THE JOHN FISHER SCHOOL Specialist Sports College About The Unit / Where It Fits In Many pupils come to JFS without ever having played the game. Those who have come from our main feeder schools will have benefited from the coaching of our community team. The starting point for rugby is for complete beginners with a 3 day pre season programme at the start of year 7. There is unlimited opportunity for progression and an opportunity for all to play. Scheme of Work: KS3 Rugby Teaching Approaches Engage pupils in learning mainly through physical activity. Pupils should be given time to practice their skills. Ask pupils to make up practices and teach these to others. Provide opportunities to watch others play or demonstrate. They should be asked to look for specific tactics or techniques. Give pupils opportunities to talk to each other to plan how to play as a team, to evaluate performance and practice needs. Give opportunities for pupils to take on the role of coach and/or official, to lead and to be led by others. Pupils could use library or internet resources to research the rules and regulations, governing body, local club info. Pupils could use video to record their performances and compare to others and the perfect model. Expectations / Assessment: After carrying out the activities in this unit Most pupils will: use a range of skills and techniques fluently and accurately; selecting and applying specific techniques consistently with reasonable speed and precision; put into operation what they know about the principles of attack and defence; devise and carry out a range of different tactics and practices; work co-operatively in their groups, taking on a variety of roles within the group and games played; recognise the similarities between different invasion games applying and adapting tactics and skills effectively; warm up and cool down safely and effectively using their own ideas; identify what they need to improve, carry out and adapt ideas and suggestions given to them. (Level 5) Some Pupils will not have made so much progress and will: use a small range of techniques with some accuracy and consistency, showing more precision when they have time and space; make set responses with occasional variation; co-operate with others and participate in the activities in specific roles; carry out practices, ideas, warm-up and cool down activities given to them by others. (Level 3/4) Some pupils will have progressed further and will: take on a range of different roles and always have a strong impact; use skills with speed, accuracy and control; devise, carry out and adapt a wide range of more advanced strategies, tactics and ideas; take the lead and be careful to involve others; make good connections between ideas and structures in different games; respond quickly to new and changing situations and contexts; devise and develop practices to improve their own and others play; demonstrate a good understanding of the need to warm up and cool down by using a range of ideas which they carry out thoroughly and are willing to lead. (Level 6+) Language / Numeracy Through activities in this unit pupils will be able to understand and use words relating to:- Strategies in defence & attack, concept of space, individual skills, unit skills and contact skills. Rules eg. offside, knock on, forward pass, tackle laws, etc.. Speaking and Listening: Pupils will have opportunities to:- Ask questions to gain clarification and further information. Collaborate with others to share ideas and solve problems. Assert themselves through coaching and refereeing. Safety/ Risk Assessment The department has a clear health and safety policy. Teachers should ensure that all guidelines are followed. Pupils should be encouraged to make their own risk assessments in the planning stages of an activity. Pupils should wear appropriate clothing and footwear. They should be suitably warmed up and prepared for the activity. Rules/expectations for behaviour must be clear and referred to regularly. Ensure equipment/playing areas are safe and in good condition. Match pupils carefully by size/ability.
Scheme of Work: Invasion Games : KS3 Rugby tactics and compositional ideas Understanding of Fitness Evaluating and improving performance Year 7 (NC Level 2-5) Year 8 (NC Level 4-6) Year 9 (NC Level 4-8) Introduce individual & unit skills so that a fluent game develops Passing & catching Concept of space Beating a defender Basic tackling Scrum The contact area Improve consistency, quality and use of skills in the games played. Passing Tackling Scrum Maul Width in attack Keeping possession To apply techniques specific to the game effectively, safely and efficiently. Passing Finding space Lineout Back plays Effective ruck & maul Kicking Organise themselves as a group/team and select/apply strategies effectively. Adapt strategies in one game and apply in another. The basic pass How to find space Swerve & sidestep Side e& front tackle Building up the scrum Ruck & maul To adapt strategies, taking account of their own strengths and weaknesses and changing conditions and situations. Passing & running into space Awareness of other players Tackles from all sides The full scrum Using the whole field in attack Players roles To adapt strategies, taking account of their own strengths and weaknesses and changing conditions and situations. Creating space for others Developing own skill drills Lineout skills Maintaining possession Kicking from hand Prepare for and recover from exercise safely and effectively. Importance of warming up How to warm up for rugby 3 phases of warm up Reason for cooling down How to cool down Names of major muscle groups To recognise benefits to health of regular exercise. Short term effects of exercise Skill related components of fitness Further anatomical awareness, muscles, bones and joints. How to continue to improve their personal fitness in and through netball. Define health and fitness Health related components of fitness Long term effects of exercise Make effective evaluations of strengths and weaknesses in their own and others performance. Make suggestions to improve play. Observation of others in practices and in the game Discussion of the rules Self evaluation of personal skills and areas for improvement. Make effective evaluations of strengths and weaknesses in their own and others performance. Make suggestions to improve play. Use of video camera for analysis Use of information gained from analysis of a performance to influence and improve their own play. + Opportunities to prioritise areas for improvement Pupils monitor improvements performance (playing, officiating, coaching and organisation.
Scheme of Work: Invasion Games (Rugby): Year 7 & 8 UNIT LEARNING OBJECTIVES: 1) The concept of using space. (6) To select, understand, devise effective methods of attacking. 2) Understanding the principles of the game. (7)To apply defensive skills correctly with regard for their own and others safety. 3) To observe skills and simple strategies and evaluate them effectively using specific criteria provided. 4)To understand the principles associated with warming up/cooling down. (5) To work co-operatively in planning, performance and evaluation in work in small groups 1 Passing games to warm up. 4 v 1. Keep ball from 1. Running only to find space from 1 defender. Progress to 4v 2 If advanced, create space for others & 4 v 3 tactics and compositional ideas Devise another drill which can be used to emphasise the need to find space off the ball. 3 or 4 aside games to put the skills into practice. If advanced then no passing forward. Which components of fitness are important for rugby? What type of warm up is suitable for this game. Outline safety requirements of the game. Evaluating and improving performance Each group plays in turn whilst the others watch and evaluate. Balls, cones, bibs. 2 Techniques of passing & catching. Emphasise body position, arm and hand movements; target for receiver, ball in front of body. Running on to the ball & running straight is most effective. Selecting the correct type of pass in a given situation.ie right weight of pass, long or short. All passes should now be lateral or backwards as per the laws. Catching the ball early helps running straight. Why are acceleration and power important? Identify the components of the warm up and cooling down. Why are they important in contact sports? Evaluate your groups passing ability. Demonstrate good passing techniques to your group members. When do you pass the ball? Explain why timing the pass is important.
3 4 & 5 Continue with passing practice, drills can be used as part of the warm up. Keep reinforcing the techniques needed. Introduction to defence. Work through the sequences which lead to tackling. Emphasis on safety points. Work in pairs. Both kneeling Tackler kneeling Both standing, ball carrier walking, then running. 3 v 1 passing to highlight when to pass. Concentrate on passing early, receiver standing deep, running on to the ball and giving a target If successful, try 2 v 1 or 3 v 2. In a 4 v 3 game try and work the extra man clear. Which tackle to use in a given situation. Front, side or from the back. How the tackled player falls safely. Where to place the ball. Laws of the game in the tackle area. In second lesson small sided game with tackling. How does jogging and stretching prepare the body for exercise and help to avoid he risk of injury? Warming up for tackling. How to get stronger for tackling and to improve your tackling ability. Demonstration from groups that are successful why are they successful? Teacher evaluation of less successful individuals. Demonstration of tackling from 6 th form players. Demonstration of good practice. Evaluation of safe techniques... Help from senior squad 6 Contact skills. Ripping the ball. