Schemes of Learning
Netball Y9 (Revised Summer 2007)
Subject: Physical Education Year Group: 9 Term: Autumn/Winter
7 v 7 game played with a size 4 ball at Y7 & 8, size 5 at year 9. Aim of the game is to pass the ball through the
opposition net to score a point. Games are usually 4 quarters of 15 mins. Netball is a non-contact sport.
It is understood that prior to netball at Y9, pupils have played netball in Y7 & 8. they will have been taught,
Footwork, positions in the netball team, passing, spacing/moving into, 3 ft rule. Dodging, marking, shooting and
aspects of HRF linked with netball.
Vocabulary: Where the unit fits in: Assessment:
Assessment for Learning:
Defence, attack, positions. 3 unit of secondary school. Most WILF/WALT in every lesson.
Bounce, chest, shoulder pass. pupils have at received 2 x 7wk Success/criteria used to determine
Footwork, spacing, driving, units during Y7&8. plenary content.
marking, dodging, reactions, Formally assessed in all four areas
interception, holding. during lesson 7:
K&U, S&A, A&D, E&I.
Resources: Safety/Risk Assessment Curriculum Links:
• Correct footwear/hair tied PSHE: citizenship/fair play/solving
• Assessment sheet back/No Jewellery. disputes.
• Assessment question sheet. • Netball courts free from litter, Literacy: Extending
• Prompt cards (lesson3) foreign objects, no excess water vocabulary/problem solving
from rain. Numeracy: Estimating distance
Lesson 1: Fitness & Spacing. Learning Outcomes/Success
Obj1: To recognise the benefits to their health of regular exercise. WILF:
Obj2: To apply the principle of ‘using space’ and recognise it’s benefits.
• An understanding of the benefits to
W/U: Fitness warm up. Pupils in 2’s, A+B. Pupils run to 1 4rd line and back, 2 and
taking part in regular exercise. (e.g.
back 3rd and back then partner goes. more energy, general daily tasks
Pupils increase the intensity of the run. For example, pupils run at 50%, then 60%, easier, better muscle tone)
then 70%... • An understanding that the use of
space in game situation creates
Stretches and passing skills to follow. more opportunities for attack.
Question pupils on fitness levels. Did they find that difficult or easy? Are they getting
their 2 hours of high quality physical activity a week? What benefits do we see when
we are physically fit? Bring list of OOSHL clubs so that pupils
can ring fence an activity that they can
Dev: To recap the game of netball with a focus on spacing on court. What are the main take part in if they are not conducting
rules of netball? What is the objective? Where can each position go? How do we start a their 2 hours.
game of netball?
Game: Pupils play 7 v 7 game, with channels. (Channels run from top to bottom of
court. There are 3 of them) Ball cannot be caught in the same channel.
Plenary: Why is space important in netball?
Cool Down: Pupils conduct their own cool – down in teams. This is important as pupils
have been extremely active in this lesson.
Lesson 2: Reaction to pass and timing of run. Learning Outcomes/Success
Obj1: To improve play by improving reactions.
Obj2: To adapt and develop the skill of passing to be able to time a run and pass WILF:
1. An improved awareness of the
W/U: Cardiovascular – Stretches – Skill related activity. importance of reactions in a game of
Dev: Reaction is an aspect of SRF. Why is it important that we have quick reactions in a netball.
game of netball? Discuss in groups, then as a class. 2. The majority of balls received are
Task1: In 2’s, feeder and performer. Performer has back turned to feeder who is accelerated onto and passed at the
standing approx 8 meters away. Performer is on toes ready to move. Feeder shouts correct time.
‘now’ then passes ball, receiver must turn and receive pass. NB make sure they are
at least 8m away from each other. 10 goes then swap. Reduce distance as Ready position: On toes ready to move,
confidence grows and throw to side of performer to introduce run. knees bend, low centre of gravity,
Task2: In teams of 7 perform following task hands up ready to catch.
WD GK – Feeds.
Task 2: Use whole pf netball court.
GK GD – Drives out.
GD WD – Drives forward to receive pass
Rotate positions to explore a variety of
GD- Loops round, drives into space in
roles. GS moves to GK...
front of WD to receive next pass.
C – Drives out
WA – Drives forward.....
Timing must be spot on or drill falls down. NO-ONE should be stationary waiting for the
pass, all received balls should be ‘driven onto’
Game: 7 v 7 Trial out in a game situation from a back line pass.
Lesson 3: Marking Learning Outcomes/Success
Obj1: To develop marking techniques. WILF:
Obj2: To adapt strategies in drill to a game situation.
Obj3: Make effective evaluate about your peers performance. 1. To use marking techniques learnt
from Y8 to mark a player or the ball in a
W/U - Cardiovascular – Stretches – Skill Related activity (Task2: from last weeks lesson) set play.
2. Show variations of a set play.
Dev: Q&A What are the two things that we mark in a game of netball? Ball & Player. 3. Give verbal feedback to your peers
about their ability to mark ball and
Recap marking ball player.
Recap marking player exercise.
Dev1: Marking ball:
Group of 7 - 3 attackers v 3 defenders and 1 evaluator. 3 ft away (feet before hands up)
Practice switching from marking ball to marking player. on tip toes,
3 v 3 game situation were attacker has to change quickly from marking ball to player.
Evaluator – Must observe one weaker team member(they choose) and from the prompt Marking the player:
cards give them 2 things they are doing well and 1 thing to focus on improving. - Side on,
- Slightly in front of player,
Game 7 v 7 – Focus on marking ball and player – tightening defence. - ALWAYS on our toes,
- Hands down by our sides
Plenary: - Constant rotation of the head.
Why is marking important? – it restricts attack and creates opportunity for regaining
What other effects does it have? – Puts pressure on the player.
Lesson 4: Intercepting Learning Outcomes/Success
Obj1: To develop skill of interception. WILF:
Obj2: To use the principle of intercepting to regain possession 1. To show that they can intercept
in any of the 3 ways described in
W/U – Cardio vascular/Skill related (bench ball?) – Stretches. Pupils should be ‘dev’.
conducting own stretches in groups and be able to name major muscle groups. 2. To be able to intercept a pass
without contacting the attacking
Game: How can we regain possession once it’s lost? 3. Show that they can time an
Discussion on findings. interception appropriately in a
- Interception game situation
In 3’s: Progressions: Contact Rule: No contact should be
- G intercepts pass from standing next to made to an apposing player that hinders
R2. the players performance. If so a
- G intercepts pass from standing behind Penalty is incurred.
- G intercepts pass with outside arm from Penalty pass: Offending player stands
Game: standing behind R2 still next to player until pass is taken.
(Pass taken from where the foul
7 v 7 game based on regaining possession through interception.
Q&A session or observations of game. When do we intercept? What do we have to be
careful of when intercepting?
Lesson 5: Holding space Learning Outcomes/Success
Obj1: To improve the consistency of receiving a pass by ‘holding space’. WILF:
Obj2: To know how to hold space.
Obj3: Understand the component of ‘timing’. 1. To be able to describe the
principle behind hold space.
W/U: Cardiovascular – Skill Related – Stretches. 2. Demonstrate an ability to hold
space from either a back line or
Dev: centre pass.
Discuss/demonstrate the difficulties of knowing where to receive a pass from you player:
What hinders you receiving the pass? – The defender
Why? – They can mark you or intercept the pass. Holding space:
How can we stop them? – Holding the space we want to receive the ball in
There should be a circle of space in
Task1: Create a circle space. 1 v 1 stop 1 getting into space without causing contact. which attacker intends on receiving
Dev2: Attacker should be OUT of that space.
In 3’s – Feeder, Attacked, Defender from a back line pass attacked must receive ball by Attacker prevent defender entering
holding space. Stationary defender to begin – Progress to active defender. space by ‘holding’ – i.e. marking them
out of the space.
Dev3: At the right time, accelerate into space
In 6’s. half court game focussing on holding space at back line passes and centre pass. to receive pass.
7 v 7 full game, reinforcing Holding space.
