LESSON PLAN

Teacher: Subject: PE

Grade: 9 Unit: Date: Lesson: Running with the ball

Skills and understanding Learning outcomes

Learning objective By the end of the lesson:
By the end of the lesson, learners will:
 Develop footwork, changing direction and  ALL – Will be able to sprint with the rugby ball in the correct position.
sprinting technique.  MOST – Will be able to sprint and change direction with the ball in the correct position
 Use positioning of the rugby ball whilst  SOME – Will be able to run at any speed or direction with correct ball position to enter open space
moving at different speeds. and evade defenders.

Key vocabulary: Footwork, Sprinting, Technique, Positioning, Evasion

Resources Starter Further Information

Introduction: Time: 5-10 minutes

Welcome the students to the lesson, make sure students are in the classroom and
the register is taken. Write the learning objectives on the board and go through
them with the students to make sure they will all understand the lesson.
Allow students to get changed and to make their way to the location of the lesson.

Resources Main activity

 Multicolore Warm Up: Steal the Bib!
d vests Time: 5 minutes
 Cones
 The aim of this warm up is to have the students ready to do a lot of running in
the lesson.
 The objective of the game is to try and steal as many bibs as you can and not
have your bibs stolen. Bibs cannot be held in hand they must be tucked into the
top of the shorts or tracksuit bottoms or hanging out of a pocket.
 They have limited time to do this drill at the end anyone without a bib will do an
exercise chosen by the teacher.

 Cones Activity 1: T-Test Race

 Rugby balls Time: 15 minutes
 Divide the class into two teams and set up two T-Tests (diagram provided).
 The students will sprint with the ball through the T-Test and finish with a short
sprint to a cone where they will then jog back to the starting cone avoiding
the drill.
 The team who are all sat down first wins the race.

Support:
 When approaching the turns try to slow down and lower body height this will make it easier to go around the corners.
 When sprinting keep body position low as this will help with increasing speed.
 Try to use the ball of the foot when sprinting, this will produce more force and a more powerful sprint.

Stretch:
  Pair the better students against each other
 Include a different starting position, start the students sitting down backwards.
 Include ball familiarization in the drill.

 Cones Activity 2: British Bull-Dog with Rugby balls Time: 10-15 minutes
 Multicolore  Nominate one or more students as the catcher
d Vest  The aim of this game is for the students to reach one side of the hall to the
 Rugby ball other without being caught by the catcher.
 The catcher can catch the students by touching with two hands as these
replicate touch rugby rules.
 Students who are being caught will have a ball each, focus on ball positioning
while running and running lines that can be replicated during a rugby match.

Support:
 Plan your route to avoid the catcher
 Use footwork to try and manipulate the catcher.

Stretch:
 Include more catchers.
 Limit the space.

Resources Plenary

 Questions
Why is it important to learn how to run with the rugby ball?
If the ball is in the correct position what can we do if tackled?

Adaptions for Learners with Possible Special Needs (SEN):



Assessment for Learning Opportunities

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and feedback Verbal feedback

Performance Indicators/SLOs:

Teacher’s Learning Plan (TLP)

Did I plan properly before the lesson?

Did I clearly explain the lesson objectives?

Did I control the lesson and ensure students displayed good

behaviour?

What assessment strategy did I use within this lesson?

Reflection notes:

(Prompts: What went well? What did not go well? Was my communication clear? Did I plan properly? Were students engaged in the lesson? Did the
students enjoy the lesson? Did I assess that learning took place?)

Note: It is important that this section (TLP) is completed at the end of EVERY lesson. This will allow the PE Cluster Trainer to support you in the correct areas
and help you to develop your teaching further.
LESSON PLAN

Teacher: Subject: PE

Grade: 9 Unit: Date: Lesson: Passing

Skills and understanding Learning outcomes

Learning objective By the end of the lesson:
By the end of the lesson, learners will:  ALL – Students will be able to pass a ball to beat a defender to set up a scoring opportunity.
 Develop passing technique.  MOST – Students will be able to make quick decisions which will reflect in the type of pass they
 Develop decision making skills. make.
 SOME – Student will be able to use footwork and evasion strategies a long with passing to set up
scoring opportunities.

Key vocabulary: Decision making, Luring, Technique, Variations

Resources Starter Further Information

Whiteboard Introduction:
Marker Pen
Welcome the students to the lesson, make sure students are in the classroom and
the register is taken. Write the learning objectives on the board and go through
 them with the students to make sure they will all understand the lesson.
Allow students to get changed and to make their way to the location of the lesson.

Time: 5-10 minutes

Resources Main activity

Rugby balls Warm Up: Rugby Netball Time: 10 minutes

Cones
Multicolored  Create two goals and divide the class into two teams.
vests  Students cannot move with the ball
 Variations of passing should be used to progress up the field.
 Overhead passing, Traditional Rugby passing, Through the legs passes, backwards
passes.

