1. Invasion DO Week 1Week 2Week 3Week 4Week 5Week 6 Introduction Dribbling Passing Receiving Shooting Match Up! Reception Take notes on current general ability of children to aid planning Can dribble in different ways Can pass in different ways Can receive a ball in different ways against body Can shoot in different ways Can actively take part in an invasion game Year 1 Take notes on current general ability of children to aid planning Can dribble in different ways with control Can pass in different ways with accuracy Can receive a ball in different ways away from the body Can shoot in different ways with accuracy Can compete (trying to win) in an invasion game Year 2 Take notes on current general ability of children to aid planning Can dribble in different ways using left and right hands/feet Can pass in different ways with speed and accuracy Can receive a ball from different heights and distances Can shoot in different ways over different distances Can compete showing effective ball control without pressure in an invasion game Year 3 Take notes on current general ability of children to aid planning Can dribble in different ways changing speed Can pass in different ways over different distances with accuracy Can receive a ball at different speeds Can shoot in different ways at different speeds Can compete showing effective ball control under pressure in an invasion game Year 4 Take notes on current general ability of children to aid planning Can dribble in different ways changing speed and direction with control Can pass in different ways whilst moving Can receive a ball whilst moving Can shoot whilst movingCan compete making correct decisions in the invasion game Year 5 Take notes on current general ability of children to aid planning Can dribble in different ways linking with passing and moving Can pass in the best way linking with dribbling and moving Can receive a ball linking with passing and moving Can shoot linking with moving and passing or dribbling Can compete and succeed individually in an invasion game (degree of success, noted by moments noticed within the invasion game environment) Year 6 Take notes on current general ability of children to aid planning Can dribble in different ways with control under pressure Can pass in the best way with speed and accuracy under pressure Can receive a ball under pressure linking with other skills Can shoot in different ways under pressure linking with other skills Can compete and succeed individually and as a team player in an invasion game (degree of success, noted by moments noticed within the invasion game environment) Year 7 Take notes on current general ability of children to aid planning Can dribble to gain an advantage in a game situation Can pass to gain an advantage in a game situation Can receive a ball linking with other skills to gain an advantage in a game situation Can shoot to gain an adavantage in a game situation Can compete and succeed individually and as a team player in an invasion game - against similar ability (degree of success, noted by moments noticed within the invasion game environment)

2. THINK Week 1Week 2Week 3Week 4Week 5Week 6 Rules/Scoring Understanding Movement and Skill Effects of Exercise on the body Healthy Eating Muscles and Bones Understanding Tactics ReceptionCan understand rules within an activity Can identify the ABC's relating to movement Can identify an effect of exercise on the body Can identify that food gives us energy Can identify that the body has different parts Can play to win Year 1Can identify rules and scoring within an activity Can identify the ABC's relating to a sporting movement Can identify some effects of exercise on the body Can identify that the more energy we use the more we have to replace Can identify that the body has muscles/bones Can identify the difference between participating and competing Year 2Can assist with scoring an activity Can describe the ABC's relating to movement Can identify why our bodies sweat and how this effects our need for water Can identify that it is important to eat a balanced diet Can identify large muscles/bones and small muscles/bones Can identify different ways to better your chances of winning in an activity Year 3Can assist with enforcing rules for an activity Can describe the ABC's relating to sporting movement Can describe what happens to our heart rate when exercising Can identify that different foods affect us in different ways Can identify the name of muscles/bones in the body (e.g. rather than legs = quadriceps) Can identify with what a tactic is Year 4Can score an activityCan actively show an understanding of the ABC's Can identify the role of the heart when exercising Can identify that the more energy we consume, the more energy we have to use Can identify that muscles/bones are used to help us move Can identify a tactic for an individual activity Year 5Can enforce rules for an activity Can identify the correct technique for a sporting movement Can describe what happens to our heart rate when exercising and how this effects our pulse Can identify the dangers of over consumption of certain foods and drinks (energy drinks) Can identify the effect of exercise on muscles/bones in the body Can identify a tactic for a team activity Year 6Can lead the scoring and officiating for an activity at the same time Can prescribe another child with the correct technique for a sporting movement Can identify the effect exercise has on our pulse rate and how this can be used to predict a level of fitness Can identify the importance of certain foods to aid activity Can describe what happens to muscles when contracting Can prescribe a tactic for an individual activity Year 7Can at the same time lead the scoring and officating for a sports match Can improve another child's performance by prescribing correct technique for a sporting movement Can describe how the body changes during exercise Can identify a healthy diet for an athlete Can describe how a muscle contracts during different activity Can prescribe a tactic for a team activity

3. FEEL Week 1Week 2Week 3Week 4Week 5Week 6 Winning and LosingParalympic and Olympic Values Making friends Olympic and Sporting Heroes Being ActiveLeadership Reception Can identify whether they have won or lost an activity Can identify some good things about themselves (kind, caring, respectful...) Can identify that being active should be fun Can identify any heroes and why they are heroes Can identify that being active should be fun! Can identify the importance of keeping score Year 1 Can identify that trying to win is important Can identify the good things about others (kind, caring, respectful...) Can identify that being active can be good for making friends Can identify any heroes and why they are heroes Can identify the importance of being active Can assist with scoring an activity Year 2 Can identify that it is good to win, but trying your best is more important Can identify values that are good to have Can identify ways of including others in an activity Can identify what would make someone a sporting hero Can describe one reason why its important to be active Can assist with scoring various activities Year 3 Can adopt a positive attitude to winning Can describe some Olympic and Paralympic values using examples of where these values would be practiced Can identify a time when being active has halped them make a friend Can identify any sporting hero and what makes them a hero Can identify the dangers of being inactive Can be confident to lead the scoring of an activity Year 4 Can adopt a positive attitude to losing Can recognise Olympic and Paralympic values in others Can show ways that being active can help you to make friends Can identfiy different kinds of sporting heroes Can describe one danger of being inactive Can be confidence to lead the scoring of various activities Year 5 Can identify positive role models for winning and loosing either teams or individuals Can actively show a Olympic or Paralympic value Can identify what stops people from making friends during an activity Can identify a sporting competition and what makes a sporting competition exciting Can describe why it is important to be active Can assist with coaching a warm-up for an activity Year 6 Can Identify examples within an activity of positive reactions to both winning and losing Can actively show Olympic and Paralympic values Can show ways to include others in an activity Can show an understanding and adopt characteristics of a sporitng hero Can describe the dangers of being inactive Can be confident lead the coaching of a warm- up activity Year 7 Can describe and aquire a positive attitude to both winning and losing in a sporting activity Can describe the Olympic and Paralympic values and put them into practice during an activity Can identify how sporting activity can be used to bring down social barriers Can recognise the achievement of British athletes at the London 2012 Olympic games Can prescribe activity to help an individual become more active Can assist the coaching of a small group activity

4. Assessment Tracker Subject: Invasion Games DOTHINKFEEL How! Input + and – only = is assumed otherwise Example Jonny is emerging (J.S -) Assessing for understanding if shown understanding input initials Week 1: Intro week “General notes on ability” Week 2: Dribbling Week 3: Passing Week 4: Receiving Week 5: Shooting Week 6: Match Up!

