1. Netball
Schemes of Learning
Autumn/Winter Term
KS3
Y7

2. Netball Y7 (Revised Summer 2007)
Subject: Physical Education Year Group: 7 Term: Autumn/Winter
General Overview:
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 Y7, pupils have played High 5’s in most feeder primary’s and have a
foundational level of skill. Positions in the netball team is an important lesson as pupils will not be used to 7
physically active players at once. In this unit pupils will learn footwork, passing, positions, spacing/moving into,
and the 3 ft rule.
Vocabulary:
Defence, attack, positions.
Bounce, chest, shoulder pass.
Footwork, spacing, driving, marking
Where the unit fits in:
1st
unit of secondary school. Most
pupils have at least a basic
knowledge of netball through
playing High 5’s in primary school.
Assessment:
Assessment for Learning:
WILF/WALT in every lesson.
Success/criteria used to determine
plenary content.
Formally assessed in all four
areas during lesson 7:
K&U, S&A, A&D, E&I.
Resources:
 Netball DvD
 Task Cards (lesson 2 & 6)
Safety/Risk Assessment
 Correct footwear/hair tied
back/No Jewellery.
 Netball courts free from litter,
foreign objects, no excess water
from rain.
Curriculum Links:
PSHE: citizenship/fair play/solving
disputes.
Literacy: Extending
vocabulary/problem solving
Numeracy: Estimating distance

3. Lesson 1: Intro to the game/ Footwork
WALT:
Obj1: To know the basic, foundational rules of netball (Footwork, distance, non-contact)
Obj2: To perform footwork effectively in a game situation.
Intro: Watch Netball DvD and ask pupils to consider 3 basic rules that are present in
the game. Identify basic rules to class (see opposite)
W/U – Cardio Vascular, Skill Related jumping/landing activity + whole class stretches.
Pupils should begin to learn basic muscle groups Gastrocnemius, Hamstrings,
Quadriceps, triceps, biceps.
Dev: Partner work, 1: hold ball in air, 2: Jump to collect ball and land using correct
technique. (Tip: When land 1st foot call first name, when 2nd foot lands call surname)
Dev 2: Progress to receiving ball from a high pass and add correct ‘footwork’.
Game: Using 1/3 of court play simple 3 v 2. 3’s have to get ball to end of court/scoring
area without using footwork or points are not collected. Best of 5 then change over.
To avoid difficulty with changing group numbers, have all children in groups of 3. 1 pupil
from the defending team (G&T pupil) can then opt out and become ‘umpire’ identifying
footwork. They can then join in when they are in attack.
Plenary: Q&A session plus a tally of points from each team: winner identified and
perhaps a celebratory tunnel to the changing rooms. (Competitive element established)
Learning Outcomes/Success
criteria
WILF:
1: To be able to answer simple
questions showing basic K&U of how
and why footwork should be performed
correctly.
2: A simplistic demonstration of
footwork being performed correctly in a
game situation.
Basic Rules:
 Cannot move with the ball.
 Non-Contact
 Defender must be 3 ft away from
attacker when marking.
 Score by passing the ball through
the net. (1 point)