Support:
 Large court size assist with helping the students find space
 Use the different passing variations to assist the students.
Stretch:
 Use the harder pass variations
 Involve a pass count
 Limit the court size
Rugby balls Activity 1: Overloaded attack Time: 10 minutes
Cones  Set up a channel, it should be wide enough for 4 students to run through.
 Place two cones at the side of the channel one indicates the attacking line, one
cone indicates the defending line.
 Then place a cone on the same line as the previous cones for the students to
run around to enter the channel.
 The teacher or a student then will call out two numbers for example ‘2’ (the
number of attackers) ‘1’ (the number of defenders), the attackers and
defenders will then run around the cones and enter the channel.
 As there will always be more attackers than defenders the aim is simply to
score a try every time.
 If a try isn’t scored discuss with the student, ‘why didn’t that work?’ ‘watch the
next group, what are they doing differently?’.
Support:
 Start with simple 2 vs 1 to allow students to attempt to beat 1 defender.
 Demonstrate luring the defender towards you before giving the pass.
 Can go as basic as 4 vs 1 if needed.
Stretch:
 Increase number of attackers and defenders for example 4 vs 3.
 Change the width of the channel.
Rugby balls Activity 2: Gameplay simulator Time: 15 minutes
Cones  Using the channel from the former drill, place 4 cones at one end of the
Multicolored channel evenly spread out and instruct the students to get into 4 lines.
vests  Select students to be defenders, these students can only move across a straight
line they cannot come forward or run backwards. You may organize where
defenders go depending on class ability, the easiest is 3 lines of defenders,
however you could add more defenders or place 2 defenders on the first line
and 1 behind them.
 This drill works on pass development and decision making, the aim is to get
passed the defenders and score the try, the students can use any type of pass
but it must go backwards. This is a very game specific drill.

Support:
 Limit the defenders on each defending line.
 Include more attackers in the group.
 Increase pitch size.
Stretch:
 Create gameplay scenarios for example placing 3 defenders on the first line would replicate the middle of the field where short and
quick passing is needed compared to facing 1 defender which could be beaten with a dummy pass or luring the defender towards
the player and passing before the tackle.
Resources Plenary

 Questions
1) Why is it important to communicate with teammates?
2) What helps the person with the ball to know where to pass the ball?
3) What type of passes are needed if we want the ball to go to the wing quickly?
Adaptions for Learners with Possible Special Needs (SEN):

Assessment for Learning Opportunities
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and feedback Verbal feedback

Performance Indicators/SLOs:


Teacher’s Learning Plan (TLP)

Did I plan properly before the lesson?

Did I clearly explain the lesson objectives?

Did I control the lesson and ensure students displayed good

behaviour?

What assessment strategy did I use within this lesson?

Reflection notes:
(Prompts: What went well? What did not go well? Was my communication clear? Did I plan properly? Were students engaged in the lesson? Did the
students enjoy the lesson? Did I assess that learning took place?)
 LESSON PLAN

Teacher: Subject: PE

Grade: 9 Unit: Date: Lesson: Passing

Skills and understanding Learning outcomes

Learning objective By the end of the lesson:
By the end of the lesson, learners will:
 Students will be able to make better  ALL – Will be able to pass the backwards and at the correct times during the drills and the game.
decisions when deciding when and how to  MOST – Will be able to perform fast passing and catching with confidence.
pass the ball.  SOME – Will be able to make critical decisions during games and drills in where to pass the ball and
 Develop fast passing techniques and how they will pass the ball, whether that will be a long pass or a short pass.
catching skills.

Key vocabulary:

Resources Starter Further Information

Introduction: Time: 5 minutes

Welcome the students to the lesson, make sure students are in the classroom and
the register is taken. Write the learning objectives on the board and go through
them with the students to make sure they will all understand the lesson.
Allow students to get changed and to make their way to the location of the lesson.

Resources Main activity

 Rugby balls Warm up: Quick Hands
 Cones Time: 5-10 minutes

 Divide the students into groups of 4 and supply each group with two balls (if
possible two rugby balls)
 The aim of the drill is one student will stand opposite the other three, two of the
three will be holding the balls.
 A ball will be passed to the student stood opposite and they will have to quickly
pass the ball to the student who doesn’t have a ball, it cannot be the student
who passed it to them.
 This drill focuses on decision making, passing and catching and is a good warm-
up for all passing drills.

Support:
 Keep composed, try not to overthink this drill. Try to remember where the student without the ball is, if really struggling slow down
the process and slowly speed up.

Stretch:
 Increase the speed of passing.
 Include a tennis ball instead of rugby balls.
 Rugby balls Activity 2: Passing Scenarios
 Cones Time: 10 minutes
 Multicolore  The aim of the drill is to simulate gameplay, quick short passes at the
d vests beginning and then decision making and creating attacking to beat the final
defender, very similar to a rugby match.
 The defenders in the 3 vs 2 section can move left and right but cannot come
forward or go backwards, therefore the attackers need to make critical
decisions to get passed the two defensive lines.
 The player on the side is the scrum half and begins the drill.

Support:
 Start with fixing defenders to a position to have the students understand where the space is.
 Advise the player who runs through the line to

Stretch:
 The defenders can move sideways change their starting positions, students will then have to react to the situation.
 Rugby balls Activity 3: Evasion and Passing game Time: 10 minutes
 Cones  Divide the class into 2 teams, create two grids for each team as seen on the
 Multicolore diagram.
d vests.  The aim of the game is to use passing and evasion to attempt to score a point
in the areas.
 To begin the game use ‘Rugby Netball’ rules, no moving with the ball and can
pass in any direction.
 Introduce a rule where they can move with the ball however the ball must be
passed backwards. Extend

Support:
 If students are struggling then continue with Rugby Netball rules try to bring in one of the rules such as passing backwards as it is a
link to the previous drills.