5. Week 3Year ReceptionInvasion Games 1Passing Do = Expected: Can pass in different ways+ Exceeding: Can pass in different ways with accuracy - Emerging: Not Applicable at Reception ThinkFeel Equipment: 15 mixed sized balls, bibs, spot mats, dome cones. Lesson aim: Children able to pass a object in different ways, able to identify that activity should be fun and can identify an effect of exercise on the body. Pass it on: Children move around the room demonstrating good agility and balance. Add 8 objects into the activity (balls etc.) and give the children three seconds to dribble and pass the object over to another child. See what different passes children can do with the objects and see if they can name different invasion games, relating to their movements. Children without an object have their hands ready and do not follow those with an object to avoid crowding. TP: Communicate when passing show and tell WARM - UP Gateway pass: Set up lots of gateways with pairs of markers. In matched ability pairs children stand either side of the gateway and pass the ball to each other in different ways through the gateway. Call out ‘change’ and children have to swap their object with another child to have a go with the different objects. TP: Eyes on the target Diff: Challenge exceeding abilities by making the gateway smaller or by making it larger for emerging children ISOLATION Over under: In matched ability teams of 4-6, children line up all facing the same way making sure they are no closer than an arms length away from each other. Give each team a ball and on “go” children must pass the ball down the line the first child passes it over their head, the second child passes it under their legs and repeat. When the last child gets the object they run to the front, continue until the children are back to their starting positions and the first team to sit down is the winning team. If time permits change the type of passes along the line to side to side. TP: get the right power/weight on the ball Diff: Space the exceeding children out further and the emerging children closer together CO-OPERATIONCOMPETITION Cone crash: In the same teams, scatter lots of cones around the area. Children are lined up behind marker cones placed around the edge of the room. They pass their ball out to the middle, either chest pass, kick etc. If a child hits a cone they collect the cone that they hit, collect the ball and put the cone on their teams starting marker and give the next team mate a go. Continue until all of the cones are gone and see who has the most cones. TP: point body towards target Diff: Exceeding children pass from further away, emerging children move closer Progress: How this has progressed from previous year groupTP: Teaching PointDiff: Differentiation Check for understanding : Can identify an effect of exercise on the body Check for understanding : Can identify that being active should be fun (Getting ready for the activity)(Working Independent of others) (Working with others)(Working against self or others)

6. Week 3Year OneInvasion Games 1Passing Do = Expected: Can pass in different ways with accuracy + Exceeding: Can pass in different ways with speed and accuracy - Emerging: Can pass in different ways with accuracy ThinkFeel Equipment: 15 mixed sized balls, bibs, spot mats, dome conesLesson aim: Children can pass on object with accuracy, can identify that activity is good for making friends and are able to identify effects of exercise on the body Pass it on: Children move around the space showing good agility and balance. Introduce 8 objects and give the children three seconds to have a dribble and pass the object over to another team mate. (Progress) Scatter markers around the area for children to dodge around and use traffic lights to change the type of pass children have to perform i.e. (red=football, amber=basketball, green=explore a different type of pass) TP: Aim to pass with control, what is accuracy? Diff: Add more objects into the game to make it more challenging WARM - UP Gateway pass: Set up lots of gateways with pairs of markers and in matched ability pairs, children stand either side of the gateway. They pass the ball to each other in different ways through the gateway. Call out ‘change’ and children have to swap their object with another child to have a go with the different objects. (Progress) Add in two children with bibs as defenders and they have to run around and stand in children's gateways and try and intercept the ball to get a point. TP: Communicate the pass, eyes on the target Diff: Challenge exceeding abilities to pass the ball with speed and accuracy ISOLATION Over under: Over under: In matched ability teams of 4-6 children line up all facing the same way making sure they are no closer than an arms length away. Give each team a ball and on “go” children must pass the ball down the line, when the last child gets the object they run to the front, continue until the children are back to their starting positions and the first team to sit down is the winning team. (Progress) Children have to turn and pass performing different types of passes using different body parts. TP: Body faces the target when passing Diff: Space the exceeding children out further and the emerging children closer together CO-OPERATIONCOMPETITION Cone crash: In the same teams from above scatter lots of cones around the area. Children line up in teams around the edge of the room, behind a cone marker as if to run a race. Children pass their object into the middle (kick or throw), trying to hit a cone. If a child hits a cone they collect the cone they hit, collect the ball and put the cone on their teams starting marker and give the next team mate a go. Continue until all of the cones are gone. (Progress) Add in hoops for children to try and land their ball in to gain 5 points. TP: What different ways can we pass, long, high, low, fast Diff: Exceeding children pass from further away, emerging children move closer Progress: How this has progressed from previous year groupTP: Teaching PointDiff: Differentiation Check for understanding : Can identify some effects of exercise on the body Check for understanding : Can identify that being active can be good for making friends (Getting ready for the activity)(Working Independent of others) (Working with others)(Working against self or others)

