body positioning, service angle, flight of shuttle, angles ... web viewto understand the rules...

About the unit

Unit Aims In this unit pupils will accurately replicate running, jumping and throwing skills for events in order to improve performances. Will explore variations in technique and use the information to become more technically proficient. Pupils will engage in performing and improving personal bests in relation to speed, height and distances.

Transferable Skills Development- linked AOs/Specification

Link with Prior Learning It is helpful if the pupils have:

Experienced running, jumping and throwing in an athletic form.

Replicated basic techniques in a competitive situation

Followed health and safety guidelines when using equipment.

Creative thinkers

Reflective learners

Team workers

Effective participants

Link with future learning

Timing (Number of weeks/length of unit)

6 weeks

What is the next Unit? How does it build on/extend this unit?

In this unit pupils will accurately replicate running, jumping and throwing skills for events in order to improve performances. Will explore variations in technique and use the information to become more technically proficient. Pupils will engage in performing and improving personal bests in relation to speed, height and distances.

Key Learning Outcomes Key Assessment Activities

Mid-scheme End of Scheme

Key Questions /Success Criteria

Highest ability students should be able to:

Demonstrates clear replication of techniques in all events and can explain the different demands of various events. Can adapt and change technique and identify ways to improve replication through use of event tactics and strategies.

Shows a very good body management and performs core skills with good timing and control. Often will require little or no help. Stamina and speed is very good and used effectively.

Identify good performances and will continually refine core skills to challenge ability and strive to beat personal bests. Motivation and drive are evident in all athletic activities.

Conduct a suitable warm up and explain why exercise is good for health and a sustainable life. Show a good understanding of terminology and uses it explain instructions to others.

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Show skills in a variety of different drills and conditioned games


Recap running style/technique for sprint events. How will higher leg drive generate more speed? How can tactics and strategies help during a race?

What is meant by pace? How can this be judged during a race? Discuss school, national and Olympic records?

Describe the 3 phases of the jump. How can the run up, take off and flight be affected? What impact would speed have on distance achieved?

What components of fitness are important to throwing events? How can distances be improved? How can peer observation and feedback help?

How can more distance be gained? What adjustments to run up can be used? How will angle of release help javelin flight? Discuss school, national and Olympic records?

How long should a warm up and cool down take? What should be included in these stages? Explain hurdle technique. What is the meaning of lead and trail leg?

Middle Ability students should be able to:

Good replication of skills across all 3 areas and applies a reasonable knowledge of the underpinning principles related to athletics.

Describe parts of their performances which are effective and explain what they can improve with practice. Perform event techniques with control and will attempt to link coordination skills together resulting in improve outcomes.

Reasonable success across all athletic disciplines and begins to set achievable goals for future events. Personal targets are continual set and achieved due to sustained attempts and motivation

Explain in simple terms the physical effects of exercise on their body and the importance of preparing for exercise safely. Can explain varied terminology relating to athletic activities. Applies basic safety principles. Can explain how athletics improves overall fitness levels.



Recap running style/technique for sprint events. How will higher leg drive generate more speed? How can tactics and strategies help during a race?

What is meant by pace? How can this be judged during a race?

Describe the 3 phases of the jump. How can the run up, take off and flight be affected? What impact would speed have on distance achieved?

What components of fitness are important to throwing events? How can distances be improved?

How can more distance be gained? What adjustments to run up can be used? How will angle of release help javelin flight?

How long should a warm up and cool down take? What should be included in these stages? Explain hurdle

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technique. What is the meaning of lead and trail leg?

Lower ability students should be able to:

Demonstrates an accurate replication of running, jumping and throwing techniques across different disciplines. Will copy perform the necessary skills but will fatigue easily.

Use basic body movements with reasonable timing just with a reduced speed. Coordination and body management skills are evident for simple movements. i.e. jumping, running, throwing.

Show a basic ability with simple personal targets. These will reflective a developmental physical literacy stage and will find sustained running, jumping and throwing a challenge.

Show an understanding of the rules for each event and the underlining principles. Can warm up safely with guidance. Can comment on some of the factors which make an effective performance and will follow a warm up safely.



Recap running style/technique for sprint events. How will higher leg drive generate more speed?

Describe the 3 phases of the jump. How can the run up, take off and flight be affected?

What components of fitness are important to throwing events?

How can more distance be gained? What adjustments to run up can be used?

How long should a warm up and cool down take? What should be included in these stages? Explain hurdle technique.

Resources (where are they/What are they?) Include hyperlinks where possible

Skill:

Skills

Literacy Skills Through the activities in this unit pupils will be able to understand, use and recall terminology relating to Netball and learn Physical literacy skills.

Numeracy Skills Develop numerical reasoning and numbering skills Simple ordering, Devise and explain scoring systems, angles relating to passing

SPaG (key words and vocabulary)

Through the activities in this unit pupils will be able to understand, use and recall terminology relating to Netball.

Through the activities in this unit pupils will be able to understand, use and recall terminology relating to athletics.

e.g. Warm up, Cool down, Leg drive, Sprint, Pacing, Speed, Take off, Flight, Landing, Recovery, Fatigue & Lactic acid, .

Promoting British Values Within the PE Curriculum students have the opportunity to develop their teamwork and resilience and must demonstrate

A mutual respect to their peers.

Students need to work with their peers in all aspects of PE and

Sport and demonstrate good teamwork in order to succeed. This also means being gracious in defeat and showing sportsmanship and respect both on and off the pitch.

Resilience and self-esteem are developed on a lesson by lesson basis, with the development of new skills only being

Enhanced by new experiences and learning to try again if at first students don’t succeed.

Rule of law and democracy are essential in PE and Sport as everyone has to play by the rules.

LESSON BY LESSON OUTLINE

Lesson Number

Learning outcome (differentiated)

Teaching and Learning Activities (including homework and differentiated tasks)

Resources (where and what are they? Include hyperlinks where possible)

Assessment for Learning (AfL) opportunities (Summative/Formative/diagnostic)

1 Introduce running style (100/200/400m)To be able to perform the basic technique for an effective sprint race. To replicate the correct posture, arm action and leg action. To evaluate performance of self and others and suggest ways technique may be improved. To understand components of fitness for sprint races.

Warm up – gradual pulse raiser + stretches. Discuss type of fitness needed- speed, power & reaction time. SAQ ladders. Both feet in each, side stepping (see ‘ladders/SAQ ideas’ QR code) Progress to 10 metre team relays. T.P’s; movement of arms, hip to shoulder, leg movement, pick knees up, stride length & stride frequency. Paired 30 metre sprints – focus on arms / legs / head. Highlight sprint start technique + how to measure out. Discuss standards –Timed races (100, 200, 400m). Highlight world record.

Recording sheets

Stopwatches/measuring equipment.

Cones

Video/ICT playback devices

Relay batons

Shot

Javelin

Other equipment for individual lessons

Mid-lesson plenaries check – Recap running style/technique for sprint events. How will higher leg drive generate more speed? How can tactics and strategies help during a race?

2 Introduce pace running – 800mTo accurately replicate basic technique for an effective paced race. To perform an 800m race refining ability to pace the

Warm up – gradual pulse raiser + stretches. Perform 4 different paced ½ laps (200m) to highlight pace required for a bronze (87 sec), sliver (72 sec),

Recording sheets


Mid-lesson plenaries check – What is meant by pace? How can this be judged during a race? Discuss school, national and Olympic records? What is the

performance to sustain 2 laps. To understand components of fitness involved in longer distance races.

gold (52 sec) & platinum (45 sec) performance. 2 groups. T.P’s; pacing ability, don’t go off to quick. 800m timed. 4 ability races- pupils to choose race to compete in. Highlight world record.

Cones


Relay batons

Shot

Javelin


purpose of a cool down?

3 Jumping- long jumpTo accurately replicate the technique for an effective long jump. To perform and record distance achieved. To understand the rules regarding take off and landing. To understand the components of fitness involved in jumping events.

Group relay warm up with a focus on increasing the range of movement/dynamic stretching. Small teams. Place 4 hoops even distance apart. Hop into each hoop. Progress to taking off 1 foot landing 2 foot. Teaching points; run up, take off, hang time, landing (see ‘long jump’ QR code) Break skill down into parts, demo, practice at side of pit. Encourage pupils to measure run up. Competition-distances recorded by non-participants

Recording sheets


Cones


Relay batons

Shot

Javelin


Mid-lesson plenaries check – Describe the 3 phases of the jump. How can the run up, take off and flight be affected? What impact would speed have on distance achieved?

4 Throwing – shot puttTo accurately replicate the technique for an effective shot putt. To perform and record distance achieved. To understand the rules regarding throwing and

Warm up – gradual pulse raiser + stretches. Discuss shot putt fitness components. Tug of war, 2 teams. Highlight safety points. Pairs; 1 performer, 1 to coach/help. Begin with tennis ball, progress to shot. Teaching points; dirty fingers, clean

Recording sheets


Mid-lesson plenaries check – What components of fitness are important to throwing events? How can distances be improved? How can peer observation and feedback help?

ball landing. To understand the fitness needs of throwing events.

palms, leg muscles for power, low body position, 45 degree release (see ‘shot putt’ QR code) Distances recorded with cone. Take measurement at the end. Highlight world record with cone.

Cones


Relay batons

Shot

Javelin


5 Throwing - javelin

To accurately replicate the technique for an effective javelin throw. To perform the event and record distance achieved. To understand the rules regarding the throw and landing. To develop the ability to evaluate technique after each throw.

Warm up – pairs to throw and catch 1 metre apart. Increase distance by 1 metre after 10 successful catches. Discuss javelin knowledge. Highlight safety points. Pairs; 1 performer, 1 to coach/help. Begin with shuttle cocks, progress to javelin. Teaching points; stance make a bow see it go, whip through, bring javelin through in straight line & 45 degree release. Practice throws, T.P.’s emphasized. Distances recorded with cone. Measure best at the end. Highlight world record.

Recording sheets


Cones


Relay batons

Shot

Javelin


Mid-lesson plenaries check – How can more distance be gained? What adjustments to run up can be used? How will angle of release help javelin flight? Discuss school, national and Olympic records?

6 HurdlesTo perform the event and record time achieved. To accurately replicate an effective hurdling technique. To understand and appreciate the need to make

Warm up – SAQ ladders – quick feet. Discuss hurdling technique (see ‘hurdles’ QR code) Replace ladder with small hurdles. Discuss lead leg. Explore use of right or left lead. Use partner to run alongside normally. Maintain pace over

Recording sheets


Mid-lesson plenaries check – How long should a warm up and cool down take? What should be included in these stages? Explain hurdle technique. What is the meaning of lead and trail leg?

decisions about refinement of technique to maintain speed throughout.

flight. Teaching points; head position, leading leg, trailing leg, stay low. 4 lanes, differentiated, varying heights Discuss stride pattern, 3 steps. Sprint races timed. Highlight world record.

Cones


Relay batons

Shot

Javelin


DIRT Lesson

Running style

Sprints

Middle distance

Use a number of Drills and conditioned games from previous lessons in order to assess progress of students

Recording sheets


Cones


Relay batons

Shot

Javelin


Use assessment opportunities identifies in previous lessons

DIRT Lesson

Jumps Use a number of Drills and conditioned games from previous lessons in order to assess progress of students

Recording sheets



Throws

Hurdles

Cones


Relay batons

Shot

Javelin


9

10

DIRT Lesson

About the unit

Unit Aims In this unit pupils will focus on how to use basic principles of attack and defence to plan strategies and tactics for badminton. Pupils will replicate the core skills necessary to outwit opponents with increasing pressure. To develop physical literacy. Pupil should begin to accurately score and officiate mini badminton games.



Developed an understanding of simple outwitting net/court games.

Worked in a pair cooperatively.

Used and kept modified rules in similar net/court games or mini-versions of badminton.


Other Links: Physical Literacy Skills (Agility, Balance, Coordination, Motivation, Movement competence and confidence), Numeracy Skills (Counting and Scoring), Citizenship (sportsmanship), Computing (Video Recording and Analysing, use of ICT)

Personal, Learning and Thinking Skills (PLTS):

Creative thinkers

Reflective learners

Team workers


Timing (Number of weeks/length of unit) 6 weeks


In this unit pupils will focus on how to use basic principles of attack and defence to plan strategies and tactics for badminton. Pupils will replicate the core skills necessary to outwit opponents with increasing pressure. To develop physical literacy. Pupil should begin to accurately score and officiate mini badminton games.





Control body movements and deliberately place their body into the correct position during competitive situations. Movements are well coordinated and are consistent making a significant impact on games played.

Identify and replicate core skills needed and perform these fluently and quickly. Use more advanced variations of these skills with increased success often outwitting opposition. Control of the shuttle is consistent and shots are performed fairly quickly in response to opponents play.

Demonstrate a sound level of tactical awareness and can respond to changing situations by changing and refining their stroke selection. Identify the main aspects of a good performance, recognise weaknesses and suggest how a performance could be improved.



Recap technical points of grip and stance? Why is anticipation important? What information can you use to judge shuttle flight? What decisions are you forced to make in a games situation?

Recap teaching points for underarm clear? When should it be used? Identify variations and discuss use in games.

recap teaching points. Can pupil explain badminton scoring system? i.e. winning points and gaining serve.

Demo successful & unsuccessful drop shots – identify

Conduct a suitable warm up and explain why exercise is good for health and a sustainable life. Show a good understanding of game rules and can adapt them for varying conditioned situation

reasons? How can a drop shot be used to win a rally?

highlight why positioning on the court is key. Doubles court markings? What is the role/job of backcourt and frontcourt players?

discuss ways to beat an opposition? Which ones were successful? If you were to play again what would you do different?


Show a developing ability to read the flight of the shuttle and move into the necessary space to replicate chosen skills. Use different speeds and can maneuver/manipulate the shuttle into a number of different positions.

Mostly use the forehand shot but accurately replicates other core skills when needed. Can maintain a rally. Begin to understand importance of strategy and tactics when attacking

Use a sound understanding of the principles of attack when planning their approaches to competitive games. Work effectively as a pair. Can use an improving range of skills and techniques together with accuracy to outwit an opponent

Explain in simple terms the physical effects of exercise on their body and the importance of preparing for exercise safely. Can help others with the understanding of rules and terminology.



Recap technical points of grip and stance? Why is anticipation important? What information can you use to judge shuttle flight?

Recap teaching points for underarm clear? When should it be used? Identify variations and discuss use in game


Demo successful & unsuccessful drop shots – identify reasons? How can a drop shot be used to win a rally?

highlight why positioning on the court is key. Doubles court markings? What is the role/job of backcourt and frontcourt players?



Demonstrate basic movement patterns to meet the shuttle with some control. Limited footwork can restrict shot selection. Physical literacy is in its early stages and can result in core skills lacking control and fluency.

Use basic techniques in a controlled situation and will only use the forehand to play a majority of shots. Perform these skills at a slower speed and will show intent in body preparation lacking only skill execution

Uses basic game strategy effectively and will react to opponent’s shots in a small sided game. Confidence, accuracy and consistent replication is evident in low pressure situations. Will often follow other pupil’s leads but occasionally will direct others.

Understand why activity is good for health and fitness. Demonstrate a basic knowledge of simple rules of the game and recognises errors during a game.



Recap technical points of grip and stance? Why is anticipation important?

Recap teaching points for underarm clear? When should it be used?


Demo successful & unsuccessful drop shots – identify reasons?

highlight why positioning on the court is key. Doubles court markings?

discuss ways to beat an opposition? Which ones were successful?


Skill:

Skills

Literacy Skills Through the activities in this unit pupils will be able to understand, use and recall terminology relating to badminton and learn Physical literacy skills.


SPaG (key words and vocabulary) Through the activities in this unit pupils will be able to understand, use and recall terminology relating to badminton.

Body positioning, Service angle, flight of shuttle, angles, forehand, backhand, smash, overhead, drop shot,tactics, game plan, officiating/umpiring, adjustments/variations & anticipation









Lesson Number

Learning outcome (differentiated) Teaching and Learning Activities (including homework and differentiated tasks)



1 Introduce the grip and ready position

To be able to demonstrate & use the correct grip. To be able to recognise the flight of the shuttle and to be able to contact the shuttle with the face of the racket from a ready position.

To understand the different lines and areas on the court and be able to move around between them quickly.

Warm up – Highlight court lines. Pupils to run to lines when called out. Forfeits for last to the line. Pairs; demo grip and ready position (See ‘badminton basics’ QR code). Teaching points; Shake hands, V of hand down side of racket, Wrist movement, side on racket up ready, on toes. Shuttle keepy uppy. Keep your eyes on the shuttle. Relax your wrist. Aim to land the shuttle in the centre of the racket face. Progression; backhand, spin round 360 degrees. 1-1 maintain a rally. Singles basic games-1v1 half court competition- use basic rules of badminton & scoring.

Rackets & shuttlecocks

Nets + posts

Cones

Increase/decrease the speed of line calls. Mid-lesson plenaries check – Recap technical points of grip and stance? Why is anticipation important? What information can you use to judge shuttle flight? What decisions are you forced to make in a games situation?

2 Introduce the underarm clear

To perform and replicate underarm clear with control and coordination. To understand when best to use underarm clear. To develop the skill of outwitting an opponent using a combination of shots.

Paired warm up – pupils to move along net using a side step motion throwing shuttle backwards and forwards. Progress to use of rackets. Underarm clear-discuss when it would be used? When shuttle drops below head. T.P’s – eye on shuttle, judge flight and position body close. Singles games - half court competition. Pupils to accurately score their match. Serve to start from service line.


Nets + posts

Cones

Appropriate pairings for warm up task. Mid-lesson plenaries check – Recap teaching points for underarm clear? When should it be used? Identify variations and discuss use in games.

3 Introduce the overhead clear

To perform and replicate overhead clear with control and fluency. To begin to outwit opponents with movement of the shuttle. To understand court

Paired warm up – throw shuttle over net, partner to catch if possible and throw back. Progress to competition – 1 point for getting shuttle to touch the ground. Recap underarm clear in warm up. Demo forehand overhead clear. Teaching points; focus on contact point with shuttle, aim towards flight of shuttle with non-racket hand. Snap wrist


Nets + posts

Cones

Increase/decrease speed of movement ability dependent. Mid-lesson plenaries check – recap teaching points. Can pupil explain badminton scoring system? i.e. winning points and gaining serve.

markings and basic scoring. on contact, high arc of shuttle (QR code) 1 vs 1 – emphasis on aiming for backcourt area. Singles half court competition. Discuss basic rules, court markings & scoring.

4 Introduce the drop shot

To be able to outwit opponents using simple drop shot. To understand the importance of movement and shuttle placement in order to attack. To begin to develop strategic and tactical play during a rally.

Warm up – Pairs recap previously learnt skills – overhead/underarm clear over a net as a cooperative rally. Count number of consecutive hits. Drop shot, pairs. 1-1 – front area of court is the playing area. Drop shot rally. Teaching points; deception, low over net & use of angles. Discuss tactics - Now allow use of overhead clear to force opponent backwards and follow up with drop shot to control rally. Singles games half court competition - king of the court.


Nets + posts

Cones

Reduce working area to challenge the able. Mid-lesson plenaries check – Demo successful & unsuccessful drop shots – identify reasons? How can a drop shot be used to win a rally?

5 Basic underarm service + court lines

To accurately replicate a serving technique. To be able to strike the shuttle consistently with enough height and weight to carry the net. To begin to score & officiate a competitive doubles game using the correct court markings.

Warm up – Highlight doubles court lines. Pupils to run to lines when called out. Use a variety of modes of movement. Recap all prior learning during a 2 minute badminton skill based warm up rally. Brainstorm badminton tactics. Teaching points; court dimensions (remember ‘short & fat’ = doubles – see QR Code). Pairs - practice under arm serve (See ‘serves’ QR code) Progress to doubles games. Discuss the difference in court markings and positioning (1 front and 1 covering the back of the court).


Nets + posts

Cones

Limit size of warm up working area + isolate 1 shot only for more able as a challenge. Mid-lesson plenaries check – highlight why positioning on the court is key. Doubles court markings? What is the role/job of backcourt and frontcourt players?

6 Outwitting Opponents in a competitive game situation

To demonstrate the ability to outwit an opponent in a game situation using the appropriate skills and techniques. To identify strengths and weaknesses when playing & adapt strategies where necessary. To demonstrate a variety of tactics based on the movements of others.

Warm up – 4’s student led-progressive pulse raiser and dynamic stretches. Recap prior learning in a 3 minute warm up rally. Play and perform clears and drop shots using the correct technique. Organise class tournament to allow all pupils to demonstrate learning against outcomes. (King of the court-3 minute games, winners move up and losers go down a court) Pupils to officiate and score doubles matches.


