Lesson 1 - Passing and Moving into Space
Skills to Team Strategy
•Year 5
•Football
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How can I use passing and movement to create space and maintain possession in football?
Learning Objectives
- To demonstrate controlled dribbling with both feet using various surfaces of the foot
- To execute accurate passes using correct technique and follow through
- To link passing and moving skills together in game situations
Key Outcomes
- Students will demonstrate skill and close control when dribbling
- Students will pass the ball accurately and move into space
- Students will link skills to perform actions and sequences of movement
Equipment & Resources Required
Distributed around circle perimeter for warm-up
Alternative: Size 3 or 4 balls, tennis balls for reduced pace
Mark out circles, squares and game areas
Alternative: Markers, bibs, tennis balls
For team identification in games
Alternative: Different coloured tops, bands
Set up three separate 5v5 game areas
Alternative: Cones as goalposts, playground markings
Key Vocabulary
Moving the ball along the ground using small touches with your feet
Playing the ball to a teammate then immediately moving into space
The first contact with the ball when receiving a pass
Areas on the pitch where there are no opponents
A quick passing combination between two players
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control with feet
- Simple passing with inside of foot
- Understanding of personal space
Current Skills
- Controlled dribbling with both feet
- Pass and move combinations
- Anticipation and positioning
Next Steps
- Advanced passing techniques
- Tactical awareness in games
- Creating and exploiting space
Milestone Indicators
Key Teaching Points
- Always demonstrate skills at slow speed first, then build to match pace
- Use inside of foot for passing accuracy and control
- Encourage students to keep head up when dribbling for awareness
- Emphasise immediate movement after passing - 'pass and move'
- Praise both successful skill execution and good decision making
- Create positive learning environment where mistakes are learning opportunities
- Link skills together in sequences rather than practicing in isolation
Common Misconceptions
- Thinking dribbling means using only the toes - teach use of all foot surfaces
- Believing passing is just about power - emphasise accuracy and weight of pass
- Assuming good players don't need to move after passing - stress continuous movement
- Thinking games are just about winning - focus on skill application and improvement
- Believing only the 'best' players should get the ball - encourage inclusive team play
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, frequent positive feedback, regular movement breaks
dyspraxia
- Larger balls for easier control, simplified movement patterns, extra practice time, peer support
autism spectrum
- Clear routine structure, visual schedule of activities, quiet zone available if overwhelmed
visual impairment
- Use brightly coloured balls, clear verbal descriptions of movement, buddy system for guidance
hearing impairment
- Clear visual demonstrations, hand signals for stop/start, written instruction cards
physical disability
- Seated passing variations, larger goals, modified distances, use of hands if needed
Cross-Curricular Links
Maths
Counting passes in sequences, measuring distances for game areas, angles for passing direction
Science
Forces in kicking, friction between ball and surface, body systems during exercise
Geography
Spatial awareness, directions and positioning, mapping movement patterns
PSHE
Teamwork and cooperation, resilience when skills are challenging, leadership during games
Teacher Guidance
Positioning
Move between activities to provide feedback, position at corner of game areas for best visibility
Observation Focus
Watch for correct passing technique, movement off the ball, and tactical understanding
Intervention Points
Step in when safety is compromised, technique breaks down, or students become frustrated
Demonstration Notes
Use slow motion demonstrations first, then match pace. Get students to copy immediately after seeing demonstration.
Verbal Cues
- •'Head up when dribbling!'
- •'Pass and move immediately!'
- •'Find the space!'
- •'Use the inside of your foot!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 30m outdoor space or large sports hall
Surface Check
Even surface free from holes, stones or debris that could cause trips
Equipment Safety
Safety Checks
- •Check footballs are properly inflated and not damaged
- •Ensure cones have no sharp edges or cracks
- •Small goals securely positioned and stable
Risk Management
Key Risks
- •Collisions between students during dribbling
- •Ball strikes to face or body
- •Trips and falls on uneven surface
- •Overexertion during games
Risk Mitigation
- •Clear boundaries and adequate spacing between activities
- •Progressive skill building from simple to complex
- •Regular water breaks and monitoring for fatigue
- •Emphasis on controlled movement and awareness of others
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all three game areas
- •Monitor high-activity central areas during warm-up
- •Check for signs of overheating or exhaustion
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, send for help if needed