7. Week 3Year TwoInvasion Games 1Passing Do = Expected: Can pass in different ways with speed and accuracy + Exceeding: Can pass in different ways over different distances with accuracy - Emerging: Can pass in different ways ThinkFeel Equipment: 15 mixed sized balls, bibs, spot mats, dome cones. Lesson aim: Children can pass an object with speed and accuracy, know how to include others in an activity and understand that when we sweat we need to replace with water Stuck in the mud: (Progress) Select two children to wear bibs and be taggers, other children have to avoid being tagged. Hand out five objects to five children (large/small balls etc.) who can ‘untag’ people by throwing them the object. Taggers cannot tag children who are holding an object, once tagged children stand still and have to receive an object to move again. Link to frost and sunshine. TP: Communicate the pass Diff: Change the number of taggers in the game WARM - UP Gateway pass: Set up lots of gateways with pairs of markers. In matched ability pairs children stand one either side of the gateway and pass the ball to each other in different ways through the gateway. (Progress) Children score in one gateway then move to the next, scoring in as many different gateways as possible. After children have had a couple of goes and have swapped objects, add in two children with bibs as defenders who have to run around and stand in children's gateways to try and intercept the ball to get a point. TP: Eyes on the target, get the right power/weight Diff: Challenge exceeding abilities to stand further away when passing ISOLATION Pass in time: (Progress) Split the class into teams of six. For each team, set out two markers opposite each other and 5 meters apart. Three children from each team stand behind each marker. On “go” children have to pass to their team mate on the opposite marker then run and join that line and the game keeps going with teams scoring as many passes as possible in two minutes. Have a team talk after two minutes to see how they could pass differently to beat their previous score then have a go a beating the score. TP: Pass high/low with speed and point body towards target TTP: Is the target always directly at your team mate? Sometimes into space Diff: Space the exceeding children out further and the emerging children closer together CO-OPERATIONCOMPETITION Piggy in the middle: (Progress) In 3’s play a 2v1 possession game. The child in the middle has to intercept the ball being passed whilst staying within an area marked with two markers to ensure that they are not too close to the passers. If they intercept the ball they swap with the child who made the pass. TP: Pass high/low with speed and aim for the target (the other child and space) Diff: Space the exceeding children out further and the emerging children closer together Progress: How this has progressed from previous year group TP: Teaching PointDiff: Differentiation Check for understanding : Can identify why our bodies sweat and how this effects our need for water Check for understanding : Can identify ways of including others in an activity (Getting ready for the activity)(Working Independent of others) (Working with others)(Working against self or others) TTP: Tactical Teaching Point

8. Week 3Year ThreeInvasion Games 1Passing Do = Expected: Can pass in different ways over different distances with accuracy + Exceeding: Can pass in different ways whilst moving - Emerging: Can pass in different ways with speed and accuracy Think Feel Equipment: 15 size 5 basketballs, bibs, spot mats, dome cones, large spot mats, 12 x large spot mats Lesson aim: Children are able to pass according to distance with accuracy, can identify personally how activity has helped them make friends and understand what happens to the heart when exercising Stuck in the mud: Select two children to wear bibs and be taggers, other children have to avoid being tagged. (Progress) Hand out five balls to children. Taggers cannot tag children who are holding a ball. Once tagged children stand still and have to receive a pass to move again. Link to frost and sunshine. TP: Eyes on the target TP: Communicate the pass Diff: Change the number of balls in the game WARM - UP Gateway pass: Set up lots of gateways with pairs of markers. In matched ability pairs children stand one either side of the gateway and pass the ball to each other in different ways through the gateway. (Progress) Every time a child passes through the gateway with accuracy they must take a step back. Children then score in one gateway then move to the next scoring in as many different gateways as possible. TP: Batman hands on the ball for a pass from the chest, fingers point to the target to follow through for more speed Diff: Challenge exceeding abilities to be moving whilst passing