LESSON PLAN – Phase 1

Primary 1 –
Student: 2331018M Class
Whole Class

Date: 7/11/2019

Lesson Title: Physical Education – Fun Fitness

Experiences & Outcomes (maximum of 3)

HWB 0-22a
I am developing my movement skills through practise and energetic play

HWB 0-24a
By exploring and observing movement, I can describe what I have learned about it.

Learning Intentions (Focus on the LEARNING – use assessable verbs)

The pupils will learn to respond in movement to instructions

(maximum of 2 learning intentions)

Success Criteria (Clearly linked to each LI and Assessment of Children’s Learning

related to the process) Evidence
What have the learners to
say/write/do/produce – to demonstrate
success?)

- I can start/stop on command & run using

Children will listen to and follow
different speeds.
teacher’s instructions: they will run,
- I can move safely without bumping into stop, freeze, sit accordingly.
anyone.
- I can listen to and follow the instructions for Children will participate and engage in
the stations. the activities at each station.
 Pupil Tasks
Activities / Methodology / Key Concepts Resources
Time (Teacher’s Role – including management of (Including differentiation strategies,
(Including Health and
learning) formative assessment and homework)
Safety requirements)
(Pupils’ Role)

Ask children to line up and sit quietly. Children all lining up on the and listening to
Opening teacher’s instructions.
Phase Share LI and SC

5 mins Encourage good listening skills.

Teaching
and Core (10 minutes) STRETCHING  Small marker cones
Learning Ask children to follow your actions. for each student
Start with neck > ask children to look up in the Children listen and follow teacher’s
sky, down, left wall, right wall instruction.  3 Hula-hoops
30 mins Shoulders > roll them up, then back, then down
Arms > stand straight  Beanbag
Legs > Hula-hoop motion (quickly, slowly…)
 3 balls
Move one leg forward > Push > Switch leg
Release  A mini football net
(10 minutes) WARM UP: Racing Cars  A rope
Introduce the name of the activity to the
children.

Explain that they will be “driving” and the cone is
their steering wheel. Control the speed they go
at by shouting out faster or slower. At “STOP”
instruction, children pull the brake (take one
hand off marker and pull back hand) & FREEZE.
Children practice “driving” (running) in free
space, turning their steering wheel as they
go and beeping their horn.

Distribute one marker cone to each student.

To make it easier: Use slower speeds for running

To make it harder: Have children drive: sideways
& backwards and practice car spins too! Out of
fuel > sit, Stuck in the mud > run on spot
Set up the stations below. Explain and go
through each station.
Children are organised into small groups of three
or four at each station. Keep rotating every 5-7
minutes.
STATION 1: Kicking
The person kicks the ball from the boundary line
and tries to score a goal (mini football net).
Encourage children to kick the ball with the laces
part of the foot and to focus on the target.
STATION 2: Throwing
Arrange three hula-hoops in a flower shape. Ask
children to throw the beanbag in one of the
petals of the flower (hula-hoops).
Encourage children to stand with their opposite
foot forward to their natural throwing hand. The
lead foot should point towards their target. The
knees should be bent. Encourage throwers to
look at their target.
STATION 3: Jumping
Lay out a rope in a straight line.
Children listen to teacher’s instructions.
They stand at a point and kick the ball in
the net.
EASIER/HARDER:
- Net placed closer/further
- Kick with dominant/non dominant foot
- Make the target larger/smaller
Children stand behind a boundary line. They
take turns to throw the beanbag at one of
the hula-hoops or petals of the flower.
EASIER/HARDER:
- Hula-hoops closer together/further
apart
- Throw with dominant/non dominant
hand
- Make the target larger/smaller
- Use a beanbag/small ball
 Invite the children to jump zig zag over the rope
and land on the other side without falling down.
Children listen carefully to the instructions.
Explain and demonstrate that for a good jump, They jump zig zag over the rope.
children have to bend their knees, swing their
arms back and land with their arm out like riding
a motorbike.

STATION 4: Catching

One person holds the ball against their chest, Children pass and catch the ball.
then step and push out.
The other person makes a fruit bowl with their
hands to catch it.
Children from each station collect the
Ask some children from each station to collect equipment and put it back.
the equipment and put it in one place. Ask
everyone to go and stand on the boundary line.

Ask children: Children respond to teacher’s questioning.

Closing
phase - Which station did they enjoy the most? This will help in planning the next lesson
based on children’s interest and enjoyment
- Which station did they find the most as well as the activities to be undertaken
difficult and why? next to make better progress.
5 mins
Ask children to line up at the door.
 Evaluation of the Learning Experience

Evaluation of Pupil Learning

The children were successfully able to apply and demonstrate previous

learning throughout the learning experience. They showed good prior
knowledge as they knew how to kick the ball when I was explaining the
kicking station to them.

The stretching and warm up activities were very successful: children were
able to start and stop on my command and run using different speeds.

From my observations, all children were engaged at their stations and

Evidence of followed the instructions correctly. Especially, at the jumping station,
Learning children were jumping zig-zag, following the instructions that I gave. They
kept the feet together, bent their knees and swang their arms back.

Throughout the lesson, I have observed good examples of peer

encouragement – for example, child L was encouraging child B to play with
her at the catching station. “Come, we will play in three”

At the stations, children also practiced sharing and turn taking – once a child
had his turn, he went at the back of the line and waited for his turn again.

Children met all the SC and their learning was productive.

Areas for
Catching skills need to be revisited
Development

Reflective Analysis of Teaching and Strategies for Development

Evidence of (3.1.1) Plan and provide a safe, well organised learning environment,
Effective including effective use of display: Resources were well-planned and suited to
Practice the needs of the children.
(3.1.3) Demonstrate that they can select and use a wide variety of
resources and teaching approaches, including digital technologies and
outdoor learning opportunities: I have also arranged alternative resources
prior to the start of the lesson as there wasn’t a mini football net: I replaced
it with two PE stands.
(3.1.2) Use communication methods, including a variety of media, to
promote and develop positive relationships and to motivate and sustain the
interest of all learners: Throughout the lesson, I adopted different strategies
to gain learner’s attention – shout one/two/three and children reply with
“eyes on me”, clapping and children clap back.
Social Justice: I have encouraged Child B to play at kicking station to make
 sure that she is included in the learning that is taking place.
(3.2.2) Show awareness of educational research and local and national
advice, and demonstrate the ability to use a variety of strategies to build
relationships with learners, promote positive behaviour and celebrate
success: During the lesson, I have praised children for good behaviour and
good engagement in the activities.
(3.1.2) Communicate the purpose of the learning and give explanations at
the appropriate level(s) for all learners: I have explained well the activities to
the children; they were also imitating me as I was describing the different
stations to them.
(3.2.1) Plan and provide a safe, well organised learning environment,
including effective use of display: As my class teacher informed me, I was
aware of some children that were to be separated – I have split child L, child
A and child K into different groups for a better management and they were
engaged at different stations.
(3.2.1) Plan and provide a safe, well organised learning environment,
including effective use of display: Ensure to collect the resources from
children before moving on and explaining the next part of the lesson.
(3.2.1) Make appropriate use of available space to accommodate whole-
class lessons, group and individual work and promote independent learning:
Areas for Make sure to better use the space – place the resources towards the wall as
Development at one point, at the throwing station, the beanbag went under the chairs in
the dining hall.
(3.1.4) Develop tasks and set pace of work to meet the needs of learners,
providing effective support and challenge, seeking advice appropriately:
Lesson was chunked into shorter sections to maintain pace and there was
no time for plenary due to an unexpected cause.