16
Sample Pack Champions sport • health • fitness Eligible for Sport Premium Funding Champions sample_4.indd 1 27/10/2015 17:12
Sam
ple
Pack
Championssport•health•fitness
Eligible
for Sport
Premium
Funding
Champions sample_4.indd 1 27/10/2015 17:12
2
Championssport•health•fitness
Whole-school programme
with progression built in!
Overview
Sport Health Fitness
Year 1
1.1 Multi-skills Body parts and their functions Boot camp
1.2 Story Time Dance Healthy minds, emotions and goals Mighty movers (running)
1.3 Groovy gymnastics Hygiene, medicine and exercise Skip to the beat!
1.4 Brilliant ball skills Body protectors and body changes Gymfit circuits
1.5 Throwing and catching Relationships with others, and opinions Cool core (strength)
1.6 Active athletics Diet and vitamins Fitness frenzy
Year 2
2.1 Multi-skills Body parts and their functions Boot camp
2.2 Ugly bug ball dance Healthy minds, emotions and goals Mighty movers (running)
2.3 Groovy gymnastics Hygiene, medicine and exercise Skip to the beat!
2.4 Brilliant ball skills Body protectors and body changes Gymfit circuits
2.5 Throwing and catching Relationships with others, and opinions Cool core (strength)
2.6 Active athletics Diet and vitamins Fitness frenzy
Year 3
3.1 Multi-skills Body parts and their functions Boot camp
3.2 African dance Healthy minds, emotions and goals Mighty movers (running)
3.3 Groovy gymnastics Hygiene, medicine and exercise Skip to the beat!
3.4 Brilliant ball skills Body protectors and body changes Gymfit circuits
3.5 Throwing and catching Relationships with others, and opinions Cool core (strength)
3.6 Active athletics Diet and vitamins Fitness frenzy
Year 4
4.1 Invaders Healthy body: inside out! Boot camp
4.2 Dynamic dance Healthy mind: going for goals Mighty movers (boxercise)
4.3 Gym sequences Healthy lifestyles: you are what you eat! Step to the beat!
4.4 Striking and fielding Healthy body: blood and guts Gymfit circuits
4.5 Nimble nets Healthy mind: healthy body Cool core (pilates)
4.6 Young Olympians Germ busters! Fitness frenzy
Year 5
5.1 Invaders Healthy body: inside out! Boot camp
5.2 Dynamic dance Healthy mind: going for goals Mighty movers (boxercise)
5.3 Gym sequences Healthy lifestyles: you are what you eat! Step to the beat!
5.4 Striking and fielding Healthy body: blood and guts Gymfit circuits
5.5 Nimble nets Healthy mind: healthy body Cool core (pilates)
5.6 Young Olympians Germ busters! Fitness frenzy
Year 6
6.1 Invaders Healthy body: inside out! Boot camp
6.2 Dynamic dance Healthy mind: going for goals Mighty movers (boxercise)
6.3 Gym sequences Healthy lifestyles: you are what you eat! Step to the beat!
6.4 Striking and fielding Healthy body: blood and guts Gymfit circuits
6.5 Nimble nets Healthy mind: healthy body Cool core (pilates)
6.6 Young Olympians Germ busters! Fitness frenzy
Standing Long Jump Video
Champions sample_4.indd 2 27/10/2015 17:12
3
Champions is a whole-school sport, health and fitness programme that will transform PE teaching throughout your school.
üUpskill your non-specialists to run outstanding PE lessons
üDevelop children’s fundamental movement skills
üEasily assess progress and track fitness
What is ?ChampionsChampionssport•health•fitness
Included in your Champions Sample Pack:Year 2 – Fitness: Cool Core Pages 6–8
Year 4 – Health: Healthy Lifestyle Pages 9–11
Year 6 – Sport: Young Olympians Pages 12–14
Go online for your sample online resources including:
Cool Core Video Pupil Worksheets
…
…
Vitamins and foods
Foods
Milk Spinach
Eggs Oily fish (e.g. salmon, tuna)
Cereals Whole grains
Breads Fish
Green vegetables Poultry
Oranges Cheese
Strawberries Potatoes
Broccoli
Hea
lth
Vitamins and minerals
Vitamin A
Vitamin C
Vitamin D
Vitamin E
Calcium
Iron
Vitamins and foods
Hea
lth
Visit www.risingstars-uk.com/championsfreesample to access your sample pack of online resources.
Standing Long Jump Video
Champions sample_4.indd 3 27/10/2015 17:12
How to use ChampionsChampions is a Sports, Fitness and Health programme for Years 1 to 6. It is an holistic approach to the teaching of PE, which improves fitness, develops skills and deepens knowledge of health and wellbeing. It was inspired by an approach at Ark Bentworth and Ark Conway schools. It has been developed and successfully implemented in school by specialist teachers and, as such, is a proven part of wider school improvement and an effective measure ofindividual children’s fitness and sport progress.
The structureTeacher’s books: Each year group (1–6) has a Teachers Book and access to Champions online, via My Rising Stars (find log-in details on the inside front cover of this book). The Teacher’s book includes six Sports units, six Health units, and six Fitness units. Within each unit, there are six lesson plans. For a detailed outline of the lesson plans see ‘Champions Lessons’ on p5.
Champions online resources: accessible via My Rising Stars, Champions online is the place to go to access electronic versions of all lesson plans and all pupil resources (such as skill cards, worksheets for health, scaffolds for learning) and all assessment material for your school. There are also certificates, classroom displays and information on assessing progress and school sports funding initiatives.
Video and audio resources: Champions includes short videos which show skills learning and application by children. All videos can be viewed online at My Rising Stars. The short videos might be watched by practitioners during the lesson planning, to ensure that they are confident teaching the skills and running the lesson. We have also included links to helpful videos online, as well as audio tracks, which can be used with any lesson – but particularly with dance, gym and fitness units.
Timetabling Champions in your schoolChampions units have been written to cover a half term. An individual lesson is designed to fill an hour, but can be edited to suit your needs and your school. The Sports and Fitness lessons would fit into the designated two hours of PE per week. The Health lessons can be taught in a science or PSHE lesson (as they often cover objectives from those programmes of study), or in a carpet time or discussion with the children. Some practitioners choose to cover Health within the Sports and Fitness sessions. There is an editable curriculum map on Champions Online which suggests a way in which the scheme might be timetabled. This can be used and changed to suit your school’s requirements.
Champions assessmentThe Champions Sports, Health and Fitness programme uniquely offers effective and engaging assessment for whole school improvement. All materials to run the assessment part of the programme are available online. There is assessment for learning within Champions units, however the online assessment offers standalone opportunities to measure and improve fitness and easy-to-implement and use materials to track progress and intervene where necessary in wellbeing and fitness development. The children’s fitness scores lead them towards an overall ‘bronze’, ‘silver’ or ‘gold’ award, and the programme is filled with incentive and rewards for children to improve their self-esteem and inspire them to become Champions.
Become a Champions school!Champions includes classroom displays to celebrate achievement, individual certificates and lots of opportunities to run mini-tournaments and festivals. We are keen to hear from you. Feel free to send us your videos, images, or class displays, and celebrate becoming a Champions school! Send to [email protected].
Championssport•health•fi tness
RS36536 book.indd 4 05/08/2015 12:25
Champions Lessons
SupportDo not use music. Instead, count the beats or use a tambourine.
ExtendThe children count the beats themselves to change each phrase.
Reflect and review:Ask:– How effective and realistic was
your dance in telling the story?– What would you improve?
Warm-up:Ask the children to walk around the room as if they are angry (e.g. stamping, giant steps and strong, sudden movements). Next ask them to move as if they are sad (e.g. walk and stop, droopy, slumped).
Skills learning and development:Recap on the learning from Lesson 2 – ask the children to explain the story and what actions they have developed.
Repeat the sequence. Count the children into each phase. Develop the dance further by performing it to music.
