Moving with Control

Overview

This 40-minute session is designed for Year 2 pupils, focusing on developing fundamental movement skills with an emphasis on coordination, balance, and spatial awareness. The lesson aligns with the National Curriculum for England’s Physical Education programme of study for Key Stage 1, aiming to build pupils’ confidence and enjoyment in physical activity.

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National Curriculum Links

Physical Education - Key Stage 1 (Year 2)

• Pupils should develop fundamental movement skills, becoming increasingly competent and confident and access a broad range of opportunities to extend agility, balance, and coordination.
• Pupils should be taught to:
  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination (NC Programme of Study 2014).
  • participate in team games, developing simple tactics for attacking and defending.

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Learning Objectives

By the end of the lesson, pupils will:

• Demonstrate improved control and coordination when moving to music and during partner activities.
• Show awareness of personal space and others to maintain safe movement in a group.
• Understand and use simple tactics to work cooperatively with peers.

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Resources

• Soft foam balls or bean bags (1 per pair)
• Cones for marking spaces
• Instrument or speaker to play rhythmic music
• Visual activity cards (with clear images demonstrating movements)
• Calm-down visual prompts (for autistic learners)

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Lesson Structure

1. Warm-Up (5 minutes) – Continuous Movement with Engagement

Objective: Engage pupils’ whole bodies continuously while promoting spatial awareness, agility, and readiness for the main activity.

• Teacher plays rhythmic music. Pupils move continuously around the hall.
• Movement prompts given (e.g., “Hop like a frog,” “Walk on tiptoes like a cat,” “Stretch tall like a tree”) every 30 seconds.
• Use visual cards for pupils who need additional support with instructions.
• Movement variations offered:
  • For pupils with autism or motor difficulties, options to move within a marked personal space or reduce movement intensity.
  • More able pupils encouraged to link movements smoothly and explore speed variation.

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2. Main Activity (30 minutes) – Partner Ball Control and Movement

Part A: Ball Movement and Coordination (15 minutes)

• Pupils pair up and sit facing each other with a soft ball or bean bag.
• Start with rolling the ball back and forth, focusing on eye contact and controlled throws.
• Progress to gentle underarm throws and catches while standing 1-2 metres apart to practice balance and coordination.
• Variations:
  • Pupils who need support can remain seated or roll the ball only.
  • More able pupils challenged to increase throwing distance or add a clap before catching.

Part B: Moving to Space with Ball (15 minutes)

• Using cones spaced around the hall, pairs practice moving between cones while passing the ball.
• Rules introduced for safety: only move when ball is with the partner; pause to look up before passing.
• Pupils encouraged to communicate with their partner using eye contact or agreed phrases (e.g., "Ready," "Pass").
• Teachers prompt children to think about space – not bumping into each other or cones.
• To adapt: autistic learners may be paired with a calm, familiar peer or adult; cones spaced wider for more space-conscious learners; more able pupils can attempt a simple ‘pass-and-move’ game with three or more partners forming a triangle.

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3. Cool Down and Reflection (5 minutes)

• Pupils sit or lie down in a circle for gentle stretching led by the teacher (reach for the sky, touch toes, slow breaths).
• Teacher asks reflective questions:
  • “What did you find easy or tricky about controlling the ball?”
  • “How did working with your partner help you move safely?”
• Use of calm-down cards or visuals for pupils needing sensory regulation.

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Assessment and Differentiation

• Formative Assessment:
  • Teacher observes pupils to see if they demonstrate control during throwing and catching.
  • Note pupils’ ability to maintain spatial awareness and use simple tactics during partner movement.
• Differentiation:
  • Visual prompts and clear, simple instructions provided for all pupils, especially those with autism.
  • Movement options adapted (seated, standing, slower pace).
  • Challenge increased by extending throwing distance or incorporating additional passes for higher ability pupils.

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Health and Safety Considerations

• Ensure the hall space is free from hazards and balls are soft to avoid injury.
• Remind pupils about safe personal space and not to throw balls too hard.
• Have additional adults or teaching assistants to support children who may become overwhelmed or need physical assistance.

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Teacher Tips for Trainee Teachers

• Use clear, concise language and demonstrate each activity before asking pupils to try.
• Use encouragement and positive reinforcement to build confidence.
• Observe non-verbal cues in autistic pupils, offering individual support or breaks if needed.
• Adapt on the spot: if a pupil struggles, offer alternative roles such as ball retriever or coach partner.
• Keep energy upbeat in the warm-up and calm in the cool-down to support self-regulation.

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This lesson plan combines movement, co-operation, and fun with solid grounding in the National Curriculum’s focus on fundamental movement skills, providing an inclusive and engaging experience for every child in the classroom.