Lesson 5 - High 5 Game Play
Strategic Fundamentals in Play
•Year 3
•Netball
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How can I take on different roles to support fair play and team success in netball?
Learning Objectives
- To play a game of High 5 netball following the rules correctly
- To take on multiple roles within the game including officiating
- To reflect on and recognise success in myself and others
Key Outcomes
- Students will demonstrate understanding of High 5 netball rules during game play
- Students will successfully officiate and take on leadership roles
- Students will provide constructive feedback and self-reflection on performance
Equipment & Resources Required
Balls should be properly inflated and checked for damage
Alternative: Size 4 footballs or playground balls if netballs unavailable
Use bright coloured cones for clear visibility
Alternative: Chalk markings on playground or existing court lines
Ensure whistles are clean and functioning properly
Alternative: Clapping or verbal signals if whistles unavailable
Sort into team sets before lesson begins
Alternative: Different coloured PE kit or fabric strips as armbands
Check stability and appropriate height for Year 3
Alternative: Tall cones with hoops attached or basketball hoops
Ensure device is charged and memory available
Alternative: Mobile phone for recording assessment evidence
Key Vocabulary
A modified version of netball designed for primary school children with simplified rules
Acting as an umpire or referee to ensure fair play and rule compliance
The way play is started or restarted in netball from the centre circle
The rule that limits how players can move once they have caught the ball
The section of the netball court where goals can be scored
Successfully taking possession of the ball from the opposing team
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic netball passing techniques
- Understanding of team positioning
- Experience with simple netball-style games
Current Skills
- High 5 netball game application
- Officiating and leadership skills
- Self and peer assessment abilities
Next Steps
- Advanced tactical understanding
- Complex officiating scenarios
- Leading warm-ups and coaching peers
Milestone Indicators
Key Teaching Points
- High 5 netball rules must be consistently applied and explained clearly for student understanding
- Officiating skills develop through practice and positive reinforcement, not criticism
- Self-reflection and peer recognition are skills that require modelling and structured practice
- Leadership roles should be rotated to give all students experience and build confidence
- Tactical understanding develops through questioning and discussion, not just playing
- Game situations provide authentic contexts for assessing multiple learning domains simultaneously
- Positive behaviour and effort deserve equal recognition alongside skill achievement
Common Misconceptions
- Students may think officiating is about catching people breaking rules rather than supporting fair play
- Some students believe only the most skilled players can be good officials or leaders
- Students might focus only on their own performance rather than recognising success in others
- There may be confusion between constructive feedback and criticism when peer assessing
- Some students might think that making mistakes means they are not successful learners
- Students may believe that competitive games are only about winning rather than learning and development
SEN Adaptations
ADHD
- Break activities into shorter segments with clear transitions, provide specific roles and responsibilities, use movement breaks between activities, give immediate positive feedback
dyspraxia
- Simplify court positions and movement patterns, allow extra practice time for skill development, use larger, easier-to-catch balls, provide step-by-step visual guides for complex skills
autism spectrum
- Provide clear visual schedule of lesson structure, establish quiet zones for breaks if needed, use consistent routines for transitions, give advance warning of role changes
visual impairment
- Use bright coloured balls and bibs, provide verbal descriptions of court layout, assign sighted buddy for officiating support, use sound signals alongside visual cues
hearing impairment
- Use clear visual signals for officiating, provide written rule cards, ensure face-to-face communication during instructions, demonstrate all key concepts visually
physical disability
- Modify court size and positions as needed, allow seated play where appropriate, adapt passing heights and distances, provide alternative roles that match physical capabilities
Cross-Curricular Links
English
Communication skills for officiating, descriptive language for peer feedback, following and giving complex instructions during gameplay
Maths
Scoring systems, timing centre passes (4-second rule), counting consecutive passes, calculating game statistics and team performance data
Science
Forces involved in ball trajectory and bouncing, body systems during exercise (heart rate, breathing), physics of pivoting and balance
PSHE
Leadership development through officiating roles, conflict resolution during disagreements, building confidence through peer recognition and self-assessment
Teacher Guidance
Positioning
Stand at court edge with clear view of both goal areas, rotate position during games to observe different aspects of play and support officials
Observation Focus
Watch for rule compliance, safe play techniques, communication between players, and evidence of tactical understanding during match situations
Intervention Points
Step in immediately for unsafe play, support struggling officials with rule clarification, encourage positive communication, and facilitate learning during natural breaks
Demonstration Notes
Use students as positive examples whenever possible, demonstrate key rule violations clearly for officials' learning, show tactical concepts using whole group formations
Verbal Cues
- •'Remember your footwork - land, balance, pass!'
- •'Officials, trust your decisions and speak clearly!'
- •'Great communication team - keep talking to each other!'
- •'Think about your spacing - create those passing options!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum netball court size (30m x 15m) or equivalent marked area with adequate run-off space around perimeter
Surface Check
Non-slip surface free from water, debris, or obstacles that could cause trips or falls
Equipment Safety
Safety Checks
- •Check netball posts are stable and securely positioned
- •Ensure balls are properly inflated and in good condition
- •Verify cones have no sharp edges or cracks
- •Test whistles are clean and functioning properly
Risk Management
Key Risks
- •Collisions between players during fast-paced gameplay
- •Falls due to quick direction changes or pivoting movements
- •Contact injuries during ball contests or defensive play
- •Overexertion during competitive match situations
Risk Mitigation
- •Establish clear boundaries and enforce controlled contact rules
- •Teach and enforce proper footwork technique to prevent falls
- •Monitor game intensity and provide regular rest breaks
- •Position students safely when not actively participating
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all playing areas simultaneously
- •Station near high-activity zones like goal circles
- •Ensure line of sight to students in officiating roles
- •Rotate position to monitor different aspects of play
Emergency Procedures
Immediate stop signal (raised hand/whistle), assess injury severity, provide appropriate first aid response, ensure other students are safely positioned and supervised