4. Lesson 2: Passing
WALT:
Obj1: To understand the need to prepare properly for games.
Obj2: To be able to choose and perform at least 2 different passes in a game situation
Obj3: To know the correct technique to perform at least 1 pass.
W/U: Cardiovascular + Skill Related (on footwork preferably) + Stretches
Pupils should be questioned on why a warm up is important.
 To avoid injury
 To improve performance
 To prepare the body for activity both physically and mentally.
Dev: Minimum passes to be taught chest, shoulder, bounce.
Set up circuit style of activity with a drill for each pass. Demonstrate and then get pupils
to take part in drills. Pupils should be active on each activity for approx 5 minutes + 1
introduction minute to re-read task card/coaching points card (see pack for resources).
- Possibility of introducing competitive element for more able. (i.e. how many passes can
you do without dropping it.
Dev 2: Combine passes: In 2’s, 1 feeder, 1 performer. Shoulder pass- run in to receive
chest pass- return ball- bounce pass –return - run back to receive shoulder pass.
Game:
3 v 3 in a 3rd of court. 1 point scored for every 4 consecutive passes made. Ball must be
kept inside lines, all players have to have touched the ball before points can be
awarded.
Plenary: Q&A – HOMEWORK: Research positions in a netball team.
Learning Outcomes/Success
criteria
WILF:
1: A general understanding on why we
warm up.
2: A technically correct demonstration
on at least 1 pass.
3: To be able to answer simple
questions on the techniques for passing.
Chest:
 Elbows tucked in
 ‘W’ made with thumbs behind ball.
 Step forward into pass.
 Release with straight arms at chest
height.
Shoulder:
 Ball held in finger tips of one hand.
 Stand side on, weight on back foot.
 Transfer weight to front foot while
extending arm.
 Release ball high and in an arched
trajectory.
Bounce:
 ‘W’ with thumbs behind ball.
 Push into ground from waist height.
 Extend arms.

5. Lesson 3: Intro to Positions
WALT:
Obj1: To understand the different roles of attack and defence.
Obj2: To be able to choose positions for their team carefully matching skills to position.
Obj3: To demonstrate a knowledge of roles through correct positional play.
W/U: Cardio Vascular+ SR+ Stretches.
Pupils should be learning muscle groups.
Dev: Discuss roles of attack and defence within a ‘war’ scenario. What is the job of
each? Attacker: To invade the oppositions goal. Defenders to protect their own goal.
What happens of they don’t do their job properly? - The opposition win. Must stick to
role that’s been given, to remind us of our role we get given bibs.
Intro positions: GK, GD, WD, C, WA, GA, GS.
A – Attack, D – Defence
W – Wing, G – Goal, C – Centre, S – Shooter.
(Q&A what they think the letters might stand for and what positions are attack/defence)
Give 7 people bibs, tell them what way they are shooting and ask them to stand on the
piece of court where they feel they will be playing most. Rest of class to assist in this
process. Discuss reasons for our answers.
Game: 7 v 7, pupil to choose their own positions based on skills within the team. Show
pupils were to start and remind them of the area they should be staying in most due to
their role given.
Plenary: Q&A session on positions of play.
Learning Outcomes/Success
criteria
WILF:
1: For pupils to position themselves on
court in the area they will be playing
most.
2: For players to give themselves/team
the positions most suitable to their
individual skills.
3: For pupils to be able to answers
questions on why they were restricted
to a certain area of the court.
NB: At this point specific positional
areas do not need to be covered. The
idea is to get the attackers near the
oppositions goal and the defenders
staying back and defending their goal.
Attack: GS, GA, WA, C
Defence: GK, GD, WD

6. Lesson 4: Spacing
WALT:
Obj1: Use space to increase opportunities for attack.
Obj2: To evaluate our teams performance and improve it.
W/U: Cardiovascular + SR + Stretches.
(Good to do some kind of space invaders type warm up activity)
Dev: Using idea of a ‘war’ from lesson 3 ask pupils when is the easiest time to attack
the oppositions territory? When there is no-one there/when there is space.
Simple 2 v 1 drive into space, receive drill.
Dev 2: 3 v 2 on ½ court game, aim to advanced ball into an end zone. If intercepted or
loss of possession game restarts. Best of 3 then swap over.
Game (Channels) :
7 v 7 using attack and defence positions from lesson 3. Court is split vertically into 3
sections (channels) with cones. Normal game of netball is played but pupils cannot
receive a pass from the channel from which the ball was sent.
If spare pupils, they should act as a coach. Are the team using the space?
Plenary:
Q&A regarding the importance of space within a game situation in order to gain
territory.
Learning Outcomes/Success
criteria
WILF:
1: To know that in order to attack
space must be gained.
2: Will show in a game situation the
practicality of driving into space for the
ball.

