Activity/length:

6 weeks

Curriculum Aims: (Specific

the purpose of Physical education and
the which of the 4 aims this unit
supports)
Students are to
Develop competence to
excel in a broad range of
physical activities
Be physically active for
sustained periods of time
Engage in competitive
sports and activities
Lead healthy, active lives.

Year/Class: 7

Resources: (Specific to the challenges reference to equipment, teaching and learning resources (e..g
task cards), and ICT equipment)

Basketball court, hoops, balls, cones and bibs

Aims/objectives:

(first statement links aims to End of Key stage Statement; second statement links to specific elements that pupils should be taught
using the language of the end of key stage statement; final statement links to specific skills whole school curriculum aims and numeracy and maths / literacy
and language to be developed)

In this unit pupils will focus on how to use basic principles of attack and defence to plan strategy and
tactics for basketball. They will work on improving the quality of their skills such as passing, dribbling and
shooting using various techniques. In all games activities, pupils think about how to use skills, strategies
and tactics to outwit the opposition.
ALL PUPILS
Will be able to utilise a range of skills in a competitive situation. Students will know how to work in teams
and apply tactics so they can contribute to attack and defence. There will be an understanding of the rules
of the game and pupils will follow these rules when competing against others. Students will be able to
prepare effectively for games by warming up appropriately.
MOST PUPILS
Will be able to choose and use a combination of skills with some confidence and accuracy. Students will
work with others in small teams to attack and defend by taking on specific roles that suit their abilities.
Students will be able to recognise and explain the importance of getting ready for games, followed up by
completion of appropriate warm-up routines. Furthermore, pupils will be able to identify good performance
and performance that needs improvement.
SOME PUPILS
Will be able to choose and use skills appropriately that suit the games they play, showing greater strengths
in some areas of the games than others. These pupils will also use a sound understanding of the
principles of play when planning their approaches to games and this will help them work effectively in small
teams to choose and put into practice tactics for attacking and defending. Students will know how to
contribute to the organisation of their team and will have understanding of how to prepare safely for
games. Students will follow warm-up routines they are given with care to ensure this safety and they will
successfully be able to describe what they do best and what they need to improve on.

Health & Safety: (link to 3

categories of risk management must be

Inclusion Strategies: (Link to National curriculum inclusion statement categories specific to unit)

accompanied by a full risk assessment

document)

People: Teachers are fully

qualified and trained
appropriately. Correct footwear
and clothing worn
Context: Follow risk
assessment and observe before
each lesson
Organisation: Activities are all
safe. Safe equipment only to be
used. Adaptations in place for
lessons if needed

Setting suitable learning challenges:

Activities will be suitable to learners ability and everyone will be challenged differently. Pupils will have chance to develop their
ability in aspects of basketball through differentiated activities which will cater for their individual needs. The activities will be
diverse enough to be appropriate for learners at both ends of ability. Students will have opportunities to achieve and experience
success through progressive activities and there will be opportunities for officiating and coaching to take place.

Responding to pupils needs and overcoming potential barriers for individuals and groups of pupils:
There explanation of learning outcomes will be clear and detailed, students will know what they are working towards and this will
drive their motivation to succeed. Students will be subjected to a range of assessment strategies to help ensure progression in
all students and there will be a positive learning environment for the students to experience.

Outcome/Process: (Specific

Core tasks: Weeks 1-3

learning outcomes aligned to specific

aspects being taught in the unit aims
and objectives using the language of
the end of key stage statement)

(specific learning challenges that students will complete to achieve the learning outcome of that
phase of the unit)

Students get used to being in

contact with a basketball. It is
an introductory lesson to the
scheme of work and it is used to
familiarise the students into a
basketball setting. Students will
become aware of the basic
rules of basketball and they will
ultimately develop the key
fundamental skill in basketball;
ball handling.
Pupils will develop their passing
understanding and ability.
Pupils will use their knowledge
on different types of passing to
decide when to use certain
passes in game situations and
how to outwit opponents with a
range of passes. The student's
passing will become more
accurate and consistent as the
lesson goes on and there will be
an application of strategy
regarding passing to achieve
success.
Students will be able to perform
the basic dribbling technique
with control and accuracy.
Students will be using these
skills to outwit opponents and
they will be utilising them in
small sides games where they'll
need to make decisions about
how best to advance on
opposition. Students will have
an understanding of the double
dribble and travelling rule within
basketball.

Over and under, side to side, passing and dribbling relays;

Familiarising students with the ball and getting them to work
effectively in teams
Semi-circle familiarization activity; Teacher led activity where the
teacher demonstrates and explains basic dribbling and control
techniques, the students copy and practice.
End zone game; competitive game focusing on passing and
moving, getting students used to being involved in a team,
focusing on key aspect of basketball
Record Breakers; passing activity in pairs utilizing all of the
passes, improving technique and speed of passing, competitive
game where students try and make the most successful passes
between each other
Keep Ball; two teams play each other and keep possession,
counting how many passes they can make before losing the ball.
Possession team changes every time the ball is lost, winners are
those with most passes
Dribbling mirror; dribbling exercise which tests ability of students
to dribble in sync and ability to look up whilst dribbling, focuses
on dribbling rules
Shark Game; students dribble and protect their ball whilst
attempting to knock others balls out of the designated area,
focuses on close control and decision making
Stuck in the mud; game where students evade the capturers
whilst dribbling around the area, tests ability to dribble effectively
at speed, also tests pupils ability to pass quickly and accurately.
Pressure dribble; 1v1 situation where attackers need to beat

opponent with the use of dribbling skills and tactical decisions