Class: year 7 SOW: Striking and Fielding Term: Teacher: Time: 13 x 1hr lessons (5 a fortnight)

Session/date

L/O (Linked to AFs/levels)

LESSON SEN/Differentiation /Interventions

AFL Equipment/ notes

1-

To be able to develop the skills of throwing and catching, describing the basic action used.

Starter- 5mins to change and then all students to move to the field and warm up (teacher led SAQ)

Standard differentiation in the department is: Setting on ability; gender setting if appropriate; Equipment; grouping within lessons; questioning and M,S,C. More able students: Less able students: Questioning: (no hands up; lollipop sticks; discuss with the person next to you). G: A: R: Context: Relationship with the group- Where are we in the SoW?

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

Tennis/rounders balls Bases, enough for two pitches Cones 2x hoops

M: be able to throw and catch the ball showing some control and coordination, describing why one action is better than another

Level 3

S: be able to throw and catch showing precision, control and fluency.

Level 4

C: be able to perform consistently the skills of throwing and catching showing precision control and fluency. Level 5 Challenge (Level 5) Analyse your own and others performance and make suggestions on how to improve.

Tasks/Resources- Circle run- see rounders skills cards level 1, page 4. Mini plenary/ Self assessment Thumbs up/wobbly/down to how many times they passed accurately/dropped the ball during the practice. Thumbs up= to use resource cards, page 14 and 8, to develop their throwing and catching. Credit to pair who can throw and catch with precision the longest distance. Wobbly= to work with partner using the resource cards, page 14 and 8, to improve their precision control and fluency. Down= master class with teacher to improve their control and coordination. Game/ Scatterball- see small games cards, page 16. Teams of 4- 2 pitches. Adapt game to batters throw the ball out. Groups to contain a mixture of thumbs up/wobbly/down. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

Plenary/ Questioning G- how could ‘less able’ person improve their throw? - How could you stop a catch from hurting? A- describe why ‘ more able’ persons throw is better than ‘less able’ persons. - describe why ‘ more able’ persons catch is better than ‘less able’ persons. R- describe the throwing action - describe the catching action

Keywords/Word of Day

Marking opportunity:

Throwing Catching Describe Power Accuracy

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to changing rooms and change.

2-

To be able to develop my basic batting skills, explaining how to hit for direction.

Starter- 5mins to change and then all students to move to the field and warm up (student led)

Standard differentiation in the department is: Setting on ability; gender setting if appropriate; Equipment; grouping within lessons; questioning and M,S,C. More able students: Less able students: Questioning: (no hands up; lollipop sticks; discuss with the person next to you). G: A: R: Context: Relationship with the group- Where are we in the SoW?

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

M: Be able to hit the ball with some control and coordination

S: Be able to hit the ball showing precision, control and fluency, explaining how you can hit for direction.

C: be able to perform consistently the skill of batting showing precision control and fluency.

Tasks/Resources- Batting- see rounders skills cards level 1, page 16.

In 3’s, Tapping to partner - A bowls to B who taps the ball back to A. C acts as a coach using the batting resource card to help them. B can start to move around, making A hit back to them. Mini plenary/ Self assessment Thumbs up/wobbly/down to how many times they accurately hit the ball. Thumbs up= in game to hit for target zones- if missed, they lose points from their score. Wobbly= to choose whether they hit from a ball or off of a T. If hit a bowl, they can gain themselves an extra point. Down= to use the T to hit off of, but using correct technique. Game/ Scatterball- see small games cards, page 16. Teams of 4- 2 pitches. Adapt game to suit the batters skills. Groups to contain a mixture of thumbs up/wobbly/down. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

Plenary/ Questioning G- how could ‘less able’ person improve their batting? - justify why a ball can be hit in a particular direction? - can you expand on the previous answer about basic technique, as to how you could advance your batting technique. A- describe why ‘ more able’ persons bat is better than ‘less able’ persons. R- describe the basic batting action.

Marking opportunity:

Keywords/Word of the Day

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to

changing rooms and change.

