Activity/length: Year/Class: Resources: (Specific to the challenges – reference to equipment, teaching and learning resources (e..
nce to equipment, teaching and learning resources (e..g task cards),
Basketball
6 Weeks
Curriculum Aims: (Specific the
purpose of Physical education and the
which of the 4 aims this unit supports)
Use a range of tactics and
strategies to overcome
opponents in direct
competition through team
games.
Develop competence to excel in
a broad range of activities.
Engage in competitive sports
and activities.
Health & Safety: (link to 3
categories of risk management must be
accompanied by a full risk assessment
document)
People: Appropriate clothing &
shoes, hair up, jewellery off
Context:
Lessons in the sportshall, all
surroundings to be checked,
basketball hoops checked, flooring
and also anything around the court
layout.
Organisation: Appropriate
and
Year 8 ICT equipment)
Mixed Basketballs, cones, bibs, whiteboards, whiteboard pens, task cards, resource sheets,
pencils, hoops.
Aims/objectives:
To perform a number of basic attacking/defending skills, and use them in a game effectively.
To select, understand, devise appropriate and effective methods of attacking and defending both on and off the
ball.
To apply rules and show a keen regard for their own and others safety.
To work co-operatively in planning, performance and evaluation work in small groups, using self and peer
assessment to overcome an issues.
To understand the principles of the game i.e. the scoring system and roles of specific players.
Curriculum Aims:
Pupils will broaden their skills in Basketball to become more competent, this will give the pupils confidence to apply these
skills into competitive situations, working together as a team.
Language and Literature:
Through the activities in this unit pupils will be able to understand and use words related to basketball. Example;
principles of attack and defend, court positions, marking, man to man marking and zonal marking. Opportunities for
pupils to record rules and tactics. Watch video/compare professional game. Communication. Speaking and
Listening, Cooperation & Working together. Games will involve numeracy that requires either multiplication,
addition or subtraction.
Inclusion Strategies: (Link to National curriculum inclusion statement categories specific to unit)
Setting suitable learning challenges:
 Core tasks give all pupils opportunities to develop an understanding and experience success
 Differentiated challenges and roles in the team
 For the higher ability students, allow them to take on a leadership role, giving them the chance to peer and self assess
Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils:
 Effective learning environment
 range of assessment strategies
 Range of learning resources
 Adapting teaching style and equipment to ensure all students are included and will have a better chance of sustaining physical
activity
challenges, equipment ready,
allow experiential learning to
happen.

Outcome/Process: Core tasks: Weeks 1-3 Compelling / irresistible

(specific learning challenges that students will complete to achieve the learning learning: (What
1. To perform a number outcome of that phase of the unit) environments, teaching
of basic - Recap on previous years work. styles, interactive
attacking/defending - Develop passing and moving skills in general invasion games terms. opportunities, Out of hours
skills, and use them Assessment opportunities. learning, extension /
in a game effectively. - Practices that make pupils select the appropriate pass for distance and enrichment , themes will be
2. To select, make them think where to move after passing. used to make this unit
understand, devise - Safety rules and reasons. Why do we warm up? Introduce phases of warm motivating and exciting for
appropriate and up to be pupil led in future. the learners?)
effective methods of - Identify major muscles used.
attacking and - Why and how do we cool down?
defending both on
and off the ball. Passing and Footwork:
3. To apply rules and
show a keen regard Passing skills - chest, bounce and over2head and footwork. The pupils will
for their own and develop their fundamental skills so the accuracy and power of their passing and
others safety. receiving improves in isolation and games. The footwork can be linked to agility,
4. To work co- coordination and netball as a transferable skill and then developed into the 3
operatively in jump stop.
planning,
Warm Ups:
performance and
evaluation work in ‘Car and Caravan’: In 2’s. Person at the front of the queue is the leader, they will
small groups, using dribble round and the other person in the pair has to follow. The teacher will call
self and peer out 1, 2 and 3 meaning different meanings, having to stop in the triple threat
assessment to position. 1- chest pass, 2 – overhead and 3- bounce pass. Once they have finished
overcome an issues. the passes the person at the back of the queue then takes the lead.
5. To understand the
principles of the Numbers: Teacher will call out different patterns of movement and what
game i.e. the scoring percentage the students should be going. The teacher will call out 1, 2 and three
system and roles of being the same numbers as above. Once a number has been called the students
specific players. have to show the perfect technique of the different passes. Progression can be
half of the students have a ball and they demonstrate to a partner and give back
some peer assessment on one of the teaching points and will swap over – add
dribble.

