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Invasion Games - Year 6
 

Overview  - Year 6 Invasion Games

Focus: The unit aims to encourage children to:
* choose, combine and perform skills more fluently and effectively;
* understand, choose and apply a range of tactics and strategies for defence and attack;
* use these tactics and strategies more consistently;
* understand why exercise is good for their fitness, health and well-being;
* understand the need to prepare properly for games;
* develop their ability to evaluate their own and others’ work, and to suggest ways to improve it.

Literacy: Understand and use a variety of ways to criticise constructively on others’ performances and respond to criticism of their own; participate in observation and evaluation of others’ performance using standard English.
Numeracy: Mental calculations; express one quantity as a percentage of another; find equivalent percentages, decimals and fractions.

Differentiation:  Through outcome and adult expectations and support.

Assessment: By observation against learning outcomes and through discussion with children.

Resources: Cones for marking playing areas & scoring targets; a variety of balls suitable for playing different type invasion games, Unihoc sticks.   Invasion Games Self-Assessment.

Lesson 1

Lesson 2

Learning Outcomes
* understand and comply with rules of modified games;
* select and apply appropriate techniques for travelling, sending and receiving;
* lead others in a warm up.
Warm up – Group warm ups
Skill focus – Attacking/defending [3v1]
Games Playing – Attacking/defending [3v3]
Cool down – Team Talks

Learning Outcomes
* comply with rules of modified games;
* perform attacking skills with greater speed, control and accuracy;
* observe others’ play, identify successful play and something that needs improving.
Warm up  -  Group warm ups
Skill focus – Attacking/defending [3v2]
Games Playing – As Lesson 1
Cool down – Health related activity

Lesson 3

Lesson 4

Learning Outcomes
* comply with rules of modified games;
* select the best tactics to sustain an attack;
* increase opportunities to score from distance and from close range.
Warm up – Dribble and Pass
Skill focus – Attacking and defending
Games Playing – Attacking and defending, retaining possession
Cool down – Team Follow-my-Leader

Learning Outcomes
* comply with rules of modified games;
* tackle an opponent to gain possession;
* suggest ideas on how to improve as an individual and as a team.
Warm up – Dribble and Pass
Skill focus – Cross the River [4v2 or 3v3]
Games Playing – As Lesson 3
Cool down - Team Follow-my-Leader
 

Lesson 5

Lesson 6

Learning Outcomes
* comply with rules of modified games;
* use a variety of techniques to regain possession;
* select the best opportunity to make a tackle.
Warm up – Pairs, passing and dribbling
Skill focus – As Lesson 4
Games Playing – Boarder Raiders [4v4]
Cool down – Questions and Answers

Learning Outcomes
* comply with rules of modified games;
* attack and defend more skilfully;
* identify aspects of their own and others’ performance that need improving.
Warm up – As Lesson 5
Skill focus – Cross the River [4v2 or 3v3]
Games Playing – Boarder Raiders [4v4]
Cool down -  Discussions
 


 

Year: 6

Lesson: 1/6

Time: 50 – 60 mins

No. of children: Any

Learning Outcomes:
* understand and comply with rules of modified games [basketball and netball];
* select and apply appropriate techniques for travelling, sending and receiving;
* lead others in a warm up.

Success Criteria:
* I understand and can play in accordance with the rules of modified games;
* i can choose and use different techniques for travelling, sending and receiving;
* I can lead otherrs in a warm up.

Literacy: Understand and use a variety of ways to criticise constructively on others’ performances and respond to criticism of their own; participate in observation and evaluation of others’ performance using standard English.
Numeracy: Mental calculations; express one quantity as a percentage of another; find equivalent percentages, decimals and fractions.

Resources:  Cones for marking playing areas & scoring targets; a variety of balls suitable for playing different type invasion games.

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1.
 Devising own warm up - Travelling/ controlling a ball/equipment
a. Groups of 4 in gardens. 
b. Talk about getting ready for games and their ideas for warm-up exercises and routines.
c. Remind them what makes a good warm up, e.g. it prepares the body for vigorous exercise. 
d. Provide a structure for the warm up - e.g. 4 different movements that will help their play, particularly those that develop strength, speed and stamina.  
e. Perform and repeat warm up several times.

