Lesson 2 - Keeping the Score in Games
Fair Play: Sharks & Fishes
•Reception
•Invasion Games
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How can we keep track of points to make our games fair and fun?
Learning Objectives
- To understand why we need to keep score during games
- To develop counting skills through active play
- To learn about taking turns and fairness in games
Key Outcomes
- Students will demonstrate understanding of scoring in games
- Students will show they can count and remember their score
- Students will display fair play and turn-taking behaviours
Equipment & Resources Required
Give to 'fish' players to represent their tails
Alternative: Scarves, bean bags, or coloured bibs
Mark out playing area boundaries clearly
Alternative: Hula hoops, spots, or chalk marks
For demonstrating scoring and keeping tallies
Alternative: Flip chart paper, clipboard
Key Vocabulary
The number of points you get in a game
When each person gets to do something, one after another
When someone touches you gently during the game
An empty area where you can move without bumping into others
The person who decides when the game starts and stops
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic movement skills (running, walking, stopping)
- Understanding of simple rules
- Beginning to count to 10
Current Skills
- Keeping score in simple games
- Taking turns systematically
- Understanding fairness in games
Next Steps
- More complex scoring systems
- Team-based scoring
- Recording scores on paper
Milestone Indicators
Key Teaching Points
- Always emphasise gentle tagging - demonstrate the difference between appropriate and inappropriate contact
- Make counting concrete and visible - use fingers, objects, or charts to support understanding
- Connect scoring to fairness concepts that Reception children can understand
- Use positive language about all scores - effort and participation matter more than high numbers
- Maintain clear boundaries and expectations while allowing for developmental differences
- Build excitement about games while keeping safety as the top priority
- Use simple, repetitive language that builds children's PE vocabulary progressively
Common Misconceptions
- That keeping score means some children are 'losers' - address by celebrating all efforts and different types of success
- That higher scores are always better - emphasise improvement and fair play over winning
- That rules can be changed mid-game - reinforce consistency and fairness
- That only the shark role is fun - highlight the skills needed for all roles including timekeeper
- That gentle tagging means barely touching - demonstrate appropriate firmness that's still safe
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, frequent positive reinforcement, movement breaks
dyspraxia
- Simplified movements, additional practice time, visual cues for counting
autism spectrum
- Clear visual schedule, predictable routine, quiet space available if overwhelmed
visual impairment
- Use bright coloured tags, clear verbal cues for boundaries, buddy system for navigation
hearing impairment
- Visual start/stop signals, clear demonstrations, written number cards for scores
physical disability
- Adapted tagging (seated version), modified movement patterns, alternative scoring methods
Cross-Curricular Links
Maths
Counting to 10, number recognition, basic addition concepts, understanding of more/less
PSHE
Taking turns, fairness, cooperation, managing emotions in competitive situations
Teacher Guidance
Positioning
Central position during introductions, circulate actively during games to monitor all groups
Observation Focus
Count accuracy, fair play behaviours, physical skill development, social interactions
Intervention Points
Step in if counting becomes inaccurate, if play becomes too rough, if students are excluded
Demonstration Notes
Always demonstrate at child height, use exaggerated movements for clarity, involve children in demonstrations when safe
Verbal Cues
- •'Gentle tags only!'
- •'Count each point as you score!'
- •'Find a new space!'
- •'Remember to take turns!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear rectangular area, indoor or outdoor
Surface Check
Non-slip surface, free from water, debris, or obstacles
Equipment Safety
Safety Checks
- •Tag rugby tags checked for wear and secure attachment
- •Cones positioned safely away from running areas
- •No sharp edges or dangerous equipment present
Risk Management
Key Risks
- •Collisions during chasing games
- •Students running into boundaries or equipment
- •Over-exertion during active periods
- •Rough play or inappropriate tagging
Risk Mitigation
- •Clear boundaries established and reinforced throughout
- •Emphasis on gentle tagging only, demonstrated clearly
- •Adequate spacing between groups during activities
- •Regular reminders about safe movement and awareness
- •Time limits to prevent over-exertion
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during active phases
- •Monitor intensity levels and adjust as needed
- •Watch for signs of fatigue or distress
- •Intervene immediately for unsafe behaviour
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or comfort, contact office if needed