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. Show skills in a variety of different drills and conditioned games 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?
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. 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 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 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? Middle Ability students should be able to: 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 Show skills in a variety of different drills and conditioned games Show skills in a variety of different drills and conditioned games 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 recap teaching points. Can pupil explain badminton scoring system? i.e. winning points and gaining serve.
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 Transferable Skills Development- linked AOs/Specification Link with Prior Learning It is helpful if the pupils have: 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 Link with future learning Timing (Number of weeks/length of unit) 8 weeks What is the next Unit? How does it build on/extend this unit? 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 Key Learning Outcomes Key Assessment Activities Key Questions /Success Criteria
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 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 Ladders 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 Split group into 2. One with ball + other without (10 x 20m grid) Dribbling and move with ball or jog around in area. Footballs Bibs Provide warm up movement variations for those finding them difficult. Decrease/increase pace of passing in
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 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 Cones Ladders grids. Mid-lesson plenaries check – How might spatial awareness be used in a game? Identify variations in use throughout. 4 Shooting 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 20m x 20m grid – warm up movements in outlined space. Intro 1 ball per 3’s (recap prior learning) 3’s Shoot at a 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 Footballs Bibs Cones Ladders Make defender passive to allow success, build up level of pressure applied. Increase/decrease size of target. 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 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; 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 lesson
ideas as a team when unsuccessful Always at pace, with support, Use width, Move the ball quickly. 4 vs 4 conditioned game. Shot must come from within a specific area 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 advancing. To identify strengths and weaknesses when playing small sided games and adapt strategies where necessary. 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 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. 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) DIRT Movement with the ball – Dribbling, Receiving & Turning Passing and movement off the ball Use a number of Drills and conditioned games from previous lessons in order to assess progress of students Footballs Bibs Cones Ladders Use assessment opportunities identifies in previous lessons
Passing Variations Dirt lesson Shooting Attack/outwitting an opponents Attack/outwitting an opponents Use a number of Drills and conditioned games from previous lessons in order to assess progress of students Footballs Bibs Cones Ladders Use assessment opportunities identifies in previous lessons 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. Transferable Skills Development- linked AOs/Specification
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? Lower ability students should be able to: 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 Show skills in a variety of different drills and conditioned games Show skills in a variety of different drills and conditioned games 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? Resources (where are they/What are they?) Include hyperlinks where possible Skill: Skills
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. Key Learning Outcomes Key Assessment Activities Mid-scheme End of Scheme Key Questions /Success Criteria Highest ability students should be able to: 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 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 Show skills in a variety of different drills and conditioned games Show skills in a variety of different drills and conditioned games Technical points of a simple pass/more complex 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 How can shots be modified in response to opposition? Is shooting % above 50%? Why is this important?
players to improve. Identify the main aspects of a good performance, recognise weaknesses and suggest how a performance could be improved 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: 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 skills in a variety of different drills and conditioned games Show skills in a variety of different drills and conditioned games technical points of a simple pass/more complex 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 How can shots be modified in response to opposition? Is shooting % above 50%? Why is this important?
