Activity/length:

Football
6 lessons
Curriculum Aims: (Specific
the purpose of Physical education and
the which of the 4 aims this unit
supports)
Engage in a competitive
team sport to develop
strategies and tactics
using a variety of
progressive skills with
good technique.
Take part in a team activity
that is physically
demanding developing a
healthy active lifestyle.

Year/Class:
Year 8
KS3

Resources: (Specific to the challenges reference to equipment, teaching and learning resources (e..g
task cards), and ICT equipment)
Footballs, cones, bibs, ipads/ipods, non-slip spots, peer assessment work sheets, pencils

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)

Through involvement in the invasion game Football, students will be challenged physically
and tactically as an individual and within a team. Challenging pupils to make decisions under
pressure and recall technique within skills during game situations. Students will have
opportunity to analyse their performances as well as their peers, making comparisons of how
they could develop their performance to achieve their personal best.
1. Students will become more competent, confident and expert in their techniques delivering skill through
football game situations.
2. They will understand what makes a performance effective and how to apply these principles to their own
and others work
3. Students will use a range of tactics and strategies to overcome opponents in direct competition
4. They will understand and apply the long-term health benefits of physical activity
Curriculum Aims; become more confident and competent within football and understand the benefits of leading
a healthy active lifestyle through participating in sport
Language and Literacy: students will have the opportunity to analyse themselves and peers and complete
worksheets regarding strengths and weakness, therefore developing their writing and reading skills. These
pieces of work will be marked against the literacy national curriculum.
Inclusion Strategies: (Link to National curriculum inclusion statement categories specific to unit)

Health & Safety: (link to 3

categories of risk management must be
accompanied by a full risk assessment
document)
People:
Staff make pupils aware of
boundaries if lesson is held
outside. Prepared for the lesson
and/or any changes to the
plan/environment
Staff and pupils- appropriate
clothing

Setting suitable learning challenges:

-

Activities are aimed for success for all, however variations may need to be applied for lower ability. There are
progressions for higher ability on activities to ensure goals can be set and students are able to be challenged
appropriately.
Responding to pupils needs and overcoming potential barriers for individuals and groups of pupils:

Effective learning environment and differentiations that can be applied to activities to ensure pupils needs are
met and potential barriers are overcome such as underachieving or disengagement.

Context:
Build on prior learning, safety
with equipment
No internet on ipads/ipods if
being used for analysis during
lesson time
Organisation:
mixed ability group, ensure after
first lesson students are noted
higher/lower on register for any
cover teachers
ensure resources are all ready
grounds are safe to use before
doing so (slippery surfaces etc.)

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)

By the end of the

lessons, students will
be able to perform a
pass whilst talking
through the teaching
points to another
member of the class if
asked
They will understand
why passing is
important in football
and when passing is
used

Examples of core activities for developing passing, dribbling and ball

control
Week 1: Passing

Through the gate!

Set up
Use cones to create a two separate boxes around 10x10m

Compelling / irresistible
learning: (What environments,
teaching styles, interactive
opportunities, Out of hours learning,
extension / enrichment , themes will be
used to make this unit motivating and
exciting for the learners?)

Student to be asked if they can

think of any variations of their
own for the activities, if so
teach the group your idea.

Separate students into two groups (higher and lower ability if possible)
Within those two groups make two team and give bibs out (4 teams on in two separate boxes)
Game

One team (in each box) will have one ball between the team

They have to pass to each other whilst moving around the box whilst the other team try and intercept to
knock the ball out of play

The aim is to try and pass the ball through the gates to score a goal, MUST BE PASSED NOT DRIBBLED
THROUGH

When the ball has been captured by the opposing team, it changes possession until possession is lost
again
Variations
Cannot make direct tackles, can only intercept a
travelling ball
Reduce defense ratio, for example 6-4
Add another ball into the game

Staff use traffic light (RAG)

system to judge whether
student can perform the taught
skill each week.
Ask student to discuss tactics
and strategies when in game
situations.

Week 2: Dribbling
Protect the ball!
Set up
Mark out one or two areas (class size dependent) in a large rectangle
Provide each student with a ball each
Game

Variation

Each student has a ball each which they are dribbling around the area whilst jogging
On the sound of the whistle they must attempt to knock someone else ball out of the area
whilst still protecting their own ball
When the ball has been knocked out, students must dribble around the edge of the area
before re-joining the game
Student to knock out the most balls whilst protecting their own wins

Send in defenders who try to tackle to ball, if they manage successfully the possession
becomes theirs and the student who just lost the ball must attempt to tackle/block dribble
someone else to receive their ball

Dribble course!
Set up
Range of cones set up to practice different types of dribbling (shown in diagram)
Course Ideas

Box dribble; start by

dribbling just on the
inside of the foot all the
way around. Progress
to the outside of the
foot only.
The cones can be
spaced further out to
regress the activity or
moved closer together
to increase the speed
feet will be working at.
Found on video at
1m30s

Zig-Zag; forces student to

dribble with the left and right
foot, as well as the inside
and the outside of the foot.
The cones can be spaced

Domes and Dishes:

In a marked area with 8 cones
turned the right way (in red)
and another 8 cones upside (in
yellow) down (all spaced out),
students will compete 2v2 at
dribbling the ball under control
to the cone of their team colour
and turn it the opposite way.
The first pair to turn all their
cones wins!
Next 4 players in and repeat

All of these activities can be ran at the same

time as they require little supervision if explained
thoroughly at the beginning. Students can rotate
in their groups and complete each activity a
minimum of twice to develop skills.

Student to be asked if they can

think of any variations of their
own for the activities, if so
teach the group your idea.

Week 3: control

Staff use traffic light (RAG)

system to judge whether
student can perform the taught
skill each week.
Ask student to discuss tactics
and strategies when in game
situations.
Use peer assessment sheets
and self-assessment sheets

Outcome/Process cont.

Core tasks: Weeks 4-6

(Specific learning outcomes showing

progression from weeks 1-3, linked to
the specific aspects being taught
outlined 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, should show progression from the previous phase)

Week 4: Shooting
Pass and Pressure!

Week 5: Attacking

React and Attack!

Activity
There is no goalie but just two lines of students around 10m away from the goal
Students two at a time will sit on the floor in front of the queues about 2m apart facing the teacher who
is stood in the middle of the queues
The teacher will through the ball behind them and they have to react and attack the ball
The first student to the ball becomes the attackers and the other student the defender
From here the attacker can shoot into the goal or call for help from their queue to help (2v1 attacking)
Variations

Ask students to start in different positions such as lying down

Dont throw the ball right next to them, through it slightly more left/right

Change the distance between students starting point

Compelling /
irresistible learning
cont.: