Activity/length: Year/Class: Resources: (Specific to the challenges – reference to equipment, teaching and learning resources (e..
– reference to equipment, teaching and learning resources (e..g task cards),
Football – 6 hours
Curriculum Aims: (Specific the
purpose of Physical education and the
which of the 4 aims this unit supports)
Student who take part in the
football module will gain
understand of how tactics
and strategies influence a
result in team games. The
students will be able to
apply this understanding
collectively as a team and
this will ensure success and
progression.
Health & Safety: (link to 3
categories of risk management must be
accompanied by a full risk assessment
document)
People: staff – prepare
challenges in advance;
and
Year 7 ICT equipment)
KS3
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)
Through involvement in the football unit, students will take part in personal and team development of a variety
of skills, concentrating on using and improving team tactics and strategies and understanding how this will
influence the game result in order to enhance success.
1. Students will be to apply understanding of how tactics and strategies influence a game, collectively as a
team and this will ensure progression and success
2. Students who participate in this module will be taught how to improve personal technique in their
passing, dribbling and shooting. The pupils will then be taught how to incorporate these skills into small
sided games
3. Students will be able to collaborate with one another through discovery style learning of their
fundamental skills throughout the unit
Through the unit students will develop their skills in the following ways:
Curriculum Aims (Aims): Try different ways to tackle a problem as a team using the most effective tactic or
strategy in order to outwit opponents through applied decision making.
Language and Literacy (L & L) :
1) collaborate with others to share information, ideas and problem solving solutions on the pitch to
agree actions
2) develop confidence and competence in the use of specific sporting language within football
Inclusion Strategies: (Link to National curriculum inclusion statement categories specific to unit)
Setting suitable learning challenges:
The tasks taught will give every pupil the opportunity to experience success and enjoyment in learning and
to achieve through differentiated challenges
pupils – appropriate
clothing and footwear, Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils:
Appropriate group sizes
Will we achieve this through the students working in groups within an effective learning environment taking
Context: build on prior on roles and responsibilities, sharing ideas, evaluating each other’s work and questioning the assumptions
learning in, develop behind particular ideas. We will also include a variety of teaching and assessment strategies, personalized
fundamentals, for each teaching group.
Organisation: guided
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.
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)
All: Students will develop a
deeper knowledge about tactics in
football and how they can
influence a game through own
experience within lessons.
Most: Students will be able to
demonstrate an improved
technique in their footballing
ability and explain why tactics are
important through their own
experience.
Some: Students will excel in the
football drills and games by
demonstrating their competence
through a tactical and practical
performance.
Core tasks: Weeks 1-3 Compelling / irresistible
(specific learning challenges that students will complete to achieve the learning outcome of that phase of the unit) learning: (What environments,
teaching styles, interactive opportunities,
Week 1: Introduction Out of hours learning, extension /
enrichment , themes will be used to make
Introduce learners to the unit – mix of practical and theory this unit motivating and exciting for the
Stress importance of watching teams play (or teams they play in) and analysing learners?)
them…plenty of opportunity!
Overview of assessment requirements & key verbs used in the unit Command and discovery
Introduction to unit: style teaching to help the
 What is a technique? students grasp what needs
 What is a skill? to be done and to let the
 What is a tactic?
figure out what works for
Videos of great team play shown and videos of tactics that proved effective. them.
Standard passing and dribbling drills to ease the students into the sport.
Plenty of opportunities to
interact with others on how
Weeks 2&3: Basic football skills to best perform a skill or
Pupils will learn to use basic principles of play when selecting and applying tactics. discussions about tactics.
Pupils will develop the skills necessary to outwit opponents. Passing, shooting, control and
heading will be developed through small sided games and conditional situations.
Competitive drills will be set up and pupils will need to demonstrate their ability to perform Making sure all pupils know
successfully against others. Ability in certain skills will be improved through exposure to about the football club
competition. Students will learn to understand the importance of width and playing into which is on after school
space in order to attack. As well as this, students will learn to understand and know the
benefits of types of shot on goal. They will also develop their understanding and
knowledge of how to execute a successful shot on 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)
All: Students will be able to
demonstrate knowledge on how
to outwit an opponent with a
certain strategy or tactic.
Most: Students will be able to
apply this knowledge in a practical
setting and show why and how it
works
Some: Students will be able to
explain and demonstrate a range
of tactics and strategies to outwit
opponents in a game scenario.
Core tasks: Weeks 4-6 Compelling / irresistible
(specific learning challenges that students will complete to achieve the learning outcome of that phase of the unit, should learning cont.:
show progression from the previous phase)
Week 4&5: Outwitting an opponent
Continue to develop their knowledge and understanding of how to outwit an opponent, Advice given on certain
through using the skills learnt, e.g. dribbling, passing dodging. teams to watch or videos to
They will learn how to apply tactics as a team and understand how individual tactical watch to encourage the
decisions/actions can affect overall performance, resulting in successful or unsuccessful
outcomes. The pupils should continue to refine/develop their positives and negative ideas students to try and gain a
better understanding. The
through evaluation/analysis to improve future performances.
videos can help the
Game situation drills set up for small groups of students to try out in mini teams against performers become more
their peers. Students will be given ideas and then freedom will be passed onto them. How
can they work together and come up with new ideas to try and outwit their opponent with appreciative of tactics and
different tactics? will motivate the students.
Week 6: Assessment A learning environment full
Assessment Teacher to review dribbling, passing, (shooting) and outwitting opponents. of different engaging games
Assess how the pupils apply skills to game scenarios. Assess knowledge/understanding of
what the pupils have learnt, through peer, self or teacher lead assessment techniques.
to prevent boredom. Will
help the students learn the
5 a side tournament set up. (Attack v Defence) 2 games going on at a time. Other same thing in different
students observe the attacking teams playing and provide feedback to the teacher whilst ways.
the teacher is observing, to help the teacher gain as much knowledge as they can on
performance. Feedback given will be specific on
Make the learning
kinesthetic so the pupils are
always given opportunities
to develop their knowledge
and understanding through
participation.
Outcome/Process cont. Core tasks: Weeks 7-9
(Specific learning outcomes showing specific learning challenges that students will complete to achieve the learning outcome of that phase of the unit, should
progression from weeks 4-6, linked to the show progression from the previous phase)
specific aspects being taught outlined in the
unit aims and objectives using the language
of the end of key stage statement)

Outcome/Process cont. Core tasks: Weeks 10-12

(Specific learning outcomes showing specific learning challenges that students will complete to achieve the learning outcome of that phase of the unit, should
progression from weeks 7-9, linked to the show progression from the previous phase)
specific aspects being taught outlined in the
unit aims and objectives using the language
of the end of key stage statement)