Target Throw Challenge

Overview

In this lesson 5 of 10, students practise accurate overarm throwing at targets while working safely with a partner. It builds on previous lessons in Object Control Adventures by reusing the throw sequence and improving where their throw lands.

Learning intentions

• WALT: aim and throw objects at targets using a simple, safe throwing action.
• WALT: respond to partner signals and follow rules for preferred and non-preferred outcomes during practice (e.g., “try again” and “wait”).
• WALT: use pair communication to practise yes/no responses about safety and turn-taking.

Success criteria

• I can throw under control towards a target (not at people).
• I can choose a target, aim, and throw with the correct direction.
• I can follow partner rules: wait, take my turn, and give safe feedback.
• I can answer yes/no safety checks with my preferred communication (speech, gesture, or picture cue).

Curriculum links

• Personal, Social and Community Health – Health Education: Interacting with others — students respond to preferred and non-preferred actions or objects.
• Personal, Social and Community Health – Health Education: Health Education — includes modelling language around permission and practising yes/no responses interpreted by an adult.
• Personal, Social and Community Health – Health Education: Interacting with others — students practise structured pair interactions using simple signals and routines.

Lesson structure (50 minutes)

1. 0–6 min · Retrieval warm-up (Throw–Stop Tag). Teacher sets up two throwing lanes with soft objects; calls “Throw!” and “Stop!” with clear hand signals. Students practise throwing one gentle object toward a floor line (not targets yet) then freeze on “Stop”. Spanish cues: “Uno, dos… ¡Tira!” “Para.”

2. 6–10 min · Goals and safety. Teacher states the WALT and shows 3 target pictures (near/medium/far). Students repeat success criteria using gestures. Teacher checks understanding: “Are you throwing at people? (No)” “Are you throwing to a target? (Yes)” using student-preferred yes/no response. WALT: “We are learning to aim and throw at targets with safe rules.”

3. 10–22 min · Learning (I Do – We Do – You Do).

• 10–13 min · I Do (model and cues). Teacher demonstrates: stand side-on, hold object ready, look at target, arm goes back, step-and-throw forward, follow-through, then back to line. Cue: “Look–Step–Throw–Follow.” Students watch and mirror the freeze position.
• 13–18 min · We Do (guided accuracy). Teacher places hoops as “targets” in three sizes/distances. Students practise 3 throws each, counting hits. Teacher asks quick checks: “Did your throw go forward? (Yes/No)” and “Is it safe to throw while others are in the lane? (No)”.
• 18–22 min · You Do (partner aim practice). In pairs, one partner throws, the other holds the object tub and gives a simple “Ready/Wait” signal. Students choose one target and practise 5 throws, switching roles.

4. 22–40 min · Consolidation (Game-based small-sided practice). Teacher runs “Target Treasure Pairs.” Each pair has 3 foam/beanbags and a set of target cards (Near = 1, Medium = 2, Far = 3).

• Students roll a card or teacher shows a colour cue; they must aim at the matching target distance and try to score.
• After each throw, partner provides one feedback cue from a choice board: “Aim” (point to target), “Look” (eyes to target), “Safe” (hand stop).
• Teacher roams to give immediate feedback and re-teach quick steps to targeted learners (e.g., remind “Step then throw”, reduce distance, or use larger targets). Behaviour expectations: quiet when partner is throwing, objects move on “Go” only, and “Stop” freeze is always practised.

5. 40–45 min · Quick reteach and differentiation sprint. Teacher gathers the class briefly at the side: demonstrates one common error (throwing across body). Students try 2 “correct form” throws on teacher cue only. Spanish recap: “Mira el objetivo. ¡Lanza!”

6. 45–50 min · Show Me What You Know (mini-demonstration + reflection). Each pair completes a 3-throw challenge: choose Near/Medium/Far and aim for at least 2 hits. One student briefly explains their strategy to the partner using a sentence frame or gesture: “I looked at the target. I … (stepped/threw gently/safe).” Teacher asks a final yes/no safety check: “Throw at people? (No). Target only? (Yes).”

Resources

• Soft throw objects: foam balls, beanbags, or soft sponge balls (enough for pairs)
• Hoops or floor circles as targets (near/medium/far) in 3 sizes
• Target score cards/colour cues (Near/Medium/Far)
• Object tubs/bins for organised collection
• Cones or floor markers to create throwing lanes and partner zones
• Visual yes/no cards (and picture cues) for students’ preferred communication
• Choice board with “Look / Aim / Safe” icons

Assessment

• Formative during play: teacher checks accuracy (hit/miss), safety adherence (freeze on “Stop”, throwing direction), and partner turn-taking.
• Quick yes/no checks: students respond to safety questions using preferred communication.
• Show Me What You Know: record (anonymously or by group) how many hits out of 3 and whether students used the cue “Look–Step–Throw–Follow.”

Differentiation

• Support: larger targets, shorter distance (Near), fewer throws, and simplified rule cards (“Throw to target only”).
• Scaffolds: teacher and peer use the “Look–Step–Throw–Follow” cue board; partner gives only one feedback cue after each throw.
• Communication support: allow yes/no responses via gesture, thumbs up/down, or picture cards; provide extra wait time and modelling language.
• Extension (advanced learners): reduce target size, increase distance (Far), or add a challenge to hit a specific colour target twice in a row; students must choose the safest lane position before throwing.