Foundations & Skills
•Year 7
•Striking & Fielding
•Store in basket near bowling areas, ensure balls are in good condition without excessive wear
Alternative: Foam balls, soft play balls for students requiring additional safety or confidence support
Slightly harder than tennis balls, used for students demonstrating good control
Alternative: Tennis balls for lighter option, foam rounders balls for less confident students
Offer as lower-ability (LA) option for students developing coordination, larger striking surface provides success
Alternative: Short-handled rackets, badminton rackets for modified grip
Use to mark boundaries, scoring zones, diamond edges, and running targets at varying distances
Alternative: Markers, dome cones, flat spots
Securely position to form clear diamond shapes, ensure stable and won't tip during contact
Alternative: Cones, hoops, mats to mark base positions
Use for students requiring static ball option to develop striking technique before progressing to moving balls
Alternative: Cones with ball balanced on top, rolled up mats
Clearly distinguish teams during game application phases
Alternative: Coloured bands, team identifiers
The ready position a batter adopts before striking the ball, with feet shoulder-width apart, knees slightly bent, bat raised and eyes on the bowler
The playing area defined by the four posts (bases) forming a diamond shape where the ball should be struck into
The four bases that batters must run to in order to score points, arranged in a diamond formation
When a batter deliberately blocks or interferes with a fielder attempting to make a play, resulting in the batter being 'OUT'
When a batter is eliminated from their batting turn according to the rules (caught, stumped, run out, or obstruction)
A smooth, swinging bowling motion where the arm moves backward then forward like a pendulum, releasing the ball underarm
To hit the ball with the bat using controlled technique, aiming to send it into the playing diamond
The moment when the bat successfully connects with the ball, requiring timing, coordination and focus
The fielder positioned behind the batter to catch missed balls and prevent runners leaving the batting square early
Understanding where pupils are coming from and where they're going
Speaking and listening - communicating clearly with teammates during games ('I've got ball 1!', 'Run!', 'STOP!'), explaining rules and techniques to peers, participating in whole-class discussions. Vocabulary development - learning and using technical PE terminology correctly (batting stance, pendulum action, obstruction, diamond, posts, strike), understanding command verbs (demonstrate, position, rotate). Following instructions - processing multi-step instructions for games and activities, asking clarifying questions when uncertain. Descriptive language - articulating what good technique looks and feels like, explaining strategic decisions made during play.
Scoring systems and addition - calculating points earned in Scatterball (posts touched) and rounders (accumulating team scores across innings). Geometry and spatial reasoning - understanding diamond shapes, angles of running paths, distances between posts, positioning fielders strategically using spatial concepts. Measurement - estimating distances to cones (5m, 8m, 12m, 15m), measuring diamond dimensions, comparing strike distances. Statistics - tracking success rates (e.g., 7 contacts out of 10 bats = 70%), comparing personal/team performance data. Problem-solving - risk vs reward calculations (close cone = guaranteed 1 point vs far cone = risky 4 points).
Forces - understanding how force applied through bat swing affects ball distance and direction, relationship between swing speed and power, angle of strike affecting ball trajectory. Friction - how surface affects running speed and stopping ability, ball grip on different surfaces. Body systems - cardiovascular response to exercise (heart rate elevation during active games, recovery during cool-down), muscular system (which muscles used for batting, throwing, running), respiratory system (increased breathing rate, oxygen delivery to working muscles). Health - benefits of physical activity for physical health (strength, cardiovascular fitness, coordination development) and mental health (stress relief, enjoyment, social connections).
Directional language - positioning fielders using compass directions (north-east corner, southern boundary), describing ball placement (hit toward the western post). Spatial awareness - understanding relative positions (closer/further, left/right/forward/back), mapping playing area layouts, visualising game spaces from aerial perspective. Scale and distance - comparing distances between posts (all equal in diamond formation), understanding proportional spacing when adapting diamond sizes for differentiation.
Teamwork and collaboration - working together in fielding teams, supporting each other during batting turns, valuing each person's contribution regardless of ability. Resilience and perseverance - continuing to try after unsuccessful batting attempts, maintaining positive attitude when 'OUT', learning from mistakes. Emotional regulation - managing frustration when things don't go well, controlling excitement appropriately, staying calm under game pressure. Fair play and integrity - honest self-reporting when hit in dodgeball, respecting officials' decisions even when disagree, following rules even when unsupervised. Leadership - organising fielding positions, encouraging teammates, taking responsibility for team performance. Self-awareness - recognising own ability level and choosing appropriate equipment/challenges, identifying personal strengths and development areas.
