Connecting Learning

o p i n g
v e l
The purpose of this section is to highlight and reinforce the FMS in a range of contexts

THE ARTS LANGUAGE AND LITERACY

D e e n t al
Art & Design

n d a m i l ls
Fu k
• Listen to and respond to a range of stories, rhymes and media

t S
• Develop manipulative skills and improve hand/eye texts.

m e n
co-ordination through handling art media to make drawings, • Be able to recall a story and repeat a rhyme, eg,

o v e
collages, 3D structures and prints, for example make drawings of ‘The Princess and the Frog’, ‘The Gingerbread Man’

M
experiences such as catching the ball. ‘Catch’ by Trisk Cooke (Scholastic), finger rhymes to warm up
• Make balls from newspaper and masking tape in various sizes. fingers for catching, ‘1,2,3,4,5 once I caught a fish alive’,
Which are easier to catch? ‘Five Little Monkeys’, ‘Five Little Peas’, ’Ten Little Fingers’.
Music • Listen to, respond to and recall oral instructions;
• Focus: Steady Beat. Develop a sense of steady beat by – Procedure writing, eg, how to catch a ball.
performing rhymes and singing games using appropriate • Talk about their experiences using a range of
actions, eg, clapping. appropriate vocabulary;
• Slow music for throwing up and catching scarves. – Recount of PE lesson involving the catch;
Drama – What can we catch? Why learn to catch?
• Take part in and enjoy a range of drama games. • Record experiences through drawing and writing,
• Explore the use of puppets, eg, pretend the puppet is teaching for example, labels, captions, instructions, recounts.
how to catch the ball or balloon.

PERSONAL DEVELOPMENT
MATHEMATICS AND NUMERACY
• Be aware of what they can do, eg, the physical skill
• Count orally in 1s, forwards and backwards to/from 10 or 20 of catching.
whilst catching the ball. • Circle Time – similarities and differences. Discuss how and
• Count orally in 1s forwards and backwards from a given number why some people are good at catching things, while others
within 10 or 20. need some help. Discuss and agree how we can help each
• Count each other’s catches on the rebound net. How many other.
catches in 30 seconds? • Show self confidence when presented with a new challenge.
• Use balls/scarves/beanbags marked with numbers/colours. • Be able to make choices and decisions.
• Compare sizes of balls – small, smaller, smallest. • Cooperate with others and share equipment.
• Shape – balls (sphere), scarves (square). • Be aware of the importance of keeping healthy.
• Rebound net – attach numbers to the back. Children aim at For example talk about the importance of playing outside and
number three and catch, etc. being active in lots of ways.
• Positional Language – describe position of objects eg: throw the
ball over the skipping rope for partner to catch it.
• Children stand in a line wearing numbers 1-10 or 1-20. Teacher WORLD AROUND US
throws ball to specific numbers and the children must be ready • Compare heavy and light equipment to catch.
to catch the ball, eg, ‘I’m throwing to 1/3/5 more than 7’, ‘I’m • Handle equipment and making choices.
throwing to the number before 5’ . • Understand and use positional and directional language in
relation to movement.
PHYSICAL DEVELOPMENT • Know that physical activity is good for the body.

t ch
• Exploring aspects of movement, eg, speed of a sponge ball in

cus: C a
• Use a range of equipment to develop the skill of catching. comparison to a Balzac balloon ball.
PMENT
For example, Balzac (balloon inside a sack) hanging from beam/
wall bars. V E L O
L DE
• Using scarves – throw up and catch at different heights. Can you
clap before your hands catch?
HOME LEARNING
Fo HYSICA
ON STAGE
•P
• Bounce and catch balls inside hoop/on a mat. • Complete home learning activities.
• Send home balls, beanbags, scarves, balzacs etc to practise the FOUNDATI
• Bounce variety of sizes of balls against a rebound net.
• Vary distance/size of ball according to ability. catch at home.
 Overview of Statutory Requirements

