Activity/length: Year/Class: Resources:

Hockey: Year 7 (KS3) Hockey sticks, hockey balls (different sizes, weights and colours),
6 weeks / 12 hours / 2 Mixed ability cones, hockey goals, whiteboards and pens, task cards, bibs,
hours per week. hoops, flat markers, Ipads, tripod stand, whistles, hoops.

Curriculum Aims: Aims/objectives:

Develop Throughout this unit of work, all learners will have the opportunities to develop their skills,
competence to knowledge and understanding of hockey. This will be achieved through the delivery of heavily
excel in a broad practical based lessons, however there will be an element of theory involved as well to fully
range of physical cement all learners knowledge and understanding of the skills, rules and how hockey can
activities relate to other invasion games and activities. Learners will also have the chance to reflect on
their own performance and that of their peers in competitive game scenarios.
Are physically
active for Aims in relation to National Curriculum (KS3)
sustained periods Learners will have the opportunity to develop and build upon their current hockey
of time specific skills such as control, passing, dribbling and shooting.
Learners will be able to understand how the use of different tactics and strategies can
Engage in affect an opposing team and have the chance to practically experience playing with
competitive and against these different tactics and strategies in game situations.
sports and Learners will have the chance to analyse their own performance as well as that of their
activities peers and team mates, providing feedback to improve future performances.
Learners will be made aware of the local community links within Hockey, such as local
clubs, after school training sessions and the coaching pathway.

Language and Literature (KS3)

Learners should be able to clearly take part in individual, team and group discussions.
Learners should be able to provide constructive feedback to their peers that is clear
and concise in language.
Use of Hockey specific terminology in both verbal conversation and when writing (use
of handouts, whiteboards, homework, analysis sheets).
Follow instructions concisely.

Numeracy and Maths (KS3)

Calculate scores, individual points and remember angles for skills such as receiving.
Understand timings for penalties, card offences, half times and set pieces.
 Health & Safety: Inclusion Strategies:

People: Setting suitable learning challenges:

Shin pads and gum Use differentiated learning strategies for class depending on learners and ability levels.
shields to be worn at all Set progressions and regressions so all learners are able to achieve and be challenged.
times. Correct PE to be If EAL, break down learner challenge so it is fully understood.
worn. Jewellery, If SEND, depending on needs of individual, set achievable learner challenge that
watches to be taken maybe different to other learners in class.
off. If any SEND in If G&T, challenge learner from a variety of physical, social, technical and intellectual
class, take into account perspectives.
their need to ensure
safety and
participation.
Responding to pupils needs and overcoming potential barriers for individuals and
Context: groups of pupils:
Check the playing Speak to TAs before lesson regarding any pupils they maybe supporting.
surfaces for hazards Keep spare kit in PE office for those without kit (pupil premium).
before each lesson to Understanding the schools inclusion policy.
ensure it is safe, not
Ensure an inclusive environment within each lesson to give all learners the opportunity
slippery or dangerous.
to communicate, mix with each other and work together in different teams.
Encourage respect and British values at all times.
Organisation:
More
experienced/advanced
learners to help teach
pupils who have not
played as much.
Equipment to be ready
and set up before
lesson to ensure
efficiency. Check safety
of equipment prior to
lesson. Tell pupils about
safe use of sticks and
balls, implement a
strict behaviour
management strategy
to ensure this. If
weather is bad, use
 indoor space, if very
hot ensure drinks
breaks and find shaded
area if possible.
Outcome/Process:
The intended outcomes for
weeks 1-3 is for all learners
to become familiar with the
hockey stick, different sized
balls and rules of the game.
Alongside this, learners
should be starting to
understand how to control
and pass the ball effectively
and have incorporated the
basics of dribbling into their
game.
More abled learners will be
able to successfully dribble
at defenders in order to
gain an advantage by using
skills and strategies.
All learners should be more
confident with using specific
hockey terminology such as
the reverse side of the stick.
All learners will have
experienced playing as an
individual, as part of a
group and as part of a team
by the end of week 3.
An overall awareness of the
basic hockey rules should
also be adopted by the end
of week 3.
Core tasks: Weeks 1-3 Compelling /
irresistible learning:
Ideas to start this unit of work with:
Rules of the game / positons on the pitch (Given as a handout). Learning Environment -
Grip/ handling and equipment. TGfU approach with
Ball familiarisation. younger KS3 years to keep
Passing and receiving. activities fun and create a
Dribbling with the ball (unopposed & opposed). love of learning for the
game by pupils.
Examples of different games:
Pass and move: This game can involve the whole class or be split Teaching Styles -
down into smaller groups. Minimum 8 people per square coned area. Trial and error teaching
Teacher gives two commands; where to pass the ball and where to run style to be delivered,
afterwards. For example, pass diagonal, run forwards, or, pass forwards, emphasizing to pupils that
run sideways. Develops cognitive thinking skills as well as hockey mistakes are not a bad
specific passing and receiving skills. thing. This will help to
King of the castle: This game focuses on 1v1 dribbling with the ball create an expressive and
skills. The king starts by defending two mini goals that are to the side positive learning
of a rectangle area. If the king tackles the attacker, then he/she stays environment where pupils
as the king. If the attacker manages to get past the king and dribble wont feel pressured to
through either goal they become the new king of the castle. perform at all times.
Gates Galore: The aim of this game is to work as a team and score as cater for all learners and
many points as possible by dribbling through the defending teams learning styles by adopting
gates. Differentiated gate sizes make it easier to get through some a teaching style that
gates compared to others. Individuals within the team keep their score includes a kinaesthetic,
and add their teams score up after each round. Different sized gates visual and auditory
equal different points. The team with the most points at the end of the approach. This can be
game wins. Each team will get the same number of attacking and achieved through video
defending goes and each attack is timed. clips, demonstrations,
Minefield: This game focuses on ball familiarisation alongside hand-outs, lots of practice
time, use of analogies and
dribbling. Within a large squared area there are numerous cones
scattered around. Half the group lines up on one side of the area facing task cards.
As learners develop
the other half of the group on the other side. At the same time, they
through their stages of
must all dribble towards the cones in the middle and avoid both the
learning, allow for a more
cones and their team mates. The aim is to get to the other side without
learner-initiated learning
touching a cone or player.
3 Man Weave: This drill focuses on breaking down the technical approach and make the
 aspects of passing and receiving and can progress into passing and learners discover for
receiving on the move. In teams of 3, the middle player passes either themselves how to
side and then follows his/her pass, the receiving player will take the improve, giving guidance
middle pupils space and pass to the other side, that player then goes to when needed.
the middle and passes to the other player. This cycle repeats itself up a
channeled area before another team of 3 take the ball back the other Week 3 Learners will
way. play games that will help
4 way passing and receiving: Pupils need to be in groups of 4. In the the teacher group learners
middle of a bigger square is a smaller square that pupils must pass the in terms of ability for a
ball to their partner through so they can receive it on the opposite side World Cup themed lesson
of the square. The square in the middle can be made bigger or smaller in Week 6.
depending on ability. Time challenges and points systems can be
introduced to create competition. Homework Tasks
Week 1 Hockey Quiz
sheet to be completed by
next lesson.
Week 2 Hockey Rules
Quiz to be completed by
next lesson.
Week 3 Fill in a self-
analysis sheet.

To keep less abled

engaged -
Use of extra lives in knock
out games.
Be selective with groupings
Adapt scoring systems
Challenge individuals with
achievable targets.