ISOLATION CO-OPERATION COMPETITION End zone ball: (Progress) In small teams (3v3) set up games of End Zone Ball. Set up two end zones at each end of the court using cones. Teams try to pass to a player inside their end zone. Players can only remain in the end zone for 3 seconds. (Defending players can not hit away from a player when dribbling, but can intercept a pass). Play two minute games so everyone gets lots of goes. Teams watching to peer-assess to provide feedback and have mini team talks. TP: Pass high/low with speed and aim for the target (the other child, into an attacking space) Diff: Space the exceeding children out further and the emerging children closer together Progress: How this has progressed from previous year groupTP: Teaching PointDiff: Differentiation Check for understanding : Can describe what happens to our heart rate when exercising Check for understanding : Can identify a time when being active has helped them make a friend (Getting ready for the activity) (Working Independent of others) (Working with others) (Working against self or others) Pass in time: Split the class into teams of six. For each team, set out two markers opposite each other and 5 meters apart. Three children from each team stand behind each marker. On “go” children have to pass to their team mate on the opposite marker then run and join that line and the game keeps going with teams scoring as many passes as possible in two minutes. Have a team talk after two minutes to see how they could pass differently to beat their previous score then have a go a beating the score. (Progress) to make the passes more specific to a game introduce a shadow player who cannot touch the ball and must be 1 metre away but makes it harder for the team to move freely. TTP: change the distance of the markers to encourage different throws, how do we throw differently for varying distances? Diff: Emerging don’t have a shadow player

9. Week 3Year 4Invasion Games 1 (Basketball)Passing Do = Expected: Can pass in different ways whilst moving + Exceeding: Can pass in the best way linking with dribbling and moving - Emerging: Can pass in different ways over different distances with accuracy Think Feel Equipment: 15 size 5 basketballs, bibs, spot mats, dome cones, large spot mats, 12 x large spot mats Lesson aim: Children can pass in different ways whilst moving, can actively engage in making friends during activity and can describe the function of the heart in relation to exercise Frost and Sunshine: (Progress) Select 3 children who act as the freeze monsters, their job is to attempt to tag as many children as possible in the given time. Once children are tagged they must freeze in a basketball passing balance ( chance for you to see what children already know about different passes) and wait to be melted. Hand out 3-4 balls, which when passed on, can ‘melt’ the ‘frozen’ children. Once melted the children can be tagged again so must resume running. The freeze monsters cannot tag a person holding the sunshine. TP: What types of passes do we already know for different invasion games WARM - UP Gateway pass: Set up lots of gateways with pairs of markers. In matched ability pairs, children stand one either side of the gateway and pass the ball to each other in different ways through the gateway. Every time a child passes through the gateway with accuracy they must take a step back. Children then score in one gateway moving onto another scoring in as many different gateways as possible. (Progress) Select two children with bibs as defenders who have to move around and stand in children's gateways, trying to intercept the ball to get a point. TP: introduce basketball passes a bounce pass, chest pass and overhead pass refer to information Diff: Allow emerging greater time on the ball and encourage exceeding to pass more often. ISOLATION Tag Ball: Children to be split into groups of 6 and each group given an area in the hall marked out with cones (size of area depends on hall size). 3 of the children wear a bib. The team in possession of the ball must try to work together to tag a child on the opposite team with the ball, by touching them with the ball. A point is scored for each tag and then the teams swap. BB* Double dribble rule applies TP: Introduce a shoulder pass for long throws and chest pass for short throws TTP: In what situations would we use different types of throws and why? Diff: Exceeding groups may be given on one player they can tag CO-OPERATIONCOMPETITION Progress: How this has progressed from previous year groupTP: Teaching PointDiff: Differentiation Check for understanding: Can identify the role of the heart when exercising Check for understanding : Can show ways that being active can help you to make friends (Getting ready for the activity)(Working Independent of others) (Working with others)(Working against self or others) Hoop ball: (progress)In small teams (4v4) set up games of hoop ball. Set up two courts with 3 hoops at each end (for safety use large spot mats on floor). Teams try to pass to a player inside one of the hoops to gain a point. Players can only stand in a hoop for 3 seconds. Defending players can not hit away from a player when dribbling but can intercept a pass. Play two minute games so everyone gets to participate. Teams watching to peer-assess to provide feedback and have mini team talks. BB*Travelling rule applies TP: To ensure the other team don’t get to a pass, pass quickly Diff: Exceeding children can be asked to score in only one of the hoops Emerging can bounce pass the ball into the hoop to score as well