Activity/length:

Year/Class:

Netball
6 weeks

Year 7
Mixed

Curriculum Aims: (Specific

the purpose of Physical education and
the which of the 4 aims this unit
supports)
Use a range of tactics and
strategies to overcome
opponents in direct
competition through team
games.
Develop competence to
excel in a broad range of
activities.
Engage in competitive sports
and activities.

Resources: (Specific to the challenges reference to equipment, teaching and learning resources (e..g
task cards), and ICT equipment)

Size 4 Netballs, Stack of cones, stack of tall cones, Netball posts, iPads, Task
cards, 4 sets of bibs, floor markers, show me whiteboards, whiteboard markers,
tennis balls, reaction balls, handballs

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)

Whilst playing netball in Physical education pupils will have the opportunity to build on and embed the physical
development and skills learned in key stages 1 and 2. Not only this, they will have lots of opportunity to work as part
of a team and as an individual. Pupils will also begin to analyse their performance, developing strategies and
techniques to overcome an opponent/s.

1. Develop a sound understanding of the footwork rules and patterns in netball in order to improve
performance.

2. Develop confidence and competence performing skills such as the pass and interception when under
pressure. This will be in a controlled environment as well as in game situations.

3. Through multiple techniques pupils will be able to understand what makes performance effective and then
develop their technique and improve their performance.

4. Students will gain understanding on how taking part in netball can contribute to leading a healthy
active lifestyle.
Cross-curricular development
Literacy: Use of key terminology specific to netball (footwork, drive, dodge and many other relevant words)
ICT: Where possible the use of video analysis will be introduced to enhance performance. Often on the iPads
Communication: Class discussions, Q&A, communication (verbal & non-verbal) on court.
Numeracy: Use of numbers within the game, adding up goals when officiating, centre passes (odds & evens).

Health & Safety:

People: Appropriate
clothing & shoes, hair up,
jewellery off, nails.
Context: Prior learning in
netball.
Organisation: Appropriate
challenges, equipment
ready, lesson plans.
Area: checking posts,

Inclusion Strategies: (Link to National curriculum inclusion statement categories specific to unit)
Setting suitable learning challenges:
Some feeder schools introduce high fives so these students will have more prior knowledge. There will be
progressions which will challenge these pupils.
Different positions in netball entail different roles.
Becoming an officiator, manager, coach, and tactician.
Responding to pupils needs and overcoming potential barriers for individuals and groups of pupils:
The iPads will help aid visual learners as will the task cards.

checking courts (outside)

Core tasks: Weeks 1-3

Compelling / irresistible learning:

(specific learning challenges that students will complete to achieve the learning
outcome of that phase of the unit)

(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?)

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)

Examples of core tasks that can be used.

General jogging in space with a ball & on command:

Pupils will understand why a

warm up is necessary and
what effects it has on the
body. Reducing the risk of
injury helps towards leading a
healthy active lifestyle.

Drop drop ball to floor and collect with 2 hands

Roll roll ball along floor, chase and collect
Spin throw ball in air, spin on spot and collect ball before it hits the ground
(as low as possible)
Rebound go to wall throw ball high, jump to collect
Switch make eye contact with someone & switch balls - make a pass
(chest, bounce, shoulder dependent upon distance apart) be Creative!!
General ball familiarisation & on command:

Develop further understanding

of invading space using
netball as the context as a
result overcoming an
opponent,

Rotate ball round waist, both directions

Pass ball left to right hand (above head/chest height/below knee)
Pass ball from behind back, catch in front. Reverse.
Stand close to wall control ball on fingertips against wall, small bounces. L/R
hand/switch between them.

YouTube clip to show (especially boys) netball is

a sport for all and can be as energetic and
engaging as any other invasion game.
https://www.youtube.com/watch?
v=0sQuuBTVWMs

Begin looking at and discussing the components

of a purposeful warm up.

Why?

How?

What happens to the body?

Activities

Pupils will experience all of the

different footwork patterns,
leading to them becoming
expert in their skills.
Begin to recognize when a
footwork pattern is done
incorrectly and then develop
some sort of strategy to
overcome this therefore
showing they can analyse
their own and others
performance.

What cone, what foot? - Split the class into 2 groups, each group uses a
separate third of the netball court. Already laid out are blue spot mats, green
spot mats and yellow spot mats. Whilst moving around in the area every time
student move over a mat they perform a stop and pivot through 180 degrees.
Blue is left foot land; green is right foot land; yellow is both feet land and
then choose pivot foot.

Catch pivot pass - The starting player passes the ball to the player moving
towards the ball from the opposite group. The receiving player who catches
the ball should land on 1 foot, then land on their 2nd foot and pivot onto their
1st landing foot to pass the ball back the player on the side where they
started. Exercise reverses in the other direction.

Show me footwork Split into groups of 4 or 5. The groups are asinged a

different foot work pattern. They then have to draw what it would look like on
the whiteboard and then give a demonstration to the group. They will have
enough time to work as a group ask for help if they need it and then practice.

Here is one of the numeracy links in the number

of degrees. If this is too difficult teachers can
refer to it as a half turn.
This is a simple drill which can be taught in the
first lesson. As a result it would make a good
activity for the pupils to set up and perform at
the beginning of the lesson straight after the
warm up. It would mean they are absolutely
ready physically and mentally to play netball.
Pupils will be engaged in physical acivity for ore
sustained periods of time.

Using whiteboards helps engage different types

of learners. Especially visual.

The other groups will be the ones checking to see if correct and aiding the
other group get the right method.
Footwork Ws After setting up a W shape on the ground roughly 3m apart.
Take turns running out to the first spot mat, landing on 2 feet and then use
either foot to pivot through 360 degs then run to the next spot mat (to the
left) and lad on left foot, this is the pivot foot and move through 360 degs,
then the same for a right foot landing. Once there is success here ad in a
pass and receive at each spot mat. Finally this can be turned into a relay to
add competition (in line with the National Curriculum)

To further develop performance in this activity, 1

member of the group can use an iPad and film
the technique of the others. As they watch it
back in slow-mo that person can give quality
feedback.

What foot? This could be a game played at the end of the lesson. Two
teams of 4 players play a possession game on the badminton court scoring in
the back tramlines. Split the court into thirds. In each third teams are only
allowed to use one footwork pattern. Swapping ends means that both teams
experience the footwork patterns in different orders.
Order Ball - Players are divided into two teams and spread throughout one
third. One team is A, one team is D. (A=attack, D=Defence). On the A team,
players are numbered 1-5. The aim is to see how many successful passes can
be made in the correct numerical order. D team is working on intercepting
the ball and pressuring the passes for one minute. The D team then to
become A team and vice versa. Teams are then given 1 minute to discuss
how they could be more effective in increasing their number of successful
passes.

Both teams will have access to the whiteboards

to write their news tactics down. After the activity
they can then record if they used that tactic and
then whether it was successful. To make this
more challenging change the starting positions
e.g. lying on back.

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)

Now students understand what

constitutes a good warm up,
they will be able to lead their
own warm up. Some will be
confident to lead the whole
group.
Students will be able to give
more than one type of pass;
chest pass, bounce pass;
shoulder pass; overhead pass.
Once this has been achieved
students will begin to play these
passes under pressure showing
that they are becoming expert in
their technique.
In order to receive these passes
students will gain and develop
dodging skills to evade a
defender and create space to
receive a pass, proving that
they can outwit an opponent.

Student led warm ups from this point students will be able to lead their own warm
ups. They will know that a high quality warm up will include a pulse raiser plus static or,
preferably, dynamic stretching. It should last around 5 minutes. Whilst they are doing
this the teacher can ask them to think about a concept or strategy that could be used in
the lesson. Alternatively it could be memory recall from the last lesson, this would act
as the starter.
Zone Pass - Pupils in 2 teams, 1 x ball, 4 zones, badminton court.
Teams can score 1pt by passing the ball into any of the 4 zones. Ball can be intercepted
which will then bring about a turnover. No contact allowed. No other rules to start with
but can be added to use pupils to come up with new rules. Give each player a number
between 1-5 same games as above but whoever scores the team get that amount of
pts. Allocated to them so if the player given numbered 5 scores the team gets 5pts
individuals keep own score then add up at the end of the 2 min game. Team with the
highest score is the winning team. Keep your No. a secret from the opposition. How can
you capitalise on this as a team?
Hot spot - Students work in 2 teams of no more than 5 v 5. 1 member of each team
must stand in the middle of the inner circle and they are not allowed out. The rest of the
team members can only use the bounce pass to each other and are not allowed in the
outer or inner circle. Students can only score by bounce passing in the space between
inner and outer circle (marked by an X above) to their team member in the middle of
the inner circle. Once a goal is scored the ball is given to the other team. Lines of the
third are the boundaries. After a few quick games swap the teams around.
Lateral Passing - In 4s, 3 pupils will stand in a line 4m apart. The 4 member (A) will
be working parallel to the 3. A will run up and down his/her line receiving the ball from
the other 3 who will act as feeders. There are 2 balls per group so there is always
someone without amongst the feeders. A will always receive the ball and pass to the
feeder without the ball therefore, running up and down the line. All in the group will
have a go. If someone is struggling for success then the activity can be slowed in pace.
th

Rats and Rabbits - Players split into two teams and line up facing away from each
other through the center of the court. Teacher (non-doers) to call rats or rabbits. If
rats is called- rats must run to a designated line in front of them, (home), without
being tagged by their partner/rabbit If rabbits is called- rabbits must run to their line
to be home If either of the rats or rabbits are tagged by their partner in the opposite
team they must join that team and change animals.
Dodgeem In 3s in any are place 4 cones in a diamond shape roughly 2m apart. At
the top of the diamond is the feeder who will pass the ball to the attacker, the third
member of the group is the defender. The attacker starts on the opposite cone to the
feeder and has to receive the ball from a chest pass (to begin with) at either one of the
side cones. To do this pupils should use any one of the dodging techniques that can be
found on the resource card.

Compelling /
irresistible learning
cont.:
The pupils here are taking
responsibility for their own
learning and are making
physical activity safer for
themselves. This also shows
understanding of how to
maintain a healthy active
liefestyle.

This activity focuses on the

type and quality of pass. It is
also very good because the
passing and receiving is done
on the move it creates a
situation where footwork is
important therefore pupils
recap and continue
developing footwork.
An excellent game to
encourage speed. This short
sprint is a great
representation of the sprint to
get away from a defender.
Here the resource cards are
available to give everyone an
idea of what they should be
aiming for. It will also really

help those with a visual

learning preference.

Run the Gauntlet - Divide pupils into teams of 7/8 with 2 attackers as passers The
attackers will work as a 4 and try to pass and run up the court avoiding the defenders
who will be trying to intercept the ball. The defenders D may only move sideways along
their line. A4 starts once A3 has completed the run. Once all attackers have had a turn
at running the gauntlet the teams swap roles.
Cops & Robbers - The cops must defend the netballs (in one D) and protect them from the
robbers who are trying to steal them and take them to their D. To start the game off teacher/non doer
blows their whistle once to release the Robbers then a second time to release the Cops to chase
them. The robbers must work together to get the balls back by passing them using netball rules. The
cops must intercept the ball or cause 3 second violations. If they successfully do this the netball gets
put back inside the blue coned area and the player who loses the ball has to go to jail. Robbers can
free their team mates in jail by high-fiving them. When the robbers are home the cops cannot touch
them.

This game really introduces

competition and pressure and
as a result helps the pupils
and the lesson achieve the
aims set out in the beginning.