Now, Goldilocks tries different chairs. Ask: How can we make this look realistic? The children sit on each chair for a count of four – each chair gets bigger in size for mummy, daddy and baby bear. On the last chair, after the count of four, what happens? Goldilocks falls onto the floor!
How will the children fall off the chair? Ask the children to practise and share ideas.
Repeat walking for eight beats and sitting on three different chairs for a count of four per chair. They then fall off the third chair for count of four.
Now think about the last phase – this involves creepingagain, but ask the children how they would change theaction so that it looked like they were climbing the stairs.
Share ideas and everyone tries out some of the shared movements.
Now Goldilocks tries all of the beds – tell the children that she tries two first – the first bed is too hard and they move on, the second bed is too soft and they move on. But the third is just right so they fall asleep where they are. They hold each gesture for a beat of four and change.
Application and practice:Aim to put the whole thing together – count the beats to help children to keep time. Alternatively, the children can count in their head themselves.
Remember that all of the moves should flow smoothly from one to the next.
Year 1 • ChampionsStory Time Dance
Learning objectives: • To link moves together.
Learning outcomes: • Move in time to the music.• Develop gesture and ways of travelling.• Understand beats in the music.
Prior learning: • Counting in beats of four or eight, the Goldilocks rap, gestures and expressions (Lessons 1 and 2).
Vocabulary: • Gesture, beat.
Equipment: • Lively music track.
Champions resources: • The Goldilocks rap, music for searching the bears’ house (e.g. Bjork’s It’s oh so quiet or The Doors’ People are strange).
Lesson 3Unit
2
26
Spor
ts
Each lesson has a clear lesson objective and expected lesson outcomes, which help you to plan the lesson and assess progress.
Essential equipment is outlined for each lesson, however there is also an Equipment list covering the whole Champions PE programme, which is available online.
The main part of the Sports and Fitness lessons are split into Warm-up, Skills learning and development, and Application and practice. This enables you to structure each lesson and ensure that children are ready for PE, learn key skills, and before applying them in a game or sequence.
Champions resources refers to all resources that are available online for this lesson. This may include station cards, worksheets, videos, audio and images, depending on the lesson content.
Support and Extend – this gives brief advice on how to stretch the more able and support children during the lesson. They might suggest changing the amount of space the children are working in, the number of children working, the equipment, or using an additional adult wisely.
RS36536 book.indd 5 05/08/2015 12:25
4
Champions sample_4.indd 4 27/10/2015 17:12
How to use ChampionsChampions is a Sports, Fitness and Health programme for Years 1 to 6. It is an holistic approach to the teaching of PE, which improves fitness, develops skills and deepens knowledge of health and wellbeing. It was inspired by an approach at Ark Bentworth and Ark Conway schools. It has been developed and successfully implemented in school by specialist teachers and, as such, is a proven part of wider school improvement and an effective measure ofindividual children’s fitness and sport progress.
The structureTeacher’s books: Each year group (1–6) has a Teachers Book and access to Champions online, via My Rising Stars (find log-in details on the inside front cover of this book). The Teacher’s book includes six Sports units, six Health units, and six Fitness units. Within each unit, there are six lesson plans. For a detailed outline of the lesson plans see ‘Champions Lessons’ on p5.
Champions online resources: accessible via My Rising Stars, Champions online is the place to go to access electronic versions of all lesson plans and all pupil resources (such as skill cards, worksheets for health, scaffolds for learning) and all assessment material for your school. There are also certificates, classroom displays and information on assessing progress and school sports funding initiatives.
Video and audio resources: Champions includes short videos which show skills learning and application by children. All videos can be viewed online at My Rising Stars. The short videos might be watched by practitioners during the lesson planning, to ensure that they are confident teaching the skills and running the lesson. We have also included links to helpful videos online, as well as audio tracks, which can be used with any lesson – but particularly with dance, gym and fitness units.
Timetabling Champions in your schoolChampions units have been written to cover a half term. An individual lesson is designed to fill an hour, but can be edited to suit your needs and your school. The Sports and Fitness lessons would fit into the designated two hours of PE per week. The Health lessons can be taught in a science or PSHE lesson (as they often cover objectives from those programmes of study), or in a carpet time or discussion with the children. Some practitioners choose to cover Health within the Sports and Fitness sessions. There is an editable curriculum map on Champions Online which suggests a way in which the scheme might be timetabled. This can be used and changed to suit your school’s requirements.
Champions assessmentThe Champions Sports, Health and Fitness programme uniquely offers effective and engaging assessment for whole school improvement. All materials to run the assessment part of the programme are available online. There is assessment for learning within Champions units, however the online assessment offers standalone opportunities to measure and improve fitness and easy-to-implement and use materials to track progress and intervene where necessary in wellbeing and fitness development. The children’s fitness scores lead them towards an overall ‘bronze’, ‘silver’ or ‘gold’ award, and the programme is filled with incentive and rewards for children to improve their self-esteem and inspire them to become Champions.
Become a Champions school!Champions includes classroom displays to celebrate achievement, individual certificates and lots of opportunities to run mini-tournaments and festivals. We are keen to hear from you. Feel free to send us your videos, images, or class displays, and celebrate becoming a Champions school! Send to [email protected].
Championssport•health•fi tness
RS36536 book.indd 4 05/08/2015 12:25
Champions Lessons
SupportDo not use music. Instead, count the beats or use a tambourine.
ExtendThe children count the beats themselves to change each phrase.
Reflect and review:Ask:– How effective and realistic was
your dance in telling the story?– What would you improve?
Warm-up:Ask the children to walk around the room as if they are angry (e.g. stamping, giant steps and strong, sudden movements). Next ask them to move as if they are sad (e.g. walk and stop, droopy, slumped).
Skills learning and development:Recap on the learning from Lesson 2 – ask the children to explain the story and what actions they have developed.
Repeat the sequence. Count the children into each phase. Develop the dance further by performing it to music.
Now, Goldilocks tries different chairs. Ask: How can we make this look realistic? The children sit on each chair for a count of four – each chair gets bigger in size for mummy, daddy and baby bear. On the last chair, after the count of four, what happens? Goldilocks falls onto the floor!
How will the children fall off the chair? Ask the children to practise and share ideas.
Repeat walking for eight beats and sitting on three different chairs for a count of four per chair. They then fall off the third chair for count of four.
Now think about the last phase – this involves creepingagain, but ask the children how they would change theaction so that it looked like they were climbing the stairs.
Share ideas and everyone tries out some of the shared movements.
Now Goldilocks tries all of the beds – tell the children that she tries two first – the first bed is too hard and they move on, the second bed is too soft and they move on. But the third is just right so they fall asleep where they are. They hold each gesture for a beat of four and change.
Application and practice:Aim to put the whole thing together – count the beats to help children to keep time. Alternatively, the children can count in their head themselves.
Remember that all of the moves should flow smoothly from one to the next.
Year 1 • ChampionsStory Time Dance
Learning objectives: • To link moves together.
Learning outcomes: • Move in time to the music.• Develop gesture and ways of travelling.• Understand beats in the music.
Prior learning: • Counting in beats of four or eight, the Goldilocks rap, gestures and expressions (Lessons 1 and 2).
Vocabulary: • Gesture, beat.
Equipment: • Lively music track.
Champions resources: • The Goldilocks rap, music for searching the bears’ house (e.g. Bjork’s It’s oh so quiet or The Doors’ People are strange).
Lesson 3Unit
2
26
Spor
ts
Each lesson has a clear lesson objective and expected lesson outcomes, which help you to plan the lesson and assess progress.
Essential equipment is outlined for each lesson, however there is also an Equipment list covering the whole Champions PE programme, which is available online.
The main part of the Sports and Fitness lessons are split into Warm-up, Skills learning and development, and Application and practice. This enables you to structure each lesson and ensure that children are ready for PE, learn key skills, and before applying them in a game or sequence.
