herts sports partnership: striking & fielding

Herts Sports Partnership: Striking & Fielding

Foundation Stage

Pupil Observations and Assessment

Targets

Suggested Sequence of Learning Part 2

The focus of learning is to explore throwing (underarm) a beanbag.

Pupils will develop their understanding of why we need to aim when we are throwing.

How can we throw?

How can we throw underarm?

Where do we throw?

Why do we throw?

Why do we throw underarm?

Describe how we throw underarm.

How do we aim?

Why do we aim?

Describe how we aim.

What does the word, 'accuracy,' mean?

Why do we need to be accurate when we throw?

Ball Skills: Hands

Learning Objectives & Intentions Key Questions Context & Structure Success Criteria

Explore throwing (underarm)

Can pupils throw a beanbag with control?

Do pupills understand the meaning of, 'control?'

Do pupils understand the meaning of, 'aiming'?

Can pupils count their own score?

Do pupils adopt the correct technique when throwing underarm?Stepping forwards with one foot, releasing the ball from low to high using their opposite hand.

KS1 Lower KS2 Upper KS2EYFS

Show What You KnowRe-visit Bullseye: Ready Steady Aim in the form of a 'show what you know' assessment (opportunity when pupils warm up). Do pupils remember why they need to aim when we are throwing? Bullseye: Explore throwing underarmStructure the game as suggested in suggested sequence of learning part 1. Ask pupils to show you all the different ways they can throw underarm. Do pupils point (aim) their non throwing hand towards the target? Ask pupils why do we need to aim when we are throwing.

Hatrick HeroGive each pupil three cones. Ask pupils to place their cones on the floor. Tell pupil to throw their beanbag underarm towards the cones. How many throws does it take to hit all three cones? Can pupils be a 'hatrick hero' and hit three cones in a row? Reinforce prior learning of underarm throwing and why we need to concentrate on the target.

Can pupils throw a beanbag with increasing control?

Can pupils throw a beanbag with their dominant hand?

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Year 1


Targets

The focus of the learning is to consolidate pupils ability to accurately roll a ball towards a target.

Pupils will combine their sending and stopping skills, applying their prior knowledge of where we send a ball and why to score points to beat an opponent.

Where are we aiming?

Why do we aim?

Where should we look when we are aiming?

How do we aim?

Why do we need to be accurate when we send the ball?

Why do we need to look before rolling the ball?

How do we know if our partner is ready?

How can we stop the ball from going past us?

When do we need to stop the ball from going past us?

Why do we need to stop the ball from going past us?

Why do we need to watch the ball?

Why do we need to move our bodies inline with the ball?

Why do we need to be ready to stop the ball?


Show What You KnowRe-visit Battleships: Rolling in the form of a 'show what you know' assessment (opportunity when pupils warm up). Can pupils roll the ball with accuracy to hit their partner’s battleships?

Battleships: Unlimited BattleshipsIn groups of 5, each pupil starts behind a marker with a small ball. Layout cones (battleships) at the opposite end of the area. On your command pupils roll their ball towards the cones. If a pupil hits a cone (pupils can only hit one cone at a time) they pick up the cone and bring it back to their marker. The game continues until all the cones have been hit. Which pupil can hit the most battleships? Ask pupils why this pupil won? Reinforce prior learning of rolling and aiming.

Battleships: Break the BarrierStructure the game as above but mark out a zone across the playing area, with a hoop either side. Choose one pupil; known as the fielder, who is in the zone trying to stop the balls from hitting the battleships.

If a fielder stops the ball they must run and put it in the hoop. The pupil who has just rolled the ball must run and collect it before rolling again. The fielders are not allowed out of their zone. Can the fielders stop the ball using their hands? Do pupils take their time when rolling the ball?

Can pupils stop the ball rolling past them?

Can pupils stop the ball with their hands?

Do pupils concentrate on the ball?

Do pupils move their body in line with the ball?

Can pupils roll a ball towards a target using their hands?

Do pupils look at the target when rolling?

Can pupils use their bodies to aim (fingers, arms, feet etc)?

Can pupils roll the ball with control?

Do pupils understand the meaning of, 'aiming'?

Can pupils count their own score?

Ball Skills: Hands


Consolidation of sending (rolling) and stopping skills to win a game

KS1 Lower KS2 Upper KS2EYFS

Are pupils able to apply the long barrier and stop the ball? The long barrier is a method of stopping the ball when the ball is travelling towards us on the ground. Our hands are used to stop the ball but we make a barrier with our legs and body to prevent the ball going past us.