Nets + posts

Cones

Group pupils up according to ability/fitness level. Mid-lesson plenaries check – discuss ways to beat an opposition? Which ones were successful? If you were to play again what would you do different?

DIRT Introduce the grip and ready Use of modified drills to assess the progress of Rackets & shuttlecocks Use assessment opportunities identifies in previous

Lesson position

Introduce the underarm clear

Introduce the overhead clear

the students

Nets + posts

Cones

lessons

DIRT Lesson

Introduce the drop shot

Basic underarm service + court lines

Outwitting Opponents in a competitive game situation

Use of modified drills to assess the progress of the students


Nets + posts

Cones


About the unit

Unit Aims In this unit pupils will build on the fundamental skills required to perform at maximum levels in competitive games. Development of the basic principles of attack and defence in football. In all games activities, pupils are encouraged to think about how to use core skills, strategies and tactics to outwit the opposition



Learnt the basic principles of attack and defence.

Worked in small teams to plan how to play

Taken different roles in some games, including attacker and


defender Other Links: Physical Literacy Skills (Agility, Balance, Coordination, Motivation, Movement competence and confidence), Numeracy Skills (Counting and Scoring), Citizenship (sportsmanship), Computing (Video Recording and Analysing, use of ICT)


Creative thinkers

Reflective learners

Team workers



8 weeks


In this unit pupils will focus on developing team attacking and defending strategies and techniques required take part in competitive games. Development of the basic football skills will allow individuals to influence a game or pressurised situation. In all games activities, pupils are encouraged to think about how to use core skills, strategies and tactics to outwit the opposition





Control the ball and subsequently move/travel with the ball fluently. Skills are consistent and performed much quicker in response to opposition pressure and make a significant impact on the game played.

Identify the type of core skill needed and perform these fluently and quickly even under pressure. More advanced variations of these skills are attempted and occasionally successful.



Technical points to movement with the ball? Why is check shoulder important? Why is decision making in SSG vital to attacking

How might the player without the ball assist the ball carrier? Which role is more important? Identify information can they provide?

– How might spatial awareness be used in a

Demonstrate a sound level of tactical awareness and respond to changing situations by adapting and refining their skills and techniques. Identify the main aspects of a good performance, recognise weaknesses and suggest how a performance could be improved

Control the ball and move with speed and agility. Core football skills are consistently performed quicker in response to opposition pressure in a game.

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game? Identify variations in passes–Discuss use throughout.

Demo successful & unsuccessful shot – identify reasoning. Teaching points checklist

– highlight why possession is key. Discuss how knowledge has improved and what pupils know now that they didn’t appreciate before

discuss ways to beat a defender, which ones were successful? Reinforce defending stance and why scanning is vital? How many times should players scan? (3 minimum)


Perform the necessary dribbling skills to suit the situation. Use different parts of the foot to maneuver/manipulate the ball into open spaces.

: Pass using different variations covering longer and shorter distances. Accurately replicate core skills consistently and as a result plays a main role in small sided games



technical points to movement with the ball? Why is check shoulder important? Why is decision making in SSG vital to attacking



Use a sound understanding of the principles of attack when planning their approaches to competitive games. Work effectively in a small team to choose and put into practice tactics for attacking and defending;

Perform the necessary fundamental movement & football skills that allow them to read their environment and make appropriate decisions. The manipulation of this techniques are performed at a greater speed.

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Demonstrate basic movement techniques (dribbling) applied with some coordination and control to gain an advance over an opponent. Confidence, accuracy and consistent replication is evident in low pressure situations.

Use basic techniques in a small sided game and will pass and shoot with reasonable accuracy. Identify the differences between



technical points to movement with the ball? Why is check shoulder important? Why is decision making in SSG vital to attacking



their performances and others.

Show a basic tactical awareness and react to opponent’s pressure in a small sided game.

Demonstrate basic movements including running, jumping and kicking techniques applied with some coordination and control

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Literacy Skills Through the activities in this unit pupils will be able to understand, use and recall terminology relating to football and learn Physical literacy skills.

Physical literacy skills:

Agility, Balance, Coordination, Motivation, Movement competence and confidence), Numeracy Skills (Counting and Scoring), Citizenship (sportsmanship), Computing (Video Recording and Analysing, use of ICT)

Attack, Defence, pressing, formation, finding and using space, changing speed, being direct, marking, covering, delaying,

moving feet, watching the ball & following through



Through the activities in this unit pupils will be able to understand, use and recall terminology relating to football.

Attack, Defence, pressing, formation, finding and using space, changing speed, being direct, marking, covering, delaying, moving feet, watching the ball & following through









Lesson Number





1 Movement with the ball – Dribbling, Receiving & Turning

To be able to perform the basic dribbling movements with control. To be able to outwit opponents with the use of these techniques. To be able to perform skills in a small sided game making decisions about how best to advance on opposition territory

Pulse raiser – football movements in a small 10m grid. Dynamic stretches (i.e. lunge, touch instep of foot) 1 ball each or 1 between 2. Dribbling relays. Progress to in and out of cones. Move into small 5m grids – Pairs with 1 ball - Teaching points: Take weight out of ball. Use side of foot, get ball out of feet. Always turn into space (Scan and check shoulder). Conditioned competitive games (See Small Sided Games QR Code) – 2 goals at each end to encourage decision making based on defenders position

Footballs

Bibs

Cones

Ladders

Adapt the number of touches/size of practice area or size of target in SSG. Mid-lesson plenaries check – technical points to movement with the ball? Why is check shoulder important? Why is decision making in SSG vital to attacking?

2 Passing and movement off the ball.To be able to replicate passes in a space with changing environment. To understand the importance of width and playing into space in order to attack and outwit opponents. To identify the type of information you might provide team mates when off the ball.

Pairs warm up - Count to 3. Replace 1, 2 & 3 with jump, side step and jog backward and then forwards. In 25 x 25m grid, pupils to pass and move as a pair. Move as a ‘unit’ to the empty corners or space. Introduce cone gates in the working area. Pass must go through it. Highlight communication skills (use prior learning shoulder checks) Conditioned Game – 3 passes before you can score. Teaching points: Use of space to keep possession. Show movement to support player with the ball (not always forward!).

Footballs

Bibs

Cones

Ladders

Decrease speed of movement or increase size of working grid for those needing help. Mid-lesson plenaries check – How might the player without the ball assist the ball carrier? Which role is more important? Identify information can they provide?

3

Passing Variations

To be able to accurately replicate the core skills of passing and receiving. To understand and develop the knowledge of the type of pass needed and when. To be able to outwit opponents with a variety of passes in a competitive small sided game

Split group into 2. One with ball + other without (10 x 20m grid) Dribbling and move with ball or jog around in area. Add football movements both with and without ball. 3’s – Pass and move around 30mx30m grid. Avoid other 3’s (Spatial awareness) – use side Foot, outside, dominant, non-dominant. – TP’s – balance, coordination, weight of pass dependant on distance. 4 v 4 Competitive Game - Condition - 4 Passes then can shoot on goal

Footballs

Bibs

Cones

Ladders

Provide warm up movement variations for those finding them difficult. Decrease/increase pace of passing in grids. Mid-lesson plenaries check – How might spatial awareness be used in a game? Identify variations in passes–Discuss use throughout.

4 Shooting 20m x 20m grid – warm up movements in outlined space. Intro 1 ball per 3’s (recap prior learning) 3’s Shoot at a

Footballs Make defender passive to allow success, build up level of pressure applied. Increase/decrease size of target. Mid-

To demonstrate a controlled shooting motion on a goal. To develop an understanding of how to create space to shoot. To understand how to adjust shot selection based on opponents positioning & environment

goal – roles – GK, feeder, shooter. T.Ps’ - Strike through ball, lock ankle, balanced body, concentrate on accuracy not power. Low and into the corners = harder for opponents to stop. Progression – feeder becomes defender to create 1 vs 1. Conditioned game – coned area in the corner of goals = 2 points

Bibs

Cones

Ladders

lesson plenaries check – Demo successful & unsuccessful shot – identify reasoning. Teaching points checklist.

5 Attack/outwitting an opponents

To develop a knowledge of how to outwit an opponent using the core football skills. To understand and appreciate the need to make decisions about skill choice. To begin to refine ideas as a team when unsuccessful

Pairs warm up – leader performs movements, follower copies. 3 vs 1 in a grid passing to corners only (see passing and angles QR code) Progress to 4v2 attack end line of a channel. Change roles after 4 attempts. Encourage overload of attacks to encourage success. Teaching points; Always at pace, with support, Use width, Move the ball quickly. 4 vs 4 conditioned game. Shot must come from within a specific area

Footballs

Bibs

Cones

Ladders

Pair individuals up according to ability/fitness level. Limit touches of successful 4’s. Mid-lesson plenaries check – highlight why possession is key. Discuss how knowledge has improved and what pupils know now that they didn’t appreciate before

6 Attack/outwitting an opponents

To demonstrate the ability to outwit an opponent in a game situation using the appropriate skills and techniques. To be able to perform basic defensive skills to stop opponents from

Select 4/5 individuals to lead a small 2 min warm up. Pulse raise and dynamic stretches. Set up 1 v 1 channel – pairs to beat opposition. Move onto ‘dribbling QR Code’ outline above. Conditioned 5 vs 5 competitive game – Mark only 1 player (man to man) track ball and man is a multi-functional skill. Why is it

Footballs

Bibs

Cones

Ladders

Slow 1 vs 1 drill down or open/reduce the space. Mid-lesson plenaries check – discuss ways to beat a defender, which ones were successful? Reinforce defending stance and why scanning is vital? How many times should players scan? (3 minimum)

advancing. To identify strengths and weaknesses when playing small sided games and adapt strategies where necessary.

important?

Teaching points – Scan and ‘read’ the flow of the game. Defending position sideways on, low, keep at arm’s length without committing until time is right.

DIRT lesson

Movement with the ball – Dribbling, Receiving & Turning

Passing and movement off the ball

Passing Variations


Footballs

Bibs

Cones

Ladders


Dirt lesson

Shooting

Attack/outwitting an opponents


Footballs

Bibs

Cones


Attack/outwitting an opponents

Ladders

About the unit

Unit Aims In this unit pupils will learn and accurately replicate specific techniques in a range of fitness based activities. They will carry out investigations into the bodies’ ability to exercise and the reasoning behind such principles. Pupils will gain an understanding of warm ups, cool downs and health importance through physical tasks. To reflect on the benefits that fitness events give to an individual and implications for future life.



Experienced some fitness activities that test physical capacity.

Followed simple warm up and cool downs.



Creative thinkers

Reflective learners

Team workers





In this unit pupils will learn and accurately replicate specific techniques in a range of fitness based activities. They will carry out investigations into the bodies’ ability to exercise and the

reasoning behind such principles. Pupils will gain an understanding of warm ups, cool downs and health importance through physical tasks. To reflect on the benefits that fitness events give to an individual and implications for future life.





Demonstrate a clear replication of techniques in all activities and can explain the different demands of various tests. Can adapt and change technique and identify ways to improve replication.

Shows a very good body management and performs core skills with good timing and control. Often will require little or no help. Stamina levels are very good.

Identify good performances and will continually refine core skills to challenge ability and strive to beat personal bests. Motivation and drive are evident in all fitness based activities

Conduct a suitable warm up and explain why exercise is good for health and a sustainable life. Show a good understanding of terminology and uses it explain instructions to others

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Recap sites of heart rate recording. How will heart rate indict fitness levels? Can pupils predict heart rate response + draw/plot graph?

What movements are useful for a pulse raiser? How can a circuit be made harder? Discuss variations in exercises. What is the purpose of a cool down?

What does the cooper run highlight? What components of fitness are important? How can the result be used to indicate fitness?

What are the 6 components of fitness? Name the test for each. If you were to repeat the tests would the results increase/decrease/stay the same?

Recap teaching points for stance, jab, cross, hooks and uppercut. Which movements are typically combined with which? What fitness components are important to a boxer?

How can circuits be further adapted for other sports? How long should a warm up and cool down take? What should be included in these stages


Show a good replication of skills across most fitness disciplines and applies a reasonable knowledge of the underpinning principles related to the completion of these.

Perform movements with control and will attempt to link elements together. i.e. squat jump. Physical literacy is developing.

Tries to improve own maximal performance after seeing others and can suggest ways they may improve. Personal targets are continual set and achieved due to sustained attempts and motivation

Explain in simple terms the physical effects of exercise on their body and the importance of preparing for exercise safely. Can explain varied terminology relating to fitness activities

-



Recap sites of heart rate recording. How will heart rate indict fitness levels? Can pupils predict heart rate response?

What movements are useful for a pulse raiser? How can a circuit be made harder? Discuss variations in exercises.

What does the cooper run highlight? What components of fitness are important?

What are the 6 components of fitness? Name the test for each.

Recap teaching points for stance, jab, cross, hooks and uppercut. Which movements are typically combined with which?

How can circuits be further adapted for other sports? How long should a warm up and cool down take?


Observe and replicate basic fitness techniques in a few core activity areas. Will



Recap sites of heart rate recording. How will heart rate indict

copy basic skills/fitness movements but will tire easily i.e. squat & lunge. Has reasonable success across all fitness disciplines

Use basic body movements with reasonable timing at a slow speed. Coordination and body management skills are evident for simple movements. i.e. jumping, running.

Show a basic ability with simple personal targets. These will reflective a developmental physical literacy stage and will find sustained physical activity a challenge

Understand why fitness activities are good for healthy living. Can warm up safely with guidance. Can comment on some of the factors which make an effective performance

fitness levels?

What movements are useful for a pulse raiser? How can a circuit be made harder?

What does the cooper run highlight?

What are the 6 components of fitness?

Recap teaching points for stance, jab, cross, hooks and uppercut. Which movements are typically combined with which?

How can circuits be further adapted for other sports?


Skill:

Skills

Literacy Skills Through the activities in this unit pupils will be able to understand, use and recall terminology relating to HRF and learn Physical literacy skills.

Physical Literacy Skills (Speed, Balance, Coordination, Power, Flexibility & Core strength), Numeracy Skills (Measuring/Counting/Scoring, Recording heart rate values and making comparisons), Citizenship (sportsmanship), Computing (Use of ICT, Heart rate monitors and digital stills)


SPaG (key words and vocabulary) Through the activities in this unit pupils will be able to understand, use and recall terminology relating to HRF.

Warm up, Heart rate, Cool down, Dynamic Stretching, Pace, Speed, Recovery, Fatigue & Lactic acid.









Lesson Number




1 Introduce heart rate + basic step testTo be able to measure resting heart and understand significance. To be able to perform the basic step

Discuss heart rate- take resting heart rate at carotid, radial site (see ‘measuring heart rate’ QR code) 15 sec x 4= per min. What does it mean as indicator for fitness level? Warm up – Student led pulse raiser + stretches. What is H.R. now? What

Recording sheet

Pens

Mid-lesson plenaries check – Recap sites of heart rate recording. How will heart rate indict fitness levels? Can pupils predict heart rate response +

technique. To evaluate performance of self and others and understand basics about recovery. To understand the meaning of cardio vascular fitness.

is happening inside body? Pairs; 1 perform step test other record number of steps + encourage. Highlight good, normal, below normal scores. Step test (use ‘Billie jean’ music). 3 to 4 minutes work. T.P’s; maintain consistency & rhythm. Taking working H.R. + recovery. Discuss heart rate fluctuations. Cool down.

Heart rate monitors (if available)

Stereo/ICT equipment

Specific equipment to individual lessons

draw/plot graph?

2 Basic circuitTo accurately replicate the basic technique at each station. To sustain performance over 2 laps. To understand how to make the circuit harder. To understand components of fitness involved in performance.

Warm up – gradual pulse raiser + stretches. Discuss circuit training and the relevant stations. Simple techniques- press ups, skipping, step ups, shuttles runs & astride jumps. Record resting H.R. Perform 1 circuit set in pairs. Play music- 30 seconds work, 30 seconds rest to rotate. Record scores for each station. Maintain technique. Taking working H.R. after set 1. How could it be made harder? Next set, 40 seconds work, 30 sec rest. Measure recovery. Discuss findings. Cool down

Recording sheet

Pens




Mid-lesson plenaries check – What movements are useful for a pulse raiser? How can a circuit be made harder? Discuss variations in exercises. What is the purpose of a cool down?

3 Sustained running – cooper testTo accurately replicate a sustained running technique for 12 minutes. To perform and record the distance achieved. To understand the relationship between heart rate recovery and fitness level.

Group warm up with a focus on increasing the range of movement/dynamic stretching. Use heart rate monitors if available. Intro how to set up. Explain what cooper test measures- C.V fitness. Pairs; 1 record number of laps completed other to perform for 12 minutes. Swap roles. Discuss findings (see ‘cooper run’ QR code to check distance and assessment) A quicker recovery = fitter. Cool down stretches. Distances recorded as personal bests.

Recording sheet

Pens




Mid-lesson plenaries check – What does the cooper run highlight? What components of fitness are important? How can the result be used to indicate fitness?

4 Components of skill related fitnessTo accurately replicate skill related fitness tests. To perform and record levels achieved. To understand the relationship between test scores and strengths as a performer. To develop the ability to recognise good performances.

Warm up – 4’s – one to lead pulse raiser + dynamic stretches. Discuss skill related fitness components. Remember CRABSP! Demo stations. Coordination-throw + catch test. Reaction time- ruler drop. Agility- Illinois agility run, timed. Balance-stork test. Speed- 10m sprint. Power-vertical high jump. Pairs to work around stations. Rotate on whistle. Record best score. Discuss good scores/strengths and relevance to pupils sports.

Recording sheet

Pens




Mid-lesson plenaries check – What are the 6 components of fitness? Name the test for each. If you were to repeat the tests would the results increase/decrease/stay the same?

5 Boxercise

To perform and accurately replicate basic punching technique. To combine a range of sequenced skills to raise heart rate. To understand and appreciate the need to make decisions about refinement of technique to sustain performance.

Warm up – 4’s – one to lead pulse raiser + dynamic stretches. Demonstrate basic stance and jab technique (see ‘boxercise ideas’ QR code) 1, 2 combination. 1 use pads while other works. 1 minutes work, change roles. Demo body hooks and pad positioning. 1 minute work. Demo uppercut and practice for 1 min. Brief rest. 3 minute combination punches- jab, body hook & uppercut. Swap roles. Discuss fitness needs for Boxercise. Cool down stretches.

Recording sheet

Pens




Mid-lesson plenaries check – Recap teaching points for stance, jab, cross, hooks and uppercut. Which movements are typically combined with which? What fitness components are important to a boxer?

6 Circuits – football specific To accurately replicate the football based techniques at each station. To appreciate the need for a specific circuit and how it can be adapted to suit individual needs. To work cooperatively with partner to ensure improve in skill and football related fitness.

Warm up – 4’s – one to lead pulse raiser + dynamic stretches. Discuss circuit training and how it can be made specific. Walk around circuit stations and discuss. Stations- dribbling, shooting, heading, control, shuttle runs, agility ladders, penalties. Perform 1 circuit set in pairs. 1 minute work, 30 seconds rest to rotate. Maintain quality of technique. Check heart rate after set 1. How could it be made harder? Next set, 1.20 min work, 30 sec rest. Discuss relevance to other sports. Group cool down.

Recording sheet

Pens




Mid-lesson plenaries check – How can circuits be further adapted for other sports? How long should a warm up and cool down take? What should be included in these stages?

DIRT Lesson

Introduce heart rate + basic step test

Basic circuit

Sustained running – cooper test

Use of modified tests to assess the progress of the students

Recording sheet

Pens





DIRT Lesson

Components of skill related fitness

Boxercise

Circuits – football specific


Recording sheet

Pens





About the unit

Unit Aims In this unit pupils will focus on replication of the fundamental skills required to perform at maximum levels in small sided games. Development of the basic principles of attack and defence in netball and be challenged in pressured and competitive situations. In all games activities, pupils are encouraged to think about ways to outwit the opposition.



Learnt the basic principles of attack.

Worked in small teams during modified versions of the game.

Experienced different roles including attack and defence.

Used and kept modified rules in small sided games.

Pupils will continue to study netball throughout key stage 3.

Creative thinkers

Reflective learners

Team workers

Reflective participants




Students will be covering trampolining and HRF at the same time. The students will move onto football after and the skills they develop in this unit can be transferred over and adapted.





Be able to clearly identify what is meant by space and apply this understanding in an open situation. They will be able to change pace when moving into space and make informed decisions when passing

Send and receive two handed passes with control and accuracy. They will begin to apply correct technique and landing and ensure they are passing into space within a game situation.

Be able to name all positions and areas they are associated with. They can use their knowledge and understanding of this in centre passes and back line passes

Have excellent understanding of the rules with some evidence of a more advanced understanding. They will adhere to rules and show balanced and well executed skills. They will begin to umpire with some confidence.