Champions resources refers to all resources that are available online for this lesson. This may include station cards, worksheets, videos, audio and images, depending on the lesson content.
Support and Extend – this gives brief advice on how to stretch the more able and support children during the lesson. They might suggest changing the amount of space the children are working in, the number of children working, the equipment, or using an additional adult wisely.
RS36536 book.indd 5 05/08/2015 12:25
5
Champions sample_4.indd 5 27/10/2015 17:12
6
Sup
po
rtR
educ
e th
e ti
me
hold
ing
a
bri
dg
e, o
r th
e sp
eed
tra
velli
ng
thro
ugh
the
lad
der
s to
ens
ure
accu
racy
.
Ext
end
Cha
lleng
e th
e ch
ildre
n to
ho
ld
the
bri
dg
es f
or
long
er.
Refl
ect
and
rev
iew
:W
ith
your
par
tner
, dis
cuss
w
hich
are
as y
ou
thin
k yo
u ar
e p
erfo
rmin
g w
ell i
n, a
nd w
hich
nee
d
imp
rove
men
t.
War
m-u
p:
Num
ber
s g
ame
Ask
the
chi
ldre
n to
mov
e ar
oun
d t
he w
hole
ro
om
, ch
ang
ing
the
ir a
ctio
n w
hen
the
follo
win
g n
umb
ers
are
calle
d.
1. Jo
gg
ing
2. J
ump
ing
3. S
it d
ow
n4
. Ben
d d
ow
n, t
ouc
h th
e fl
oo
r an
d ju
mp
up
.
Ask
: Wha
t ha
pp
ens
to y
our
hea
rtb
eat
as y
ou
war
m u
p?
Are
the
re a
ny o
ther
cha
nges
tha
t o
ccur
to
yo
ur b
od
ies?
Skill
s le
arni
ng a
nd d
evel
op
men
t:B
reat
hing
exe
rcis
esB
reat
hing
wel
l is
imp
ort
ant
for
go
od
co
re w
ork
. Fir
stly
, w
hile
sta
ndin
g, a
sk t
he c
hild
ren
to t
ake
slo
w, d
eep
b
reat
hs, b
reat
hing
in t
hro
ugh
the
nose
and
out
thr
oug
h th
e m
out
h. T
hen,
sti
ll st
and
ing
, ask
the
m t
o b
reat
he in
an
d li
ft t
heir
arm
s to
mee
t ab
ove
thei
r he
ads,
bef
ore
lo
wer
ing
the
ir a
rms
as t
hey
bre
athe
out
.
Bri
dg
ing
:W
ork
in p
airs
: The
chi
ldre
n ta
ke t
urns
to
lie
on
a m
at,
knee
s b
ent,
wit
h th
eir
feet
flat
on
the
flo
or
and
wit
h th
eir
hand
s b
ehin
d t
heir
hea
ds.
The
y p
ush
thro
ugh
thei
r
heel
s to
rai
se t
heir
bo
tto
m u
p f
rom
the
flo
or,
keep
ing
th
eir
hand
s b
ehin
d t
heir
hea
ds.
It
is im
po
rtan
t to
kee
p
the
head
and
sho
uld
ers
on
the
flo
or.
Ho
ld t
he p
osi
tio
n fo
r a
coun
t o
f th
ree
and
the
n, c
aref
ully
, lo
wer
the
ir
bo
tto
m t
o t
he fl
oo
r. R
epea
t, h
old
ing
the
po
siti
on
for
a co
unt
of
six
bef
ore
low
erin
g.
Ag
ility
SA
Q la
dd
ers:
Rec
ap f
rom
Yea
r 1.
The
chi
ldre
n sh
oul
d
beg
in w
alki
ng t
hro
ugh
the
lad
der
s w
ith
one
fo
ot
in e
ach
squa
re. E
nco
urag
e th
em t
o b
uild
up
to
run
ning
whe
n th
ey f
eel c
om
fort
able
. Allo
w t
hem
tim
e to
pra
ctis
e.
Aim
fo
r th
e ch
ildre
n to
imp
rove
the
ir t
echn
ique
whe
n ru
nnin
g b
y lo
oki
ng u
p, n
ot
do
wn,
at
the
lad
der
s an
d
runn
ing
lig
htly
, on
the
bal
ls o
f th
eir
feet
. Int
rod
uce
the
use
of
arm
s w
hen
runn
ing
: dri
ve a
rms
bac
k an
d f
ort
h,
clo
se t
o t
he s
ides
of
the
bo
dy.
Allo
w t
ime
to p
ract
ise,
co
ncen
trat
ing
on
the
arm
s.
Ap
plic
atio
n an
d p
ract
ice:
Lad
der
rac
esIn
tea
ms,
cha
lleng
e th
e ch
ildre
n to
run
thr
oug
h th
e S
AQ
lad
der
s to
a m
at, c
aref
ully
co
mp
lete
five
bri
dg
es
(wit
h co
rrec
t te
chni
que
), b
efo
re r
unni
ng b
ack
do
wn
the
lad
der
to
tag
the
nex
t p
erso
n.
Year
2 •
Cha
mpi
ons
Coo
l cor
e (s
tren
gth)
Lear
ning
ob
ject
ive:
•
To d
evel
op
and
imp
rove
co
re s
tren
gth
and
ag
ility
.
Lear
ning
out
com
es:
• Le
arn
how
to
mai
ntai
n a
go
od
bri
dg
e us
ing
co
re
stre
ngth
.
• U
se a
rms
effec
tive
ly w
hen
runn
ing
.
Pri
or
lear
ning
: •
Bri
dg
e, S
AQ
lad
der
s, f
oo
two
rk p
atte
rns,
the
‘S
uper
man
’ po
se.
Vo
cab
ular
y:
• C
ore
str
eng
th, b
rid
ge,
ag
ility
.
Res
our
ces:
•
Mat
s, S
AQ
lad
der
s.
Cha
mp
ions
res
our
ce:
• C
ham
pio
ns m
ovie
: bre
athi
ng e
xerc
ises
, Cha
mp
ions
m
ovie
: co
ol c
ore
.
Less
on 1
Uni
t 5
84Fitness
RS36537 book.indd 84 05/08/2015 13:16
Champions sample_4.indd 6 27/10/2015 17:12
7
Sup
po
rtR
educ
e th
e d
ista
nce
trav
elle
d
by
the
whe
elb
arro
w. R
educ
e th
e ov
eral
l dis
tanc
e fo
r th
e ra
ce.
Ext
end
Incr
ease
the
dis
tanc
e tr
avel
led
b
y th
e w
heel
bar
row
.
Refl
ect
and
rev
iew
:A
sk:
–W
hy is
it im
po
rtan
t fo
r us
to
d
evel
op
our
co
re s
tren
gth
?
War
m-u
p:
Stuc
k in
the
mud
Enc
our
age
the
child
ren
to r
un a
roun
d t
he s
pac
e, t
akin
g
care
no
t to
bum
p in
to o
ne a
noth
er. C
hoo
se t
hree
ca
tche
rs t
o t
ag t
he o
ther
chi
ldre
n. W
hen
caug
ht, t
he
child
ren
mus
t st
and
in a
sta
r sh
ape
unti
l ano
ther
chi
ld
sets
the
m f
ree
by
runn
ing
und
er t
heir
arm
s.
Skill
s le
arni
ng a
nd d
evel
op
men
t:R
ecap
on
the
pla
nk f
rom
Yea
r 1.
In p
airs
, ask
the
ch
ildre
n to
tak
e it
in t
urns
to
sho
w w
hat
they
thi
nk is
th
e co
rrec
t te
chni
que
fo
r th
e p
lank
. Rem
ind
the
m o
f th
e ke
y p
oin
ts f
or
the
pla
nk: t
he s
tom
ach
sho
uld
be
tens
e an
d t
ucke
d in
; the
bac
k sh
oul
d b
e fl
at; t
he t
oes
sho
uld
b
e cu
rled
und
er. I
n th
eir
pai
rs, t
he o
bse
rvin
g p
artn
er
sho
uld
giv
e fe
edb
ack
to t
he o
ther
chi
ld t
o h
elp
the
m
achi
eve
the
corr
ect
tech
niq
ue.