Key Experiences Progress in Learning

From Towards
Children should have opportunities to: Children should have opportunities to:

• Listen to and follow simple instructions/rules; • Respond appropriately to instructions;

• Use a range of equipment to develop the skill • Use a range of small and large equipment
of catching; appropriately;
• Take part in warm up and cool down activities; • Begin to understand the importance of warm-
up and cool-down activities before and after
• Play/create/modify simple games working exercise;
individually, in pairs or in small groups; and
• Use appropriate language to talk about
• Talk about what they are doing using a range movements of themselves and others; and
of movement vocabulary.
• Be aware of the effects of exercise on the body.

Key Vocabulary
Can I?
(Self Evaluation)

• throw my balloon/ball up and catch it? reach for GENERAL OVERVIEW OF ‘CATCH’
• watch the ball the whole time? the ball Being able to catch a ball is vital in order to play many team games (such as netball, Gaelic football,
• bounce my ball and catch it? watch rugby, baseball, cricket and basketball) as well as playground games such as bounce and catch at a wall,
• reach for the ball and catch it with two hands? the ball in a circle or aim at a target.
• catch the ball when my partner throws it to me? reach and
• try something first before asking for help? squeeze
Children who are unable to catch a ball may be obvious to their peers. Therefore, children need plenty
• let others play with me? ball
of opportunities and time to play with a variety of balls and small equipment.
• enjoy choosing an activity I want to do? clap
• invent a simple catching game?
the ball
• catch a variety of small equipment? big ready
• listen to simple rules and instructions? hands to catch
I am good at …
I need to practise …
 Overview of Statutory Requirements

Key Experiences Progress in Learning

From Towards
Children should have opportunities to: Children should have opportunities to:

• Listen to and follow simple instructions/rules; • Respond appropriately to instructions;

• Use a range of equipment to develop the skill • Use a range of small and large equipment
of catching; appropriately;
• Take part in warm up and cool down activities; • Begin to understand the importance of warm-
up and cool-down activities before and after
• Play/create/modify simple games working exercise;
individually, in pairs or in small groups; and
• Use appropriate language to talk about
• Talk about what they are doing using a range movements of themselves and others; and
of movement vocabulary.
• Be aware of the effects of exercise on the body.

Key Vocabulary
Can I?
(Self Evaluation)

• throw my balloon/ball up and catch it? reach for GENERAL OVERVIEW OF ‘CATCH’
• watch the ball the whole time? the ball Being able to catch a ball is vital in order to play many team games (such as netball, Gaelic football,
• bounce my ball and catch it? watch rugby, baseball, cricket and basketball) as well as playground games such as bounce and catch at a wall,
• reach for the ball and catch it with two hands? the ball in a circle or aim at a target.
• catch the ball when my partner throws it to me? reach and
• try something first before asking for help? squeeze
Children who are unable to catch a ball may be obvious to their peers. Therefore, children need plenty
• let others play with me? ball
of opportunities and time to play with a variety of balls and small equipment.
• enjoy choosing an activity I want to do? clap
• invent a simple catching game?
the ball
• catch a variety of small equipment? big ready
• listen to simple rules and instructions? hands to catch
I am good at …
I need to practise …
 Focus: Catch
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS

TEACHABLE POINTS CUES

Feet move to place body in Stand with one foot slightly

line with ball. in front of the other for a wide
base.

Eyes focused on ball. Watch the ball.

Hands reach out to meet the Get into the ready position.
ball.

Fingers soft and slightly Soft fingers.

cupped. Big hands.

Caught in hands only. Reach for ball and catch with

two hands.

Hand and finger closure well Watch the ball go into your
timed. hands. Squeeze ball to catch it.

Elbows bent to absorb impact. Pull ball into your tummy.

Knees bent as you catch the

ball.