Can pupils keep the score?

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KS2 Year 3


Targets Lower KS2 Upper KS2 Beyond KS2KS1

Recap prior learning of racing rounders part 2 in the form of a 'show what you know,' assessment (opportunity when pupils warm up).

Introduce stopping the ball (long barrier) What happens in a game if the batter strikes the ball along the ground? How do we stop the ball? In pairs use two cones to make a gate. In turns roll the ball to each other through the gate. When the ball comes to you, scoop the ball up in two hands and roll it back on the ground using one hand. Now try rolling the ball harder through the gate, trying to make the ball go past your partner. Ask pupils how we can stop the ball if it is travelling at speed, Demonstrate the long barrier and explain that the barrier is there incase we miss the ball with our hands. Pupils should wait and see where the ball is going before moving to get their bodies into a position behind the ball, scoop the ball up with their hands. Pupils score one point every time they stop the ball going past them

Racing Rounders; RollingStructure the game as suggested in sequence of learning part 1. Instead of throwing the ball between bases the ball must be rolled and stopped. Focus on the long barrier. Can pupils apply this skill to beat the batter?

Do pupils understand the concept of fielding?

Can pupils stop the ball?

Are pupils able to apply the long barrier and stop the ball? The long barrier is a method of stopping the ball when the ball is travelling towards us on the ground. Our hands are used to stop the ball but we make a barrier with our legs and body to prevent the ball going past us. (See appendix).

Do pupils enjoy fielding?

Do pupils enjoy getting the batter out?

Do pupils understand the difference between batting and fielding?

Can the fielding team keep the batter's score as low as possible with accurate rolling and retrieving skills?


The focus of the learning is to introduce ways of stopping the ball.

Pupils will learn when, where and to they use a long barrier and how this can improve our fieldling skills to keep the batter's score as low as possible.

What is the difference between batting andfielding?

What is the aim of the game for the batters?

What is the aim of the game for the fielders?

How can we win a a game if we are batting?

How can we win a game if we are fielding?

What different ways of fielding are there? Can we name them? i.e. catching, throwing, retrieving etc

How can we get the batter out?

Why do we need to stop the ball?

How can we stop the ball?

What is the consequence of not throwing accurately?

What is the consequence of the ball rolling past us? Why should we throw to our team member's target?

Games: Striking and Fielding: Rounders


Introduce stopping the ball

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KS2 Year 4



Pairs BowlingExplore different ways of bowling underarm.In pairs set out three hoops in front of a wicket. Each hoop has a different value; 1st hoop 1 point, 2nd hoop 3 points, 3rd hoop 1 point. If the ball bounces in the hoop then hits the wicket the bowler score is doubled. Each bowler has an equal number of bowls. Can pupils bowl accurately and with control?

Fielding v Batting with a bowlerStructure the game as suggested in sequence of learning part 1, year 3 but introduce a bowler into the game. Batters start with 50 runs. If the batter gets out (run out, bowled, caught or hit wicket) they lose 5 runs but continue to bat until each bowler has bowled an equal number of balls. The focus of learning is on the bowler. Ask them where they are bowling and why they are bowling there? Can pupils vary the way they bowl to make it more challenging for the batter to score runs? HA add two cones either side of the wicket. If the bowler does not bowl within this between these cones the batsman scores an extra two runs. Refer back to pairs bowling encouraging bowlers to aim for the three-point hoop (this can be left in during the game). If pupils can bowl with accuracy and control they should limit the batsman from scoring runs.

Can pupils bowl consistently and accurately?

Can pupils vary the way they bowl depending on who is batting?

Can pupils use different ways of bowling? i.e. fast, slow or spinning the ball.

Can pupils bowl underarm?

Can pupils vary the speed when bowling underarm?

Can the bowler, bowl the ball on the opposite side to which the batter is striking the ball?

Do pupils enjoy bowling?

Do pupils aim when they are bowling?

Can pupils stop the ball with their hands?

Can pupils return the ball quickly to the bowler or wicketkeeper?

Can the bowler outwit the batter?


The focus of the learning is to introduce bowling.

Pupils will explore different ways of bowling underarm applying them into mini games to prevent the batters from scoring runs

What makes a good bowl?

Where do we bowl from?

When do we bowl?

Can we bowl fast?

Can we bowl slow?

Can we aim for the wickets (target) when bowling?

