Year group: 8 Football (Replace with unit title or code.) Tier (e.g. Level 5-7 or Higher) Length 6 weeks (Insert length of unit, in preferred format.

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1 Year group: 8 Football (Replace with unit title or code.) Tier (e.g. Level 5-7 or Higher) Length 6 weeks (Insert length of unit, in preferred format.) Learning objectives Level or Grade Learning outcomes OBJECTIVES: To be able to perform, develop and incorporate the skills of passing, receiving, controlling the ball using different parts of the body, dribbling, shielding, shooting, tackling, beating a defender and heading in Football. Use their knowledge and understanding to perform, refine and adapt these skills and other skills with precision, accuracy, fluency and clarity in any situation. They should develop their knowledge and understanding of how they perform these skills and of the tactics used within football. They should further understand the laws of the game, and recognise the importance of responding to changing situations within the game. They should understand and know the stretches for all major muscles and those specific to Football. KS3 ANTICIPATED LEARNING OUTCOMES Improved understanding of spatial awareness, i.e. the need to create space. The learning outcomes shall emerge through observation, Q & A, peer assessment and self assessment. Prior knowledge They are able to perform the basic Football skills of Passing, Receiving, Dribbling, Shooting, and Turning, incorporating these skills into small games ( 5 a side ). They also understand and know how to perform the skills and where these are used in Football along with the essential principles of the game such as looking up, Key words FOOTBALL, SKILLS, PASSING, RECEIVING, DRIBBLING, SHOOTING, TACKLING, GAMES, PITCH, LAWS, FOUL, GOAL MOUTH, AREAS ON A PITCH, LOOKING UP, SPACE, POKE, OPPONENT, FREE KICKS, DIRECT AND

2 communication and using space. They have developed their knowledge and understanding of the simple laws used in Football and the different lines and areas on a pitch. They also clearly understand why they warm up, stretch and cool down when performing. INDIRECT KICKS, DRIBBLE, CONTROL, DEFENDERS, PASSES, POSSESSION, BALL, CONE, SENDING, GOALKEEPING, DIVING SAVES, CATCHING, PARRYING, PUNCHING, STANCE, MOVING, HEAD, CHEST, DIVE, ATTACKER, KICKS, THROW IN, ONE ON ONE, CENTRE. What comes next connections to other topics and units Citizenship, English, Literacy, Mathematics, Science, ICT

3 Phase 1 Overview of this phase How will the pupils learn? e.g. tasks/activities, starters, plenaries UNIT OUTLINE Week 1 Passing. Pupil led warm-up. In groups of four, one pupil from each group leads the warm-up. Warm-up must include a pulse raiser, mobility and stretching component. Stationary passing and passing on the move. Progression. In partners, in a grid 20m by 10m, A1 passes the ball to A2 who sets it and then backs-off. A1 meets the ball and passes it first time to A2 who sets it again. This practice is repeated until the players get to the end of their grid. The players then repeat the practice this time with A1 playing the set pass and backing-off and A2 meeting the ball and playing a first time pass. 3 v 1 keep ball. In groups of four, using a 10m by 10m grid. Keep ball game. How will the learning emerge? e.g. key questions, assessment points Observation, Q & A, peer assessment. Control the ball with the instep using the first touch to prepare for the next pass. Pass using the instep. Ankle firm. Foot strikes through the mid-line of the ball. Follow through the intended line of the pass. When playing the set pass weight the pass so that partner can come on to the ball. Move towards the ball quickly and then relax when making the pass. Highlight the importance of meeting the ball in a game situation. Always keep their eye on the ball even when backing-off. What is the aim of the first touch? How will this be adjusted? e.g. support/extension Differentiation More able Use either foot. Use a one touch pass. Less able Restrict the defenders movement by using the condition that the defender must keep one foot on the cone placed in the middle of the exercise. More able Allow the Resources

4 Two teams of four, using a 20m by 20 m grid. One team has to attempt to maintain possession, making five passes to score a goal. The opposing team have to attempt to win back possession, on success they have to attempt to make five consecutive pass. Why is passing such an important skill within the game of football. Ask pupils to discuss in their groups the common mistakes that they were making in the keep ball practice. When attempting to maintain possession what are the most important components? defender freedom of movement. Less able Reduce the number of passes required to score a goal. Increase the dimensions of the pitch. Week 2 Heading and Volleying Side foot cushion volleys. In partners, in a grid 5m by 5m, A1 feeds the ball to A2 who cushion volleys the ball back into the arms of A1. A2 then retreats to one of the two cones positioned behind him. Pupils perform ten before swapping roles. Heading (defensive & attacking) In partners, in a grid 5m by 5m, A1 feeds the ball to A2 who heads the ball back into the arms of A1. A2 then sidesteps in between volleys. Pupils perform ten before swapping roles. Use instep. Side-on stance. Punching action. After completing the short movement, set before playing the volley. Ask pupils to observe and then comment on the following teaching points; Get into line with the ball. Side-on stance. Differentiation More able Vary the height of the feed. Attacking player has to control the ball with different body surfaces.

