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),
Basketball
6 weeks
Curriculum Aims: (Specific the
purpose of Physical education and the
which of the 4 aims this unit supports)
1) Develop competence
to excel in a broad
range of physical
activities. – Lessons
should develop
competence through
the range of skills
leaned previously in
key stage one and two.
2) Are physically active
for sustained periods
of time. - the lesson
should involve high and
low levels of activity
that’s sustainable for
all each lesson to
increase/maintain
pupil’s fitness levels.
3) Engage in competitive
sports and activities. -
the lessons should
involve both novel
ideas with some
learning through games
(not just drills) to keep
pupils engaged, which
will then have a
positive impact on
behaviour and
attainment.
4) Lead healthy, active
lifestyles. – The lessons
should include cross-
and
ICT equipment)
Basketballs, cones, throw down lines, bibs, squizzle, whiteboards and pens, ipads, non-doer sheets, learning task cards,
KS3- Year 9 assessment sheets and pens, basketball hoops, plastic hoops.
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)
Curriculum Aims and Objectives-
Within this scheme of work pupils will build on and embed the skills previously learnt in key stages 1 and 2, become more
competent and confident in their techniques apply them to basketball. Pupils should understand what makes a performance
effective and begin to apply these principles to their own and others performance. Pupils confidence and interest to become
involved in physical activity and exercise should be developed as well as knowledge and understanding of the long-term health
benefits of physical activity.
Through involvement in basketball students will take part in intellectual and physical challenges working within a team. In this
scheme of work pupils will focus on how to use basic principles of offence and defence to plan strategies and tactics for
basketball. Students will work on improving the quality of their skills and techniques with the intention of outwitting
opponents. Through games based activities where games are taught for understanding, pupils will think about how to use
skills and techniques, strategies and tactics to overcome the challenges of basketball. As well as this Pupils will begin to
analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best whilst
exercising safely and effectively.
1) Refine and expand on preexisting knowledge learnt in key stage one and two with new ideas and techniques.
2) Select and use strategies to effectively outwit an opponent.
3) Pupils will be able to know how to apply fundamental skills to competitive situations and have the confidence to
physically use techniques learnt in game play.
4) Pupils will be able to analyse performance of peers/ self and know the appropriate principles to improve effectiveness
of performance.
5) Pupils will begin to develop tactics or strategies to outwit opponents (for defensive and offensive play).
6) Pupils will be able to work as an effective participator through teamwork and reflective learning.
 curricular links to both
nutrition (food
technology) and
science to encourage
the healthy, active
lifestyle.
Health & Safety: (link to 3
categories of risk management must be
accompanied by a full risk assessment
document)
People:
staff – prepare challenges in
advance so the staff know what
is being taught, also supply
them with a lesson plan.
pupils – Ensure appropriate
clothing and footwear are being
worn. Groups work in areas
with enough space for the
number of participants. Ensure
no jewelery is being worn and
that hair is tied back.
Context:
Check the sports hall and court
where the lesson will take place
and ensure that the risk
assessment has been
completed. Ensure that
equipment is checked and
maintained.
Organisation:
Guided learning teaching style
Language, Literacy and Maths-
Whole school curriculum aims for example mathematics and literacy will also be met within this scheme of work. Math’s will
be present throughout tasks applying mathematical ideas to performance such as timing, scoring and decision-making helping
to make the cross curricular link. Literacy will be included through language for learning strategies such as where pupils will be
able to understand, use and spell correctly words relating to basketball. As well as this, pupils will be able to communication
using speaking and listening skills as well as cooperation & working together in groups. Other cross curricular links will be
made for example, sportsmanship applies to citizenship and bodily functions and healthy lifestyle consequences applies to
science and food technology subjects.
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 give new experiences through challenges
such as analysing performance and introduction of new techniques.
- Question scaffolding. Ask questions to learners and build upon knowledge and understanding. Ask “All” learners (lower
ability) the question first. Then give “most” (middle) and “some” (higher) the opportunity to expand on the answer so all
students are involved and can achieve success.
Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils:
- Create an effective learning environment and a range of assessment strategies will enable all needs to be met, with a range
of learning resources to support communication of ideas and tasks.
- A range of learning resources and equipment will be used alongside different teaching strategies to overcome potential
barriers and ensure all learners are able to participate and achieve.
- Appropriately group pupils in activities so they work with students the same ability as themselves.
- Introduce another game for less confident players or those with SEND. This means less confident students can practice
techniques such as passing and dribbling the ball without being worried or disengaged by other members of the class.
Responding to pupils needs and overcoming potential barriers:
A range of activities that are simple to adapt to suit pupils needs, the use of a range of assessment, plus the various methods
of communications to ensure all needs are met. Adapt the teaching style to suit the learner’s needs.
Key aspects within the unit:
adopted to promote the
opportunity for individuals to
learn in a safe and controlled
environment. Use prompts and
observation for safe completion
of tasks and use direct
instruction used on tasks with
high risk of injury. The
organization of pupils and
lesson flow is pre planned to
ensure learning is pitched at
the right level for all.
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 fundamental
skills during activities (1)
develop their analytical skills to
improve (2) through the use of
replayed recordings and
analysis sheets. The ability to
outwit opponents (3) will
develop through game play and
isolated skills. The pupils will
independently and
collaboratively reflect (4) on
their performance during pit
stop plenaries, and games
based activities. Key
terminology (Aim) will be
developed through assessment
sheets and pupil recall. The
games played will include
different numeracy each lesson
(L&L).
- Fundamental skills (Passing, dribbling, footwork and pivoting)
- Shooting (Set shots and lay ups)
- Offensive Play
- Defensive Play
- Cross- Curricular Links (Biology, nutrition, literacy and maths)
- Rules and Regulations (fouls and violations)
- Game play (putting skills and techniques into practice)
Core tasks: Weeks 1-3 P 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,
Passing and Footwork Out of hours learning, extension /
enrichment, themes will be used to make
Recap on previous years work. Develop passing and moving skills that have been used in this unit motivating and exciting for the
general invasion games. Outline the principles of the game and different passes that can learners?)
be used; chest, bounce along with the footwork. The pupils will develop their Assign pupils with different
fundamental skills so the accuracy and power of their passing and receiving improves in roles to develop effective
isolation and games. The footwork can be linked to agility, coordination and netball as a participation. (leadership roles
transferable skill and then developed into the ‘jump stop’. Practices will be used that for stretch and challenge)
make the pupils select the appropriate pass for the required distance and make them
think about where they should move after they have made the pass. Small sided games Mini white boards to write
could be used for this where non-participants can umpire and coach. down their learning to
highlight reflection.
Warm ups: ‘Fox in the ring’ - 3 players are standing on a circle (free throws- & middle
circle) and 1 player inside. The outside players are passing the ball to one another and Pairs and group discussions to
the player inside has to touch the ball. If he touches the ball the outside player who improve listening skills and
made the pass or last touched it becomes the next inside player. Limit the time or name teamwork.
the goal for example a number of passes.
‘Numbers’- All players line up in one big line. The ball is passed/handed over from one IPads for replaying
end of the line to the other using different passes (Handover, through the legs, overhead, performance and analysis.
etc.). The players have to remember the player in front and behind them. On the
teachers signal the players spread out, run around and pass the basketball in the right Self/peer score and analysis
order from player 1 to the last player (and back), using different passes (chest pass, sheets to identify ‘www’ and
bounce pass, etc.). ‘ebi’.
‘Pass and Pressure’ - Pupils in pairs pass the ball, follow it and mark the pass of the
person who receives it. ‘3-man weave’ - The players stand in a line, middle person starts
with the ball, pass and follow, pupils should use a range of passes. This can be performed
with or without dribbling depending on pupil’s ability. The use of fun videos to
‘Copy the Expert’ - Two pupils face each other in an identical squares from cones, one is introduce lesson aims and
the expert and the other has to mirror their actions as fast as possible, aim to run and improve engagement.
touch different cones with different hands.

Activity Examples: ‘Passing game’- 2 teams compete against each other on a half court.
The players cannot dribble nor travel. Goal is for one team to complete a certain number
of passes in a row with the other team defending and trying to deflect. Once the
defending team steals the ball they try to reach the number of passes.
‘Footwork activity’ - For pivoting, turning, landing, stopping, begin in isolation, pupils
practice different forms, add a ball and then put into a 3v3 possession game, points for
passes and identification of poor footwork. ‘Conditioned games’ – Bench ball or end-
zone to focus on passing and footwork, plus develops pupil’s team participation.
‘Pair passing’- Players are paired up and face one another about 8 feet apart. They then
pass back and forth, making sure that they step toward their partner to pass and step to
the ball to receive. Teacher calls the type of pass to be thrown. Gradually, partners move
further apart as they are comfortable and accurate.

Assessment: On court peer analysis and self-analysis to identify the correct landing
foot/pivot for each option isolation and game. Starter activity: Put pupils into pairs,
where they can then discuss and share prior knowledge. They then write on a main
whiteboard 1/2ideas (no repeating).

Plenary: The assessment activity is then repeated again with different coloured pens at
the end of the lesson, pupils can then change, develop or add knowledge to the board.
Reflection of learning through pairs and group discussion should be encouraged.

Dribbling
The dribbling technique. They will revise the dribbling technique, aiming to dribble with
one hand on the move in order to outwit opponents during game play. For some they
will develop the confidence and competence to move the ball from hand to hand during
game play. This lesson could additionally be used to re-ascertain the previous lesson if
any area needs further development.

Warm ups: ‘Cone dribble course’ - Set up a course for pupil where they perform long,
short, fast and slow dribbling, plus weaving in and out of cones.
‘Box Relay’ - Players dribble the ball around a box each side of the box the type of dribble
changes, short, long, low and high.
‘Two ball warm up’ - Player is going to start with two basketballs, one in each hand.
He/she is going start dribbling the basketball simultaneously at about waist height. There
are going to be 6-8 different dribbling moves that the player is going to cycle through;
ankle high simultaneous, alternating waist high, alternating ankle height, right hand high/
left low (switch), front broken windshield wipers, front windshield wipers, side
windshield wipers, and broken side windshield wipers. You can change the order of the
dribbling moves but the goal is to do each one for about 10-15 seconds.
‘Dribbling lines’ - The teacher will instruct the players to use different dribbling
movements to dribble up to either the half-court line or full court. Options could be;
• Right hand up, left hand back
• Crossovers
• Behind-the-back
• Through-the-legs
• Dribble low
• Dribbling backwards
‘Tag’ - Tag is a fun drill that involves everyone dribbling around trying to avoid two
taggers. When a dribbler is tagged, they must stand in the place they were tagged with
their legs wide and hold the ball on top of their head. They can be freed by other
dribblers by rolling the basketball through their legs.

