Team Skills Showcase

Overview

In this final lesson of “Manos en Acción: Object Control”, students practise and demonstrate control skills in friendly, inclusive partner showcases and small-sided matches. They reflect on team roles and how teamwork supports fair play and safe movement.

Learning intentions

Students will:

• practise controlled object handling with a partner or in a small team
• apply simple game rules to keep play safe, fair and fun
• use team roles (leader, reporter, recorder) to help the group work together
• reflect briefly on how they and their team performed and what to improve next time

Success criteria

“I can …”

• keep my body balanced while I pass/roll/collect the object
• send the object to my partner/team with control (not just as far as possible)
• play by the rules and make space so others are safe
• take my team role and help my team succeed (share, listen, encourage)

Curriculum links

• Personal and Social Capability — Collaboration: effective team characteristics, team roles (including leadership roles), and strategies for reflecting on performance in a team role
• Personal and Social Capability — Social Awareness and Management: contribute to collaboration by using role-based behaviours and reflecting on how the team worked
• Health and Physical Education — (Prep): learning through movement that supports participation, safety awareness, and interacting respectfully with others during activities

Lesson structure (50 minutes)

1. 0–7 min · Retrieval + warm-up (Object Control Remix). Teacher sets up two lanes with cones and objects; demonstrates “collect–control–send” with a short cue (e.g., “quiet hands, steady throw”). Students move in pairs through a fast rotation: collect an object from a cone spot, control it for 2 seconds, and pass/roll back to their partner, repeating with teacher call-backs.

• Spanish CLIL: “Manos quietas” (quiet hands), “Controla” (control), “Pásalo” (pass it), “Despacio” (slow).

2. 7–11 min · Goals + safety + roles. Teacher writes WALT and shows 3 role cards (Leader, Reporter, Recorder) with simple visuals and models what each person does. Students repeat the team expectations and practise the role hand-signs once.

• WALT: “We are learning to showcase object-control skills with our team and roles, and reflect on how our teamwork went.”
• I can success criteria read aloud.

3. 11–26 min · Learning (I Do – We Do – You Do) (showcase skills).

• 11–16 min · I Do (model). Teacher demonstrates 2 showcase options with cues: a) Partner pass/roll with control to a target cone b) “Collect and send” with a quick stop-balance after receiving Safety reminders: “Look, space, then move.” Students watch and answer: “What cue helped you?”
• 16–22 min · We Do (guided practice). In groups of 3, one object per group. Teacher circulates with quick checks: correct balance, controlled sending, and respectful spacing. Students do 3 rounds: receive → control → send to target.
• Reporter prompts (guided question): “What did you notice about team control?”
• 22–26 min · You Do (partner showcase rehearsal). Partners choose a path: “target cone” or “partner feet zone”. Students rehearse their 30-second showcase, using their role tasks (Leader starts, Recorder notes 1 improvement, Reporter shares 1 strength).

4. 26–41 min · Consolidation (friendly matches + role-based teamwork). Teacher organises 4 small-sided games across the space (cones mark “safe zones”). Each game is 3 minutes, then 1 minute swap (minimal downtime). Teacher roams, gives specific feedback using success criteria language, and reteaches quickly if many students miss the rule about space.

• Example game formats (choose based on class needs): a) “Target Team Points”: pass/roll to hit cones in the safe zone; points only when the object stays in the zone. b) “Keep It Controlled”: teams aim to complete 5 controlled passes in a row before an error.
• Team roles during games:
• Leader: checks everyone is ready and calls “Pásalo”
• Reporter: says one “I noticed…” after the mini-round
• Recorder: holds up a paper or chip for “We improved” / “Next time we need…”

5. 41–46 min · Show Me What You Know (demonstration + peer explanation). Each pair performs a 20–30 second showcase for another pair, using the success criteria: control, space, and role behaviours. Listener pair gives one quick “glow + grow” sentence (e.g., “Great control. Next time, slow down and aim.”).

6. 46–50 min · Quick reflection + wrap-up. Whole class sits in a circle of cones. Students complete a 2-question verbal reflection with prompts from the teacher:

• “How did our team role help us?”
• “One thing I can do now with more control is…” Teacher praises teamwork and effort, confirms safe behaviour expectations for all future activities.

Resources

• Soft beanbags or small foam balls (enough for each pair/team)
• Target cones or floor markers (partner “feet zone”)
• Role cards (Leader/Reporter/Recorder) + simple hand-signs
• Coloured pinnies (optional for teams)
• Score chips or sticky notes for Recorder
• Timer or music track for rotation
• Safety markers for “safe zones”

Assessment

• Teacher checklist during games: balance + controlled sending; safety spacing; role behaviours (Leader/Reporter/Recorder)
• Peer feedback prompt: each listener identifies one strength and one next-step using the success criteria language
• Exit reflection: teacher listens for whether students can describe teamwork impact (even one sentence)

Differentiation

• Support:
• Reduce distance to targets; use larger objects (bigger ball/beanbag) and stationary targets
• Provide sentence starters: “I noticed…”, “Next time we will…”, “Our role helped when…”
• Assign roles with clear physical actions (Leader starts play; Recorder holds chip; Reporter points to a strength)
• Extension:
• Add accuracy challenges: hit smaller cones, vary under/over arm as appropriate, or increase pass speed while maintaining control
• Ask advanced students to give a “coach cue” using the model cues (“quiet hands”, “control”, “aim”)
• Inclusive grouping:
• Mixed-ability teams with shared responsibility for roles
• Alternative participation: if catching is difficult, students can roll or push the object with two hands to maintain success and safety