Herts Sports Partnership: Invasion Games

 
 Ball Skills: Hands
Combine pushing and rolling

Foundation Stage Learning Objectives & Intentions
The focus of the learning is to continue to explore
different ways of using our hands to move with a
ball.
Pupils will contiune to explore different ways of
rolling and pushing a ball.
Pupils will work with a partner and begin to
understand why it is important tobe part of a team. What happens if we push the ball quickly or hard? In pairs, partner 1 follows partner 2. Can pupils
Suggested Sequence of
Learning Part 5
Key Questions
How many different ways can we roll the ball?
How many different ways can we push the ball?
What happens if we roll the ball quickly or hard?
What happens if we roll the ball slow or softly?
What happens if we push the ball slow or softly? your command, 'freeze,' each pair must stop and
How can we keep the ball close to us?
Why do we need to keep the ball close to us?
What does the word, 'control,' mean?
Why do we need to follow our partner?
What does the word, 'space,' mean?
Why do we need to look at our partner when we
are rolling the ball?
Why do we need to follow our partner?
Context & Structure Success Criteria
Show What You Know Can pupils push a ball with increasing control?
Re-visit a rolling or pushing game from suggested
sequence of learning part 1 or 2, in the form of a Can pupils push with their dominant hand?
'show what you know' assessment (opportunity
when pupils warm up). Can pupils show you how Can pupils roll a ball with increasing control?
to push or roll the ball with control?
Can pupils roll with their dominant hand?
Follow the Leader: Finding Space
move around the space following each other? On
stand still. Do pupils keep close to each other
when moving around the space? Swap over roles.
Ask pupils, 'why do we need to follow our partner?'
and 'which sports require us to work in a team?'
Explain to pupils why we need to collaborate.
Can pupils push the ball with control?
Trucks and Trailer: Pushing and Rolling
In pairs, each pair has a ball. Allow each pair the Can pupils roll the ball with control?
opportunity to explore a variety of balls that are
different sizes and textures. Partner 2 starts with Do pupills understand the meaning of, 'control?'
the ball and follows partner 1 without the ball. Can
partner 1 move into spaces? Can partner 2 roll or Do pupils understand the meaning of, 'aiming?'
push the ball whilst following partner 1. Encourage
pupils to try and keep the ball close to them, under Can pupils pass a ball towards a target using their
control. hands?

Which sports require us to work in a team?
Trucks and Trailer Gateway Do pupils look at their partner when passing?
Progress 'trucks and trailers' by placing gates
(cones) around the space. Partner 2 follows
partner 1 rolling or pushing the ball under control.
Each time they go through a gate they swap roles.
HA can push or roll their ball to their partner when
they go through a gate?

Pupil Observations and

Assessment

Targets EYFS KS1 Lower KS2 Upper KS2

info@completeperesource.com
www.completeperesource.com
 Ball Skills: Hands
Develop bouncing: Introduce sending with control