Pass and Pressure:

Pupils in pairs pass the ball, follow it and mark the pass of the person who
receives it. ‘3 man weave’. The players stand in a line, middle person starts with
the ball, pass and follow, pupils should use a range of passes. This can be
performed with or without dribbling depending on pupil’s ability

Activity:

Line work – Students will stand a metre away from each other creating two lines.
They have to do 10 successful passes as a group making sure that every pass is
different to the person previous to them. Once they have made 10 successful
passes they can then increase the distance. If dropped they step one in and start
the 10 all over again. (Isolation of the different passes and footwork)

Box method: 4 points using a third of the basketball court, the two lines that are
diagonal towards each other will jog into the middle and receive the ball from
their left using a chest pass, they will then dribble and pass the ball using a
different throw to the one they received. The 2 lines that passed the ball then run
in and do the same. This carries on and works as a cycle. Progression to add
pressure they have a certain amount of time; any drop balls is minus points.
(Isolation of the different passes and footwork, working on passing and receiving
on the move)

Progression to work on game activity, underpinning passing, moving and

footwork.

- 3v3 possession game, points for passes and identification of poor

footwork, extra points for using triple threat position.
- Bench ball or end-zone to focus on passing and footwork, plus develops
pupil’s team participation.

Assessment:

Students can peer assess during warm up, reiterating the teaching points to their
partner. For conditioned games, have 4 players on each team, making every team
have a sub. When a student is a sub they have the chance to become the coach
for the team, making substitution for them and peer assessing individuals and
also the team as a whole. For the plenary, students can use WWW and EBI, about
them individually and how they worked as a group using the whiteboard and
pens. To see what they have learnt and retained throughout the previous lessons,
students have to write down as many things that they have learnt. The teacher
will then take a photo and students have to add to it every week, not allowed to
repeat themselves for the previous weeks to show the progression so far through
the unit of work.

Dribbling:

Recap dribbling principles in the warm up section to allow progression into lay- up
shots. To try and use dribbling to outwit opponents with the use of good ball
control. For the higher ability, they will try and become competent with both
hands when dribbling to have more options when playing and keeping the ball
away from the defender.

Warm Ups:
Tip-off: Students become familiar with the court layout, they dribble round the
outside of the court and also around the key and arc circle. Once they have gone
around half of the court they then have to switch hands trying to focus on their
weaker hand. If the teacher shouts ‘Tip off’ players have to run to the middle of
the court bouncing the ball as low as possible trying to get them to dribble fast,
realistic to a game scenario.
Cone course:
Set up a course for pupil where they perform long, short, fast and slow dribbling,
plus weaving in and out of cones. They only have a limited time to do so. First go
is a baseline test. The students are then told more teaching points to perfect their
technique in partners using peer assessment. Then back into the cone course to
try and beat their previous score.

