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PE

 

Intent

At Townfield Primary School we follow the Early Years and Statutory Framework and national curriculum and have made some enhancements such as inviting in specialist tennis, football, swimming, cricket and rugby coaches as well as providing opportunities to develop PE during woodland learning sessions. Our vision for Physical Education and sport is that every child including those who have SEN and/or disabilities and those who are disadvantaged has the opportunity to take part in physical activity on a regular basis and become more physically confident and competent. We hope that through all the sporting opportunities and physical activity we offer, the children will develop a love and passion for sport and continue this into their later lives.

We aim to provide the children with at least 2 hours of fun, exciting and active PE lessons every week. To keep the children healthy and active, they have at least 30 minutes of physical activity a day and are educated on a healthy, balanced diet and lifestyle. The pupils gain knowledge about agility, balance and coordination, and gain mastery in basic movements including running, jumping, throwing and catching. They begin to apply these in a range of activities, participate in team games, developing simple tactics for attacking and defending and perform dances using simple movement patterns.

At Townfield, we also strive to give as many children as possible the opportunity to compete in a variety of competitions, during school time or by representing the school at local events. We hope that in doing so the children will develop greater confidence, team work and learn to win or lose with grace and sportsmanship.

It is also of paramount importance that we create sporting leaders during the children's time at Townfield. We aim to offer lots of children the opportunity to lead sporting activities, organise games and events and learn to lead by example. By emphasising leadership, we hope the children learn the importance of communication, organisation, team work, resilience, perseverance and a respect for rules.

We implement a scheme of work which builds in complexity so that pupils can build their skills and knowledge. Knowledge and skills are constantly revisited and refreshed to ensure that they become embedded. To aid understanding subject specific vocabulary is taught explicitly within every lesson. We have created end points for each topic and milestones for the end of each year to show what pupils should know and can do. As the children move to the next year group, the next teacher then knows where to start.

Pupils come from a mixed urban area of Wirral. We have selected significant sports role-models to study, male and female, who share the context of the pupils. To build pupils’ cultural capital, they also study the work of both Olympians and Para-Olympians who are nationally important. 

 

AUTUMN TERM  

Nursery

Balance and co-ordination

Our Early years children have been immersing themselves in lots of different types of fundamental skills throughout this term. They have been learning to balance in lots of different ways, including riding bikes. They have been practising their balls skills such as; catching, kicking,  throwing and rolling. They have even been trying hard to aim at a target!

Woodland Learning

Our nursery children have been learning and practising some crucial skills such as; team, taking turns, speaking and listening and managing feelings. The children have been playing a simplified game of 'Stuck in the mud' where they had to work together to catch and rescue their friends. In order to be sucessful at this game, the children were learning a crucial skill of looking out for others.

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Reception 

Introduction to PE unit 2

In this unit, children will have introduced to Physical Education and structured movement through the topic of 'everyday life'. They have spent time learning basic principles of a PE lesson such as safely using space, stopping safely, using and sharing equipment and working individually, with a partner and group. They have taken part in activities which will develop fundamental movement skills such as running, jumping and skipping. Children also played simple games and are beginning to understand and use rules.

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Woodland Learning 

The children have been learning how to work as part of a team, playing collaberativley, listening to others and managing their own feelings. They learned how to play a variation of the game of stuck in the mud. First they had to listen to specific instructions of how to move around the forest area (hopping, running, skipping, jumping) then they had to look out for the catchers and avoid being caught by either crawling under a log, climbing over the tree stump, walking through the bushes etc. The children were learning the rules of the games at each stage, they are beginning to understand that if they are caught, they do not need to get upset as they can be freed by a friend and rejoin in with the game.

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Year 1

Team building and fundamental skills

Fundamental skills this term has seen the children exploring the fundamental skills of balancing, running, changing direction, jumping, hopping and skipping. They have explored these skills in isolation as well as in combination and have been given opportunities to identify areas of strength and areas for improvement. 

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In Teambuilding pupils develop their communication and problem solving skills. They work individually, in pairs and in small groups, learning to take turns, work collaboratively and lead each other. They are given the opportunity to discuss and plan their ideas to get the most successful outcome.

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Woodland Learning 

The children are developing their teamworking and communication skills. They are learning how to play a game using a set of simple rules. In this game, there are a set of catchers, they have to work tohether as ateam to catch as many people as they can, the rest of the children childre need to work out how they can rescue their teammates without being caught themselves. The tricky part is; they have to have a partner to rescue just one friend as each person is not rescued until they have two frields holding their hands! 

 

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Year 2 

Fundamentals

Pupils are developing the fundamental skills of balancing, running, changing direction, jumping, hopping and skipping. Pupils have been given opportunities to work with a range of different equipment and were asked to observe and recognise improvements for their own and others' skills and identify areas of strength. Pupils have been given the opportunities to work collaboratively with others, taking turns and sharing ideas.Exploring how the body moves differently when running at different speeds.

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Woodland Learning 

The children have been practising their teamwork and communication skills in the forest. For this, they had to engage in a task that required them to communicate their ideas and be respctful to others' ideas. The children were split into two teams, they had to discuss how they were going to get themeselves and their team into order, they had to decide and agree on the criteria (height, age, shoe size etc). To make this a little more tricky, they had to do this without stepping outside of the two ropes that they had, they then made it even harder by not being able to communicate with their voices! The children were then able to play a game of stuck in the mud.

 

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Year 3 

Fundamentals

Pupils are developing the fundamental skills of balancing, running, jumping, hopping and skipping. Pupils will be developing their ability to change direction with balance and control. They were given the opportunity to explore how the body moves at different speeds as well as how to accelerate and decelerate.
Pupils were encouraged to observe and recognise improvements for their own and others’ performances and identify areas of strength and areas for development. Pupils were given the opportunity to work on their own and with others, taking turns and sharing ideas.

Fitness

Pupils have been  taking part in a range of fitness challenges, testing and recording their scores. They have learned about different components of fitness; speed, stamina, strength, coordination, balance and agility. They were priveded with opportunities to work at their maximum and improve their fitness levels. They needed to persevere when they got tired or when they found a challenge hard and were continually encouraged to support others to do the same. 

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Woodland Learning 

 The children are practising heir communications, teamwork, critical thinking and tactical skills to play a modified game of stuck in the mud. They first had to choose who the catchers were going to be, then the rest of the group had a specific amount of time to find a hiding place. The catchers had to work together to catch as many children as they could without letting their friends free them. The children had to sit on the ground with their arms stretched up so that two or more could rescue them.

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Year 4

Gymnastics

In this unit, pupils create more complex sequences. They learn a wider range of travelling actions and include the use of pathways. They develop more advanced actions such as inverted movements and explore ways to include apparatus. They will demonstrate control in their behaviour to create a safe environment for themselves and others to work in. They work independently and in collaboration with a partner to create and develop sequences. Pupils are given opportunities to receive and provide feedback in order to make improvements on their performances. In gymnastics as a whole, pupils develop performance skills considering the quality and control of their actions.

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Woodland Learning

In pairs, pupils had to stand back to back and link arms, while holding their own stomach with their hands. Pupils had to get from one side of the designated area to the other. They were not given specific instructions on how to get to the finish line, other than they could not let go of their stomachs. The pupils had 30 seconds to discuss with their partner how they were are going to do it. To complete this game the pupils had to be able to communicate effectively, use critical thinking and work as a team.

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Year 5      

Swimming

Swimming was even more of an exciting event for our school this year because we had our very own pop up swimming pool in our plyground!!!!

This unit is aimed at intermediate swimmers. Pupils focused on swimming more fluently and with increased confidence and control. Pupils worked to improve their swimming strokes, learned personal survival techniques and how to stay safe around water. Pupils had to practise to keep afloat and propel themselves through the water. Pupils are given the opportunity to be creative, designing their own personal survival course.

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Woodland Learning 

Four pupils were selected to be the catchers. Whenever someone got caught they they had to hold a bandage (their hand) on the spot where they were tagged and continued to run. When they ran out of bandages (they get tagged twice), they had to jump on the spot until two other pupils came over to them and ‘operated.’ The two operators needed to tag the injured person at the same time and count to five. Taggers were not allowed to catch people who were operating. The catchers were switched every few minutes. The children needed to show honesty when being caught. Communication and working together were essential for the players to help them free the caught pupils.