7. Lesson 5: creating space/moving forward to receive the ball.
WALT:
Obj1: Create space to increase opportunities for attack.
Obj2: Understand the principle of creating and moving forward into space.
W/U: Cardiovascular – Skill Related – Stretches.
(Pupils should be able to identify main muscle groups and show a stretch for each)
Dev1: Demonstrate that we can create space by initially running away from it then into
it.
Q&A regarding why a pass is better being received by running into it than asking for an
overhead pass?
In 3’s work as attacker (red), defender (black) and feeder (green). Practice pulling
away from space then driving FORWARD for the ball.
Game: 7 v 7 game of netball full positions, implementing driving forward for the ball.
Condition: No overhead passes.
Learning Outcomes/Success
criteria
WILF:
1: Demonstrate through practice and
game situations that you can create
space on court.
2: Demonstrate that you can drive
forward for a ball.
3: Be able to answer simple questions
about why driving forward is effective.
6 passes then rotate feeder to attacker,
attacker to defender and defender to
feeder.
Reposition after received ball in order
for defender to ‘catch up’.
Defender is passive at this point.
1
2
3

8. Lesson 6: 3ft rule/marking the pass
WALT:
Obj1: Be able to analyse performance to improve our own.
Obj2: Know about the 3ft rule when being a defender
Obj3: Be able to demonstrate an ability to mark a player ensuring feet are 3ft away.
W/U:
Pupils lead their own warm up showing that they know the 3 parts to an effective warm
up: Cardio vascular – Skill related – Stretches. Pupils should be naming at least 3
muscles when stretching.
Dev1: Ask pupils to estimate 3 ft/1 meter by standing 1 meter away from 1/3 line.
Confirm.
Dev2:
Pupils will run to 1/3 line, shuffle back 1 meter hold for 3 seconds then jog to end.
Pupil will run to 1/3 line, shuffle back 1m, stand on tip toes, hold 3s, then jog to end.
Pupils will run to 1/3 line, shuffle back 1m, stand on tip toes, extend arms up high, hold
for 3 seconds then jog on.
Dev 3: Pupils in groups of 4, 3v3 small game in 1/3 court., 1 player from each team is
evaluator. Attacking team trying to make 10 consecutive passes. Defenders must try
and mark the shot ensuring they are 3 ft away, on tip toes, hands extended. Evaluators
giving feedback and correcting when necessary.
Game: 7v7 Umpire strict on distance/obstruction.
Learning Outcomes/Success
criteria
WILF:
1: to be able to spot what is correct and
what needs improving in others
performance.
2: To be able to answer simple
questions about the 3ft rule.
3: Show this understanding by
performing the 3ft rule when marking in
a game situation.
Rules:
Obstruction: The nearer foot of the
defender must be (3ft) feet from the
landing foot of the player with the ball.
Umpire will blow whistle is this rule has
been infringed and it is a penalty pass
to the other team.
Penalty Pass: Offending player must
stand next to the player taking the pass
until pass has been played.

9. Lesson 7: Assessment
Warm Up:
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 at least 3 muscles in the body and
how to stretch them. (This is part of the assessment: “they can apply basic
safety principles in preparing for warm up” NC2000)
Dev:
Teacher reads out the success criteria for a level 4 in Netball (see assessment sheet for
pupil speak/ below for teacher speak) so that pupils are aware of what they have to do
to gain the appropriate grade.
 To perform footwork with control in a game situation.
 To be able to select and perform at least 2 different passes in a game situation
 Show a basic knowledge of composition by applying attacking and defending
positions:
 Show a basic knowledge of attacking and defending roles by applying suitable
tactics: specifically: using the 3 ft rule/marking technique when in defence and
creating and using space to increase opportunities when attack.
Pupils gain a level 4 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.
Learning Outcomes/Success
criteria
WILF:
PUPIL SPEAK:
 To perform footwork with control in
a game situation.
 To be able to choose and show at
least 2 different passes in a game
situation
 Show a basic knowledge of where
attacking and defending players
stand during a game:
 Show a basic knowledge of attacking
and defending roles by showing that
you can perform the 3 ft
rule/marking technique when in
defence and creating and using
space to increase opportunities when
attack.