Why is it important to get into space?

How might the player without the ball assist the ball carrier? Once you have passed, continue to seek out space on the court. Demonstrate how you can ‘get free’.

Recap teaching points checklist for shooting. Why is each element needed? Explain the angle/ line of a successful shot

How might spatial awareness be used in a game? Identify effective movement/ running patterns. Which pass is most effective when performing a feint dodge?

Discuss how knowledge has improved and what pupils know about defending players with / without the ball. How can you

close the space? Why is it important to make good decisions after intercepting the ball?

Discuss ways to beat a defender, which ones were successful? How do you know who should take the free pass? Think about players positions and where they are allowed to go.


Be able to identify space and explain what it is. They will be able to maintain space when they are moving and keep it at a constant pace. They will be able to demonstrate a pass to someone who is in space.

Be able to make a two handed passing showing some control and accuracy. They will be able to securely catch a pass and begin to abide by the footwork rule

Be able to name all seven positions in a netball team and explain where they are able to move on court. They will be able to adjust to playing different positions.

Demonstrate good understanding of basic rules. During a competitive situation, they will adhere to the majority of the rules.



How can you communicate your change of direction with a team mate?

How might the player without the ball assist the ball carrier? Once you have passed, continue to seek out space on the court.

Recap teaching points checklist for shooting. Why is each element needed?

How might spatial awareness be used in a game? Identify effective movement/ running patterns.

Discuss how knowledge has improved and what pupils know about defending players with / without the ball. How can you close the space?

Discuss ways to beat a defender, which ones were

successful? How do you know who should take the free pass?


Understand the need to warm up. Be able to visually demonstrate space in a controlled environment.

Be able to perform a two handed pass with basic control and accuracy. In a game situation they will begin to identify how to pass into space

Will be able to name the seven positions on a netball team. They will be able to pass effectively when not being marked

have a basic understanding of rules

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Demonstrate correct footwork.

How might the player without the ball assist the ball carrier?

Recap teaching points checklist for shooting.

How might spatial awareness be used in a game?

Discuss how knowledge has improved and what pupils know about defending players with / without the ball.

Discuss ways to beat a defender, which ones were successful?


Skill:

Skills



Language Skills: Attack, Defence, pressing, formation, finding and using space, changing speed, being direct, marking, covering, delaying, moving feet, footwork,

spatial awareness & watching the ball & following through


SPaG (key words and vocabulary) Through the activities in this unit pupils will be able to understand, use and recall terminology relating to Netball.

Attack, Defence, pressing, formation, finding and using space, changing speed, being direct, marking, covering, dodging, footwork









Lesson Number




1 Movement, space, passing and Warm up – jog, side steps, high knees, heel flicks. Follow with dynamic stretching – squats

Netballs Teaching points – step into the pass, hands out ready to receive, weight transfer. Option to bring a

receiving

To understand the concept of space. To create space and movement patterns by changing direction or changing pace. To understand and begin applying the footwork rule. To be able to send and receive the ball in a closed situation and developing confidence in a competitive situation

alternating direction, lunges, open and close the gate stretch. Passing – chest pass, bounce pass, shoulder pass in pairs. ‘Fast feet’ drill: Students in a line and on command push off and sprint forward in a straight line. Then alter between diagonal lines (left and right), backwards and forwards. Introduce footwork rule & development. Feeder with ball, wait for player to run, throw to the cone for player to land and receive ball (see ‘movement’ QR code). Player must now change direction in order to receive the ball. Concept of passing into space. Competitive situation – “possession” – two teams, 1 ball, one third of a court. Aim to keep possession for a minimum number of passes without interception (non-contact). Must get into space to receive ball. Challenge by introducing 3 second rule, obstruction (1m away).

Bibs

Cones

Netball posts

defender into this drill. Mid-lesson plenaries check – Recap technical points to passing and receiving the ball? Why is it important to get into space? How can you communicate your change of direction with a team mate? Demonstrate correct footwork.

2 Outwitting opponents and ball handling

To be able to outwit opponents to receive the ball. To understand the importance of ‘getting free’ in order to attack. To develop their understanding of strategic and tactical plays to beat and outwit an opponent. To develop understanding of netball rules and positions and associated court areas.

Warm up as above but in small groups, led by students calling different commands. Recap passes and footwork. 3’s- 1 feeder + move away from marker to receive the ball (sideways/backwards & forwards). Dodging to outwit an opponent and receive the ball (see ‘catching’ QR code) Wide stance, drop a shoulder and sprint in the other direction (feint), run, stop, run to loose opponent. Highlight importance of moving into space to receive the ball. Group work: Using the semi circle with a feeder outside (WA, C) pass into GA or GS with GK and GD defending. Also practice a centre pass with WA and GA getting free and WD and GD defending the pass. 7 v 7 game define positional roles (GK-GD-WD-C -WA-GA-GS). Obstruction and contact rules. Players to begin officiating.

Netballs

Bibs

Cones

Netball posts

Allow students to be creative with dodges, but remind them of the 3 second rule. Mid-lesson plenaries check – recap teaching points. How might the player without the ball assist the ball carrier? Once you have passed, continue to seek out space on the court. Demonstrate how you can ‘get free’.

3 To develop their understanding and knowledge of where on the court shooting can take place. To accurately

Warm up – follow my leader/ shadow game as a pulse raiser. Swap over. Follow with stretching. Starting at one end of a full court, in 2’s pass ball

Netballs Mid-lesson plenaries check – Demo successful & unsuccessful shots – identify reasoning. Recap teaching points checklist for shooting. Why is each

replicate the technique for a correct shooting action. To be able to evaluate pupils shooting technique and suggest ways to improve

up the court (recap footwork rule) & shoot when in the goal semi circle. TPs feet shoulder width apart, hips square onto post, hold ball high above head slightly behind, elbows slightly bent, release action starts by bending knees and pushing up onto the balls of your feet (see ‘shooting’ QR code) Investigate from different angles and distances, where are students most successful. 7 v 7 game with position rotation. Recap positions & rules. Non-participants to umpire.

Bibs

Cones

Netball posts

element needed? Explain the angle/ line of a successful shot?

4 To be able to move accurately into a space to receive a well-timed pass. To explore ideas, concepts of attacking play when in space and in possession of the ball. Be able to pivot after receiving a pass. Identify individual and team strengths and areas for improvement.

Warm up – Choose individual students to lead pulse raiser and stretches. Position game: call positions and class have to run to where that position starts for a centre pass (choose which way the team is shooting). Recap prior learning – discuss and demonstrate ways a player may get free to receive the ball. Demo dodges learnt previously. Once received the ball, pivot away from defender and pass, continue with movement patterns after pass is made. Nominate two leaders to answer other student’s questions relating to rules and positional areas. 7 v 7 game, rotate positions.

Netballs

Bibs

Cones

Netball posts

Mid-lesson plenaries check – How might spatial awareness be used in a game? Identify effective movement/ running patterns. Which pass is most effective when performing a feint dodge?

5 Defending/positional awareness

To be able to mark players without the ball and deny attacking space. Marking the player in possession of the ball. To be able to identify the distinct roles of each playing position and the areas permitted. To confidently describe the rules regarding contact. To be able to outwit opponents using learnt defending skills and techniques. To develop the skill of anticipation in a game situation.

Warm up – SAQ ladders and hurdles – work in teams of 4. Game of ‘Tails’ – in pairs, attacker and defender, attacker has a bib tucked into their shorts. Defender must steal it without contacting. Use dodging, changes of direction and pace, defender must stay close. Then swap over. ‘Cone O’clock’ – defenders block and mark cones, while attackers aim to touch cones to score points, 30seconds then swap over, keep scores. 2 vs 2 in half of one third of a court. Defense are close marking, trying to force an error from attackers, aim for defence to intercept and take possession before ten passes are made (see ‘defending’ QR code) Full game,

Netballs

Bibs

Cones

Netball posts

Change size of working area. Mid-lesson plenaries check – highlight why possession is key. Discuss how knowledge has improved and what pupils know about defending players with / without the ball. How can you close the space? Why is it important to make good decisions after intercepting the ball?

positions rotate, student umpires using whistles.


To demonstrate the ability to outwit an opponent in a game situation using the appropriate skills and techniques. The pupils are to develop their knowledge and understanding of the rules in netball. To demonstrate the ability to evaluate performances and suggest ways to improve. Apply strategies and tactics when attacking and defending.

Pairs warm up – leader performs movements, follower copies. Pair must stay close together. Hare and hound reaction game, two lines of pairs, left is hare, right is hound, call one and they have to run away before the other catches them. Recap prior learnt skills. 3’s Passing, receiving on the move. Set up 1 vs 1 dodging drill with feeder. Feeder must pass by 3 seconds. Demonstrate the ability to outwit opponents. Who will be most successful – defender or attacker? Pupils to describe netball rules. 7 v 7 game with position rotations. Students umpiring using whistles.

Netballs

Bibs

Cones

Netball posts

Pair individuals up according to ability/fitness level.

Mid-lesson plenaries check – discuss ways to beat a defender, which ones were successful? How do you know who should take the free pass? Think about players positions and where they are allowed to go.

DIRT Lesson

Movement, space, passing and receiving

Outwitting opponents and ball handling

Shooting


Netballs (size 4 or 5)

3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick


DIRT Lesson

Attacking play/dodging

Defending/positional awareness



3 sets of Bibs

Cones/Spots

Netball posts



Stop watch

Whistles

Metre ruler / stick

About the unit

Unit Aims Pupils will focus on improving and applying basic core skills for rugby. In all games activities, pupils will think about how to use core skills, strategies and tactics to outwit the opposition. Individuals will learn to make informed decisions during small sided games and plan attacking principles. To develop physical literacy/body movement competence


Link with Prior Learning

It is helpful if the pupils have:

Explored and used a variety of balls modified game activities.


Worked in small teams in a variety of roles.

Adopted rules for modified invasion games activities.


Gained familiarity with the concepts of rugby – attack and

Physical Literacy Skills (Agility, Coordination, Speed and Body Control), Numeracy Skills (Scoring), Citizenship (sportsmanship), Computing (Video Recording and Analysing, use of ICT), Personal, Learning and Thinking Skills (PLTS):

• Creative thinkers

• Reflective learners

• Team workers

• Effective participants


defence.

Opportunities to improve hand eye coordination.

Worked in small teams to plan how to attack.

Used more complex rules related to rugby.


8 weeks


Pupils will focus on developing attacking and defending strategies and replicating techniques required in competitive games. Development of the ability to perform and influence a game or pressurised situation. In all games activities, pupils are encouraged to think about use of core skills as part of strategies to outwit the opposition. Pupil will develop confidence in movement and test mental capacity tactical refinement and maintaining a game score.




Highest ability students should be able to: Show skills in a variety of different drills and conditioned games


How can the ball be transferred? Why is coordination important to a successful attack? What rugby league rules are pupils aware of?

Move with speed and agility. Core rugby skills are consistently performed quicker in response to pressure in a game due to improved physical literacy

Work effectively in a small team to choose and put into practice tactics for attacking and defending. Show a deeper understanding of game rules and demonstrates a high level of teamwork.

Demonstrate a sound level of tactical awareness and respond to changing situations by adapting and refining their skills and techniques. Work effectively in a small team to choose and put into practice tactics for attacking and defending

Demonstrate a very good skill level and shows vision within game situations. Responds to changing situations by adapting and refining techniques. Identify space and uses this to advance team onto opponents territory.

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How might the player without the ball assist the ball carrier? Identify information players can provide to help team mates? What ways are there to beat a defender?

How might space/width be used in a game? Identify variations in passes and use of each. What difficulties did players encounter during competitive games?

Recap of game rules. How can attackers move around/past defenders? What rules are pupils aware of when tackling?

How many game rules/terms are pupils aware of? What information should players take from a defending line as they approach?

Discuss ways to beat a defender, which ones were successful? Highlight why coordination is key? How many game rules/terms are pupils aware of? How many points for a try?


Pass using variations in distance and using different angles. Accurately replicates core fundamental skills consistently and with improving confidence even under pressure

Contributes to a team performance and works well with others to produce effective outcomes. Knowledge of the basic rugby rules are shown in game situations and highlights mistakes to others

More influential in the game consistently outwit opponents. Use an understanding of the principles of attack when planning their approaches to competitive games

Show creativity in planning ways to outwit opponents and execute the skills needed to complete this. Assume the role of a referee in small sided game and demonstrate confidence when using terminology

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Discuss ways to beat a defender, which ones were successful? Highlight why coordination is

key? How many game rules/terms are pupils aware of? How many points for a try?


Demonstrate basic movements including running and hand eye coordination based techniques with some fluency and control.

Show a basic tactical awareness and react to opponent’s pressure in a small sided game. Often skill execution is affected by opposition pressure.

Use basic techniques in a small sided game and will pass and receive with reasonable control & accuracy. Rarely makes tackles on opposition.

Show a basic understanding of rules often following the lead from others.








Discuss ways to beat a defender, which ones were successful? Highlight why coordination is key? How many game rules/terms are pupils aware of? How many points for a try?

Literacy Skills Through the activities in this unit pupils will be able to understand, use and recall terminology relating to rugby

Physical Literacy Skills (Agility, Coordination, Speed and Body Control), Numeracy Skills (Scoring), Citizenship (sportsmanship), Computing (Video Recording and Analysing, use of ICT)

Attack, Defence, pressing, formation, finding and using space, changing speed, play the ball, delaying, anticipation and intercepting



Through the activities in this unit pupils will be able to understand, use and recall terminology relating to football

Attack, Defence, pressing, formation, finding and using space, changing speed, play the ball, delaying, anticipation and intercepting




Sport and demonstrate good teamwork in order to succeed. This also means being gracious in defeat and showing sportsmanship and

respect both on and off the pitch.





Lesson Number





1 Ball familiarisation

To be able to perform fundamental rugby handling skills. To be able to perform

Group warm up – progressive jogging and dynamic stretching. Paired strength challenges. Press up position-take partners hands away & touch knees game. First to 5 points. Ball familiarisation and ball handling skills.

Rugby balls (size 3 or 4)

Bibs or bands

Match pairs according to ability. Mid-lesson plenaries check – recap passing and receiving key points. How can the ball be transferred? Why is coordination important to a successful attack? What

these in a small sided game to maintain ball possession & outwit opponents. To develop their understanding and knowledge of the basic rules of rugby league.

Pairs; run out place ball on line and back + pop ball up. Dropping ball = forfeit. Develop onto small pass when returning back to partner. Emphasise passing from the waist, accuracy & control. 3 vs 3 small games in 1 grid- 5 tackles and over. Highlight importance of placement of the ball to score a ‘try’.

Markers, cones and goals

Grid areas

Mini-pitches

rugby league rules are pupils aware of?

2 Intro passing & receiving/ 2 vs 1

To replicate basic passing & receiving skills with the intention of outwitting opponents. To understand the rules regarding the pass and catching the ball (i.e. backwards pass and knock–on). To perform skills in a small sided game making decisions about how best to advance on opposition.

Warm up – ball handling relays in 3’s. Discuss passing on the move. Introduce idea of passing backwards. Passing in 2’s, 3’s, 4’s along a line with emphasis on passing backwards. 2 vs 1 in a small channel-Ways to outwit an opponent: draw defender in and pass or fake pass. 2 hand touch = pass must be made (see ‘2 vs 1’ QR code) Progress to 4 vs 2. Aim to create an overlap to score a try. 5’s small sided games (see ‘game basics’ QR code) - highlight importance of depth, target pass to hands & running onto ball. Discuss restart after tackle = ‘play the ball’.


Bibs or bands


Grid areas

Mini-pitches

Increase/decrease speed of movement + distance travelled in relay. Mid-lesson plenaries check – How might the player without the ball assist the ball carrier? Identify information players can provide to help team mates? What ways are there to beat a defender?

3 Passing/Use of width.To understand the importance of width in order to attack. To demonstrate an understanding of the basic rules. To develop their understanding of strategic and tactical plays in rugby league to beat & outwit an opponent.

Whole class warm up grid drill. 4 teams. 1 runs to middle + passes right & joins own queue. Running and release of the ball with active defenders. 2 vs 1, 4 vs 2 aiming to create an overlap. Introduce the ‘side step’ to give the attackers another option. In a 2 vs 1 situation ball carrier can opt to pass or fake to pass and


Bibs or bands


Grid areas

Mini-pitches

Decrease/increase pace of movement. Mid-lesson plenaries check – How might space/width be used in a game? Identify variations in passes and use of each. What difficulties did players encounter during competitive games?

side step the defender. Small sided games 5 vs 5. Recap rules; defenders 5 yards from restart, 5 tackles = possession over & no backwards pass + how to score a try.

4 Tackling technique

To develop their understanding and knowledge of how to tackle safely. To perform and accurately replicate the correct techniques for front and side tackles. To understand the rules regarding tackling within the game. To be able to evaluate tackling technique and 2 vs 1 situation suggesting ways to improve.

Warm up – Paired strength challenges. Introduce correct technique for tackling/use of demonstration (see ‘tackling technique’ QR code) Teaching points; ‘Cheek to cheek’, Target = waist and lower, keeping eyes on target, arms encircle the thighs, head and body position. 1 vs 1 tackle practice – Progress to Kneel / Stand / Walk / Run. Run the Gauntlet; 3’s – 1 ball carrier, 2 tacklers-one behind the other. Discuss the best ways to beat defenders. Dodge, use of speed or pass. Small sided games (5 vs 5) -recap rules including use of – ‘play the ball’. Differentiate pitches. i.e. experienced/inexperienced players – pupils to opt for one.


Bibs or bands


Grid areas

Mini-pitches

Match pairs according to ability. Mid-lesson plenaries check – recap teaching points for correct tackle technique. Recap of game rules. How can attackers move around/past defenders? What rules are pupils aware of when tackling?

5 Attacking/outwitting an opponent

To be able to outwit opponents using learnt skills and techniques. To develop the decision making process in a

Warm up – 1 vs 1 channel drill (see ‘1 vs 1’ QR code) progress to 2 vs 1 in small grid – 2 hand touch tackle = pass ball. Try to beat and outwit defender to score a try using spins, dummies, side steps and changes of pace. Teaching


Bibs or bands


Make defender passive to allow success, build up level of pressure. Mid-lesson plenaries check – How many game rules/terms are pupils aware of? What information should players take from a defending line as they approach?

game situation. To confidently describe the rules and laws of rugby league. To begin to recognize and identify strengths and weaknesses when playing small sided games.

points; assess opponent’s strengths. Progress onto tackling 1vs1. Further development 2vs2-same space. Small sided games – 5 vs 5 - recap rules. Differentiate pitches – use experienced/inexperienced players– pupil opt for 1.

Grid areas

Mini-pitches

6 Competitive Games

To demonstrate knowledge and understanding of the rules related to rugby. To demonstrate the ability replicate core game skills and to outwit an opponent in a game situation.

Grid warm up. 4 groups on each corner, 1 runs right, 1 follower. A passes to first in next team + joins back of queue. Receiver passes back to B and follows. Repeated continuously. Small sided games – 5 vs 5. Use half time to evaluate performance. Pupils to have team talk + discuss strengths and how they might improve.


Bibs or bands


Grid areas

Mini-pitches

Mid-lesson plenaries check – discuss ways to beat a defender, which ones were successful? Highlight why coordination is key? How many game rules/terms are pupils aware of? How many points for a try?

7 DIRT Lesson Use a number of Drills and conditioned games from previous lessons in order to assess progress of students


Bibs or bands


Grid areas

Mini-pitches


8 DIRT Lesson Use a number of Drills and conditioned Rugby balls (size 3 or 4) Use assessment opportunities identifies

games from previous lessons in order to assess progress of students

Bibs or bands


Grid areas

Mini-pitches

in previous lessons

DIRT Lesson

About the unit

Unit Aims In this unit pupils will focus on consistently replicating core skills through conditioned situations. Pupils will develop the ability to land the shuttle in a target area and refining game strategies with the intention of outwitting an opponent. Pupil will develop confidence in movement and test mental capacity through scoring and officiating games.



Developed an understanding of net/court games that involve outwitting opposition.

Worked in a pair and experienced teamwork/communication skills.


Used and kept a set of rules in half court and doubles games. Other Links: Physical Literacy Skills (Agility, Balance, Coordination, Motivation, Movement competence and confidence), Numeracy Skills (Counting and Scoring), Citizenship (sportsmanship), Computing (Video Recording and Analysing, use of ICT)


Creative thinkers

Reflective learners

Team workers




In this unit pupils will focus on consistently replicating core skills through conditioned situations. Pupils will develop the ability to land the shuttle in a target area and refining game strategies with the intention of outwitting an opponent. Pupil will develop confidence in movement and test mental capacity through scoring and officiating games.





Identify and replicate a range of core skills needed and perform these fluently and quickly. Forehand and backhand shots are performed with height and direction. Control of the shuttle is consistent and serves are difficult to return for opposition

Demonstrate more advanced variations of the core skills which means pupil’s make a significant impact on the game. Identify space on the court and uses this to land the shuttle on an opponent’s territory

Show a good understanding of game rules and can adapt them for



Recap technical points of grip and stance? Why is anticipation important? What information can you use to judge shuttle flight? What decisions are you forced to make in a games situation?

Recap teaching points for the clear? Discuss the clear and when it might be used? Or what shot might be played before or after it?

Use dominant or non-dominant hand. Mid-lesson plenaries check – recap teaching points for smash. Discuss what type of shot it is? Can pupil explain

varying conditioned situation. Be able to use the rules to their advantage and rarely makes errors. Can score a game fairly and actively encourages others to improve their understanding offering advice and help.

Demonstrate a strong influence on the game using and devising a wide range of strategies, tactics and ideas. Decision making skills appear quick and based on a confident information processing.

badminton scoring system?

why do some drop shots result in success and other do not? How can a drop shot be used to win a rally?

highlight why positioning on the court is key. How might a doubles pairing set up? Why is court coverage important? What is the role/job of players backcourt and frontcourt?



Accurately replicates core fundamental skills consistently and with improving confidence even under pressure. Uses mainly the forehand and drop shot varying the height and depth of the shuttle.

Use an understanding of the principles of attack when planning an approach to a competitive game. Can use an improving range of skills and techniques together with control and accuracy to outwit an opposition.



Recap technical points of grip and stance? Why is anticipation important? What information can you use to judge shuttle flight?

Recap teaching points for the clear? Discuss the clear and when it might be used? Or what shot might be played before or after it?

Use dominant or non-dominant hand. Mid-lesson plenaries check – recap teaching points for smash. Discuss what type of shot it is? Can pupil explain

Understand the basic and some more advanced rules surrounding the game (service sides) and highlights rule errors of others.

Will begin to unofficially play the role of a referee in small sided game and demonstrate confidence in decision making. Works effectively as a pair adopting either an attacking or defending role.

badminton scoring system?

why do some drop shots result in success and other do not? How can a drop shot be used to win a rally?

highlight why positioning on the court is key. How might a doubles pairing set up? Why is court coverage important?



Use a few isolated core skills when the shuttle falls to them. This is usually in a low pressured situation. Forehand shot tends to lack height and depth which can make it easy to return.

Show some tactical awareness and can rush skill execution when responding to opponent’s pressure. Use basic techniques in a controlled situation and will mainly use the forehand to play a majority of shots.

Recognise and adopt badminton rules during conditioned games.



Recap technical points of grip and stance? Why is anticipation important?

Recap teaching points for the clear? Discuss the clear and when it might be used?

Use dominant or non-dominant hand. Mid-lesson plenaries check – recap teaching points for smash. Discuss what type of shot it is?

why do some drop shots result in success and other do

Scoring is usually correct.

Recognise a need for speedy decision making but has limited success. Uses a few core skills and notices errors after rally is completed. Begin to understand importance of body preparation and its relationship to a good connection/shuttle placement

not?

highlight why positioning on the court is key. How might a doubles pairing set up?



Skill:

Skills




Body positioning, Service angle, flight of shuttle, angles, forehand, backhand, smash, overhead, drop shot,tactics, game plan, officiating/umpiring, adjustments/variations & anticipation.

Promoting British Values Within the PE Curriculum students have the opportunity to develop their Students need to work with their peers in all aspects of PE and

teamwork and resilience and must demonstrate

A mutual respect to their peers. Sport and demonstrate good teamwork in order to succeed. This also means being gracious in defeat and showing sportsmanship and respect both on and off the pitch.





Lesson Number




1 Ready position

To be able to demonstrate & use the ready position. To be able to recognise the flight of the shuttle and to be able to contact the shuttle with the face of the racket consistently. To develop the ability to outwit opponents with

Warm up – Badminton line tag. Nominate a few taggers. Once caught dynamic stretches around the outside of the court. Recap grip. Discus importance of ready position. T.P’s- Balanced stance, wrist snap, side on racket up ready, on toes. 1 vs 1 maintain a rally. Place a cone in the centre of the court. Pupils must always retreat to cone to work on positioning. Singles basic games-1v1 half court


Nets + posts

Cones

Mid-lesson plenaries check – Recap technical points of grip and stance? Why is anticipation important? What information can you use to judge shuttle flight? What decisions are you forced to make in a games situation?

movement of the shuttle. competition. Recap rules of badminton & singles/doubles scoring. (Court dependant)

2 The clear

To replicate overhead clear with control and accuracy. To consistently replicate this shot in a match situation implementing strategies for success. To understand court markings and the strong/weak side of an opponent.

Warm up – hopping relay races. Progress to incorporating a shuttle bounce. Clear teaching points; Position of shuttle- key to shot, Aim towards flight of shuttle with non-racket hand. Snap wrist on contact, high arc of shuttle (See QR code). 1 vs 1 practice. Progress to singles basic games. (Short and thin for service box area) Recap rules & scoring. Discuss meaning of strong and weak side. What handed is your opponent? Why is it important to know?


Nets + posts

Cones

Appropriate groupings for warm up. Mid-lesson plenaries check – Recap teaching points for the clear? Discuss the clear and when it might be used? Or what shot might be played before or after it?

3 Smash shot & preparation

To be able to accurately replicate a smash shot. To understand the movement and preparation for an effective smash. To appreciate how to adjust shot selection based on opponents positioning. To begin to officiate badminton matches fairly and accurately.

Paired warm up – 5 shuttles per pair. In half court throw shuttles over net. 1 min – how many shuttle ended up on each side? Recap overhead clear as part of extended warm up. Attacking. Pairs- underarm clear feed to smash, take turns. Teaching points; Shuttle in front of head, Snap wrist, Aim towards ground (See ‘smash’ QR code). Doubles games. Conditional games-2pts for winning smash shot. (Even score = serve from right side. Odd score line = serve from left hand side.) King of the court competition. Pupils to accurately score their match.


Nets + posts

Cones

Increase/decrease working area. Use dominant or non-dominant hand. Mid-lesson plenaries check – recap teaching points for smash. Discuss what type of shot it is? Can pupil explain badminton scoring system?

4 Disguised shots (drop shot/flick shot)

To be able to outwit opponents using simple a disguise. To understand the importance of movement and shuttle placement in order to attack. To confidently score a game of singles and

Warm up – Group shuttle keepy uppy. 1 shuttle between 4. Recap previously learnt skills in a pair. Discuss disguising shots. Demo drop shot and deep flick. Pairs. Experiment with shot disguise – 5 feeds each (See ‘drop shot’ QR code). Teaching points; deception, low over net & use of angles, flick of wrist to generate quick power. Discuss tactics - Now allow use of overhead clear to force opponent


Nets + posts

Cones

Reduce working area to challenge the able. Mid-lesson plenaries check – why do some drop shots result in success and other do not? How can a drop shot be used to win a rally?

doubles. backwards and follow up with drop shot to control rally. Singles games ½ court. King of the court.

5 Doubles/singles game play

To understand and appreciate the need to make decisions about choice of strategy depending on whether attacking of defending. To describe the difference in doubles court markings. To be able to assess & evaluate own performance and weaknesses.

Paired warm up – throw shuttle over net, partner to catch if possible and throw back. Progress to competition – 1 point for getting shuttle to touch the ground. Recap all prior learning during a 2 minute badminton skill based warm up rally. Brainstorm badminton tactics. Teaching points; Use court dimensions (short & fat = doubles, long & thin = singles!). Move opponent/s around court. i.e. mix up short and long shots. Doubles games. Discuss the difference in court markings and positioning (1 front and the others covers the back of the court).


Nets + posts

Cones

Limit size of working area. Mid-lesson plenaries check – highlight why positioning on the court is key. How might a doubles pairing set up? Why is court coverage important? What is the role/job of players backcourt and frontcourt?


To demonstrate the ability to outwit an opponent in a game situation using the appropriate skills and techniques. To demonstrate knowledge and understanding of the rules. To identify strengths and weaknesses when playing & adapt strategies where necessary.

Warm up – 4’s student led-progressive pulse raiser and dynamic stretches. Recap prior learning in a 3 minute warm up rally. Watch badminton clip to analyse shot selection (See ’rally’ QR code) Play and perform the forehand clear and drop shots using the correct technique. Organise class tournament to allow all pupils to progress to max level (King of the court- 3 minute games, winners move up and losers go down a court) Pupils to officiate and score singles and doubles matches. Even score = serve from right side. Odd score line = serve from left hand side.


Nets + posts

Cones

Pair individuals up according to ability/fitness level. Mid-lesson plenaries check – discuss ways to beat an opposition? Which ones were successful? If you were to play again what would you do different?

DIRT Lesson

Ready position

The clear



Nets + posts

Cones


Smash shot & preparation

DIRT Lesson

Disguised shots (drop shot/flick shot)

Doubles/singles game play




Nets + posts

Cones


About the unit

Unit Aims : In this unit pupils will focus on developing team attacking and defending strategies and techniques required take part in competitive games. Development of the basic football skills will allow individuals to influence a game or pressurised situation. In all games activities, pupils are encouraged to think about how to use core skills, strategies and tactics to outwit the opposition



Played a variety of conditioned football games

Worked in small groups

Used and applied football rules

Some knowledge of tactics and team organisation in football




Developed basic football skills with basic principles of attack and defence

Creative thinkers

Reflective learners

Team workers



8 weeks


pupils will focus on implementing and refining core skills as a team and as individuals to outwit opponents. Teams will be expected to plan strategies and implement them in competitive games. In all games activities, the main intention is to invade your opponents’ territory and to outwit them so that you can score goals or points. Pupils will be given the opportunity to officiate and coach small groups and understand the importance of teamwork.





Identify the type of skill needed and perform these fluently and



Technical points of a simple pass/more complex variations? Why might balance, accuracy and

quickly even under pressure. More advanced variations of these skills are attempted and makes a significant impact on the games played

Be able to explain the physical effects of exercise on their body and safe way of preparing for exercise. Show a deeper understanding of health and fitness and its importance and demonstrates a high level of teamwork.

Demonstrate a sound level of tactical awareness and respond to changing situations by adapting and refining their skills and techniques. Identify space and uses this to advance team onto opponents territory.

Show a deeper understanding of tactics that can overcome a team defence. Begin to develop confidence in leading small groups of players to improve. Identify the main aspects of a good performance, recognise weaknesses and suggest how a performance could be improved

weight of distribution be important

Technical points of a simple pass/more complex variations? Why might balance, accuracy and weight of distribution be important

How can shots be modified in response to opposition? Is shooting % above 50%? Why is this important?

Demo successful & unsuccessful attack & reasoning. How might spatial awareness be used in a game? Why is timing of pass vital?

Why is possession key to winning a game? Discuss how knowledge has improved and what pupils know now that they didn’t appreciate before. Is magic man a difficult role to play?

What does the term ‘jockey’ mean? Discuss ways to beat a defender, which ones were successful? Why?

Middle Ability students should be able to: Show skills in a variety Show skills in a variety technical points of a simple pass/more complex

Pass using variations in distance and height. Accurately replicates core fundamental skills consistently and with improving confidence even under pressure

Understand the need to warm up and the importance of making health lifestyle options. Contributes to a team performance and works well with others

Use an understanding of the principles of attack when planning their approaches to competitive games. Work effectively in a small team to choose and put into practice tactics for attacking and defending

Show creativity in planning ways to outwit opponents and execute the skills needed to complete this. Assume the role of a referee in small sided game and demonstrate some confidence

of different drills and conditioned games


variations? Why might balance, accuracy and weight of distribution be important

technical points of a simple pass/more complex variations? Why might balance, accuracy and weight of distribution be important



why is possession key to winning a game? Discuss how knowledge has improved and what pupils know now that they didn’t appreciate before. Is magic man a difficult role to play?

What does the term ‘jockey’ mean? Discuss ways to beat a defender, which ones were successful? Why?


Use core techniques in a low pressured situation and will should basic control and passing ability. Is aware of weaknesses and can compare performances to others’

Recognise and explain the importance of getting ready for games and follow a basic set of rules. Usually basic a small role in the team.

Show some tactical awareness and can rush skill execution when responding to opponent’s pressure

Recognise a need for speedy decision making when faced with an opposition with limited success







why is possession key to winning a game? Discuss how knowledge has improved and what pupils know now that they didn’t appreciate before. Is magic man a difficult role to play?

What does the term ‘jockey’ mean? Discuss ways to beat a defender, which ones were successful?

Why?

Literacy Skills Through the activities in this unit pupils will be able to understand, use and recall terminology relating to football

Physical Literacy skills:

Physical Literacy Skills (Agility, Balance, Coordination, Motivation, Movement competence and confidence), Numeracy Skills (Percentages and Scoring), Citizenship (sportsmanship), Computing (Video Recording and Analysing, use of ICT)

principles of attack and defence, keeping possession and making progression, dispossessing an opponent, covering, intercepting, marking, tackling, width and depth in attack



Through the activities in this unit pupils will be able to understand, use and recall terminology relating to football.

principles of attack and defence, keeping possession and making progression, dispossessing an opponent, covering, intercepting, marking, tackling, width and depth in attack









Lesson Number





1 Developing Core Skills - Passing

To be able to perform core passing skills in a variety of situations. To be able to perform these techniques in a small sided game to outwit opponents.

Pulse raiser – 1 ball each/per pair. Dribble + pass as a unit in different area of a grid. Use varied commands (touch inside of feet, knees up, jumps) Incorporate dynamic stretches. Paired/3’s - Experiment with inside & outside of foot. Pass with opposite foot. Intro the chip, lofted and drive Teaching points: Accuracy, weight of

Footballs

Bibs

Cones

Adapt the number of touches/size of practice area or size of target in SSG. Mid-lesson plenaries check – technical points of a simple pass/more complex variations? Why might balance, accuracy and weight of distribution be important?

pass, highlight importance of movement into space. Condition practice – 5 passes = a goal. Develop to small sided game - 5 v 5. (SSG)

2 Dribbling, Turns and Outwitting a defender

To be able to perform and accurately replicate different types of dribbling with control, speed and fluency. To be able to perform techniques in a small sided game making decisions about how best to advance on opposition.

Pass and go warm up (See QR code) – 4’s per grid. Pass and move to another grid to find another one touch pass. Highlight use of communication (verbal and hand signals) 1 ball each – dribble and turn around individual cone. Use different turns; Drag Back, Outside Foot, Cruyff turn. Develop decision making by allowing pupils to experiment ways of beating a player 1 vs 1. (Drop of the shoulder go the other way, step over & use of speed) Play conditioned games – must dribble ball through gate to score. Develop to 5 v 5 SSG.

Footballs

Bibs

Cones

Decrease speed of movement or increase size of working grid for those needing help. Mid-lesson plenaries check – technical points of a simple pass/more complex variations? Why might balance, accuracy and weight of distribution be important

3 Development of Shooting

To perform and replicate an accurate and controlled shot on goal. To develop their understanding and knowledge of how to execute a successful shot on goal. To appreciate how to adjust shot selection based on opponents positioning.

Split groups into 5. 3 vs 2 in a 10 x 20m grid. Pupils attempt to maintain possession of their ball. 3’s – 2 move the ball to work towards a goal + shoot. Teaching points: Balance, strike through ball, lock ankle, low and into the corners = harder for opponents to stop.Conditional game – coned area in the corner of goals = 3 points. 1 for the middle of the goal. Small sided games. Focus on pupil’s percentage of shots on target. How is % calculated?

Footballs

Bibs

Cones

Decrease/increase pace of passing in warm up grids. Mid-lesson plenaries check – Teaching points recall. How can shots be modified in response to opposition? Is shooting % above 50%? Why is this important?

4 Developing an Attack 20m x 20m grid – warm up movements in outlined space. Incorporate dynamic

Footballs Increase/decrease size of target area. Mid-lesson plenaries check – Demo

To be able to outwit opponents using learnt core skills and techniques. To understand the importance of width and playing into space in order to attack. To develop strategic and tactical play when advancing.

stretches. 5’s in grids with a goal or coned target area. 3 vs 2 - pass and move + score in target area. Use of space to keep possession. Shows movement to support player with the ball. Teaching points: timing of pass and runs. Conditioned game – cone off areas to encourage wide play, attackers only allowed in the highlight areas. Full 5 vs 5 SSG.

Bibs

Cones

successful & unsuccessful attack & reasoning. How might spatial awareness be used in a game? Why is timing of pass vital?

5 Outwitting an opponent/Teamwork

To develop an ability to outwit an opponent when under pressure. To understand and appreciate the need to make decisions about skill choice. To begin to refine ideas as a team when unsuccessful.

Pairs warm up – leader performs movements, follower copies – change over roles. Movement development (See QR Code) - Use 1 cone. Attacker to make 2 changes of direction before receiving a pass from partner. Change over roles. 5 feeders outside a circle. Pairs must lose defender and receive a pass from outside and pass to another outside feeder before tackled. 5 vs 5 conditioned game + 1 ‘magic man’ – This additional player plays for any team in possession creating a constant overload of attackers.

Footballs

Bibs

Cones

Pair individuals up according to ability/fitness level. More changes of direction. Mid-lesson plenaries check – why is possession key to winning a game? Discuss how knowledge has improved and what pupils know now that they didn’t appreciate before. Is magic man a difficult role to play?

6 Defensive strategies/tactics

To be able to perform and develop defensive strategies i.e. Tackling, jockeying, forcing onto weaker foot. To understand how to set up a defence and how to stop

Select 4/5 individuals to lead a small 2 min warm up. Pulse raise and dynamic stretches. Set up 1 v 1 channel – pairs to beat opposition.

Progress to 2 v 1 – ‘run the gauntlet’ Attacker to beat defender. Defender to prevent attacker from advancing.

Footballs

Bibs

Cones

Make defender passive to allow success, build up level of pressure applied. Mid-lesson plenaries check – What does the term ‘jockey’ mean? Discuss ways to beat a defender, which ones were successful? Why?

opponents from advancing. Encourage pupils to jockey until they feel they can intercept of steal ball. Conditioned game – 2 goals (See Small Sided Games QR Code)/limit the number of touches/reduce playing area.

7 DIRT lesson

Developing Core Skills – Passing

Dribbling, Turns and Outwitting a defender

Development of Shooting


Footballs

Bibs

Cones

Ladders

Use assessment opportunities identified in previous lessons

8 DIRT lesson

Developing an Attack

Outwitting an


Footballs

Bibs

Cones

Ladders


opponent/Teamwork

Defensive strategies/tactics

About the unit

Unit Aims In this unit pupils will be encourage to experience specific fitness based skills in a range of different contexts. To further develop an ability to evaluate and assess movements and techniques to produced refined outcomes. Pupils will further investigate ways of warming up and the importance of health through completion of physical tasks. Pupil will develop confidence in movement and test mental capacity through linked heart rate to exercise



Use a range of health and fitness terminology.

Lead simple warm up and cool downs.

Demonstrated a range of fitness activities testing individual’s physical capacity.



Creative thinkers

Reflective learners

Team workers





In this unit pupils will be encourage to experience specific fitness based skills in a range of different contexts. To further develop an ability to evaluate and assess movements and techniques to produced refined outcomes. Pupils will further investigate ways of warming up and the importance of health through completion of physical tasks. Pupil will develop confidence in movement and test mental capacity through linked heart rate to exercise


Can adapt and change technique and identify ways to increase the intensity on the body. Replication of these core skills are consistent even as a result of fatigue

Performs well in all fitness tests. Motivation and drive are evident and physical capacity is excellent.

Shows a clear understanding of why fitness activities are good for healthy active lifestyles. Knowledge of heart rate and body adaptations that take place in order to sustain performance are accurate.

Demonstrate a strong ability to reflect on own learning. Can focus on aspects of their technique to improve and understand ways to perform in an event. Can provide others with effective feedback to help them improve.



What movements are useful for a pulse raiser? How can a circuit be made harder? Discuss variations in exercises. What is the purpose of a cool down? What did pupils find out about heart rate?

What are the 5 components of health related fitness? If you were to repeat the tests would the results increase/ stay the same? What sports would you recommend for individual who score well on certain tests?

Recap teaching points for jab, cross, body hook, pull, slip & uppercut. Which movements are typically combined with which? What fitness components are important to a boxer?

How can a circuit be made harder? Adapted for more/less able? What is the purpose of a cool down? How could this be used with other sports in mind?

What does the cooper run highlight? What components of fitness are important? How can the result be used to indicate fitness? Did personal bests improve?

