Activity/length:

Year/Class:

FOOTBALL; 6 WEEK
UNIT OF WORK, 1-2
LESSONS (LEARNING
HOURS) MAXIMUM
PER WEEK

YEAR 7 (KS3)- LOW

TO MEDIUM MIXED
ABILITY

Curriculum Aims:
(Specific the purpose of
Physical education and
the which of the 4 aims
this unit supports)
For all pupils to engage in
competitive sports
through the medium of
invasion games and more
specifically football. In
which time they will be
developing their football
skills and techniques and
becoming more confident
and competent.

Resources: (Specific to the challenges reference to equipment,

teaching and learning resources (e..g task cards), and ICT equipment)
Footballs (enough for one per pupil), bibs (up to 10 per color where
available), several stacks of cones, tall cones, thrown down markers,
large stack of coloured rubber spots, several tennis balls/ smaller
reaction balls. Handouts and paper tasks where applicable; muscle and
bones tag activity, peer and self-assessment sheets, football bingo
gameplay cards, Refereeing signs, symbols and simplified rules. IPads/
iPods for peer filming and assessment, use of quiz software and other
interactive app work such as padlet and PowToon view ability. Pencils/
pens may be required as well as extra resources such as Match Attax
cards (or similar).

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)
Prior learning to build upon:
Application and development of broader skills, learning how to use them in different ways and
link them to make actions and sequences of movement.
Enjoyment of communicating, collaborating and competing with other pupils.
Developed understanding of how to improve in different physical activities and sports and how
to evaluate and recognise their own success.
Key stage 2; attainment targets.
Intended Learning outcomes:
Through involvement in this particular invasion games football unit pupils will take part in both
intellectual (decision making and evaluation and analysis) activities and physical challenges (linking
to skill development) working primarily as pairs and small groups and occasionally as individuals.
Pupils will be given the opportunity to analyse their performances compared to previous ones and
demonstrate improvement in order to achieve their personal best, whilst showing responsibility for
their own safety and well-being and that of others.
During this unit of work pupils will be able to;
Choose and use combinations of skills with confidence and consistency, building upon
confidence and competence.
Discuss and adapt ideas and strategies linked to competitive team play and apply them to
game scenarios (to include offensive and defensive play).
Understand and take responsibility for issues regarding safety within football and the
importance of sportsmanship.

 Analyse performance and build an understanding of what makes a performance effective and
how this can be improved.
Remain physically active for sustained periods of time through vast opportunities offered via
games based tasks.
Language for learning:
Through the various activities outlined in this unit of work, pupils will have opportunities to
understand, use, spell and describe words and key terms relating to football and invasion games as a
whole. This may include factors such as;
Skills- dribbling, passing, moving, shooting, throw ins, tackling (forms of).
Tactical awareness- attack and defense, forms of defense, finding and using space, changing
speed, being direct, marking, blocking and screening, applying pressure, covering, channeling,
watching the ball, checking the shoulder and following through.
Anatomy and physiology/ human biology- including names of major muscles and bones, factors
relating to warm-ups and cool-downs such as heart rate, blood flow, increased oxygen uptake,
prevention of injury.
Historical and business related terms- governing body, FA, funding, volunteering, coaching etc.
Assessment- data, analyzing, areas for improvement, strengths, criteria.
Pupils will also build upon their speaking and listening and general social and academic skills through;
Collaborating with others- through discussion, peer assessment and feedback, decision making,
playing as a team.
Using resources to enrich learning experiences- for example using ICT to record performance
and give feedback, completing criterion observation forms, completing scenario tasks and
brainstorming.
Answering questions and discussing/ debating topics.
Completing written tasks and using correct terminology/ vocabulary.
Showing sportsmanship and respect for others during gameplay based activities.
Key Terminology:
The unit of work consists of many terms that may be considered as key terminology, this may include;
competition, warm up, cool-down, control, passing, finding space, shooting/ finishing, attacking,
blocking, screening, offside, referee, sportsmanship, respect, defense, zones, man marking, pressure,
channeling, tactics, outwit and player positioning as examples. Key words will be displayed within the
resources pages.
Cross-curricular links:
This unit of work allows for multiple and frequent cross-curricular links in a variety of subjects, for
example;
Literacy:
Use of keywords, age appropriate terminology and vocabulary.
Integration of written tasks and instructions given in a written format.
Use of proper English when talking and responding to tasks/ activities.

