Lesson 3 - Passing Forward Skills
Tactics & Ball Control
•Year 2
•Invasion Games
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How can we work together to move forwards and score in team games?
Learning Objectives
- To work with a partner to pass and move forwards to progress towards a target
- To coordinate hands and feet to progress forwards effectively
- To attempt to use simple attacking play in invasion games
Key Outcomes
- Students will demonstrate passing and moving with a partner
- Students will show coordination when catching and moving forwards
- Students will understand basic attacking principles in team games
Equipment & Resources Required
Pre-positioned around activity area perimeter
Alternative: Bean bags, foam balls, tennis balls
Organised in two containers for quick distribution
Alternative: Different coloured t-shirts, arm bands
Used to create lanes and scoring zones
Alternative: Chalk lines, tape markers on floor
Placed to mark scoring zones in activity area
Alternative: Rope circles, chalked circles
Positioned at ends of practice lanes
Alternative: Cones forming goal shapes, wall targets
Key Vocabulary
Moving forwards towards the opponent's goal to try to score
Passes made one after another without dropping or losing the ball
Having control of the ball as a team
A game where teams try to get into the opponent's area to score
The goal or area we are trying to reach to score points
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching skills
- Understanding of personal space
- Experience of working with partners
Current Skills
- Passing whilst moving forwards
- Coordinated movement with ball skills
- Basic attacking play concepts
Next Steps
- Advanced passing techniques
- Defending principles
- Small-sided invasion games
Milestone Indicators
Key Teaching Points
- Always keep eyes on the ball when catching and throwing
- Pass first, then move - never throw while running
- Remember your partner is moving forwards too - don't throw behind them
- Use soft underarm throws aimed at chest height for accuracy
- Work as a team to move towards the scoring areas together
- Count passes out loud to help your team succeed
- Fair play means sharing the ball and encouraging everyone
Common Misconceptions
- Students think they should throw as hard as possible - emphasise accuracy over power
- Children believe they should stay in one position - teach importance of movement
- Assumption that catching is passive - explain active hand positioning
- Misconception that faster equals better - stress control and coordination
- Belief that only ball carrier matters - highlight team movement principles
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use movement breaks between activities
dyspraxia
- Use larger equipment, slow down demonstrations, provide additional practice time, offer alternative movement patterns
autism spectrum
- Provide clear visual schedule of activities, allow for sensory breaks, use consistent partnership pairings
visual impairment
- Use brightly coloured balls and bibs, provide verbal cues for spatial awareness, assign sighted buddy for guidance
hearing impairment
- Use visual demonstrations and hand signals, provide written instruction cards, ensure face-to-face communication
physical disability
- Adapt to seated passing if needed, use larger lighter balls, modify movement requirements to individual capabilities
Cross-Curricular Links
English
Following multi-step instructions, using descriptive vocabulary for movement, communication skills during partner work
Maths
Counting consecutive passes, measuring distances between partners, calculating team scores and statistics
Science
Forces and motion in ball throwing, balance and coordination during movement, cause and effect in passing accuracy
PSHE
Cooperation and teamwork, resilience when facing challenges, celebrating others' achievements, fair play principles
Teacher Guidance
Positioning
Move around perimeter during activities for full visibility, position near less confident students during skill introduction
Observation Focus
Watch for coordination development, partnership cooperation, and safety awareness during movement
Intervention Points
Step in if students struggle with catching, if partnerships aren't working, or if safety concerns arise
Demonstration Notes
Use exaggerated movements for visibility, demonstrate with confident student for peer modelling, repeat demonstrations as needed
Verbal Cues
- •'Eyes on the ball!'
- •'Soft hands for catching!'
- •'Pass then move!'
- •'Find the space!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m for all activities, with clear boundaries marked
Surface Check
Dry, even surface free from hazards, adequate grip for movement activities
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and free from damage
- •Ensure bibs are clean and appropriate size
- •Verify cones and hoops have no sharp edges or cracks
Risk Management
Key Risks
- •Collisions during movement activities
- •Slips and falls during directional changes
- •Ball impact injuries from hard throws
- •Equipment entanglement from bibs or loose clothing
Risk Mitigation
- •Clear boundaries and lanes established for all activities
- •Adequate spacing maintained between students and groups
- •Progressive skill building from static to dynamic activities
- •Use of soft balls appropriate for age group
- •Constant supervision with strategic positioning
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all participants
- •Monitor high-activity areas during possession games
- •Stay mobile during partner activities to provide support
- •Clear sightlines to emergency exits maintained
Emergency Procedures
Stop signal established, first aid kit accessible, clear emergency contact procedures