Académique Documents
Professionnel Documents
Culture Documents
6 weeks/12 hours Year 7/ Mixed Criteria check lists, white boards and pens, bibs, hoops, variety balls, cones,
Gender goals, flat spots, hockey sticks, hockey goals, task cards, whistles, after
school and local club information sheet.
3. Students will be able to apply basic strategies and tactics whilst being able to explain why this application can be
successful to the activity.
4. They will analyse their performances compared to previous ones and demonstrate improvement to achieve more
success whilst exercising safely and effectively.
Curriculum aims:
Use a variety of different strategies and tactics to overcome opponents
Identify and appreciate the improvement and progress of own and others performance
Develop knowledge, skill and understanding of hockey and invasion games
Aims contributing to Language and Literacy:
Literacy- read and understand written scenarios and instructions to apply to different
activities
Follow instructions and key terminology through various visual, audio or kinesthetic learning
styles
Work in groups to share ideas, evaluate and build on strategies and tactics created
Numeracy:
Calculate scores and understand distances for pitch markings and penalties
Understand timings for the game and various card offences
Health & Safety: Inclusion Strategies: (Link to National curriculum inclusion statement categories specific to unit)
People: staff: plan and risk
assess activities in advance. Setting suitable learning challenges:
Pupils: correct clothing and Every pupil given the opportunity to experience in success through differentiated and progressive activities.
footwear. Hair tied back/ no Opportunities given to pupils to experience a range of roles through invasion activities. (referee/ player in a range of
jewelry. positions/ coach).
Context: build on prior
learning to ensure all Responding to pupils needs and overcoming potential barriers for individuals and groups of pupils:
activities are within the
A range of learning resources to assist alongside different teaching strategies to target all learning styles (VAK).
pupils abilities to execute
safely.
Assessment strategies to track pupil progress and ensure needs are being met.
Organisation: guided Communicate effectively with TAs
learning, observation that Make use of the Inclusion spectrum where applicable.
activities are completed Be prepared to adapt activities to fit all individuals learners and their needs.
safely, mixed ability groups,
progressive activities
building on prior knowledge.
Promote extra-curricular
clubs and community
clubs within the area
4 corners of boxes. Two teams, two balls. Playing to get both balls in
their two scoring boxes. Most pupils will all gather around their team
ball and then just run to the next one. Introduce the idea of marking
and getting into space to receive the ball quicker. Remove a ball and
analyses how they can keep the ball and get into that space quickly.
Outcome/Process cont. Core tasks: Weeks 4-6 Compelling /
(Specific learning outcomes showing
progression from weeks 1-3, linked to
Core tasks- irresistible learning
the specific aspects being taught Channeling attackers cont.:
outlined in the unit aims and objectives 3D Skills What environments, teaching
using the language of the end of key styles, interactive opportunities,
stage statement) Attacking vs Defending Out of hours learning, extension /
Channeling: In groups of 2 or 3 make a good sized square and within enrichment, themes will be used
to make this unit motivating and
the square have 2 gates in line with each other, have a defender and exciting for the learners?)
Students will develop attacker if there is a pupil spare can be an official or coach for the other
knowledge over the players. The task is whilst the defender who is situated in between the 2 Establish roles to
importance of tactics and sets of cones, their job is to channel the attacker towards one of the
encourage knowledge
team strategies. They will gates however because you want to channel the attacker to the weaker
side there is a point system where one gate has a higher scoring points
e.g. referee and coach
be able to make decisions
than the other.
to overcome challenges Assign different roles
such as spacing in order to Channeling game- make a small pitch with 3 grids in the middle, in to develop
be successful and beat groups of three, two teams per pitch. Have one defender in each grid independent learning
their opponent. Pupils will (the defenders arent allowed to leave their grid, the attacking have to and encourage natural
be able to use the skills get from one side of the pitch to the other without get tackled each grid leaders.
they have learnt in co- equals a number of points, the idea of this is for the defending team to
ordination with the tactics work together to channel the attackers into an area that enables them to Team evaluation and
and strategies involved in tackle. peer assessment
team invasion games to be about what is working
successful. 3D skills (lifting) - 3d skills simply means when the ball is lifted off the
ground. Activities for this could be dribbling around and having to lift the and how they can
ball over obstacles and each obstacle represents different number of improve using prior
Pupils should be able to knowledge. How can
points. To transfer in to a game on a small sided pitch play attack vs
organize themselves as a they be more
defense and in each corner of the pitch have obstacle that the attacking
group or team and apply team have to lift over before they can score. successful?
strategies effectively from
one game to another. Attacking vs Defending Use of errorful
Numbers: Split class into equal teams and get the pupils to label environment into the
Pupils should start to be themselves numbers (teams of around 5). Teacher calls a number and
able to channel attackers successful and more
the pupils from each team with that number must run into the middle,
into certain areas of the controlled activities.
receive a ball and score a goal.
pitch where tackles are DEV: Call more than one number- end on all number to also encourage
easy to make. passing and stimulate an actual game. Can use overloads for more Add points for team
success/ make it progressively work or skill control
harder for Star= Attacker defenders. (Can not just winning. Add
be: Reflective & Triangle= Defender Competitive) points for
Circle= Cones sportsmanship,
Arrow= Direction attacker knowledge, creativity,
needs to go effort and
communication. (BFL)