Ac#vity/length:

Year/Class:

Resources:

Invasion Game Unit -

Hockey - 6 Lessons/12 Hours

Year 7 Mixed Ability & Mixed

Gender

Hockey sticks enough for one each, astroturf space, hockey goals x 2 at least, bibs,
hoops, spot mats, variety of balls (size, weight, shape), cones, task cards, recording
equipment.

Curriculum Aims:

Aims/objec#ves:

Develop competence to
excel in a broad range of
activities.

This unit of work will aim to develop pupils to become more competent, confident and expert in their techniques
within hockey. It will look to inform pupils and develop their understanding as to what makes a performance
effective and how to apply these principles to their own and others work. There will be elements that encourage
the learner to understand and apply the long-term health benefits of physical activity. Along with this allowing them
to develop confidence and interest to get involved in exercise, sports and activities out of school and in later life.
Students will be taught to:

Be physically active for

sustained periods of time.
Develop the skills and
competencies needed to
excel within team based
activities.
Use a range of tactics and
strategies to overcome
opponents.

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Use a range of tactics and strategies to overcome opponents in direct competition

Develop their technique and improve their performance in the competitive sport of hockey
Analyse their performances compared to previous ones and demonstrate improvement to achieve their personal
best
Take part in competitive sports and activities as well as hockey outside of school through community links and/or
hockey/sports clubs.
They will select and apply skills within different games situations to try and outwit opponents
Curriculum Aims: By taking part in this hockey unit pupils will be provided opportunities to compete in sport and
activities that build character and help to embed values such as fairness and respect. The whole competitive
element of the unit will show how important teamwork is to a successful performance. This will leave pupils no
choice but to use effective communication skills.
Language and Literacy: Pupils will develop appropriate use of terminology with regards to hockey. They will also
have to interpret task cards and make informed decisions on how to carry them out within a group. Finally pupils
will have to respond appropriately to questioning either verbally or written through question cards and knowledge of
law quizzes.
Numeracy: Pupils will be keeping scores themselves when both playing and umpiring. Also need to keep personal
scores during individual scoring activities. When umpiring understanding of timing will be taught.

Health & Safety: (link to 3 categories of risk management must be

accompanied by a full risk assessment document)
People: Ensure that all students have the correct footwear on for
the astroturf (no rubber or metal studs), all have shin pads on,
long hair Led back or up, all jewellery o including watches, no
gum, appropriate school PE kit, gum shields compulsory.
Context: Risk assessments to be completed prior to any acLvity
taking place regardless of space. Another scan of the area being
used prior to lesson starLng which can include pupils to engage
them into understanding the need for safety. Correct size for
number of pupils. Equipment check of sLcks and goals to ensure
appropriate standards.
Organisa#on: Lessons planned beforehand and before any
teaching takes place. AcLviLes aimed at suitable age and ability
level including progressions and dierenLaLon as a mixed ability
group. Outline rules and expectaLons for the group so that a
consistency can be established. Organise any equipment needed
for the lesson prior to the start of the lesson to ensure maximal
acLvity Lme possible.

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Inclusion Strategies: (Link to Na:onal curriculum inclusion

statement categories specic to unit)
SeDng suitable learning challenges:
Individual needs will be met and appropriate targets will be set for
every learner in the group to be able to achieve. This will include
the need to plan for all, most and some within individual lesson
plans.
Responding to pupils needs and overcoming poten#al barriers for
individuals and groups of pupils:
A range of teaching styles and strategies should be adopted and
used to ensure that every style of learner is catered for. Deploy
support sta when needed to ensure the most eecLve group
dynamic. Establish an eecLve learning environment by using a
range of resources and equipment to help all pupils understand the
learning objecLves.

Outcome/Process: (Specic
learning outcomes aligned to specic
aspects being taught in the unit aims and
objec:ves using the language of the end of
key stage statement)

Develop their technique and

improve their performance in
the specified games and
activities during these
weeks.
Analyse their performances
compared to previous ones
and demonstrate
improvement to achieve their
personal best. During certain
activities the teacher can
choose when appropriate to
use recording material to
either self or peer-assess.
During the unit the teacher
must emphasise the
importance of taking part in
competitive sports and
activities as well as hockey
outside of school through
community links and/or
hockey/sports clubs.

Core tasks: Weeks 1-3

Dribbling
Rob the nest - Four teams of 4 start in a square facing inwards towards a group
of balls in the middle. The aim of the game is for one person at a time from each
team to come out, collect a ball and dribble it back to their teams. Once there are
no balls left in the middle you can then steal balls from opposing teams base and
dribble them back to your own. A target score can be set for a team to win.
Octopushy - Players in one group.The Leader is the octopus who tries to tackle
the fish (Players 112) as they dribble across the playing area. if the Leader
tackles a player and pushes his/her ball outside the playing area they become
seaweed. They must then remain where they were tackled but they can tackle
other fish.The winner is the last fish not to be tagged.