Lesson 6: Teamwork + Fun Learning Outcomes/Success
Obj1: To understand the importance of teamwork in team games.
Obj2: To act as a productive and positive member of a team. 1. Know the role that they play and
the responsibility they have
Today is based solely on how to work as a team, and how if one member is not within a team.
functioning properly the system falls down. 2. Work hard to get along with and
work well with others in your
Idea1: team to motivate and work
Play a game of netball. Quietly ask the WA to shoot. Tell the C they can anywhere on 3. Play a game in which you are
court. And tell GD to do nothing. aware of supporting your team.
Play a 5 minute game. What happens when people don’t play their role? The game falls
Discuss Invasion games and the idea of team.
Play team games of your choice which highlight the need to work together and that
establish a team environment.
Game: Play 7 v 7 Netball.
Lesson 7: Assessment Learning Outcomes/Success
Pupils to conduct own warm up as part of the assessment showing that they understand
the 3 sections to a warm up and that can identify all major muscles in the body and
how to stretch them. They should also be able to conduct a warm up. Pupils need to
demonstrate safely when doing this. (This is part of the assessment: “they can • To be able to time a run in order to
apply basic safety principles in preparing for warm up” NC2000) receive a pass.
• Demonstrate a sound level of
Dev: marking ability, being able to
Teacher reads out the success criteria for a level 6 in Netball (see assessment sheet for transfer from marking player to ball
pupil speak/ below for teacher speak) so that pupils are aware of what they have to do automatically.
to gain the appropriate grade. • Show that they can regain
possession by using interceptions
• To be able to time a run in order to receive a pass. which are timed well and on most
• Demonstrate a sound level of marking ability, being able to transfer from marking occasions do not cause contact.
player to ball automatically. • Show that they can hold space in
• Show that they can regain possession by using interceptions which are timed well order to receive pass.
and on most occasions do not cause contact.
• Show that they can hold space in order to receive pass.
Pupils gain a level 6 if they can successfully ‘tick’ each of the above criteria.
NB: Pupils get assessed in K/U as much as S/A. Therefore there is a question
sheet to use if you feel a pupil has not or cannot show you a particular skill
but you feel they still have a good level of knowledge and understanding.
Game: 7 v 7 games played. Every 5 minutes whistle is blown and players swap
positions using the rotation: GK, GD, WD, C, WA, GA, GS.
Marking ball & Player Marking ball & Player
To be a good coach it’s important that yo ucan spot someones To be a good coach it’s important that yo ucan spot someones
strengths and weaknesses. strengths and weaknesses.
Choose ONE person form the group that oyu are working with Choose ONE person form the group that oyu are working with
who you think needs help on ‘marking’. Watch them during a who you think needs help on ‘marking’. Watch them during a
game then.... game then....
Choose from the list below and give them TWO things that are Choose from the list below and give them TWO things that are
doing particularly well and list just ONE thing that you want doing particularly well and list just ONE thing that you want
them to work on. them to work on.
Marking ball: Marking ball:
3 ft away (feet before hands up) 3 ft away (feet before hands up)
on tip toes, on tip toes,
hands extended hands extended
Marking the player: Marking the player:
- Side on, - Side on,
- Slightly in front of player, - Slightly in front of player,
- ALWAYS on our toes, - ALWAYS on our toes,
- Hands down by our sides - Hands down by our sides
- Constant rotation of the head. - Constant rotation of the head.
Now watch them in a game again. Are they trying hard? Keep Now watch them in a game again. Are they trying hard? Keep
reminding them what they need to do. reminding them what they need to do.
• To be able to time a run in order to receive a pass.
• Demonstrate a sound level of marking ability, being able to transfer from marking
player to ball automatically.
• Show that they can regain possession by using interceptions which are timed well and
on most occasions do not cause contact. Show that they can hold space in order to
PUPILS WHO ARE BELOW OR EXCEEDING EXPECTATION SHOULD BE LOCATED FIRST
EVERYONE ELSE IS THEN BY DEFAULT ACHIEVING AND THEREFORE A LEVEL 6.
5 6 7