FOUNDATION STAGE • PHYSICAL DEVELOPMENT

 Focus: Catch
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS

INTERVENE IF YOU SEE CUES

Looking away or shutting their Keep eyes open.

eyes. Watch ball.
Hands out in front.
Ready to catch.

Difficulty tracking the ball with Keep watching the ball.

the eyes.

Mistiming of hand closure. Reach and squeeze ball into

your hands.

Trapping ball against chest. Clap the ball, fingers spread.

FOUNDATION STAGE • PHYSICAL DEVELOPMENT

 Focus: Catch
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS

Sample PE unit of work

This series of lessons is adapted from SELB PE materials.

It includes sample lessons and may be used as a guide.

SUGGESTED LEARNING INTENTIONS

The children will:

• Understand how to listen to and follow simple instructions/rules;

• Know how to use a variety of equipment/resources;

• Understand and use the skills required to complete a simple task;

• Recognise the importance of working individually, in pairs or in small groups;

• Know how to move safely and confidently;

• Observe, describe and copy what others are doing; and

• Talk about what they are doing using a range of appropriate movement
vocabulary.

REMEMBER TO PLAN AND PROVIDE OPPORTUNITIES FOR INCLUSION

Some of the activities and graphics within the PE lessons have been
adapted from the Youth Sport Trust ‘Top Play’ resource pack.

FOUNDATION STAGE • PHYSICAL DEVELOPMENT

 Focus: Catch
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS

Planning Notes Resources

FOUNDATION STAGE • PHYSICAL DEVELOPMENT

 Focus: Catch
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Lesson 1 Year 1

Activity: Games Unit of Work: Handling – Balls

CONTEXTS FOR LEARNING TEACHING POINTS

Pupils will be able to:
• Experiment and experience working with a variety of balls; and
• Roll and retrieve a ball with two hands.

INTRODUCTORY ACTIVITY
Mr Frostie and Mrs Sunshine Encourage good use of space. Quiet feet.
Travel all over the hall in a variety of ways, eg, running, bouncing, Listen carefully to instructions.
skipping and hopping.
When teacher calls ‘Mr Frostie’ pupils FREEZE.
When teacher calls ‘Mrs Sunshine’ pupils move on.
Repeat several times.

SKILLS PRACTICE
Collect one ball each from appropriate colour corner. Let pupils demonstrate.
Free play with a variety of balls. Show me all the different things you Hold and move the
can do with your ball. ball – in front, to side,
Hold ball with two hands. Can you show me everywhere you can behind body, above
move the ball on your body? head, between legs, etc.
Balance the ball on flat palms – use two hands. Then try using one Keep working in own
hand only. space.
Which is the easiest?

DEVELOPMENT (simple/mini game)

Individual skill practice. Demonstrate practice first.
Gently roll the ball forwards into a space, run around to front of it, Don’t roll ball too hard.
bend knees and pick up the ball, bring close to the chest. Repeat Roll and collect using two hands.
several times. Roll accurately. Always bend knees, not the
Repeat action, only this time stop the ball dead by placing your back, when rolling and picking up the ball.
hands on top of the ball. Keep ball on floor.
Repeat several times.

COOL DOWN
Equipment away safely. Quiet feet as you skip.
Skip into a space and curl up into the shape of a ball. When tapped Curl up as small as possible, feet, hands and
on the shoulder by the teacher, walk to the line. head tucked in.

EVALUATION RESOURCES
Variety of sizes of balls. At least one ball per
pupil, set out at four colour corners.
Try each activity with different size balls if
possible.

FOUNDATION STAGE • PHYSICAL DEVELOPMENT

 Focus: Catch
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Lesson 2 Year 1

Activity: Games Unit of Work: Handling – Balls

CONTEXTS FOR LEARNING TEACHING POINTS

Pupils will be able to:
• Roll and retrieve a ball with two hands; and
• Co-operate with a partner.