Recap sites of heart rate recording. How will heart rate indict intensity or how hard individuals are working? What is the concept of interval training and what athletes is it suited towards?


Show a good replication of skills across most fitness disciplines and applies a

Show skills in a variety of different drills and


What movements are useful for a pulse raiser? How can a circuit be made harder? Discuss variations in exercises. What

reasonable knowledge during performances

Push body to challenge physical capacity. Personal targets are continual set and achieved due to sustained attempts and motivation

Explain in simple terms the physical effects of exercise on heart rate. Can explain how warming up and cooling down help performance and use terminology relating to fitness activities

Can suggest ways to improve performances based on experiencing success and failure. This improvement is driven by personal bests and refined targets

-

conditioned games conditioned games is the purpose of a cool down?

What are the 5 components of health related fitness? If you were to repeat the tests would the results increase/ stay the same?

Recap teaching points for jab, cross, body hook, pull, slip & uppercut. Which movements are typically combined with which?

What does the cooper run highlight? What components of fitness are important? How can the result be used to indicate fitness? Did personal bests improve?

How can a circuit be made harder?



Observe and copy basic fitness techniques but will tire easily. Has reasonable success across all fitness disciplines

Apply a good knowledge of basic principles to specific activities. Paces their effort to meet targets they have set for themselves. These will reflective a developing physical literacy and will find sustained physical activity a challenge



What movements are useful for a pulse raiser? How can a circuit be made harder?

What are the 5 components of health related fitness?

Recap teaching points for jab, cross, body hook, pull, slip & uppercut. Which movements are typically combined with

Apply basic principles of warm up and cool down, using exercises appropriate for the event. Identifies increases in heart rate but makes no link to fitness levels

Able to compare own and others work and can state the differences. Use this information to attempt to improve own performance

which? What fitness components are important to a boxer?

How can a circuit be made harder? Adapted for more/less able?

What does the cooper run highlight? What components of fitness are important?

Recap sites of heart rate recording. How will heart rate indict intensity or how hard individuals are working?


Skill:

Skills


Other Links: Physical Literacy Skills (Speed, Balance, Coordination, Power, Flexibility & Core strength), Numeracy Skills (Measuring/Counting/Scoring, Recording heart rate values and making comparisons), Citizenship (sportsmanship), Computing (Use of ICT, Heart rate monitors and digital stills)



Warm up, Heart rate, Cool down, Dynamic Stretching, Pace, Speed, Recovery, Fatigue, health related fitness, Cooper Run & Lactic acid.

Promoting British Values Within the PE Curriculum students have the opportunity to develop their Students need to work with their peers in all aspects of PE and

teamwork and resilience and must demonstrate

A mutual respect to their peers. Sport and demonstrate good teamwork in order to succeed. This also means being gracious in defeat and showing sportsmanship and respect both on and off the pitch.





Lesson Number




1 Basic circuitTo accurately replicate the general fitness techniques at each station. To sustain performance over 2 laps. To understand how to make the circuit harder. To understand components of fitness involved in performance.

Warm up – 4’s – one to lead pulse raiser + dynamic stretches. Discuss circuit training and the relevant stations. Simple techniques- press ups, skipping, step ups, shuttles runs & astride jumps (see ‘circuits basics’ QR code). Record resting H.R. Perform 1 circuit set in pairs. Play music- 30 seconds work, 30 seconds rest to rotate. Record scores for each station. Maintain technique. Taking working H.R. after set 1. How could it be made harder? Next set, 40 seconds

Recording sheet

Pens




Mid-lesson plenaries check – What movements are useful for a pulse raiser? How can a circuit be made harder? Discuss variations in exercises. What is the purpose of a cool down? What did pupils find out about heart rate?

work, 30 sec rest. Measure recovery. Discuss findings. 4’s to cool down as a group.

2 Components of health related fitnessTo accurately replicate tests for health related fitness. To perform and record levels achieved. To understand the relationship between test scores and strengths as a performer. To develop the ability to recognise good performance.

Warm up – 4’s – one to lead pulse raiser + dynamic stretches. Discuss health related fitness components. Remember it with BMMFC! Demo testing stations. Body composition – fat callipers, muscular strength – hand grip dynometer & muscular endurance – sit up bleep test, flexibility – sit and reach & C.V. Fitness – sustained shuttle runs. Pairs to work around stations. Rotate on whistle. Record best score. Discuss good scores/strengths and relevance to pupil’s sports.

Recording sheet

Pens




Mid-lesson plenaries check – What are the 5 components of health related fitness? If you were to repeat the tests would the results increase/ stay the same? What sports would you recommend for individual who score well on certain tests?

3 Boxercise – combination moves

To perform and accurately replicate combination punches with correct technique. To combine a range of sequenced skills to raise heart rate. To understand recovery time and the concept of oxygen debt post exercise.

Warm up – 4’s – one to lead pulse raiser + dynamic stretches. Recap stance, jab, body hooks and uppercut technique. 1 use pads while other works. 1 minute work then change roles. Demo combination moves (see ‘boxercise combinations’ QR code) - left, right jab, into uppercut. Introduce a pull/slip movement before combination. Discuss fitness needs for Boxercise. What is oxygen debt – how to repay the debt-heavy and rapid breathing. Cool down stretches – hold for 30 seconds.

Recording sheet

Pens




Mid-lesson plenaries check – Recap teaching points for jab, cross, body hook, pull, slip & uppercut. Which movements are typically combined with which? What fitness components are important to a boxer?

4 Circuits – football specific To accurately replicate the football based techniques at each station. To appreciate the need for a specific circuit and how it can be adapted to suit individual needs. To work cooperatively with partner to ensure improve in skill and football related fitness.

Warm up – 4’s – one to lead pulse raiser + dynamic stretches. Discuss circuit training and how it can be made specific. Walk around circuit stations and discuss. Stations- dribbling, shooting, heading, control, shuttle runs, agility ladders, penalties. Perform 1 circuit set in pairs. 1 minute work, 30 seconds rest to rotate. Maintain quality of technique. Check heart rate after set 1. How could it be made harder? Next set, 1.20 min work, 30 sec rest. Discuss relevance to other sports. Group cool down

Recording sheet

Pens




Mid-lesson plenaries check –How can a circuit be made harder? Adapted for more/less able? What is the purpose of a cool down? How could this be used with other sports in mind?

5 Sustained running – cooper test Student led; warm-up with a focus on increasing the range of movement/dynamic stretching. Use

Recording sheet Mid-lesson plenaries check – What does the cooper run highlight? What components of fitness are

To accurately replicate a sustained running technique for 12 minutes. To perform and record the distance achieved. To understand the relationship between heart rate recovery and fitness level.

heart rate monitors if available. Intro how to set up. Explain what cooper test measures- C.V fitness. Pairs; 1 record number of laps completed other to perform for 12 minutes. Swap roles. Discuss findings -quicker recovery = fitter. Cool down. Distances recorded by non-participants.

Pens




important? How can the result be used to indicate fitness? Did personal bests improve?

6 Methods of training – Interval training

To accurately replicate interval training techniques. To understand how interval training is used by elite athletes. To describe the changes is the body in response to exercise. To be able to take rest, working and recovery heart rates.

Warm up – 4’s – one to lead pulse raiser + dynamic stretches. Discuss interval training and the concept behind it (period or work followed by rest periods). Set up simple 30m sprint interval training or see ‘interval training ideas’ QR code for other suggestions. Walk back to start is recovery (used by games players) Progress to squats/lunges technique. 20 then rest, 30 then rest. Increase in small increments up to 50. Finished with 100m sprint then rest x3. Maintain correct technique throughout. Take working H.R. and measure recovery H.R. Discuss findings. Cool down as a group.

Recording sheet

Pens




Mid-lesson plenaries check – Recap sites of heart rate recording. How will heart rate indict intensity or how hard individuals are working? What is the concept of interval training and what athletes is it suited towards?

DIRT Lesson

Basic circuit

Components of health related fitness

Boxercise – combination moves


Recording sheet

Pens





DIRT Lesson

Circuits – football specific

Sustained running – cooper test

Methods of training – Interval training


Recording sheet

Pens





About the unit

Unit Aims In this unit pupils will focus on developing team attacking and defending strategies and techniques using a set of core skills. Pupils will experience a range of skill variations with intent to outwit the opposition. Develop a sound knowledge of positions and rules surrounding footwork and contact. Pupils should begin to analyse performances and adapt elements to improve.



Played a variety of conditioned netball tasks and games Worked in small groups in a number of roles. Used and applied netball rules Some knowledge of tactics and team organisation in netball

Core netball skills

Creative thinkers

Reflective learners

Team workers




6 weeks



Key Learning Outcomes Key Assessment Activities Key Questions /Success Criteria



Identify the type of skill needed and perform these fluently and quickly even under pressure. More advanced variations of these core skills are attempted and make a significant impact on the games played.

Demonstrate a good level of tactical awareness and respond to changing situations by adapting and refining their skills and techniques. Identify space and using this to their team’s advantage

Be able to use the rules to their advantage and rarely makes errors. Encourage others to improve their understanding and offers advice and help to improve their performance

Show a range of different roles and always have a strong impact; use skills with speed, accuracy and control; devise, carry out and adapt a wide range of strategies, tactics and ideas. Decision making skills appear quick and based on confident information processing. Will be able to umpire with some success



What decisions are you forced to make in a games situation? What happens if you do not make a decision within 3 seconds?

How might the player without the ball assist the team mate in possession of the ball? Why should you know all the positions and where they are allowed?

How might spatial awareness be used in a game? Why is reaction time important in netball? Identify variations in passes–Discuss use throughout. When would the umpire call for a toss up?

Demo successful & unsuccessful shots – identify reasoning. Recap teaching points. Why is each element needed? If a penalty pass or shot is awarded in the semi circle, what has happened?

why is interception important? What is the difference between 1st and 2nd stage marking?

discuss ways to beat a defender, which ones were successful? What is obstruction/ contact/ repossession/ held ball/ over a third/ foot fault/ and how is the game restarted?


Pass using variations in distance and height. Accurately replicate core fundamental skills consistently and with improving confidence even under pressure

Use an understanding of the principles of attack when planning their approaches to competitive games. Work effectively in a small team to choose and put into practice tactics for attacking and defending

Understand the rules surrounding the game and highlight rule errors of others. Understands the need for teamwork and communication when playing small sided games.

Show creativity in planning ways to outwit opponents and execute the skills needed to complete this. Will begin to take on the role of an umpire in small sided game activities and can demonstrate confidence in decision making.



What decisions are you forced to make in a games situation? What happens if you do not make a decision within 3 seconds?

How might the player without the ball assist the team mate in possession of the ball? Why should you know all the positions and where they are allowed?

How might spatial awareness be used in a game? Why is reaction time important in netball? Identify variations in passes–Discuss use throughout.

Demo successful & unsuccessful shots – identify reasoning. Recap teaching points. Why is each element needed?

why is interception important? What is the difference between 1st and 2nd stage marking?

discuss ways to beat a defender, which ones were successful? What is obstruction/ contact/ repossession/ held ball/ over a third/ foot fault


Use core techniques in a low pressured situation and will demonstrate basic control and passing ability. Pupils are aware of weaknesses and can compare performances to others’

Show some tactical awareness and might rush skill execution when responding to opponent’s pressure.

Recognise basic rules during conditioned games and play a role in a team performance by sending and receiving passes.

Recognise a need for good decision making when faced with an opposition with limited success. Uses a few core skills and techniques throughout this process.



What decisions are you forced to make in a games situation?

How might the player without the ball assist the team mate in possession of the ball?

How might spatial awareness be used in a game? Why is reaction time important in netball?

– Demo successful & unsuccessful shots – identify reasoning.

why is interception important?

discuss ways to beat a defender, which ones were successful?


Skill:

Skills



Language Skills: Attack, Defence, pressing, formation, finding and using space, changing speed, being direct, marking, covering, delaying, moving feet, footwork, spatial awareness & watching the ball & following through



Through the activities in this unit pupils will be able to understand, use and recall terminology relating to Netball.






Resilience and self-esteem are developed on a lesson by lesson basis,

with the development of new skills only being




Lesson Number




1 Recap passing Skills & fundamental rulesTo demonstrate control and accuracy of passing and catching. To abide by footwork, contact and obstruction rules during a game. To be able to catch the ball from a variety of situations with improved technique and greater consistency. To be able to perform these in a small sided game activities to outwit opponents.

Partner tag warm up – ‘Change’ In 2’s : Passing and changing direction. Pupils demonstrate a minimum of 3 different passes with partner (x10each turn) including a sprint shuttle with change of direction after each one. Set up a grid of cones approx. 5-10 metres, three people stand on corners, ball can only travel along the edge of the square (not through it), give the player with the ball two options of where they can pass to, move into space. Passing on the move, 2v1 using a range of passes. Highlight correct landing after receiving a pass. 7 v 7 game. Recap positional roles (GK-GD-WD- C- WA-GA-


3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Mid-lesson plenaries check – Recap technical points to passing and receiving the ball? What decisions are you forced to make in a games situation? What happens if you do not make a decision within 3 seconds?

GS). Recap rules. Players to officiate where possible.

Metre ruler / stick

2 Timing of pass/support playTo be able to outwit opponents using a variety of passes with accuracy and timing. To be able to move accurately into a space to receive a well timed pass. To develop their understanding of strategic and tactical play and refine ideas based on successful outcomes.

Warm up – SAQ fast feet drill using ladders. Combine forward and lateral movement up the ladder with receiving the ball either in front or from the side. Students to devise two fast feet drills of their own. In 3’s passing static (see ‘passing basics’ QR code) Progress to moving the ball down the court, do not move until player is ready to pass. Introduce basic holding of a space in the circle (GS), on edge of circle (WA / WD). Players should understand game structure & positional roles. 7 v 7 game. Players to officiate.


3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick

Mid-lesson plenaries check – recap teaching points. How might the player without the ball assist the team mate in possession of the ball? Why should you know all the positions and where they are allowed?

3 Attacking playTo demonstrate good positioning whilst dodging to allow effective attacking strategies. To perform skills in a small sided game activity making decisions about how best to advance on opposition. To explore ideas, concepts of attacking play when in space and with ball possession. Identify individual and team strengths and areas for improvement.

Warm up – student led, jogging, heel flicks, jumps, lunges, squats, side steps. Reaction practice – partner holds ball out at arms length and drops it unannounced, attacking must catch ball before it touches the floor. Introduce 3rd pupil and practice toss ups. In 2’s: Moving left and right to receive the ball: one handed catch, bring ball into chest. Discuss attacking ideas (see ‘creating space’ QR code) 2 vs 1 – indicating to receive the ball, moving sideways, forwards, backwards, using different movement patterns. Alternate type of pass – depth, height and direction. 7 v 7 game. Rotate positions. Students umpire where possible.


3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick

Mid-lesson plenaries check – How might spatial awareness be used in a game? Why is reaction time important in netball? Identify variations in passes–Discuss use throughout. When would the umpire call for a toss up?

4 Shooting Warm up – Student led. Shooting Competition; Each group must score 10 goals from a standing

Netballs (size 4 or 5) Decrease/increase pace of warm up. Mid-lesson plenaries check – Demo successful & unsuccessful

To be able to select different tactics to outwit a defender when shooting at the goalpost. To accurately replicate the technique for a correct shooting action even under pressure. To be able to evaluate pupils shooting technique and suggest ways to improve.

position anywhere in the goal semi circle. Shooter rotation activities: Standing shot technique: Count number of successful shots made in given time limit. Increase / decrease distance and /or time allowance. Progression: Add feeder and/or defender (increase pressure) 7 vs 7 game focus on: Accuracy, sudden Change of Direction, dodging to create space and getting free. Players to rotate positions with focus on shooters.

3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick

shots – identify reasoning. Recap teaching points. Why is each element needed? If a penalty pass or shot is awarded in the semi circle, what has happened?

5 Marking/defending

To accurately replicate defending skills. To be able to mark an opponent and intercept passes sent towards them. To apply defending principles when devising game plans. To be able to outwit opponents using learnt defending skills and techniques. To describe the rules and begin to umpire a game of netball.

Warm up – Student led. SAQ ladders and hurdles – work in teams of 4 with a nominated leader demonstrating skills. Intercepting and covering the pass or shot, Closing down space, Reducing available options, 1st stage defending (close marking opponent without ball), 2nd stage defending (defending in front of a player with the ball) – see ‘defending principles’ QR code. In 3’s: Continuous passing in pairs, 3rd person springs in front of player to intercept, then jogs around the other person in a figure of 8 ready to intercept the next pass. Progress to 7 vs 7 game, define rules and language/instructions umpire uses.


3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick

Limit / increase size of working area.

Mid-lesson plenaries check – why is interception important? What is the difference between 1st and 2nd stage marking?

6 Outwitting Opposition

To demonstrate the ability to outwit an opponent in a game situation using the appropriate skills and techniques. The pupils are to develop their knowledge and understanding of the rules in netball and feel confidant identifying violations of rules.

Warm up – Student led. ‘Dishes and Domes’ game with the cones, 2 teams, time limit to turn cones up/down. Demonstrate passing, receiving and landing footwork correctly in 5’s (see ‘passing and catching’ QR code) Possession game 3vs3 maintain ball possession. Set up 1 vs 1 dodging drill with a feeder. Demonstrate the ability to outwit defenders with creativity and no contact. Pupils using key terms and identifying netball rules during activities and the following 7vs 7 game. Position rotation.


3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick

Mid-lesson plenaries check – discuss ways to beat a defender, which ones were successful? What is obstruction/ contact/ repossession/ held ball/ over a third/ foot fault/ and how is the game restarted?

DIRT Lesson

Recap passing Skills & fundamental rules

Timing of pass/support play

Attacking play



3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick


DIRT Lesson

Shooting

Marking/defending



3 sets of Bibs

Cones/Spots

Netball posts


Outwitting Opposition Stop watch

Whistles

Metre ruler / stick

About the unit

Unit Aims Pupils will focus on developing attacking and defending strategies and replicating techniques required in competitive games. Development of the ability to perform and influence a game or pressurised situation. In all games activities, pupils are encouraged to think about use of core skills as part of strategies to outwit the opposition. Pupil will develop confidence in movement and test mental capacity tactical refinement and maintaining a game score.



Explored and used a variety of balls modified game activities.


Worked in small teams in a variety of roles.

Physical Literacy Skills (Agility, Coordination, Speed and Body Control), Numeracy Skills (Scoring), Citizenship (sportsmanship), Computing (Video Recording and Analysing, use of ICT), Personal, Learning and Thinking Skills (PLTS):



Adopted rules for modified invasion games activities.

Built confidence in the concepts of rugby – point of attack and defensive lines.

Worked in small teams and begun to develop tactical knowledge.

Used more complex rules related to rugby


• Team workers



8 weeks


Pupils will focus on implementing and refining core skills as a team and as individuals to outwit opponents. Teams will be expected to plan strategies and implement them in competitive games. Development of decision making skills will be encouraged through game play. Pupil should independently be able to score and officiate games and physically exert themselves throughout




Highest ability students should be able to: Show skills in a variety of different drills and


recap passing and receiving key points. Why is coordination important to a successful attack? What

Identify the type of skill needed and perform these fluently and quickly even under pressure. More advanced variations of these skills are attempted and makes a significant impact on the games played.

Work effectively in a small team to choose and put into practice tactics for attacking and defending. Show a deeper understanding of game rules and demonstrates a high level of teamwork.

Demonstrate a very good skill level and shows vision within game situations. Responds to changing situations by adapting and refining techniques. Identify space and uses this to advance team onto opponents territory.

Show a deeper understanding of tactics that can overcome a team defence. Begin to develop confidence in leading small groups of players to improve. Identify the main aspects of a good performance, recognise weaknesses and suggest how a performance could be improved

conditioned games conditioned games rugby union rules are pupils aware of?


recap teaching points for correct tackle technique. How can attackers move around/past defenders? What rules are pupils aware of when tackling?

What are the rule regarding kicking? What are the difference between kicking in rugby to that of football? How can a kick be used to outwit opposition?


How might space/width be used in a game? Identify variations in passes and rules surrounding passing. What difficulties did players encounter during competitive games?

Middle Ability students should be able to: Show skills in a variety Show skills in a variety

Pass using variations in distance and using different angles. Accurately replicates core fundamental skills consistently and with improving confidence even under pressure.

Contributes to a team performance and works well with others to produce effective outcomes. Knowledge of the basic rugby rules are shown in game situations and highlights mistakes to others.

More influential in the game consistently outwit opponents. Use an understanding of the principles of attack when planning their approaches to competitive games.

Show creativity in planning ways to outwit opponents and execute the skills needed to complete this. Assume the role of a referee in small sided game and demonstrate confidence when using terminology.



recap passing and receiving key points. Why is coordination important to a successful attack? What rugby union rules are pupils aware of?





