Year+1+PE

PE Year 1 || =Penguin dance=

Information ||

Objectives
• To choose appropriate movements for different dance ideas • To remember and repeat short dance sequences • To create and improve short sequences of dance

Prior learning
To benefit from this lesson, children should: • be confident to collaborate and work successfully in a group to create short sequences of dance; • be able to follow simple instructions; • be able to move using simple rhythms; • have explored basic body actions; • have watched and talked about movement.

Vocabulary
travelling movements: waddling, gliding, sliding, rolling, tumbling, flapping

Resources
• data projector and interactive whiteboard linked to a laptop • video recorder • digital video camera • book about penguins, e.g. //The Little Penguin// by A. J. Wood (Templar Publishing) or //Penguin Small// by Mick Inkpen (Hodder Children’s Books) • video showing penguin movements - either pre-recorded or recorded using the digital video camera (as in this Example). You can also find images of penguins by searching at []

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • scan pages from a book; • use a split screen; • use digital video cameras.

Preparation for this lesson
Before the lesson, read a story about penguins to the children. Scan in some of the pages to show to the children at the start of the lesson. Find a video that shows penguins moving.

Lesson extract ||

Warm-up
Remind the children of the penguin story by showing scanned images on the interactive whiteboard. Briefly ask the children to recall what happened in the story. Show the children a video of penguins and discuss how they move. Q How do penguins move? Q Is it a heavy movement or a light movement? Q How else do they move? Ask the children to mimic their different movements, e.g. waddling and sliding.

Main activity
Teach the class a simple sequence of dance, demonstrating the possible travelling movements that could be used to represent penguins, e.g. waddling, gliding, sliding, rolling, tumbling and side-stepping. Now ask the children to work in small groups to create their own short sequences of dance to reflect the movements of the penguins. (The scanned images of the penguins from the book can be kept on the whiteboard as a visual stimulus for the children.) Q Which movements will you choose? As the children develop their ideas, use a digital video camera to record some of their movements. (A teaching assistant could do this.) Stop the class to play the video back on a split screen so they can compare the children’s movements with the scanned images of the penguins. Ask them: Q Are your movements the same as the penguins’? Q Which ones did you copy well? Q What movements are easiest to copy? Q Which ones are hardest? Q What types of movement have you not tried yet? Use the slow-play and pause facilities to focus on actions and parts of movements. Ask the children to try out different types of movement. Get them to work in pairs to share and copy each other’s movements. Use the video to record some of the children’s work.

Plenary
Play the new video material and ask the children to compare it to the video material filmed earlier in the lesson. Ask them: Q Are the movements on the two videos different or the same? Q Which are the new movements? Q What other movements have you tried that are on neither video? Q When we start the next lesson, what movements are you going to keep and what new movements are you going to try out?

Notes ||

Links to QCA schemes of work
The lesson links to: QCA PE Unit 1: Dance activities (1)

Context of this lesson
This is the first in a series of lessons in which the children recreate the movements of penguins. During the next lesson, children could see the video again to remind them of what they learned. During this lesson they should make sure that they know and can repeat their short phrase of movement. They could turn their movements into dance by thinking about how they express the character of the penguin. Is it funny, happy, sad, cold, …? How can the movements be adapted to show these characteristics? Can the phrase reflect the music and the feelings and ideas that come from it?

Subject links
Possible links can be made to science (living things in their environment), geography (knowledge and understanding of place) and music.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • Video technology allows pupils or teachers to record, replay, evaluate and improve sequences of movement or personal performances.

PE Year 1 || =Catching=

Information ||

Objectives
• To improve catching skills • To demonstrate control and accuracy, with a basic underarm throwing action • To be able to retrieve and catch a ball with some consistency • To be able to work effectively alone, with a partner and within a group • To learn that computers… provide information and instructions (QCA ICT Unit 1C ‘The information around us’, Section 5)

Prior learning
To benefit from this lesson, children should: • have had some experience of throwing and catching.

Vocabulary
throwing, underarm throw, catching, free space, own space, opposite, in line with

Resources
• Images that show the sequence of movements involved in catching. Some pictures to include text, in order to distinguish between the information that the text and the picture provides. These should be on a timer, so that children can continue to monitor their own performance throughout the tasks. • Projector, laptop, video camera • Medium-sized balls, sponge balls, a medium-sized hoop, cones, beanbags or couche balls. • You will need a teaching assistant for this lesson.

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • create and a timed loop of images; • use a laptop, data projector and screen to display these images.

Health and Safety
The children should wear appropriate clothing that keeps them safe and helps their learning. Ensure there is enough space to play the games, so that the chance of collisions is reduced.