Activity Examples: ‘Dribbling activity’ - Dribble through the cones using any sort of
dribble combinations. The cones are between your legs as you go through them. Each
dribble combination should land between each cone. Your goal is not to hit the cone.
Dribble combinations can include;
1) Single crossover
2) Double crossover
3) Triple crossover
4) Between the legs
5) Side to side
6) Side to side - Crossover
After the last cone, you extend a dribble to the basket and shoot the ball. You can mix up
finishing moves and jump shot
‘Trucks and Trailers’ - Pairs, the truck pupil dribbles and the trailer pupil follows, upon
the whistle correct footwork performed and passes made, then the roles reversed.
‘Wall dribble’ - Pupil bounces the ball in a semi-circle on the wall to develop ball control.
‘Lying down dribble’ - Pupils lay on the floor whilst dribbling, then sit up to change hands
to improve coordination and ball control.
‘Relay driving’ - In teams, pupils will dribble short, long, high, low, on tip toes, crouched
etc. in a relay fashion to create a pressurised games environment without a defender.
‘Dribble knock out’ - On the teachers’ call, all players begin dribbling and attempt to
knock each other’s basketball out of the playing area.
Assessment: Peer or self-assessment (wall or floor activity), count only controlled
bounces or hand changes (differentiate ability), pupils then aim to beat personal scores
(write on a white board so they can be checked). Open/closed questioning to the group
during pit stop plenaries, closed questions aimed at low ability and then expand to open
questions for higher ability pupils.

Plenary: Observation to ascertain pupil’s physical abilities and retention. ‘Circle Game’
half pupils inside circle with ball other half outside circle without a ball. Pupils dribble
with ball. The teacher calls a footwork technique and passing action, which pupil then
have to perform, the pass is made to a pupil on the outside of the circle who then swaps
roles.

Shooting
The BEEF technique, set shot and lay ups (rebounds for G&T extension). Pupils should
revise the ‘BEEF’ technique and set shots. They will all learn the lay up in stages and
gaining confidence and for most competence to apply the skill in games.

Warm ups: ‘First to ten’ - In teams of 3/4s pupils take in turns to shoot, the first team to
ten calls “10”. The game then restarts and that team then has to reach eleven etc.
‘Cone bingo’ - In teams of 4 pupils take in turns to dribble and shoot from one of the
cones placed around the goal. Each cone must be completed before they can move on
first team to finish calls bingo.
‘23 Cones Shooting Drill’ - Place 23 cones at the baseline of one end of the floor and split
the players up into two teams at the other end of the floor. Players shoot and are
‘rewarded’ by being allowed to go to the other end of the court and have a chance at
collecting a cone if they make another shot. If they miss, they get nothing and return to
the end of their line. The team with the most cones at the end of the game wins.

Activity Examples: ‘Set shots’ - pupils perform the beef technique with both feet placed
on the floor from different angles around the basket, to include peer analysis for
improvement.
‘Lay ups’ - Learn the components of the skill then link together without the ball to
establish body composition, then add the ball to complete. To extend add ‘rebounds
activity’ pupils placed in small groups, player with ball shoots, partner follows shot and
takes another if it is misses.
‘Pivot shooting’ - Players will begin the drill by making a chest pass out to the teacher in
front of them. Immediately after making the chest pass, the player will explode to the
free-throw line where the teacher will pass the ball back to them. After catching the
basketball in a jump stop, the player must pivot around using good technique and square
up to the basket before shooting or attacking the ring.
‘Pressure’- Pressure is a simple and fun end-of-practice game that works on shooting free
throws while under pressure. When a player makes a free throw, the person behind
them is put under pressure. This means that if they miss, they’re out of the game.

Assessment: Self and peer assessment mark sheets that breaks down the techniques into
key components, plus additional written questions relating to the skill that are answered
independently and then checked as a group. Sheets to be handed in to analyse literacy
skills and quality of answers written.

Plenary: Pupils share written answers in small groups and then share with whole groups
the one they believe to be correct. Have words/phrases printed off and muddled up for
layup, set shot and beef, in small groups they must place the words into correct groups in
the right order, e.g. ‘BEEF’ = Balance, elbow, eyes, follow through.
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)
Pupils will be confident and
competent with fundamental
skills during activities (1)
develop their analytical skills to
improve (2) through the use of
replayed recordings and
analysis sheets. The ability to
outwit opponents (3) will
develop through game play and
isolated skills. The pupils will
independently and
collaboratively reflect (4) on
their performance during pit
stop plenaries, and games
based activities. Key
terminology (Aim) will be
developed through assessment
sheets and pupil recall. The
games played will include
different numeracy each lesson
(L&L).
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)
Offensive Play
Pupils will be encouraged to
The basic components for attacking effectively will be understood and applied to
enhance the fundamental skills during games, with the aim of outwitting their take roles and responsibilities,
opponents. Pupils will work collaboratively as a team to ensure tactics or strategies are such as officiate a game.
successful.
Pupils will support each other
Warm ups: ‘Monkey in the Middle’ - Groups of 3 (or4) one player is in the middle trying and improve learning by
to gain possession of the ball, the other two players have to maintain possession. They working together in pairs or
can move and try any pass to keep possession. teams.
‘3-man weave’ - The players in a line, person in middle starts with the ball, they pass and
follow the ball, encourage pupils to pass and receive on angles not a straight line. This Pupils will share knowledge
can be performed with or without dribbling depending on pupil ability. collaboratively so all pupils
‘23 Cones Shooting Drill’ - Place 23 cones at the baseline of one end of the floor and split develop.
the players up into two teams at the other end of the floor. Players shoot and are
‘rewarded’ by being allowed to go to the other end of the court and have a chance at Use ICT to support learning
collecting a cone if they make another shot. If they miss, they get nothing and return to and develop analytical skills.
the end of their line. The team with the most cones at the end of the game wins.
Activity Examples: ‘Outwitting opponents’ - Pupils will play a conditioned game, every
2mins the teacher will stop play and the pupils will discuss and write (whiteboard) tactics
for outwitting their opponents, they should reflect on ‘www’ and adapting for
improvements.
‘Balancing the court’ - To prevent pupils bunching together. Players are placed on court
in teams, they then perform an attacking play whereby all the players remain, evenly
spaced and placed on the court.
‘Cutting’ - small groups, player runs towards a cone, once they reach it they sharply
change direction to then receive the ball.
‘1v1’ - The offensive player attacks and tries to beat his/her man 1-on-1. The player with
the ball starts at the top of the key and tries to make a move, or shoot the outside shot
and score on the defender. The defender must stop the offense, and get the rebound.
The offense gets a point for (1) each basket made, (2) for each offensive rebound and (3)
if the defender fouls. No second shots are allowed.
Assessment: Observations, the pupil’s attainment levels assessed and marked down to
identify if learning is on target, beyond or behind. During the lesson teacher or non-doers
could record groups and then replay the recording, all players have the opportunity to
identify ‘www’ and ‘ebi’ and then apply it to practice immediately.
Plenary: ‘just a minute’ - In small groups (approx.6/7) stand in a circle all facing each
other. One pupil will begin to explain offensive play, tactics and strategies from the
lesson, as soon as that person hesitates or repeats a word the next person must
continue. No content should be repeated, least able pupils should begin and most able
finish.

Defensive Play
The basic components for defending effectively will be understood and applied to
enhance the fundamental skills during games. Pupils will aim to further develop the
competence in order to mark, intercept and steal the ball off opponents. Pupils will work
collaboratively as a team to ensure tactics or strategies are successful.