Stretch:
 The change in rules develops Rugby Netball into a match of Touch Rugby, however if the students are excelling reintroduce the
areas seen the diagram. Touch Rugby with scoring zones which will directly relate to the learning objectives as it will develop critical
thinking and passing skill.

Resources Plenary

 Questions Time: 5 minutes

Why is it important to learn how to catch and pass the ball quickly and accurately in a Rugby match?
How can we continue to get better at passing and catching?
How did the drills relate to the match at the end?
What is critical thinking?
 Stretch questions


Adaptions for Learners with Possible Special Needs (SEN):



Assessment for Learning Opportunities

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and feedback Verbal feedback

Performance Indicators/SLOs:

Teacher’s Learning Plan (TLP)

Did I plan properly before the lesson?

Did I clearly explain the lesson objectives?

Did I control the lesson and ensure students displayed good

behaviour?

What assessment strategy did I use within this lesson?

Reflection notes:

(Prompts: What went well? What did not go well? Was my communication clear? Did I plan properly? Were students engaged in the lesson? Did the
students enjoy the lesson? Did I assess that learning took place?)

Note: It is important that this section (TLP) is completed at the end of EVERY lesson. This will allow the PE Cluster Trainer to support you in the correct areas
and help you to develop your teaching further.
 LESSON PLAN

Teacher: Subject: PE

Grade: 9 Unit: Date: Lesson: Evasion

Skills and understanding Learning outcomes

Learning objective By the end of the lesson:
By the end of the lesson, learners will:
 Develop decision making when evading  ALL – Will be able to attempt to evade defenders.
defenders.  MOST – Will be able to evade a defender during 1 vs 1 situations.
 Develop current evasion skills.  SOME – Will be able to evade defenders during match situations.

Key vocabulary:

Resources Starter Further Information

Cones Introduction: Time: 5 minutes
Rugby balls
Welcome the students to the lesson, make sure students are in the classroom and
the register is taken. Write the learning objectives on the board and go through
them with the students to make sure they will all understand the lesson.
Allow students to get changed and to make their way to the location of the lesson.

Warm-up Time: 5 minutes

Evasion grid, place a small circle of cones in the centre of a large grid. Nominate
defenders and attackers, the attackers must enter the large grid and attempt to
retrieve the balls that are inside the circle of cones without being caught by the
defenders.

Resources Main activity

Cones Activity 1: 1vs1 Evasion Drill

Rugby balls Time: 5-10 minutes

 Set up several grids and split the students into pairs.

 Students will start in the centre and run diagonally to either ends of the grids,
running around the cone creating the grid into a channel.
 The student with the ball must then attempt to evade the defender.
 The defender can only touch not tackle.

Support:
 SPEED – Using speed is important in evasion have the student with the ball explode down the channel, it then makes it easier to
evade the defender.
 Stretch:
 Introduce multiple evaders start including passing however the focus is on evasion so suggest dummy passes.

Cones Activity 2: Capture and Escape

Multicolored Time: 10-15 minutes
vests  Split the class into 2 teams.
Rugby balls  Create a court that includes a line in the middle of the court.
(Other balls as  Place equipment in an area at each end of the court.
well if low on  The aim of the game is to try and capture the equipment in your opponents
rugby balls) half and to return them to the area of your half.
 You cannot be touched in your half or in the equipment areas.
 If touched by an opponent you must retreat to an area where you will stay
until a teammate successfully retrieves a piece of equipment from the
oppositions area.
 The winner of the game is the team that has all of their players and all the
equipment in their area.

Support:
 Speed – Try to get into the opposition are as fast as possible using the evasion techniques your currently know.
 Plan your route – You cannot be touched in your half so plan your route by indetifying space.

Stretch:
 Munipulate the teams to have similar standard players.
Cones Activity 3: British Bulldog Time: 10 minute
Multicolored  Nominate one or more students as the catcher
vests  The aim of this game is for the students to reach one side of the hall to the
other without being caught by the catcher.
 The catcher can catch the students by touching with two hands as these
replicate touch rugby rules.
 Students who are being caught do not need a ball as this is focusing on
evasion however include a ball if the class needs to develop their ball
handling skills.

Support:
 Remember how you evaded the defenders in the last game, plan your route and use speed and techniques suchs as the side step to
avoid being captured.

Stretch:
 Decrease size of area
 Increase starting defenders

Resources Plenary

 Time: 5
Questions
Can anyone name any other ways we can evade in Rugby?
How do we evade defenders? (Answer should be, Plan our route, Run into space, Use speed and evasion techniques to avoid tackles)

Adaptions for Learners with Possible Special Needs (SEN):



Assessment for Learning Opportunities

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and feedback Verbal feedback

Performance Indicators/SLOs:

Teacher’s Learning Plan (TLP)

Did I plan properly before the lesson?

Did I clearly explain the lesson objectives?

Did I control the lesson and ensure students displayed good

behaviour?

What assessment strategy did I use within this lesson?

Reflection notes:
(Prompts: What went well? What did not go well? Was my communication clear? Did I plan properly? Were students engaged in the lesson? Did the
students enjoy the lesson? Did I assess that learning took place?)

