Strategy: Individual to Team
•Year 6
•Basketball
•Properly inflated, checked for damage before lesson
Alternative: Size 5 footballs or netballs if basketballs unavailable
Used to mark boundaries and crossing points
Alternative: Spot markers or bean bags for area marking
For team identification in End Ball game
Alternative: Different coloured tops if bibs unavailable
For filming peer assessment evidence
Alternative: Smartphone for video recording
A pass thrown from chest level using both hands with fingers spread behind the ball
A pass that bounces once on the floor before reaching the receiver
A sharp 90-degree change of direction to create space, shaped like the letter L
A cutting movement that forms a V-shape to lose a defender
A deceptive movement that looks like a pass but doesn't release the ball
Showing hands clearly to indicate where you want to receive the pass
Understanding where pupils are coming from and where they're going
Technical vocabulary development, peer assessment communication, instruction following and giving
Calculating pass success rates, measuring distances, angles of cutting movements, timing intervals
Forces in passing, friction in ball handling, body systems during exercise, momentum in cutting movements
Teamwork and collaboration, resilience when making mistakes, leadership through peer coaching
Move around perimeter for visibility of all students, central position for demonstrations
Watch for correct hand position on ball, quality of cutting movements, use of technical vocabulary
Step in if students struggle with passing accuracy, provide individual support for cutting technique
Demonstrate all skills clearly with exaggerated movements, repeat key points multiple times, use students as positive examples
Minimum 20m x 30m, clear of obstacles with marked boundaries
Dry, even surface free from hazards, suitable for running and cutting movements
Stop activity immediately, assess injury, provide appropriate first aid, call for additional support if needed
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