PE Grade 6 Unit 1C Basketball
Lesson no. 1 Learning outcomes
Ball handling and/or
Lesson topic dribbling with the
dominant hand
Class group
Develops ball
Learning handling and
objective dribbling in
basketball
Introduction Time: 5 minutes
● Introduction to the PE class
● Ask students about their
previous knowledge/experience
of basketball.
● Give the students a brief outline
of today’s lesson (lesson
objective).
Warm-up Time: 5 minutes
Human Statues
● Different movements, e.g. run,
skip, sidestep, etc.
● The students must freeze
whenever ‘freeze’ is called out.
● Students do stretches.
Plenary Time: 5 minutes
● Assess the learning objective of
the lesson using questioning and
discussions.
Support: Give students more
prompts to help them get to the
answer.
Stretch: Give students fewer
prompts to let them discover the
answer independently.
Date:________________
Equipment
By the end of this lesson:
● all of the students will be able to dribble a basketball with some consistency. ● Basketballs
● most of the students will be able to consistently dribble a basketball while changing speed. ● Cones
● some of the students will be able to consistently dribble a basketball while changing speed ● Bibs
and direction.
Main activities Time: 30 minutes
Activity 1: Ball familiarisation Time: 10 minutes
● Each student must complete the action once before passing the ball to his partner.
● The other students (the partners) then complete the action and return the ball (one ball per student if possible).
● Actions: around the head, waist and ankles; figure of 8. 3; through the legs, round one leg
Support: Make actions easier, e.g. rather than carrying the ball, the students roll it through their legs.
Stretch: Make actions more difficult, e.g. instead of carrying the ball, the students dribble/bounce it between their
legs.
Activity 2: Dribbling technique Time: 10 minutes
● Students move around the hall performing the correct dribbling technique with their dominant hand (one ball
per student). If there are not enough balls, any students without a ball stand like statues acting as obstacles.
However, make sure the students swap roles so that everyone gets a chance to work with the ball.
● Wrists should be loose; use fingertips; keep head up; bounce the ball at hip height.
● While the students are dribbling, hold up a few fingers. Tell the students to call out how many fingers they can
see (cue: ‘head up!’).
Support: Provide more teaching cues. Allow students more time to practise dribbling on the spot.
Stretch: Create a boundary. Tell students to use their non-dominant hand. Any students without the ball can apply
slight pressure.
Activity 3: Relays Time: 10 minutes
● Put the students into groups of four or five.
● The first student must dribble the ball around the cone, dribble it back and then hand it to the next player.
Support: Make the game non-competitive. Allow the students to catch the ball instead of dribbling it around the
cone.
Stretch: Make the game competitive. Set a time limit. Make the students use their non-dominant hand.
 PE Grade 6 Unit 1C Basketball
Lesson no. 2 Learning outcomes
Lesson topic Passing
Class group
Learning Demonstrates passing
objective in basketball
Introduction Time: 5 minutes
● Introduction to the PE class
● Recap on learning from the
previous lesson.
● Give the students a brief outline of
today’s lesson (lesson objective).
Warm-up Time: 5 minutes
● Students perform different
movements, such as running,
hopping, skipping, sidesteps, etc.
● When you shout ‘freeze’, students
must freeze in a creative way, such
as standing like a superhero or
making a shape or letter, etc.
● Give the most creative poses one
point.
Plenary Time: 5 minutes
● Assess the learning objective of the
lesson using questioning and
discussions.
Support: Give the students more
prompts to help them get to the
answer.
Stretch: Give the students fewer
prompts to let them discover the
answer independently.
Date:________________
Equipment
By the end of this lesson:
● all students will be able to perform a chest pass and bounce pass with some consistency.
● Basketballs
● most of the students will be able to consistently perform a chest and bounce pass over a
● Cones
short distance.
● Bibs
● some of the students will be able to consistently perform a chest and bounce pass over
various distances.
Main activities Time: 30 minutes
Activity 1: Chest pass Time: 10 minutes
● Put students into pairs (one ball between two).
● Students stand a short distance apart in space and practise the chest pass by continuously passing to each
other.
