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Lesson 5 - Game Design Skills

Creative Challenge Design

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Year 6

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Outdoor Adventurous Activities

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Big Question

How can we use our understanding of games to create exciting and fair challenges for others?

Learning Objectives

To make strategic decisions about when to run and act in team challenges
To use speed, pace and tactical awareness in individual and team situations
To design and create engaging games using knowledge of game structures and rules

Key Outcomes

Students will demonstrate decision-making skills in fast-paced team activities
Students will apply their understanding of game categories to create original games
Students will collaborate effectively to solve design challenges and explain rules to others

Equipment & Resources Required

Small Foam Balls

12-16 balls

3-4 balls per team area for four-way dodgeball

Alternative: Soft foam balls, bean bags

Cones

20-30 cones

For marking boundaries and game areas

Alternative: Markers, spots, rope

PE Equipment

Varied selection

Bats, racquets, hoops, bibs, bean bags for game design activity

Alternative: Based on availability

Bibs

30 in different colours

For team identification during activities

Alternative: Coloured spots, wristbands

Stopwatch

2-3 stopwatches

For timing game rounds and transitions

Alternative: Phone timers, wall clock

Key Vocabulary

Strategy

A plan of action designed to achieve a long-term goal

Game categories

Different types of games: invasion, net/wall, striking and fielding

Objective

The main goal or purpose of a game

Boundaries

The defined limits of the playing area

Collaboration

Working together effectively to achieve a common goal

Skill Progression Pathway

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

Prior Learning

Basic understanding of game rules and objectives
Experience working in teams and small groups
Knowledge of different types of sports and games

Current Skills

Strategic decision-making in dynamic situations
Understanding game design principles
Collaborative problem-solving and communication

Next Steps

Advanced tactical planning and leadership
Creating complex multi-stage challenges
Evaluating and refining game designs based on feedback

Milestone Indicators

Students make quick, appropriate decisions during fast-paced activities

Groups create games that other students can understand and enjoy

Students can explain the reasoning behind their game design choices

Key Teaching Points

Game design requires balance between challenge and achievability for all players
Effective rules are simple to understand but create interesting decisions for players
Collaboration involves listening to all ideas before making group decisions
Testing and refining games is essential to ensure they work as intended
Clear communication is crucial when teaching games to others
Different game categories (invasion, net/wall, striking and fielding) have distinct characteristics
The best games encourage fair play and positive social interaction

Common Misconceptions

More rules always make games better - clarify that simple, clear rules often create the best games
Competitive games must have winners and losers - explain how fun and learning can be measures of success
Only sporty students can design good games - emphasise that creativity and collaboration are equally important
Games must use lots of equipment to be interesting - demonstrate how simple equipment can create engaging challenges
Rules cannot be changed once established - show how good game designers adapt and improve their creations

SEN Adaptations

ADHD

Break design process into shorter, clearer steps, provide fidget tools during discussion periods, offer movement breaks between planning phases

dyspraxia

Support with equipment selection and handling, provide extra time for game testing and rule explanation, pair with supportive teammates

autism spectrum

Provide clear structure for design process, offer visual schedule of lesson phases, create quiet reflection space if needed, prepare for sensory breaks

visual impairment

Use bright coloured equipment for easy identification, provide verbal descriptions of visual demonstrations, pair with sighted buddy for equipment selection

hearing impairment

Use visual signals and demonstrations, provide written instruction cards for game rules, ensure face-to-face communication during explanations

physical disability

Adapt games for seated play or modified movement, provide alternative equipment options, ensure accessible team roles in design process

Cross-Curricular Links

English

Speaking and listening skills through game explanations and presentations, descriptive language for rules and procedures

Maths

Understanding of number in scoring systems, spatial reasoning in game area design, logic in rule structures

PSHE

Teamwork, leadership, negotiation skills, accepting different viewpoints, building confidence through presentation

Teacher Guidance

Positioning

Central position during demonstrations, circulate between teams during design phase for equal attention

Observation Focus

Watch for inclusive collaboration, creative problem-solving, understanding of game principles

Intervention Points

Step in if teams struggle with decision-making, equipment disputes, or rule clarification needs

Demonstration Notes

Use clear, enthusiastic delivery for game explanations. Model collaborative discussion techniques during team planning phases. Show genuine interest in student-created games during presentations.

Verbal Cues

•'What category does your game fit into?'
•'How will other teams understand this rule?'
•'Test your idea - does it work?'
•'What makes this game fun and fair?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (school hall) or outdoor area minimum 20m x 30m, clear of obstacles

Surface Check

Non-slip surface for dynamic movement, even ground free from hazards or debris

Equipment Safety

Safety Checks

•Check all balls are appropriately soft for throwing activities
•Ensure cones and markers have no sharp edges or cracks
•Verify bat and racquet condition if selected by teams
•Confirm adequate space between equipment selection areas

Risk Management

Key Risks

•Collisions during four-way dodgeball
•Inappropriate use of equipment during game design
•Overcrowding around popular equipment
•Potential for conflicts during collaborative work

Risk Mitigation

•Clear boundaries and safety rules established immediately
•Below-waist hitting rule enforced strictly during dodgeball
•Adequate spacing between team design areas
•Adult supervision during equipment selection and use
•Clear protocols for conflict resolution during collaboration

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all team areas during design phase
•Monitor equipment use and return throughout lesson
•Circulate actively during collaborative work to support positive interactions

Emergency Procedures

Stop all activity immediately, assess any injuries, provide appropriate first aid, contact office if serious injury occurs