Activity/length:
g
Basketball
6 Weeks
Curriculum Aims: (Specific
the purpose of Physical education and
the which of the 4 aims this unit
supports)
The curriculum aims for
this unit of work are for
students to:
- use a range of tactics
and strategies to
overcome opponents in
direct competition through
team and individual
games.
- develop their technique
and improve their
performance in other
competitive sports.
- analyse their
performances compared
to previous ones and
demonstrate improvement
to achieve their personal
best.
Health & Safety: (link to 3
categories of risk management must be
accompanied by a full risk assessment
document)
People: staff prepare
lessons in advance and
make sure equipment is
ready; pupils appropriate
clothing and footwear.
Year/Class: Resources: (Specific to the challenges reference to equipment, teaching and learning resources (e..
KS3 task cards), and ICT equipment)
Basketballs, Bibs, Cones/Sports, Access to information through ICT (iPads), Local Club information
Year 8
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)
Pupils will focus on developing team attacking and defending strategies and techniques. Pupils will
select and apply their skills so that they can carry out tactics with the intention of outwitting their
opponents.
1) Pupils will begin to develop tactics and strategies to outwit opponents offensively and defensively.
2) Pupils will be able to assess other students and give good feedback to the performer and how to
critique the technique.
3) Pupils will be able to apply fundamental skills into a competitive situation.
Through the activities in this unit pupils will be able to understand, use and spell correctly word relating to
basketball. For example, principles of attack and defence, marking, covering and following through.
Opportunities for pupils to record rules and tactics using ICT. Watch video/compare professional game,
The students will also learn the life skill of communication and co-operation when working in a team.
Through the activities in this unit pupils will also be able to use maths, this can be angles through lay ups,
Looking at distances between paces. Also the use of adding up scores when playing in a competitive
game.
Inclusion Strategies: (Link to National curriculum inclusion statement categories specific to unit)
Setting suitable learning challenges:
Core tasks give every pupil the opportunity to experience success in learning and to
achieve through differentiated challenges and an opportunity to take on different roles within
a group.
Responding to pupils needs and overcoming potential barriers for individuals and
groups of pupils:
Effective learning environment and a range of assessment strategies will enable all
 Context: build on prior needs to be met, with a range of learning resources to support the different learning
learning in, sports hall RA styles. (Kinesthetic, Visual and Auditory.)
completed. A range of learning resources and equipment will be used alongside different
Organisation: guided teaching strategies to overcome potential problems.
learning teaching style
adopted, prompts and
observation for safe
completion of challenges,
mixed ability groups,
challenges progressive
building on skills each
time, resources pre
-planned. Try organise
students in different
groups so they get to work
with students that they
havent before.
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)
Pupils will be confident
and competent with the
basketball skills during
activities, pupils will also
develop their assessment
skills to improve
through the use of
replayed recordings and
analysis sheets. The
ability to outwit opponents
will develop through game
play and isolated skills.
Basketball terminology will
be learnt throughout and
the use of mathematics
during lessons will be
implemented.
Core tasks: Weeks 1-3 Compelling /
(specific learning challenges that students will complete to achieve the learning outcome of that
phase of the unit)
irresistible learning:
(What environments, teaching
styles, interactive opportunities,
Out of hours learning, extension /
enrichment , themes will be used
Ball Skills to make this unit motivating and
exciting for the learners?)
Pupils will develop three different types of passes (Overhead,
Chest and Bounce) while also learning the use of pivots and Assign pupils with
importance of footwork in basketball. different roles to
Warm ups: Three Man Weave, in a line of three the middle man develop wider
starts with a ball, passing either side and then the receiver knowledge.
passing to the pupil who has not received the ball. Truck and
Trailer, in pairs move around the designated area, when a whistle Reflection in group
blows turn and face partner (Make sure there is roughly 5 meters discussions to improve
between) pass the ball three times, then the partner dribbles off listening skills and
again and waits for the whistle before repeating the passes. teamwork.
Progression, When the whistle blows each pass has to be
different. Mirroring, mirror a partners movement and try to copy iPads for replaying
what they are doing. performance and
Activity Examples: Conditioned games, End ball so there is no analysis.
focus on basket, look at footwork, pivoting and the type of passes
that are successful. Isolating the skill, in pairs facing each other self/peer score and
use the three different types of passes, if there is success change analysis sheets to
the distance between partners and just isolate the one passing identify.
technique at a time.
Assessment: Non doers, look for traveling, have a whistle and Pupils will support
blew up whenever a pupil travels and explain why, Peer each other and
assessment, give students an assessment sheet for the improve learning by
techniques, are the pupils using the correct footwork, are they working together in
landing on the correct foot etc. pairs or teams.
Shooting
iPads to support
Pupils will develop there shooting, this can be either standing, learning and develop
jumping or a lay up. The use of technology to record and show analytical skills.
the technique for pupils so they can see where to improve. Use of
visual handouts to help the development of pupils when working
in pairs/groups.
Improving technique
Pupils will be able to use information gained from analysis of
performance to improve their own play. Peer observation and
evaluation. Suggest area for improvement within the technique,
Provide opportunities for pupils to assessment own performance
(iPads).
Warm ups: Killer, get enough people at one side of the court at
the point that you want to start at (ex. free throw or 3 point), then
the first person in the line shoots. When he has shot from the
shooting point he can now shoot from anywhere. As soon as he
has shot the second person shoots and tries to get it in before
him. If he does, then the first person is out. If the first person gets
it in first he passes the ball to the next player, and then the next
player does the same trying to get the person before him out.
This happens until there is 2 people left.
Activity examples: Set shots, Pupils use the BEEF technique
with both feet on the floor, can use spots or cones for different
angles to shoot from. Use of iPads for peer assessment. Lay ups,
Use of cones to help with the footwork, give handouts for the
technique, students can work together. Can progress into getting
the other partner to make a rebound.
Assessment: Use of peer assessment throughout, iPads can
show a visual to the pupil of what they just done. Handouts with a
break down of the technique for pupils to see throughout, can
mark themselves against the perfect technique.