INTRODUCTORY ACTIVITY
Traffic Lights Encourage good use of space.
Pupils travel all over the hall and listen to commands from the Travel in different directions.
teacher. Teacher must call instructions clearly.
RED – stop. Quiet feet.
AMBER – run on the spot. Travel by running, hopping, bouncing,
GREEN – go, travel through all the spaces. skipping, etc.
Progress to using coloured bean-bags for traffic light signal. Children watch for change of bean-bag colour
and respond.

SKILLS PRACTICE
Collect one ball each from appropriate colour corner. Reinforce importance of bending knees, not
Revise previous lesson. the back, when rolling and picking up the ball.
Roll a ball to cross a line minimum of two metres away. Let pupils demonstrate.
Roll ball forwards, run round to front of it, bend knees and pick it up. Roll ball in front, to the sides, behind, etc.
Repeat only this time stop ball dead by placing your hands on top of
the ball to stop it.
Roll the ball in different directions. Either stop it or pick it up as it
slows down.

DEVELOPMENT (simple/mini game)

In pairs – one ball between two. Roll the ball gently to partner.
Sit opposite partner, approximately five steps apart. Have hands out ready to receive the ball.
Open legs wide, roll the ball to each other, aiming between partner’s “How can you make the ball stay on the
legs. Partner places hand in front of body between legs to receive ground?”
the ball. From standing – bend knees, position yourself
Repeat from kneeling position progressing to standing. Bend to roll in line with the ball to rescue it.
the ball towards partner.
Partner bends knees to receive the ball and rolls it back.

COOL DOWN
Equipment away safely. Encourage a really good stretch and a tight
Whole body stretches. Stretch whole body really tall then curl up curled position.
small. Stretch whole body really wide then curl up small. Line up
quietly.

EVALUATION RESOURCES
Large balls.
Beach balls – one each.

FOUNDATION STAGE • PHYSICAL DEVELOPMENT

 Focus: Catch
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Lesson 3 Year 1

Activity: Games Unit of Work: Handling – Scarves

CONTEXTS FOR LEARNING TEACHING POINTS

Pupils will be able to:
• Experiment and experience working with scarves; and
• Throw and catch a scarf with two hands.

INTRODUCTORY ACTIVITY
The ‘Beans’ Game Prior to beginning game, ensure pupils clearly
Teacher calls out the following commands and pupils respond understand the instructions.
appropriately: Change actions frequently.
‘Runner Beans’ – run in and out of all the spaces. Encourage quiet feet and good spacing.
‘Jumping Beans’ – bouncing in and out of all the spaces.
‘Jelly Beans’ – wobble/shake whole body on the spot.
‘Frozen Beans’ – pupils freeze.

SKILLS PRACTICE
Collect a scarf from appropriate colour corner. Use two hands to catch the scarf.
Free play with scarf. Show me all the different things you can do with Hands reach out to pull scarf into your tummy.
your scarf. Keep your eyes focused on the scarf the whole
On the spot, hold your scarf up high in the air and let it drop to the time it is dropping.
floor. Pick it up and repeat.
This time try not to let your scarf touch the floor. Can you catch it
before it touches the floor? How low can you let it drop?

DEVELOPMENT (simple/mini game)

Throw your scarf up into the air and catch it on the way down. Catch it in front of your tummy.
Can you throw and catch with only one hand? Try the other hand. Palms of hands face upwards to squeeze scarf
Throw it across your body from one hand to the other. into your hands when you catch it.
Squeeze your scarf into a tight ball, release it high into the air and Keep your eyes focused on the scarf the whole
catch it with two hands. time it is dropping.
Use of ‘CATCH’ cue card.

COOL DOWN
Walk in and out of all the spaces carrying your scarf in two hands. Encourage good spacing.
When teacher says ‘Stop’, stand still, throw the scarf up in the air,
catch it and move on.
Return scarves to appropriate colour corner.

EVALUATION RESOURCES
Scarves – one each.
‘CATCH’ cue card.

