Movement and Teamwork

Overview

This is Lesson 5 of 9 in the "Fun First Days!" unit designed for Year 1 students. The focus is on physical movement and fostering teamwork through engaging, cooperative games. These activities are designed to build on pupils' social and physical skills while embedding vocabulary related to teamwork and movement. This lesson aligns with the National Curriculum for England for Physical Education and Personal, Social, Health and Economic Education (PSHE).

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Learning Objectives (WALT)

• WALT work together with others to achieve a common goal through games and activities.
• WALT understand and use vocabulary related to teamwork and movement, such as “cooperate,” “take turns,” “help,” “move,” and “listen.”
• WALT demonstrate basic physical coordination and spatial awareness in team games.

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National Curriculum Links

Physical Education (PE): Key Stage 1

• Pupils should develop fundamental movement skills, become increasingly competent and confident, and access a broad range of opportunities to extend their agility, balance, and coordination.
• Work individually and with others: Pupils should participate in team games, developing simple tactics for attacking and defending.
• Master basic movements including running, jumping, throwing, and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

PSHE: Key Stage 1

• Working Together: Pupils learn how to work collaboratively with others and develop respect for their classmates.
• Building Relationships: Pupils learn about cooperation, sharing, and listening to others.

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Success Criteria

• I can follow rules and listen during games.
• I can cooperate and take turns with my team.
• I can use teamwork words when talking about the games we play.
• I can show good control and coordination while moving.

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Resources

• Cones or floor markers to define game zones
• Soft balls or beanbags for relay
• Name tags or coloured wristbands to divide teams
• Word flashcards with teamwork vocabulary (e.g., “team,” “listen,” “help,” “wait,” “move”)
• Visual timetable/pictorial instructions for each game (dyslexia-friendly)
• Large outdoor or indoor space

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Lesson Structure (60 minutes)

1. Introduction & Warm-Up (10 minutes)

• Gather students in a circle. Introduce the key vocabulary using large flashcards with pictures. Pronounce and choral repeat.
• Warm-up movement game: “Follow the Leader” — Children copy simple movements (jumping, stretching). Encourage using teamwork words: “watch,” “follow,” “move.”
• Recap prior learning by linking new vocabulary to daily classroom routines involving teamwork.

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2. Activity 1: Human Knot (20 minutes)

• Objective: Work together to untangle the “Human Knot” without letting go of hands.
• Instructions:
  • Pupils form groups of 6-7.
  • Everyone reaches across to hold hands with two different people.
  • The group works together to untangle themselves into a circle.
• Vocabulary focus: “Hold hands,” “untangle,” “help,” “work together,” “take turns,” “talk” (to plan).
• Differentiation:
  • Provide visual cards with step-by-step instructions for pupils who need support.
  • Pair less confident pupils with more confident peers for encouragement.
• Assessment: Observe communication and cooperation; ask pupils to explain one teamwork word after the game.

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3. Activity 2: Relay Races (20 minutes)

• Objective: Develop coordination, running skills, and teamwork.
• Instructions:
  • Divide the class into four teams of 6-7 pupils.
  • Each team lines up behind a start line.
  • First player runs to a cone, touches it, and runs back to tag the next player.
  • Continue until all team members have had a turn.
• Rules reminder: Cheering encouraged, but waiting patiently is vital. Reinforce vocabulary: “wait,” “tag,” “run,” “team,” “take turns.”
• Extension for advanced learners: Allow the option to balance a beanbag on their head during the run to add challenge.
• Differentiation:
  • Adjust distance for players with lower stamina.
  • Allow walking instead of running for any pupil who prefers less intense activity.
• Assessment: Note each pupil’s participation, focus on turn-taking and applying teamwork vocabulary.

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4. Cool Down & Reflect (10 minutes)

• Gather students sitting in a circle. Lead guided breathing and gentle stretches.
• Recap the games and ask a few children to share their favourite part from each game using the vocabulary.
• Use visual vocabulary cards as prompts.
• Reinforce importance of teamwork and cooperation beyond the playground.

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Differentiation Strategies

• Use clear, simple instructions with visual supports and demonstrations.
• Pair speech and language focused pupils with empathetic peers for scaffolding.
• Provide peer models for physical activities and repeat vocabulary multiple times.
• Use multi-sensory approaches: say, show, and do.
• Dyslexia-friendly: use large fonts, clear spaces on word cards, pictorial cues.

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Extension Activities

• Create a "Teamwork Wall" where children draw or write (with adult help) ways they worked together during the lesson.
• For early finishers, create teamwork storyboards or role play cooperative tasks (e.g., building a block tower together).
• Encourage use of teamwork vocabulary beyond PE through daily class jobs and partner work.

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Assessment Opportunities

• Observe pupil interactions during games for cooperation and communication.
• Listen for correct use of vocabulary during class discussion.
• Use quick exit questions like: “Tell me one word about playing games as a team.”
• Physical assessment: check for developing coordination during relay.

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This lesson embraces hands-on, active learning aligned to National Curriculum requirements and supports embedding vocabulary and social skills in a fun, memorable way for Year 1 pupils.