Note: It is important that this section (TLP) is completed at the end of EVERY lesson. This will allow the PE Cluster Trainer to support you in the correct areas
and help you to develop your teaching further.
 LESSON PLAN

Teacher: Subject: PE

Grade: 9 Unit: Date: Lesson: Evasion

Skills and understanding Learning outcomes

Learning objective By the end of the lesson:
By the end of the lesson, learners will:
 Develop running with the ball skills to evade  ALL – Will understand what a feint is and will be able to evade defenders by running into space.
defenders  MOST – Will understand where a feint might be used and be able to perform the skill successfully.
 Learn the ‘Feint’ skill.  SOME – Will be able to perform i) a side step ii) a feint, during different situation

Key vocabulary: Feint, Side-step, Skill, Evade, Evasion, Footwork

Resources Starter Further Information

Introduction: Time: 5 minutes

Welcome the students to the lesson, make sure students are in the classroom and
the register is taken. Write the learning objectives on the board and go through
them with the students to make sure they will all understand the lesson.
Allow students to get changed and to make their way to the location of the lesson.

Resources Main activity

 Cones Warm Up: Alcatraz – Jail Break Time: 5-10 minutes
 Multicolore
 Divide the class into two teams (Cops and Inmates).
d bibs
 The aim of the game is for the Inmates to escape prison and have all of them
outside the larger circle.
 The Cops must stop them from escaping prison by tagging them with two hands.
 If an Inmate is tagged he must return to prison where he can only escape prison
if tagged by another Inmate.

 Cones Activity 2: The Feint Time: 10 minutes

 Multicolore  Demonstrate the Feint (A stuttering step that fools a defender to believe you
d bib are performing a side-step when actually you are continuing on same path)
 Rugby ball  Set up several grids and split the class into groups of two and give a rugby ball
to each group.
 The defender and attacker will start at the centre of the grid, move diagonally
and around the cone similar to the 1vs1 side step drill.
 Students will practice the feint before being instructed that they can use a
feint or a side-step to beat the defender.

Support: If a student cannot beat the defender then pull them out the drill and go through the skill with them.
Clearly show that it is similar to the side step as it includes the big step before the change of direction however this time the
direction stays the same.

Stretch:
 If a student is finding this easy give the student a rugby ball to see if they can achieve the skills while holding a ball.
 Rugby balls Activity 3: British Bull-dog with Rugby Balls Time: 10-15 minutes
 Cones  Nominate one or more students as the catcher
 Multicolore  The aim of this game is for the students to reach one side of the hall to the
d bibs other without being caught by the catcher.
 The catcher can catch the students by touching with two hands as these
replicate touch rugby rules.
 Students who are being caught do not need a ball as this is focusing on
evasion however include a ball if the class needs to develop their ball
handling skills.

Support:
 This drill has been used before in a previous lesson however now the element of holding the ball correctly may effect ability to
evade,
 It is important to remember that the student should be making critical decisions to progress to the other side such as planning the
route and also which evasion technique they could use such as the feint or the side step.

Stretch:
 Include more defenders
 Include passes to replicate a game of touch.
 Introduce a smaller play area.

Resources Plenary

 Time: 5
Questions
1) Are there other ways to avoid?
2) Why is the side step and faint

Adaptions for Learners with Possible Special Needs (SEN):



Assessment for Learning Opportunities

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and feedback Verbal feedback

Performance Indicators/SLOs:

Teacher’s Learning Plan (TLP)

Did I plan properly before the lesson?

Did I clearly explain the lesson objectives?

Did I control the lesson and ensure students displayed good

behaviour?

What assessment strategy did I use within this lesson?

Reflection notes:

(Prompts: What went well? What did not go well? Was my communication clear? Did I plan properly? Were students engaged in the lesson? Did the
students enjoy the lesson? Did I assess that learning took place?)

Note: It is important that this section (TLP) is completed at the end of EVERY lesson. This will allow the PE Cluster Trainer to support you in the correct areas
and help you to develop your teaching further.
 LESSON PLAN

Teacher: Subject: PE

Grade: 9 Unit: Touch Rugby Date: Lesson: Rugby (Attacking lines)

Skills and understanding Learning outcomes

Learning objective
By the end of the lesson, learners will: By the end of the lesson:

 Understand running lines and basic  Execute offensive tactics consistently in game play to create open space
attacking strategies in open / broken  Creates open space consistently through intelligent movement whilst under pressure in small sided
play. games.
 Knows basic rules/regulations of rugby and how these relate to sport to health, fitness and well-
being

Key vocabulary: depth , running lines, broken play , attack

Resources Starter Further Information

Introduction: Time: 3 mins

 Welcome students to the lesson

 Safety checks of students – explain the safety steps before the PE class (they
check their laces are tied, they have the correct footwear and clothing and that
they remove any jewellery); correct PE Kit is worn
 Discussion on the safety aspects of PE and why it is necessary to implement
these safety rules.

Safety check of the PE hall – highlight to students the areas that are out of bounds
 and ensure all equipment is stored safely.