Skill Focus [10 – 15 mins]
2. Attacking and Defending 3 v 1
a. Divide the garden into 2 zones.
b. Play 2 attackers A and a defender B in one zone, and one attacker in the other.
c.Goals are placed in the zone with 2 v 1. 
d. Teams need to nominate one attacker only who can score.
e. All players must stay in allocated zone. 
f. Use basketball dribbling and a variety of passes.
g. Encourage attackers to create opportunities to score by holding the ball and selecting the best time to pass.
h. Encourage defenders to mark a player and a space - show them how to intercept and tackle to get the ball back.

Modifications for scoring/targets

                                                                                                                                                                                         X - cones                                              O - hoops                   D - defender                    large cones

Games Playing [25 – 30 mins]
3. Tackle-Free Zone game - 3 v 3

a. Play in long/thin gardens and then in playing areas that are short/wide gardens.
b. Divide the garden into 3 zones; 2 large end zones and a narrower mid zone where defenders are not allowed to tackle.
c. The tackle-free zone should be changed according to ability levels.
d. A goal is scored by passing the ball to a team mate standing in the goals [x  x] at end zones.
e. Emphasise retaining possession and choosing between attacking and defending options.

f. Encourage a range of passes, and use basketball or netball rules. 
g. Encourage players to agree/further modify rules.h. Call ‘Time out’ regularly, e.g. every 5 – 7 mins. 
i. Encourage teams to choose positions for their players carefully and to plan and try out different ways to attack and defend as a team.
j. Demonstrations - Focus on players who are performing their skills at greater speed and still maintaining control.
Cool down [5 mins]
4.
 Team Talks
a. Teams sitting discussing aspects of their play e.g. team tactics.
b. Can they be improved for the next game?



 

 

Year: 6

Lesson: 2/6

Time: 50 – 60 mins

No. of children: Any

Main Learning Outcomes:
* comply with rules of modified games [netball and basketball];
* perform attacking skills with greater speed, control and accuracy;
* observe others’ play, identify successful play and something that needs improving.

Success Criteria:
* I understand and can play in accordance with the rules of modified games;
* I can peform attacking skills with increased speed, control and accuracy;
* I can observe others playing and talk about how their play is succesful and how it could be improved.

Literacy: Understand and use a variety of ways to criticise constructively on others’ performances and respond to criticism of their own; participate in observation and evaluation of others’ performance using standard English.
Numeracy: Mental calculations; express one quantity as a percentage of another; find equivalent percentages, decimals and fractions.

Resources:  Cones for marking playing areas & scoring targets; a variety of balls suitable for playing different type invasion games.

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1.
 Development from Lesson 1. 
a. Revise criteria for a good warm up.

b. Talk to children about the importance of organising an activity area that is safe. 

c. Groups of 4, plan and perform a warm up involving travelling/ controlling a ball. 

Skill Focus [10 – 15 mins]
2. Two Zones 3 v 2
a.
Divide the garden into 2 zones, with 2 attackers and 1 defender in 1 zone, and 1 attacker and 1 defender in the other.

b. Goals are placed in zone with 2 v 1. 

c. All players must stay in allocated zone except for attacker in 1v1 zone, who can change between zones but must return when not in possession and must not leave the zone unless in possession. 

d. Use basketball dribbling and a variety of passes. 

e. Remind them about use of attackers to hold the ball and select the best opportunity to pass, thus helping other attackers create opportunities to score. 

f. Which are the most effective passes? 

g. What is the best position for defenders?  Talk about defenders helping each other mark and cover players.  Ask them to support each other in attack.  

h. Change shape of gardens, as indicated, and vary the goals/targets within the gardens, if needed. [As Lesson 1].

Games Playing [25 – 30 mins] As Lesson 1.
3. Demonstrations - help children recognise when they are playing well; give constructive feedback, e.g. to describe what they see, comment on techniques and tactics that went well, talk about something that needs improving. 

Cool down [5 mins]
4. Team Talks - As Lesson 1.


 

 

Year: 6

Lesson: 3/6

Time: 50 – 60 mins

No. of children: Any

Learning Outcomes:
* comply with rules of modified games [football and rugby];
* select the best tactics to sustain an attack;
* increase opportunities to score from distance and from close range.

Success Criteria:
* I understand and can play in accordance with the rules of modified games;
* I can choose the best tactics to keep an attack going;
* I can create more chances to score.

Literacy: Understand and use a variety of ways to criticise constructively on others’ performances and respond to criticism of their own; participate in observation and evaluation of others’ performance using standard English.

Numeracy: Mental calculations; express one quantity as a percentage of another; find equivalent percentages, decimals and fractions.

Resources:  Cones for marking playing areas & scoring targets; a variety of balls suitable for playing different type invasion games.

