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Lesson 2 - Keeping the Score in Games

Fair Play: Sharks & Fishes

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Reception

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Invasion Games

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45 min

Big Question

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

Tag Belts

15 (half class set)

Give to 'fish' players to represent their tails

Alternative: Scarves, bean bags, or coloured bibs

Cones

8-12

Mark out playing area boundaries clearly

Alternative: Hula hoops, spots, or chalk marks

Sun Markers

For demonstrating scoring and keeping tallies

Alternative: Flip chart paper, clipboard

Key Vocabulary

Score

The number of points you get in a game

Turns

When each person gets to do something, one after another

Tagged

When someone touches you gently during the game

Space

An empty area where you can move without bumping into others

Timekeeper

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

Counts accurately to 10

Remembers their score without prompting

Demonstrates fair play consistently

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