Resources Main activity

 Cones Activity 1: continuous decision making Time: 10 mins

 ball
 Grid of 10x10m, 2 attackers in the middle of the grid with ball and 4 defenders
on the outside of the grid.
 Aim of the drill is for the attackers to score as many tries as possible in 1 minute
without getting touched by defenders. (defenders cannot move off the line)
 Can pass in any direction/use footwork or fakes to score
 If attackers are touched or ball is dropped they must start again from middle
 Swap attackers after 1 minute

Support:

 Make area bigger so it easier to score, add an exta attacker in middle

Stretch:

 Make area smaller so there is less space to score

 Cones Activity 3: Running from depth Time: 10 mins

 balls
 Players start off in small grid pop passing to each other
 When coach shouts go, players pass to the coach and must run around the
cones then pass down the line
 When the player reaches the first cone the ball is passed by the coach to the
players. (make sure that they are all ready)
  Make sure cones are in diagonal line to creat depth on outside
 Talk about the importance of running with depth (receiving ball at pace, ball
going backwards)

Support:

 Wait till the players are at their cones to pass the ball , move cones closer together.

Stretch:

 Move cones wider apart or at more of an angle to create more depth

 Pass the ball to first receiver before any other player is set (faster alignment)

 Ball Activity 3: counter attack

 Cones
Time: 10 mins
 Bibs
 2 teams (1 attack – 1 defence)
 Aim of the game is for the attacking team to successfully score a try
 Drill starts with defensive team passing or kicking the ball from behind their
tryline to the attack and only one defender stepping out to try and defend try
line (eg. 6v1) if attack are successful in scoring they start again but this time an
extra defender is added (eg.6v2) and so on.
 Each attack gets 5 attempts to score if a player is touched with the ball in hand it
counts a failed attempt
 Emphasizes attack in broken play

Support: make playing area bigger so it easier to find space to attack and score, allow players to be touched and offload
 Stretch:

 Make playing area smaller so it is more difficult to attack , overload the defence

Resources Plenary

 N/A Questions: Ask students relevant questions on lesson content to test their understanding

Time: 3 mins

Stretch questions

 When attacking should you look for contact or open space ?

 What does depth in attacking line create ?

Adaptions for Learners with Possible Special Needs (SEN):

 Allow students who cannot take part in activities to help set up, coach or referee small sided games.
 Utilise the ‘support’ regressions for all activities to begin with
 Visual Aids – make pictures bigger to show examples
 Adapt the area you are working in – make it bigger/smaller
 Give extra time and support on each task
 Change equipment – smaller or bigger ball (sponge rugby balls if possible)

Assessment for Learning Opportunities

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and feedback Verbal feedback

Performance Indicators/SLOs:

G9.2.1.2 Execute offensive tactics consistently in game play to create open space

G9.2.1.3 Creates open space consistently through intelligent movement whilst under pressure in small sided games.

G9.2.1.17 Knows basic rules/regulations of rugby and how these relate to sport to health, fitness and well-being

Teacher’s Learning Plan (TLP)

Did I plan properly before the lesson?

Did I clearly explain the lesson objectives?

Did I control the lesson and ensure students displayed good

behaviour?
What assessment strategy did I use within this lesson?

Reflection notes:

(Prompts: What went well? What did not go well? Was my communication clear? Did I plan properly? Were students engaged in the lesson? Did the
students enjoy the lesson? Did I assess that learning took place?)
Note: It is important that this section (TLP) is completed at the end of EVERY lesson. This will allow the PE Cluster Trainer to support you in the correct areas
and help you to develop your teaching further.

LESSON PLAN

Teacher: Subject: PE
Grade: 9 Unit: Touch Rugby Date: Lesson: Rugby (attacking lines & tactics)

Skills and understanding Learning outcomes

Learning objective
By the end of the lesson, learners will: By the end of the lesson:

 Understand two attacking running lines  Executes offensive tactics consistently in game play to create space
which can be effective in touch rugby  Create open space consistently through intelligent movement whilst under pressure
 Transition from offence to defence by recovering quickly and communicating with team maters
Key vocabulary: unders, overs , running lines , support lines , attack

Resources Starter Further Information

Introduction: Time: 3 mins

 Welcome students to the lesson

 Safety checks of students – explain the safety steps before the PE class (they
check their laces are tied, they have the correct footwear and clothing and that
they remove any jewellery); correct PE Kit is worn
 Discussion on the safety aspects of PE and why it is necessary to implement
these safety rules.
Safety check of the PE hall – highlight to students the areas that are out of bounds
and ensure all equipment is stored safely.

Resources Main activity

 Cones Activity 1: warm up (bulldog)
Time: 7 mins

 Start game with 2 attackers in the middle of the pitch/hall

 Aim of the game is for all the other players (attackers) to get from one end of
the pitch/hall to the other without getting tagged
 If attackers are caught they join the defence
 Game finishes when all attackers are caught.
Support: start with more than 2 defenders.