Year 1 Learning Objectives & Intentions
Recap prior learning from EYFS, what do pupils
remember?
The focus of the learning is to develop bouncing
(dribbling). Pupils will understand why we need to
keep the ball away from the defender.
Pupils will explore different ways of sending
(passing) the ball to their partner.
Suggested Sequence of
Learning Part 1
Pupil Observations and
Assessment
Key Questions
What does the word, 'dribbling,' mean?
Why do we need to control the ball?
Why do we need to move into space?
What does the word, 'space,' mean?
Why do we need to look for space when we are
moving?
Why do we need to keep the ball close to us?
Why do we want to keep the ball away from the
defenders?
What is the consequence if the defender gains
possession of the ball?
How many different ways can we send a ball?
Where do we need to look when sending the ball?
What does the word, 'accuracy,' mean?
Why do we need to be accurate when sending the
ball?
Context & Structure Success Criteria
Show What You Know Can pupils throw (pass) a ball with increasing
Re-visit minefield in the form of a 'show what you control?
know' assessment (opportunity when pupils warm
up). Can pupils bounce the ball with control Can pupils move into spaces avoiding the
avoiding the defenders (cones)? Ensure that we defenders?
refer to the cones as defenders. Ask pupils, 'what
is the consequence if our ball hits a cone?' Make Can pupils adjust their speed and change direction
reference this to the concept of invasion games. to avoiding the defenders?
Space Invaders: Space Heroes
Structure the game as in suggested sequence of
learning part 6, Ball Skills: Hands: EYFS. Explain
to pupils that bouncing (dribbling) is a method we
use to keep the ball away from a defender and the
other team. Can pupils dribble avoiding the marked
out areas? Ask pupils what the consequences of
the game are if they enter the marked out areas. Can pupils dribble (bounce) the ball with control?
Explain to pupils that there is an invisible defender
in the area who is trying to take our ball. Explain to Can pupils dribble (bounce) the ball with one hand
pupils why we need to keep the ball away from the with control?
defenders.
Can pupils dribble (bounce) the ball with two hands
with control?
Can pupils move the ball around the space
keeping away from the defenders?
Do pupils look at their partner when passing?
Space Invaders: Alien Attack
Ask pupils, 'what other ways can we keep Can pupils pass a ball towards a target using their
possession?' (Answer passing). Structure the hands?
game as above. In pairs, each pair has one ball.
Partner 1 starts with the ball and dribbles Can pupils use their bodies to aim (fingers, arms,
(bounces) the ball with partner 2 following. feet etc)?
Selected 2/3 pairs to be defenders (aliens), whose
aim is to catch a pupil with the ball. If a pupil with Can pupils pass the ball with control?
the ball is caught they must stop and send (pass)
their ball to their partner, swapping roles and then
continuing. Ask pupils why we need to pass with
accuracy and control. Observe how pupils are
sending the ball. When pupils pass their ball do
they look at their partner? Ask pupils why we need
to look at our partner when passing.

Targets EYFS KS1 Lower KS2 Upper KS2

info@completeperesource.com
www.completeperesource.com
 Games: Invasion: Netball
Introduce passing and receiving

KS2 Year 3 Learning Objectives & Intentions
The focus of the learning is to introduce passing
and receiving in order to keep possession of the
ball.
Concentrate on the attacking players, keeping
possession.
Pupils will develop an understanding of how to win
the ball back (defending), at a later stage, but
questions to provoke thinking are appropriate.
Suggested Sequence of
Learning Part 1
Key Questions
How can we win a game of netball?
How do we pass in netball?
Where can we pass?
Why should we pass there?
What is the consequence in a game of an
inaccurate pass?
Why don't we stand behind the defender when
finding a position to receive the ball?
Where should we stand when we are attacking?
Why do we need to pass and move?
Why don't we just stand in the same place and
pass?
Context & Structure
Passing Gates
How many accurate chest passes can you make
with your partner? Pass and move through the
gates across the court using basic footwork to
create space. How many gates can they pass
through? In terms of the footwork rule, keep it
simple, player with the ball can only turn on the
spot (introduction to pivoting).
6v0 (Invisible team)
Invisible team score 1 point it the ball is dropped or possession?
passed overhead. The aim is to keep the invisible
team's score as low as possible.
Success Criteria
Can pupils pass to their partner’s target?
Do pupils adopt the correct chest pass technique,
stepping forwards into the pass?
Are pupils hands ready creating a target?
Can attackers without the ball move into a space to
receive it?
In teams are pupils able to pass around the
defender using just the chest pass?
Can pupils outwit their opponents and keep
possession of the ball?
Are pupils succeeding and enjoying keeping
Do pupils demonstrate physically and cognitively
that they understand where they pass a ball and
why?

5v1 (1 defender)
Develop chest pass creating space around the
defender, attackers score points if they make 5
passes. The defender scores a point if the ball is
dropped, passed over head height or intercepted.

Pupil Observations and

Assessment

Targets KS1 Lower KS2 Upper KS2 Beyond KS2

info@completeperesource.com
www.completeperesource.com
 Games: Invasion: Tag Rugby
Develop passing, moving and creating space

