Active Start

Overview

This 30-minute introductory PE session is designed for Year 1 pupils (ages 5-6) and focuses on setting clear expectations for PE lessons while engaging students in fun, quick games that develop fundamental movement skills. The session aligns with the National Curriculum for Physical Education (England) and prepares pupils to develop competence in fundamental movement skills, respond to simple instructions, and enjoy physical activity.

National Curriculum Links

• Key Stage 1 (Years 1 & 2)
• Pupils should develop fundamental movement skills in a range of activities such as running, jumping, throwing, and catching (NC Aim)
• Pupils should be taught to:
  • master basic movements including running, jumping, throwing, and catching
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns

(Reference: National Curriculum in England: Physical Education Programmes of Study, Key Stage 1)

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Learning Objectives

By the end of this session, pupils will be able to:

• Understand and demonstrate school PE expectations including safety, behaviour, and respect for equipment and peers.
• Perform basic movement actions confidently and clearly (running, jumping, balancing).
• Participate enthusiastically and cooperatively in simple PE games that reinforce these skills.
• Listen carefully and respond to clear, simple instructions.

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Resources

• Cones (10–12)
• Small soft balls or bean bags (enough for 1 per 3 pupils)
• Hula hoops or markers (optional)
• Whistle
• Visual Expectation Chart (prepared in advance with images to support verbal rules)

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Lesson Breakdown

1. Welcome and Introduction (5 minutes)

• Set the tone for PE: Gather pupils in a circle. Bright, enthusiastic greeting.
• Explain PE expectations clearly: Use simple, positively framed rules introduced with visuals, e.g.
  • Listen carefully and follow instructions
  • Always be kind and respect equipment and others
  • Stay safe by moving carefully
• Demonstrate ‘Ready Position’ (standing tall, feet shoulder-width apart, hands relaxed) and explain why listening and attention is important in PE.

Assessment: Ask quick questions to check understanding, e.g., “Why do we need to be careful with equipment?” and observe pupils’ attentiveness.

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2. Warm-Up: Animal Movement Game (7 minutes)

• Objective: Develop body awareness and basic coordination.
• The teacher calls out an animal, and pupils move like that animal around the space:
  • Rabbit = hop
  • Elephant = stomp slowly
  • Snake = slither on hands and knees
  • Flamingo = balance on one leg
• Encourage safe movement, spatial awareness, and listening.
• Include activities like “freeze” on whistle blowing to introduce control.

Alignment: Engages fundamental movement skills (NC Movement and performance) and listening/responding skills (NC Health & Fitness foundation).

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3. Main Activity: Quick Catch and Throw Game (10 minutes)

• Pupils form groups of three. Each group gets one soft ball or bean bag.
• Task: Toss the ball gently to each other and catch. If a catch is missed, count together and encourage trying again.
• Variations to increase engagement:
  • Toss underarm vs. overarm shots
  • Take a step back after each successful catch to increase distance
• Emphasise teamwork and encouragement.

Assessment: Teacher circulates observing catches and throws, offering praise and tips.

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4. Cool Down and Reflection (5 minutes)

• Slow walking around the hall/field with deep breaths, encouraging calm and recovery.
• Gather back in the circle sitting down lightly on the floor.
• Discuss briefly:
  • What was your favourite movement/activity today?
  • Who remembered the PE rules?
• Remind pupils of the importance of listening and working safely for all future lessons.

Assessment: Use show of hands or thumbs up/down to check pupils’ understanding of rules and feelings about PE.

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Behaviour Management Strategies

• Use positive reinforcement regularly.
• Give clear, concise instructions with visual and verbal cues.
• Use a whistle or hand signal to gain immediate attention.
• Proximity control: stand near students who may need extra reminders to stay on task.

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Differentiation & Inclusion

• Provide extra support for pupils with physical disabilities or coordination challenges by pairing them with supportive peers.
• Modify games so all children can participate safely, e.g., allowing seated catching or rolling ball instead of throwing for some pupils.
• Use simple language and visuals for pupils with EAL (English as an Additional Language).

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Teacher Reflection Notes

• Note pupil engagement and behaviour during the session.
• Observe any movement skills strengths or areas to develop.
• Reflect on clarity of expectations and what adaptations might be needed.
• Plan follow-up lessons emphasizing confidence and skill building.

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This carefully structured introductory lesson sets the foundation for positive PE experiences focused on fundamental movement skills, cooperation, and safety in accordance with the National Curriculum framework.