Warm ups: ‘Monkey in the Middle’ groups of 3 (or4) one player is in the middle trying to
gain possession of the ball, the other two players have to maintain possession. They can
be fixed to a point or not allowed to perform an overhead pass to allow defender
success.
‘Defensive mirrors’ – Students sets themselves up directly opposite a partner on the two
parallel lines of the key. The teacher then assigns one of them the offensive player and
the drill begins immediately. The goal of the defensive player is to stay directly in line
with the offensive player. The offensive player must work hard to try and separate
themselves from being in line with the defender by sliding up and down the line of the
key.
Activity Examples: ‘1v1’s’ - Pupils will play 1v1 games to gain competence and
competence with marking, and stealing the ball off opponents.
‘Triple threat’ -Learn in isolation then apply to a conditioned possession game 3v3
(badminton court), Pupils will learn how to defend the ball from the player marking
them, so a pass can be made.
‘Capture the flag’ Play with multiple teams each with a ball and a goal to defend, when
the defenders intercept the ball or steal it they receive a flag from the teacher, the team
is split in half and swap attacking and defending roles every 2mins, they should then
regroup to discuss tactics and strategies for implementation or avoidance.
‘Defensive specialist’ - All players line up in a straight line on the baseline. The first
movement is a sprint and then close out to the cone in front. The player then back-pedals
around a cone directly behind them, and then slides across to the other side of the court.
When the first defender slides past the line, that triggers the next player in line to start
the drill. When the first defender has slid around the cone on the other side of the court,
they again sprint to close out, and then once again slide to the opposite side of the court
before returning to the end of the line.
‘Zig-zag Slides’- The first player will defensive slide from the corner to the high post and
perform a 90-degree drop step so that they are now sliding back to the opposite side
line. This process of sliding from one side to the other and drop stepping continues until
the player reaches the opposite baseline.
They come back down the opposite side of the court using the same principles.
Assessment: Observation of the ‘Coaching roles’ - Players will provide verbal feedback to
their partners or other team mates on ‘www’ and ‘ebi’ during the lessons activities. They
should all be reflective and constructive with feedback; lower abilities may need
additional guidance (info sheets) for it to be effective.
Plenary: ‘Jigsaw’ - In 4’s pupils will discuss attributes of the techniques and tactics, 2
players from each group join with 2 from another group and discuss their points, hands
up if same, show fingers of how many the same. Repeat exercise again. Share with whole
group any points that were different.

Game Play and Rules

Pupils should apply the knowledge and skills gained from previous lessons confidently
into games based scenarios. Pupils should work effectively as a part of a team to develop
tactics and strategies, which should then be reflected upon individually and as part of a
team, to improve learning outcomes.

Warm ups: ‘Tag’ - Tag is a fun drill that involves everyone dribbling around trying to avoid
two taggers. When a dribbler is tagged, they must stand in the place they were tagged
with their legs wide and hold the ball on top of their head. They can be freed by other
dribblers by rolling the basketball through their legs.
‘Box Relay’ - Players dribble the ball around a box each side of the box the type of dribble
changes, short, long, low or high. The players can be in teams that compete against each
other, teacher and no-doers assess quality and times.
‘Relay driving’- In teams pupils will dribble short, long, high, low, on tip toes, crouched
etc. in a relay fashion to create a pressurised games environment without a defenders.
Activity Examples: Play the ‘original rules’- Player then adapt and develop the rules as a
group. They should compare the differences between previous and current rules.
‘½ court game’ - With attackers v defenders to reaffirm the roles and on court positioning
for each individual.
‘War’ - The drill begins with the teacher throwing a basketball out into the middle of the
court and calling out a few numbers between 1 and 6. If the teacher wants to play games
of 3 on 3, they might call out “1, 4, and 5!” If this happens, numbers 1, 4, and 5 from both
teams come out and play a game of 3 on 3 until a score occurs. The teacher can play
games with any number of players from 1 on 1 to 6 on 6.
‘Hot potato’- One student is on the baseline pass to one of the guys in the corner then
goes to that spot. The man on the corner that gets the ball the passes to the guy in the
other corner, he then takes that spot. When the second man in the corner gets the ball
he passes to the person on the opposite wing and takes that position. The person on the
wing will pass to the other wing as that person cuts to the basket for an easy lay-up. then
they start again.
Assessment: ‘Basketball bingo’ - Each team has 6 players and a bingo card. one player is
off with the card, when they see a skill, action performed or rule broken that is on the
card they write their name on it. They then call the player who performed action off and
they swap. First team to complete a line calls bingo. (Teacher can then check who’s name
appears the most frequently.)
Plenary: A Kahoot! based game or similar so all pupils answer questions on rules and
basic game play to assess learning and reflect on the lesson objectives.