3-

To be able to develop my defensive ground fielding skills and analyse the skills usefulness in a game

Starter- 5mins to change and then all students to move to the field and warm up (student led)

Standard differentiation in the department is: Setting on ability; gender setting if appropriate; Equipment; grouping within lessons; questioning and M,S,C. More able students: Less able students: Questioning: (no hands up; lollipop sticks; discuss with the person next to you). G: A: R: Context: Relationship with the group- Where are we in the SoW?

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

M: Be able to stop the ball with some control and coordination

S: Be able to stop the ball consistently showing precision, control and fluency,

C: be able to analyse their teams performance and make suggestions on how they can improve.

Tasks/Resources- Long barrier- see rounders skills cards level 1, page 18.

Ground Fielding pairs – A rolls the ball to B who performs the long barrier and return the ball to A using appropriate throws. RAG against outcomes Hold up 3 fingers if meeting must, 4 fingers if meeting should. 3 fingers- continue the practice, but making your partner move around more. 4 fingers- 2 v 2 long barrier hockey. Each team defends a line, the aim is to roll the ball passed the opponents and over their line. Defenders can only use the long barrier to stop the ball.

game

Game/ Quickstart rounders- see small games cards, page 12. If long barrier used, extra point to that person. Groups to contain a mixture of level 3/4 players Intellectualising task- Q to

answer eg what are you seeing? How can it benefit your game?

Plenary/ Questioning G- how could ‘less able’ person improve their long barrier? - where should the fielders stand to stop points from being scored? A- describe why ‘ more able’ persons long barrier is better than ‘less able’ persons. R- describe the basic long barrier action.

Marking opportunity:

Keywords/Word of the Day

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to changing rooms and change.

4-

To be able to develop my bowling skills and analyse the importance of tactics

Starter- 5mins to change and then all students to move to the field and warm up (student led)

Differentiation will mainly be through outcome (i.e the more able will be able to run faster) More able can also analyse own and others performance and suggest ways to improve (could use video analysis or the non-participant forms) Vary the distance that you are bowling from.

More able students: Less able students: Questioning: G: A: R:

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

M: Be able to bowl the ball with some control and coordination

S: Be able to bowl the ball consistently showing precision, control and fluency,

C: be able to analyse the relationship between bowler, backstop and 1st post fielder, using this knowledge to advise others on how they can improve their performance

Tasks/Resources- bowling- see rounders skills cards level 1, page 10.

In 3’s, one with a hoop (small) they hold this to their side and partner bowls the ball through the hoop, 3rd person acts as backstop. 10 goes each and then swap. Peer assessment In your 3’s, count how many bowls are bowled with control and coordination. Rank yourselves 1, 2 and 3. Ranks 2 and 3 must bowl in the bowler rounders game. Rank 1 must give feedback to them when they are bowling. Game/ Bowler rounders- see small games cards, page 18. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

Plenary/ Questioning G- how could ‘less able’ person improve their bowling? - do you think fielders/ batters are required? Why? A- describe why ‘ more able’ persons bowling is better than ‘less able’ persons. R- describe the basic bowling action.

Marking opportunity:

Keywords/Word of the Day

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to changing rooms and change.

5-

To be able to develop my backstop skills and make appropriate decisions

Starter- 5mins to change and then all students to move to the field and warm up (student led)

Standard differentiation in the department is: Setting on ability; gender setting if appropriate; Equipment; grouping within lessons; questioning and M,S,C. More able students: Less able students: Questioning: (no hands up; lollipop sticks; discuss with the person next to you). G: A: R: Context: Relationship with the group- Where are we in the SoW?

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

M: Be able to make a decision when given two different options to choose from

S: Be able to use tactics to change how you respond to a situation (walking the ball up to line on a backwards hit)

C: be able to make decisions about what to do with the ball with precision, control and fluency.

Tasks/Resources- backstopping- see rounders skills cards level 1, page 20.

