Introduce core task – Introduce core task. Identify what is meant by term set play, split into groups to work on set plays from a side line hit
Game
Wk 1-3 / Set plays – corners & penalty corners
Game
WK 4- 5 / Set plays – free hits 5m from circle
Game
WK 6-7 / Re starts after a goal or after half time
Game
WK 8 / Application of set plays in a competitive format – teams to play a competitive match using the set plays they have developed over the UoW
WK 9
Level 7
  • (O) I can offer guidance within the task & justify reasons why players should make these changes to set plays/tactics
  • (G)perform role within set play with consistencyand understand laws for set play
  • (S) Personal skills of passing, receiving, control, dribbling are consistently good & rarely make mistakes. Able to use weaker foot with more consistency & accuracy
/ Level 7
  • (O) I can offer guidance within the task & justify reasons why players should make these changes to set plays/tactics
  • (G) perform role within set play with consistency and understand laws for set play
  • (S) understand how the offside rule affects attackers movement
/ Level 7
  • (O) I can offer guidance within the task & justify reasons why players should make these changes to set plays/tactics
  • (G) perform role within set play with consistency and understand laws for set play
  • (S) Personal skills of passing, receiving, control, dribbling are consistently good & rarely make mistakes. Able to use weaker foot with more consistency & accuracy
/ Level 7
  • O) I can offer guidance within the task & justify reasons why players should make these changes to set plays/tactics
  • (G) perform role within set play with consistency and understand laws for set play
  • (S) Personal skills of passing, receiving, control, dribbling are consistently good & rarely make mistakes. Able to use weaker foot with more consistency & accuracy
/ Level 7
  • O) I can offer guidance within the task & justify reasons why players should make these changes to set plays/tactics
  • (G) play well in a variety of positions/roles within the task eg defence, attack, individual or team etc
  • (S) Personal skills of passing, receiving, control, dribbling are consistently good with both feet & rarely make mistakes. Can play as an attacker or defender moving between roles fluidly & influence game significantly

Level 6
  • (O) can support other players & give sound advice in the game to make their team more effective
  • (G) perform role within set play but struggle with timing. Understand laws for set play
  • (S) passing, dribbling & control more very good, able to use weaker foot with greater accuracy
/ Level 6
  • (O) can support other players & give sound advice in the game to make their team more effective
  • (G) perform role within set play but struggle with timing. Understand laws for set play
  • (S) passing, dribbling & control more very good, able to use weaker foot with greater accuracy
/ Level 6
  • (O) can support other players & give sound advice in the game to make their team more effective
  • (G) perform role within set play but struggle with timing. Understand laws for set play
  • (S) passing, dribbling & control more very good, able to use weaker foot with greater accuracy
/ Level 6
  • (O) can support other players & give sound advice in the game to make their team more effective
  • (G) perform role within set play but struggle with timing. Understand laws for set play
  • (S) passing, dribbling & control more very good, able to use weaker foot with greater accuracy
/ Level 6
  • (O) can support other players & give sound advice in the game to make their team more effective at a set play
  • (G) can play as an attacker or defender with good understanding.
  • (S) In games my passing, dribbling & control is very good. Pupils are starting to use both feet with more accuracy & control. Can play as an attacker or defender moving between roles fluidly

Level 5
  • (O) understand basic laws for different set play situations
  • (G) perform role within set play but you sometimes forget where to run to create space & struggle with timing.
  • (S) passing, dribbling & control more consistent, able to use weaker foot at times
/ Level 5
  • (O) understand basic laws for different set play situations
  • (G) perform role within set play but you sometimes forget where to run to create space & struggle with timing.
  • (S) passing, dribbling & control more consistent, able to use weaker foot at times
/ Level 5
  • (O) understand basic laws for different set play situations
  • (G) perform role within set play but you sometimes forget where to run to create space & struggle with timing.
  • (S) passing, dribbling & control more consistent, able to use weaker foot at times
/ Level 5
  • (O) understand basic laws for different set play situations
  • (G) perform role within set play but you sometimes forget where to run to create space & struggle with timing.
  • (S) passing, dribbling & control more consistent, able to use weaker foot at times
/ Level 5
  • (O) understand basic laws for different set play situations
  • (G) perform role within set play but you sometimes forget where to run to create space & struggle with timing.
  • (S) passing, dribbling & control more consistent, able to use weaker foot at times, can play as an attacker or defender but doesn’t always recognise changes in play.

Level 4
  • (O) know the markings on the pitch & where set plays should be taken from
  • (G) can perform role within set play practices but struggles transfer this to game situations
  • (S) passing, dribbling & control inconsistent, too many errors
/ Level 4
  • (O) know the markings on the pitch & where set plays should be taken from
  • (G) can perform role within set play practices but struggles transfer this to game situations
  • (S) passing, dribbling & control inconsistent, too many errors
/ Level 4
  • (O) know the markings on the pitch & where set plays should be taken from
  • (G) can perform role within set play practices but struggles transfer this to game situations
  • (S) passing, dribbling & control inconsistent, too many errors
/ Level 4
  • (O) know the markings on the pitch & where set plays should be taken from
  • (G) can perform role within set play practices but struggles transfer this to game situations
  • (S) passing, dribbling & control inconsistent, too many errors
/ Level 4
  • (O) know the markings on the pitch & where set plays should be taken from
  • (G) can perform role within set play practices but struggles transfer this to game situations
  • (S) passing, dribbling & control inconsistent, too many errors, can play a position within the game.

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