Cha
lleng
e th
e ch
ildre
n to
tak
e it
in t
urns
to
ho
ld t
he
pla
nk f
or
incr
easi
ng a
mo
unts
of
tim
e: 1
5 se
cond
s;
30 s
eco
nds;
45
seco
nds.
Rec
ap o
n th
e w
heel
bar
row
wal
k fr
om
Yea
r 1.
Ask
the
ch
ildre
n to
tak
e it
in t
urns
to
dem
ons
trat
e th
e co
rrec
t
tech
niq
ue w
ith
a p
artn
er. D
iscu
ss t
he c
orr
ect
tech
niq
ue
wit
h th
e ch
ildre
n: h
old
ing
the
bar
row
at
the
knee
s; t
he
bar
row
’s s
tom
ach
sho
uld
be
tig
ht a
nd t
ucke
d in
; the
y sh
oul
d s
upp
ort
the
ir w
eig
ht o
n th
eir
hand
s an
d w
alk
thei
r ha
nds
forw
ard
. Allo
w t
ime
for
the
child
ren
to
pra
ctis
e.
Ap
plic
atio
n an
d p
ract
ice:
In p
airs
as
whe
elb
arro
ws,
and
usi
ng fl
at m
arke
rs s
pre
ad
aro
und
the
flo
or,
the
child
ren
mus
t se
e ho
w m
any
mar
kers
the
y ca
n to
uch
wit
h th
eir
hand
s in
one
min
ute.
R
epea
t, c
hang
ing
ro
les.
Rep
eat
seve
ral t
imes
to
imp
rove
sc
ore
s.
Rac
e in
tea
ms
of
whe
elb
arro
w p
airs
. Pla
ce la
dd
ers
at a
se
t d
ista
nce
fro
m t
he s
tart
ing
po
int
for
each
tea
m. T
he
firs
t p
air
whe
elb
arro
w t
o t
he s
tart
of
the
lad
der
s, t
hen,
no
long
er a
s w
heel
bar
row
s, f
ollo
w o
ne a
noth
er t
hro
ugh
the
lad
der
s, t
ouc
h a
cone
at
the
end
of
the
roo
m, j
og
d
ow
n th
e si
de
of
the
lad
der
and
, whe
n b
oth
are
bac
k at
the
sta
rt, t
he n
ext
pai
r ca
n g
o. R
epea
t tw
ice
so t
hat
bo
th p
artn
ers
are
the
bar
row
.
Year
2 •
Cha
mpi
ons
Coo
l cor
e (s
tren
gth)
Lear
ning
ob
ject
ive:
•
To d
evel
op
and
imp
rove
co
re s
tren
gth
and
ag
ility
.
Lear
ning
out
com
es:
• Im
pro
ve p
lank
tec
hniq
ue.
•
Mai
ntai
n a
whe
elb
arro
w w
alk
for
long
er p
erio
d o
f ti
me,
usi
ng c
ore
str
eng
th.
Pri
or
lear
ning
: •
Pla
nk t
echn
ique
, fo
otw
ork
pat
tern
s th
roug
h la
dd
ers,
w
heel
bar
row
wal
k.
Vo
cab
ular
y:
• C
ore
str
eng
th, a
gili
ty.
Res
our
ces:
•
Lad
der
s, m
ats,
flat
mar
kers
, co
nes.
Cha
mp
ions
res
our
ce:
• C
ham
pio
ns m
ovie
: bre
athi
ng e
xerc
ises
, Cha
mp
ions
m
ovie
: co
ol c
ore
.
Less
on 2
Uni
t 5
85Fitness
RS36537 book.indd 85 05/08/2015 13:16
Champions sample_4.indd 7 27/10/2015 17:12
8
Sup
po
rtO
nly
do
the
leg
act
ion
in t
he
‘Dea
d b
ugs’
act
ivit
y.
Ext
end
Mov
e al
tern
ate
leg
s an
d a
rms
in
the
‘Dea
d b
ugs’
act
ivit
y.
Refl
ect
and
rev
iew
:A
sk t
he t
eam
s to
rec
ord
the
ir
sco
res
and
ad
d t
hem
up
at
the
end
. In
the
ir t
eam
s, t
he c
hild
ren
sho
uld
d
iscu
ss w
hich
par
ts o
f th
e le
sso
n th
ey e
njoy
ed a
nd e
xpla
in w
hy. H
ow
coul
d w
e ch
ang
e th
e g
ame
in o
rder
to
imp
rove
it?
War
m-u
p:
Tails
Giv
e ea
ch c
hild
a b
ib t
o t
uck
into
the
ir s
hort
s so
tha
t it
is c
lear
ly v
isib
le. C
halle
nge
them
to
ste
al a
s m
any
bib
s as
po
ssib
le, a
nd s
ee w
ho h
as t
he m
ost
. Rep
eat
the
acti
vity
sev
eral
tim
es.
Skill
s le
arni
ng a
nd d
evel
op
men
t:D
ead
bug
sIn
pai
rs, a
sk t
he c
hild
ren
to t
ake
turn
s to
lie
on
thei
r b
acks
on
mat
s lik
e d
ead
bug
s –
wit
h th
eir
feet
off
the
fl
oo
r an
d k
nees
ben
t. W
hen
all c
hild
ren
have
had
a g
o,
ask
them
whe
re t
hey
thin
k th
eir
abd
om
inal
mus
cles
are
. T
hey
sho
uld
no
tice
tha
t th
eir
abd
om
inal
mus
cles
hav
e to
wo
rk r
eally
har
d w
hen
do
ing
thi
s ac
tivi
ty. R
epea
t th
e ac
tivi
ty, t
his
tim
e re
achi
ng t
he s
ame
arm
and
leg
o
utw
ard
s to
to
uch
the
flo
or.
Cha
nge
arm
s an
d le
gs
in a
fl
uent
mov
emen
t. A
sk t
he c
hild
ren
to p
ract
ise
this
, and
m
od
el g
oo
d t
echn
ique
.
Tim
e th
e ch
ildre
n ov
er o
ne m
inut
e. A
sk t
he c
hild
ren
to
see
how
man
y th
ey c
an d
o in
one
min
ute.
One
wo
rks
whi
le t
he o
ther
co
unts
and
rec
ord
s. S
wap
ro
les.
Rep
eat
the
exer
cise
and
cha
lleng
e th
e ch
ildre
n to
bea
t th
eir
sco
re.
Ap
plic
atio
n an
d p
ract
ice:
Div
ide
the
clas
s in
to t
eam
s o
f fo
ur, w
ith
a b
eanb
ag f
or
each
tea
m. M
ark
out
fo
ur t
arg
et li
nes
wit
h co
nes
or
flat
m
arke
rs, w
hich
the
chi
ldre
n ha
ve t
o a
im f
or.
Ask
the
ch
ildre
n to
lie
flat
on
thei
r b
acks
wit
h th
e b
eanb
ag h
eld
b
ehin
d t
heir
hea
d. A
s th
ey s
it u
p, t
hey
sho
uld
thr
ow
th
e b
eanb
ag, a
imin
g f
or
it t
o g
o a
s fa
r as
po
ssib
le. T
hey
then
run
to
co
llect
the
bea
nbag
, run
bac
k an
d h
and
it
over
to
the
nex
t p
erso
n. E
nco
urag
e th
e te
ams
to k
eep
p
ract
isin
g. A
sk t
he c
hild
ren
if t
hey
kno
w w
hich
mus
cles
th
ey a
re u
sing
to
get
to
a s
itti
ng p
osi
tio
n (a
bd
om
inal
s).