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1. Dribble and Pass  
a. 
About a third of the class have a ball each.
b. Set up the activity for either netball, basketball, football or rugby - if hockey, all children will need sticks. 
c. Children dribble towards randomly placed cones where receivers wait.
d. Cones need to be arranged to form goals/targets through which passes have to be made through. 
e. On call from receiver, dribblers pass, then wait for a pass from a player in possession.
f. Swap dribblers and receivers every 1 – 2 minutes.

Skill Focus [10 – 15 mins]
2.
 Passing and Shooting - Football version
a.
Pairs - A and B, practise wall passes then shots at goal.
b. A passes to B who sends a ball into the path of A A1 - A2 who then dribbles around 2nd cone and shoots at goal. 
c. Change roles after 3 shots. 
d. Change position of cones to vary angle and for shooting.
e. Change position of goals regularly.  
f. For A ..... accuracy and strength of pass to enable B to return pass without stopping the ball.  
g. For B ..... accuracy, strength and timing of pass to enable A to dribble and shoot without stopping / checking. 


 

3. Rugby Version. 
a. Set up using short/wide garden. 
b. In 3s, A passes to B (in B’s zone) who passes to C, who weaves between cones to score a try [swap roles]. 
c. Progress to B and C running onto passes [B1/C1]. 
d. Demonstrate how to combine skills of running, receiving, looking for the next player and delivering a well-timed pass.

Games Playing [25 – 30 mins]
4.
  Boarder Raiders 3 v 3 -  Football version
a. Play in both long/thin and wide/short gardens.  
b. Divide the garden into 3 zones; 2 larger end zones and a narrower mid zone where defenders [B] are not allowed to tackle.
c. The size of the tackle-free zone should be changed according to ability levels.
d. Emphasise retaining possession and choosing between attacking and defending options.    
e. Encourage a range of passes. 
f. A goal is scored by passing the ball to an attacker [A] standing in the goal   [x x] at end zones. 




                 Boarder Raiders 3 v 3

5. Boarder Raiders 4 v 4 - Rugby version (the ball cannot be passed in a forward direction). 
a. A1 passes to A2 in Zone 1.
b. A2 passes to A3 in Zone 2. 
c. A3 passes to A4 in Zone 3.
d. The last border has a small gap G, that only A4 can use.
e. A4 avoids defender to score a try. 
f. Defenders [B] can only intercept in zones .  The last defender must tag A4 in possession of the ball. 
g. The last boarder has a small gap [G] – that only A4 can use.   


                 Boarder Raiders 4 v 4

Cool down [5 mins]
6. Team Follow-my-Leader
a. In the same groups of 8, as above. 
b. Stand in a space, one behind the other. 
c. Follow the leader wherever they go.  
d. Encourage free use of available space.  
e. No running or talking. 
f. Encourage slow movements, incorporating some gentle stretches.
g. Swap roles. 


 

 

Year: 6

Lesson: 4/6

Time: 50 - 60 mins

No. of children: Any

Learning Outcomes:
* comply with rules of modified games [football and rugby];
* tackle an opponent to gain possession;
* suggest ideas on how to improve as an individual and as a team.

Success Criteria:
* I understand and can play in accordance with the rules of modified games;
* I can tackle an opponent and gain possession;
* I can suggest how both my own performance, and that of my team, could be improved.

Literacy: Understand and use a variety of ways to criticise constructively on others’ performances and respond to criticism of their own; participate in observation and evaluation of others’ performance using standard English.
Numeracy: Mental calculations; express one quantity as a percentage of another; find equivalent percentages, decimals and fractions.

Resources:  Cones for marking playing areas & scoring targets; a variety of balls, braids [tails].

Teaching Activities

Teaching Points/Management& Organisation

Warm up [5 mins]
1.
 Dribble and Pass - As Lesson 3, but use sticks.
a. Remind children how to hold the stick correctly - left hand near top and right hand about half way down.
b. Travel around the area. Use 2 sides of stick, then 1 side to dribble, stop and hit the ball. 

Skill Focus [10 – 15 mins]
2. Cross the River  - 4 v 2 or 3 v 3
a. Attackers A dribble football style across the defenders’ area into scoring zone (x x). 
b. Defenders B attempt to gain possession by tackling. 
c. Emphasise the positioning of defender between their opponents and end zone.
d. Jockeying the attacker away from end zone.
e. Increase/decrease the size of the scoring zone, as appropriate. 

