Knowledge Skills Sequencing

● Passing/Receiving Learning should:

Through the implementation, students will be able to understand, use and recall the following ● Shooting Scheme of Work: Football ● Develop the principles of attack and defence in a directional game.
knowledge relating to football:
● Dribbling ● Use small sided game situations to allow for tactical planning and refinement.
● ●
Principles of attack and defence
● Ball control Allow students to make decisions, assess outcome and suggest improvements.
● Finding, using and denying space
●
● Defending/Marking/Tackling
Making decisions quickly and efficiently
● Application of game rules
● Understanding how to work as a team effectively

Key Stage: 3 Year: 8 Duration: 6 lessons

Intent: To focus on developing team attacking and defending strategies and associated core techniques required to support this. To encourage students to select and apply the appropriate core football skills, using them tactically with the intention of outwitting their opponents. To develop an improved
knowledge of small sided competitive games and rules than underpin the game.

Key Concepts and Processes:

Assessment Pillar 1 - Motor Competency Assessment Pillar 2 - Rules/Tactics/Strategies Assessment Pillar 3 - understanding the relationships between physical activity and its
Pupils will learn to combine and replicate developed football skills consistently applying fluency To develop observation skills on peer performances, skills and techniques as well as observing effect on the body

and a greater accuracy and quality of technique. Continual development, adaptation and the use of tactics. Pupils will be able to use information gained from analysis of performance to To develop a resilience to challenges and setbacks. To understand the importance of
refinement of skills to produce high levels of performance and sound techniques. influence and improve their own play. Deeper questioning will allow for the stretch and challenge sportsmanship and respect for others. Highlight other possible character building opportunities

Pupils will further develop the fundamental principles of play when replicating core skills and of gifted and talented pupils. through football based activities and discuss the need to stay healthy and active throughout life.

movement needed including; passing, shooting, control and movement off the ball. Technique Pupils will be encouraged to evaluate games and ask questions about the effectiveness of these Signpost enrichment opportunities within the school timetable and in the wider community.

will be further tested through its use in small sided games and conditional situations and tactics. To further develop an understanding of rules and terminology used for football. Develop ability to complete physical warm ups based around football to help develop pupil’s
assessed against expected learning outcomes. Pupils will be encouraged to devise new strategies to beat and outwit opponents. Pupils will learn physical capacity. Opportunities to referee/coach pupils or small groups will develop

to identify and recognise similarities in principles of attack and defence. Pupils will implement communication and leadership skills through a gain in confidence and understanding.

strategic and tactical decisions based on movement of the ball into space and choice of skill
execution. Opportunities to referee/coach pupils or small groups will develop communication and
decision making skills.

Scan these QR codes for information

Pass and Go Movement Development Small Side Game

Implementation

Week Learning objectives Suggested lesson tasks/activity ideas Differentiation/ Personalised Learning/Assessment Tools

Developing Core Skills - Passing Pulse raiser – 1 ball each/per pair. Dribble + pass as a unit in different area of a grid. Use varied commands (touch inside Adapt the number of touches/size of practice area or size of
To be able to perform core passing skills in a variety of situations. To be able to of feet, knees up, jumps) Incorporate dynamic stretches. Paired/3’s - Experiment with inside & outside of foot. Pass with target in SSG. Mid-lesson plenaries check – technical points of a
perform these techniques in a small sided game to outwit opponents. opposite foot. Intro the chip, lofted and drive Teaching points: Accuracy, weight of pass, highlight importance of simple pass/more complex variations? Why might balance,

1 movement into space. Condition practice – 5 passes = a goal. Develop to small sided game - 5 v 5. (SSG) accuracy and weight of distribution be important?

Dribbling, Turns and Outwitting a defender Pass and go warm up (See QR code) – 4’s per grid. Pass and move to another grid to find another one touch pass. Decrease speed of movement or increase size of working grid
To be able to perform and accurately replicate different types of dribbling with Highlight use of communication (verbal and hand signals) 1 ball each – dribble and turn around individual cone. Use for those needing help. Mid-lesson plenaries check – How can
2 control, speed and fluency. To be able to perform techniques in a small sided game different turns; Drag Back, Outside Foot, Cruyff turn. Develop decision making by allowing pupils to experiment ways of attacking players beat a defender? What decisions do they need
making decisions about how best to advance on opposition. beating a player 1 vs 1. (Drop of the shoulder go the other way, step over & use of speed) Play conditioned games – must to make before beating them? How does it become harder in a
dribble ball through gate to score. Develop to 5 v 5 SSG. SSG?

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 Development of Shooting Split groups into 5. 3 vs 2 in a 10 x 20m grid. Pupils attempt to maintain possession of their ball. 3’s – 2 move the ball to Decrease/increase pace of passing in warm up grids. Mid-lesson
To perform and replicate an accurate and controlled shot on goal. To develop their work towards a goal + shoot. Teaching points: Balance, strike through ball, lock ankle, low and into the corners = harder plenaries check – Teaching points recall. How can shots be
understanding and knowledge of how to execute a successful shot on goal. To for opponents to stop. modified in response to opposition? Is shooting % above 50%?
3
appreciate how to adjust shot selection based on opponents positioning. Conditional game – coned area in the corner of goals = 3 points. 1 for the middle of the goal. Small sided games. Focus Why is this important?
on pupil’s percentage of shots on target. How is % calculated?

Developing an Attack 20m x 20m grid – warm up movements in outlined space. Incorporate dynamic stretches. 5’s in grids with a goal or coned Increase/decrease size of target area. Mid-lesson plenaries
To be able to outwit opponents using learnt core skills and techniques. To target area. 3 vs 2 - pass and move + score in target area. Use of space to keep possession. Shows movement to check – Demo successful & unsuccessful attack & reasoning.
4
understand the importance of width and playing into space in order to attack. To support player with the ball. Teaching points: timing of pass and runs. Conditioned game – cone off areas to encourage How might spatial awareness be used in a game? Why is timing
develop strategic and tactical play when advancing. wide play, attackers only allowed in the highlight areas. Full 5 vs 5 SSG. of pass vital?

Outwitting an opponent/Teamwork Pairs warm up – leader performs movements, follower copies – change over roles. Movement development (See QR Pair individuals up according to ability/fitness level. More
To develop an ability to outwit an opponent when under pressure. To understand Code) - Use 1 cone. Attacker to make 2 changes of direction before receiving a pass from partner. Change over roles. 5 changes of direction. Mid-lesson plenaries check – why is

5 and appreciate the need to make decisions about skill choice. To begin to refine feeders outside a circle. Pairs must lose defender and receive a pass from outside and pass to another outside feeder possession key to winning a game? Discuss how knowledge
ideas as a team when unsuccessful. before tackled. 5 vs 5 conditioned game + 1 ‘magic man’ – This additional player plays for any team in possession has improved and what pupils know now that they didn’t
creating a constant overload of attackers. appreciate before. Is magic man a difficult role to play?

Defensive strategies/tactics Select 4/5 individuals to lead a small 2 min warm up. Pulse raise and dynamic stretches. Set up 1 v 1 channel – pairs to Make defender passive to allow success, build up level of
To be able to perform and develop defensive strategies i.e. Tackling, jockeying, beat opposition. pressure applied. Mid-lesson plenaries check – What does the

6 forcing onto weaker foot. To understand how to set up a defense and how to stop Progress to 2 v 1 – ‘run the gauntlet’ Attacker to beat defender. Defender to prevent attacker from advancing. Encourage term ‘jockey’ mean? Discuss ways to beat a defender, which
opponents from advancing. pupils to jockey until they feel they can intercept of steal ball. Conditioned game – 2 goals (See Small Sided Games QR ones were successful? Why?
Code)/limit the number of touches/reduce playing area.

Careers:
Explicit reference should be made to the options, roles and potential careers in the sports industry. These might include sports coaching, teacher, journalism,
nutrition, sports psychology, management and business, biomechanics and injury/physiotherapy related.

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