Mak
e th
is a
co
mp
etit
ion
by
allo
cati
ng p
oin
ts t
o t
he
targ
et li
nes.
Giv
e th
e te
ams
thre
e m
inut
es t
o s
core
as
man
y p
oin
ts a
s p
oss
ible
. Ask
one
of
the
child
ren
to b
e th
e sc
ore
kee
per
(fo
r m
enta
l mat
hs p
ract
ice)
.
Year
2 •
Cha
mpi
ons
Coo
l cor
e (s
tren
gth)
Lear
ning
ob
ject
ive:
•
To d
evel
op
and
imp
rove
co
re s
tren
gth
and
ag
ility
.
Lear
ning
out
com
es:
• P
erfo
rm a
sm
all c
runc
h an
d u
nder
stan
d w
hat
it d
oes
.
• P
erfo
rm a
n ac
tivi
ty/g
ame
that
use
s th
e ab
do
min
als.
Pri
or
lear
ning
: •
Co
re s
tren
gth
act
ivit
ies.
Vo
cab
ular
y:
• A
bd
om
inal
s.
Res
our
ces:
•
Bib
s; b
eanb
ags,
flat
mar
kers
, mat
s.
Cha
mp
ions
res
our
ce:
• C
ham
pio
ns m
ovie
: bre
athi
ng e
xerc
ises
, Cha
mp
ions
m
ovie
: co
ol c
ore
.
Less
on 3
Uni
t 5
86Fitness
RS36537 book.indd 86 05/08/2015 13:16
Champions sample_4.indd 8 27/10/2015 17:12
9
Sup
po
rt
The
chi
ldre
n cr
eate
the
ir v
enn
dia
gra
ms
in p
airs
or
smal
l g
roup
s.
Ext
end
Cha
lleng
e th
e ch
ildre
n to
thi
nk
of
mo
re f
oo
ds
that
are
bo
th
heal
thy
and
unh
ealt
hy a
nd a
sk,
wha
t m
akes
a f
oo
d u
nhea
lthy
or
heal
thy?
Refl
ect
and
rev
iew
:A
sk:
–W
hat
did
yo
u al
read
y kn
ow a
bo
ut
eati
ng a
hea
lthy
die
t an
d w
hat
have
yo
u le
arne
d t
od
ay?
–W
hat
do
yo
u w
ant
to fi
nd o
ut?
Intr
od
ucti
on:
Ask
: Wha
t d
o w
e m
ean
by
heal
thy
foo
ds?
Hea
lthy
fo
od
s ar
e p
lant
s o
r an
imal
s th
at p
rovi
de
us w
ith
ener
gy
wit
hout
cau
sing
us
any
dam
age.
Ask
the
chi
ldre
n to
bra
inst
orm
exa
mp
les
of
heal
thy
foo
ds
whi
le y
ou
wri
te o
n th
e in
tera
ctiv
e w
hite
bo
ard
.
Ask
: Wha
t d
o w
e m
ean
by
unhe
alth
y fo
od
? F
eed
bac
k.
Exp
lain
to
the
chi
ldre
n th
at s
om
e fo
od
s ca
n ca
use
harm
to
our
hea
lth.
Ask
the
chi
ldre
n to
bra
inst
orm
exa
mp
les
of
unhe
alth
y fo
od
s w
hile
yo
u w
rite
on
the
inte
ract
ive
whi
teb
oar
d.
Act
ivit
ies:
Dem
ons
trat
e to
the
chi
ldre
n us
ing
a V
enn
dia
gra
m
sort
ing
fo
od
s in
to h
ealt
hy a
nd u
nhea
lthy
. Pro
vid
e th
e ch
ildre
n w
ith
a V
enn
dia
gra
m t
emp
late
eac
h, w
ith
one
ci
rcle
lab
elle
d ‘H
ealt
hy’ a
nd o
ne la
bel
led
‘Unh
ealt
hy’.
Ask
: are
the
re a
ny f
oo
ds
that
are
hea
lthy
and
unh
ealt
hy?
E.g
. red
mea
t, p
asta
. Ask
the
chi
ldre
n to
co
mp
lete
the
V
enn
dia
gra
ms.
Dis
cuss
the
imp
ort
ance
of
bal
ance
and
exp
lain
tha
t to
o
muc
h o
f an
ythi
ng c
an b
e b
ad.
Loo
k to
get
her
at t
he t
ypes
of
foo
d t
hat
are
in t
he
unhe
alth
y ci
rcle
. Wha
t d
o t
hey
have
in c
om
mo
n? A
nd
likew
ise,
do
the
sam
e w
ith
the
heal
thy
foo
d. D
iscu
ss
op
enly
to
get
her.
Year
4 •
Cha
mpi
ons
Hea
lthy
life
styl
e: y
ou a
re w
hat
you
eat!
Lear
ning
ob
ject
ive:
• To
iden
tify
the
imp
ort
ance
of
a he
alth
y d
iet.
Lear
ning
out
com
es:
• Th
e ch
ildre
n w
ill u
nder
stan
d w
hat
heal
thy
and
un
heal
thy
mea
ns a
nd h
ow
to
cho
ose
fo
od
s th
at
pro
mo
te h
ealt
h.
Cur
ricu
lum
cov
erag
e:•
Scie
nce:
ani
mal
s in
clud
ing
hum
ans.
Rea
l-lif
e co
ntex
t/ap
plic
atio
ns:
• Th
ink
abo
ut t
he f
oo
ds
we
reg
ular
ly e
at, a
dd
ress
any
m
isco
ncep
tio
ns w
e ha
ve a
bo
ut f
oo
ds
that
we
eat.
Vo
cab
ular
y:•
Hea
lthy
, unh
ealt
hy, n
utri
ents
, fo
od
gro
ups,
ca
rbo
hyd
rate
s, p
rote
ins,
fat
s, p
ort
ions
.
Eq
uip
men
t:•
Bla
nk V
enn
dia
gra
m, p
ictu
res
of
diff
eren
t fo
od
s.
Less
on 1
Uni
t 3
54Health
RS36539 book.indd 54 07/08/2015 11:40
Champions sample_4.indd 9 27/10/2015 17:12
10
Sup
po
rtT
he c
hild
ren
wo
rk in
pai
rs o
r sm
all g
roup
s to
ans
wer
whi
ch
foo
ds
pro
vid
e us
wit
h w
hich
vi
tam
ins
and
min
eral
s.
Ext
end
Cha
lleng
e th
e ch
ildre
n to
ad
d
foo
ds
to t
he li
st, i
nclu
din
g t
he
answ
ers
abo
ut w
hich
vit
amin
s an
d m
iner
als
they
pro
vid
e.
Refl
ect
and
rev
iew
:A
sk:
–W
hat
did
yo
u al
read
y kn
ow a
bo
ut
vita
min
s an
d m
iner
als
and
wha
t ha
ve y
ou
lear
ned
to
day
? –W
hat
do
yo
u w
ant
to fi
nd o
ut?
Intr
od
ucti
on:
Ask
the
cla
ss: W
hat
are
vita
min
s an
d m
iner
als?
Vit
amin
s an
d m
iner
als
are
imp
ort
ant
sub
stan
ces
that
our
bo
die
s ne
ed in
sm
all a
mo
unts
to
wo
rk p
rop
erly
. Exp
lain
to
the
ch
ildre
n th
at t
hey
help
to
bui
ld s
tro
ng b
one
s an
d t
eeth
, tu
rn f
oo
d in
to e
nerg
y an
d h
elp
co
ntro
l sys
tem
s in
sid
e th
e b
od
y.
Ask
: whe
re d
o w
e g
et v
itam
ins
and
min
eral
s fr
om
? E
xpla
in t
o t
he c
hild
ren
that
diff
eren
t vi
tam
ins
and
m
iner
als
com
e fr
om
diff
eren
t fo
od
s, w
hich
is w
hy it
is
imp
ort
ant
to e
at a
var
ied
and
bal
ance
d d
iet.
Act
ivit
ies:
Sho
w t
he c
hild
ren
a lis
t o
f vi
tam
ins
and
the
typ
es o
f fo
od
s w
e g
et t
hem
fro
m. P
rovi
de
the
child
ren
wit
h a
list
of
foo
ds
and
a li
st o
f vi
tam
ins
and
see
if t
hey
can
reco
gni
se w
hich
fo
od
wo
uld
pro
vid
e us
wit
h ea
ch
vita
min
and
min
eral
.
Giv
e th
e an
swer
s to
the
cla
ss s
o t
he c
hild
ren
can
self
-ass
ess
thei
r w
ork
.
Year
4 •
Cha
mpi
ons
Hea
lthy
life
styl
e: y
ou a
re w
hat
you
eat!
Lear
ning
ob
ject
ive:
• To
exp
lain
why
vit
amin
s an
d m
iner
als
are
esse
ntia
l fo
r o
ur b
od
ies.
Lear
ning
out
com
es:
• Th
e ch
ildre
n w
ill le
arn
wha
t vi
tam
ins
and
min
eral
s ar
e. T
hey
will
lear
n w
hat
they
do
fo
r o
ur b
od
ies,
w
here
we
get
the
m f
rom
and
ho
w c
oo
king
can
aff
ect
them
.
Cur
ricu
lum
cov
erag
e:•
Scie
nce:
ani
mal
s, in
clud
ing
hum
ans.
Rea
l-lif
e co
ntex
t/ap
plic
atio
ns:
• Th
e ty
pes
of
foo
ds
we
sho
uld
be
cons
cio
usly
eat
ing
to
ens
ure
we
are
get
ting
the
vit
amin
s an
d m
iner
als
that
we
need
.
Vo
cab
ular
y:•
Vit
amin
s, m
iner
als,
nut
rien
ts.
Cha
mpi
ons
reso
urce
s:•
List
of
vita
min
s an
d li
st o
f fo
od
s fo
r m
atch
ing
to
get
her.
Less
on 2
Uni
t 3
55Health
RS36539 book.indd 55 07/08/2015 11:40
Champions sample_4.indd 10 27/10/2015 17:12
11
Sup
po
rtH
ave
the
child
ren
in m
ixed
ab
ility
gro
ups
to c
reat
e th
e p
ost
ers.
Ext
end
Chi
ldre
n ke
ep a
dia
ry o
f w
hat
they
eat
fo
r th
e d
ay. D
id t
hey
eat
eno
ugh
of
the
rig
ht f
oo
ds
to k
eep
the
ir h
eart
hea
lthy
? W
hat
can
they
do
to
mo
rro
w t
o
imp
rove
?
Refl
ect
and
rev
iew
:A
sk:
–W
hat
did
yo
u al
read
y kn
ow a
bo
ut
keep
ing
a h
ealt
hy h
eart
and
wha
t ha
ve y
ou
lear
ned
to
day
? –W
hat
do
yo
u w
ant
to fi
nd o
ut?
Intr
od
ucti
on:
Exp
lain
to
the
chi
ldre
n th
at e
atin
g h
ealt
hy f
oo
ds
and
vi
tam
ins
and
min
eral
s he
lp t
hem
to
kee
p a
hea
lthy
he
art.
The
re a
re d
iffer
ent
typ
es o
f fa
ts: s
om
e ar
e he
alth
y an
d s
om
e ar
e un
heal
thy.
Exp
lain
to
the
chi
ldre
n ho
w u
nsat
urat
ed f
ats,
whi
ch
can
be
mo
noun
satu
rate
d f
ats
(e.g
. oliv
e o
il, r
apes
eed
o
il, a
lmo
nds,
uns
alte
d c
ashe
ws
and
avo
cad
o) o
r p
oly
unsa
tura
ted
fat
s (e
.g. s
unfl
ow
er o
il an
d v
eget
able
o
il, w
alnu
ts, s
unfl
ow
er s
eed
s an
d o
ily fi
sh)
help
to
kee
p
your
hea
rt h
ealt
hy.
Act
ivit
ies:
Dem
ons
trat
e to
the
chi
ldre
n ho
w t
o u
se t
he in
form
atio
n ab
out
hea
lthy
fo
od
s to
cre
ate
an e
ye-c
atch
ing
po
ster
to
en
cour
age
peo
ple
to
eat
fo
od
s th
at a
re g
oo
d f
or
thei
r he
arts
.
In g
roup
s, a
sk t
he c
hild
ren
to c
reat
e th
eir
ow
n p
ost
ers
exp
lain
ing
wha
t ty
pes
of
fats
are
go
od
fo
r th
e he
art
and
w
hat
typ
es o
f fo
od
s yo
u ca
n g
et t
hese
fro
m.
Ple
nary
:A
sk t
he g
roup
s to
sha
re t
heir
po
ster
s w
ith
the
rest
of
the
clas
s. D
iscu
ss t
og
ethe
r w
hat
mak
es a
go
od
po
ster
an
d h
ow
the
y ca
n b
e im
pro
ved
.
Year
4 •
Cha
mpi
ons
Hea
lthy
life
styl
e: y
ou a
re w
hat
you
eat!
Lear
ning
ob
ject
ive:
• To
iden
tify
ho
w w
hat
we
eat
can
affec
t th
e he
alth
of
our
hea
rts.
Lear
ning
out
com
es:
• Th
e ch
ildre
n w
ill le
arn
abo
ut h
ow
wha
t w
e ea
t no
t o
nly
affec
ts o
ur s
ize,
but
als
o a
ffec
ts o
ur h
eart
s.
Cur
ricu
lum
cov
erag
e:•
Scie
nce:
ani
mal
s in
clud
ing
hum
ans.
Rea
l-lif
e co
ntex
t/ap
plic
atio
ns:
• H
ow
wha
t w
e ea
t aff
ects
our
hea
rts.
Vo
cab
ular
y:•
Uns
atur
ated
fat
s, m
ono
unsa
tura
ted
fat
s,
po
lyun
satu
rate
d f
ats,
sat
urat
ed f
ats,
tra
ns f
ats.
Eq
uip
men
t:•
Pap
er f
or
po
ster
s.
Less
on 3
Uni
t 3
56Health
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12
Sup
po
rtR
educ
e th
e d
ista
nce
run.
Ext
end
Rec
ord
tim
es a
nd a
im t
o b
eat
them
nex
t ti
me.
Refl
ect
and
rev
iew
:A
sk:
–W
hich
ele
men
ts o
f yo
ur t
echn
ique
d
o y
ou
thin
k ne
ed im
pro
ving
? D
iscu
ss w
ith
a p
artn
er.
–W
hich
ele
men
ts d
id y
ou
thin
k ar
e g
oo
d?
War
m-u
p:
Stee
ple
cha
seT
he c
hild
ren
jog
like
rac
eho
rses
in t
he p
layi
ng a
rea.
O
n th
e co
mm
and
, the
chi
ldre
n d
o t
he f
ollo
win
g: G
ate
= ju
mp
hig
h; W
ater
= ju
mp
long
; Fal
l = ju
mp
fro
m s
ide
to s
ide,
Cha
nge
= c
hang
e d
irec
tio
n, R
efus
al =
jum
p
bac
kwar
ds,
Win
= s
kip
wit
h hi
gh
knee
s.
Skill
s le
arni
ng a
nd d
evel
op
men
t:R
unni
ng t
echn
ique
Pla
ce c
one
s in
zo
nes
10 m
ap
art.
Eac
h zo
ne is
a d
iffer
ent
spee
d. 1
= w
alk,
2 =
jog
, 3 =
str
ide,
4 =
sp
rint
.