Activities:
Fire zone: All students have a basketball in half of the court, the aim is to try and
push other players balls out of their control. If players balls are knocked they
dribble around the area and join back to the game. Players count the amount of
times they got knocked out. Progression, limit the amount of space they have to
dribble in.
Dribbling Relays: Groups of 3, students will have various different dribbles as a
group, for example, short dribbles (can only bounce to the same height as your
knee), normal dribbles (hitting waist height) and also going in-between your legs.
Lying down dribble: pupils lay on the floor whilst dribbling, then sit up to change
hands to improve coordination and ball control.
Assessment:
Peer or self-assessment (wall or floor activity), count only controlled bounces or
hand changes (differentiate ability), pupils then aim to beat personal scores (write
on a white board so they can be checked). Open/closed questioning to the group
during pit stop plenaries, closed questions aimed at low ability and then expand
to open questions for higher ability pupils.
Plenary:
For the plenary, students can use WWW and EBI, about them individually and
how they worked as a group using the whiteboard and pens. To see what they
have learnt and retained throughout the previous lessons, students have to write
down as many things that they have learnt. The teacher will then take a photo
and students have to add to it every week, not allowed to repeat themselves for
the previous weeks to show the progression so far through the unit of work. To
also have an assessment for physical ability, play the ‘Circle game’. This is where
half pupils stand inside the circle with ball, the other half stand outside the circle
without a ball. Pupils dribble with ball, the teacher calls a footwork technique and
passing action, which pupil then have to perform, the pass is made to a pupil on
the outside of the circle who then swaps roles.

Shooting:
Students will learn how to shoot using the anagram ‘Beef’. Pupils will work on set
shot techniques in open and closed situations. Pupils make a decision on the
correct time to dribble in a game situation. Pupils select the lay up in preference
to other shots at appropriate times.

Warm Up:
10’s: This is where students will be divided into similar groups depending on the
number of hoops that there is in the sports hall. Students will take it in turns to
shoot, if they get it in on the first attempt they score 2 points, if they collect their
rebound before the ball touches the floor and successfully gets it in they then
score 1 point. The next player goes. The first group to reach 10 wins, and then
have to try and get 11 points.
Cone bingo: In teams of 4 pupils take in turns to dribble and shoot from one of
the cones placed around the goal. Each cone must be completed before they can
move on, first team to finish calls bingo.

Activities:
Set shots- pupils perform the beef technique with both feet placed on the floor
from different angles around the basket, to include peer analysis for
improvement. ‘Lay ups’ Learn the components of the skill then link together
without the ball to establish body composition, then add the ball to complete. To
extend add ‘rebounds activity’ pupils placed in small groups, player with the ball
shoots and the partner follows the shot and takes the rebound.

Assessment:
Students will be given different resource sheets to help them and their partner
perfect their technique. Students will hand in their sheets at the end of the lesson
and will be given the sheet when playing a game to compare he difference
throughout the unit of work. This can be used for peer and self-assessment, and
for the higher ability students they can use the information collected for data
analysis.

Plenary:
Students will use “Think, pair and share’ for the plenary adding on WWW and EBI.
Resource sheets can be handed out with the anagram of the terminology of beef,
where the easiest place to take a shot is, where to aim for on the backboard etc.
Outcome/Process cont. Core tasks: Weeks 4-6 Compelling / irresistible
(Specific learning outcomes Offensive Play: learning cont.:
showing progression from Recap the 3 man set offence from year 7. Introduce the concept of a 5 man set
weeks 1-3, linked to the offence. Pupils learn a set offence to put into a game situation. Pupils will work Pupils will be encourage to
specific aspects being taught together as a team, to try different tactics and strategies to see which ones are take roles and
outlined in the unit aims and successful/unsuccessful. responsibilities, such as
objectives using the officiate a game.
language of the end of key Warm Ups: Pupils will support each
stage statement) Monkey in the Middle: Groups of 3 or 4, one player is in the middle trying to gain other and improve learning
possession of the ball, the other two players have to maintain possession. They by working together in
1. To perform a number can move and try any pass to keep possession. pairs or teams.
of basic 3-man weave - the players in a line, person in middle starts with the ball, they Pupils will share knowledge
attacking/defending pass and follow the ball, encourage pupils to pass and receive on angles not a collaboratively so all pupils
skills, and use them straight line. This can be performed with or without dribbling depending on pupil develop.
in a game effectively. ability. Use ICT to support learning
2. To select, and develop analytical
understand, devise Activities: skills.
appropriate and 2 v 1 – students work on attacking principles in a conditioned game where they
effective methods of will have a focus each. After 2-3 minutes the attackers will move up the mini
attacking and court, where there will be a new focus. They will rotate the defender in their
defending both on threes, defenders have to try and guess the condition.
and off the ball. Different scenarios – Students will work on different scenarios working out what
3. To apply rules and they would do as a team to get to the hoop. For example, balancing the court,
show a keen regard screening and set plays. There are certain moves that can be used to also outwit
for their own and your opponent such as; cutting, dodging and roll offs.
others safety.
4. To work co- Assessment:
operatively in Observations, the pupils attainment levels assessed and marked down to identify
planning, if learning is on target, beyond or behind. During the lesson teacher or non-doers
performance and could record groups and then replay the recording, all players have the
evaluation work in opportunity to identify ‘www’ and ‘EBI’ and then apply it to practice immediately.
small groups, using
self and peer Plenary:
assessment to Students will use “Think, pair and share’ for the plenary adding on WWW and EBI.
overcome an issues. To see what they have learnt and retained throughout the previous lessons,
5. To understand the students have to write down as many things that they have learnt.
principles of the
game i.e. the scoring Defensive Play:
system and roles of Individual defending principles to include marking a player with the ball, a player
specific players. one pass away and a player more than one pass away. Use in group and game
situations. This will lead to students to intercept and steal the ball from their
opponents, this will be developed in 3 v 3 games.

