECTIVES
WARM UP
Children should learn: To kick a ball accurately
 To receive a kicked ball
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WITH A PARTNER
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IN SMALL GROUPS
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COOL DOWN
LEARNING OUTCOMES
Can you with a partner and holding a large ball play
follow my leader? Can the leader think of a repeating
pattern of 2 movements to do using the ball? E.g.
dribbling and bouncing
Can you swap over leaders?
Can you stand opposite your partner, a short distance
away and kick the ball to each other?
Can you stop the ball before passing it back? Look for
children who stop the ball to demonstrate.
Can you kick the ball sometimes hard and sometimes
softly?
Can you get behind the ball to receive it?
Can you work together to see how many accurate passes
you can make in 30 seconds?
Could video the children and compare to last weeks video
Have they made progress?
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TOP PLAY 1 ABC. Can you set this activity up and have
a go? How many points did you score? Can you score
more next time?
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Can you put the equipment away quickly and skip to me?
Can you tell me why it is important to control a ball
before kicking it?
Children should be able to: Kick a ball accurately
 Receive a kicked ball
Year 1
Autumn Term
Games - Skills
Progression 9
EQUIPMENT
Whistle, beanbags, small balls (foam are best) tees, cones,
short tennis rackets or small bats.
LEARNING OBJECTIVES
Children should learn: To strike a ball
WARM UP
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ON YOUR OWN
WHOLE GROUP
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Can you stand in a space and balance, then pat in the air
and catch a beanbag or ball. (balloon balls and koosh
balls are good for those who find this hard)
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Can you keep your hand level all the time when doing
this?
With a ball can you drop it and then hit it against a fence
/ wall / across a line using your hand as a bat?
Can you face the wall/fence/line when you hit the ball/
Can you stand sideways to the fence/wall/line when you
hit the ball? Which is the easiest?
Can you repeat all the above ideas but this time with a
racket?
Can you use a ‘shake hands’ grip with the racket? (Hold
the racket in front of you using your non dominant hand
with the racket head at right angles to the ground. Shake
hands with the racket with your dominant hand.)
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IN SMALL GROUPS
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COOL DOWN
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LEARNING OUTCOMES
Can you hold one hand out in front of you and run on
the balls of your feet in the coned area avoiding others?
Repeat, but this time can you balance a small ball or
beanbag on your hand? Remember to keep looking
ahead to avoid others.
Can you pass the ball or beanbag around your neck,
tummy, knees and ankles?
Can you take it in turns to hit the ball from a tee, or self
feed, away from other groups? Can you collect the ball
and give it to the next person?
Can you watch the others in your group and tell me one
thing they are doing well?
Can you do a short relay in your groups using the racket
or ball or both?
Can you put the equipment away neatly?
Children should be able to: Strike a ball
Year 1
Games – Skills
Autumn Term
Progression 10
EQUIPMENT
Whistle, cones, beanbags, soft tennis balls, rackets, objects for
making targets e.g. cones, hoops, skipping ropes etc
LEARNING OBJECTIVES
Children should learn: To strike a ball accurately
 To retrieve a hit ball
WARM UP
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SMALL GROUPS
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COOL DOWN
LEARNING OUTCOMES
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Can you hold a racket with a ‘shake hands’ grip and run
in a coned area avoiding others?
Can you repeat this with a ball or beanbag balanced on
your racket?
Can you stand in a space and bounce a ball on your
racket, keeping the racket level? How many can you do
in 30 seconds? Can you beat your record?
Can you get into groups of 3? You need a feeder, a batter
and a fielder. Can the feeder stand next to the batter and
drop feed the ball for the batter to hit? Can the fielder
collect the ball quickly and ROLL it back to the feeder?
Have 5 goes each and swap over.
Can you watch the others in your group carefully when
they are striking the ball and tell them one thing they are
doing well and one thing they could do better?
Can you make a target for the batter to aim for? Can you
keep the score? Who won? Why? Can you play again?
Can you tell me how you chose to score and what type of
target you made? Are there other ways of doing it?
Children are able to
 Strike a ball accurately
 Retrieve a hit ball
Year 1
Games – Skills
Autumn Term
EQUIPMENT
Progression 11
Whistle, cones, hoops beanbags, skipping ropes or chalk for
lines.
LEARNING OBJECTIVES
WARM UP
Children should learn
 To throw beanbags past their partner
 To stop their partner from getting the beanbags past him /
her
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WITH A PARTNER
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Can you run, jump, skip etc while holding a beanbag and
avoid others?
Can you throw the beanbag in the air and catch it 5 times
without dropping it? Can you beat your record?
Can you pass the beanbag around the neck, tummy, knees
and ankles?
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Can you stand opposite your partner and throw and catch
a beanbag to each other? Can you remember how to
throw properly? (opposite foot to arm forward, let go of
beanbag when pointing to your target)
 Can you sometimes throw short distances and sometimes
throw long distances to each other? How do you change
the type of throw you do?
QCA Unit 1 Core Task 1- see separate sheet for core task and
appropriate challenges. Do diagram 1 only.
 Can you throw the beanbag past your partner?
 Can you stop the beanbag from going past you?
COOL DOWN
LEARNING OUTCOMES
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How did you throw the beanbag past your partner?
Which way did YOU throw the beanbag?
Did you stop the beanbag from getting past you? How?
Children are able to: Throw beanbags past their partner
 Stop their partner from getting beanbags past them
Year 1
Games – Skills
Autumn Term
EQUIPMENT
Progression 12
Whistle, beanbags, cones, hoops, skipping ropes or chalk
Video camera, projector or laptop
LEARNING OBJECTIVES
WARM UP
Children should be able: To throw beanbags past their partner
 To stop partner from getting beanbags past them
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WITH A PARTNER
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WHOLE GROUP
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COOL DOWN
LEARNING OUTCOMES
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Can you play follow my leader with a partner and a
beanbag each? Can you copy exactly what your partner
does e.g. run, jump, throw and catch beanbag on the spot
/ on the move etc
On the whistle, can you swap leaders?
Can you remember the challenge we did last week when
you were trying to get beanbags past your partner?
Who was successful? What type of throw did you do?
(show a demonstration of a good under arm and over arm
throw, and explain that either could work)
Who managed to stop a beanbag from going past them?
How? (eye on the beanbag, moving their feet, tracking the
beanbag, defending their hoop)
Can you try the challenge again, remembering all this and
see if you can score more points?
Can you each add another hoop, so that you have 2 to
score into and 2 to defend? (show demonstrations of any
good pairs and try again)
Could video the children and get them to discuss what
progress they have made
How did you do? What made you successful? Did you
enjoy playing?
Children should be able to: Throw beanbags past their partner
 Stop beanbags from getting past them
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
Net and Wall 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. Can
throw beanbags accurately into a
hoop to score
Start to link skills and actions
together
Pupils find the best way to throw
the beanbag. Try and stop
partner from getting the beanbag
past you
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 feed ball to partner or target; receive
with control
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
Pupils watch ball carefully as it comes over
the net and move feet appropriately
Begin to show some understanding of simple
tactics and basic compositional ideas
Pupils show how they keep the ball away
from their opponents in a net game and
send it to the best places to score a point
Talk about differences between their own and
others’ performance
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