In p
airs
, the
chi
ldre
n o
bse
rve
thei
r p
artn
er r
unni
ng in
th
e d
iffer
ent
zone
s an
d s
pen
ds
a lit
tle
tim
e d
iscu
ssin
g
tech
niq
ue, e
.g. a
rms
dri
ving
by
sid
es, h
ead
fo
rwar
ds,
hi
gh
knee
lift
and
fo
ot
cont
act
on
bal
ls o
f fe
et. L
oo
k at
diff
eren
t ty
pes
of
star
t –
stan
din
g s
tart
; tak
e yo
ur
mar
ks, s
et, g
o! M
od
el c
orr
ect
tech
niq
ue. T
he c
hild
ren
pra
ctis
e a
coup
le o
f ti
mes
eac
h.
Spri
nt s
tart
s –
on
‘Tak
e yo
ur m
arks
’, fi
nger
s ar
e in
a
bri
dg
e, o
ne k
nee
is u
p, t
he fi
st is
bet
wee
n th
e kn
ees,
he
ad is
fo
rwar
d a
nd t
oes
cur
led
und
er. O
n ‘S
et’,
the
bo
tto
m is
lift
ed a
nd w
eig
ht g
oes
fo
rwar
d. G
o!
In p
airs
, the
chi
ldre
n fi
nd a
sm
all a
rea
to p
ract
ise
the
tech
niq
ue, h
elp
ing
eac
h o
ther
to
run
.
The
n th
ey p
ract
ise
over
a lo
nger
dis
tanc
e, t
akin
g t
ime
to c
om
e up
to
sta
ndin
g a
nd r
each
ing
ful
l sp
eed
.
Ap
plic
atio
n an
d p
ract
ice:
Out
and
bac
k re
lays
– s
till
in p
airs
, the
chi
ldre
n ra
ce
ind
ivid
ually
thr
oug
h ea
ch o
f th
e fo
ur z
one
s: w
alk,
jog
, st
rid
e, s
pri
nt, a
nd b
ack
agai
n, w
here
the
y th
en t
ag t
heir
p
artn
er. T
he p
artn
er t
hen
do
es t
he s
ame.
The
win
ning
pai
r is
the
firs
t to
bo
th r
un o
ut a
nd b
ack
agai
n.
Year
6 •
Cha
mpi
ons
Youn
g O
lym
pian
sLe
arni
ng o
bje
ctiv
e:
• To
inve
stig
ate
runn
ing
sty
les
and
cha
nges
of
spee
d.
Lear
ning
out
com
es:
• To
run
effi
cien
tly
for
spee
d.
•
To d
emo
nstr
ate
go
od
arm
and
leg
tec
hniq
ue.
Pri
or
lear
ning
: •
Bas
ic r
unni
ng t
echn
ique
(Ye
ar 5
).
Vo
cab
ular
y:
• Sp
rint
sta
rt, s
tand
ing
sta
rt.
Eq
uip
men
t:
• C
one
s.
Cha
mpi
ons
reso
urce
s: •
Cha
mp
ions
mov
ies:
run
ning
.
Less
on 1
Uni
t 6
96Sports
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13
Sup
po
rtU
se a
bea
nbag
or
shut
tlec
ock
.
Ext
end
The
chi
ldre
n ai
m t
o h
it a
tar
get
.
Refl
ect
and
rev
iew
:D
escr
ibe
to y
our
par
tner
the
te
chni
que
yo
u ha
ve b
een
usin
g.
Ask
: –H
ow c
an y
ou
incr
ease
the
p
ower
yo
u us
e to
thr
ow y
our
eq
uip
men
t? –If
yo
u ha
d a
tar
get
to
rea
ch, h
ow
coul
d y
ou
incr
ease
the
acc
urac
y o
f yo
ur t
hrow
?
War
m-u
p:
Dis
hes
and
do
mes
Lay
out
30
co
nes,
fac
ing
do
wn
(lik
e d
om
es).
Div
ide
the
child
ren
into
tw
o t
eam
s –
the
dis
hes
team
and
th
e d
om
es t
eam
. On
‘Go
!’, t
he d
ishe
s te
am t
urns
ove
r d
om
es t
o m
ake
dis
hes,
and
the
do
mes
tea
m t
urns
ove
r d
ishe
s to
mak
e d
om
es. A
t th
e en
d o
f a
set
tim
e (e
.g. 3
0
seco
nds)
, the
tea
m w
ith
the
mo
st d
ishe
s o
r d
om
es w
ins.
Skill
s le
arni
ng a
nd d
evel
op
men
t:W
ork
ing
in p
airs
, one
par
tner
(th
e th
row
er)
stan
ds
alo
ng a
line
– u
se c
one
s to
mar
k th
eir
area
. The
no
n-th
row
er m
ust
stan
d 2
m b
ehin
d t
he t
hro
wer
; ag
ain
a co
ne is
hel
pfu
l to
mai
ntai
n sa
fety
.
The
chi
ldre
n ca
n se
lect
whi
ch im
ple
men
t th
ey w
ant
to
thro
w a
nd, u
sing
an
over
arm
tec
hniq
ue, t
hro
w w
hen
told
to
. All
the
child
ren
mus
t th
row
at
the
sam
e ti
me
and
rem
ain
beh
ind
the
line
unt
il th
ey a
re t
old
to
co
llect
. C
all ‘
Sha
rk!’
if a
chi
ld m
oves
to
o s
oo
n to
co
llect
the
ir
equi
pm
ent.
Eve
ryo
ne h
as a
go
wit
h d
iffer
ent
equi
pm
ent
and
the
n d
iscu
ss t
he d
iffer
ence
s.
Dem
ons
trat
e p
ull t
echn
ique
Sta
nd f
acin
g t
he d
irec
tio
n o
f th
e th
row
; ho
ld t
he ja
velin
b
ehin
d t
he b
od
y w
ith
pal
m o
f th
e ha
nd f
acin
g t
he s
ky;
feet
ap
art,
wit
h th
e o
pp
osi
te f
oo
t fr
om
the
thr
ow
ing
ar
m in
fro
nt o
f th
e b
od
y. T
he b
ack
leg
sho
uld
be
slig
htly
ben
t; t
he a
rm p
ulle
d p
ast
the
head
; mov
e th
e b
od
y fo
rwar
d a
s th
e ar
m c
om
es f
orw
ard
; rel
ease
the
eq
uip
men
t as
the
arm
mov
es p
ast
the
head
.
The
chi
ldre
n p
ract
ise
– th
e no
n-th
row
er w
atch
es a
nd
help
s th
eir
par
tner
wit
h te
chni
que
.
Ap
plic
atio
n an
d p
ract
ice:
Wit
h co
nes,
mar
k o
ut t
hree
line
s, la
bel
led
Bro
nze
(clo
sest
), S
ilver
(fu
rthe
r aw
ay)
and
Go
ld (
furt
hest
). T
he
child
ren
aim
to
thr
ow
as
far
as p
oss
ible
. Rec
ord
the
ir
resu
lt a
s B
, S o
r G
on
a w
hite
bo
ard
.
Year
6 •
Cha
mpi
ons
Youn
g O
lym
pian
sLe
arni
ng o
bje
ctiv
e:
• To
pra
ctis
e th
row
ing
wit
h p
ow
er a
nd a
ccur
acy.
Lear
ning
out
com
es:
• Le
arn
the
pul
l tec
hniq
ue f
or
thro
win
g.
•
Thro
w a
nd r
etri
eve
imp
lem
ents
saf
ely.
Pri
or
lear
ning
: •
Thro
win
g f
rom
mul
ti-s
kills
fro
m K
ey S
tag
e 1,
and
Ye
ars
4 a
nd 5
.
Vo
cab
ular
y:
• Ja
velin
, po
siti
on,
dir
ecti
on,
tar
get
, te
chni
que
, d
ista
nce.
Eq
uip
men
t:
• W
hite
bo
ard
, bea
nbag
s, c
one
s, a
var
iety
of
bal
ls,
shut
tlec
ock
s an
d f
oam
jave
lins.
