- BIRCHWOOD PRIMARY SCHOOL -

Our Weekly Journey

Class: Redwood/Pine

FocusSubject
Time 1hr
Outcome
5th Sept

PE (Outdoor) Resources (Journal Entry)

Learning to: perform dribbling skills with accuracy, confidence and control Key Vocabulary: dribble, inner/outer foot
Remember to: be safe, ensuring enough space and no-one is likely to be hurt. Keep the ball close to your feet.

Invasion games: Football

Content: - footballs - children can dribble with
- cones an accuracy, confidence
Warm up activity: chn get into 4 teams of 6 – chn to run up to the first cone one at a time, kick/dribble and control
the ball around cone 2 and back (not too far away) and run back to line of children. Tag the next person
and they go. First finished wins.
1 Main 1: improve dribbling technique by passing the ball between each foot (stay on the spot).

Main 2: chn have a ball each and try to move with the ball keeping the ball close to their feet. Which
foot has most control of the ball?
Plenary: attempt dribbling around a cone. Remind chn to use their ‘best foot’ to do majority on control around the bends. ☺Address misconceptions? ☺Reference to original objectives?
☺Actively demonstrate learning that has taken place? ☺
Assessment of the level of learning? ☺How can we make it better?
TA group should be able to…. Remind children to keep looking ahead for any people or obstructions.

FocusSubject
Time 1hr
12th Sept

Outcome
PE (Outdoor) Resources (Journal Entry)
Learning to - perform dribbling skills with improved accuracy, confidence and control Key Vocabulary: dribble
Remember to: pass with the inside of your foot, stop the ball by putting the ball on top, the same for changing direction.

Invasion games: Football

Content:- - footballs - children can dribble with
Warm up activity: 5 teams of 6, chn will dribble ball up to a cone, dribble it back and tag next person to - cones an improved accuracy,
complete. - bibs confidence and control

Main 1: play ghosts Choose an appropriate number of “Ghosts”.

Children in the game dribble around the area at their own pace. The aim of the game is for the non-
ghosts to keep possession of their ball by close control and change of pace and direction.
2 The ghosts (in bibs) act as defenders, aiming to tackle players, take possession of their ball and send it
out of the area. Players who have been successfully tackled should then sit out and observe those
players still in possession.

Main 2 – chn improve direction changes by dribbling in an out of cones and other obstructions.
☺Address misconceptions? ☺Reference to original
Plenary: aim to pick up speed or use outside of foot. objectives? ☺Actively demonstrate learning that has
taken place? ☺Assessment of the level of learning?
☺How can we make it better?
TA group should be able to challenge chn to change direction etc.
 FocusSubject
Time 1hr
20th Sept
Outcome
PE (Outdoor) Resources (Journal Entry)
Big Question: perform passing skills with accuracy, confidence and control Key Vocabulary: dribble, pass, tackle
Remember to: uses inner, stronger foot. Use an appropriate strength when kicking. Stay alert to obstacles

Invasion games: Football

Content: Warm up: Begin by dribbling around the area keeping the ball under close control at own - Footballs Children can pass the ball
pace. Children to look for “traffic lights” which the teacher holds up in the air. - cones with accuracy, confidence
 Red cone means “Stop” and control
 Yellow cone means “Change direction”
 Green cone means “Speed up”

3 Main 1: children pair up and attempt to pass the ball to partner using the inside of their foot keeping the
ball low. Take further steps backwards to make it more challenging. Stop the ball with your foot on top.

Main 2: piggy in the middle style game. In 3’s – two chn pass to one another whilst another tries to
tackle.
☺Address misconceptions? ☺Reference to original objectives?
Plenary: pass with the other foot. Is this easy or more difficult. Try aiming towards a partner, did the ball reach them? ☺Actively demonstrate learning that has taken place? ☺
Assessment of the level of learning? ☺How can we make it better?
TA group should be able to…. Encourage chn to speed passes, try further away etc.

FocusSubject
Time 1hr
27th Sept

Outcome
PE (Outdoor) Resources (Journal Entry)
Big Question: perform passing skills with improved accuracy, confidence and control Key Vocabulary: pass, tactic, dribble
Remember to: uses inner, stronger foot. Use an appropriate strength when kicking. Stay alert to obstacles. Stop and turn.

FootballInvasion games:
Content: Warm up: get into 5 groups of 6, children spread out between 6 points. Pass the ball to the - footballs Children can pass the ball
next player all the way down the line and back again. Sit down when complete. - cones with improved accuracy,
confidence and control
Main 1: chn in threes practise passing in-between the three chn, the middle chd stops and turns.
4 Main 2: Chn practise running up to a ball, stopping, controlling, and dribbling a distance turning and
passing (shooting) to another chd. Other chd control a stop, then repeat.
☺Address misconceptions? ☺Reference to original
Plenary: attempt passing backwards to learn a new tactic. objectives? ☺Actively demonstrate learning that has
taken place? ☺Assessment of the level of learning?
☺How can we make it better?
TA group should be able to…. Encourage chn to pass from further away.
 FocusSubject
Time 1hr
Oct
Outcome
4th
PE (Outdoor) Resources (Journal Entry)
Big Question: develop a range of techniques for defending. Key Vocabulary: pass, dribble, defend, mark, tackle, attack
Remember to: no physical contact, stop the ball with your foot.

