Showcase Skills

Overview

This final lesson in “Object Control Adventures” gives students a fun chance to demonstrate object control skills from across the unit using multiple stations and short games. Students practise responding appropriately during preferred and non-preferred actions or objects, such as choosing to participate, saying “yes/no” to an adult prompt, and managing basic hygiene-related routines (like hands/space) when needed during the event.

Learning intentions

Students will:

• control an object safely in different ways (e.g., rolling, throwing, catching, tapping) while moving
• follow simple safety rules and take turns fairly in small groups
• respond to adult prompts about what to do (including “yes/no” choices) to manage participation during the event
• recognise when an activity is “for me” (preferred) or “not for me” (non-preferred) and respond appropriately

Success criteria

“I can…”

• move safely and keep my space clear while holding an object
• use a tried object-control action to send the object to a target or to a partner
• catch or stop the object with control (or show a safe alternative if I can’t)
• respond to an adult prompt by doing the requested action or using my preferred way to show “yes/no”

Curriculum links

• Health and Physical Education: VC2HPFAP04 — students respond to preferred and non-preferred actions or objects
• Personal, Social and Community Health (Foundations): ongoing inclusion and safe participation routines with adult modelling language and permission
• Achievement standard connection (Foundation): understanding of body and how it moves through movement with objects during familiar routines

Lesson structure (50 minutes)

1. 0–6 min · Retrieval + warm-up game. Teacher sets up a “Space Move” area with hoops for stations; demonstrates how to roll a ball into a hoop (low risk, controlled), then taps it with an open palm to a partner’s hoop; students roll/tap on teacher’s cue and freeze on “Stop!”.

2. 6–10 min · Goals (WALT) + safety reminders. Teacher says WALT: “We are learning to show object control and choose what to do safely when an adult asks.” Students repeat “I can” success criteria using gestures (thumbs up for “I can”, hand to space for “safe”).

3. 10–18 min · I Do (model) + skill cues. Teacher models two station skills:

• “Target Roll”: stand side-on, two hands or one hand, gentle roll.
• “Partner Stop”: roll ball to partner; partner stops it with hands at chest level (or lets it bounce once and stops safely). Teacher prompts choices: “Do you want to try Target Roll? Show yes/no.” Students respond using their preferred method (verbal, gesture, picture, device—whatever the class uses).

4. 18–26 min · We Do (guided practice). In small groups (4–5), students practise both stations with light scaffolds: teacher counts “Roll–Stop–Good try,” and uses a visual sequence card. Quick checks: teacher asks “Where is your ball going?” (to a target/partner zone) and “What do you do when I say Stop?”

5. 26–44 min · You Do (Showcase stations). Four stations rotate every ~4 minutes with 1-minute transition support to reduce downtime. Each station has an adult and a simple rule. Students demonstrate, with modifications as needed.

• Station A: Target Roll (gentle control). Roll to a cone/hoop. Support: closer target, larger ball. Extension: roll through two hoops.
• Station B: Beanbag into Box (aim control). Throw underarm toward a box. Support: bigger box, short distance. Extension: step back one pace.
• Station C: Partner Tap & Stop (control). Tap ball to partner then stop it. Support: bigger ball, slower roll. Extension: tap once then stop without looking at hands.
• Station D: Catch/Field Demo (safe stopping). Teacher demonstrates “catch to chest” if ready; otherwise “safe stop” with hands/arms. Support: smaller range, larger ball. Extension: catch off a slower roll only when stable. Behaviour and safety expectations repeated at each rotation: keep objects below waist level unless throwing, walk not run in crowded areas, wait for your turn, and use “Stop” immediately.

6. 44–48 min · Show Me What You Know (game demo + peer explanation). Students play a short “Showcase Relay” in teams: each child completes one action (roll/tap or beanbag aim) to a teammate, then tags the next person. After 1 round, teacher asks one student from each team: “What did you do to control your object?” (one-word answer or gesture is fine).

7. 48–50 min · Quick reflection + wrap-up. Students do a 2-sentence talk or gesture:

• “My best control was…”
• “When I didn’t like an activity, I showed adult yes/no and chose what worked for me.” Teacher thanks class and reminds safe storage/hand routine.

Resources

• Soft balls (different sizes), beanbags (soft), cones or floor hoops
• Partner stop markers (floor tape/pennant zones)
• Card prompts for station sequence (Roll / Stop / Turn / Stop)
• Large box/bin and small target pots
• Visual “yes/no” cards or agreed class response system
• Cones for station boundaries, stopwatch/timer
• Hand wipes/sanitiser (if available) and a clear “safe return” area
• Simple scoreboard/visual stickers for participation (not scoring ability)

Assessment

• During stations: teacher observes safe space use, turn-taking, and whether students respond appropriately to adult prompts (including preferred/non-preferred choices).
• Checklist for success criteria: object-control action attempted + safe stop/aim/catch or safe alternative used.
• Exit reflection (final 2 minutes): student indicates one thing they controlled and how they responded to an adult prompt.

Differentiation

• Support: reduce distance, increase target size, use larger/lighter equipment, provide first-attempt “ready position” hand-over examples, and allow safe alternative responses (e.g., stop instead of catch).
• Scaffolds: visual cue cards (sequence), consistent station routines, and verbal cues with short phrases in English plus natural Spanish (e.g., “¡Tu turno!” for “your turn”, “alto/stop”, “bien hecho”).
• Preferred/non-preferred choice: offer two options at rotation start (e.g., “Roll or Tap?”) and reinforce responses immediately with praise; accept any agreed “yes/no” response method.
• Extension: add a second target, increase distance by one step, or introduce “tap once then stop” challenge only for students ready for it.