FOUNDATION STAGE • PHYSICAL DEVELOPMENT

 Focus: Catch
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Lesson 4 Year 1

Activity: Games Unit of Work: Handling – Balls

CONTEXTS FOR LEARNING TEACHING POINTS

Pupils will be able to:
• Experiment and experience working with Balzac balloon balls; and
• Throw and catch a balloon ball with two hands.

INTRODUCTORY ACTIVITY
Directions game When bouncing, bend knees on landing.
All pupils face teacher. Keep heels off the ground.
Teacher calls out directions – forwards, backwards and sideways. Listen carefully to instructions.
Pupils must bounce on two feet in the direction called. Look over a shoulder when travelling
Repeat using hopping, walking or running movements. backwards.
Look to the right and left when travelling
sideways.

SKILLS PRACTICE
Collect a Balzac balloon ball each from appropriate colour corner. Variety of ideas.
Free play with ball. Show me all the different things you can do with
your ball. Watch your ball at all times.
Stand in a space. Can you keep your ball up in the air using your Light touches to keep it in the air.
fingertips? What about different parts of your body? For example,
head, elbow, knee, foot, shoulder. Look for a good space.
Go for a walk with your ball, keeping it up in the air with different
body parts.

DEVELOPMENT (simple/mini game)

Can you throw the ball up a little, and catch it? Don’t throw ball up too high.
Can you take your ball for a walk, throwing and catching as you go? Eyes focused on ball the whole time.
Now, show me how you can throw the ball up in the air, and clap Make sure hands are spread out ready to
before you catch it. catch.
Can you throw your ball up in the air and touch the ground before Fingers squeeze ball.
you catch it? Catch ball in front of your tummy and pull it in.
Use of ‘CATCH’ cue card.

COOL DOWN
Walk in and out of all the spaces, carrying your ball. Stop on Watch ball when throwing it.
command and throw and catch three times before moving on. Two hands ready to catch it.
Repeat several times.

EVALUATION RESOURCES
Balzac balloon balls.
‘CATCH’ cue card.

FOUNDATION STAGE • PHYSICAL DEVELOPMENT

 Focus: Catch
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS Lesson 5 Year 1

Activity: Games Unit of Work: Handling – Balls

CONTEXTS FOR LEARNING TEACHING POINTS

Pupils will be able to:
• Throw, bounce and catch a ball with two hands;
• Throw a ball to a partner; and
• Catch a ball from a partner.

INTRODUCTORY ACTIVITY
The ‘Beans’ Game (as in Lesson 3). Teacher calls out the following Revise the various ‘beans’ with the pupils.
commands and pupils respond appropriately: Change actions frequently.
‘Runner beans’ – run in and out of all the spaces. Encourage quiet feet and good spacing.
‘Jelly Beans’ – wobble/shake whole body on the spot.
‘Frozen Beans’ – pupils freeze.
‘Baked Beans’ – lie down on ground as if ‘baked in the sun’.

SKILLS PRACTICE
Collect a beach ball, each from appropriate colour corner. Vary the height of the throw.
Sit on the floor, legs astride. Can you touch the floor all around you Watch the ball.
with your ball? Hold it up high, far from your body, out to the side, Hands out, ready to catch the ball with two
behind you. hands.
Still sitting, can you let the ball bounce and catch it? Use of wall area to throw and catch for more
Stand on the spot, practise throwing the ball and catching it. able pupils.
Begin practice on the spot, then begin to travel by walking and try to Use of ‘CATCH’ cue card.
throw and catch the ball.

DEVELOPMENT (simple/mini game)

Station 1 (half of class) Partner has hands out ready to catch ball.
In pairs – one ball between two. “Clap ball” and pull into tummy.
Stand three steps apart. One person throws the ball, partner catches Watch ball as it comes towards you.
ball and then throws ball back.
If too easy, move further apart from each other.
How many passes can you do before teacher gives signal.
Receive a thrown ball and catch it.

