Activity/length: Year/Class: Resources:

Rugby Year 7/KS3 Task Card/teaching card, criteria check lists, peer assessment sheets, worksheets
6 weeks/12 hours Mixed ability and gender and resources found on the resources sections for each activity focus, bibs,
cones, floor spots, hoops of different sizes and colours, rugby balls, whiteboards,
iPads for analysis work and videos, tackle pads.

Curriculum Aims: Aims/objectives:

In this unit of work pupils will participate in activities that will promote competence and confidence within Rugby as
Develop competence and an invasion game, using a range of tactics, strategies and new or complex skills to overcome opponents in direct
confidence to excel in a competition through team and individual games. Pupils will have the opportunity to show understanding, knowledge
broad range of activities. and skill and be able to apply this to analyse and improve their own and others performance effectively.

Physical active for sustained 1. Pupils will learn and develop basic skills such as passing and handling, tackling safely, how to kick, rucking
periods of time. and scrumming effectively within the context of a (invasion) game.
2. Pupils will employ basic decision making skills and tactical awareness in order to be effective both in attack
Engage in competitive sports and defence against an opponent, understanding what makes effective strategies.
and activities. 3. Pupils will demonstrate the ability to discuss and develop ideas in response to competitive situations where
the conditions of the game may change, whilst adhering to the rules and regulations of Under 12s Rugby.
Lead Healthy Active 4. Pupils will analyse their performance in comparison to previous lessons and demonstrate improvement to
Lifestyles. achieve more success whilst exercising safely and effectively.

Curriculum aims:
Pupils should understand what makes a performance effective, and how to apply the principles to their own
and other work.
Pupils should show creativity in their approach to strategies and tactics.
Appreciate the improvement and development of themselves and others as expressed in team work and
individual challenges.
Continue to develop and promote the understanding, knowledge and skill not only in rugby, but invasion
games through embedding transferable skills, spatial and tactical awareness and team work.

Literacy:
Reading and understanding task cards.
Give verbal feedback to peers and in discussions using key terminology.
Explain, describe and communicate understanding by using full sentences when questioned or in the
plenary.
Writing down feedback and targets for referral and progress monitoring.

Numeracy:
Calculate points through scoring or activity constraints
Understand the scoring system within rugby.
Understand the pitch markings and distances
 Use and adhere to timings and penalty/advantage periods.

Health & Safety: Inclusion Strategies:

People: Staff must ensure the activities are appropriate for all
learners and provide adaptations where necessary. Pupils must be
fit to participate and in good health. Pupils should be wearing the
correct kit; gum shield, long socks, boots, hair tied back, no
chewing gum, no jewelry (including fitness watches or bracelets as
this can get caught or damaged in contact). Brief pupils on the
expectations of behavior and safety that come with playing a
contact sport.
Context: Refer to and build on prior learning with appropriate
progress to ensure all activities are within pupils abilities. Staff to
complete risk assessment of the playing area and ensure there are
no hazards.
Organisation: encourage progressive activities to challenge all
pupils, utilizing higher ability as lead learners. Ensure all resources
and equipment are appropriate and safe for pupil use. In extreme
weather relocate indoors or find shade and allow for rest/water
breaks.
Setting suitable learning challenges:
High expectations set for every pupil.
Every pupil is given the opportunity to experience success through extension and
intervention tasks to provide differentiation for all abilities.
Opportunities for all pupils to experience a range of roles including; referee, player
(in more than one position) and coach.
Responding to pupils needs and overcoming potential barriers for individuals and
groups of pupils:
A range of learning resources to assist alongside different teaching strategies to
target all learning styles (VAK).
A variety of ways to communicate information to support pupils with different learning
needs for example; EAL or SEN/D pupils.
Engaging and appropriate deployment of TAs in advance and within the lesson.
Creative use of the inclusive spectrum, where applicable and appropriate.
Encouraging the British Values of respect, tolerance, team work, discipline and rule
of law.
Effectively using assessment strategies to track pupil progress and communicate
with pupils to ensure they succeed.

Outcome/Process: Core tasks: Weeks 1-3 Compelling / irresistible

Pupils will become familiar with
handling the ball and learn the
correct technique for passing
effectively over different
distances.
Pupils will be introduced to
competitive situations that
represent a conditioned game
of Rugby, where they will use
these skills and tactics to outwit
and overcome their opponents.
Pupils will start to confidently
use key terminology to provide
feedback to their peers in
discussion.
Pupils should understand the
importance of using aggression
learning:
These weeks should include the core tasks that will enable pupils to:
Develop and refine fundamental ball handling skills. Themes:
Understand the safety required within a game of rugby. The rugby world cup. Pupils
can research different country
Instill an understanding of the rules in rugby.
of their choice and look at the
Use new concepts and skills to develop the game play of rugby within each traditions and influence rugby
week. has in that country. Pupils play
as there chosen team and add
Passing and Handling: points to a Rugby world cup
Pop pass: pupils learn the basics of passing and practice a pop pass in partners. Chart. Even if pupils who are
Pop pass offload relay: pupils in teams pop a pass to a supporting player as if all New Zealand are not on the
they have been tackled. same team on the activities
Lateral line passing: learning to pass behind and sideways as reflective in a they can earn and lose points
game. for their country! Pupils are in
Zig Zag pass: pupils travel towards a cone (represents opposition), must pass fact encouraged to work with
before they get there, same for the middle player. When it reaches the third different pupils each week.
person they must pass back into the middle.
Reaction King: pupils face away from there partner or group. When the ball carrier Out of hour learning:
shouts turn, the pupil must turn and react to the pass. Progress to groups. Pupils to watch the 2 minute
videos surrounding the next
Tractors and Trailers: pupils in pairs run around. The ball carrier is in front (tractor)
appropriately and safely in and the other pupil is behind. When the whistle is blown, the tractor passes the lesson (found on the resources
tackling to effectively perform a ball to the trailer, who runs left or right. section). Come to the next
tackle on their opponent. Bump: pupils work in zones. Each zone is either further distance apart or requires lesson with some information.
more passes. If pupils succeed, they shout BUMP. If they bump before the person Pupils can write up how they
next to them they move up a zone. are improving either with
Rugby Netball: Pupils cannot move with the ball. They must not tackle. Pupils knowledge, skill or
pass to each other with pop passes in any direction. Try is scored when the ball is understanding after each
caught behind the try line. Conditions can be applied. lesson. Encourage pupils to
attend extra-curricular clubs
Tackling Safely: and provide community links
Chase the tails: pupils separated into two adjacent boxes. Some pupils are information.
catchers. When caught, pupils enter the other box. Box with the least people in
wins. Extension/Enrichment:
Establish pupil roles to deepen
Tackles on Approach: pupils practice the teaching points for a tackle from knelt
knowledge and understanding,
and standing approach and increase the pace as they feel confident and
such as referee, coaches and
comfortable.
other positions. Pupils gain a
Feed and Tackle: pupils feed a ball into each other and present the ball after respect for the hard work in
being tackled. each role. Assigning roles can
Tackle the Gaps: pupils play a game of touch rugby and filter in the tackles. 3 develop independent learners
types. 1. When a pupil tackles, they stay down till the next tackle is made. 2. The and encourage natural leaders.
tackler joins the other team. Or 3. The tackler must then be supported by two
team mates on either side to introduce the ruck. Environments:
Use of outdoor facilities as
Rucking: much as possible. Incorporate
Tower of Power: self-discovery. Pupils practice the tower of power stance and lots of visual equipment for
their partner coaches them. The partner places a rugby ball between their pupils to relate to, such as
shoulder blades to emphasis the squeeze and tries to push them over to colour coordinated hoops and
emphasis the strength of the ruck. cones. Use of errorful
Offside: introducing the shape of a ruck and where pupils should stand in order to environments to allow pupils to
play into the ruck onside. Introduces presenting the ball. Small 3 sided games. explore their abilities and
Ruck Relays: introducing the ball carrier charging through a tackler. Relays of the handling.
rucks.
Rack up The Rucks: small 5 sided games. Development of the game of touch
pupils would play but this time introduces how to ruck correctly as a point earner.
Mauls: teachers pupils the difference between rucks and mauls briefly. Pupils are
encouraged to tackle and go down not maul in under 12s.
Outcome/Process cont.
Pupils will begin to develop
knowledge regarding tactics
and team strategies in order to
utilize the skills they have learnt
previously.
Pupils will develop their existing
skills and learn new complex
dynamics of rugby that are used
to gain tactical advantage.
Pupils will be involved in
activities that develop their
decision making skills, and
promote cognitive complex
skills.
Pupils will be able to organize
themselves as a group or team
to apply strategies effectively
from one game to another.
Pupils will be able to analyse
their own and others