Games Playing [25 – 30 mins]
3. Football and Rugby games 4 v 4.
[As Lesson 3].
a. Demonstrations  - help children improve their own and others’ performance.
b. Talk to them about their observations, e.g. successfully completed passes, and ask why they have chosen one particular area that needs practising.
c. Ask them to suggest ideas on how to improve as an individual and as a team.

Cool down [5 mins]
4. Team Follow-my-Leader. As Lesson 3.
a. Ask them how playing invasion games helps their fitness and health.



 

 

Year: 6

Lesson: 5/6

Time: 50 – 60 mins

No. of children: Any

Main Learning Outcomes:
* comply with rules of modified games;
* use a variety of techniques to regain possession;
* select the best opportunity to make a tackle.

Success Criteria:
* I understand and can play in accordance with the rules of modified games;
* I can regain possession of the ball using a variety of techniques; 
* I can decide on the best time to make a tackle.

Literacy: Understand and use a variety of ways to criticise constructively on others’ performances and respond to criticism of their own; participate in observation and evaluation of others’ performance using standard English.
Numeracy: Mental calculations; express one quantity as a percentage of another; find equivalent percentages, decimals and fractions.

Resources:  Cones for marking playing areas & scoring targets; Unihoc sticks, balls or pucks.

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1. Passing, dribbling and controlling using mini hockey /Unihoc sticks
a.
Pairs, each player with a stick and ball/puck.
b. Remind children how to hold the stick correctly - left hand near top and right hand about half way down.
c. Travel around the area. Use 2 sides of stick, then 1 side to dribble, stop and hit the ball. 
d. Encourage free use of available space.

Skill Focus [10 – 15 mins]
2.
Cross the River - As Lesson 4, though using sticks.

Games Playing [25 –30 mins]
3.
Boarder Raiders 4 v 4
a.
Divide a large garden divided into 4 zones. 
b. One attacker A and 1 defender B stand in each zone.
c. Attackers A1 and A2 in middle zones, can move into any other zone. 
d. End zone attackers must stay in their zone. 
e. Defenders can move anywhere in their allocated zone, but cannot move out of it.
f. Use hockey rules and encourage children to transfer their knowledge of different invasion games and situations.
g. Passes can be made between any zones. 
h. A goal is scored in goals/target in the end zones.
i. Players change roles after e.g. 2 successful attacks.
j. The role of defenders - denying space to attackers, thus preventing opportunities for attackers to shoot and pass.

4. Demonstrations - Teach children how to give feedback.
a. Describe what they see.
b. Comment on techniques and tactics that went well.
c. Talk about something that needs improving.

Cool down [5 mins]
4. Questions and Answers 
a. Opportunities to consolidate learning and to assess pupils' knowledge and understanding.  
b. Talk about different roles they played in today’s games.  
c. Which do they prefer.....attacking or defending?  
d. Why? 


 

Year: 6

Lesson: 6/6

Time: 50 – 60 mins

No. of children: Any

Main Learning Outcomes:
* comply with rules of modified games [hockey];
* attack and defend more skilfully;
* identify aspects of their own and others’ performance that need improving.

Success Criteria:
* I understand and can play in accordance with the rules of modified games;
* I can attack and defend more skillfully; 
* I can talk about parts of my own, and others' play, that need improving.

Literacy: Understand and use a variety of ways to criticise constructively on others’ performances and respond to criticism of their own; participate in observation and evaluation of others’ performance using standard English.
Numeracy: Mental calculations; express one quantity as a percentage of another; find equivalent percentages, decimals and fractions.

Resources: Cones for marking playing areas & scoring targets, balls suitable for playing basketball, Unihoc sticks, balls/pucks.  Invasion Games Self Assessment.

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1. Pairs passing and dribbling, using mini hockey/Unihoc sticks - As Lesson 5.
a. Introduce tackling and trying to gain possession from partner.
b. How long can you keep possession?  
c. What are the best ways to retain/gain possession?

Skill Focus [10 – 15 mins]
2. Cross the River - As Lesson 5.

Games Playing [25 – 30 mins]
3.
Boarder Raiders - As Lesson 5. 

Cool down [5 mins]
4. Discussions
a.
Which game(s) have they enjoyed playing most. Why?
b. What do they think they have made most progress in?
c. Do they prefer defending or attacking play? 
d. Children complete Invasion Games Self Assessment.


 

End of Unit Teacher Assessment:

Average Ability                   Below Average Ability           Above Average Ability