PHYSICAL EDUCATION LESSON PLANNING AND EVALUATION PROFORMA (2002-2003)

NAME:

Learners (43):

Key action points

from previous
lesson. Identify,
inside brackets ( ),
the lesson from
which action point
was set

Azman
Teachers (43 ):
Lesson No

National Curriculum Programme of Study Reference:

Date:

3-11-03

Aspects of PE 1 4:

1a, 1b

Position of Lessons in Unit:

Areas of Activity 5 11:

7a, 7b

Duration of Lesson :

4
15
5

Tackle pads, balls, bibs and cones

Class:

8R1

No in Class 24

Boys:

24

Girls:

50 minutes 35 minutes contact

working towards expectations

satisfying expectations
working beyond expectations

1 Statements C
1 School AP

Activity: Rugby Intro to rucking

LEARNING OBJECTIVES
KNOWLEDGE

7-8

Detailed characteristics of Class:

Lesson Resources, equipment and numbers:

Key Stage:

54

(Consider previous assessment - pupils working towards, satisfying or working beyond expectations)

What will you want the pupils to know by the end of the lesson that they did not know before?

All will know that tackling is a defensive action

Most will know that when the ball has been grounded after a tackle it must be released
Some will know to step over the downed player and ruck to protect the ball
SKILLS
What will you want the pupils to be able to do by the end of the lesson that they could not do before?

All will be able to place the ball down behind them when tackled
Most will be able to release the ball and lie in the correct position when tackled
Some will be able to step over the downed player and ruck to protect the ball and keep possession
UNDERSTANDING
What will you want the pupils to understand by the end of the lesson that they did not understand before?

All will understand why the ball should be placed behind

Most will understand why they should lie straight and still
Some will understand that the ruck is performed so that players coming in after can pick up the ball under the protection of
the ruck.
WIDER-CURRICULAR ISSUES (inc. Learning across the Curriculum, Citizenship, Literacy, Numeracy, ICT)
(Refer to NC PE Document P. 8-9/37-38)
How will this lesson enhance aspects of spiritual, moral, social & cultural development, key skills, and thinking skills? How will the use of language, numeracy
and ICT be incorporated and co-ordinated to enhance learning and teaching?
Spiritual development Knowledge of own and others strengths and weaknesses
Moral development Fair play in games, respect for the referee
Social development Working in a pair and a team, communication and collaboration, taking on a role in a team, ensuring safety of peers
Key skills communication, listening

RISK ANALYSIS

(re: venue and activities/tasks; lesson specific)

Venue field can be litter strewn, make pupils aware, move if

need to

Warm up, wear the correct kit, Footwear should be tight, contact lesson,
should be made aware of all safety requirements

PUPIL ASSESSMENT
Method (e.g. Q & A):
Observation
Q and A

Activity/task in which judgments will be made.

Pairs rucking on the tackle pads
Plenary throughout the lesson

Previous Learning: Lesson Number

TIME

ACTIVITY

43

ORGANISATION & EQUIPMENT

TEACHING POINTS

Please use diagrams to illustrate

5
mins

5
mins

10
mins

Warm up - lap of the field in 3s

passing the ball between you and
then stretch

Ball between 3, round the outside

of the field and then gather round
for a stretch

2v1 crossing the grid, remembering all

the teaching points taught last week,
you must run forward and try to avoid
the tackle in a sidestep or a swerve not
by running sideways and dodging
behind next pair! Once tackled, 2nd
defender picks up the ball by stepping
over downed ball carrier and scores a
try, then becomes the attacker..

Threes, 1 ball per 3, on opposite lines

facing each other

Tackle pad mini rucks

1.

2.

Run through once singly just hitting

the pads to get used to them and
get the novelty of the pads out of
their system
Go in threes with one ball . BC
drives into pad and goes down,
rucker steps over and pushes pad
back, next man comes in and picks
up ball to drive into next pad

In threes still, one set of three joins

teacher in holding pads.

5
mins

With 2 groups in single file facing

each other approximately 10m apart
as in the diagram, one is chosen as
the attacking side and the front
player is given the ball.
The aim here is for the attacking
group to swing around in an arc with
all players running onto the ball with
the aim being to get the ball to the
last player before the defence gets to
him. The defending group must each
have an attacker to mark and their job

DIFFERENTIATION
(Refer to NC PE document Pages 28-37. Consider pupils
working towards, satisfying and/or working beyond
expectations)

Pulse raises, blood flow increases,

body warms up and becomes
prepared for exercise
Stretch prepares the muscles for
session and reduces the risk of injury
Keep your head up Vision
BC try to sidestep or swerve away
from the tackle
T tackle low, shoulder to thigh
T grip hard and stay there until
grounded
BC place ball between yourself and
your try line
2nd T long step over to steal the ball
Keep low and make the last step a
long one.
Use right shoulder to drive into pad,
slide down and lie parallel to try lines
placing ball towards own try line.
Rucker attacks pad with shoulder and
holds on with hands, long step steps
over BC on ground
Last man comes in collects the ball
and becomes the ball carrier for the
next pad
Work as a single unit!
Encourage players to neither fall off
or follow the ball in the process of
passing. They should straighten then
stay over the ball as they pass.
By not following the ball too soon
after they pass it and by keeping a
straight track up field they also
provide an obstacle for the cover
defence to get around as they fan out
to reach the ball carrier, providing
valuable time and space for those on
the outside.

Towards simple lateral passes

Beyond add in switch and loop passes,
accelerate onto the ball
Towards increase the size of the area,
touch tackles, full tackles but at walking
pace.
Beyond decrease the size of the area,
ask the question How do we prevent the
defenders turning over the ball?

Towards go singly then in threes onto

one pad only.
Beyond increase the pace and stagger
the pads so that they are left right left right.

Towards place cones as markers to

guide pupils in where they should be to
receive the pass
Beyond add in a loop pass between the
final two on the ball to extend the attacks
width and to get the extra man

Previous Learning: Lesson Number

43

is to get to that man as he has the

ball..

10
mins

5
mins

Game Normal game but when teacher

calls out RUCK!! The attacking team has
to form a one man ruck against the
defenders.
Plenary questions on what we have
learnt, how we have done it, and where
we go next.

Hands out to receive the pass

Turn shoulders and hips to receive
and pass
Pass with relaxed shoulders and
arms
Arms should never be stiff - slight
elbow bend helps to relax arms
Swing the ball in a plane that is more
vertical than horizontal.
Pass the ball in front of the receiver.
One man ruck, anyone to join would
have to join behind the back foot of
their ruck

T place players carrying pads in game,

who must be rucked against contacted.
B allow more players to join ruck

Gather in pupils and equipment

What did we learn?

How did we do it?
When is skill used in a game & why?

Lesson Evaluation
Considerations:

To what extent were learning objectives achieved? What were the important influences within the lesson? Have you recorded
whether pupils have achieved learning objectives, and provided justification for your decision?

Planning, expectations and targets

Subject Mentor comments

Trainee Comments

Monitoring and assessment

Subject Mentor comments

Trainee Comments

Teaching and class management

Subject Mentor comments

Trainee Comments

To what extent were your targeted priorities, and actions, achieved?

Issues for planning of future lessons?

Identify up to two priorities for development arising from the lesson, considering both learning and teaching Make sure that
each one is translated into an action point. State, inside the brackets ( ), the lesson within which the action will be addressed.
Priority 1 (learning):
Action 1 ( ):

Priority 2 (teaching):
Action 2 ( ):