performance in game situations,
demonstrating improvement
and understanding of
performance
Core tasks: Weeks 4-6 Compelling / irresistible
learning cont.:
These weeks should include the core tasks that will enable pupils to:
Develop decision making skills and tactical awareness Teaching Styles:
Use previously learnt ball skills strategically Variety of delivery methods
Understand how the fundamental in weeks 1-3 can be used effectively to including demonstrations, 3
overcome opponents part modelling, videos, pupil
Use new concepts and skills to develop the game play of rugby within each demonstrations, task cards,
week. hand out to cater for VAK
learners. Command style
Decision Making Games: should be used in early
Line Speed: discusses with pupils the importance of a line when defending and instruction combined with
guided discovery and the
how pupils in the attack would be positioned.
errorful environments to allow
Guard the Gates: pupils in teams. Gates made form cones around the outside of
pupils to explore creative
the area. The other pupils are in the middle and running around. The aim is the tactics. Apply mini-plenaries
guards in the gates to move from side to side, and block the others getting and an end plenary to
through. challenge pupils with
Draw the Defender in: pupils run in 3s towards 3 other tacklers. They must run questioning and high order
towards and draw the defender into them before passing the ball off and running questions for pupils to discuss
through to the next tackler. in small groups. As pupils skills
2v1: two lanes of pupils. A feeder throws the ball to one side. That side has two develop, allow them to analyse
players run. The other side sends one pupil. They must try to tackle or intercept peers and use self-check or
the ball. The ball carrier will draw the tackler in and then offload the ball. Small learner-initiated approaches to
areas so that a try can be quickly scored. explore how to use the skills
Catch Tag: pupils all run around in a grid. The catchers have a ball. Catchers effectively in competitive
cannot move with the ball but must pass the ball around. You catch a player by situations.
touching them with the ball. Links to avoid being tackled by moving the ball
around. Interactive:
Cops and Robbers: there are two sides. Pupils split into two groups on either side. Use of ICT to record, analyse
On your side you are safe but can be caught and sent back to your jail. In the and evaluate performances
corners is Loot [rugby balls or other equipment]. Pupils need to get the loot back and provide constructive
to their side safely before the other team. Decisions about who should stay behind feedback.
and defend or when to go for the balls.
Other:
Scrums: Team evaluation and peer
The Bind: pupils are taught how to bind to each other in pairs. They practice assessment discussing how to
holding each other up. be more successful.
Small Scrums: pupils play a small game of touch. If the ball is dropped or a tackle
occurs a scrum will take place. Start with 1v1 scrums, then 2v2 scrums and then Add points for team work,
3v3 scrums. improvement, great
demonstrations, use of key
Workshop: pupils split into four groups. Two groups will play a game of touch.
terminology, sportsmanship,
One group will referee and coach players. And the other team will go with the
knowledge, creativity, effort,
teacher [who must still face and be close to the game]. The teacher should go
and communication (BFL) not
through scrumming in this small group properly to instil understanding and correct
just for winning.
safe technique.
Kicking (tactically): Give students the opportunity
Pop a Kick: pupils learn how to kick and try different distances towards their to develop the conditions for
partner. their small sided games that
Kicking Circle: set the cones up into zones. Too far is void. Pupils are aiming for could challenge their
accuracy not necessarily distance. They stand in a circle in their partners. The 1 st opponents or their team,
person kicks the ball into a zone. The partner runs and chases the ball demonstrating tactical and
[represents a tactical kick and runner]. They bring the ball back and do the same strategic understanding.
with their partner collecting. Pupils then add up their points depending on where it
lands.
King Catcher: similar to king of the court, pupils kick the ball towards one person
stood at the other grid. If this person catches the ball they earn one point and
return to the back of their queue. The kicker becomes the new catcher. In this
game if the catcher isnt very accurate they get more practice as they must stay
their till they catch and the kickers get more practice kicking accurately.
Rugby Bench ball: similar to the tennis game, except there is a pupil of your team
at the other side with defenders between that you are trying to kick to. If you are
successful that team mate joins the catching area.
Kick it wide: set up a channel at either side of the pitch. The aim of the game is for
pupils to kick towards these channels and catch the ball in this channel. This is
encouraging the pupils to think about kicking tactically into the 22 and using their
wingers to run and score a try as in a real game.
Conversion Analysis: pupils use the IPad to analyse each other. Apps such as
Coachs eye, allow pupils to see their performance side by side with either an
ideal model or their own performance and spot improvements. They will be
analyzing their conversions and drop kicks. Split the group into three groups, two
on conversion - kicking towards each other over the same posts, one on drop
kicks kicking away from the half way line.