Warm Ups:
King/Queen of the court: All students have a basketball in half of the court, the
aim is to try and push other players balls out of their control. If players balls are
knocked they dribble around the area and join back to the game. Players count
the amount of times they got knocked out. Progression, limit the amount of space
they have to dribble in.
Monkey in the middle groups of 3-4, one player is in the middle trying to gain
possession of the ball, the other two players have to maintain possession. They
can be fixed to a point or not allowed to perform overhead passes to allow
defender success.

Activities:
- Pupils will play 1v1 games to gain competence and competence with marking,
and stealing the ball off their opponents. Use Triple Threat during game scenarios
- Learn in isolation then apply to a conditioned possession game 3v3 (badminton
court), Pupils will learn how to defend the ball from the player marking them, so a
pass can be made.
- Students will try and create their own defence tactics within their team play.

Assessment:
Students can peer assess during warm up, reiterating the teaching points to their
partner. For conditioned games, have 4 players on each team, making every team
have a sub. When a student is a sub they have the chance to become the coach
for the team, making substitution for them and peer assessing individuals and
also the team as a whole.

Plenary:
In 4’s pupils will discuss attributes of the techniques and tactics, 2 players from
each group join with 2 from another group and discuss their points, hands up if
same, show fingers of how many the same. Repeat exercise again. Share with
whole group any points that were different. Use of Kahoot.
Game play and Rules:

Pupils will identify everything that they have learnt throughout the unit of work.
In their teams they will discuss which tactics they are going to use
offensively/defensively. Pupils will work as a team, ensuring all players come on,
and reflect on the games using the substitute as a coach.

Warm up:
3-man weave - the players in a line, person in middle starts with the ball, they
pass and follow the ball, encourage pupils to pass and receive on angles not a
straight line. This can be performed with or without dribbling depending on pupil
ability.
Box method: 4 points using a third of the basketball court, the two lines that are
diagonal towards each other will jog into the middle and receive the ball from
their left using a chest pass, they will then dribble and pass the ball using a
different throw to the one they received. The 2 lines that passed the ball then run
in and do the same. This carries on and works as a cycle. Progression to add
pressure they have a certain amount of time; any drop balls is minus points.
(Isolation of the different passes and footwork, working on passing and receiving
on the move).

Activities:

Different Scenarios, with different weighted games and also average teams.
Players then adapt and develop the rules as a group. They should compare the
differences between previous and current rules. Half-court game with attackers v
defenders to reaffirm the roles and on court positioning’s for each.

Assessment & Plenary:

Assessment within the lesson will be done using formative feedback and also peer
assessment from the coach (sub). For the plenary, loop of fury can be used to
show the subject knowledge overall that the students have learnt.