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Year 6 

Gymnastics

In this unit, pupils have been using their knowledge of compositional principles e.g. how to use variations in level, direction and pathway, how to combine and link actions, how to relate to a partner and apparatus, when developing sequences. They have been learning how to build trust when working collaboratively in larger groups, using formations to improve the aesthetics of their performances. Pupils have been given opportunities to receive and provide feedback in order to make improvements on performances. In Gymnastics as a whole, pupils have been developing performance skills considering the quality and control of their actions.

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Woodland Learning 

The children are engaging in a warm-up activity before beginning their PE activity in the forest. Four catchers were selected and were given beanbags. On the teacher’s command, the catchers had to tag as many pupils as they could. When a pupil was tagged, they had to complete straight jumps on the spot and wait to be released. Pupils could be released by two free players who held hands and encircled the captured pupil. After a few minutes the catchers were changed. Free pupils were encouraged to work together to release caught players. This was then Made harder for people being chased by making the playing area bigger and having obstacles in the way.

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SPRING TERM

Nursery

Woodland Learning

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Reception                                   

Gymnastics - Moving in different ways

Our Early years children have been developing their basic gymnastic skills through the topic of 'traditional tales'. They have been exploring basic movements, creating shapes and balances, jumps and rolls. They are developing an awareness of space and how to use it safely, perform basic skills on both floor and apparatus and copy, create, remember and repeat short sequences. They are beginning to understand using levels and directions when travelling and balancing.

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Woodland Learning

The children were learning all about to their feelings, displaying resilience (being brave when losing), celebrating when others win, supporting team mates and communicating with each other in order to achieve a goal. They were exploring rules and imagination to travel safely around the woodland area on an imaginary train, using communication skills to prevent them from bumping into trees and teammates. They used a variety of ways and speeds of travelling and following instructions to change direction.

      

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Year 1

Dance

During this unit the children have been exploring travelling actions, movement skills and balancing. They are beginning to understand why it is important to count to music and use this in their dances whilst copying and repeating actions linking them together to make short dance phrases. They have been practising working individually and with a partner to create ideas in relation to the theme, and have been given the opportunity to perform and also to provide feedback, beginning to use dance terminology to do so.

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Woodland Learning                                                                           

The children had to use good communication skills to enable them to work together to complete a team. In order to change the speed of the paracute (waves) they needed to listen carefully to instructions and work together to achieve the goal. They then needed to communicate well with their team mates to enable them to transport the hoola hoop all the way around the circle without breaking the chain (Without letting go of hands)

 

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     Year 2 

Gymnastics

In this unit the children have been exploring and developing basic gymnastic actions on the floor and using apparatus. They are developing gymnastic skills of jumping, rolling, balancing and travelling individually and in combination to create short sequences and movement phrases, whilst developing an awareness of compositional devices when creating sequences to include the use of shapes, levels and directions. They have learned how to work safely with and around others and whilst using apparatus and are given opportunities to provide feedback to others and recognise elements of high quality performance.

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Woodland Learning

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  Year 3 

Dance

In this unit, children have been creating dances in relation to an idea including historical and scientific stimuli. They have worked individually, with a partner and in small groups, sharing their ideas. Children have been practising their use of counting and rhythm whilst learning to use canon, unison, formation and levels in their dances. They have been provided with  the opportunity to perform to others and provide feedback using key terminology.

 

 Woodland Learning 

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Year 4

Gymnastics

In this unit, the children have been creating more complex sequences. They have learned a wider range of travelling actions and included the use of pathways. They are developing more advanced actions such as inverted movements and exploring ways to include apparatus. They  have demonstrated control in their behaviour to create a safe environment for themselves and others to work in. They have been working independently and in collaboration with a partner to create and develop sequences and have been given opportunities to receive and provide feedback in order to make improvements on their performances. In gymnastics as a whole, pupils develop performance skills considering the quality and control of their actions.

