Dribble and Pass

Lesson 6 of 10: Dribble and Pass

Year Levels: 1-2

Duration: 50 minutes

Class Size: 25 Students

Curriculum Alignment: Victorian Curriculum HPE 2.0 – Years 1-2

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Learning Outcomes (Victorian Curriculum)

Victorian Curriculum Health and Physical Education - 2.0 (Years 1-2)

• Movement and physical activity Explore and demonstrate fundamental movement skills in a variety of movement sequences and situations. (Content description: AC9HP2M02 - Investigate different ways of moving their body, and manipulating objects and space, and draw conclusions about their effectiveness)

• Personal, social and community health Use personal and social skills to interact respectfully with others. (Related to teamwork and communication within physical activity)

• Key skills focus:

• Dribbling with control while moving (previous lesson focus)

• Introduction and development of passing skills to promote teamwork and communication

• Fair play, inclusiveness, and safety

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WALT (We Are Learning To)

• WALT: Dribble while passing to our teammates using control and teamwork.
• Success Criteria (I can statements):
• I can dribble the ball while looking and preparing to pass.
• I can pass the ball to a teammate with accuracy.
• I can work with others and use words like "¡pasa!" (pass) or "¡yo!" (me) to communicate in Spanish.
• I can show fair play by waiting my turn and encouraging my teammates.

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Equipment Required

• Size 3 soft balls suitable for young children (1 ball per 2-3 students for practice)
• Cones to mark boundaries and small goals or target zones
• Bibs or coloured bands for identifying teams (4 teams of 6 approx.)
• Whistle and timer
• Optional: lightweight plastic or foam balls for students needing modified equipment

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Lesson Structure

1. Retrieval (Warm-up) – 7 minutes

Game: Dribble Freeze Tag

• Students dribble a ball inside a marked area while moving safely.
• When the teacher calls "Freeze," they must stop and hold the ball with control.
• If tagged while frozen, they perform a simple skill (e.g., 3 toe taps on the ball) before rejoining.
• This links with previous lessons on dribbling, reinforcing ball control and spatial awareness.

2. Goals – 4 minutes

• Gather students and display WALT and success criteria clearly (using simple English and Spanish key terms).
• Explain objective: Today we will learn to pass the ball to teammates while still dribbling, helping us work together to score.
• Emphasise teamwork and communication using simple Spanish phrases:
• "¡Pasa!" (Pass!)
• "¡Yo!" (Me!)
• "¡Mira!" (Look!)

3. Learning: I Do – We Do – You Do (12 minutes total)

I Do (4 minutes):

• Teacher models: Dribbling with control, stopping briefly, and making a gentle pass to a teammate.
• Use simple cues: "Keep your eyes up," "Use the inside of your foot to pass," "Say 'pasa' to your friend."
• Show how to receive a pass: “Stop the ball gently” and “Control it before dribbling again.”

We Do (4 minutes):

• In pairs, students practice dribbling towards each other and passing the ball back and forth inside a marked space.
• Teacher prompts with questions:
• "¿Puedes mirar a tu amigo antes de pasar?" (Can you look at your friend before passing?)
• "How do you know when to pass?"
• Provide scaffolding to pairs who need more guidance: standing closer, using larger balls, or stationary passing before dribbling.

You Do (4 minutes):

• In small groups (4-6 children), students play a modified passing game encouraging constant movement and communication.
• Encourage use of Spanish prompts and teamwork.
• Teacher provides quick feedback and encouragement.
• Extension: Advanced students attempt longer or more precise passes or practice passing on the move.

4. Consolidation (Game-based practice) – 18 minutes

Game: Dribble, Pass, Score!

• Divide class into 4 teams; mark playing zones with cones to allow space for dribbling and passing.
• Objective: Work as a team to dribble past opponents and pass the ball to a teammate to move forward and score in a small goal or zone.
• Rules are simplified for understanding and safety; non-contact encouraged, focus on skill application, communication, and fair play.
• Teacher circulates, giving individual and group feedback, differentiating by adjusting space, ball size, or pass distance.
• Behaviour Expectations: Respect helpers and opponents, keep hands and feet safe, encourage teammates.
• Support ideas: For students needing help, assign fixed roles (e.g., receiver or dribbler only) or use a larger ball.
• Extension: Encourage students to call the ball ("¡Mío!") and try different types of passes (e.g., rolling the ball).

5. Show Me What You Know (Reflection and demonstration) – 5 minutes

• Quick partner share: One student demonstrates a controlled pass while dribbling; partner gives positive feedback based on success criteria.
• Teacher asks reflection questions aloud:
• "How did you know when to pass?"
• "What did your friend do to help you?"
• Reinforce use of Spanish key vocabulary during reflections.
• Link back to WALT and “I can” statements, celebrate achievement.

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Differentiation & Inclusion

• Support: Use larger or lighter balls, reduce pass distance, allow stationary passing before moving.
• Scaffold: Provide visual cues or demonstrations in small groups; use peer buddies for encouragement.
• Extension: Challenge advanced students to add more complex passes (e.g., bounce pass), use feints to fake passes, or lead small group drills.
• Language: Use simple Spanish key terms naturally to support CLIL and bilingual learning, providing comprehension for all.
• Safety: Reinforce safe movement boundaries and respectful interaction at all times.

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Additional Notes for Teachers

• This lesson continues to build on dribbling skills from earlier lessons, integrating passing to enhance teamwork and spatial awareness.
• Emphasising communication with Spanish keywords supports bilingual learning and classroom language immersion without excluding CRT or support staff.
• Teacher movement during games is important to give immediate feedback and support for developing skills and behaviour management.
• The use of a game-based approach maintains student engagement, maximises active participation, and is aligned with Victorian Curriculum emphasis on learning through movement and play.

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This detailed lesson plan ensures structured, inclusive, and engaging learning fully aligned with Victorian Curriculum HPE 2.0 standards for Years 1-2, emphasizing skill development, teamwork, communication, and bilingual support.