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Lesson 1 - Taking Turns in Games

Fair Play: Sharks & Fishes

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Reception

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Invasion Games

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30 min

Big Question

Why is taking turns important when we play games together?

Learning Objectives

To understand the importance of taking turns in games
To develop spatial awareness while moving around others
To experience simple attack and defence concepts through movement

Key Outcomes

Students will take turns consistently during game activities
Students will move safely around the space avoiding collisions
Students will understand that games need rules to be fair and fun

Equipment & Resources Required

Coloured Bibs

6-8

Use to identify sharks - bright colours work best

Alternative: Different coloured t-shirts, arm bands, or scarves

Sun Markers

8-12 cones

Mark safe playing area boundaries clearly

Alternative: Bean bags, hoops, or chalk lines

Music Player

For movement activities and clear signals

Alternative: Whistle for start/stop signals

Key Vocabulary

Taking turns

Waiting patiently for your go, then letting someone else have their go

Space

The empty area around you where you can move safely

Shark

The person trying to catch the fish in our game

Fish

The person trying to swim away from the shark

Tagged

When the shark gently touches a fish with their hand

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic walking and running skills
Understanding of personal space
Following simple instructions

Current Skills

Taking turns in physical activities
Moving with spatial awareness
Basic attack and defence movement patterns

Next Steps

More complex turn-taking games
Introduction to team roles
Simple tactical thinking

Milestone Indicators

Consistent turn-taking without reminders

Confident movement in shared spaces

Understanding of fair play principles

Key Teaching Points

Turn-taking is essential for fair and fun games
Gentle tagging keeps everyone safe and happy
Moving in spaces requires looking and thinking ahead
Everyone deserves a turn and should be included
Rules help games work well for everyone
Cooperation makes games more enjoyable than competition
Patience and waiting are important social skills

Common Misconceptions

Thinking that being 'it' first is always better - explain everyone gets equal turns
Believing faster means better - emphasise control and safety over speed
Assuming games must have winners - focus on participation and fun
Thinking rules are restrictions - explain rules help everyone enjoy the game
Believing only some students can be leaders - show everyone can help with turn-taking

SEN Adaptations

ADHD

Shorter activity bursts, clear physical boundaries, immediate positive feedback, movement breaks between explanations

dyspraxia

Slower movement activities, additional practice time, break down complex movements, patient approach to spatial tasks

autism spectrum

Clear visual schedule of activities, consistent routines, quiet space available if overwhelmed, simplified rules

visual impairment

Use bright coloured bibs for role identification, verbal descriptions of space layout, buddy system for movement support

hearing impairment

Clear visual signals for start/stop, demonstrate all instructions, use hand signals for turn-taking cues

physical disability

Modified movement activities (seated or supported versions), adjusted space requirements, alternative roles if needed

Cross-Curricular Links

Maths

Counting fish caught, sequencing turns (first, second, third), understanding simple time concepts

Communication and Language

Following instructions, explaining rules, expressing feelings about games

PSHE

Turn-taking, cooperation, fair play, managing emotions when waiting, including others

Understanding the World

Understanding rules in different contexts, community cooperation, cause and effect

Teacher Guidance

Positioning

Stand at edge of activity area where all groups are visible, move between groups to support turn-taking

Observation Focus

Watch for fair turn-taking, safe movement patterns, inclusion of all students, and understanding of rules

Intervention Points

Step in when students struggle with turn-taking, when safety rules are forgotten, or when exclusion occurs

Demonstration Notes

Use exaggerated movements and clear role-play to show turn-taking, gentle tagging, and fair play behaviours

Verbal Cues

•'Remember to take turns!'
•'Look for spaces!'
•'Gentle tags only!'
•'Well done for being fair!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, indoor hall or outdoor playground area

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Boundary markers positioned safely away from walls
•Bibs and bands checked for wear and tear
•No hard or sharp equipment in playing area

Risk Management

Key Risks

•Collisions between students during chase activities
•Tripping over boundary markers or equipment
•Over-excitement leading to rough play or pushing
•Students moving outside designated safe area

Risk Mitigation

•Clear boundaries established and explained before activities
•Emphasis on gentle tagging only - demonstrate appropriate force
•Regular reminders about safe movement and spatial awareness
•Adult positioned for optimal supervision of all groups
•Immediate stop signals when unsafe behaviour observed

Supervision & Emergency Procedures

Supervision Points

•Position to see all activity areas clearly
•Move around groups to monitor turn-taking and fair play
•Watch for students who may be struggling with rules or inclusion
•Monitor energy levels and adjust activities if needed

Emergency Procedures

Stop all activity immediately, assess any injuries, provide appropriate first aid or summon help as required