Lesson extract ||

Warm-up
Give the children a sponge ball each. Ask them to jog around the available space, holding their ball in front of them. Encourage children to move fluently, changing direction easily and using their eyes to spot the spaces and to avoid collisions. When you shout STOP, they should stop jogging and pass the ball around their body at waist height, using two hands to do so. Children jog around as before. This time, when you shout STOP, they should throw their ball up a small height, catch it themselves and then carry on moving around the available space.

Main activity
Organise the children into pairs. They should face each other, and try to throw the ball to each other using an underarm action. Demonstrate how to do this with the teaching assistant (ball on fingertips, fingers facing upwards, step in, release ball at waist height. Catcher has hands in front of them waiting to receive, upper body slightly bent forward, eyes track ball as it moves towards them, pull ball into their own body). Q What sort of throw is this? (underarm) Q Which way is my hand facing when I throw the ball? (facing upwards) Q How high do I hold the ball before I throw it? (waist height) Gather children together to look at the images on the projector, showing a sequence of pictures demonstrating throwing and catching skills. Look at each image in turn, highlighting what information the picture, or the text is provides. Q What do you notice about how the person throws the ball? Q How many hands does the catcher use? (two) Invite pairs of children to come forward and mirror the body positioning they can see on the image. Q What’s right about their body position? Q Is there anything that’s not quite right? Discuss with the children how practising being like the children on the images should improve their throwing and catching. They should drop the ball less often, the ball should travel more accurately toward their partners, and they should spend less time running to retrieve the ball. Ask the children to stand facing their partners so that they can also see the projector screen. Move through the images. After the children have watched a sequence of movements, they should repeat them as they appeared on the screen. ‘Freeze’ pairs of children who are showing an accurate portrayal of the action being shown on the screen to show to the rest of the class. Q What are they doing well? Divide class into three groups, which will rotate around three stations. The throwing and catching images will be showing continuously on a timed loop.

Task 1
In pairs, one medium-sized ball between two. Children try to throw to each other using an underarm action. Q How many throws can you and your partner do before the ball is dropped? Challenge them to beat their own score. The children should check the images on the projector to ensure they are throwing and catching properly. If they cope well, they could use a smaller ball.

Task 2
Children line up, with one small sponge ball each. Teaching assistant stands in front of the children, holding a medium-sized hoop up to the side. Children use an underarm throw to get the ball through the hoop. They then chase and retrieve their own ball. Teaching assistant refers to the projected images to reinforce teaching points for a good throwing action, i.e. ball on fingertips, fingers facing upwards, step in, release ball at waist height. To support or extend the children, the teaching assistant could vary the height of the hoop and the distance from the child, so that they have to adjust their throwing action slightly.

Task 3
Children throw a ball against a wall and then catch it themselves. They can throw and then catch after it has bounced once or without the ball bouncing at all. Q How many times can you throw and catch the ball in succession? Encourage them to stand a little further way for the wall and see if they can do the activity as well.

As the children are working, make sure that they keep referring back to the video clips of individuals throwing and catching. Use a video camera to record good examples of children’s throwing skills to show in the plenary.

Plenary
Show the filmed examples of the children’s throwing skills. Q Are these children demonstrating good examples of the skills we have been practising to improve our throwing? Q What was excellent about their work? Q What might they try to improve next time?

Next steps
Use numbered images from the digital camera, laptop and projector. Show the children a sequence of images of a pair of children throwing and catching a ball, presented in the wrong order. Discuss the correct order and use the laptop to put the images in the correct sequence to achieve the correct results. Use images from the digital camera, laptop and projector. Show images of a pair of children throwing and catching a ball. In each image, one of the children will not be demonstrating a key teaching point. E.g. catcher is not looking at the ball, or is not in line with the ball to receive it. Thrower may not be aiming towards the catcher, or may be standing too close to a wall or other obstacle. Discuss with the children what needs to be changed in each case and take corresponding pictures demonstrating the correct activity.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Unit 3: Games activities (1).

Context of this lesson
This lesson could be early in a unit on Games activities leading where children develop basic game-playing skills, in particular throwing and catching. They could move on to play games based on net games, and games based on striking and fielding games. They could have opportunities to play one against one, one against two, and one against three.

Why use ICT?
The advantages of using ICT are as follows. • The series of images used allowed the teacher to demonstrate the sequence of skills required, whilst simultaneously analysing with the children their own movements. • As these images were being shown on a continuous loop, the children could access the demonstration at any time, checking their own movements against it. • The use of the video camera to record these children throwing and catching, allowed them to then immediately confirm and demonstrate their learning.