Grade 7&8 Football - Evaluating Formations 

 
Name:    Grade:   
 
Assessment 
For Grade 7 Students: 
 
Strand  Level 1-2  Level 3-4  Level 5-6  Level 7-8  Clarification 
Outline physical health  Recalls some physical  Recalls physical health  States physical health  Outlines physical and  Task 1: Describing the roles 
education-related factual,  health education factual,  education factual,  education factual,  health education factual,  of the di erent players in 
procedural and  procedural conceptual  procedural and  procedural and  procedural and  the team. 
conceptual knowledge.  knowledge.  conceptual knowledge.  conceptual knowledge.  conceptual knowledge. 
     

Identify physical and  Identifies physical and  Identifies physical and  Identifies physical and  Identifies physical and  Task 2: Identifying the 
health education  health education  health education  health education  health education  strengths and weaknesses 
knowledge to describe  knowledge to outline  knowledge to outline  knowledge to outline  knowledge to describe  of the system. 
issues and solve problems  issues.  issues and suggest  issues and solve problems  issues and solve problems   
set in familiar and  solutions to problems set  set in familiar situations.  set in familiar and  Task 3: Analysis 
unfamiliar situations.  in familiar situations.    unfamiliar situations. 

Apply physical and health  Recalls physical and  Applies physical and  Applies physical and  Applies physical and  Completing all three tasks 
terminology to  health terminology.  health terminology to  health terminology to  health terminology  using football specific 
communicate  communicate  communicate  consistently to  vocabulary,  
understanding.  understanding with  understanding.  communicate 
limited success.  understanding. 

Student Justifications:  Teacher Justifications: 

 
 
 
 
 
 
 
 
 
 
 
For Grade 8 Students: 
 
Strand  Level 1-2  Level 3-4  Level 5-6  Level 7-8  Clarification 
Describe physical health  Recalls physical health  States physical health  Outlines physical health  Describes physical and  Task 1: Describing the roles 
education factual,  education factual,  education factual,  education factual,  health education factual,  of the di erent players in 
procedural and  procedural and  procedural and  procedural and  procedural and  the team. 
conceptual knowledge.  conceptual knowledge.  conceptual knowledge.  conceptual knowledge.  conceptual knowledge. 
 

Apply physical and health  Identifies physical and  Identifies physical and  Applies physical and  Applies physical and  Task 2: Identifying the 
education knowledge to  health education  health education  health education  health education  strengths and weaknesses 
explain issues and solve  knowledge to outline  knowledge to describe  knowledge to describe  knowledge to explain  of the system 
problems set in familiar  issues and suggest  issues and solve problems  issues, to solve problems  issues and solve problems   
and unfamiliar situations.  solutions to problems set  set in familiar situations.  set in unfamiliar  set in familiar and  Task 3: Analysis 
  in familiar situations.  situations.  unfamiliar situations. 

Apply physical and health  Applies physical and  Applies physical and  Applies physical and  Applies physical and  Completing all three tasks 
terminology e ectively to  health terminology to  health terminology to  health terminology  health terminology  using football specific 
communicate  communicate  communicate  consistently to  consistently and  vocabulary,  
understanding.  understanding with  understanding.  communicate  e ectively to 
  limited success.    understanding.  communicate 
    understanding. 
 

Student Justifications:  Teacher Justifications: 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Task One: You need to identify the formation, mark in how the team’s o ensive and defensive 
systems could look, and describe the role of the players in attack and when defending. 
 

     

Formation:   O ensive system/ formation  Defensive system / formation 

 

     
   
Describe the role of the defenders   
   
   
 

     
   
Describe the role of the midfielders   
   
   
 

Describe the role of the forward     

 
 
 
 
Task 2: Identify and explain the strengths and weaknesses of the system 
 
Strengths of the system: 

●  
 
●  
 

Weaknesses of the system: 

 
●  
 
●  
 
 
 
 
Task 3: Analysis 
Your Team  Opponent 

   
   
Mark your team’s formation  Mark your opponent’s formation 
 
Where are most of your attacks coming from? How e ective  Where are most of your opponent’s attacks coming from? How 
are they?  e ective are they? 

What weaknesses does your team have?  What weaknesses do your opponents have? 

What changes did you make to solve your problems? 

 
 
 
 
 
 

Did your changes work? Explain why/why not. 

 
 
 
 
 
 
 
 
 
Unit Inquiry Questions 
 
Questions asked  Answers we found 

Factual:    
 
Why is it important for a team to be 
dynamic by nature? 

Conceptual:    
 
A good team will always beat a team of 
champions. Explain why. 
 

Debatable:    
 
Your team is 2-0 up with 5 minutes to 
play, do you defend your lead or go 
for a third goal? Explain.   

 
“An e ective team is dynamic in nature, constantly changing and adapting to di erent situations,” was the statement of 
inquiry for this unit. Explain your understanding of this statement in relation to what we did during the unit. 
 
 
 
 

 
References 

Oguttu, Ziv, Sultanov, A., David, Phil, Monir, & U Dont Know. (2014, November 24). 6-a-side Formations – Winning Tactics. Retrieved 

from http://www.5-a-side.com/tactics/6-a-side-formations/