● Tell the students to count how many passes they complete without dropping the ball.
● Students should then practise passing to a moving partner. Students then switch roles and repeat.
● Students can both move horizontally (sliding feet) while chest passing the ball to each other.
Support: Tell the students to stand closer together. Use a bigger and/or softer ball.
Stretch: Increase the distance between the students. Both students move in different directions while passing.
Activity 2: Bounce pass Time: 10 minutes
● Put students into pairs (one ball between two).
● Students stand a short distance apart and practise the bounce pass by continuously passing to each other.
● Tell the students to count how many passes they complete without dropping the ball.
● Students should then practise passing to a moving partner. Students then switch roles and repeat.
● Students can both move horizontally (sliding feet) while bounce passing to each other.
Support: Tell the students to stand closer together. Use a bigger and/or softer ball.
Stretch: Increase the distance between the students. Both students move in different directions while passing.
Activity 3: Islands Time: 10 minutes
● Put students into two or three teams. Set three ‘islands’ in the area (square grids using cones).
● One team member stands on an island.
● The students must pass the ball to their teammates, moving the ball towards the student on the island.
● When a member of the team catches the ball on the island, they score one point.
● Teams must pass the ball five times in a row before they can score a point on the island.
● Students cannot move when they have the ball (the focus is on passing).
 PE Grade 6 Unit 1C Basketball
Lesson no. 3 Learning outcomes
Lesson topic Passing – leading passes
Class group
Learning Develops passing skills in
objective basketball
Introduction Time: 5 minutes
● Introduction to the PE class
● Recap on learning from the previous
lesson.
● Give the students a brief outline of
today’s lesson (lesson objective).
Warm-up Time: 5 minutes
● Students perform different
movements in an area, such as
running, hopping, skipping, sidesteps,
etc.
● When you shout ‘freeze’, students
must freeze in a creative way, such as
standing like a superhero or making a
shape or letter, etc.
● Give the most creative poses one
point.
Plenary Time: 5 minutes
● Assess the learning objective of the
lesson using questioning and
discussions.
Support: Give the students more
prompts to help them get to the answer.
Stretch: Give the students fewer prompts
to let them discover the answer
independently.
Date:________________
Equipment
By the end of this lesson:
● all students will be able to perform an overhead pass with some consistency.
● Basketballs
● most of the students will be able to consistently perform an overhead pass over
● Cones
various distances.
● Bibs
● some of the students will be able to consistently perform a leading pass to a moving
receiver.
Main activities Time: 30 minutes
Activity 1: Overhead pass Time: 10 minutes
● Put the students into pairs (one ball between two).
● Students stand a short distance apart in space and practice the overhead pass by continuously passing to
each other.
● Students count how many passes they complete without dropping the ball.
● Students then practise passing to a moving partner. They then switch roles and repeat.
● Students can both move horizontally (sliding feet) while chest passing to each other.
Support: Tell the students to stand closer together. Use a bigger and/or softer ball.
Stretch: Increase the distance between the students. Both students move in different directions while passing.
Activity 2: Leading pass Time: 10 minutes
● Put the students into pairs (one ball between two).
● The student without the ball stands between two cones about 10 metres apart.
● This student points to the cone he wants to run to. The student with the ball attempts to play a leading
pass.
● Students should switch roles after five attempts.
Support: Tell the students to stand closer together. Use a bigger and/or softer ball.
Stretch: Increase the distance between the students. Both students move in different directions while passing.
Activity 3: Islands Time: 10 minutes
● Put the students into two or three teams. Set three ‘islands’ in the area (square grids using cones).
● One team member stands on an island.
● The students must pass the ball to their teammates, moving the ball towards the student on the island.
● When a member of the team catches the ball on the island, they score one point.
● Teams must pass the ball five times in a row before they can score a point on the island.
● Students cannot move when they have the ball (the focus is on passing).
 PE Grade 6 Unit 1C Basketball
Lesson no. 4 Learning outcomes
Lesson topic Shooting
Class group
Learning Develops shooting in
objective basketball
Introduction Time: 5 minutes
● Introduction to the PE class
● Recap on learning from the previous
lesson.