Begin lesson centrally for whole-class instruction with clear sight lines to all students. During warm-up dodgeball, position on sideline where both teams visible. During small-sided games (groups of 4), circulate systematically between groups spending 1-2 minutes observing each, prioritising groups showing safety concerns or confusion. During full rounders games, position centrally between 2-3 diamonds able to scan all games, rotate closer to each game periodically for detailed observation and coaching. Avoid static positioning in one location - continuous movement provides better supervision and engagement.
PRIMARY FOCUS: Safety - watch for unsafe bat swings, adequate spacing, appropriate equipment use, collision risks. SECONDARY FOCUS: Batting technique - consistent stance elements (feet, side-on, hands, eyes), contact success rate, strategic decisions. TERTIARY FOCUS: Rule understanding and application - correct OUT calls, legal bowling, no obstruction, fair play. ADDITIONAL FOCUS: Engagement and inclusion - all students actively participating, appropriate challenge levels, positive peer interactions, enjoyment evident. Use scanning pattern: wide scan for safety, narrow focus on individual technique, periodic checks on students requiring additional support.
IMMEDIATE INTERVENTION REQUIRED: Unsafe bat swinging, dangerous throwing, collision imminent, student injury, aggressive behaviour, bullying. PROMPT INTERVENTION NEEDED: Persistent rule breaking, off-task behaviour spreading, equipment misuse, student consistently struggling or frustrated, exclusion of peers from participation. TEACHING INTERVENTIONS: Whole-class technique errors (stop activity, re-demonstrate, practice), individual technique corrections (during circulation, brief 1-1 coaching), strategic coaching (suggest alternative approaches to teams/individuals), positive reinforcement (specific praise for good technique, sportsmanship, improvement). DIFFERENTIATION INTERVENTIONS: Equipment change suggestions for struggling students, additional challenges for advanced students, role modifications for SEND students, grouping adjustments if current groups not working effectively.
Use CLEAR demonstrations throughout: Position yourself where ALL students can see - elevated position if possible or ensure circular arrangement of students around you. Demonstrate techniques in SLOW MOTION first isolating each component, then at NORMAL SPEED showing fluent movement. Use EXAGGERATION to emphasise key points (e.g., really wide feet for stance, really straight arm for pendulum). Provide VERBAL COMMENTARY during demonstration explaining what you're doing and why. Use STUDENT DEMONSTRATORS for peer modelling - select students showing good technique or improvement, ensure you set them up for success with clear instructions. Show COMMON MISTAKES intentionally then contrast with correct technique - humour helps ('This is what it looks like when I forget to bend my knees - all wobbly! Now watch with bent knees - much better!'). MULTI-ANGLE demonstrations help different learners - show front view, side view, explain what it feels like kinesthetically.
Full sports hall or large indoor space minimum 20m x 15m. For class of 30 students, requires space for 2-3 simultaneous rounders diamonds (each 12m x 12m) plus safe run-off areas beyond posts (minimum 2m). Ceiling height minimum 4m to accommodate struck balls. Clear walls free from protrusions or hard surfaces within playing areas.
Indoor sports hall with non-slip surface (e.g., sprung wooden floor or sports court surface). Check for: dry floor with no wet patches from leaks/spills, no loose floorboards or uneven sections, no debris or small objects that could cause slips, appropriate grip for running and stopping movements. Avoid highly polished surfaces that may be slippery.
STOP procedure: Loud whistle blast or shout 'STOP' - all students freeze immediately and sit down where they are. Teacher assesses situation. For injuries: Send responsible student to alert office/first aider, administer appropriate first aid, complete accident report form, contact parents if needed. For serious injury: Call 999 if required, do not move injured student unless immediate danger, keep them calm and comfortable, disperse other students to safe area with TA/another teacher. For other emergencies (fire alarm, etc.): Follow school emergency procedures, organised exit via nearest safe route, register taken at assembly point. First aid kit and emergency contact numbers accessible in sports hall.
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