Station 2 (half of class)

Collect a hoop each. Bounce ball into hoop and catch.
Can you move around hoop as you bounce and catch?

Bounce and catch the ball with two hands.

COOL DOWN
Throw up a ball, let it bounce and catch it. Stand on the spot and Keep eyes on ball.
practise. Don’t throw too high.

EVALUATION RESOURCES
Beach balls.
Hoops.
‘CATCH’ cue card.

FOUNDATION STAGE • PHYSICAL DEVELOPMENT

 Focus: Catch
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS

Additional Activities

TEACHER LED CHILD LED

Learning Experiences Learning Experiences

Obstacle Course Playground Play

As part of an obstacle course involving other Throwing and catching balls against blank wall.
skills, these catching activities may be included: Numbered wall/target – aim at specific numbers
• bounce and catch ball in a hoop/playground then catch.
marking; Roll ball to each other.
• throw at a rebound net and catch; and
• throw at a wall for partner to catch.

Invented Games
As above, where children make up own games/
Play stations rules.
Beginning Provide a ‘catch activity box’ for use at play or
when children have completed work. Selection
Balzacs suspended above two children–push of scarves, big soft balls, koosh balls, etc.
and catch. Children practise catching individually or with a
Using large soft balls, teacher tosses high loopy partner.
passes into the air to give child time to track
ball.
Developing
Two handed bounce to partner. Try to bounce Movement to Music
ball in a hoop placed on ground between two Provide scarves and balls and music appropriate
children. to the skill, eg, slow music when throwing and
Consolidating catching scarves.
Throw and catch in pairs. Move further apart,
use smaller balls, catch with one hand.

Dramatic Play
Children use imaginative play to explore their
Circuits
ideas. Provide props, make suggestions about
Throw ball/scarf up. How many times can you roles or play themes and join in. For example, a
clap before catching? prop box can provide a starting point. A circus
Bounce and catch different sized balls. box or a beach box could contain a variety of
Pass ball round a circle of up to eight children. balls for children to play with.
Can ball go whole way round without being
dropped?

FOUNDATION STAGE • PHYSICAL DEVELOPMENT

 Focus: Catch
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS

Rhymes and Action Songs

Five Little Monkeys

Five little monkeys sitting in a tree.
Along came a crocodile as quiet as can be (whisper this line).
Hey Mr Crocodile you can’t catch me SNAP!
Four little monkeys …
With left hand, show five little monkeys by holding up five fingers.
With right hand, make action of crocodile snapping.
During last line, crocodile eats one of the monkeys and then only four are left.
(Reference ‘Singing Games and Rhymes for Early Years’).

Five Little Peas Ten Little

Five little peas in a pea pod pressed. Fingers
(make one hand into a fist)
One grew; two grew and so did all the rest. I have 10 little fingers
(raise fingers slowly, one at a time) And they all belong to me.
They grew and grew and did not stop, I can make them do things,
(stretch fingers wide) Would you like to see?
Until one day the pod went POP! I can shut them up tight,
(clap loudly while saying pop) I can open them wide.
I can clap them together
(Reference ‘Macmillan Treasury of Poems’) And make them all hide.
I can put them up high,
I can put them down low.
Move Your Body I can fold them together
(Tune ‘Frère Jacques’) And hold them just so!

Move your body (x2)

Watch the ball (x2)
Are your big hands ready? (x2)
Catch and Hold (x2)

FOUNDATION STAGE • PHYSICAL DEVELOPMENT

 Focus: Catch
DEVELOPING FUNDAMENTAL MOVEMENT SKILLS

Home Learning Links

We are learning how to catch at school.

This is what we really need to do to become good catchers.

1. Watch the ball.

2. Get your hands ready.

3. Hold the ball tightly in your hands.

Please help me to catch at home and

watch if I’m doing it properly!