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Woodland Learning 

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Year 5

Tag rugby

In this unit the children have been developing key skills and principles such as defending, attacking, throwing, catching, running and dodging. When attacking, they needed to support the ball carrier using width and drawing defence. When defending, they have been learning how to tag, how to track and slow down an opponent, working as a defensive unit. They played collaboratively in both uneven and then even sided games and were encouraged to think about how to use skills, strategies and tactics to outwit the opposition. They a;lso developed their understanding of the importance of fair play and honesty while self managing games, as well as developing their ability to evaluate their own and others’ performances.

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Woodland Learning 

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Year 6  

Volleyball

In this unit children will focus on developing the skills they need to play continuous rallies in volleyball. They will learn about the ready position, ball control, sending a ball over a net and how to use these skills to make the game difficult for their opponent. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. Pupils will be given the opportunity to work collaboratively with others and will develop confidence to achieve their best. They will understand the importance of abiding by rules to keep themselves & others safe.

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Woodland Learning 

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SUMMER TERM

Nursery

Ball skills

In this unit children have been developing their ball skills through the topic of 'minibeasts'. Children have been learning how to develop fundamental ball skills such as rolling and receiving a ball, throwing to a target, bouncing and catching, dribbling with feet and kickiing using their fine and gross motor skills though a range of game play using a variety of equipment. Children were given opportunities to work independently and with a partner.

               

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Reception

Ball Skills

 In this unit, the children have been practising their ball skills through the topic of 'weather',  developing fundamental ball skills such as throwing and catching, rolling a ball, using targets, dribbling with feet, kicking a ball, bouncing and catching a ball. Children have been provided with the opportunity to practise developing their fine and gross motor skills though a range of game play with balls; working independently and with a partner and  developing decision making and using simple tactics.

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Woodland Learning

In this unit children have been practising and further developing their fundamental movement skills through the topic of 'around the world'. They have been developing these skills by playing a variety of team games and are starting to understand how to work as a team, take turns, keep the score, play against an opponent and play by the rules.  In this particular activity, the children played alternative versions of tag whereby the taggers were Rainforest creatures such as; frogs, snakes and monkeys. The game that they enjoyed the most was the 'Branches' game; In theypupils travelled around by skipping and holding hands. Four children were  to be the monkeys. Monkeys had to try to catch other children. When caught, they had to stand facing each other, joining hands and creating an arch of branches. To be freed, another pair had run under their hands.

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Year 1


Target Games

In this unit the children have been developing their aim using both underarm and overarm actions, and have been given opportunities to select and apply the appropriate action for the target considering the size and distance of the challenge. They have practised applying their skills individually, in pairs and in small groups and begin to organise and self-manage their own activities. They are also beginning to understand the importance of abiding by rules to keep themselves and others safe.

 

Woodland Learning

In this unit children have been developing their communication and problem solving skills. They have work individually, in pairs and in small groups, learning to take turns, working collaboratively and leading each other. They have been given the opportunity to discuss and plan their ideas to get the most successful outcome. In this particular activity, the children had to firstly work in pairs to lead their partner through effective communication whilst the other mirrored them. They then played a game sof gone fishing where they got into groups of four and had one hoop between them. The aim of the game was for the groups to collect as many pieces of equipment as they could and place it in their hoop. Teams had to hold hands with each other at all times and only the front person could collect the equipment. Once the piece of equipment was in their hoop the front person had to go to the back of the chain and the group had a new leader. The team with the most equipment won.

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Year 2 

Net and Wall

In this unit, children have been developing their understanding of the principles of striking and fielding games. They have developed the skills of throwing and catching, tracking and retrieving a ball and striking a ball. They are beginning to self-manage small sided games and are learning how to score points and play to the rules. They have been thinking how to use skills, strategies and tactics to outwit the opposition appropriate to the situation.

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 Woodland Learning

In this unit the children have been developing their communication and problem-solving skills. They worked individually, in pairs and in small groups. Throughout, there was an emphasis on teamwork. They learned to discuss, plan and reflect on ideas and strategies. They lead a partner whilst considering safety. They had to ensure that they showed honesty and fair play.  In this particular activity, the children had to rely upon effective communication and trust from their team mates. They palyed a game of sheep in a pen, where one child in each group was blindfolded and their team had to guide them through an obstacle course, ensuring that they communicated whether they had to step over, go around, sideways and even backwards to reach a goal!