Offensive Play

Pupils will develop their offensive play through gameplay like

situations, learning to take it past opponents, what strategies and
tactics can be put in place to expose the defence.
Warm ups: Retain possession, in groups can be of 4 or 6, have
one or two pupils in the middle trying to intercept the passes,
after 30 seconds switch, make sure everybody has a couple goes
in the middle, Progression, move into a 3 v 3 or 2 v 2, use of
badminton courts as outline and change the game to end ball.
Attacking three-man weave, put a defender in place, as the three-
man weave pass around the opponent using different directions
of passing, Progression, add another defender in to make it a 3 v
2.
Activity examples: Half court game, only play to a half way line,
only need use of one hoop per a group, attacker(s) attempts to
score, if the defender(s) stop the ball they dribble to the half way
mark and then become the attackers, Start with 1 v 1, progress
into 2 v 2 and then 3 v 3. Beating a defender,
Assessment: Record partners offensive play and break it down
to what went well and what could have been better (even better
if). Use of peer assessment and overall assessment from a
teacher.

Outwitting an opponent (Progress from previous lesson)

Pupils will further develop the ability to outwit opponents and

teams using strategies and tactics. Pupils will learn to combine
and perform further developed basketball skills consistently
applying accuracy and quality of technique. Continual
development, adaptation and refinement of the necessary skills
will contribute to producing an improved performance and
technique.
Warm ups: Half court game, what do the students remember
from the previous lesson, Quick assessment before progressing
on.
Activity examples: Tactics board, in teams work on attacking
strategies and tactics on a whiteboard, Use of different formations
and movement patterns (Allow students to be creative). Can be
done in gameplay situations. Beating a defender, without a
basketball, try and get past a partner using footwork and trying to
move the opponent to allow space, can be done in a small area
just requires cones for the gates to run through. Progression, Add
basketball into the activity.
Assessment: Self assessment, what worked and what didnt,
why did that outcome occur? Peer assessment, what went well
and what could be even better, use of video to show participants
what they did.
 Defensive Play

Pupils will develop the basic components for defending and will
be able to understand and apply the components into game
situations. Pupils will aim to develop the competence in order to
mark, intercept and steal the ball from there opponent.
Warm ups: Sharky, the pupils move around two badminton
courts with a ball, dribbling and trying to avoid participants, after
30 seconds the students can now try and push a pupils ball out of
the zone, the use of the arm bar protecting the ball from
defenders will help the participants from losing the ball. If the
pupils ball is pushed out of the zone, then they get their ball and
come back in to try and protect the ball again.
Activity examples: Game situations, Use of small sided games,
attack vs defence but use more defenders so there is more
success, for example, 2 attackers vs 3 defenders. The use of 1 v
1, play against a partner, the pupil with the most tackles wins.
Assessment: Overall assessment from teacher and non doers
can assess a variety of pupils. Self assessment through how
successful in defending the pupil was.

Assessment/Games

Overall assessment day, use of full court for students, give teams
that are off assessment sheets, Pupils will use what they have
learnt in the unit and put into game situations.
Warm up activities: Truck and trailer, in pairs move around the
designated area, when a whistle blows turn and face partner
(Make sure there is roughly 5 meters between) pass the ball three
times, then the partner dribbles off again and waits for the
whistle before repeating the passes, Progression, instead of
passing the pupil with the ball must attempt to take it past their
partner before moving on.
Activity Examples: Full court game, Teams have 5 minutes
games before rotating, use of peer assessment on the side of the
pitch, Pupils pick one person and then discuss the what went well
and the even better if with the pupil after the game finishes. Half
court games, Spilt pupils into 4-6 teams, Play half court games
while one team on each side sits out and does some assessment.
Allows for more participants to partake but harder for the teacher
to assess.
Assessment: Overall assessment from teacher and peer
assessment from the students. Self assessment from participants
throughout.