Colour Island Chase

Overview

Students take part in a simple outdoor chasing game that develops running, stopping, spatial awareness and cooperation. The game uses clear boundaries and a “safe island” rule so children can join in confidently. An indoor version is provided for wet-weather or limited-space sessions.

Learning intentions

• WALT move safely in shared spaces.
• WALT practise stopping, changing direction and balancing.
• WALT follow simple rules and respond to a signal.
• WALT cooperate with others during a game.

Success criteria

• I can stay inside the playing area.
• I can stop safely when I hear the signal.
• I can move without bumping others.
• I can follow the game rules and include others.

Curriculum links

• Health and PE — Movement skills: developing fundamental movement skills through play.
• Health and PE — Relationships with others: cooperating, taking turns and showing care for others.
• Health and PE — Healthy communities and environments: making safe choices in a shared environment.
• The key competencies are managing self, relating to others and participating and contributing.

Lesson structure (15 minutes)

1. 0–2 min · Gather and introduce. Teacher gathers students in a circle, explains that today they will practise moving, stopping and playing safely, and identifies the boundaries using cones. Students show with their hands how they will make “safe space” around their bodies.

2. 2–4 min · Demonstrate safety and movements. Teacher models walking, jogging, stopping with bent knees, changing direction slowly and gently tagging with two fingers on the shoulder or upper arm; demonstrate that students may walk at any time. Students copy each movement and practise freezing on the teacher’s “Stop” signal.

3. 4–6 min · Practise “Find a Colour”. Teacher calls a colour or points to a coloured cone, then invites students to travel safely to that cone using a movement such as walking, jogging or side-stepping. Students move on “Go”, freeze on “Stop”, and keep space between bodies. Repeat several times, checking that all students can see and reach the target safely.

4. 6–12 min · Play Colour Island Chase. Teacher chooses one or two students to be taggers and explains: everyone else moves around the area; when tagged, a player stands still like a statue; a player can be freed when another student gently touches their hand and says, “You’re free”; the teacher calls “Colour island” and names a coloured cone or hoop, where students may rest for a slow count of five before returning to the game. Students play, taking turns as taggers every 1–2 minutes.

Pause briefly if needed to remind students: eyes up, gentle hands, no pushing, stay within the cones and walk when the space feels crowded. The teacher actively positions themselves so all players are visible and stops the game immediately if safety is compromised.

5. 12–14 min · Indoor alternative or calming movement. For an indoor session, place four coloured spots or paper squares around the room and use the same “Find a Colour” game without taggers: students travel by walking, tiptoeing or marching, freeze on “Stop”, and move to the called colour when invited. For an outdoor session, students walk slowly around the boundary, breathing in through the nose and out through the mouth.

6. 14–15 min · Plenary and check. Teacher asks, “What helped us stay safe?” and “How did we include someone else?” Students demonstrate one safe stop and share one rule or helpful action with a partner. Teacher listens for understanding and celebrates safe, cooperative play.

Resources

• Four coloured cones or hoops
• Six boundary cones
• Optional coloured floor spots or paper squares for the indoor game
• Whistle, drum or clear verbal “Go/Stop” signal
• Open, even playing space
• First-aid kit and school emergency information
• Water access

Assessment

• Observe whether each student stays within the boundaries, responds to “Stop”, changes direction safely and uses gentle hands.
• During a pause, ask selected students to show a safe way to stop and explain what to do if the space becomes crowded.
• Use the final demonstration and partner response as an exit check: students identify one safety rule and one way to include others.

Differentiation

• Support students who are unsure or new to English by demonstrating every instruction, using colour cones and consistent gestures, and pairing them with a calm, supportive buddy. Use short phrases such as “Go”, “Stop”, “Gentle hands” and “Find red”.
• Offer walking as a full-time choice, reduce the playing area for students who need closer teacher support, and allow students to watch one round before joining.
• For students with mobility, coordination or sensory needs, use a clearly marked personal starting space, provide extra processing time, and allow them to be a colour caller, safe-island helper or stationary player.
• Keep instructions dyslexia-friendly: give one instruction at a time, repeat the same key words, avoid written instructions, and rely on pictures, objects and modelling rather than reading.

Extension

• Invite confident students to be a tagger, colour caller or safety helper, reminding them to use a calm voice and make fair choices.
• Challenge advanced movers to travel using a teacher-selected movement, such as side-stepping or careful backwards walking, while maintaining safe space and control.
• Ask students to suggest one new safe rule or a fair way to choose the next tagger.