● Give the students a brief outline of
today’s lesson (lesson objective).
Warm-up Time: 5 minutes
Stuck in the mud:
● Select three catchers and two
releasers – the two releasers will
dribble a basketball.
● When tagged, students must stand
with their legs apart and their arms
out.
● The releasers dribble the ball over to
the person who is stuck. They need
to bounce or chest pass the ball to
the stuck student who must then
bounce or chest pass the ball back to
get free.
● Change the catchers and releasers.
Plenary Time: 5 minutes
● Assess the learning objective of the
lesson using questioning and
discussions.
Support: Give the students more
prompts.
Stretch: Give the students fewer
prompts.
Date:________________
Equipment
By the end of this lesson:
● all students will be able to shoot the ball and make a basket some of the time
● Basketballs
● most of the students will be able to shoot the ball from different areas of the court and
● Cones
make a basket some of the time.
● Bibs
● some of the students will be able to shoot the ball from different areas of the court
and make a basket most of the time.
Main activities Time: 30 minutes
Activity 1: Dribble and shoot Time: 10 minutes
● Split the class in half. One half shoots towards one hoop and the other half shoots towards the other.
● Set a start cone, a course of cones to dribble through and another cone at an angle at the end.
● Student A must dribble in and out of the cones and pass to whoever is standing by the angled cone
(Student B). Student B should pass the ball back. Student A must then dribble around a defender and try to
shoot for a basket.
● Student A returns to the back of the line.
● Rotate the student who passes the ball.
Support: Allow students to shoot from closer to the basket. Remove the dribbling aspect.
Stretch: Increase the distance to the basket for the shot. Change the angle of the shot. Tell the defender to put
slight pressure on the shooter.
Activity 2: Basketball Time: 20 minutes
● Divide the class into two groups: the basketball group and the baseball group (one basket for the two
groups).
● Arrange a square area around the basket.
● The basketball group is in a straight line in front of the basket.
● The baseball group is in a straight line around the perimeter of the area.
● The basketball group have one or two basketballs.
● The students shoot quickly taking turns until the group has scored ten shots.
● The baseball group dribbles while running around the perimeter of the area. Each time a student returns to
their home base, their team scores one run.
● The game ends when the shooting team scored ten shots.
Support: Decrease the number of made shots needed by the basketball team. Decrease the distance to the
hoop.
Stretch: Increase the number of made shots needed by the basketball team. Increase the distance to the hoop.
 PE Grade 6 Unit 1C Basketball
Lesson no. 5 Learning outcomes
Lesson topic Attacking
Class group
Develops evasive
Learning
movement skills and the
objective
ability to create space
Introduction Time: 5 minutes
● Introduction to the PE class
● Recap on learning from the previous
lesson.
● Give the students a brief outline of
today’s lesson (lesson objective).
Warm-up Time: 5 minutes
● Put students into groups of three
(one ball per group).
● One student is in the middle.
● The other two students pass the ball
between each other, avoiding the
student in the middle.
● If the student in the middle
intercepts the ball, this student
switches places with whoever sent
the pass.
● Blow the whistle/call for a change of
student in the middle of the game.
Plenary Time: 5 minutes
● Assess the learning objective of the
lesson using questioning and
discussions.
Support: Give the students more
prompts.
Stretch: Give the students fewer
prompts.
Date:________________
Equipment
By the end of this lesson:
● all of the students will be able to perform one evasive movement to create space.
● Basketballs
● most of the students will be able to perform at least two evasive movements to get
● Cones
past a defender and create space.
● Bibs
● some of the students will be able to perform at least two evasive movements to get
past a defender and create space in a game situation.
Main activities Time: 30 minutes
Activity 1: Pivoting Time: 10 minutes
● Put the students into groups of three. Set up a square, using cones, for each group.
● Students 1 and 2 try to keep the ball. Student 3 tries to take possession of the ball.
● Students can move freely in the square but the one with the ball cannot move; they can only pivot.
● The student with the ball can only hold the ball for a maximum of 5 seconds.
