1. Dodgeball DO Week 1Week 2Week 3Week 4Week 5Week 6 Introduction Speed – Anaerobic Fitness Strength Endurance/Aerobic Agility Match Up! ReceptionUnderstand the rules and game format of dodgeball specific to age group Can run at full speedCan keep their bodies balanced when on the move Can run showing enduranceCan show agility when moving in open space Play an inter class competition to age specific games of dodgeball Year 1Understand the rules and game format of dodgeball specific to age group Can run at full speed from a stationary position Can show strength to keep their bodies from losing balance when picking up a ball Can run showing endurance in a game of dodgeball Can show agility in a crowded environment Play an inter class competition to age specific games of dodgeball Year 2Understand the rules and game format of dodgeball specific to age group Can run at full speed from a moving position Can show strength to keep their bodies from losing balance when dodging a ball Can show repeated efforts of endurance Can show agility to retrieve a ball Play an inter class competition to age specific games of dodgeball Year 3Understand the rules and game format of dodgeball specific to age group Can run at full speed to obtain the ball at the start of a game of dodgeball Can show strength to use a good shield to defend the ball Can show aerobic endurance to keep retrieving a ball Can show agility to dodge a ball Play an inter class competition to age specific games of dodgeball Year 4Understand the rules and game format of dodgeball specific to age group Can show different speeds in a game of dodgeball Can show strength to pull a ball away from another player (grip and rip) Can show aerobic endurance to keep playing in a game of dodgeball Can show agility to link dodging and throwing a ball Play an inter class competition to age specific games of dodgeball Year 5Understand the rules and game format of dodgeball specific to age group Can demonstrate speed endurance Can show strength to throw a fast straight ball over a short distance Can play a game of dodgeball with no stoppages Can show agility to link dodging with retrieving a ball Play an inter class competition to age specific games of dodgeball Year 6Understand the rules and game format of dodgeball specific to age group Can show speed endurance in a game of dodgeball Can show strength to throw a fast straight ball over a long distance Can show aerobic endurance by playing multiple games of dodgeball in a lesson Can show agility to link dodging with retrieving and throwing a ball Play an inter class competition to age specific games of dodgeball Year 7Understand the rules and game format of dodgeball specific to age group Can show speed endurance in multiple back to back games of dodgeball Can show strength to throw a fast straight ball in combination with dodging Can show aerobic endurance through continuous high intensity activity over a period of 20 minutes Can show agility to link dodging with retrieving and throwing a ball continuously in a game situation Play an inter class competition to age specific games of dodgeball

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 and bones are used to help us move Can identify a tactic for an individual 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 Can identify a tactic for a team 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 how muscles get stronger 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 the dangers to muscles of exercise if the body is not prepared properly 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 heroesCan identify that being active should be fun! Can be confident enough to take part in a led activity 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 be confident enough to assist with scoring of 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 be confident enough to 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 helped 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 enough 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 confident enough 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 be confident enough to assist a warm-up 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 enough to lead 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 be confident enough to assist the coaching of a small group activity

4. Assessment Tracker Subject: Health Related Fitness Dodgeball 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: Speed Anaerobic Fitness Week 3: Strength Week 4: Endurance Aerobic Fitness Week 5: Agility Week 6: Match Up!

5. Week 5Year ReceptionHealth Related Fitness DodgeballAgility Do = Expected: Can show agility when moving in open space + Exceeding: Can show agility in a crowded environment - Emerging: Not applicable at Reception Think Feel Equipment: cones, spot markers, 8 dodgeballs Lesson aim: Children can show agility when moving in open space, identify that the body has different parts and recognise that being active should be fun! WARM - UP CO-OPERATION COMPETITION Progress: How this has progressed from previous year group TP: Teaching Point Diff: Differentiation Check for understanding: Can identify that the body has different parts Check for understanding: Can identify that being active should be fun! (Getting ready for the activity) (Working against self or others) TTP: Tactical Teaching Point Movement in the forest : Children move around the room in open spaces, ask the children to explore running in different directions i.e. side to side, around, zig zag, straight lines. To begin with children will run at half pace ensuring they avoid one another. Once mastered, start to place objects around the room. Firstly you may use cones. Spread out 8-10 cones, tell the children that the cones are trees and they must complete a full circle around them. The next object can be spot mats, tell the children that the spot mats are river stepping stones and they must hop over these whilst on the move. The next object may be a ball, tell the children that balls are bears and when they see a bear they must tip toe away from the object and then carry on moving. It would be good to play themed music relating to the woods as children are moving, i.e. Teddy Bears’ Picnic. TP: Avoid others and objects when moving in open space by looking where you are going and taking small steps when approaching others or objects. Dodgeball Tag: 6-8 children have a ball (change the number dependent on the class size). All the children move around in the hall and the children with the ball are aiming to tag other children with the ball. When tagging, children can tag others directly whilst holding the ball or by rolling the ball at other children hitting them below the knee. If a child is tagged they must run to the outside of the hall and complete a mini slalom run set up with spots/cones before coming back into the game. A slalom run is to run around 5 equally paced out cones/spots as quickly as possible. Change the taggers after a period of time. TP: To have good agility we must be able to change direction quickly and dodge the ball. Diff: Exceeding children to do the slalom twice. TTP: When avoiding an object or a person are we more able to avoid colliding with them by moving towards the object or person or away from them? Away from danger. Other end dodgeball: Set up a game of dodgeball specific to age group (refer to Reception game rules and format from week 1). Set up two courts to keep all children active if possible. If a child gets hit with the ball then they have to run to the other team’s end zone and back before rejoining the game. Make sure children run past the children on the other side to avoid collisions. TP: At what point during the game when do we need good agility? When dodging the ball and moving around the court avoiding our own players. Diff: Play the game with matched ability groups, make the court larger for emerging children and smaller for exceeding children TTP: What should we be looking at during the game when dodging? The ball and our team mates to avoid being hit or bumping into anyone. (Working with others)

6. Week 5Year OneHealth Related Fitness DodgeballAgility Do = Expected: Can show agility in a crowded environment + Exceeding: Can show agility to retrieve a ball - Emerging: Can show agility when moving in open space Think Feel Equipment: cones, spot markers, 8 dodgeballs, 8 dodgeballs equivalent. Lesson aim: Children can show agility in a crowded environment, identify that the body has muscles/bones and identify the importance of being active WARM - UP CO-OPERATION COMPETITION Progress: How this has progressed from previous year group TP: Teaching Point Diff: Differentiation Check for understanding: Can identify that the body has muscles/bones Check for understanding: Can identify the importance of being active (Getting ready for the activity) (Working with others) (Working against self or others) TTP: Tactical Teaching Point If you go down to the woods tonight! Children move around the room in open spaces, ask the children to explore running in different directions i.e. side to side, around, zig zag, straight lines. To begin with children will run at half pace ensuring they avoid one another. Once mastered, start to place objects around the room. Firstly you may use cones. Spread out 8-10 cones, tell the children that the cones are trees and they must complete a full circle around them. The next object can be spot mats, tell the children that the spot mats are river stepping stones and they must hop over these whilst on the move The next object may be a ball, tell the children that balls are sleeping owls and when they see an owl they must tip toe away from the object and then carry on moving. (Progress) For the final object choose two children to wear bibs, they are the bears and children must stay away from the two bears. The bears can move around the room. When they tag another child that child must freeze for 5 seconds before carrying on. It would be good to play themed music relating to the woods as children are moving. i.e. Teddy Bears’ Picnic. TP: When approaching objects or others take small steps to change direction quickly. Dodgeball tag: 6-8 children have a ball (change the number dependent on the class size). All the children move around the hall and the children with the ball are aiming to tag other children with the ball. When tagging, children can tag others directly whilst holding the ball (below the neck) or by rolling the ball at other children hitting them below the knee. (Progress) If a child is tagged they become a tagger, using the ball that hit them. The aim of the game is to not have a ball when the teacher/coach stops the game. TP: To move quickly in other directions we have to keep our balance, your body has to be wide enough that you don’t fall but narrow enough to turn quickly. Diff: Change the number of taggers, if children are unable to tag anybody, allow them to pass the ball on, giving them chance to enjoy avoiding being tagged. TTP: We can also show good agility by changing speed when moving in different directions. When we are approaching a person or object should we go full speed? No or we bump into them. Clean your yard out: (Progress) Set up a dodgeball game specific to age group (refer to Year 1 game rules and format from week 1). Set up two courts to keep all children active if possible. If a child gets hit with the ball then they have to run to the other team’s end zone and back before rejoining the game. Increase the amount of balls per side to 4 a side if possible. The aim of the game is that by the end of a set duration of time you have the least amount of balls on your court to win. TP: When we are showing agility we should be going quickly – keep on the move. Diff: Play the game with matched ability groups, make the court larger for emerging children and smaller for exceeding children. TTP: Change speed when dodging to make it harder to get hit with the ball.

7. Week 5Year TwoHealth Related Fitness DodgeballAgility Do = Expected: Can show agility to retrieve a ball+ Exceeding: Can show agility to dodge a ball - Emerging: Can show agility in a crowded environment ThinkFeel Equipment: cones, spot markers, 8 dodgeballs Lesson aim: Children can show agility when retrieving a ball, identify large and small muscles/bones and describe a reason why it’s important to be active WARM - UPCO-OPERATIONCOMPETITION Progress: How this has progressed from previous year group TP: Teaching Point Diff: Differentiation Check for understanding: Can identify large muscles/bones and small muscles/bones Check for understanding: Can describe one reason why it is important to be active (Getting ready for the activity) (Working with others)(Working against self or others) TTP: Tactical Teaching Point Pass the Dodgeball: (Progress) Children line up in groups of 4-5. Each group has one ball, which is given to the person at the front of the line. On command from the class leader, the children pass the ball down the line to the person at the back, the person at the back on receipt of the ball quickly runs to the front of the line, this continues until all the players have ran. Once finished, all children must sit down. Once this has been performed a couple of times and children have an understanding, change the run to the front so that when the child receives the ball at the back of the line they must go in and out of the other children, creating a slalom type run to the front. Repeat so that children are challenged physically. TP: To get around the other children our steps must be small and quick, ensure we are on the balls of our feet. Agility retrieval : (Progress) Using the whole space in the hall create a deadball zone in the middle of the hall. Inside the deadball zone place 6-8 dodgeballs and ask children to partner –up with a team mate, once they have chosen their team mate ask them to chose another pair to play against. Once chosen, ask the teams to stand at opposite ends of the hall with one of the balls between them. On command of “3-2-1 dodgeball” the pairs run in against each other to get to the ball first, with similar rules as a game of dodgeball in that they cannot step in the deadball zone. One partner is the runner, the other is ready to receive the ball which will be thrown back to them if the runner wins it. If the receiver gets the ball they aim the ball at the two opposition players trying to hit them with a direct shot below the waist. Keep swapping roles and repeat. Ensure once children understand the game that the runner goes as quickly as possible. TP: Agility is required when we retrieve the ball. When changing direction to go backwards, ensure that your body is facing forwards. Diff: Allow emerging to run in only- without a throw at the opposition team. TTP: When we are running quickly to retrieve a ball it is not all about speed. We have to consider changing our speed to be ready to pick up the ball. Double trouble: Set up a dodgeball game specific to age group (refer to Year 2 game rules and format from week 1). Set up two courts to keep all children active if possible. Change the court layout so that there is a channel at either end of the courts about 1m wide. 2 players from each team stand in the opposite channel, behind the other team. Players in the channel can receive the ball from their team mates and hit their opponents from behind to get them out. TP: It is important when we are in tight spaces for our eyes to be everywhere so that we are ready to respond with a change of direction. Diff: Play the game with matched ability groups, make the court larger for exceeding children and smaller for emerging children TTP: Watch the ball and get ready to react quickly when dodging, try to stand so you can see both of the balls.