Cha
mpi
ons
reso
urce
s: •
Cha
mp
ions
mov
ies:
jum
ps,
Cha
mp
ions
mov
ies:
st
and
ing
long
jum
p.
Less
on 2
Uni
t 6
97Sports
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14
Sup
po
rtT
hro
w o
ver
a sh
ort
er d
ista
nce
or
use
a d
iffer
ent
pie
ce o
f eq
uip
men
t.
Ext
end
Thr
ow
ove
r a
long
er d
ista
nce
or
use
a d
iffer
ent
pie
ce o
f eq
uip
men
t.
Refl
ect
and
rev
iew
:A
sk:
–D
id y
ou
imp
rove
yo
ur d
ista
nce
this
less
on?
–If
so,
why
do
yo
u th
ink
you
did
? D
iscu
ss w
ith
your
par
tner
.
War
m-u
p:
Win
dm
ills
The
chi
ldre
n m
ove
aro
und
the
pla
ying
are
a. O
n th
e co
mm
and
‘Win
dm
ills!
’ the
y sw
ing
the
ir a
rms
in a
cir
cle
forw
ard
s an
d c
ont
inue
to
run
. At
‘Rev
erse
win
dm
ills!
’, th
ey s
win
g t
heir
arm
s b
ackw
ard
s. A
t ‘L
eft
win
dm
ill!’
and
‘R
ight
win
dm
ill’,
they
sw
ing
the
rel
evan
t ar
m.
Skill
s le
arni
ng a
nd d
evel
op
men
t:R
ecap
on
the
thro
win
g p
ull a
ctio
n fr
om
the
last
less
on.
T
he c
hild
ren
mo
del
go
od
tec
hniq
ue t
hen
spen
d 1
0
min
utes
pra
ctis
ing
, co
mp
lyin
g w
ith
corr
ect
safe
ty r
ules
.
In p
airs
, the
chi
ldre
n ta
ke it
in t
urns
to
thr
ow
a b
eanb
ag
fro
m s
itti
ng, k
neel
ing
and
sta
ndin
g. D
iscu
ss w
hich
thro
win
g t
echn
ique
is t
he m
ost
eff
ecti
ve f
rom
eac
h p
osi
tio
n.
Ask
: Why
do
yo
u th
ink
one
tec
hniq
ue a
llow
ed y
ou
to
thro
w f
urth
er?
The
y th
row
the
ir c
hose
n eq
uip
men
t, c
onc
entr
atin
g o
n g
ener
atin
g p
ow
er f
rom
the
ir le
gs
by
tran
sfer
ring
bo
dy
wei
ght
fro
m t
he b
ack
to t
he f
ront
. The
ir a
rm s
houl
d
com
e th
roug
h fa
st a
nd la
st.
Ap
plic
atio
n an
d p
ract
ice:
Set
out
bro
nze,
silv
er a
nd g
old
line
s ag
ain,
as
in
Less
on
2, a
s ta
rget
s. T
he c
hild
ren
pra
ctis
e th
e co
rrec
t te
chni
que
, aim
ing
to
bea
t th
eir
sco
re f
rom
last
less
on.
Year
6 •
Cha
mpi
ons
Youn
g O
lym
pian
sLe
arni
ng o
bje
ctiv
e:
• To
thr
ow
saf
ely
and
wit
h un
der
stan
din
g.
Lear
ning
out
com
e:
• D
escr
ibe
the
effec
t o
f d
iffer
ent
thro
win
g p
osi
tio
ns.
Pri
or
lear
ning
: •
Safe
pra
ctic
e an
d p
ull t
echn
ique
(Le
sso
ns 1
and
2).
Vo
cab
ular
y:
• Pu
ll.
Eq
uip
men
t:
• D
iffer
ent
thro
win
g e
qui
pm
ent.
Less
on 3
Uni
t 6
98Sports
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Champions sample_4.indd 14 27/10/2015 17:12
15
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ess
Year 1 Champions resources
Running (most major muscles and heart) Ball pass (abdominals and arms)
Clap under knees (legs, arms and heart)
Fitness ChallengesTrack fitness levels across the school with fun fitness challenges for each year.
Pupil ResourcesPhotocopiable pupil resources are provided for all health units.
Template to write goals in
My goals are
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Champions Online
Learning objective: •Totestthespeedandtheabilitytochangedirection.
Learning outcomes: •Togetonebeanbagatatime,andbacktothestartlineasquickastheycan.
Equipment: •Twobeanbagsforeachrunner,twocones,measuringtape,stopwatch.
Learning objective: •Tomeasureupperbodystrengthandendurance.
Learning outcomes: •Todoasmanypushupsastheycaninrhythmwiththebeat.
Equipment: •Gymmat,recordingdevice,metronomeapp.
Shuttle run
Push up test
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Instructions:Priortobeginningthetest,ensuretwoconesaremarkedaccurately10metresapart.Thebeanbagsareplacednexttotheconethatisoppositetothestartingcone.Onthesignal,“go!”theparticipantsprintstotheoppositeline,picksuponebeanbag,runsbackandplacesitonorbeyondthestartingline.Thenturningwithoutarest,theyrunbacktoretrievethesecondbeanbagandcarryitbackacrossthefinishline.Twotrialsaretested,withthebestbeingrecorded.
Instructions:Startinthepushuppositiononaflatsurface-withthehandsandtoestouchingthefloor,thebodyandlegsareinastraightline,feetslightlyapart,thearmsatshoulderwidthapart,extendedandatrightanglestothebody.Keepingthebackandkneesstraight,thesubjectlowersthebodyuntilthereisa90-degreeangleattheelbows,withtheupperarmsparalleltothefloor.Apartnerholdstheirhandatthepointofthe90-degreeanglesothatthesubjectbeingtestedgoesdownonlyuntiltheirshouldertouchesthepartner’shand,thenbackup.Thisisdonetoametronomeof W3secondsforeachpushup.Onlythecorrectpushupsthatareinrhythmtobeatisrecorded.
Top tips:•Ensurechildrenplacebeanbagsdown,insteadofthrowing themdown.
•Encouragechildrentorunthroughfinishlineinsteadofstoppingatit,tomaximise theirscore.
Top tips:•Ensurethatpriortothestartofthetest,thechildrenspendalittletimeinstartinguppositiontohelpreducefatigue.
•Forchildrenunabletocompleteapushup,performa‘kneepushup’orplanktobuildstrength.
•Alternativetopartnerwork-replacepartner’shandwithatennisball.
Fitness assessment task 1
Fitness assessment task 2
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Championssport•health•fitness
You can get a taster of Champions Online by visiting:www.risingstars-uk.com/championsfreesample
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“Champions is an excellent resource to not only teach PE lessons, but to make children aware of health and fitness, and teach them to become physically literate. Fundamental movement skills, such as agility, balance and coordination are addressed. The assessment tools allow you to easily demonstrate progression through the years, and show impact for your Sports Premium Funding.” Dan King, Head of Physical Education at Corpus Christi Primary School, Bournemouth
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Title School Price Qty Total
Champions Complete School Pack(Includes permanent whole-school access to Champions Online Years 1-6 via My Rising Stars* and Teacher’s Guides Years 1-6)
£750Special offer
£600 Save £150!
Champions Key Stage 1 Pack(Includes permanent whole-school access to Champions Online Years 1 & 2 via My Rising Stars* and Teacher’s Guides Years 1 & 2)
£250One-off purchase!
Champions Key Stage 2 Pack(Includes permanent whole-school access to Champions Online Years 3-6 via My Rising Stars* and Teacher’s Guides Years 3-6)
£500One-off purchase!
*Teachers at user schools will be able to access all content online by logging in to their My Rising Stars account via www.risingstars-uk.com/champions
P&P £5.95Grand Total
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“I’ve just walked out of a boxercise fitness class; the children absolutely love this new approach – so much energy, so much excitement … and high-quality resources too.” Justine Oldham, Deputy Head Teacher ARK Conway
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