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Year 3

Cricket

In this unit the children have been learning how to strike the ball into space so that they can score runs. When fielding, they have learned how to keep the batters’ scores low. In all games activities, they have had to think about how they use skills, strategies and tactics to outwit the opposition. In cricket, this cane be achieved by striking a ball and trying to avoid fielders, so that they can run between wickets to score runs. Children have been given the given opportunities to work in collaboration with others, play fairly demonstrating an understanding of the rules, as well as being respectful of the people they play with and against.

 

Woodland

In this unit the children have been developing problem solving skills through a range of challenges. They have been working as a pair and small group to plan, solve, reflect and improve on strategies. They learned to be inclusive of others and worked collaboratively to overcome challenges as well as learning to orientate a map, identify key symbols and follow routes. In this particular activity the children firstly had to learn what each of the symbols on a map mean, they then followed a simple map to get to a a destination within the forest. They were then given a variety of items to place around the forest and had to draw these out on to a card, then add a start and finish line and a route for another team to follow.

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Year 4

Rounders

In this unit, the children have been learning how to score points by striking a ball into space and running around cones or bases. When fielding, they have learned how to play in different fielding roles. They focused on developing their throwing, catching and batting skills. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. Teams were given opportunities to work in collaboration with others, play fairly demonstrating an understanding of the rules, as well as being respectful of the people they play with and against.

Woodland

In this unit the children have been developing problem solving skills through a range of challenges. They have been working as a pair and small group to plan, solve, reflect and improve on strategies. They learned to be inclusive of others and worked collaboratively to overcome challenges as well as learning to orientate a map, identify key symbols and follow routes. In this particular activitythe children had to orientate a map and use the four compass points shown on the map. They then had to design their own route using at least four directional instructions for another team to follow.

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Year 5 

Tennis

Year 5 have been developing their tennis skills this term and have focused on various shot techniques. Firstly, they developed their racket control by playing a serious of balance-based games. After this, children worked on forehand shots in small groups before finnessing their backhand ability. The children took these skills into both singles and doubles games, gaining an understanding of the scoring system as they progressed. A group of Y5 children even competed at the Woodchurch Festival of sport and came in 3rd place.

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Woodland

In this unit the children have been developing teamwork skills through completion of a number of challenges. They have been working individually, collaboratively in pairs and groups to solve problems. They were encouraged to be inclusive of others, share ideas to create strategies and plans to produce the best solution to a challenge and were also given the opportunity to lead a small group, learning  to orientate and navigate using a map. In this particular activity the children learned that problem solving is an important life skill as we face problems nearly every day of our life. Problem solving involves lots of other skills such as being creative, teamwork, decision making and critical thinking. Often there can be more than one way to solve a problem and we can use trial and error to find the best solution. If we are resilient when solving problems, it means we can work indepently and well with others. The children had to work as a team to transport an object from place to another whithout using their hands.

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Year 6

Rounders

In this unit, Children have been developing the quality and consistency of their fielding skills and understanding of when to use them such as throwing underarm and overarm, catching and retrieving a ball. They have learned how to play the different roles of bowler, backstop, fielder and batter and to apply tactics in these positions. In all games activities, the children have had  to think about how they use skills, strategies and tactics to outwit the opposition. They have worked with a partner and group to organise and self-manage their own games. Pupils play with honesty and fair play when playing competitively.

Woodland

In this unit the children have been developing teamwork skills through completion of a number of challenges. They have been working individually, collaboratively in pairs and groups to solve problems. They were encouraged to be inclusive of others, share ideas to create strategies and plans to produce the best solution to a challenge and were also given the opportunity to lead a small group, learning  to orientate and navigate using a map. In this particular activity the children had to get to a corner cone without letting go of their teammates' hand. The class worked in five teams with five cones out, one in each corner and one in the centre with a 5m distance between them. Four of the groups started each at a corner cone, and one team at the cone in the middle. On the teacher’s command, the groups in the corners had to leave their corner and try to get to a different corner cone. The team in the middle also had to try to get to a corner cone.

The team that didn't make it to a corner cone (as there were only four), had to go to the middle cone.

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Townfield Primary School

Townfield Lane, Prenton, Wirral, CH43 2LH

T: 0151 652 8498

E: townfieldoffice@remat.org.uk

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