10. Assessment Question Sheet
Objective 1: To perform footwork with control in a game situation.
1) What is the footwork rule in netball?
- You cannot move your feet when you have the ball.
-
2) How should you land when you catch a ball in netball?
- 1, 2 stick like glue (or any description that highlights that the landing foot cannot be replaced on ground.)
Objective 2: To be able to choose and show at least 2 different passes in a game situation
1) What 3 things do you need to remember about a shoulder pass?
- Ball held in finger tips of one hand.
- Stand side on, weight on back foot.
- Transfer weight to front foot while extending arm.
- Release ball high so it travels in an arched shape
2) What 3 things do you need to remember when performing a chest pass?
- Elbows tucked in
- ‘W’ made with thumbs behind ball.
- Step forward into pass.
- Release with straight arms at chest height.
3) What 3 things do you need to remember when performing a bounce pass?
- Stand a short distance away from player
- ‘W’ with thumbs behind ball
- Push into ground from waist height.
- Extend arms.

11. Objective 3: Show a basic knowledge of where attacking and defending players stand during a game:
1) In what area of the court should the attackers be throughout the game?
- centre and attacking 3rd.
2) In what are of the court should the defenders be throughout the game?
- Centre and defending 3rd.
4) Name a position in netball:
- Any from: GK, GD, WD, C, WA, GA, GS.
5) Where are they allowed to go on court?
- GK – Defending 3rd only.
- GD – Defending 3rd and centre 3rd .
- WD – Defending 3rd and centre 3rd, but NOT the circle.
- C – Everywhere apart from the 2 circles.
- WA- Centre 3rd and attacking 3rd, but NOT the circle.
- GA – Centre 3rd and attacking 3rd – they can also shoot.
- GS – Attacking 3rd only – they can also shoot.
Objective 4: Show a basic knowledge of attacking and defending roles by showing that you can perform the 3
ft rule/marking technique when in defence and creating and using space to increase opportunities when in
attack.
1) What is the 3ft rule in netball?
- Obstruction: The nearer foot of the defender must be (3ft) feet from the landing foot of the player with the ball.

12. Chest Pass Main
Points:
 Elbows tucked in
 ‘W’ made with
thumbs behind ball.
 Step forward into
pass.
 Release with straight
arms at chest height.



Shoulder Pass Main
Points:
 Ball held in finger
tips of one hand.
 Stand side on,
weight on back foot.
 Transfer weight to
front foot while
extending arm.
 Release ball high so
it travels in an
arched shape


Bounce Pass Main
Points:
 Stand a short
distance away from
player.
 ‘W’ with thumbs
behind ball.
 Push into ground
from waist height.
 Extend arms.




13. Task 1: Watch the players in your team.
Are the defending players:
a) Feet, 3 ft/1 meter away from the
landing foot of the person with the
ball?
b) On their tip toes?
c) Hands stretches out?
d) Hands following the ball?
Make sure the defenders feet are 1m away
BEFORE they put their hands up.
Remember, distance before hands.
Now giove your team feedback, what did
they do well? Give them ONE thing to
improve on.
Task 1: Watch the players in your team.
Are the defending players:
e) Feet, 3 ft/1 meter away from the
landing foot of the person with the
ball?
f) On their tip toes?
g) Hands stretches out?
h) Hands following the ball?
Make sure the defenders feet are 1m away
BEFORE they put their hands up.
Remember, distance before hands.
Now giove your team feedback, what did
they do well? Give them ONE thing to
improve on.

14. Assessment Sheet
 To perform footwork with control in a game situation.
 To be able to choose and show at least 2 different passes in a game situation
 Show a basic knowledge of where attacking and defending players stand during a game:
 Show a basic knowledge of attacking and defending roles by showing that you can perform the 3 ft
rule/marking technique when in defence and creating and using space to increase opportunities
when attack.
PUPILS WHO ARE BELOW OR EXCEEDING EXPECTATION SHOULD BE LOCATED FIRST
EVERYONE ELSE IS THEN BY DEFAULT ACHIEVING AND THEREFORE A LEVEL 4.
4 5
3