8. Week 5Year ThreeHealth Related Fitness DodgeballAgility Do = Expected: Can show agility to dodge a ball + Exceeding: Can show agility to link dodging and throwing a ball - Emerging: Can show agility to retrieve a ball Think Feel Equipment: cones, spot markers, 8 dodgeballs Lesson aim: Children can show agility to dodge a ball, identify the name of muscles/bones and identify the dangers of being inactive WARM - UP CO-OPERATION COMPETITION Progress: How this has progressed from previous year group TP: Teaching Point Diff: Differentiation Check for understanding: Can identify the name of muscles/bones in the body (e.g. rather than legs = quadriceps) Check for understanding: Can identify the dangers of being inactive (Getting ready for the activity) (Working with others) (Working against self or others) TTP: Tactical Teaching Point Road runner: (Progress) Children line up at one end of the hall in pairs, one behind the other. On command from the leader, the first of the two children in the line run across to the other end of the hall. Before they make the run the class leader places 8-10 large spot mats on the floor. When the children run it is important that they try to avoid these mats, if they run over one of these mats they do not get a point for getting to the other side. Once they have completed the run the next group of children try to get across. Repeat again except this time mark out two narrow channels at either side of the hall (throwing areas). The teacher and a leader stand in the channels and roll the balls in, to try and hit the runners. If hit, they cannot gain a point. TP: Be ready to change direction to avoid being hit, high/low as well as left and right. Diff: Add extra balls in for the exceeding groups. Double trouble: Set up a dodgeball game specific to age group (refer to Year 3 game rules and format from week 1). Set up two courts to keep all children active if possible. Change the court layout so that there is a channel at either end of the courts about 1m wide. (Progress) 3 players from each team stand in the opposite channel, behind the other team. Players in the channel can receive the ball from their team mates and hit their opponents from behind to get them out. TP: Eyes everywhere so you can be ready to change direction before the ball is thrown. Diff: If team is emerging allow only 1 or 2 players to stand in the channel behind that team. TTP: How and where can I stand so I can see players behind and players in front? Side on with a good base ready to dodge is an option. Slalom bullet dodger : (Progress) Set up games of dodgeball and follow the official rules (refer to week 1 game format for Year 3). Set up two parallel courts if the space allows. Add the following rules: each child that is hit by the ball must run through the deadball zone in the middle from one designated end to the other without being hit before they can then enter the game. If the players are hit they must run the deadball zone again. Inside the deadball zone are 6 evenly spaced out cones/spots that the children must run around in a slalom before entering back into the game. TP: Children must be on the balls of their feet when going around the slalom and stay low, this makes them quicker when changing direction. Diff: Emerging children can run straight through the deadball zone without being hit. TTP: Anticipate when the ball will be thrown when running through the deadball zone

9. Week 5Year FourHealth Related Fitness DodgeballAgility Do = Expected: Can show agility to link dodging and throwing a ball + Exceeding: Can show agility to link dodging with retrieving a ball - Emerging: Can show agility to dodge a ball Think Feel Equipment: cones, spot markers, 8 dodgeballs Lesson aim: Children can show agility to link dodging and throwing a ball, identify that muscles and bones are used to help us move and describe a danger of being inactive WARM - UP CO-OPERATION COMPETITION Progress: How this has progressed from previous year group TP: Teaching Point Diff: Differentiation Check for understanding: Can identify that muscles and bones are used to help us move Check for understanding: Can describe one danger of being inactive (Getting ready for the activity) (Working with others) (Working against self or others) TTP: Tactical Teaching Point Short shuttle runs: (Progress) Ask children to stand in pairs behind a marked line at the end of the hall. Create 3 coloured lines ahead of the starting line: a blue line 2ft away, a yellow line 4ft away and a red line 6ft away. When the teacher calls out a colour, the runners must complete the shuttle run and then swap with their partner. If blue is called the children run to the blue marker and back again. If yellow is called the children run to the yellow marker and back again twice. If red is called, the children run to the red marker and back again three times. TP: When turning, make sure the turns are short and sharp, ensure your body is balanced to shift the weight to the other direction. Diff: Add extra runs for exceeding/less for emerging Dr. Dodgeball: (Progress) Keep the same set up and teams. Run games of dodgeball to the official rules in teams of 6v6 if possible (refer to week 1 for Year 4 game format). The only rule changes are that before the game starts one player on