Stretch: make size of playing area smaller

 Cones Activity 2: Unders & overs (running lines)

 Balls Time: 15 mins

 Teaching about 2 attacking lines which are common in rugby

 Unders: a running line (without the ball & performed just before receiving
pass) that replicates an out to in movement (see diagram)
 Overs : same as an unders in terms of without the ball and performed before
receiving pass, however it replicated an in to out movement (see diagram)
 Laterall passing down the line of players , 2nd man to run an overs line and 4th
man to run and unders line
 Make sure players swap around so they all have a go at running lines

Support:

 Only practice the running lines (without ball) then introduce the passing aspect
Stretch:

 Set cones wider for more distance on pass and lines, add defenders into line so attack has to pick which line is most effective
 Cones Activity 3: counter attack with progression
 Ball
 bibs Time: 10 mins

 2 teams (1 attack – 1 defence)

 Aim of the game is for the attacking team to successfully score a try
 Drill starts with defensive team passing or kicking the ball from behind their
tryline to the attack and only one defender stepping out to try and defend try
line (eg. 6v1) if attack are successful in scoring they start again but this time an
extra defender is added (eg.6v2) and so on.
 Each attack gets 5 attempts to score , if players I touched with the ball they must
offload in 2 seconds
 5 touches and it counts a failed attempt. Attacking team must include a unders
or overs line before scoring
Emphasizes attack in broken play

Support:

 make playing area bigger so it is easier to attack,

Stretch:

 make playing area smaller to attack is more difficult to score,

Resources Plenary

 N/A Questions: Ask students relevant questions on lesson content to test their understanding

Time: 3 mins

Stretch questions
  Can you explain to me what an unders line is ? or Can you explain to me what an over line is ?
 When would you utilise running lines in attack ?
Adaptions for Learners with Possible Special Needs (SEN):

 Allow students who cannot take part in activities to help set up, coach or referee small sided games.
 Utilise the ‘support’ regressions for all activities to begin with
 Visual Aids – make pictures bigger to show examples
 Adapt the area you are working in – make it bigger/smaller
 Give extra time and support on each task
 Change equipment – smaller or bigger ball (sponge rugby balls if possible)
Assessment for Learning Opportunities

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and feedback Verbal feedback

Performance Indicators/SLOs:

 G9.2.1.2 Executes offensive tactics consistently in game play to create space

 G9.2.1.3 Create open space consistently through intelligent movement whilst under pressure
 G9.2.1.6 Transition from offence to defence by recovering quickly and communicating with team maters
Teacher’s Learning Plan (TLP)

Did I plan properly before the lesson?

Did I clearly explain the lesson objectives?

Did I control the lesson and ensure students displayed good

behaviour?

What assessment strategy did I use within this lesson?

Reflection notes:

(Prompts: What went well? What did not go well? Was my communication clear? Did I plan properly? Were students engaged in the lesson? Did the
students enjoy the lesson? Did I assess that learning took place?)
Note: It is important that this section (TLP) is completed at the end of EVERY lesson. This will allow the PE Cluster Trainer to support you in the correct areas
and help you to develop your teaching further.
 LESSON PLAN

Teacher: Subject: PE

Grade: 9 Unit: Touch Rugby Date: Lesson: Rugby (defence)

Skills and understanding Learning outcomes

Learning objective
By the end of the lesson, learners will: By the end of the lesson:

 Understand basic defensive tactics and  Should be able to identify most effective method of reducing open space on defence quickly and
allignments consistently
 Consistently read the defensive situation in game play and select correct response

Key vocabulary: drift , blitz , defence , tactics, mirror , movements

Resources Starter Further Information

Introduction: Time: 3 mins

 Welcome students to the lesson

 Safety checks of students – explain the safety steps before the PE class (they
check their laces are tied, they have the correct footwear and clothing and that
they remove any jewellery); correct PE Kit is worn
 Discussion on the safety aspects of PE and why it is necessary to implement
these safety rules.

Safety check of the PE hall – highlight to students the areas that are out of bounds
 and ensure all equipment is stored safely.

Resources Main activity

 Cones Activity 1: scare crow tag

 ball Time: 5 mins

 2 players are on with a ball, aim of the game is to try and touch all the players
with the ball, they cannot move with the ball but they can pass it to one
another.
 Other players are trying to evade 2 players on
 If a player it touched with the ball they must stop where they are with their
arms up like a scare crow. Other players that are still running can run under
tagged players arms to get them back into the game

Support:

 Players that are one are allowed to move with the ball, make area smaller

Stretch:

 Make area bigger, cannot pass over head , must use rugby passes only
 Cones Activity 2: Revisiting Defensive allignement
 Bibs Time: 10 mins
 ball
 Students line up straight on line, side by side , arms length away from each
other.
 Aim of the drill is to keep a good defensive shape.
 Students are required to mirror the coaches movements facing them. e.g if
the coach moves left the students move right (whilst keeping a defensive
shape)
 Start adding attackers 1 by 1 that attempt to score past the defenders,

Support:

 Make try line shorter in length, overload defence

Stretch:

 Make try line wider and overload attack making it harder to defend.

 Cones Activity 3: Player Plan defence

 Ball
Time: 10 mins

 Defensive players (red) start in small grid popping the ball up to each other
 Attack is lined up ready to receive ball (green)
 When coach shouts go, defensive players pass the the ball to attack and then
have to plan their defensive structure.
 Attackers then try to score past defence
 This will replicate broken field defence and work on communication and
 organization in defence

Support:

 Set out cones to help players set up in a flat line before passing the ball to the attack.

Stretch:

 Make playing area wider, pass the ball to the attack earlier so defence have to think quicker to defend

Resources Plenary

 N/A Questions: Ask students relevant questions on lesson content to test their understanding

Time: 3 mins

Stretch questions

 How would you organize your defence ? in a flat line or in a diagonal line ?
 Should your defensive movement mimic the attacks direction ?

