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Lesson 6 - Skills Assessment & Game Play

Cricket Skills Foundation

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Year 7

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Cricket

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Big Question

How can we demonstrate and self-assess our cricket skills to show progression and identify areas for improvement?

Learning Objectives

To describe the core skills needed for success in cricket including bowling and batting techniques
To demonstrate bowling and batting skills with developing technique in game situations
To self-assess performance using curriculum assessment criteria and reflect on learning progress

Key Outcomes

Students will explain at least 3 core cricket skills with technical vocabulary
Students will demonstrate bowling and batting techniques in small-sided game situations
Students will complete self-assessment using assessment matrix and identify next steps for improvement

Equipment & Resources Required

Cricket Equipment

15 (1 per 2 students)

Various sizes available, check grip and weight suitability

Alternative: Rounders bats, tennis rackets for modified games

Tennis Balls

Good bounce and visibility, safer than hard cricket balls

Alternative: Wind balls, soft cricket balls for safety

Handballs

Slower pace, builds confidence for nervous students

Alternative: Foam balls, plastic cricket balls

Stumps

4 sets

Spring-loaded for safety, realistic feel

Alternative: Plastic stumps, cones with pool noodles

Plastic Stumps

8 sets

Lightweight and safe for younger or less confident students

Alternative: Cones with markers

iPads

6 tablets

Pre-loaded with assessment matrix app or document

Alternative: Printed assessment sheets, clipboards

Cones

Mark boundaries, target areas, and assessment positions

Alternative: Markers, boundary rope

Hoops

Target practice for bowling accuracy

Alternative: Chalk circles, rope circles

Key Vocabulary

Line and length

The direction (line) and distance (length) of a bowled ball - crucial for bowling accuracy

Stance

The positioned adopted by a batsman before receiving a ball - side-on, balanced, ready position

Follow through

The continuation of bowling or batting action after ball release/contact - ensures power and accuracy

Attacking strokes

Batting shots designed to score runs quickly - drives, cuts, pulls

Defensive strokes

Batting shots designed to protect wickets and maintain possession - blocks, leaves

Field placements

Strategic positioning of fielders to prevent runs and create wicket-taking opportunities

Assessment matrix

A structured framework for evaluating cricket skills across different performance levels

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic underarm and overarm bowling action
Fundamental batting stance and grip
Understanding of basic cricket rules and scoring
Experience of fielding positions and movement

Current Skills

Refined bowling technique with improved line and length
Attacking and defensive batting strokes
Self-assessment using curriculum assessment matrix
Application of skills in small-sided game situations

Next Steps

Advanced bowling variations (slower balls, yorkers)
Tactical game understanding and field setting
Leadership roles in team situations
Umpiring and scoring responsibilities

Milestone Indicators

Consistent bowling action with 3/6 balls hitting target area

Appropriate shot selection based on ball delivery

Accurate self-assessment matching teacher observations

Effective communication and encouragement of team mates

Key Teaching Points

Emphasise honest self-assessment over performance comparison to build growth mindset
Connect all activities to assessment matrix criteria for clear learning progression
Model and reinforce sporting behaviour and respect for umpire decisions consistently
Provide specific, observable feedback focusing on technique improvement rather than outcome
Ensure all students experience multiple roles to develop comprehensive cricket understanding
Use student demonstrations and peer coaching to reinforce learning and build confidence
Maintain focus on skill development and personal progress rather than competitive outcomes

Common Misconceptions

Students thinking faster bowling is always better - emphasise accuracy and control over pace
Belief that batting is just about hitting hard - teach shot selection and timing concepts
Assumption that fielding is less important - highlight fielding's crucial role in team success
Thinking assessment means being the best - clarify that assessment shows current level for improvement
Misconception that cricket is too complex - break skills into manageable, progressive components

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use positive reinforcement frequently, allow movement breaks

dyspraxia

Use larger equipment for easier handling, reduce complexity of multi-step skills, provide extra practice time, focus on core movement patterns

autism spectrum

Provide clear routine structure, use visual schedules for activities, allow quiet reflection time, offer predictable role rotations

visual impairment

Use bright coloured balls and equipment, provide verbal descriptions of demonstrations, employ buddy system for navigation and support

hearing impairment

Use clear visual demonstrations, establish hand signals for communication, provide written instruction cards, ensure face-to-face communication

physical disability

Adapt batting stance for seated players, modify bowling distance and technique, use larger/softer equipment, create alternative scoring systems

Cross-Curricular Links

English

Technical vocabulary development, following and giving instructions, umpiring communication skills

Maths

Calculating cricket scores, measuring bowling distances, understanding angles of ball delivery and batting shots

Science

Forces in ball movement, friction and bounce, biomechanics of bowling and batting actions, energy transfer

PSHE

Teamwork and cooperation, dealing with success and failure, respect for rules and authority, building resilience

Teacher Guidance

Positioning

Central position with view of all activities, move between stations during skill development, be visible during games

Observation Focus

Technical skill development, sporting behaviour, safety compliance, student engagement and confidence levels

Intervention Points

Step in for safety concerns, correct major technique errors, resolve disputes fairly, support struggling students

Demonstration Notes

Use students for positive examples, demonstrate incorrect technique to highlight improvements, show full technique slowly then at game speed

Verbal Cues

•'High arm action for bowling!'
•'Side-on stance for batting!'
•'Soft hands for catching!'
•'Call for the ball!'
•'Well played!' for good sporting behaviour

Safety Considerations

Space & Surface Requirements

Space Requirements

Large sports hall or outdoor cricket area, minimum 40m x 60m for multiple small games

Surface Check

Dry, even surface free from holes or obstacles, suitable for safe running and ball bouncing

Equipment Safety

Safety Checks

•Check cricket bats for cracks or damage before use
•Ensure balls are appropriate softness for year group
•Verify stumps are stable and spring-loaded where possible
•Check cones have no sharp edges or damage

Risk Management

Key Risks

•Ball strikes to head or body during bowling and batting
•Collisions between students during fielding
•Trips and falls during dynamic movements
•Equipment-related injuries from damaged bats or stumps

Risk Mitigation

•Use tennis balls or wind balls rather than hard cricket balls
•Establish clear bowling and batting safety zones
•Ensure adequate spacing between cricket games
•Position students safely during demonstrations
•Implement clear communication signals for stopping play

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all cricket games simultaneously
•Monitor bowling technique to prevent dangerous deliveries
•Watch for unsafe fielding positions too close to batters
•Check students following safety protocols consistently

Emergency Procedures

Stop all activity immediately with whistle signal, assess injury, apply appropriate first aid, contact school emergency procedures if needed