KS2 Year 4 Learning Objectives & Intentions Key Questions Context & Structure Success Criteria
Recap prior learning from year 3, what do pupils How can we win a game of tag rugby? Re-visit 3v1 in the form of 'show what you know'. Can pupils be tagged to gain a free pass as
remember? Can pupils remember how to pass and move to opposed to losing possession of the ball?
Can we run forwards and keep two hands on the create attacking opportunities? Can the attackers
The focus of learning is to develop passing and ball even when someone is trying to tag us? support the ball carrier? When a tag occurs do the Do pupils show physically and cognitively that they
moving to create space to beat an opponent and two supporting players know where to stand to understand that if they are tagged they are able to
score a try. Why do we need to run forwards with the ball? receive the pass? Can HA pupils offload the ball execute a free pass backwards?
just before they are tagged?
Who do we tag? Are pupils able to pass the ball (backwards only)
Run the Gauntlet 3v2 whilst moving forwards to score a try?
What are the consequences of running off the Re visit 3v2 as structured in suggested sequence
pitch, or dropping the ball to avoid being tagged? of learning part 5 year 3, Pupils need to think about Can the attackers without the ball keep behind the
where they run, why and what happens when there attacker with the ball?
Where should the support players run and where is a tag. The game should be progressed by
should they stand if there is a tag? removing the zones that defenders are restricted Can the attacker with the ball keep in front of their
Suggested Sequence of to, this will encourge pupils to learn more about the team mates when running with the ball?
Can we use passing and moving skills to create an offside rule.
Learning Part 1 attack and score a try? Do pupils understand when, where and why they
Do pupils understand what the offside rule means need to tag?
What is offside in rugby? and when this is applied during the game? Include
a referee who can apply the offside rule in the Can pupils collaborate in their teams?
Where do the attackers stand after the ball carrier game. Ask the defenders where they need to
has been tagged? position themselves once a tag has been made.

Where do the defenders stand after the ball carrier

has been tagged?

Run the Gauntlet 3v3

Are pupils able to pass and move accurately and
Structure the game as above but with a third zone.
consistently?
Split the class into teams of 3 with a defender
restricted to each zone. If the attacking team score
Are pupils able to pass and move to create a
or the defending team force an error then both
successful attack?
teams swap roles. 5 points are awarded for a try.
Pupil Observations and
Can pupils follow more complex rules? (i.e. offside)
Assessment

Targets KS1 Lower KS2 Upper KS2 Beyond KS2

info@completeperesource.com
www.completeperesource.com
 Games: Invasion: Hockey
Refine attacking skills passing, dribbling and shooting, introduce officiating

KS2 Year 5 Learning Objectives & Intentions
The focus of the learning is to refine attacking skills How do we win a game of hockey?
from suggested sequence of learning part 1 and
part 3. Pupils should have a clear understanding of When, where and why should we pass?
when, where and why they apply these skills
during a game.
Pupils should be able to apply their prior learning
of passing and dribbling to create an attack that
results in a successful shooting opportunity.
Pupils will begin to develop an understanding of
the rules of hockey and will start to take
responsibility for officiating their own games.
Suggested Sequence of
Learning Part 4
Key Questions Context & Structure
Based on suggested sequence of learning part 1,
pupils warm up with a possession based game
appropriate to their learning.
When, where and why should we dribble? Channel Hockey (4v4)
Pupils apply their refined knowledge and
Why do we need to create space when we are understanding of attacking skills, passing, dribbling
attacking? and moving with the objective of creating a
shooting opportunity. Set out a pitch with a goal at
When we gain possession of the ball what is our either end. Mark out two channels on either side of
role? the pitch. When your team are in possession of the
ball, a member of your team is allowed to move
How can we regain possession once we have had into the channel to receive the ball, creating space.
a shot? Defenders are not allowed in the channel. HA allow
a defender to enter the channel.
Where is a good place to shoot from? Why do we
shoot from there? Ask pupils, "why do we want to pass the ball out
wide?" Encourage the attacking team to get the
How are we going to get the ball into a suitable ball out wide and forward, as soon as they gain
place to shoot? possession.
What are the rules governing hockey?
Success Criteria
Can pupils apply a refined understanding of
passing, dribbling and moving to score points
against another team using real goals to shoot
into?
Do pupils consistently select an appropriate place
to shoot?
Are pupils able to pass, dribble, move and shoot
accurately and consistently?
Do pupils switch fluidly between attacking and
defending as possession changes?
Can pupils produce an attack and create a
shooting opportunity?
Can pupils collaborate and apply the rules and
positions within the game?
Can pupils officiate the games?

What happens if the ball hits a player’s foot? What

decision should the referee make and how is the
game restarted?

Why do we need to officiate the games fairly?
4v4 Hockey introduce officiating
Structure the game as above but without the
zones. The attacking team can only score when
they are in the opposition's half. Can the referee
apply the rules of hockey? The role of the referee
can be used to show which pupils demonstrate an
understanding of the rules.