● The game ends when one person loses the ball.
Support: Make the square larger.
Stretch: Make the square smaller.
Activity 2: Fake step Time: 5 minutes
● Put the students into pairs and tell them to stand opposite each other (one at one end of the hall and one
at the other).
● Student A dribbles halfway to a pole pretending to move one way (fake) but then go around the pole the
other way. Student A then dribbles to the end of the sports hall and then passes the ball to the next
student, who completes the same process in the opposite direction.
Support: Students perform the fake while walking.
Stretch: Place a defender instead of a pole.
Activity 3: Capture the basketball Time: 15 minutes
● Divide the playing area into two halves and the class into two teams.
● Each team needs one to five basketballs (same number for each team) placed near the back of their half.
● The goal is to retrieve the other team’s basketballs and bring them back to their own area.
● Once a basketball is retrieved, the ball must be dribbled back to their team’s half.
● When team member crosses into the opposing team’s half, they can be tagged by an opposing team
member. If tagged, students must return to their team’s home base and touch the base before entering the
game again. If this student is in possession of an opponents’ basketball when tagged, the ball must be
returned to the nearest player from the opposing team before this student returns to their home base.
 PE Grade 6 Unit 1C Basketball
Lesson no. 6 Learning outcomes
Defending – reducing
Lesson topic
space
Class group
Learning Develops defensive skills
objective and ability to create space
Introduction Time: 5 minutes
● Introduction to the PE class
● Recap on learning from the previous
lesson.
● Give the students a brief outline of
today’s lesson (lesson objective).
Warm-up Time: 5 minutes
Cars and caravans:
● Put the students into pairs and number
them 1 and 2.
● The number 1s begin with dribbling the
ball.
● Wherever number 1 goes number 2
has to follow.
● When change is shouted, number 1
must pass to number 2 and the process
is repeated the other way.
Plenary Time: 5 minutes
● Assess the learning objective of the
lesson using questioning and
discussions.
Support: Give the students more prompts.
Stretch: Give the students fewer prompts.
Date:________________
Equipment
By the end of this lesson:
● all students will be able to reduce open space on defence by making the body larger.
● Basketballs
● most of the students will be able to reduce open space on defence by making the
● Cones
body larger and reducing the passing angles.
● Bibs
● some of the students will be able to reduce open space on defence by making the
body larger and reducing the passing angles in a game situation.
Main activities Time: 30 minutes
Activity 1: 2v1 Possession Time: 10 minutes
● Put the students into groups of three.
● There are three rectangle grids with one student in each. The students must stay in their own rectangular
grid.
● The two students on the outside grids should attempt to pass the ball to each other using a chest pass or
bounce pass.
● The student in the middle is the defender and needs to intercept/deny the pass. You should encourage
the students in the middle to make their body larger and to reduce passing angles.
● Students swap roles if the ball is intercepted, leaves the grid or the students reach ten successful passes.
Support: Make the rectangular grid smaller. Introduce a second defender (2v2).
Stretch: Make the rectangular grid larger. Reduce the number of successful passes required.
Activity 2: Hoop-ball Time: 20 minutes
● Divide the class into four or six equal teams.
● Two teams play in one area. Depending on the size of the space you have available, set up multiple areas.
● Place a hula hoop instead of a basket at both ends of the playing area. Also, mark out an area around the
hula hoop which students are not allowed to enter.
● All normal basketball rules apply, such as out of bounds, travelling, double dribble, etc.
● To score a point. a player must bounce the ball inside of the opposing team’s hula hoop from outside the
area students cannot enter.
● The hula hoop must be placed in the field of play so students can attack and defend on all sides.
Support: Modify the rules. Use a bigger hoop.
Stretch: Reduce the number of successful passes before shooting to five. Allow the team playing defence to
use one extra defender.
 PE Grade 6 Unit 1C Basketball
Lesson no. 7 Learning outcomes
Gameplay – transitioning
Lesson topic from attack to defence
and/or defence to attack
Class group
Develops the ability to
Learning transition from attack to
objective defence and/or defence to
attack during gameplay
Introduction Time: 5 minutes
● Introduction to the PE class
● Recap on learning from the previous
lesson.