Adaptions for Learners with Possible Special Needs (SEN):

 Allow students who cannot take part in activities to help set up, coach or referee small sided games.
 Utilise the ‘support’ regressions for all activities to begin with
 Visual Aids – make pictures bigger to show examples
 Adapt the area you are working in – make it bigger/smaller
 Give extra time and support on each task
 Change equipment – smaller or bigger ball (sponge rugby balls if possible)

Assessment for Learning Opportunities

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and feedback Verbal feedback

Performance Indicators/SLOs:

 G9.2.1.4 identify most effective method of reducing open space on defence quickly and consistently
 G9.2.1.5 Consistently read the defensive situation in game play and select correct response

Teacher’s Learning Plan (TLP)

Did I plan properly before the lesson?

Did I clearly explain the lesson objectives?

Did I control the lesson and ensure students displayed good
behaviour?

What assessment strategy did I use within this lesson?

Reflection notes:

(Prompts: What went well? What did not go well? Was my communication clear? Did I plan properly? Were students engaged in the lesson? Did the
students enjoy the lesson? Did I assess that learning took place?)
Note: It is important that this section (TLP) is completed at the end of EVERY lesson. This will allow the PE Cluster Trainer to support you in the correct areas
and help you to develop your teaching further.
 LESSON PLAN

Teacher: Subject: PE

Grade: 9 Unit: Touch Rugby Date: Lesson: Rugby (defending lines and tactics)

Skills and understanding Learning outcomes

Learning objective
By the end of the lesson, learners will: By the end of the lesson:

 Understand the basic tactics & methods  Be able to identify the best way to reduce open space on defence quickly and effectively.
of defence in touch rugby as well as the  Know basic rules and regulations for touch rugby and how these relate to participation.
onside and offside rules.  Be able to consistently read the defensive situation and select correct responce
Key vocabulary: defence, drift, communication, onside , offside

Resources Starter Further Information

Introduction: Time: 3 mins

 Welcome students to the lesson

 Safety checks of students – explain the safety steps before the PE class (they
check their laces are tied, they have the correct footwear and clothing and that
they remove any jewellery); correct PE Kit is worn
 Discussion on the safety aspects of PE and why it is necessary to implement
these safety rules.
Safety check of the PE hall – highlight to students the areas that are out of
bounds and ensure all equipment is stored safely.

Resources Main activity

 Cones Activity 2: defend the line Time: 10 mins
 Ball
 bibs  Aim of the game is for the defending team to stop attackers scoring on their
try line.
 Attackers only have 5 meters of space to pass/sidestep and score
 Defenders are not allowed to move off their line, they must work together as
a unit to stop any scores
 If attackers score they must go back 5 meters and try again, same if they
attempt to score and get touched or drop the ball
 Each team has 2 minutes to score has many tries as possible
Support: make try line shorter in length so it easier to defend or overload the defence ( more players on defensive team)

Stretch: make try line wider in length, overload the attacking side

 Cones Activity 3: Ball presentation touch

 Balls Time: 10 mins
 Bibs
 Game of touch with normal rules (backward passing)
 If attacker is touched, they must laydown on the floor facing backwards
towards their own team (long presentation)
 Defenders must then stand in in line with the attackers feet to recreate onside
line
 If they are line up ahead of ther player on the floor’s feet they are offside
(take time to explain this)
Turnover if ball is knocked on or goes out of pitch, play on if it goes to ground and
backwards

Support:
  Reduce the size of the playing area so it is easier to defend.
 Overload the defending team or change the rules of the game to simplify ( can pass any direction)
Stretch:

 Widen the playing area , overload the attack making it more difficult to defend or player who has made the touch must go to 1 knee
until ball is played again.
 Cones Activity 2: Game of touch
 Balls Time: 15 mins
 Bibs
 whistle  Games of touch with normal rules (backwards passing, if touched ball is
played through the legs) If possible, it is also okay to format the games to
players understanding and ability.
 between small sided teams (even numbers if possible)
 2 teams playing at one time
 Games last for 5-7 mins
Support:

 Reduce the size of the playing area so it is easier to defend.

 Overload the defending team or change the rules of the game to simplify ( can pass any direction)
Stretch:

 Widen the playing area , overload the attack making it more difficult to defend or player who has made the touch must go to 1 knee
until ball is played again.
Resources Plenary

 N/A Questions: Ask students relevant questions on lesson content to test their understanding

Time: 3 mins
 Stretch questions

 Can you name the two different types of defensive strategies ?

 When would use a drift defence ? or when would you use a blitz defence ?
Adaptions for Learners with Possible Special Needs (SEN):

 Allow students who cannot take part in activities to help set up, coach or referee small sided games.
 Utilise the ‘support’ regressions for all activities to begin with
 Visual Aids – make pictures bigger to show examples
 Adapt the area you are working in – make it bigger/smaller
 Give extra time and support on each task
 Change equipment – smaller or bigger ball (sponge rugby balls if possible)
Assessment for Learning Opportunities

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and feedback Verbal feedback

Performance Indicators/SLOs:

 G9.2.1.4 Identify the best way to reduce open space on defence quickly and effectively.
 G9.2.1.17 Know basic rules and regulations for touch rugby and how these relate to participation.
 G9.2.1.5 Be able to consistently read the defensive situation and select correct responce
Teacher’s Learning Plan (TLP)

Did I plan properly before the lesson?