principles of attack and defence, keeping possession and making progression, dispossessing an opponent, covering, intercepting, marking, tackling, width and depth in attack 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 football. principles of attack and defence, keeping possession and making progression, dispossessing an opponent, covering, intercepting, marking, tackling, width and depth in attack 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 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 pass, highlight importance of movement into space. Condition practice – 5 passes = a goal. Develop to small sided game - 5 v 5. (SSG) 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? 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 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 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
7 DIRT lesson Developing Core Skills – Passing Dribbling, Turns and Outwitting a defender Development of Shooting Use a number of Drills and conditioned games from previous lessons in order to assess progress of students Footballs Bibs Cones Ladders Use assessment opportunities identified in previous lessons 8 DIRT lesson Developing an Attack Outwitting an opponent/Teamwork Defensive strategies/tactics Use a number of Drills and conditioned games from previous lessons in order to assess progress of students Footballs Bibs Cones Ladders Use assessment opportunities identified in previous lessons
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 Transferable Skills Development- linked AOs/Specification Link with Prior Learning It is helpful if the pupils have: 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. 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 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 Key Learning Outcomes Key Assessment Activities Mid-scheme End of Scheme Key Questions /Success Criteria Highest ability students should be able to: Show skills in a variety of different drills and conditioned games Show skills in a variety of different drills and conditioned games What movements are useful for a pulse raiser? How can a circuit be made harder? Discuss variations in exercises. What
DIRT Lesson Circuits – football specific Sustained running – cooper test Methods of training – Interval training Use of modified tests to assess the progress of the students Recording sheet Pens Heart rate monitors (if available) Stereo/ICT equipment Specific equipment to individual lessons Use assessment opportunities identifies in previous lessons 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. Transferable Skills Development- linked AOs/Specification Link with Prior Learning It is helpful if the pupils have: 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 Reflective participants Link with future learning Timing (Number of weeks/length of unit) 6 weeks
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. Transferable Skills Development- linked AOs/Specification Link with Prior Learning Explored and used a variety of balls modified game activities. Learnt the basic principles of attack and defence. 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): Link with future learning
Highest ability students should be able to: 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 Show skills in a variety of different drills and conditioned games Show skills in a variety of different drills and conditioned games recap passing and receiving key points. Why is coordination important to a successful attack? What rugby union rules are pupils aware of? 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? 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 many game rules/terms are pupils aware of? What information should players take from a defending line as they approach? How might space/width be used in a game? Identify variations in passes and rules surrounding passing.
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 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 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 Rugby balls (size 3 or 4) Bibs or bands Markers, cones and goals Grid areas Increase/decrease speed of movement. plenaries check – recap passing and receiving key points. Why is coordination important to a successful attack? What rugby union rules are pupils aware of?
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 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. 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 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? discuss ways to beat an opposition? Which ones were successful? If you were to play again what would you do different? Middle Ability students should be able to: Show skills in a variety of different drills and conditioned games Show skills in a variety of different drills and conditioned games Why is anticipation important? How will movement around the court assist performance?
attack and defence. To incorporate corner kicks, goal kicks, defending and attacking strategies in small games. 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. Bibs Cones Ladders used and there success rates. Why set up a strategy for attack from a set plays? DIRT Lesson Passing, Control & Turning Shooting Heading Use a number of Drills and conditioned games from previous lessons in order to assess progress of students Footballs Bibs Cones Ladders Use assessment opportunities identified in previous lessons DIRT Lesson Attack/Beating an opponent Defensive Tactics Set Plays Use a number of Drills and conditioned games from previous lessons in order to assess progress of students Footballs Bibs Cones Ladders Use assessment opportunities identified in previous lessons
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 Reflective 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? 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. Key Learning Outcomes Key Assessment Activities Mid-scheme End of Scheme Key Questions /Success Criteria Highest ability students should be able to: 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 skills. Show skills in a variety of different drills and conditioned games Show skills in a variety of different drills and conditioned games – 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 running patterns help your team
Recap and test pupils game rules knowledge and understanding of terminology. Middle Ability students should be able to: 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 skills in a variety of different drills and conditioned games Show skills in a variety of different drills and conditioned games 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?
other movements. To demonstrate a clear understanding of the importance of body extension and aesthetics. To develop precision, control and fluency over selected moves. sequences. Highlight starting and finishing position. Self assessment – control? Aesthetics? Continue to compose 10 bounce routine. Use ICT to video and playback performance. Gymnastics mats Safety crash mats drop? How did you adapt different moves into your sequence? 6 Routine Development To 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 Use assessment opportunities identifies in previous lessons DIRT Lesson Routine Development Use of modified drills to assess the progress of the students Trampolines Video camera Gymnastics mats Safety crash mats Use assessment opportunities identifies in previous lessons