● Give the students a brief outline of
today’s lesson (lesson objective).
Warm-up Time: 5 minutes
Dribble tag:
● Give two students a basketball to
dribble and attempt to tag the other
players who do not have a basketball.
● If the tag is successful, the student
must stand still until another player
(not caught) can give them a high five.
● You can change the ‘chasers’ after a set
amount of time.
Plenary Time: 5 minutes
● Assess the learning objective of the
lesson using questioning and
discussions.
Support: Give the students more prompts.
Stretch: Give the students fewer prompts.
Date:________________
Equipment
By the end of this lesson:
● all of the students will be able to transition from attack to defence and defence to
attack. ● Basketballs
● most of the students will be able to transition from attack to defence and defence to ● Cones
attack at speed. ● Bibs
● some of the students will be able to transition from attack to defence and defence to
attack at speed and set up an appropriate formation.
Main activities Time: 30 minutes
Activity 1: Basketball tennis Time: 10 minutes
● Can be played 1v1 or 2v2.
● Students must roll the ball across the designated area to the opposing team.
● The opposing team must shuffle with their knees bent and arms out in a defensive stance towards the ball
and tap the ball back to the other team.
● The ball must remain on the ground for the entirety of the game.
● A point is scored when the ball is rolled past the opposing team and out of the designated area.
Support: Decrease the playing space. Use a larger or slower ball.
Stretch: Increase the playing space. Add an extra opponent and make it 1v2.
Activity 1: Gameplay Time: 20 minutes
● Use full basketball court or divide the playing area into two halves
● Divide the class into teams of five (teams can have six or seven members; the extra students are
substitutes and cycle in after a few minutes of gameplay).
● Two teams can play at a time on the court (the others watch and do peer analysis, help the referee, run
the scoreboard, etc.)
● Play the match with full rules for 5-10 minutes then rotate the teams (times for matches depend on the
number of teams).
● The goal for each team is to score more points than the other team within the allotted time frame.
Support: Modify the rules. Put more students on the team with less ability.
Stretch: Modify the rules. Put less students on the team with more ability.
 PE Grade 6 Unit 1C Basketball
Lesson no. 8 Learning outcomes
Lesson topic Gameplay
Class group
Develops the ability to
Learning perform basketball skills in
objective a team setting during
gameplay
Introduction Time: 5 minutes
● Introduction to the PE class
● Recap on learning from the previous
lesson.
● Give the students a brief outline of
today’s lesson (lesson objective).
Warm-up Time: 5 minutes
● Put students into groups of three (one
ball per group).
● One student is in the middle.
● The other two students pass the ball
between each other, avoiding the
student in the middle.
● If the student in the middle intercepts
the ball, this student switches places
with whoever sent the pass.
● Blow the whistle/call for a change of
student in the middle of the game.
Plenary Time: 5 minutes
● Assess the learning objective of the
lesson using questioning and
discussions.
Support: Give the students more prompts.
Stretch: Give the students fewer prompts.
Date:________________
Equipment
By the end of this lesson:
● all students will be able to demonstrate at least one attacking and one
defending skill during gameplay. ● Basketballs
● most students will be able to demonstrate multiple attacking and ● Cones
defending skills during gameplay. ● Bibs
● some students will be able to demonstrate advanced attacking and
defending skills during gameplay.
Main activity Time: 30 minutes
Activity 1: Gameplay Time: 30 minutes
● Use a full basketball court or divide the playing area into two halves.
● Divide the class into teams of five (teams can have six or seven members; the extra students are
substitutes and cycle in after a few minutes of gameplay).
● Two teams can play at a time on the court (the others watch and do peer analysis, help the referee, run
the scoreboard, etc.).
● Play the match with full rules for 5-10 minutes then rotate the teams (the time for matches is dependent
on the number of teams).
● The goal for each team is to score more points than the other team within the allotted time frame.
Support: Modify the rules. Put more students on the team with less ability.
Stretch: Modify the rules. Put less students on the team with more ability.