Can we bowl straight?

Can we bowl to the opposite side from where the batter is hitting the ball? Why would we do this?

Can we position the fielders to prevent the batter from scoring runs?

Why are we moving the fielders into those positions?

Once we have bowled, are we ready to receive the ball when it is returned?

Why do we need to be ready to receive the ball?

Games: Striking and Fielding: Cricket


Introduce bowling underarm

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KS2 Year 5



Can pupils hit the ball on both sides of their bodies into space away from fielders?

Can pupils direct the ball away from fielders into space, varying the speed and angles at which they strike the ball?

Do pupils change the way they are batting depending on the game situation?

Can pupils plan to outwit the opposition as a team?

Can pupils apply pressure to the fielders when batting?

Do pupils communicate with their batting partner when batting?

Can pupils adjust their shot selection based on where the fielders are positioned?

Can pupils make effective evaluations of a team or individuals' strengths and weaknesses?


What do pupils remember from year 4?

The focus of the learning is to refine pupils' understanding of batting, applying simple batting tactics into mini games.

Pupils will learn where, when and why they can apply different physical and cognitive skills when batting to score runs.

When do we strike the ball?

Where do we strike the ball?

What factors will affect how hard or soft we strike the ball?

If the fielders are standing close where can we strike the ball? Why are we striking the ball there?

If the fielders are standing back where can we strike the ball? Why are we striking the ball there? What risks are there if we strike the ball in the air when the fielders are standing back?

Question batters on which pupils are strong at fielding if this effects their decision making when batting?

Does the way we bat change depending on the situation of the game?

Do we change the way we bat depending on who we are batting with?

Why do we need to communicate with our partner when batting?

What is the consequence of not communicating?

Retrieve and Return; Scoring RunsStructure the game as suggested in sequence of learning part 4 year 4, with the focus on the batters. Question pupils on their descion making process when running. When and where do they run? Why have they chosen to run to that marker?

The batting team have a choice of three markers to run to that increase in distance and value of runs (5m 2 runs, 10m, 4 runs, 15m 6 runs). When the wicket keeper roles the ball the fielder has to run, retrieve and return the ball back to the wicket keeper before the batter runs to one of the markers and back. Batters should make their own choice on which marker they are running to and why? What factors affect their decision?

Pairs CricketStructure the game as suggested in sequence of learning part 1, year 4, with two additional fielders.Pupils should apply their developing knowledge and understanding of batting (where and why they are striking the ball to score runs). Do they make effective choices on whether to run or not? Pupils should apply pressure to the fielders when the ball is struck to them, looking to see if there is an opportunity to score a run. What happens if a fielder makes a mistake? Can they run? Ask pupils why it is important to communicate with their batting partner when running?

Games: Striking and Fielding: Cricket


Refine batting, understand and develop batting tactics

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Easier: •  Pupils roll the ball. •  Reduce the distance between

each base.

Harder: •  If pupils drop the ball they

must return the ball to base 1 and start again.

•  Increase the distance between each base.

Differentiation

•  Can the fielders keep the batters score as low as possible?

•  Do pupils understand why they need to keep the batters score as low as possible?!

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Learning Outcomes

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Striking and Fielding: Rounders

Structure

Racing Rounders: Introducing Rounders

•  Split the class into groups of 5. Mark out 5 cones in the shape of rounders pitch.

•  Pupil 1 starts on the ‘go’ cone and throws the ball to the pupil on base 1 and shouts ‘go.’

•  Base 1 throws the ball to base 2, 2 to 3, 3 to 4 (last cone) who stumps the ball on their cone.

•  Can the fielders throw the ball to each base before the batter runs around the outside of the cones?

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Striking and Fielding: Rounders

Key Questions

What is the difference between batting and fielding?

What is the aim of the game for the batters?

What is the aim of the game for the fielders?

How can we win a game if we are fielding?

How can we get the batter out? Why do we want to get the batter out?

What is the consequence of not throwing accurately?

Why should we throw to our team members target?

The Interactive Primary Physical Education Resource

Lower KS2 Success Criteria !Do pupils understand the concept of batting?

Do pupils understand the concept of fielding?

Can pupils throw accurately underarm?

Can pupils throw the ball quickly to a team member's target?

Do pupils understand the difference between batting and fielding?

Can the fielding team get the batter out with accurate throwing and catching skills?

Racing Rounders: Introducing Rounders

herts sports partnership: striking & fielding

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