How might space/width be used in a game? Identify variations in passes and rules surrounding passing. What difficulties did players encounter during competitive games?


Use core techniques in a low pressured situation and show basic control over pass. Is aware of weaknesses and can compare performances.

Recognise and explain the importance of getting ready for games and follow a basic set of rules. Usually plays a basic role in a team

Show some tactical awareness and can rush skill execution when responding to opponent’s pressure

Recognise a need for speedy decision making when faced with an opposition with limited success. Notices errors after possession is lost.

-



recap passing and receiving key points. Why is coordination important to a successful attack? What rugby union rules are pupils aware of?





How might space/width be used in a game? Identify variations in passes and rules surrounding passing. What difficulties did players encounter during

competitive games?

Literacy Skills Through the activities in this unit pupils will be able to understand, use and recall terminology relating to rugby.


Point of Attack, Defensive line, Tackling, Kicking, Possession, Support play, Attack, Defence, delaying, anticipation and intercepting



Through the activities in this unit pupils will be able to understand, use and recall terminology relating to rugby.

Point of Attack, Defensive line, Tackling, Kicking, Possession, Support play, Attack, Defence, delaying, anticipation and intercepting

Promoting British Values Within the PE Curriculum students have the opportunity to develop their teamwork and resilience and must demonstrateA mutual respect to their peers





Rule of law and democracy are essential in PE and Sport as everyone

has to play by the rules.


Lesson Number





1 Recap passing & refine handling skills

To develop and replicate fundamental rugby handling skills. To be able to perform these in a small sided game to maintain ball possession & outwit opponents. To confidently describe the rules of rugby union.

Warm up – passing and basic ball handling & ball carrying skills in pairs/small relays (see ‘fun handling warm up’ QR code) Use pads at end of relay line - drive shoulder into pads and pass back to next in line. Progress to 2 vs 1 inside a channel. Revise ‘timing of the pass’ and effective support play. Small sided games 5 vs 5 - Recap rugby union rules- defenders 5 yards from restart, Restart after tackle with ‘tap the ball’. To tackle must 2 hand touch.


Bibs or bands


Grid areas

Mini-pitches

Increase/decrease speed of movement. Mid-lesson plenaries check – recap passing and receiving key points. Why is coordination important to a successful attack? What rugby union rules are pupils aware of?

2 Developing passing/4 vs 2 Warm up – Auckland grid- run to centre of grid + pass right and follow. Repeat but to

Rugby balls (size 3 or 4) Increase/decrease speed of movement + distance travelled in relay. Mid-lesson

To understand and accurately replicate the scissors & miss pass, and how to receive it. To create and develop varying strategic ways of getting passed defenders. To understand the rules of rugby union. To perform skills in a small sided game with pressure from opposition.

left. T.P’s; ball across body, accuracy & control. Highlight more advanced types of pass. 2 v 1, demo scissors & dummy scissors pass. Progress to 3 vs 2 - miss pass along the line. Discuss need to draw defender in to create space + running onto ball. Small-sided games 5 vs 5-recap game rules. Introduce semi-contact rule. i.e. can grapple ball from pupils grip but no tackling.

Bibs or bands


Grid areas

Mini-pitches

plenaries check – How might the player without the ball assist the ball carrier? Identify information players can provide to help team mates? What ways are there to beat a defender?

3 Develop tackling technique

To develop an understanding and knowledge of tackling technique. To replicate the correct technique on advancing opposition. To understand the safety aspects of rugby tackles. To understand the rules regarding tackling within the game.

Strength warm up challenges - Hands on shoulders + push partner over line. Grip each other’s hand + touch knees = 1 point. Recap correct technique for tackling. T.P’s; Cheek to cheek, arms wrap around legs, push and land on top. 1 vs 1 - Run the Gauntlet; 1 ball carrier, 1 tackler. Both start outside channel-on whistle both run around cone and into gauntlet. Highlight ways to beat defenders. Reinforce correct decision making in tackle situation. Small sided games 5 vs 5 (see ‘game play’ QR code)


Bibs or bands


Grid areas

Mini-pitches

Decrease/increase pace of movement. Mid-lesson plenaries check – recap teaching points for correct tackle technique. How can attackers move around/past defenders? What rules are pupils aware of when tackling?

4 KickingTo be able to perform the correct kicking technique from the ground and out of hand with control and accuracy. To begin to combine the use of passing and kicking to outwit opponents. To understand when to use the kick and the advantages gained from it.

Group pulse raiser in grid area. Use side steps and dodging movements. In pairs-20m apart kick the ball to each other off a cone. Emphasis control and accuracy. 1 point for successful catch by partner. Experiment with kick out of hand. i.e. Chip (see ‘kicking’ QR code) Discuss difficulties. Bounce, aim, chip and run. 5 vs 5 small sided games - Discuss kicking rules & when to use kicks to outwit opponents. Kick conversion after try is possible.


Bibs or bands


Grid areas

Mini-pitches

Match pairs according to ability. Mid-lesson plenaries check – What are the rule regarding kicking? What are the difference between kicking in rugby to that of football? How can a kick be used to outwit opposition?

Differentiated games on ability.

5 Tactical play/outwitting opponents

To develop knowledge and understanding of strategic play used to outwit opponents. To be able to change and refine tactics based on the analysis of certain plays and opposition. To confidently describe the laws of rugby union and officiate parts of a game.

Warm up – 4’s – ‘pick a rolling ball’ drill (see QR code) Progress to union jack drill – pupils to stand on one of 6 points on grid – Pass one place right/left and run straight across. 3 vs 3. How many tries can pairs score in 30 Seconds? 3’s in a channel. 4 defenders use 1 rucking pad each-attackers beat each defender using dodges, side steps, spins or speed to outwit. Small sided games 7 vs 7. Differentiate pitches on ability.


Bibs or bands


Grid areas

Mini-pitches

Mid-lesson plenaries check – How many game rules/terms are pupils aware of? What information should players take from a defending line as they approach?

6 Competitive Games

To demonstrate the ability to outwit an opponent in a game situation using the appropriate skills and techniques. To accurately replicate actions and tactical sequences. To show their knowledge and understanding of the rules in rugby.

Auckland grid warm up. Run to middle, contact with rucking pads = pass right, join opposite queue. 3 vs 3 – 2 hand touch game warm up. Progress to small sided games 7 vs 7 (See ‘game basics’ QR code) Differentiate pitches on ability. Use half time to evaluate performance. Pupils to have team talk + discuss strengths and how they might improve.


Bibs or bands


Grid areas

Mini-pitches

Mid-lesson plenaries check – How might space/width be used in a game? Identify variations in passes and rules surrounding passing. What difficulties did players encounter during competitive games?



Bibs or bands


Grid areas


Mini-pitches



Bibs or bands


Grid areas

Mini-pitches


About the unit

Unit Aims In this unit pupils will focus on replicating and developing more advanced techniques as well as implementing and refining strategic play to outwit opponents. Pupils will be able to demonstrate the essential elements of attack and defence. Pupil will further develop confidence to get the shuttle to land in a target area so that the opponent cannot return it. Pupil should independently be able to score and officiate badminton games.



Developed an understanding of net games that involve outwitting opposition.

Experienced some strategic ideas and employ basic tactics.

Played competitively.


Used and kept a set of badminton rules. Other Links: Physical Literacy Skills (Agility, Balance, Coordination, Motivation, Movement competence and confidence), Numeracy Skills (Counting and Scoring), Citizenship (sportsmanship), Computing (Video Recording and Analysing, use of ICT)


Creative thinkers

Reflective learners

Team workers




In this unit pupils will focus on replicating and developing more advanced techniques as well as implementing and refining strategic play to outwit opponents. Pupils will be able to demonstrate the essential elements of attack and defence. Pupil will further develop confidence to get the shuttle to land in a target area so that the opponent cannot return it. Pupil should independently be able to score and officiate badminton games.





Demonstrate a wide range of more advanced core skills, applying them efficiently and effectively in games. This application is done with speed and precision. Forms game plans in a range of situations using short and longer shots

Use more advanced variations of these skills are attempted and makes a significant impact on the games played. Rarely makes mistakes when performing skills. Control of the shuttle is consistent and serves are difficult to return.

Show a very good understanding of the self assessment process



Why is anticipation important? How will movement around the court assist performance?

Recap teaching points for the clear? How could a player disguise which shot they might be playing? As an opponent how might you best prepare for these variations?

What benefit does a jump give to a smash or the attacking player? Did players attempt to score a 2 point

and make sound judgments of others’ performances.

Show a deeper understanding of tactics and reflect on the effectiveness of these after execution. Can analyse their own opponent’s play using sound technical knowledge, and plan ways to improve team and individual performance.

target?

Mid-lesson plenaries check – what variations in the drop shot are possible? How can a drop shot be used to win a rally?

why positioning on the court is key. How might a doubles pairing set up? Why is court coverage important? What is the role/job of players backcourt and frontcourt?



Consistently sound shot selection within game situations. Is influential in the game and successfully outwits opponents. Is in control of rallies and dictates play.

Attempt more advanced core skill variations showing control and an understanding of angles. Accurately replicates core skills consistently even under pressure and is beginning to become influential in a game.



Why is anticipation important? How will movement around the court assist performance?

Recap teaching points for the clear? How could a player disguise which shot they might be playing? As an opponent how might you best prepare for these variations?

What benefit does a jump give to a smash or the attacking player? Did players attempt to score a 2 point

Can highlights errors of others and will play an unofficial role of coach during practices. Can analyse their own play using sound technical knowledge and plans ways to improve individual performance.

Show creativity in planning ways to outwit opponents and execute the skills needed to complete this. Can critically evaluate a plan to attack and adapted this idea to suit the needs of individuals

target?

mid-lesson plenaries check – what variations in the drop shot are possible? How can a drop shot be used to win a rally?

why positioning on the court is key. How might a doubles pairing set up? Why is court coverage important?



Take part in competitive games, replicating a number of core skills with some effectiveness. Usually reacts to the shuttle once hit by opposition and can struggle to execute clear and drop shot combinations

Use simple techniques in situations with limited pressure and will attempt more advanced variations. Preparation for these shots can lack fluency which can make it difficult to maintain a rally.



Why is anticipation important?

Recap teaching points for the clear? How could a player disguise which shot they might be playing?

What benefit does a jump give to a smash or the attacking player?

Recognises differences between performances and can highlight core skills that are strengths and those that could be improved

Recognise a need for strategies and creative thinking and can add to a group discussion. Often notices errors after rally is completed and adjusts accordingly.

Mid-lesson plenaries check – what variations in the drop shot are possible?

why positioning on the court is key. How might a doubles pairing set up?



Skill:

Skills




Body positioning, Service angle, flight of shuttle, angles, forehand, backhand, smash, overhead, drop shot,tactics, game plan, officiating/umpiring, adjustments/variations & anticipation



Sport and demonstrate good teamwork in order to succeed. This also means being

A mutual respect to their peers. gracious in defeat and showing sportsmanship and respect both on and off the pitch.





Lesson Number




1 Movement and forehand rallying

To develop the ability to outwit opponents with movement of the shuttle. To understand the different lines and areas on the court and be able to move around between them quickly. To identify strengths and weaknesses when playing & adapt strategies where necessary.

Paired warm up – throw shuttle over net, partner to catch if possible and throw back. Progress to competition – 1 point for getting shuttle to touch the ground. Discus importance of movement around the court? T.P’s- Balanced stance, side on, racket up ready + push off toes to move direction quickly. 1 vs 1 maintain a rally. Place a cone in the centre of the court. Pupils must always retreat to cone to work on positioning. Singles/doubles games-mini competition. Recap rules of badminton & singles/doubles scoring. (Court dependant)


Nets + posts

Cones

Increase/decrease working area. Use dominant or non-dominant hands. Mid-lesson plenaries check –Why is anticipation important? How will movement around the court assist performance?

2 Overhead Clear

To perform and replicate overhead clear with direction and intention to outwitting an opponent. Begin to attempt more advanced variations of this shot including the backhand clear. To score and officiate games fairly.

Warm up – pairs - overhead clear rally without net. Discuss overhead clear variations. Depth and drop shot versions. Teaching points; Disguise is important, body preparation is the same so as not to indicate to opponent. Snap wrist on contact, high arc of shuttle (See ‘overhead clear’ QR code) 1 vs 1 practice on half court. Singles/doubles games-mini competition. Recap rules of badminton & scoring.


Nets + posts

Cones

Appropriate pairings for warm up. Mid-lesson plenaries check – Recap teaching points for the clear? How could a player disguise which shot they might be playing? As an opponent how might you best prepare for these variations?

3 Smash/Jump Smash

To be able to accurately replicate a smash shot with control and power. To understand the importance of movement and preparation for an effective smash and how to make adjustments. To officiate badminton matches fairly and accurately.

Warm up – hopping and jumping relays. Progress to use of shuttle and racket. 1-1 – underarm clear feed to smash, 5 each. Teaching points; Snap wrist, Aim towards ground, progress to use of jump smash (timing is key – See ‘jump smash’ QR code) Use hoops to target certain areas of the court. Singles/doubles games-Conditional games- 2pts for hitting spots/targets on the court. King of the court competition.


Nets + posts

Cones

Mid-lesson plenaries check – recap teaching points for smash. What benefit does a jump give to a smash or the attacking player? Did players attempt to score a 2 point target?

4 Drop shot (underarm and overarm)

To replicate simple and more complex drop shot variations. To understand drop shot placement to produce a productivity outcome. To begin to develop strategic and tactical play during a rally. To confidently score a game.

Pairs warm up – Recap previously learnt skills in a cooperative rally. Discuss disguising shots. Demo short drop shot and overarm drop shot. Pairs to experiment with drop shot variations. Teaching points; deception, low over net & use of angles. Discuss tactics - Now allow use of overhead clear to force opponent backwards and follow up with drop shot to control rally (See ‘deception’ QR code) Singles games ½ court. King of the court competition. 2 pts for drop shot winner during games.


Nets + posts

Cones

Reduce working area to challenge the able. Mid-lesson plenaries check – what variations in the drop shot are possible? How can a drop shot be used to win a rally?

5 Doubles and singles tactics Warm up – 4’s student led-progressive pulse raiser and dynamic stretches. Recap all prior learning during a 2 minute

Rackets & shuttlecocks Limit size of working area. Mid-lesson plenaries check – highlight why positioning on the court is key. How might a doubles pairing

To develop their understanding and knowledge of basic outwitting strategies. To understand how movement of the shuttle will result in dominating rallies. To understand and appreciate the need to make decisions about choice of strategy depending on whether attacking of defending.

badminton skill based warm up rally. Brainstorm badminton tactics. Doubles positioning. (Front and back court or side to side). Focus on taking advantage of opponent’s mistakes. Important to judge the flight of the shuttle and move opponent/s around court. Singles and doubles games – king of the court competition.

Nets + posts

Cones

set up? Why is court coverage important? What is the role/job of players backcourt and frontcourt?

6 Outwitting Opposition

To demonstrate the ability to outwit an opponent in a game situation using the appropriate skills and techniques. To demonstrate knowledge and understanding of the rules.

Warm up – 4’s student led-progressive pulse raiser and dynamic stretches. Recap prior learning in a 3 minute warm up rally. Play and perform the forehand clear and drop shots using the correct technique. Organise class tournament to allow all pupils to show progression (King of the court- 3 minute games, winners move up and losers go down a court) Pupils to officiate and score singles and doubles matches. Even score = serve from right side. Odd score line = serve from left hand side.


Nets + posts

Cones

Pair individuals up according to ability/fitness level. Mid-lesson plenaries check – discuss ways to beat an opposition? Which ones were successful? If you were to play again what would you do different?

DIRT Lesson

Movement and forehand rallying

Overhead Clear

Smash/Jump Smash



Nets + posts

Cones


DIRT Lesson

Drop shot (underarm and overarm)



Nets + posts


Doubles and singles tactics

Outwitting Opposition

Cones

About the unit

Unit Aims Pupils will focus on implementing and refining core skills as a team and as individuals to outwit opponents. Teams will be expected to plan strategies and implement them in competitive games. In all games activities, the main intention is to invade your opponents’ territory and to outwit them so that you can score goals or points. Pupils will be given the opportunity to officiate and coach small groups and understand the importance of teamwork




Experienced setting up and organising football practices in groups Applied and adapted the principles of attack and defence in small

sided games Begun to lead small parts of a warm up or cool down. Learnt about specific core skills to Football.

Other Links: Physical Literacy Skills (Developing football fundamentals, Agility, Coordination, Speed and Confidence), Numeracy Skills (Counting and Scoring), Citizenship (sportsmanship), Computing (Video Recording and Analysing, use of ICT) Personal, Learning and Thinking Skills (PLTS):



Used and applied football rules correctly. • Team workers


• Self managers

• Independent enquirers



8 Weeks





Demonstrate a wide range of more advanced core skills, applying them efficiently and effectively in games played with speed and precision. Forms game plans in a range of situations, making a significant contribution to team’s effectiveness. Identifies space for themselves and others and uses this to advance the team

Help to create suitable set plays from different areas. Make



How many variations in a pass can you suggest? What tactics work best to maintain possession of the ball? How can control effective the team? Positive/negatives?

I checklist for heading? How can a header be controlled or directed?

speedy decisions when facing an opposition and can use a range of core skills effectively to present goal scoring opportunities

Identify the type of core skills needed and perform these fluently and quickly even under pressure. More advanced variations of these skills are attempted and makes a significant impact on the games played

Show a deeper understanding of tactics and reflect on the effectiveness of these after execution. Identify the aspects of a good team performance, recognise weaknesses and suggest how this could be improved.

How can chips and low drives be produced? How might space dictate choice of shot?

Demo successful & unsuccessful shot – identify reasoning. Teaching points checklist.

what formations have you learnt/found out about today? Discuss defensive terms highlighted?

discuss set plays used and there success rates. Why set up a strategy for attack from a set plays?


Consistently use a range of specific techniques in competitive games played, showing more precision when they have time and space and can play a supporting role for others.

Understand how a set play can be set up and will play a role in the


Show skills in a variety of different drills and conditioned games How many variations in a pass can you suggest?

What tactics work best to maintain possession of the ball? How can control effective the team? Positive/negatives?

movement of the ball to a shooting opportunity.

Pass using complex variations in distance, height and curl. Accurately replicates core fundamental skills consistently even under pressure and is beginning to become influential.


I checklist for heading? How can a header be controlled or directed?



What formations have you learnt/found out about today? Discuss defensive terms highlighted?

Discuss set plays used and there success rates. Why set up a strategy for attack from a set plays?


Play the games, replicating a sound range of specific techniques consistently and effectively with reasonable speed and precision.



How many variations in a pass can you suggest? What tactics work best to maintain possession of the ball? How can control effective the team? Positive/negatives?

Show knowledge of a set play and recognise why these are used. Play a limited role in the execution of such movements.

Use simple techniques in situations with limited pressure and will attempt passing and shot variations.

Recognise a need for strategies and creative thinking and can add to a group discussion.

checklist for heading? How can a header be controlled or directed?



What formations have you learnt/found out about today? Discuss defensive terms highlighted?

Discuss set plays used and there success rates. Why set up a strategy for attack from a set plays?

Literacy Skills Through the activities in this unit pupils will be able to understand, use and recall terminology relating to football

Physical Literacy Skills (Developing football fundamentals, Agility,

Coordination, Speed and Confidence), Numeracy Skills (Counting and Scoring), Citizenship (sportsmanship), Computing (Video Recording and Analysing, use of ICT

starts, restarts, set plays, team strategy, preparation, recovery, fitness, exercise, activity, leading, officiating, principles of play, attack, defence, outwitting an opponent, countering a play



Through the activities in this unit pupils will be able to understand, use and recall terminology relating to football

starts, restarts, set plays, team strategy, preparation, recovery, fitness, exercise, activity, leading, officiating, principles of play, attack, defence, outwitting an opponent, countering a play









Lesson Number





1 Passing, Control & Turning

To understand variations in passes and where different types of passes should be used. To be able to use the different parts of the body to control the ball. To outwit opponents with the combination of advanced turns and passes.

Movement patterns – 4’s (See QR code). Develop to a 3 vs 1 in the same space. Passing for Accuracy / Distance / Possession. Use variations to match the variables of the situation. Pass and move into space to keep ball (drive pass, lofted, non-dominant foot). Conditioned SSG – Keep Ball with No Goals or 5/10 Passes = a goal. Highlight control from a throw in. Get ball down as soon as possible. Conditioned competitive games (SSG QR code)-2 goals at each end.