Invasion games: Football

Content: Warm up: chn in threes, spaced apart, jogging on the spot. First chd passes the ball to the - footballs Children know the
next. The second chd dribbles the ball to the third child. Take in turns until all chn have had a few - cones difference between
attempts. attacking and defending.

Main 1: Children work in pairs. All attackers in one line, all defenders on the other. On a signal, the Children use a range of
attackers attempt to get passed the defenders (to a new line) whilst the defender attempts to stop their defending skills
attacker from getting passed. (NO PHYSICAL CONTACT).
5 Discuss strategies, e.g. attackers run in a zig-zag, etc., and repeat the activity giving all children
opportunities to be both attacker and defender.

Main 2: chn work in pairs, introduce the ball. One defender, one attacker. Defender dribbles with the
ball, attackers aren’t trying to get the ball, just mark their partner to keep them alert to their surroundings.
Plenary: In groups of 4. 2 defenders and 2 attackers. Practise marking your opponent, passing when possession of the ball is lost. ☺Address misconceptions? ☺Reference to original
objectives? ☺Actively demonstrate learning that has
taken place? ☺Assessment of the level of learning?
☺How can we make it better?
TA group should be able to…. Ensure no contact, encouraging chn that are ‘struggling’ to get possession of the ball.

FocusSubject
Time 1hr
Outcome
11th Oct

PE (Outdoor) Resources (Journal Entry)

Big Question: develop a broader range of techniques for attacking and defending. Key Vocabulary:
Remember to: apply previous skills, no physical contact. Put foot on the ball to control direction.

Invasion games: Football

Content: Warm up: half the class are attackers, half defenders. Each defender has a ball and begins - footballs Children use different
passing and dribbling the ball in the area of play. Attackers are introduced and when they get - cones strategies for attacking and
possession of a ball, that ball is removed from play until there is only one ball left. - bibs defending.

Main 1: In pairs try and gain possession of the ball by applying marking and attacking skills. How did
6 chn do this with no physical contact?

Main 2: 3 vs. 2 (3 attackers) chn use passing and dribbling skills to defend and attack. Swap over. How
do you get into a different space?
☺Address misconceptions? ☺Reference to original
Plenary: chn practise as a penalty shootout between two cones. objectives? ☺Actively demonstrate learning that has
taken place? ☺Assessment of the level of learning?
☺How can we make it better?
TA group should be able to…. Challenge chn to use weaker foot/outside of foot.
 FocusSubject
Time 1hr
18th Oct
Outcome
PE (Outdoor) Resources (Journal Entry)
Big Question: apply skills learnt (dribbling, passing, attacking and defending) to game situations Key Vocabulary: dribble, pass, goal, tackle, defend, mark
Remember to: ensure good body position, aim to get away from your opponent.

FootballInvasion games:
Content: warm up: chn all running (light jog) in a large circle (or 2). One chd in the middle shouts a - footballs Children can respond
name and passes the ball to that person. Without losing formation, child then passes ball back. - cones consistently in the games
- bibs they play, choosing and
Main 1: mini game, 3v3 choose the appropriate skill using skills that meet the
needs of the situation
7 Main 2: mini game 5v5.
-
☺Address misconceptions? ☺Reference to original
Plenary: watch a video clip back in the classroom of professional football. Are there any new tactics you can try? objectives? ☺Actively demonstrate learning that has
taken place? ☺Assessment of the level of learning?
☺How can we make it better?
TA group should be able to…. Referee, hand out red and yellow cards for physical contact, foul play.

FocusSubject
Time 1hr
Outcome
25h Oct

PE (Outdoor) Resources (Journal Entry)

Big Question: apply and adapt skills learnt (dribbling, passing, attacking and defending) to game situations Key Vocabulary: dribble, pass, goal, tackle, defend, mark
Remember to: ensure good body position, aim to get away from your opponent.

games: FootballInvasion
Content: Warm up: chn choose they favourite warm up activity over the weeks. - footballs Children can respond
- cones consistently in the games
Whole class game play. 15 min each side. Discuss rules beforehand. - bibs they play, choosing and
using skills that meet the
needs of the situation
8
☺Address misconceptions? ☺Reference to original
Plenary: have a go at ‘heading a ball’ use softer balls if possible. objectives? ☺Actively demonstrate learning that has
taken place? ☺Assessment of the level of learning?
☺How can we make it better?
TA group should be able to…. Referee.