Catch Throw Safely

Overview

In Lesson 1 of “Object Control Adventures”, students practise safe ways to catch and throw an object using basic body control. The lesson builds the unit routine: warm-up games, explicit cues for safety and skill, then small-sided play to apply skills with minimal downtime.

Learning intentions

• Students will identify safe ways to catch and throw objects during play.
• Students will practise using their body to keep control (hands ready, eyes on the object, step to the space).
• Students will recognise feelings and signs of “not safe” (e.g., bumping, objects flying too close) and respond by stopping and asking for help.
• Students will demonstrate safe choices about people, objects and space during activities.

Success criteria

“I can…”

• I keep space around me and follow the teacher’s safety signals.
• I watch the object and use safe hands to catch.
• I throw with control (towards the target area, not at people).

Curriculum links

• Health and Physical Education: identify safe or unsafe people, objects, actions and environments.
• Safety behaviours: know what to do if I feel unsafe and who I can turn to.
• Working with others: respond appropriately in shared games by following safety routines and limits.

Lesson structure (50 minutes)

1. 0–6 min · Retrieval + warm-up. Teacher sets up a “Safe Hands, Ready Eyes” circle/space and runs a short object passing drill where students only pass to the teacher’s cue (e.g., “Hands up!” then “Throw to me!”). Students practise quickly: look at the object, hold hands ready, throw to a marked safe zone.

2. 6–9 min · Goals. Teacher gathers students and says WALT in simple language with Spanish support. Students repeat the goal and show agreement with a thumbs-up/down: “WALT: Catchar y lanzar con seguridad” and “I can keep space, watch the object, and throw to the target.”

3. 9–20 min · I Do – We Do (explicit teaching). I Do: Teacher models 3 short skills with safety cues:

• Catch cue: “Eyes on the ball, hands ready, catch close to your body.”
• Throw cue: “Step first, throw to the floor/target, then back up.”
• Safety cue: “Stop on the whistle—freeze like a statue.” Teacher demonstrates what “not safe” looks like (throwing at people) using a quick “show me / stop” routine without blaming students. We Do: Students mirror the moves in lines:
• Step-and-throw to a taped target rectangle.
• Hands-ready catch with a gentle toss from teacher. Teacher asks quick checks: “What do we do when we hear the whistle?” and “Where do we throw—at people or to the target?”

4. 20–35 min · You Do (game-based small practice). Teacher groups students in pairs/small groups with clear lanes and different ability roles (thrower/catcher/support). Game: Target Trowel (catch + throw).

• Students stand behind a line.
• Throw a soft ball into a floor target zone.
• After a controlled bounce or gentle roll, the catcher retrieves and returns it (or rolls back, depending on ability). Teacher roams to give fast feedback using cues: “Eyes!” “Hands ready!” “Target zone!” Quick reteach moment if needed: stop the class for 20–30 seconds to remind safe space and whistle routine, then resume.

5. 35–48 min · Consolidation (small-sided play + safety focus). Game: Safe Catch Challenge. Set two teams. Each correct catch earns a point only if safety rules were followed (space respected, no throwing at people).

• Students work in pairs: throw from behind the line, catch close, then pass/return.
• Teacher uses a “Green/Yellow/Red” signal with hand cards (teacher-led) to reinforce safe choices: Green = safe and controlled, Yellow = adjust space/pace, Red = stop and freeze. Teacher targets support learners with easier throws/rolling balls; extension learners throw from farther back or to smaller targets.

6. 48–50 min · Show Me What You Know. Students do a 10-second partner demo: one throws to the target area, the other catches with eyes on the object. Teacher listens for success criteria: “Show me safe throw to the target” and “Show me safe catch close to your body,” then a quick whole-class reflection: “What is one safe thing we do?”

Resources

• Soft foam balls (varied sizes), beanbags, and/or Koosh-style balls
• Floor target markers (tape rectangles/circles)
• Cones for throwing lines and safe lanes
• Whistle or clapping pattern for “Stop” signal
• Coloured cards or hand signals (Green/Yellow/Red)
• Retrieval baskets/bin for easy collection
• Visual safety posters (simple pictures): “Eyes on”, “Hands ready”, “Stop on whistle”
• Optional: small spot markers for “safe space” around students

Assessment

• Teacher observation checklist during games: eyes on object, catch position close to body, throw direction (to target).
• Quick questioning in We Do: “What do we do if it feels unsafe?” “Where do we throw?”
• End-of-lesson partner demo: a brief yes/no judgement against the “I can” success criteria (informal).

Differentiation

• Support:
• Allow rolling instead of throwing for some students.
• Use larger, slower balls and closer targets.
• Provide a “catch closer” seating/standing option (catch at chest height).
• Seat with a peer buddy who models cues silently.
• Scaffolds:
• Use consistent verbal cues and hand signals each time.
• Clear visual lanes to reduce crowding.
• Extension:
• Throw from a further line, or aim at a smaller target.
• Catch and then immediately roll/underarm return within one step.
• Behaviour and safety:
• Explicit rule: no throwing at people, only to the target zone.
• Reinforce minimal movement rule: when retrieving, walk—no running into lanes.

Spanish CLIL (used naturally)

• WALT/Goal: “Catchar y lanzar con seguridad”
• Key cues: “Ojos en la pelota” (eyes on the ball), “Manos listas” (hands ready), “Parar con el silbato” (stop with the whistle), “Hacia el objetivo” (to the target).