 Use of discussion and idea sharing to promote spoken English and correct grammar.
Numeracy:
Use of scoring systems, including addition, subtraction, multiplication.
Use of percentage to discover possession values etc.
Use of time when timing games and warm-ups etc. effectively.
Use of shape terminology.
Citizenship/ PSHE:
Showing and developing sportsmanship and its importance.
Briefly discussing the history of the sport and its links to sporting governing bodies.
Extra information provided on potential career advice, coaching and volunteering opportunities
and extra-curricular clubs.
Following rules and respecting official decisions amicably.
Developing confidence and learning to not be disappointed or saddened when making
mistakes, all part of the learning process.
Science:
Integration of effects of a warm- up (bodily functions) in relation to the muscular and cardiorespiratory systems.
Introduction of the muscular and skeletal anatomy of the body.
Healthy lifestyle choices and its importance.
Information regarding life-long participation.
Tasks posing information based on healthy lifestyle choices (surrounding substances, e.g.
smoking and alcohol)
Potential to explore names of planets within the solar system.

Inclusion Strategies: (Link to National curriculum inclusion statement categories specific to unit)
Adaptive games
Parallel activities
Conditioned activities
Setting suitable learning challenges:
Stretch and challenge more able pupils where appropriate.

Responding to pupils needs and overcoming potential barriers for individuals and
groups of pupils:
Where applicable, learning environments will be adjusted to meet the needs of all learners, for
example through;
Ensuring access for all, and safe playing conditions (weather and surface related).
Ensuring pupils are aware of kit requirements for lessons and that any changes to this are

given in advance.
Providing conditions on activities so that no pupil feels intimidated or unsafe and unwilling to
participate.
As will learning activities by;
Differentiating to meet the needs of learners, for example through progressive and regressive
options and various conditions.
Using a wide range of assessment strategies and ideas that do not favour one particular style
of learner.
Ensuring that different learning styles are catered for, through use of demos, vocal and
written instruction and feedback, many opportunities for guided discovery and physical
involvement, visual aids where appropriate, variations in equipment and application of the
S.T.E.P. principle to activities.
Being delivered through various teaching styles and strategies to ensure full inclusion every
lesson.
Ensuring non-doers and those who are injured are given relevant tasks and are an integral
part of each lesson focusing on their personal progress and the progress of others.

Outcome/Process:
(Specific learning
outcomes aligned to
specific aspects being
taught in the unit aims
and objectives using the
language of the end of
key stage statement)
To build confidence and
competence and apply
and embed the various
skills required to
efficiently play football in
a competitive scenario.
To know and understand
some factors affecting
healthy active lifestyles
to include sustained
activity and the benefits
of exercise.

Core tasks: Weeks 1-3

(specific learning challenges that students will complete to achieve the
learning outcome of that phase of the unit)
Ball Familiarisation and confidence building, through dribbling, control
and movement based activities, progressing onto passing and moving
as sequences of movement and exploration of shooting techniques and
how to improve effectiveness and consistency.
Examples of Core tasks to explore;
Dribbling, Control and Turning;
Through the following activities, pupils should be able to;
Perform basic dribbling with control.
Pass between players effectively using different communication
methods.
Show knowledge of how to outwit opponents and physically
explore these ideas.
Be able to perform dribbling and control skills in small sided
game activities remaining composed.
Ball Tag
Played in small teams, in order to get the pulse raised and introduce
the competitive nature of the unit, assists with ball familiarization,
spatial awareness, co-ordination and agility and also introduces the
importance of team communication.
Traffic Lights
Introduces pupils to the football, firstly in the hands then at the feet,
allows pupils to work at their own pace and gain confidence when in
possession of the ball with no added pressures (e.g. defenders). Builds
upon listening and observation skills and their importance within the
game. Allows pupils exploration opportunities to show creativity with
ball skills and experiment.
Robin Hood
Introduces the potential for tactical teamwork and player awareness
whilst injecting fun and providing fairly intense physical activity. Gives
pupils the opportunity to work together collaboratively towards a
common goal (scoring points) and provides a fun, informal competitive
environment whilst building upon keeping control and composure when
in possession in a lightly pressurized environment.
Space Invaders
Allows for cross-curricular links linking specifically to the solar system.
Pupils are able to develop and implement their dribble, control and
turning skills into this activity with developed confidence and
competence. Potential for 1 vs 1 gameplay will also aim to be
introduced to put these skills into a more realistic game type scenario
and apply pressure.

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?)
Use of varying
environments and
surfaces to give different
experiences of the
ground underfoot and
the effect it has on the
ball.
For initial lesson class
will complete a fun
Kahoot! quiz aimed at
introducing football in an
exciting and interesting
way.
Pupils can create mind
maps in small groups on
their collective
knowledge of football;
these can be displayed
then reviewed and
added to at a later date.
Pupils will be given the
opportunity to undertake
different roles; such as
leader, captain, referee,
and coach etc. to
develop independent
learning.
Use of evaluative ICT
platforms and written
prompt cards will be
used to recognize

Passing and Moving;

Through the following activities pupils should be able to;
Demonstrate the various passing techniques.
Exercise these techniques during small sided gameplay to outwit
opponents and remain in possession.
To understand the importance of the different passes and how
they can positively influence gameplay.
Develop their tactical awareness and passing skill.
Name Game
This activity aims to build upon the effectiveness of pupil
communication and may also act as an icebreaker type activity, if rifts
in social groups begin to surface. Concentration and taking
responsibilities for ones own input is vital as is looking to produce
accurate passes, starting from the hands, progressing to the feet,
building on basic hand-eye/ hand-foot co-ordination skills.
Criss-cross passing
This implements basic passing and moving allowing pupils opportunity
to stop the ball, control it then pass it on, following the balls plane of
movement and crossing across to join the back of another team/ line.
This will aim to build upon observation and communication skills whilst
focusing on efficient passing technique with no added pressures
(defenders)
Ball-exchange
This activity is simple to use and can be played simultaneously in one
area with many pupils. It focuses on quick reactions, spatial awareness,
and making short push passes to travelling players. The importance of
communication and keeping the head up where possible should be
enforced to lessen the amount of stray balls and increase passing
accuracy when on the move.
Long Distance Passing
This looks at making longer passes in order to exploit space and give a
technical attacking advantage. It focuses on increasing accuracy first,
moving onto applying power to a long pass. Player communication is
key once more, and as confidence and competence grows, the
introduction of long passes on the move can be implemented.
Lifting and Lofting
This activity allows pupils the opportunity to explore the lofted pass,
and practice it freely in a fun and safe learning environment/ layout.
The focus will be on accuracy first as opposed to power and getting an
effective placement of the foot on the ball in order to produce height.
Shooting ;

strengths and weakness

and build from these.
Guided learning will be
used to allow pupils to
explore and develop
creatively when
specifically looking at
outwitting opponents
and remaining in
possession/ gaining
possession.
Pupils may be given
homework, to produce a
poster on a football
player of their choice,
their position, and main
roles and responsibilities
on pitch.
Points will be awarded
for various activities, not
only for winning yet for
effort, shows of
sportsmanship,
perseverance and skill
development at all
levels.
Pupils will be given the
opportunity to develop
their own dream team
and demonstrate why
their team is strong.

Through the following activities pupils should be able to;

Understand the benefits of different types of shot.
Develop their understanding and knowledge of how to execute a
successful/ efficient shot.
To appreciate how player positioning (to include opponent
positioning) can influence shot selection.
Develop their mental ability to remain composed when the
opportunity arises to take a potential shot.
Shoot!
This is a fast paced small sided team mini game that focuses on
passing and preparing for fairly close shots on goal. It is an undefended
style game and so time can be taken by pupils to focus on efficient
shooting technique to include foot placement, body positioning and
follow through execution. The nature of the activity requires team work
and communication and has a potential for a competitive aspect using
scoring systems if necessary.
Pass and shoot
This is a simple activity that can be led by a pupil/ non-doer if
appropriate. It aims to incorporate receiving the ball on the move,
taking a touch, and then performing a shot on goal as a smooth
sequence of movements. The angle of approach and speed of the
incoming ball can be altered in order to apply pressure and give
decision making opportunities to pupils receiving the ball and taking the
shot.
Number Finishing
This game allows for abilities to mix and for all pupils to have a
heightened chance at scoring success. It includes an element of
pressure and anticipation and requires pupils to demonstrate quick
reactions and to make runs. Decision making will also be addressed as
this will greatly influence whether a shot is successful or not. This game
is highly competitive in nature and provides a chance for pupils to put
their new skills into a more realistic scenario.
Four Goal Shootout
This activity focuses on shooting and dribbling/ ball control with
elements of defense and attack in a 1 vs. 1 scenario. Pupils will
continue to build on their spatial awareness and close control of the ball
in close conditions. Pupils will be encouraged to check their shoulder
when in possession to look for their defending partner and be wary of
others players. This game activity provides multiple opportunities for
close shots on goal whilst considering the angle and positioning of their
own body and the ball in relation to the goal.

Outcome/Process cont.
(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)
Developing play and
skills into small sided
games, exploring game
tactics and principles of
attack and defense, to
include outwitting
opponents and defensive
maneuvers and
integrating them into
small sided competitive
games. Exploring basic
rules and regulations and
how these can be
integrated effectively into
small and full sided
gameplay and
tournament style
competition.
Understanding and
applying skills that have
been previously learnt
into competitive team
gameplay efficiently.

Core tasks: Weeks 4-6

(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)
Developing play and skills into small sided games, exploring game
tactics and principles of attack and defense, to include outwitting
opponents and defensive maneuvers and integrating them into small
sided competitive games. Exploring basic rules and regulations and how
these can be integrated effectively into small and full sided gameplay
and tournament style competition.
Examples of Core Tasks to explore;
Attacking play and Outwitting opponents;
Through the following activities, pupils should be able to;
Develop their knowledge and understanding of how to outwit and
opponent using the skills they have acquired.
Understand and appreciate the need to make decisions swiftly
and effectively during gameplay to retain possession.
To refine ideas when they are unsuccessful and find the
motivation to continue to try their very hardest.
Roller-Ball
This activity introduces basic attacking play and bridging upon
incorporation of tactical awareness. It is a team game that requires
communication in order to be effective and pupils should be
encouraged to develop their communication skills through this. Such
examples of attacking play will be considered; playing wide, switching
play and long balls/ passes.
Attacking Overload Mini Games
In these games based activities pupils will be overloading defensive
players with more attacking players present. Pupils should discuss and
give tactical ideas as to how best to attack the goal for an attempted
shot on goal with minimal chance of losing possession. Also
incorporating all prior skills that have been introduced and developed.
Three Goal Game
This game focuses on attacking, counterattacking and also defense. It
primarily looks at small sided gameplay, with a 1 attacker vs. 2
defender overload. The main aim is to show speed to attack and gain
possession of the ball, aiming to make wide runs/ tactical skill plays in
order to score in any opposing goal without losing possession. Reaction
time and focus will be required as pupils will be required to move off at
speed to potentially retrieve the ball first.
Triangle Goal Game
This game is quick paced and encourages fast movement on and off the
ball. Pupils should try to unbalance defending and play wide and long

balls in order to exploit space and increase opportunities for scoring.

The goal area is central to the playing area itself and is fully open. Once
the ball crosses through the goal zone the ball is live once more,
regardless of if anyone is in possession or not.
Defensive play and Tackling;
Through the following activities, pupils should be able to;
Perform basic defensive skills such as the block tackle.
Understand how to defend and how to stop opponents from
advancing (including man and zone marking principles).
Recognise their own strengths and weaknesses and that of
others and offer suggestions for future improvement.
Recognise team strengths and weaknesses and discuss these
during small sided gameplay activities.
Gated Defense
Through this activity pupils will recognise the importance of the
different types of marking and apply the previous skills they have learnt
to attempt to defend goal areas and attack them efficiently. Pupils will
be required to work collaboratively with others and discuss potential
defensive strategies to prevent the opposition from gaining a higher
score.
Pressure Game
This activity aims to focus on being quick off the mark and attacking
the ball at pace in order to gain and retain possession. It also
incorporates small sided competition and elements of control, throwing
and passing, alongside working towards remaining composed and calm
under pressure and effective decision making.
Four zone game
This is a larger game activity to encourage use of defensive
channelling, team work, communication and decision making over a
larger and more realistic pitch sized area, with a greater number of
players. Teams should attempt to devise a plan (especially the
defensive team) and try where possible to channel attackers in order to
increase chances of winning possession. Using the four zones.
Four Goal end zone
This game focuses on defending in specific areas, team work,
communication and decision making. There is also a point scoring
option and chances for cross-curricular mathematics links. Pupils should
be encouraged to hold lines and move as a unit and experiment with
different types of marking and trial different tactical approaches.
Gameplay and implementation of rules and regulations;
Through the various games based activities provided above, pupils

should be able to;

Demonstrate a plethora of skills during gameplay.
Demonstrate an ability to outwit an opponent in a game situation
using learnt skills and techniques.
Work collaboratively as a team.
Develop their knowledge of the rules and regulations associated
with football and how they apply to gameplay.
Show both attacking and defensive play consistently as part of a
team.