Passing
Hockey Volleyball - Players in two teams of between six and eight each. Both
teams stay in their own half and try to score a point by push passing the ball over
the opposition teams back line. Play starts with Team A push passing the ball
from behind their own back line into the Team Bs half. Team B try to trap the ball
and their players can not dribble the ball. Team B can then push pass the ball to
each other up to two times before push passing it into Team As half.
Bowls Hockey - Players in pairs and approximately five metres apart. Player 1
push passes the ball on the forestick to Player 2 who traps the ball on their
forestick. Player 2 then passes to Player 1. Following this move 10m apart.
Player 1 push passes the ball so that it stops just in front of Player 2. Player 2
then push passes the ball so that it stops just in front of Player 1. Score how
many times it stops within 1 stick length.

Receiving
Piggy in the middle - Players in groups of three or four. Player 1 is the piggy
and Players 24 attempt to pass the ball to each other without Player 1 trapping
the ball. Players 24 can only move two steps in any direction and Player 1 can
not tackle but only intercept the ball. if the Player 1 traps the ball the player who
passed the ball becomes the new piggy.
Wall Ball - Groups of up to 12. Team 1 starts as pushers and team 2 are the
wall. Team 1 tries to pass the ball past team 2 to score a point. Team 2 can only
move from side to side between their cones as can team 1 between their cones.
1 ball to start with and increase for difficulty.

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Compelling / irresis#ble
learning: (What environments,
teaching styles, interac:ve opportuni:es,
Out of hours learning, extension /
enrichment , themes will be used to make
this unit mo:va:ng and exci:ng for the
learners?

The use of an outdoor

facility such as an all
weather astroturf would be
perfect. If this isn't available
then adapt the acLviLes to
suit whatever size and area
is available with thought
about the number of
people.
Use a variety of teaching
styles to appeal to each and
every learner type.
KinaestheLc, auditory and
visual learners will all
require dierent teaching
strategies to cater for their
needs.
The use of IT where
possible to be integrated
into lessons to enhance the
learning experience for
pupils. Things such iPads,
iPods, interacLve
whiteboards etc. all
excellent uses of integrated
ICT.

Outcome/Process: (Specic
learning outcomes aligned to specic
aspects being taught in the unit aims and
objec:ves using the language of the end of
key stage statement)

Pupils will learn correct

terminology throughout the
unit as it is being taught by
the teacher.
During some scoring games
the learners will need to
keep their own score and
others the whole team score.

Core tasks: Weeks 4-6

Shooting

Compelling / irresis#ble
learning: (What environments,

Driving Range - Start off by each player having ball to themselves. They can
then take a spot mat and stand it against the edge of the FOP in some space.
They then start 3m back and shoot at their spot mat. If they hit it they take a big
stride length back and so on. They then have 1 minute to hit their mat as many
times as they can in 1 minute from however far back they got. Following this
place down tyres (or anything alternate) as markers to hit at alternating
distances. Allocate points for each tyre and play as if a golf driving range.
2 Touch Shoot -This game requires two teams; team 1 has to try and score with
two touches(can vary the starting positions of both teams). Team 2's players
have to try and stop team 1 having a shot (they can start defending when player
1 has made the first touch). Scoring: Team 1 score a point for a shot at goal, and
score 2 for a goal. Team 1 starts with 3 lives. They lose one each time they are
stopped or miss the goal. When all lives are lost teams swap round.

teaching styles, interac:ve opportuni:es,

Tackling
Pupils will remain physically
active for sustained periods
of time.

Keepings Off - Players in groups of between four and six. Player 1 is the tackler
and Players 26 attempt to pass the ball to each other without Player 1 gaining
possession. if Player 1 gets possession of the ball the player who last touched
the ball becomes the new tackler.
Run the Gauntlet - Groups of up to 12. Players A1 and Player A2 start at one
end of the gauntlet. They attempt to pass and dribble the ball past Players B1
B4 who can only move sideways to tackle. If Players B1B4 get possession of
the ball he/she can pass the ball outside of the playing area and Player 1 or
Player 2 collects the ball and return to the group. (See diagram)

3D Skills
Hop the fence - This activity requires a hockey stick placed on top of 2 cones at
either end so it is lifted off of the ground and about 10 of these set up. Players
can then dribble around the area with a ball each. The aim is to dribble up to a
fence and chip the ball over it whilst retaining control over it. Introduce a free
player who's aim is to knock peoples balls out of play. Winner is last one
standing.
Run the Gauntlet Hop Edition - This is a similar gauntlet as before. In teams of
4, player 1 is running the gauntlet and players 2-4 are at progressive stages
further along. Players 2-4 are only allowed to move sideways along their line and
must keep their sticks fully touching the floor. Player 1 must try and run the
gauntlet by lifting the ball up over the other sticks to get through. Points for
passing through each stage.

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Out of hours learning, extension /

enrichment , themes will be used to make
this unit mo:va:ng and exci:ng for the
learners?)

Adopt appropriate
behaviour and reward
strategies ensure the most
producLve learning
environment possible. Use
school policies where
appropriate.
Inform TAs about the lesson
content beforehand and
where is best for them to
get involved and contribute
to improve the lesson for
the learner.
During all tasks use
appropriate extension/
dierenLaLon strategies to
be as inclusive as possible
including learners with SEN,
EAL and so on.