5 A1 A2 Retaining possession from throw-ins. In groups of twelve, in a grid 30m by 20m. Six feeders position around the outside of the area with a ball each. The feeders use a throw-in to throw the ball to one of the players inside the grid. The receiver plays the ball back to the feeder s feet and then moves to another feeder to receive the ball. Receivers work for a 1 minute period before changing roles with the feeders. Attacking headers game. In groups of four, in a grid, 5m by 5m, A1 serves the ball to A2 who attempts to score a goal by directing the ball past the opposing players. The practice is then repeated with each pupil in each pair having an opportunity to practice their attacking headers. Keep eyes on the ball. Use forehead. Use neck muscles to generate power. Head the ball down. Discuss the difference between a defensive and attacking header. A1 B2 A2 B1

6 Week 3 Tackling Ball between two, side foot tackle, weight behind ball which way did the ball go? Timing of tackle, ball carrier walking, jogging, ¾ pace. Showing dribbler onto weaker foot. Dribble control game with defenders tackling. A passes to B who keep the possession for seconds. In pairs A dribbles the ball towards B who uses a poke tackle to gain control of the ball. Then A becomes the tackler. They then increase the pace. A tries to dribble to the cone 10m away but B must try to tackle A using a Poke tackle. Play 7 v 7 games with small goals. When is a poke tackle used e.g. When a player is chasing an opponent. How is a Poke tackle performed Assessment of knowledge and understanding of the laws used in Football i.e. Tackling, Free Kicks, Direct and Indirect Kicks. Stay low, firm leg/ankle, timing of tackle, side on, legs bent. Differentiation: More able = faster pace. Week 4 Defending Jockeying - In partners, in a grid 30m by 10m, the attacking player has to attempt to reach the end cone before the defending player. The defending player Adopt a side on position. Bent knees (load the springs). No more than two metres away from the attacker at anytime. Watch the ball.

7 has to jockey the attacking player and then turn and match the attackers run when they make their move. Progression - same practice but the attacker has a ball. The defender must only shadow the attacker. Defending 1 v 1, followed by 2 v 2 in grid 20m by 10m. Individual defending game. In teams of four, in a 40m by 20m grid, conditioned small sided game. Each player man marks an opponent on the opposing team. They play against this opponent for the entire game. To score a goal the player has to stop the ball on the opponents goal line. These conditions provide pupils with lots of opportunities to practice their individual defending. Adjust body position to the placement of the ball The body should always be facing the ball. Feint to tackle. Adjust body position to the placement of the ball, so that the body is always facing the ball. Feint to tackle. Discuss the importance of communication when defending as a team. Discuss possible advice a defender could give their teammates when in a defending situation. More able Coach the less able pupils in their group. More able Encourage more able players to man mark a player of similar ability. Week 5 Possession/Attacking Warm up game (wk 1). In groups of four, using a 10m by 10m grid, players pass the ball between them, continually moving into new space after passing the ball. 3 v 1 keepball. Support the player on the ball by making an angle for them to pass the ball. Face the player on the ball when supporting them. Introduce the principle of triangles The player on the ball should always have two More able Use either foot. Use a one touch pass. Less able Restrict the defenders movement by using the condition that

8 In teams of four, in a pitch 20m by 20m. Condition the game so that pupils can score by either making five consecutive passes or by putting the ball through the opposition s small goal. Attacking: Wall passes in groups of 3 with cone in middle. 2 v 1 in grid 20 by v 6 in 30 by 30 grid. options available to pass to. Use the first touch to take the ball into space. Disguise your pass. The triangle principle The player on the ball should always have two options available to pass to. Get head up and look for a pass. Create options for the player on the ball. Thinking a step ahead of the game Be aware of what is happening around you so that if you receive the ball you know what your next move is. Attacking vary tactic, draw and commit defender, make correct decision, be ready to shoot. the defender must keep one foot on the cone placed in the middle of the exercise. More able Allow the defender freedom of movement. Week 6 Long passing Long driven pass. In partners, in a grid 30m by 10m, A1 passes the ball to A2 using a driven pass. A2 controls the ball and repeats the practice. Mark a 3m by 3m box that each player has to receive the ball in This encourages them to concentrate on the accuracy of the pass and the receiver s control. Non kicking foot close to the ball. Keep knee and head over the ball. Strike the centre of the ball, using laces. Follow through intended line of the ball. Empasise the importance of the weight and accuracy of the pass. Differentiation. Less able Reduce the distance of the pass. Increase the distance of the receiving box. More able Increase the distance of the

9 Long chipped pass. Same organisation as previous practice. Small sided target man game. Four versus four keep ball in a grid 30m by20m. To score a goal the ball must be passed from one target man to the other. The two target men are neutral and available to the team in possession. Encourage players to play the pass into the target man at the earliest opportunity. t o x x o o x o t Non kicking foot just behind the ball. Lean slightly back. Strike the bottom of the ball, using laces. Follow through intended line of the ball. Use either the long driven or chipped pass to hit the target man at the earliest opportunity. Introduce the tactic of one short set pass and then one longer pass. pass. Use either foot. More able Increase the distance of the pass. Put a cone in the middle of the exercise to act as a defender. More able Condition the number of touches the player can use when in possession. Week 7 Games. Small sided games with emphasis on skills learnt in previous lessons. Understanding of the need for rules. Introduce levels. Small sided games. Round robin tournament with four teams. Each team has six players and pitches should be 60m by 40m. Each team plays each other in 10 minute games. Teams get Pupils take responsibility for their own warm-up routines. Discuss why these two warm-up routines were particularly effective. Question what would happen if there were no rules? Discuss the principles of maintaining possession, attacking and defending, role of different positions, tactics and Differentiation: Less able - all players need to touch ball before scoring. More able: one touch finish, harder turns, use wrong foot, cannot score.

10 a point for every goal that they score. Both teams set-up in a formation.rotate the players positions. rules relevant to football. KS3 levels, self and peer assessment. Football level sheets

11

12 Phase 2 Overview of this phase How will the pupils learn? e.g. tasks/activities, starters, plenaries How will the learning emerge? e.g. key questions, assessment points How will this be adjusted? e.g. support/extension Resources

13 Phase 3 Overview of this phase How will the pupils learn? e.g. tasks/activities, starters, plenaries How will the learning emerge? e.g. key questions, assessment points How will this be adjusted? e.g. support/extension Resources

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