Draw some of the things you caught at home

FOUNDATION STAGE • PHYSICAL DEVELOPMENT

 Connecting Learning

o p i n g
v e l
The purpose of this section is to highlight and reinforce the FMS in a range of contexts

THE ARTS LANGUAGE AND LITERACY

D e e n t al
Art & Design

n d a m i l ls
Fu k
• Listen to and respond to a range of stories, rhymes and media

t S
• Develop manipulative skills and improve hand/eye texts.

m e n
co-ordination through handling art media to make drawings, • Be able to recall a story and repeat a rhyme, eg,

o v e
collages, 3D structures and prints, for example make drawings of ‘The Princess and the Frog’, ‘The Gingerbread Man’

M
experiences such as catching the ball. ‘Catch’ by Trisk Cooke (Scholastic), finger rhymes to warm up
• Make balls from newspaper and masking tape in various sizes. fingers for catching, ‘1,2,3,4,5 once I caught a fish alive’,
Which are easier to catch? ‘Five Little Monkeys’, ‘Five Little Peas’, ’Ten Little Fingers’.
Music • Listen to, respond to and recall oral instructions;
• Focus: Steady Beat. Develop a sense of steady beat by – Procedure writing, eg, how to catch a ball.
performing rhymes and singing games using appropriate • Talk about their experiences using a range of
actions, eg, clapping. appropriate vocabulary;
• Slow music for throwing up and catching scarves. – Recount of PE lesson involving the catch;
Drama – What can we catch? Why learn to catch?
• Take part in and enjoy a range of drama games. • Record experiences through drawing and writing,
• Explore the use of puppets, eg, pretend the puppet is teaching for example, labels, captions, instructions, recounts.
how to catch the ball or balloon.

PERSONAL DEVELOPMENT
MATHEMATICS AND NUMERACY
• Be aware of what they can do, eg, the physical skill
• Count orally in 1s, forwards and backwards to/from 10 or 20 of catching.
whilst catching the ball. • Circle Time – similarities and differences. Discuss how and
• Count orally in 1s forwards and backwards from a given number why some people are good at catching things, while others
within 10 or 20. need some help. Discuss and agree how we can help each
• Count each other’s catches on the rebound net. How many other.
catches in 30 seconds? • Show self confidence when presented with a new challenge.
• Use balls/scarves/beanbags marked with numbers/colours. • Be able to make choices and decisions.
• Compare sizes of balls – small, smaller, smallest. • Cooperate with others and share equipment.
• Shape – balls (sphere), scarves (square). • Be aware of the importance of keeping healthy.
• Rebound net – attach numbers to the back. Children aim at For example talk about the importance of playing outside and
number three and catch, etc. being active in lots of ways.
• Positional Language – describe position of objects eg: throw the
ball over the skipping rope for partner to catch it.
• Children stand in a line wearing numbers 1-10 or 1-20. Teacher WORLD AROUND US
throws ball to specific numbers and the children must be ready • Compare heavy and light equipment to catch.
to catch the ball, eg, ‘I’m throwing to 1/3/5 more than 7’, ‘I’m • Handle equipment and making choices.
throwing to the number before 5’ . • Understand and use positional and directional language in
relation to movement.
PHYSICAL DEVELOPMENT • Know that physical activity is good for the body.

t ch
• Exploring aspects of movement, eg, speed of a sponge ball in

cus: C a
• Use a range of equipment to develop the skill of catching. comparison to a Balzac balloon ball.
PMENT
For example, Balzac (balloon inside a sack) hanging from beam/
wall bars. V E L O
L DE
• Using scarves – throw up and catch at different heights. Can you
clap before your hands catch?
HOME LEARNING
Fo HYSICA
ON STAGE
•P
• Bounce and catch balls inside hoop/on a mat. • Complete home learning activities.
• Send home balls, beanbags, scarves, balzacs etc to practise the FOUNDATI
• Bounce variety of sizes of balls against a rebound net.
• Vary distance/size of ball according to ability. catch at home.