Pupil Observations and

Assessment

Targets KS1 Lower KS2 Upper KS2 Beyond KS2

info@completeperesource.com
www.completeperesource.com
 Games: Invasion: Basketball
Create, understand and apply defending tactics in game situations

KS2 Year 6 Learning Objectives & Intentions
The focus of the learning is to consolidate the
pupils understanding of defending tactics, applying
them to game situations.
Pupils should be able to apply their prior learning
of defending to create effective tactics that will
prevent attacking opportunities.
Suggested Sequence of
Learning Part 5
Key Questions Context & Structure Success Criteria
Can you create defending tactics? Differentiate each team according to ability; this will Do pupils understand the term, "man-to-man
give your class the appropriate level of challenge. marking," and when this is applied?
What is our role when defending?
Each team should be allowed time to create their Can pupils apply a refined understanding of
When will we apply our defending tactics during defending tactics before applying them to the marking, preventing attackers from shooting?
the game? games. Ask pupils what tactics their team are
applying and do they understand what their role is Do pupils switch fluidly between attacking and
Do our tactics change depending on our within their team. defending as possession changes?
opponent’s tactics?
After each game pupils should be given time to Do pupils understand their role and apply this role
Describe different tactics, which can be applied evaluate and make suggestions as to how they can effectively within the game?
when defending. improve their defending tactics.
Do pupils demonstrate effective defending skills
Do we understand the roles of the other members Basketball Games (5v5) focus on defending i.e. marking and reducing space?
of our team? In teams of 5, set up 2 courts with 3 teams per
court. Teams rotate on and off, the team off can Can pupils apply pressure to the attacker by
How can we regain possession if we lose the ball? officiate and coach. marking the player with the ball?

Do pupils change their tactics depending on the Award teams extra points for application of Can pupils effectively mark players without the
situation of the game? successful prior learning, e.g. effective marking. ball?

Do pupils understand when, where and why

different defensive tactics can be applied?

When creating their defensive tactics pupils should
consider their prior learning. Do the defending
team drop back and defend their half of the court?
OR can they press high up the court to apply more
pressure on the attackers?
Pupil Observations and
Pupils should use man-to-man marking in their
Assessment chosen tactic. Question pupils on who they are
marking and why.
Can pupils create a range of defending tactics,
applying these to their games?
Can pupils explain the tactics they have created
demonstrating a clear understanding of the role
each member of the team will perform?
Can pupils evaluate and improve their tactics?

Targets KS1 Lower KS2 Upper KS2 Beyond KS2

info@completeperesource.com
www.completeperesource.com
 Invasion:! Handball
3v3 with a target
! player
Structure
•  In teams of 4. 3 outfield players
and 1 receiver in the endzone.
•  Defenders are not allowed in the
endzone.
•  The outfield players need to pass
to their team member inside the
endzone to score a point.
•  Rotate the player in the endzone.
Learning Outcomes
•  Can pupils pass and move to
create a shooting opportunity?
•  Can pupils successfully pass the
ball to the receiver in the
endzone?
•  Can pupils collaborate as a
team?
•  Do pupils understand why do
we need to work as team?!
! create a successful shooting
! Physical Education Resource
!
!
!
!
Differentiation
Easier:
•  Award 1 point if the hits the
players hands in the endzone
and 2 points if they successfully
catch the ball.
•  Increase the number of pupils
in the endzone.
Harder:
•  Pupils can only hold onto the
ball for a limited amount of
time.
Invasion:! Handball
!
3v3 with target player
Key Questions
What technique do we use for
shooting?
Is there a consequence to a
missed shot?
What could our team be doing
whilst we are shooting?
How are we going to pass and
move creating suitable shooting
opportunities?
When we have possession of the
ball what is our role?
How can we win the ball back if
we lose possession?
When we miss a shot we could
lose possession. What can we do
to prevent this?
What do we need to do to regain
possession?
The Interactive Primary
Lower KS2 Success Criteria
Do pupils apply an understanding
of passing and moving to score
points against another team using a
target player?
Do pupils understand and select an
appropriate place to shoot?
Can you see pupils applying the
correct stance when shooting?
Are pupils shots successful?
Can pupils collaborate successfully?
 
Upper KS2 Success Criteria
Are pupils able to pass, move and
shoot accurately and consistently?
Do pupils switch fluidly between
attacking and defending as
possession changes?
Can pupils produce an attack and
opportunity?