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Lesson 1 - Attacking as a Team

Tactical Thinking: Treasure Games

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Year 2

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Invasion Games

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45 min

Big Question

How can we work together as a team to successfully attack and collect treasure?

Learning Objectives

Understand the meaning of 'attacking' in team games
Apply simple attacking principles as part of a team
Develop decision-making skills when choosing attack strategies

Key Outcomes

Students will be able to explain what attacking means in team games
Students will work collaboratively to create and apply simple attacking strategies
Students will demonstrate understanding of when to attack as a team

Equipment & Resources Required

Balls

30-40 (unlimited supply for middle area)

Place large quantity in central area, distribute extras around perimeter for restocking

Alternative: Small balls, tennis balls, or foam shapes

Hoops

7 (one per team)

Position one hoop next to each team's starting area

Alternative: Buckets, containers, or marked circles with chalk/tape

Cones

12-16 (for area markers)

Mark out team areas and central collection zone

Alternative: Chalk lines, tape, or mats to mark boundaries

Items

2-3 (for extension activities)

Introduce only in advanced versions of the game

Alternative: Different coloured beanbags, small cones, or special tokens

Key Vocabulary

Attack

Trying to score points or collect treasure for your team

Team Strategy

A plan that the whole team agrees on and follows together

Tactics

The specific actions you choose to help your team win

Collaboration

Working together with your teammates to achieve a goal

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic running and movement skills
Understanding of taking turns
Simple rule following in games

Current Skills

Understanding attacking principles
Team collaboration and strategy
Decision-making under pressure

Next Steps

Defending principles and strategies
More complex attacking patterns
Transition between attack and defence

Milestone Indicators

Students consistently choose strategic options

Teams adapt their tactics based on game situation

Students can articulate their decision-making process

Key Teaching Points

Emphasise collaboration and teamwork over individual competition
Reinforce the rule of one beanbag at a time consistently throughout
Connect strategic choices to outcomes during reflection discussions
Celebrate all teams' efforts and positive examples of attacking principles
Use the space theme to maintain engagement and excitement
Model positive communication and sportsmanship throughout the lesson
Ensure all students understand what attacking means in team game context

Common Misconceptions

Thinking attacking means being aggressive - clarify it means trying to score for your team
Believing only the fastest team will win - emphasise strategy and teamwork
Assuming taking from other teams is 'cheating' - explain it's part of the strategic challenge
Focusing only on individual performance rather than team success
Not understanding why rules matter - connect rules to fairness and safety

SEN Adaptations

ADHD

Break activities into shorter segments, provide frequent positive reinforcement, allow for movement breaks, use clear visual and verbal cues for attention

dyspraxia

Use larger, easier to handle equipment, allow extra time for movement and organisation, provide step-by-step visual instructions, offer adult support for coordination

autism spectrum

Provide clear visual schedule of lesson structure, maintain consistent routines and rules, offer quiet space if overstimulated, use social stories to explain teamwork concepts

visual impairment

Use brightly coloured beanbags and hoops, provide verbal descriptions of game area layout, assign sighted buddy for navigation support, use tactile boundaries

hearing impairment

Use clear visual signals for game start/stop, provide written rule cards with pictures, ensure student can see teacher's face for lip-reading, use hand signals for communication

physical disability

Adapt movement requirements - allow walking instead of running, use larger/easier to grip equipment, position closer to central area, allow wheelchair-accessible pathways

Cross-Curricular Links

English

Listening and following instructions, speaking in team discussions, using descriptive language about strategies

Maths

Counting beanbags collected, comparing team totals, understanding more/less concepts, simple addition of scores

Science

Understanding forces in movement, discussing speed and control, exploring cause and effect in strategy choices

Geography

Spatial awareness and positioning, understanding areas and boundaries, navigation around playing space

PSHE

Teamwork and collaboration, taking turns and sharing, celebrating others' success, dealing with disappointment positively

Teacher Guidance

Positioning

Stand at edge of playing area where you can see all teams and the central collection zone, move actively during gameplay to support different teams

Observation Focus

Watch for rule compliance, positive team interactions, strategic thinking development, and safe movement patterns

Intervention Points

Step in if teams struggle with turn-taking, if competition becomes too intense, or if students need support with strategic thinking

Demonstration Notes

Use clear, exaggerated movements when demonstrating rules, involve student volunteers to show positive examples, highlight good teamwork when you see it happening

Verbal Cues

•'Remember - one beanbag at a time!'
•'Great teamwork, I can see you taking turns!'
•'Think about your strategy - where will you go next?'
•'Controlled running, space explorers!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear playing area with additional perimeter space for team positions

Surface Check

Flat, non-slip surface free from obstacles, holes, or hazardous materials

Equipment Safety

Safety Checks

•Check beanbags are intact with no tears or loose filling
•Ensure hoops are stable and not cracked
•Verify cones have no sharp edges or damage
•Confirm adequate quantity of equipment to avoid disputes

Risk Management

Key Risks

•Collisions between students moving to central area
•Trips and falls from running too fast
•Arguments or physical disputes over equipment
•Overexcitement leading to unsafe behaviour

Risk Mitigation

•Establish clear movement rules and emphasise controlled running
•Ensure adequate spacing between team areas
•Monitor game intensity and intervene if competition becomes too intense
•Have clear rules about one item at a time to prevent grabbing
•Position teacher for maximum visibility of all teams

Supervision & Emergency Procedures

Supervision Points

•Position to observe central collection area and all team positions
•Move actively between teams during gameplay
•Monitor for fair play and appropriate competition level
•Watch for students who might be struggling with game rules or team dynamics

Emergency Procedures

Stop all activity immediately with clear FREEZE command, assess any incidents calmly, provide appropriate first aid or support, debrief with class if needed to reinforce safety