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Lesson 5 - High 5 Game Play

Strategic Fundamentals in Play

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Year 3

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Netball

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45 min

Big Question

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

Netball

1 per 4 students (8 balls for class of 30)

Balls should be properly inflated and checked for damage

Alternative: Size 4 footballs or playground balls if netballs unavailable

Cones

22 cones

Use bright coloured cones for clear visibility

Alternative: Chalk markings on playground or existing court lines

Whistles

4-6 whistles

Ensure whistles are clean and functioning properly

Alternative: Clapping or verbal signals if whistles unavailable

Bibs

15 in two different colours

Sort into team sets before lesson begins

Alternative: Different coloured PE kit or fabric strips as armbands

Posts

2-4 netball posts or equivalent

Check stability and appropriate height for Year 3

Alternative: Tall cones with hoops attached or basketball hoops

Video Device

1 tablet or camera

Ensure device is charged and memory available

Alternative: Mobile phone for recording assessment evidence

Key Vocabulary

High 5 Netball

A modified version of netball designed for primary school children with simplified rules

Officiating

Acting as an umpire or referee to ensure fair play and rule compliance

Centre Pass

The way play is started or restarted in netball from the centre circle

Footwork Rule

The rule that limits how players can move once they have caught the ball

Goal Third

The section of the netball court where goals can be scored

Interception

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

Consistent rule following during game play

Confident decision-making when officiating

Constructive feedback delivery to peers

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