Did I clearly explain the lesson objectives?

Did I control the lesson and ensure students displayed good

behaviour?

What assessment strategy did I use within this lesson?

Reflection notes:

(Prompts: What went well? What did not go well? Was my communication clear? Did I plan properly? Were students engaged in the lesson? Did the
students enjoy the lesson? Did I assess that learning took place?)
Note: It is important that this section (TLP) is completed at the end of EVERY lesson. This will allow the PE Cluster Trainer to support you in the correct areas
and help you to develop your teaching
 LESSON PLAN

Teacher: Subject: PE

Grade: 9 Unit: Touch Rugby Date: Lesson: Rugby (Game play )

Skills and understanding Learning outcomes

Learning objective
By the end of the lesson, learners will: By the end of the lesson:

 Be able to play some format of touch rugby  Know basic rules/regulations of rugby and how these relate to particpation
 Identify and analyse skills peformed by an  Applies best practice for participating safely in physical activity, exercise and movement
individual in a game of touch rugby  Can demonstrate etiquette and respect towards teammates, opponents and officials both in
 Evaluate performance of an individual success and defeat
Key vocabulary: touch , tag , sidestep, pass, rules , defence, attack, unders, overs

Resources Starter Further Information

Introduction: Time: 3 mins

 Welcome students to the lesson

 Safety checks of students – explain the safety steps before the PE class (they
check their laces are tied, they have the correct footwear and clothing and that
they remove any jewellery); correct PE Kit is worn
 Discussion on the safety aspects of PE and why it is necessary to implement
these safety rules.
 Safety check of the PE hall – highlight to students the areas that are out of
bounds and ensure all equipment is stored safely.
Resources Main activity
 Cones Activity 1: Keep ball (Warm up)
 Ball Time: 4 mins
 Bibs
 Full court/pitch with 2 or more teams
 Aim of the game is to keep possession of the ball withyour team
 Team in possession has to make a minimum of 7 passes to score 1 point
 Team with most points at the end wins
 No contact, cannot grab players, if ball goes to ground it is a turnover
Support:

 Make playing area wider , reduce number of passes to be made

Stretch:

 Make playing are smaller, increase number of passes to score, 3 teams in 1 game
 Cones Activity 2: Game Play (games of touch)
 Bibs Time: 30 mins
 ball
 Games of touch with normal rules (backwards passing, if touched ball is
played through the legs) If possible, it is also okay to format the games to
players understanding and ability.
 between small sided teams (even numbers if possible)
 2 teams playing at one time
 Teams not playing must analyse a player of their choice using the analysis
sheet (see activity 3)
 Games last for 5-7 mins
Support:

 Make rules of touch game easier, such as any direction touch (pass all directions, if touched offload with 1 or 2 seconds)
 Stretch:

 Add rules of 6 touches equal to a turnover rather than unlimited touches, make area of pitch smaller
 Pens Activity 3: Analysis of game play/skills
 Analysis Time: 30 mins (same time as matches are on going)
sheets
 as matches are ongoing the teams not playing must participate in analysis of a
students performance of skill and game play.
 Students are to be given analysis and evaluation sheets (attached below) to
compelte this task
 Ask students to choose one student they would like to analyse durig their
match.

Support:

 Ask students to only analyse the overall match performance, can also be done through questioning
Stretch:

 Complete additional evaluation part of analysis sheet

Resources Plenary

 N/A Questions: Ask students relevant questions on lesson content to test their understanding

Time: 3 mins
 Stretch questions

 What are the benefits of analysis of performance

 Can you tell me two rules within the game of touch
 Can you remember any key points you have learnt about in the past few weeks ?
Adaptions for Learners with Possible Special Needs (SEN):

 Allow students who cannot take part in activities to help set up, coach or referee small sided games.
 Utilise the ‘support’ regressions for all activities to begin with
 Visual Aids – make pictures bigger to show examples
 Adapt the area you are working in – make it bigger/smaller
 Give extra time and support on each task
 Change equipment – smaller or bigger ball (sponge rugby balls if possible)
Assessment for Learning Opportunities

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and feedback Verbal feedback

Performance Indicators/SLOs:

 G9.2.1.17 Know basic rules/regulations of rugby and how these relate to particpation
 G9.4.1.5 Applies best practice for participating safely in physical activity, exercise and movement
 G9.4.1.7 Can demonstrate etiquette and respect towards teammates, opponents and officials both in success and defeat
Teacher’s Learning Plan (TLP)

Did I plan properly before the lesson?

Did I clearly explain the lesson objectives?

Did I control the lesson and ensure students displayed good

behaviour?

What assessment strategy did I use within this lesson?

Reflection notes:

(Prompts: What went well? What did not go well? Was my communication clear? Did I plan properly? Were students engaged in the lesson? Did the
students enjoy the lesson? Did I assess that learning took place?)
Note: It is important that this section (TLP) is completed at the end of EVERY lesson. This will allow the PE Cluster Trainer to support you in the correct areas
and help you to develop your teaching further.