each team is designated as Dr. Dodgeball. During the game if Dr. Dodgeball is hit it causes the game to end with the team that hit the player winning the game. Dr. Dodgeball is not recognized by the other team, it is kept secret who the player is. Other players must move quickly to protect Dr. Dodgeball, Dr. Dodgeball can also get players back in the game by touching them before they go off to stand at the side. The secret is to keep Dr. Dodgeball unknown so they don’t get hit. TP: Stay balanced when changing direction, keep your body low ready to make that next move. Diff: If groups are unable to keep Dr. dodgeball a secret allow the game to continue if the Dr is hit, but he must leave the court. The Dr being hit would still leave a team at a disadvantage because they would have no –one to bring players back into the game by simply touching them. Circle Dodgeball: Ask the children get into groups of 8-10. They must make a circle with 1 child standing in the middle. Each group has one ball that is used to try and hit the player in the middle below the waist. Give each child a chance to go in the middle for 30 seconds to see if they can last the time without being hit. As the children develop understanding of the game add another player into the middle, then eventually another ball into the circle. If children can catch the ball in the middle they can throw at anyone on the outside below the waist then swap with that person. TP: Stay on your toes whilst moving to avoid being hit but also to be ready to catch the ball. It is important that we have a good balanced base to move in any direction. Diff: Emerging children when in the middle can have the circle made bigger to give them more chance of not being hit, exceeding children can have the circle made smaller making it harder. TTP: When we are throwing a dodgeball but also avoiding being hit we have to decide what direction of movement will be best for both actions.

10. Week 5Year FiveHealth Related Fitness DodgeballAgility Do = Expected: Can show agility to link dodging with retrieving a ball + Exceeding: Can show agility to link dodging with retrieving and throwing a ball - Emerging: Can show agility to link dodging and throwing a ball Think Feel Equipment: cones, spot markers, 8 dodgeballsLesson aim : Children can show agility to link dodging and retrieving a ball, identify the effect of exercise on our muscles and describe why it’s important to be active WARM - UPCO-OPERATIONCOMPETITION Progress: How this has progressed from previous year group TP: Teaching Point Diff: Differentiation Check for understanding: Can identify the effect of exercise on muscles Check for understanding: Can describe why it is important to be active (Getting ready for the activity)(Working with others) (Working against self or others) TTP: Tactical Teaching Point Colour Runs : (Progress) Ask children to go into pairs and find a space in the hall, taking four spot mats or markers with them. Make sure the markers are four distinct colours red, blue, yellow, red. One of the partners goes first laying the markers out: one in front, one behind and the other two to the sides. All the markers should be 2ft away from the child who is stood in the middle. The partner calls out the colours and the child in the middle has to quickly run to that colour mat. If the child calls blue the child in the middle must quickly go to the blue marker reach down touch it and then return to the middle of the four markers. The child who is the caller can call any combination of colours up to four at a time which the other partner must touch and return to the middle. TP: Take short quick steps when changing direction and keep your body in a low position. Diff: Exceeding children have more colours to run to and emerging children have less to run to. Throw line Dodgeball: (Progress) Keep the same set up and teams. Run games of dodgeball to the official rules in teams of 6v6 if possible (refer to week 1 for Year 5 game format). The only rule change is that players can only throw the ball from a line marked half way down the court. This is to encourage players to be more agile when dodging. TP: Eyes on the ball when dodging, create a good balanced base to dodge or catch the ball. Diff: Place the line further away for emerging children and closer to the other team for exceeding children. TTP: When might you show agility when you are holding a ball as a strategy against the other team? One option could be to dodge just before throwing the ball so the other team aren’t expecting the ball to be thrown. Dodgy run across: (Progress) Ask children to split up into groups of 6-8. Children stand in a line behind a cone and aim to run to another cone 7ft away and back without being hit. One child acts as the thrower and stands behind a third cone which is placed 3m in front of the line. The thrower aims to hit the children as they are running between the cones. To progress the game further allow two people to run at the same time, increasing as necessary. TP: Change speed and direction when running to make it harder for the thrower. Diff: Exceeding children have to run a further distance and the emerging children have to run a shorter distance. TTP: Use jab steps to pretend to run and try and trick the thrower to release the ball.