Footballs

Bibs

Cones

Ladders

Progressively reduce/enlarge space to work in. Mid-lesson plenaries check – How many variations in a pass can you suggest? What tactics work best to maintain possession of the ball? How can control effective the team? Positive/negatives?

2 Heading

To develop their understanding and knowledge of how to head the ball correctly and safely. To

All pairs in a grid: serve the ball underarm and head back to partner using correct part of head. Find another partner to return header to. Paired competition – how many successful completions in 1 minute.

Footballs

Bibs

Increase/decrease speed of movement. Mid-lesson plenaries check – teaching points checklist for heading? How can a header be controlled or directed?

perform the different types of heading in different situation e.g. Defensive & Attacking.

To understand and appreciate the need to make decisions about choice of technique and refining ideas when unsuccessful.

Introduce throw, head, catch sequence. Teaching points: watch ball, use forehead, control flight of ball. Can pairs perform this while moving in the grid? Experiment different types of heading (head up = defensive & head down = attacking). Condition game – headed goals worth 2 points.

Cones

Ladders

3 Shooting

To replicate a variety of shooting techniques on goal. To appreciate how to adjust shot selection based on opponents positioning. To be able to assess & evaluate shooting techniques and suggest ways to improve.

Warm up 4 v 4 light intensity possession game in grid area. Build up pace of play slowly. Recap Shooting technique in small groups. One touch out of feet and drive low. Experiment with low drive, chip and volley. Develop to small crosses or set ups from different positions. Attack vs Defence on one small goal. (3 vs 2). Use of extra attack? Discuss how to use effectively. Small sided condition game – use ‘magic man’ who plays for the team in possession.

Footballs

Bibs

Cones

Ladders

Decrease/increase pace/speed of working in each of the grids. Mid-lesson plenaries check – How can chips and low drives be produced? How might space dictate choice of shot?

4 Attack/Beating an opponent

To be able to outwit opponents using dummies & fakes at speed. To understand the importance of width and playing into space in order to attack. To develop basic strategic and tactical play.

Warm up - paired heading race from goal line to halfway. The pairs must throw the ball, jump, head, and catch whilst moving. Use channels to try and beat defender using different methods i.e. fakes, step-over, nutmeg. 4s in grids – 3 vs 1. How many passes in given time without interception. Small sided condition game – 3 Team Attack – See QR code. Teaching points; How to break down a defence, develop strategy of attacking wide.

Footballs

Bibs

Cones

Ladders

Make defender passive to allow success, build up level of pressure applied. Increase/decrease size of target. Mid-lesson plenaries check – Demo successful & unsuccessful shot – identify reasoning. Teaching points checklist.

5 Defensive Tactics

To develop their understanding and knowledge of how to stop

Select 4/5 individuals to lead a small 2 min warm up. Pulse raise and dynamic stretches. Working in small groups - channel drill. 3 vs 2. Identify weak side of

Footballs

Bibs

Individuals leading the warm up could be paired according to ability/fitness level. Mid-lesson plenaries check – what formations have you learnt/found out about today?

attack effectively. To perform the different types of defensive techniques in different situation. To understand and appreciate the need to make decisions about choice of defensive strategy.

opponent + use jockeying, staying goal side, closing down & poke tackling. Conditional games - introduce formations and discuss the benefits (4-4-2, 4-3-3 + 4-5-1). Trial versions of these formations during 5 vs 5 competitive games. Teaching points; Defenders must ‘pushing up’ and use of offside

Cones

Ladders

Discuss defensive terms highlighted?

6 Set Plays

To develop creativity in developing new strategies from set plays in attack and defence. To incorporate corner kicks, goal kicks, defending and attacking strategies in small games.

Select 4/5 individuals to lead a small 2 min warm up. Pulse raise and dynamic stretches. Experiment with attacking set plays. Teaching points; Communication and organisation skills, Pupils develop tactics in groups of 6 – split into attacker and defenders. Corners / Free Kicks / Throw Ins. 5 DEF VS 5 ATT with 1 GK and 1 corner taker. 3 goes each. The pupils work on set plays and signals from corner kicks. Use small sided games to allow pupils to adapted and refine.

Footballs

Bibs

Cones

Ladders

Individuals leading the warm up could be paired according to ability/fitness level. Mid-lesson plenaries check – discuss set plays used and there success rates. Why set up a strategy for attack from a set plays?

DIRT Lesson

Passing, Control & Turning

Shooting

Heading


Footballs

Bibs

Cones

Ladders


DIRT Attack/Beating an opponent Use a number of Drills and conditioned Footballs Use assessment opportunities identified

Lesson

Defensive Tactics

Set Plays

games from previous lessons in order to assess progress of students

Bibs

Cones

Ladders

in previous lessons

About the unit

Unit Aims In this unit pupils will further develop specific fitness based skills in a range of different challenges. Will improve the ability to evaluate and refine movements. Pupils will further investigate ways of warming up and the importance of health through completion of physical activities. Pupil will develop knowledge of the immediate effects of exercise and physically exert themselves throughout.



Use a range of GCSE PE terminology.

Lead warm ups and group cool downs.

Demonstrated a range of fitness activities testing individual’s physical capacity.




Creative thinkers

Reflective learners

Team workers




In this unit pupils will further develop specific fitness based skills in a range of different challenges. Will improve the ability to evaluate and refine movements. Pupils will further investigate ways of warming up and the importance of health through completion of physical activities. Pupil will develop knowledge of the immediate effects of exercise and physically exert themselves throughout.





Can adapt and change technique and identify ways to increase the intensity on the body. Replication of these core skills are consistent even as a result of fatigue.

Displays confidence when talking to small groups and often demonstrates activities for others to follow

Shows a clear understanding of why fitness activities are good for healthy active lifestyles. Knowledge of heart rate, respiratory and cardiovascular system is sound and can link exercise and recovery to adaptations that take place




What are the benefits and what athletes would use fartlek training? What sports would you recommend for individual who perform well during this type of training?

Recap test names for each component of fitness. How can you remember the 6 component of skill related fitness? Compare and analyse results amongst group. What do the result tell you?

How could it be made more intense? How does working with a partner help performance? What should


you consider when thinking about order of stations?

How can a circuit be made more intense/a harder work out? How does the body recover form exercise? How does the respiratory and circulatory system adapt to the onset of exercise?

How did pupils decide on what stations to include? What is the focus of the circuit? How can it be adapted for more/less able?


Show a good replication of skills across most fitness disciplines and will push body to challenge physical capacity

Can motivate and push other to undertake physical activity tasks and is clear on how to complete these

Explain in simple terms the physical effects of exercise on heart rate, lungs and the cardiovascular system. Can explain how warming up and cooling down help performance and suggests example activities.

Show creativity in planning ways to outwit opponents and execute




What are the benefits and what athletes would use fartlek training? What sports would you recommend for individual who perform well during this type of training?

Recap test names for each component of fitness. How can you remember the 6 component of skill related fitness? Compare results amongst group. What do the result tell you?

How could it be made more intense? How does working with a partner help performance?

the skills needed to complete this. Can critically evaluate a plan to attack and adapted this idea to suit the needs of individuals

-

How can a circuit be made more intense/a harder work out? How does the body recover form exercise?

How did pupils decide on what stations to include? What is the focus of the circuit?


Observe and copy basic fitness techniques but will tire easily. Has reasonable success across all fitness disciplines but will find sustained physical activity a challenge

Can lead a partner through basic warm up exercises but can lack confidence and clarity of communication

Apply basic principles of warm up and cool down, using exercises appropriate for the event. Identifies increases in heart rate but makes no link to fitness levels.




Recap sites of heart rate recording. How will heart rate indict intensity or how hard individuals are working?

What are the benefits and what athletes would use fartlek training?

Recap test names for each component of fitness. How can you remember the 6 component of skill related fitness?

How could it be made more intense?

How did pupils decide on what stations to include?


Skill:

Skills


Other Links: Physical Literacy Skills (Speed, Balance, Coordination, Power, Flexibility & Core strength), Numeracy Skills (Measuring/Counting/Scoring, Recording heart rate values and making comparisons), Citizenship (sportsmanship), Computing (Use of ICT, Heart rate monitors and digital stills)



Warm up, Heart rate, Cool down, Dynamic Stretching, Pace, Speed, Recovery, Fatigue, health related fitness, Cooper Run & Lactic acid.









Lesson Number




1 Methods of training – Interval training

To accurately replicate interval training techniques. To understand how interval training is used by elite athletes. To describe the changes is the body in response to exercise. To be able to take rest, working and recovery heart rates.

Warm up – 4’s – one to lead pulse raiser + dynamic stretches. Discuss interval training and the concept behind it (period or work followed by rest periods). Set up simple 30m sprint interval training. Walk back to start is recovery (used by games players). Squats/lunges technique. 20 then rest, 30 then rest. Increase in small increments up to 50. Finished with 100m sprint then rest x3. Maintain correct technique throughout. Take working H.R. and measure recovery H.R. Discuss findings. Cool down as a group.

Recording sheet

Pens




Mid-lesson plenaries check – Recap sites of heart rate recording. How will heart rate indict intensity or how hard individuals are working? What is the concept of interval training and what athletes is it suited towards?

2 Methods of training – Fartlek training

To accurately replicate fartlek training technique. To understand how to set up a fartlek training session. To understand the athletes that would use this training method and the benefits.

Strength based warm up – Pairs; hands straight on partners shoulders, push over a line/marker. Press ups games (Alternate or how many can you do before your partner stops). Discuss fartlek training (means ‘speed play’ – see ‘fartlek’ QR code) 4 corners of a grid marked out – every time pupils reach a cone they must change up the speed they are moving. 8 minutes work. Understand it can also involve running & cycling over different terrains. If applicable use hills to demonstrate fartlek training.

Recording sheet

Pens




Mid-lesson plenaries check – What are the benefits and what athletes would use fartlek training? What sports would you recommend for individual who perform well during this type of training?

3 Components of fitness testingTo accurately replicate tests for health/skill related fitness. To understand the relationship

Warm up – group pulse raiser + stretches. Discuss health and skill related fitness components. Demo testing stations.

Recording sheet

Pens

Mid-lesson plenaries check – Recap test names for each component of fitness. How can you remember the 6 component of skill

between test scores and strengths as a performer. To develop individual weaknesses by targeting a specific station.

Coordination-throw + catch test. Reaction time- ruler drop. Agility- Illinois agility run, timed. Balance-stork test. Speed-10m sprint. Power-vertical high jump. Body composition–fat callipers, muscular strength–hand grip dynameter & muscular endurance–sit up bleep test, flexibility–sit and reach & C.V. Fitness – sustained shuttle runs. Pairs to work on 6 stations. Record scores. Choose 1 station as a weakness and spend 2 minutes on it.




related fitness? Compare and analyse results amongst group. What do the result tell you?

4 Circuits – netball specific To accurately replicate the netball based techniques at each station. To appreciate the need for a specific circuit and how it can be adapted to suit individual needs. To work cooperatively with partner to ensure improve in skill and netball related fitness.

Warm up – 4’s – one to lead pulse raiser + dynamic stretches. Discuss circuit training and how it can be made specific to netball. Walk around stations and demo. Stations- passing, shooting, footwork, dodging, shuttle runs, agility ladders & blocking. Perform 1 circuit set in pairs. 1 minute work, 30 seconds rest to rotate. Check heart rate after set 1. Next set, 1.30 min work, 30 sec rest. Group cool down.

Recording sheet

Pens




Mid-lesson plenaries check – How could it be made more intense? How does working with a partner help performance? What should you consider when thinking about order of stations?

5 Circuits – basketball specific To accurately replicate the basketball based techniques at each station. To appreciate the need for a specific circuit and how it can be adapted to suit individual needs. To work cooperatively with partner to maximize training session.

Warm up – 4’s – one to lead pulse raiser + dynamic stretches. Discuss circuit training and how it can be made specific to basketball. Demo stations and highlight muscles used. Stations- passing, shooting, dribbling, 1 vs 1, suicides, free throws & jump ball practice. Perform 1 circuit set in pairs. 1 minute work, 30 seconds rest to rotate. Check heart rate after set 1. How could it be made harder? Next set, 1.30 min work, 30 sec rest. Group cool down

Recording sheet

Pens




Mid-lesson plenaries check –How can a circuit be made more intense/a harder work out? How does the body recover form exercise? How does the respiratory and circulatory system adapt to the onset of exercise?

6 Group designed circuitsTo demonstrate accurate replication of circuit techniques at each station. To sustain performance over 2 laps. To understand the components of fitness involved in a circuit performance and how it can be made harder.

Warm up – Student led pulse raiser + stretches. Highlight circuit training & stations ideas – see ‘circuit development ideas’ QR code. Design and set up 8 station circuit. Highlight techniques/station ideas; press ups, skipping, step ups, shuttles runs, star jumps & tricep dips. Pupils to lead others through and take part in each of the circuits. Taking working H.R. after set 1. Decrease rest time. Next set, 40 seconds work, 20 sec rest.

Recording sheet

Pens




Mid-lesson plenaries check – How did pupils decide on what stations to include? What is the focus of the circuit? How can it be adapted for more/less able?

DIRT Lesson

Methods of training – Interval training

Methods of training – Fartlek training

Components of fitness testing


Recording sheet

Pens





DIRT Lesson

Circuits – netball specific

Circuits – basketball specific

Group designed circuits


Recording sheet

Pens





About the unit

Unit Aims In this unit pupils will focus on developing, implementing and refining team and individual game plans to outwit opponents. Teams will be expected to use core skills and implement them in different competitive situations. Pupils will be expected to understand games rules, play a number of positions and physically exert themselves throughout


Link with Prior Learning It is helpful if the pupils have: Experienced setting up and organising netball practices in groups Applied and adapted the principles of attack and defence in small sided games

activities Warmed up and cooled down safely Experienced core netball skills and attempted more advanced variations

Used and applied netball rules

Creative thinkers

Reflective learners

Team workers










Demonstrate a wide range of more advanced core skills, applying them efficiently and effectively in games. This application is done with speed and precision. Form game plans in a range of situations, making a significant contribution to team’s effectiveness. Identifies space for themselves and others and uses this to advance the team.

Identify the type of core skills needed and perform these fluently and quickly even under pressure. More advanced variations of these skills are attempted and makes a significant impact on the games played. Rarely makes mistakes when performing



– Recap technical points of passing and receiving the ball? What decisions are you forced to make in a competitive situation?

How might the player without the ball assist the ball carrier? Why does the backline pass need a strategy?

How might spatial awareness be used in a game? Identify variations in passes–Discuss use throughout. Why can

skills.

Help to create suitable set plays for different areas of the court. Make speedy decisions when facing an opposition and can use a range of core skills effectively to present goal scoring opportunities. Understands rules fully and make others aware of them too.


running patterns help your team

Why is it important to keep an eye on the ball as well as the player you are marking? Why should you stay close to your player? How can you increase pressure on the player with the ball?

How could opposing GD respond to different tactics from the GA? Who will receive the first pass from a Centre pass? Where should C and WA be positioned when the ball is in the semi circle?



Consistently use a range of core skills in competitive game situations, showing more precision when time and space is given. Will support others in the team to build an attack when an interception is made

Pass using more advanced variations in distance, height and depth. Accurate replication of core fundamental skills consistently even under pressure and is beginning to become influential in a game

Understand how a set play can be set up and will play a role in the movement of the ball into the semi circle for a shooting opportunity. Understand the rules surrounding the game and highlights violations of others.




How might the player without the ball assist the ball carrier? Why does the backline pass need a strategy?

How might spatial awareness be used in a game? Identify variations in passes–Discuss use throughout. Why can running patterns help your team

Why is it important to keep an eye on the ball as well as the player you are marking? Why should you stay close to your


player?

How could opposing GD respond to different tactics from the GA? Who will receive the first pass from a Centre pass?



Take part in competitive games, replicating a number of core skills with some consistency and effectiveness. Speed of movement in the team is developing

Use simple techniques in situations with limited pressure and will attempt passing and shooting variations

Show knowledge of a set play and recognise why these are used. Play a limited role in the execution of such movements. Recognise basic rules during conditioned games


.




How might the player without the ball assist the ball carrier?

How might spatial awareness be used in a game? Identify variations in passes

Why is it important to keep an eye on the ball as well as the player you are marking?

How could opposing GD respond to different tactics from the GA?



Skill:

Skills



Language Skills: Attack, Defence, pressing, formation, finding and using space, changing speed, being direct, marking, covering, delaying, moving feet, footwork, spatial awareness & watching the ball & following through


SPaG (key words and vocabulary) Through the activities in this unit pupils will be able to understand, use and recall terminology relating to Netball.










Lesson Number




1 Recap netball fundamentals

To demonstrate knowledge & understanding of netball rules. To perform a variety of passes at speed and with control. To be able to perform these in a small sided game activity to outwit opponents. To be able to catch the ball from a variety of situations with improved technique and greater consistency.

Warm up – Student led. Ball handling – in 2’s focus on one & two-handed catching / moving into a space to receive a pass / high, low side to side drills (see ‘passing recap’ QR code) Revision of playing positions and responsibilities associated with player’s roles. Individual skills practices focusing on accuracy and control: Catching, Throwing, Getting Free & Marking. 7 v 7 game – focus on good co-operation between passes. Accurate and well timed passes using space well. (GK-GD-WD-C-WA-GA-GS). Recap knowledge of rules. Players to officiate.


3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick

Adapt the size of practice area.

Mid-lesson plenaries check – Recap technical points of passing and receiving the ball? What decisions are you forced to make in a competitive situation?

2 Use of space/court linkage

To be able to make decisions about sending & receiving the ball into a space, positioning to receive a pass. To be able to outwit opponents using a variety of techniques and passes with accuracy and timing. To develop & refine strategic and tactical play and

Warm up – Student led. Players given one of four colours and to stand in pairs. Steady jogging on netball court on whistle No 1 runs out to coloured cone area to collect a ball. Call out a type of pass and a number of passes for each pair to complete. On completion ball is returned and No 2 gets ready. Focus on conditioning structured games to achieve attacking outcomes. Improve timing of movement off the ball – GK


3 sets of Bibs

Cones/Spots

Netball posts

Mid-lesson plenaries check – recap teaching points. How might the player without the ball assist the ball carrier? Why does the backline pass need a strategy?

adapt ideas based on successful outcomes.

pass from end line must go through every player in turn: GD-WD-C-WA-GA-GS. Teams to plan other passing patterns. 7 vs 7 game – focus on teams evaluating and adjusting their formation, strategy and roles (see ‘passing & receiving development’ QR code for information)

Stop watch

Whistles

Metre ruler / stick

3 Attacking principles

To demonstrate effective team play using attacking principles and be able to devise and select appropriate strategies. To perform skills in small sided game activities making decisions about how best to advance on opposition. To explore ideas, concepts of attacking play when in space and in possession of the ball.

Warm up – Student led. Advance ball skills. In 2’s: Moving left and right to receive the ball: one handed catch, bring ball into chest. Use cones, run to cone and suddenly change direction to receive a pass from partner – high, low. Discuss attacking tactics; Possession, Timing, Passing & space. Quick ball movement important. 2v1 – indicating to receive the ball, running patterns -sideways, forwards, backwards (see ‘creating space’ QR code) Recap shooting techniques, identify best position for success (see ‘shooting’ QR code) 7 v 7 game. Recap positions and rules. Students to gain experience as an official, using correct terminology.


3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick

Mid-lesson plenaries check – How might spatial awareness be used in a game? Identify variations in passes–Discuss use throughout. Why can running patterns help your team?

4 Defending principles

To accurately replicate effective marking techniques and intercept any passes sent towards them. To outwit opposition when applying defending principles and when devising game plans. To evaluate individual performances and suggest ways to improve.

Warm up – Dodge or Defend game. Teams of 5 with one player as a ‘defender’. Each player has to run down a ladder (SAQ) over 2 hurdles into the ‘danger zone’. The ‘D’ has to try and stop them from getting into the ‘safety zone’. How? (‘D’ to explore methods of marking a player, blocking/holding space), Developing effective team play – defending principles. Highlight; Interception, Marking, Goal protection & Space limitation. Set up 3 vs 2 situation in’ semi-circle. Progress to 7 v 7 game.


3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick

Introduce passive defender, then allow them to be fully active. Mid-lesson plenaries check – Why is it important to keep an eye on the ball as well as the player you are marking? Why should you stay close to your player? How can you increase pressure on the player with the ball?

5 Tactics- Centre pass/within the circle

To be able to select advanced tactics to outwit opposition. To be able to evaluate tactical outcomes and consider how to improve performance. To adapt game plans in response to the opposition and the state of the game.

Warm up – Student led. SAQ ladders and hurdles – work in teams of 4 with a nominated leader taking charge of skills performed. Groups of 3 / 4 recap passing. Groups of 7 - Experiment with centre pass options (1xC, WA, WD, GA, GD, GS, GK) using half a court. Pupils are encouraged to become increasingly responsible for their own learning deciding how to develop and improve their own work and that of others. 7 vs 7 game – solve game problems by varying positional roles and game plans for each team. WA and C back up on the edge of the semi-circle to aid shooters.


3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick

Limit size of working area. Mid-lesson plenaries check – highlight why possession is key. How could opposing GD respond to different tactics from the GA? Who will receive the first pass from a Centre pass? Where should C and WA be positioned when the ball is in the semi circle?

6 Game play

To demonstrate the ability to outwit an opponent in a game situation using the appropriate skills and techniques. The pupils are to develop their knowledge and understanding of the rules in netball.

Warm up – Student led. SAQ ladders and hurdles. Relay drill with shooting. Demonstrate passing and footwork in 3’s, receiving on the move. Set up 1 vs 1 dodging drill - demonstrate the ability to outwit defenders. Shooting drill from a number of different cones (see QR code) All teams to complete a series of netball questions on rules, regulations and team (points to be added to netball scores). 7 vs 7 game. Rotate positions


3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick

Pair individuals up according to ability/fitness level. Mid-lesson plenaries check – discuss ways to beat a defender, which ones were successful?

DIRT Lesson

Recap netball fundamentals

Use of space/court linkage

Attacking principles



3 sets of Bibs

Cones/Spots

Netball posts


Stop watch

Whistles

Metre ruler / stick

DIRT Lesson

Defending principles

Tactics- Centre pass/within the circle

Game play



3 sets of Bibs

Cones/Spots

Netball posts

Stop watch

Whistles

Metre ruler / stick


About Unit Aims Pupils will focus on implementing and refining core skills as a team and as individuals to outwit opponents. Teams will be expected to plan strategies and implement them in competitive games. Development of decision


the unit making skills will be encouraged through game play. Pupil should independently be able to score and officiate games and physically exert themselves throughout.


unit pupils will focus on developing attacking and defending strategies and replicating techniques required in competitive games. Development of the ability to perform and influence a game or pressurised situation. In all games activities, pupils are encouraged to think about use of core skills as part of strategies to outwit the opposition. Pupil will develop confidence in movement and test mental capacity tactical refinement and maintaining a game score.

Other Links: Physical Literacy Skills (Agility, Coordination, Speed and Body Control), Numeracy Skills (Scoring), Citizenship (sportsmanship), Computing (Video Recording and Analysing, use of ICT) Personal, Learning and Thinking Skills (PLTS):



• Team workers




8 weeks





Highest ability students should be able to: Show skills in a variety of different drills and


Recap passing and receiving key points. What rugby rules are pupils aware of? What is a knock

Show vision within game situations. Identifies space for themselves and others and uses this to advance the team. Forms game plans in a range of situations, making a significant contribution to team’s effectiveness.

Help to create suitable set plays for different areas of the court. Make speedy decisions when facing an opposition and can use a range of core skills effectively to present try scoring opportunities. Understands rules fully and make others aware of them too.

Identify the type of core skills needed and perform these fluently and quickly even under pressure. More advanced variations of these skills are attempted and makes a significant impact on the games played.

Show a deeper understanding of tactics and reflect on the effectiveness of these after execution. Can analyse in detail the core skills necessary to be successful and suggests ways to further improve.

conditioned games conditioned games on?

How might the player without the ball assist the ball carrier? What ways are there to beat a defender?

Recap teaching points for correct tackle technique. What is a ruck? How is it used? What rules are pupils aware of when tackling?

What are the rule regarding line out? How can teams use individual player’s strengths? How can an opposition be deceived through line outs?

How many game rules/terms are pupils aware of? What information should players take from a defending line as they approach? When is a scrum formed?

How might space/width be used in a game? How did team adjust strategies to increase success? Recap and test pupils game rules knowledge and understanding of terminology.


Consistently uses core skills with control and in response to opposition pressure. Show more precision when they have time and space and can play a supporting role for others.

Understand how a set play can be set up and will play a role in the movement of the ball into space to create scoring opportunity. Understand the rules surrounding the game and highlights errors of others.

Pass using complex variations in distance and angles. Accurately replicates core fundamental skills consistently even under pressure and is beginning to become influential

Show creativity in planning ways to outwit opponents and execute the skills needed to complete this. Can critically evaluate a plan to attack and adapted this idea to suit the needs of individuals.







How might space/width be used in a game? How

-

did team adjust strategies to increase success? Recap and test pupils game rules knowledge and understanding of terminology.


Play the games, replicating a sound range of specific techniques consistently and effectively with reasonable speed and precision.

Show knowledge of a set plays and recognise why these are used. Play a limited role in the execution of such movements. Recognise basic rules during conditioned games.

Pass using complex variations in distance and angles. Accurately replicates core fundamental skills consistently even under pressure and is beginning to become influential.








How might space/width be used in a game? How did team adjust strategies to increase success?

Recap and test pupils game rules knowledge and understanding of terminology.

Literacy Skills Through the activities in this unit pupils will be able to understand, use and recall terminology relating to rugby.


Point of Attack, Defensive line, Tackling, Scrumming, Rucking, Kicking, Possession, Support play, Line out, play the ball, delaying, anticipation and intercepting.



Through the activities in this unit pupils will be able to understand, use and recall terminology relating to rugby.

Point of Attack, Defensive line, Tackling, Scrumming, Rucking, Kicking, Possession, Support play, Line out, play the ball, delaying, anticipation and intercepting

Promoting British Values Within the PE Curriculum students have the opportunity to develop their teamwork and resilience and must demonstrate a mutual respect to their peers




Enhanced by new experiences and learning to try again if at first

students don’t succeed.



Lesson Number





1 Passing & Use of space

To accurately replicate prior learnt types of passes. To be able to perform these in a game to retain ball possession & outwit opposition. To describe the difference in rules of rugby league & union. To understand what the use of space means for attacking

Warm up – 10 m grid. 5 catchers with a ball. Once catcher has tagged a runner they pass the ball and become the catcher. Auckland grid warm up. Run to middle, contact with rucking pads = pass right, join back of queue. Recap advanced passes; scissors/switch & miss pass. 3 vs 2 in channel (see ‘3 vs 2’ QR code) T.P’s; pass across body, accuracy, control & use of disguise. Highlight importance of use of space +


Bibs or bands


Grid areas

Mini-pitches

Increase/decrease speed of movement to change intensity + restrict working area. Mid-lesson plenaries check – recap passing and receiving key points. What rugby rules are pupils aware of? What is a knock on?

opportunities. timing run. Small sided games – 7 vs 7.

2 Outwitting opponents- 3 vs 2 & 5 vs 3

To develop knowledge and understanding of strategic play used to outwit opponents. To be able to develop and refine tactics based on the analysis of opposition. To understand the rules of rugby union and recognise errors.

Warm up – ‘pass follow’ Pupil pass one place right and run to take the place of person passed to (See QR code). Set up 3 vs 2 advancing to 5 vs 3 in small grid. Highlight need to draw defender in to create space + running onto ball. Pupils to experiment with ways to attack successfully. Small sided games – 7 vs 7.


Bibs or bands


Grid areas

Mini-pitches

Increase/decrease speed of movement during warm up. Mid-lesson plenaries check – How might the player without the ball assist the ball carrier? What ways are there to beat a defender?

3 Tackling + rucking

To develop an understanding and knowledge of how to perform a ruck and the roles of support players. To replicate the correct tackling & rucking technique. To understand the safety aspects of rugby tackling and the rules regarding rucking and offside.

Warm up – Carrying tackle bags relay. Strength based movements. recap 1 vs 1 tackle practice – Develop from stand to walk to run. Progress to rucking from tackle (see ‘rucking’ QR code) 3 vs 2 – 2 defenders holding pads. A hits first pad & goes down. B trails rucks and C picks up ball. A get up and follows up with a ruck for C. T.P’s; ruck low on the bag, aim is to retain possession, and to create a new attack on the 2nd bag. Discuss rucking rules as attacking and defensive players. 7 vs 7 game. Highlight how to change the point of attack after each phase of play.


Bibs or bands


Grid areas

Mini-pitches

Decrease/increase the distance of each teams relay cone. Mid-lesson plenaries check – recap teaching points for correct tackle technique. What is a ruck? How is it used? What rules are pupils aware of when tackling?

4 Restarting play-line outs Warm up – 2 vs 1 – attack vs defense – tackled with 2 hand touch. In 3’s line

Rugby balls (size 3 or 4) Match 3’s according to ability. Mid-lesson plenaries check – What are the rule

To be able to perform a small line out with the correct technique. To understand how a line out is formed and the necessary positions. To develop a confident understanding of the rules and laws of rugby union.

out practice (see ‘lineout’ QR code) - 5m away- A tosses ball up between B & C. Whoever catches, turns facing own goal line. Emphasis timing & control. 1 point for successful catch by partner. Switch roles. 5’s- 1 thrower, 2 vs 2. Experiment with lineout ideas. No lifts. Discuss strategies & difficulties. Small-sided games (7 vs 7) – 5 yards after tackle, recap tackling/rucking rules. Differentiated games on ability.

Bibs or bands


Grid areas

Mini-pitches

regarding line out? How can teams use individual player’s strengths? How can an opposition be deceived through line outs?

5 Scrum developmentTo develop the knowledge and understand of how to form a small 3 man scrum. To understand and accurately describe the scrum positions. To develop knowledge of when a scrum is used. To integrate scrumage skills into a small sided game after an infringement.

Warm up – group pulse raiser in grid + dynamic stretches. Recap passing across body. Discuss scrum positions and safety aspects (see ‘scrum’ QR code) Pupils to experience 3 vs 3 man scrums. T.P’s; the hooker’s arms resting on the props shoulders and the props arms grasp the hooker’s shirt. Highlight why a scrum is formed? (after an infringement). Discuss commands; crouch, bind, set. Small sided games (8 or 9 a side).


Bibs or bands


Grid areas

Mini-pitches

Mid-lesson plenaries check – How many game rules/terms are pupils aware of? What information should players take from a defending line as they approach? When is a scrum formed?

6 Competitive Games

To demonstrate the ability to outwit an opponent in a game situation using the appropriate skills and techniques. To accurately replicate actions

Paired pulse raiser – A to run out place a cone down, run back and tag partner. B to run out collect cone and place it a new distance (shorter or longer). This continues for 3 minutes. Auckland grid warm up. Run to middle, contact with


Bibs or bands


Pace/intensity can be self judged to match ability. Mid-lesson plenaries check – How might space/width be used in a game? How did team adjust strategies to increase success? Recap and test pupils game rules knowledge and

and tactical sequences. To show their knowledge and understanding of the rules in rugby.

rucking pads = pass right, join opposite queue. 3 vs 3 – 2 hand touch game warm up. Progress to small sided games 8 or 9 a side. Differentiate pitches on ability. Use half time to evaluate performance. Pupils to have team talk + discuss strengths and how they might improve.

Grid areas

Mini-pitches

understanding of terminology.



Bibs or bands


Grid areas

Mini-pitches


8 Dirt Lesson Use a number of Drills and conditioned games from previous lessons in order to assess progress of students


Bibs or bands


Grid areas

Mini-pitches


About the Unit Aims In this unit pupils will focus on the accurately replicating core skills and Transferable Skills Development- linked AOs/Specification

unit movements individually and in combination focusing on the control and aesthetics. Pupils will show creativity and fluency in developed sequences. Student will further develop an ability to evaluate and assess movements and sequences to produced refined outcomes. Will demonstrate basic safety around the trampoline


Been told about safety in gymnastics based activities.

Experienced the setting up of equipment

Worked independently and as a group.

Experienced basic physical literacy through gymnastic based movements.



Creative thinkers

Reflective learners

Team workers





In this unit pupils will focus on the accurately replicating core skills and movements individually and in combination focusing on the control and aesthetics. Pupils will show creativity and fluency in developed sequences. Student will further develop an ability to evaluate and assess movements and sequences to produced refined outcomes. Will demonstrate basic safety around the trampoline





Able to accurately replicate a range of techniques, skills and apply them in a small sequence. Shows consistent good height on each bounce, good technique, clarity of shape and fluency to next skill. Ability to perform drops (seat, front and back) and rotational movements i.e. front sommersault.

Shows a very good knowledge of rhythm and timing with little or no help. More advanced movements are attempted and mostly successful due to very good body control. Extension of arms and legs is evident.

Ability to compose a sequence and perform with flow, control and precision. Movements are performed at a controlled height and close to the centre of the trampoline.

Able to use knowledge of own and others abilities to develop group sequences and can analyse performances and make some suggestions on how to develop further.



Recap trampoline safety? What is the job of spotters? How are arms used in all moves? What is the name of movements? What is the key to combining one move after the other?

What does a seat drop look like? Can you describe the components? How might you link movements together? What is the importance of straight legs throughout?

What are the steps to learning a swivel hips? What are some of the common errors? How might you use/adapt these core skills to create a sequence?

explain the teaching points for a front drop? Can you peer/self assess? How can this routine be improved? What does video or feedback provide that can be of some assistance to overall performance?

What moves can be linked or added before or after a front drop? How did you adapt different moves into your sequence?

How might pupils have improved overall sequence if performed again? What does the video playback

highlight to you?


Able to perform all of the core skills well and completes some advanced movements. Consistently shows good technique with clarity of shape and fluency of movement. Sometimes requires support in replication of some skills.

Perform most core movements with control and will attempt to link elements together. Will appear unstable when completing more complex flight movements.

Able to link various flights movements together with reasonable control. Style and aesthetics are present but sometimes variable, however sequences do show fluency. Able to experiment and plan own sequences and help others with their work

Can identify good performances and suggest some ways to improve. Identify the main aspects of a good performance. Able to experiment and plan own sequences and help others with their work.



Recap trampoline safety? What is the job of spotters? How are arms used in all moves? What is the name of movements?

What does a seat drop look like? Can you describe the components? How might you link movements together?

What are the steps to learning a swivel hips? What are some of the common errors?

explain the teaching points for a front drop? Can you peer/self assess? How can this routine be improved?

What moves can be linked or added before or after a front drop? How did you adapt different moves into your sequence?

How might pupils have improved overall sequence if performed again? What does the video playback

highlight to you?


Can accurately replicate basic shapes and turns with some control and varied aesthetics. Perform basic drop movements in isolation.

Use basic movements with reasonable timing. Applies basic safety principles and shows control over own body when at a low bounce height. Struggles with advanced/dynamic movements.

Will be able to combine moves into a short sequence. Combine small movement patterns together regularly repeating these. Cannot perform longer routines

Can see the difference between their performances and others and use this knowledge to improve. Displays some knowledge of the terminology used.



Recap trampoline safety? What is the job of spotters? How are arms used in all moves?

What does a seat drop look like? Can you describe the components?

What are the steps to learning a swivel hips?

explain the teaching points for a front drop? Can you peer/self assess?

What moves can be linked or added before or after a front drop?

How might pupils have improved overall sequence if performed again?


Skill:

Skills

Literacy Skills Through the activities in this unit pupils will be able to understand, use and recall terminology relating to gymnastics and learn Physical literacy skills.

Through the activities in this unit pupils will be able to understand, use and recall terminology relating to gymnastics.

e.g. Aesthetics, Flight, Tuck, Straddle, Pike, Seat Drop, Front Drop, Back Drop, Swivel Hips, ½ Twist, Full Twist, Balance & Routine.


SPaG (key words and vocabulary) Through the activities in this unit pupils will be able to understand, use and recall terminology relating to trampolining.









Lesson Number




1 Trampoline safety/basic jumps/aerial shapes/turns

To understand the health and safety aspects of trampolining. To accurately replicate basic jumps, aerial shapes and turns with good body tension and posture. To be able to perform these movements in a small routine.

Warm up - focus on increasing the range of movement/dynamic stretching. Intro health and safety aspects, spotting role, 1 on at a time. Demonstrate jumping technique; circle arms, stay on cross, bend knees on landing. Emphasis on control. 10 bounce warm up. Show aerial shapes to class; tuck, straddle, pike (see ‘basic shapes’ QR code) Teaching points; body posture and straight legs, point toes. Progress to ½ turn. Combine 4 moves together in a routine.

Trampolines

Video camera

Gymnastics mats

Safety crash mats

Mid-lesson plenaries check – Recap trampoline safety? What is the job of spotters? How are arms used in all moves? What is the name of movements? What is the key to combining one move after the other?

2 Seat drop + combination developmentTo demonstrate control and aesthetics when performing the correct seat drop technique. To understand what makes a successful seat drop and to begin to evaluate performance. To introduce creative thinking when composing a small routine.

Recap ariel shapes on the floor first. 10 bounce warm up; recap jumps and shapes. Intro seat drop technique (see ‘seat drop’ QR code) T.P’s; legs straight, hands by side facing front, point toes. Combine seat drop + ½ twist. Compose small routine using 5 bounces. Intro what signifies a bounce (any contact with bed). Focus on linking movements smoothly. Pupils suggest +/- of different pupils seat drop techniques.

Trampolines

Video camera

Gymnastics mats

Safety crash mats

Mid-lesson plenaries check – What does a seat drop look like? Can you describe the components? How might you link movements together? What is the importance of straight legs throughout?

3 Swivel hips.To be able to accurately replicate the swivel hips technique. To understand the importance of the

Get trampolines out safely 1 pupil lead others, teacher oversee. 10 bounce warm up; recap seat drop and ½ twist. Demo full swivel hips (see ‘swivel hips’ QR code)

Trampolines Mid-lesson plenaries check – What are the steps to learning a swivel hips? What are some of the common errors? How might you use/adapt these core skills to create a

use of arms, legs & aesthetics during the movement. To know and be able to describe the correct technique and peer evaluate other pupils swivel hips. To be able to refine and adapt the seat drop movement into a small routine.

T.P’s; straight legs throughout, push off with hands, arms up during twist phase. Break down into seat drop, ½ twist to feet, bounce seat drop. ½ twist to seat drop. Peer assess; does pupils legs stay straight? Use ICT to video and playback. Compose small routine using 7 bounces. Every time feet land on the trampoline this counts as 1 bounce.

Video camera

Gymnastics mats

Safety crash mats

sequence?

4 Front dropTo be able to replicate front drop technique with controlled landing. To develop the ability to adapt and refine skills when unsuccessful. To combine skills into and out of front drop. To develop creative thinking and decision making when composing larger routines.

Get trampolines out safely. 10 bounce warm up; recap prior learning. Demo front drop (see ‘front drop’ QR code) T.P’s; Landing position (flat), use of hands for protection of face & to return to feet. Hands & knees start, 3 bounces into front drop. Progress to feet, H & K’s, front drop. Discuss body tension & aesthetics. Some pupils; combine seat to front + front ½ twist. Compose 10 bounce routine. Pupils suggest +/- of each performance through use of video playback. Compare performance to personal best.

Trampolines

Video camera

Gymnastics mats

Safety crash mats

Mid-lesson plenaries check – explain the teaching points for a front drop? Can you peer/self assess? How can this routine be improved? What does video or feedback provide that can be of some assistance to overall performance?

5 Front drop development + Routine creationTo be able to replicate front drop technique in combination with other movements. To demonstrate a clear understanding of the importance of body extension and aesthetics. To develop precision, control and fluency over selected moves.

Warm up 10 bounce warm up; recap prior learning. Combine front/seat drop into other movements i.e. seat to front, front ½ twist etc. Using routine task cards to perform sequences. Highlight starting and finishing position. Self assessment – control? Aesthetics? Continue to compose 10 bounce routine. Use ICT to video and playback performance.

Trampolines

Video camera

Gymnastics mats

Safety crash mats

Mid-lesson plenaries check – What moves can be linked or added before or after a front drop? How did you adapt different moves into your sequence?

6 Routine DevelopmentTo accurately replicate learnt skills & to create a simple routine. To develop creative thinking and decision making when composing own 10 bounce sequence. To develop an appreciation of performance and suggest ways to improve.

Student led warm up - focus on increasing the range of movement/dynamic stretching. 10 bounce warm up; recap learnt skills. Develop own compositional sequence. Focus on fluency, control and body extension. Continue to compose 10 bounce routine. Use ICT to video and playback performance. Peer assessment.

Trampolines

Video camera

Gymnastics mats

Safety crash mats

Mid-lesson plenaries check – How might pupils have improved overall sequence if performed again? What does the video playback highlight to you?

DIRT Lesson

Routine creation Use of modified drills to assess the progress of the students

Trampolines

Video camera

Gymnastics mats

Safety crash mats


DIRT Lesson

Routine Development Use of modified drills to assess the progress of the students

Trampolines

Video camera

Gymnastics mats

Safety crash mats


body positioning, service angle, flight of shuttle, angles ... web viewto understand the rules...

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