In 3’s, one bowls, one backstop and one person on 1st base. 10 goes each and then swap. Mini plenary/ Self assessment Thumbs up/wobbly/down to how many times they accurately caught the ball. Thumbs up= reaction ball to be used instead of rounders/tennis ball. Need tobe calling out where the others should be throwing to. Wobbly= to choose whether they use a normal ball or reaction ball Down= to use a normal ball Game/ Bowler rounders- see small games cards, page 18. Emphasis on backstop position. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

Plenary/ Questioning G- how could ‘less able’ person improve their backstopping? - do you think fielders/ batters are required? Why? - what would you do if….? See flow chart on back of skills cards, page 20 A- describe why ‘ more able’ persons backstopping is better than ‘less able’ persons. R- describe the basic backstopping actions (reverse/orthodox).

Marking opportunity:

Keywords/Word of the Day

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to changing rooms and change.

6-

To be able to develop my fielding skills and analyse how effective I am as a fielder

Starter- 5mins to change and then all students to move to the field and warm up (student led)

Standard differentiation in the department is: Setting on ability; gender setting if appropriate; Equipment; grouping within lessons; questioning and M,S,C. More able students: Less able students: Questioning: (no hands up; lollipop sticks; discuss with the person next to you). G: A: R: Context: Relationship with the group- Where are we in the SoW?

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

M: Be able to describe why one action is better than another

S: Be able to use the knowledge you have learnt to make improvements to your own performance

C: be able to analyse your own and others performance and make suggestions on how to improve

Tasks/Resources- postfielding- see rounders skills cards level 1, page 22.

In pairs, one throws and one is on 1st post position. Mini plenary/ peer assessment Question your partner

1) If the post is removed from base, but base is in correct position- where should you make contact

2) If the post and base are removed from their correct position- where must contact be made?

3) Where should you stand to receive the ball at a post?

4) How can the umpire be sure you have made contact with the post?

Game/ decision rounders- see small games cards, page 26. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

Plenary/ Questioning Repeat the above questions, getting students to expand on each others answers.

Marking opportunity:

Keywords/Word of the Day

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to changing rooms and change.

7-

To be able to make decisions as a batter and explain why a decision was made

Starter- 5mins to change and then all students to move to the field and warm up (student led)

Standard differentiation in the department is: Setting on ability; gender setting if appropriate; Equipment; grouping within lessons; questioning and M,S,C. More able students: Less able students: Questioning: (no hands up; lollipop sticks; discuss with the person next to you). G: A: R: Context: Relationship with the group- Where are we in the SoW?

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

M: Be able to describe why one action is better than another

S: Be able to use the knowledge you have learnt to make improvements to your own performance

C: be able to analyse your own and others performance and make suggestions on how to improve

Tasks/Resources- Running “intelligent running creates chances to score”- see rounders skills cards level 1, page 12.

In pairs, spend 2 minutes discussing the criteria on the card. Challenge another pair by asking them the same questions. Practice using a post and bat, each of the techniques on the card. Mini plenary/ peer assessment Question your partner

1) Which batter makes the decision whether to advance to the next post? Why?

2) Where should the fielders stand? Why?

Game/ team batting - see small games cards, page 24. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

Plenary/ Questioning Repeat the above questions, getting students to expand on each other’s answers.

Marking opportunity:

Keywords/Word of the Day

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to changing rooms and change.

8-

To be able to able to use principles of performance in planning tactics and strategies

Starter- 5mins to change and then all students to move to the field and warm up (student led)

Standard differentiation in the department is: Setting on ability; gender setting if appropriate; Equipment; grouping within lessons; questioning and M,S,C. More able students: Less able students: Questioning: (no hands up; lollipop sticks; discuss with the person next to you). G: A: R: Context: Relationship with the group- Where are we in the SoW?

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

M: Be able to describe one or more tactic/strategy that can be used in a game

S: Be able to explain one or more tactic/strategy that can be used in a game

C: be able to analyse your own and others performance with tactics and strategies and make suggestions on how to improve

Tasks/Resources- Discussion-

In 2 teams, discuss the following questions

Positioning- who should play where according to their strengths and weaknesses? Eg bowling, batting order, backstop.

What tactics and strategies are there? Which are attack and which are defence? Which ones will we employ?

Game/ full rounders, 6 a side. Positioning should be based on previous discussions. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

Mini plenary- peer assessment

Did you win/lose? Why? What do you need to change with your team to win?

Continue Game/ full rounders, 6 a side. Positioning should be based on previous discussions. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

Plenary/ Questioning

What have you learnt today? What has that taught you about your strengths weaknesses?

Marking opportunity:

Keywords/Word of the Day

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to changing rooms and change.

9-

To be able to develop my basic batting skills, explaining why a particular shot is chosen.

Starter- 5mins to change and then all students to move to the field and warm up (student led)

Standard differentiation in the department is: Setting on ability; gender setting if appropriate; Equipment; grouping within lessons; questioning and M,S,C. More able students: Less able students: Questioning: (no hands up; lollipop sticks; discuss with the person next to you). G: A: R: Context: Relationship with the group- Where are we in the SoW?

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

M: Be able to hit the ball with some control and coordination

S: Be able to hit the ball showing precision, control and fluency, explaining why you chose a particular shot.

C: be able to perform consistently the skill of batting showing precision control and fluency. CHOICE- YOU CAN TRY THE DRIVE OR SWING SHOT- SWING SHOT HARDER!!!

Tasks/Resources- Batting- choice! RAG against M,S,C More able- the pull shot (page 2.19 of level 1 folder)- attacking shot

In 4’s, work through the activities on page 2.20 of the level 1 folder. Students to only progress onto the next activity if they are comfortable and have been able to hit the ball with control and coordination. Less able- the drive (page 2.7 of level 1 folder)- defensive shot

In 4’s, work through the activities on page 2.10 of the level 1 folder. Students to only progress onto the next activity if they are comfortable and have been able to hit the ball with control and coordination. Mini plenary/ Self assessment

Thumbs up/wobbly/down to how many times they accurately hit the ball. Thumbs up= in game to only hit dropped balls. Wobbly= to choose whether they hit dropped balls or of the T. Down= to use the T to hit off of, but using correct technique. Game/ The lord’s game- page 2.12 of level 1 folder. 4 teams of 7- 2 pitches. Adapt game to suit the batters skills (choose if attempt drive or pull shot). Groups to contain a mixture of thumbs up/wobbly/down. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

RAG against M,S,C What have I learned to allow me to make progress?

Marking opportunity:

Keywords/Word of the Day

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to changing rooms and change.

10-

To be able to develop my bowling skills and explain the rules related to bowling

Starter- 5mins to change and then all students to move to the field and warm up (student led)

Standard differentiation in the department is: Setting on ability; gender setting if appropriate; Equipment; grouping within lessons; questioning and M,S,C. More able students: Less able students: Questioning: (no hands up; lollipop sticks; discuss with the person next to you). G: A: R: Context: Relationship with the group- Where are we in the SoW?

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

M: Be able to bowl the ball with some control and coordination

S: Be able to explain the rules related to bowling

C: Be able to bowl the ball consistently showing precision, control and fluency,

Tasks/Resources- bowling- see level 1 folder page 3.3

In pairs, ball is bowled to partner from the ‘coil’ position. Partner catches and bowls it back. Ball must bounce once before it reaches partner. Peer assessment In your pairs, discuss the quality of your bowling action. What have you learnt about your bowling today? Is your partner R, A or G for this skill? Game/ team target bowling- see level 1 folder, page 3.16. Each team should have a mixture of RAG on their side. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

Plenary/ Questioning G- how could ‘less able’ person improve their bowling? A- describe why ‘ more able’ persons bowling is better than ‘less able’ persons. R- describe the basic bowling action.

Marking opportunity:

Keywords/Word of the Day

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to changing rooms and change.

11

-

To be able to develop my wicket keeping skills and make appropriate decisions

Starter- 5mins to change and then all students to move to the field and warm up (student led)

Standard differentiation in the department is: Setting on ability; gender setting if appropriate; Equipment; grouping within lessons; questioning and M,S,C. More able students: Less able students: Questioning: (no hands up; lollipop sticks; discuss with the person next to you). G: A: R: Context: Relationship with the group- Where are we in the SoW?:

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

M: Be able to make a decision when given two different options to choose from

S: Be able to use tactics to change how you respond to a situation (which stump do I throw at/to?)

