Our Mini Basketball Festival

Overview

In this final unit lesson, students bring together the basketball skills they have practised: ball control, dribbling, passing, shooting, movement and teamwork. They will take part in a supportive mini festival, make safe and fair decisions, and reflect on their progress.

Learning intentions

• WALT use basketball skills fairly, safely and confidently in a game.
• WALT combine control, dribbling, passing, shooting and movement.
• WALT work cooperatively and encourage others.
• WALT reflect on our progress and identify one improvement.

Success criteria

• I can use at least two basketball skills in a game.
• I can make a safe decision and follow the rules.
• I can encourage others and take turns fairly.
• I can describe one thing I have improved and one next step.

Curriculum links

• Movement skills — linking, dribbling and passing to move towards a goal.
• Movement skills — dribbling with changes in speed, direction and control.
• Movement skills — shooting at a target with control and accuracy.
• Movement skills — tracking the ball to decide when and where to move, alongside the refreshed curriculum competencies: managing self, relating to others, thinking, and participating and contributing.

Lesson structure (45 minutes)

1. 0–5 min · Welcome, safety and visual schedule. Teacher gathers students, explains that today is a celebration of participation, fair play and improvement, and displays the visual timetable cards to show the lesson order. Students listen, identify the rotation they will follow, and help establish safety expectations: eyes up, gentle passes, stop when shown the visual stop sign, and respect personal space.

2. 5–10 min · Inclusive warm-up. Teacher leads “Traffic Lights”: green means dribble or travel, yellow means slow control, red means stop and hold the ball; offer walking, seated or no-ball versions as needed. Students move safely in the marked area, changing speed and direction while keeping control, then practise a partner high-five or verbal encouragement.

3. 10–22 min · Four skill stations. Teacher sets up four stations and places students in pairs, explaining that each station lasts three minutes before a visual rotation signal. Students rotate through:

• Dribble: weave around cones, changing speed and direction while keeping the ball close.
• Pass: complete chest or bounce passes to a partner, stepping towards the target and watching the ball.
• Shoot: aim at a hoop or low target, collecting the ball safely and trying for controlled accuracy.
• Small-sided game: play 2v2 or 3v3 in a small space, using passing, movement and a clear target.

Teacher uses a simple checklist to note control, passing, movement, shooting, cooperation and safety. At each station, ask one quick question: “What helped you keep control?” or “Where could you move to help your partner?”

4. 22–25 min · Festival briefing and roles. Teacher explains the 3v3 festival: games are short, the team in possession attacks, players pass or dribble rather than snatch, defenders give space, and a goal earns one point. With eight students, use two teams of three and two rotating players; rotate roles every two minutes so everyone plays, referees, keeps the visual score, or supports a team. Students choose or receive a familiar first role, check the fair-play rules, and practise a quiet signal for stopping.

5. 25–39 min · Rotating 3v3 festival games. Teacher runs four three-minute games with one-minute rotations, changing teams and roles so every student has meaningful participation. Students play, pass, move into space, shoot at the target, and encourage teammates. Between games, each student gives one positive observation, such as “I noticed you found space” or “That was a safe pass.” Teacher gives brief feedback linked to the success criteria and adjusts court size, target height, ball type or rules when needed.

6. 39–45 min · Cool-down and picture reflection. Teacher leads gentle walking, stretching and breathing, then shows picture icons for ball control, safe choice, teamwork, rules and improvement. Students point to or circle a picture-based self-assessment: “I can do this,” “I am practising,” or “I need help.” Each student shares one piece of evidence from the festival and one improvement, orally, by pointing, drawing or dictating to an adult or peer.

Resources

• Basketballs, including smaller or softer balls
• Cones and floor markers
• Hoops or low shooting targets
• Bibs in two or three colours
• Visual timetable and visual stop/rotation signs
• Visual scoreboard and simple fair-play rules
• Large-print teacher assessment checklist
• Picture-based self-assessment cards or sheet
• Water and a quiet sensory-break space

Assessment

• Observe and record evidence of ball control, dribbling, passing, movement into space, shooting, cooperation and safety on the checklist.
• During station changes and games, ask students to explain a safe decision or demonstrate how they helped a teammate.
• Use the final picture reflection to check each student’s understanding of the success criteria and record their stated improvement or next step.

Differentiation

• Support: use smaller, softer or lighter balls; lower targets; shorten passing distances; enlarge or simplify the court; allow walking games, extra practice, a buddy, or a familiar role before joining play.
• Access and inclusion: publish the rotation schedule visually, use icons and colour coding, and use visual scoreboards rather than loud calls. Provide a quiet sensory break and warn students before transitions.
• Dyslexia-friendly access: give oral instructions alongside demonstrations, use large-print checklists and clear icons, and allow oral reflection, drawing, pointing, adult scribing or peer scribing.
• Challenge: introduce a team passing target, invite students to self-officiate fairly, or set a personal goal such as completing three controlled passes, moving into space twice, or making a supported shot.

Extension

• Challenge a team to complete a set number of passes before shooting.
• Invite confident students to lead a fair-play reminder, keep the score accurately, or explain one game decision.
• Students set a personal basketball goal for the next unit or playground practice.