11. Week 5Year SixHealth Related Fitness DodgeballAgility Do = Expected: Can show agility to link dodging with retrieving and throwing a ball + Exceeding: Can show agility to link dodging with retrieving and throwing a ball continuously in a game situation - Emerging: Can show agility to link dodging with retrieving a ball Think Feel Equipment: cones, spot markers, 8 dodgeballs, 2 tall cones Lesson aim: Children can show agility to link dodging with retrieving and throwing a ball, describe how muscles get stronger and describe the dangers of being inactive WARM - UPCO-OPERATIONCOMPETITION Progress: How this has progressed from previous year group TP: Teaching Point Diff: Differentiation Check for understanding: Can describe how muscles get stronger Check for understanding: Can describe the dangers of being inactive (Getting ready for the activity)(Working with others) (Working against self or others) TTP: Tactical Teaching Point Colour runs: Ask children to go into pairs and find a space in the hall taking four spot mats or markers with them. Make sure the markers are four distinct colours red, blue, yellow, red. One of the partners goes first laying the markers out, one in front, one behind and the other two to the sides. All the markers should be 2ft away from the child who is stood in the middle. (Progress) The child in the middle stands with the ball in their hands. The other partner calls out colours for the child in the middle to move to. If the child calls blue the child in the middle must quickly go to the blue marker reach down touch it with the ball and then return to the middle of the four markers. The child who is the caller can call any combination of colours up to four at a time which the other partner must touch the ball and return to the middle. TP: Bend at the knees and keep a straight back when touching the ball on a marker so you have a better body position to move off again. Diff: Exceeding children have more colours to run to and emerging children have less colours to run to. Dodgy run across steal: Ask children to split up into groups of 6-8. Children stand in a line behind a marker and aim to run to another marker 7ft away and back without being hit. Along the line place 3 cones. When running, the children must bend down and retrieve a cone before reaching the next marker. One child acts as the thrower and stands behind a third marker which is placed 3m in front of the line. The thrower aims to hit the children as they are running between the markers. To progress the game further allow two people to run at the same time, increasing as necessary. TP: Position your body so you can see the opponent and their ball when picking your ball up so you can react quickly if it is thrown. Diff: Exceeding children have to run further distance and the emerging children have to run a shorter distance. TTP: Use a jab step/keep changing direction to try and trick the thrower into throwing the ball Dead ball zone dodgeball: Split the hall into 2 courts and keep the same teams. Run games of dodgeball to the official rules in teams of 6v6 if possible(refer to week 1 for Year 6 game format). The only rule change is that players can only throw the ball from their own edge of the deadball zone. This is to encourage players to be more agile when dodging. TP: Eyes on the ball when dodging, create a good balanced base to dodge or catch the ball. Diff: Place the line further away for emerging children and closer to the other team for exceeding children. TTP: When might you show agility when you are holding a ball as a strategy against the other team? One option could be to dodge just before throwing the ball so the other team aren’t expecting the ball to be thrown, another could be to pretend to throw and pass to a team mate to throw at the other team.

12. Week 4 :Dodgeball – Aerobic Endurance Do’s Agility is the ability to change direction at speed. This includes multi-directional movements from different speeds and positions. Agility Agility is essential is dodgeball, the ability to change direction quickly when moving forwards/backwards/sideways is crucial when dodging a ball and also when throwing to try and deceive the other team. Agility in dodgeball