C: be able to make decisions about what to do with the ball with precision, control and fluency.

Tasks/Resources- Wicket keeping- see level 1 folder, page 4.3. Teacher to teach the ‘K’ method.

In pairs, one bowls and the other uses the K method to catch the ball- 10 goes each and swap. Mini plenary/ Self assessment Thumbs up/wobbly/down to how many times they accurately caught the ball. Thumbs up= reaction ball to be used instead of cricket/tennis ball. Need to be calling out where the others should be throwing to. Wobbly= to choose whether they use a normal ball or reaction ball Down= to use a normal ball Game/ 6 pairs cricket- see level 1 folder, page 6.4. Emphasis on wicket keeper position. When in bowler/ wicket, each bowls one over and wicket keeps for the other. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

Plenary/ Questioning G- how could ‘less able’ person improve their wicket keeping? - justify what you would do if the ball…..bounced high/low? - what would you do if….? A- describe why ‘ more able’ persons wicket keeping is better than ‘less able’ persons. R- describe the basic wicket keeping position.

Marking opportunity:

Keywords/Word of the Day

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to changing rooms and change.

12-

To be able to make decisions as a batter and explain why a decision was made

Starter- 5mins to change and then all students to move to the field and warm up (student led)

Standard differentiation in the department is: Setting on ability; gender setting if appropriate; Equipment; grouping within lessons; questioning and M,S,C. More able students: Less able students: Questioning: (no hands up; lollipop sticks; discuss with the person next to you). G: A: R: Context: Relationship with the group- Where are we in the SoW?

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

M: Be able to describe why one action is better than another

S: Be able to use the knowledge you have learnt to make improvements to your own performance

C: be able to analyse your own and others performance and make suggestions on how to improve

Tasks/Resources- Running between the wickets- see level 1 folder, page 2.28 and 2.29.

In pairs, discuss the 2.28 card. Then practice activity 2 on page 2.29. Mini plenary/ peer assessment Question your partner Who makes the decision to run if…the ball goes here, there etc? Justify your answer. Game/ 6 pairs cricket- see level 1 folder, page 6.4. Emphasis on the runners and calling. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

Plenary/ Questioning Repeat the above questions, getting students to expand on each others answers.

Marking opportunity:

Keywords/Word of the Day

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to changing rooms and change.

13-

To be able to able to use principles of performance in planning tactics and strategies

Starter- 5mins to change and then all students to move to the field and warm up (student led)

Standard differentiation in the department is: Setting on ability; gender setting if appropriate; Equipment; grouping within lessons; questioning and M,S,C. More able students: Less able students: Questioning: (no hands up; lollipop sticks; discuss with the person next to you). G: A: R: Context: Relationship with the group- Where are we in the SoW?

Traffic lights/thumbs up against LO RAG against LO or level descriptors Targeted questioning Self/peer assessment against success criteria

M: Be able to describe one or more tactic/strategy that can be used in a game

S: Be able to explain one or more tactic/strategy that can be used in a game

C: be able to analyse your own and others performance with tactics and strategies and make suggestions on how to improve

Tasks/Resources- Discussion-

In 2 teams, discuss the following questions

Positioning- who should play where according to their strengths and weaknesses? Eg bowler, batting order, wicket keeper.

What tactics and strategies are there? Which are attack and which are defence? Which ones will we employ?

Game/ six-a-side cricket. ( see level 1

folder, page 6.6) full cricket, 6 a side. Positioning should be based on previous discussions. Intellectualising task- Q to answer eg what are you seeing? How can it benefit your game?

Mini plenary- peer assessment

Did you win/lose? Why? What do you need to change with your team to win?

Continue Game/ full cricket, 6 a side. Positioning should be based on previous discussions.

Plenary/ Questioning

What have you learnt today? What has that taught you about your strengths weaknesses?

Marking opportunity:

Keywords/Word of the Day

Self Peer Teacher continual assessment Teacher formal assessment

Plenary- students to carry equipment to the container and then move to changing rooms and change.