Higher ability / G&T -

Use as demonstrators
Encourage to work with
less abled
Encourage to come to after
school training.
 Outcome/Process
cont.
Learners should now be
able to confidently control
the ball and pass. Learners
should also be able to
incorporate dribbling into
their play and have a good
rate of success in 1v1
situations.
Learners should now be
looking to use 3D skills in
isolation with the
encouragement to also use
them in a game when
necessary.
To develop learners ability
to hit and slap the ball; this
can be used as a passing
technique but more
commonly as a way of
shooting at goal. Learners
will develop their technique
to ensure they can achieve
accuracy and power in their
shots.
By the end of the unit of
work, learners hockey
language should be
embedded so that they can
use this terminology when
completing homework tasks
and communicating on the
pitch.
Core tasks: Weeks 4-6 Compelling /
irresistible learning:
Learners will move onto focusing on more specific skills such as 3D skills,
tackling and shooting (hitting and slapping) and feel more confident to use the Week 6 World Cup style
skills they have learnt in competitive game situations. The use of tactics and tournament. Teacher
strategies should also be evident during these weeks. Skills learnt from weeks should use assessment
1-3 must be continued to be addressed and reiterated so learners do not forget from Week 3 lesson to
what they have already covered. create fairly equal teams in
Weeks 4-6: terms of ability.
3D Skills
Attacking and Defending Numeracy/Math Many
World Cup Tournament (Week 6) Winning team get tickets to a practices include keeping
National League Fixture! your own score, passing
angles and percentages of
Examples of different games: making that pass (decision
Over the River: This game focuses on the 3D skill of lifting the ball. making). Keeping the score
Within an area, there are a number of hoops, cones and hockey sticks in games is also needed.
flat on the floor. As a learner approaches the equipment they must
perform a lift so their ball doesnt touch the equipment. This can be Language/Literature
progressed into an opposed practice with defenders to apply pressure. Use of Hockey terminology
A points system can be used to increase competition. at all times to embed
Archery Hockey: This game is designed to improve hitting and language into learners.
slapping of the ball. Split the class into two teams, one team shoots at Teacher should look to
one goal. A supply of balls are in the middle, one person at a time runs differentiate standard of
out around a cone, back to collect a ball and then attack the goal and questioning by referring to
try to score. Depending on the distance away from the goal the learner Blooms Taxonomy to
shoots depends on how many points they score if it goes in. Teams both distinguish between
play at the same time and when all the balls are finished each team learner abilities. Give
adds up their team total. learners time to converse
Cats and Dogs: In pairs, parallel to each other with a gap of 2 metres. amongst themselves to
If the teacher calls out Cats, all the learners who called themselves a answer more open ended
cat must dribble their ball to the nearest side line, whilst the dogs chase questions and allow
them. If dogs are called by the teacher, then the cats chase them. This learners to expand on their
game focuses on reaction time and tackling, using a jab tackle to try answering through the use
and intercept the ball. of leading questions.
Hockey Circuit: More applicable as a warm up activity, design a circuit
that is based around flicking the ball, using equipment such as hurdles, Interactive
hoops and cones. Other skills from weeks 1-3 can also be incorporated, opportunities Use of
especially dribbling. Ipads to assess learners in
Counter Attacking: In groups of 3, 1 group attacks against 2 Week 6 during their World
defenders trying to score a point by dribbling through either wide gate. Cup lesson. Non-doers
Whichever player dribbles through then joins the other team to create a can also use Ipads to
3v2 going the other way. This game continues until all players have had record individuals
a go at attacking as a 3 and defending as a 2. technique and provide
Gauntlet: In a narrow channel, 1 attacker at a time has to try and get feedback for homework
beyond each defender, the defender is only allowed to defender their task (3) and for general
designated zone. Whichever defender wins the ball from the attacker, improvement/ visual
swaps over with the attacker. If an attacker manages to get past all 3 learners.
defenders, then the defenders must defend for the next two attacks Give opportunities for all
regardless of if they tackle an attacker. learners, not just non-
doers to experience
different roles within the
game, such as a team
coach, teacher, umpire and
performance analyst.

Homework
Week 4 Create a player
profile for one international
player (any nationality).
Week 5 Watch a game of
hockey online and write a
match report.
Week 6 Add to your week
3 self-analysis sheet.

Out of hours
learning/enrichment
Encourage learners to
attend lunchtime and after
school Hockey club.
Provide learners with an
information sheet that lists
all the local community
clubs and how to play
outside of school. Set up
fixtures against other
schools to motivate
learners to improve and
attend. Record and watch
games to use as
demonstrations on Ipads;
raise the profile of famous
hockey players within
lesson when giving
demonstrations to make
learners aware of players;
homework; organise a trip
to watch a local match.
Organise a hockey tour.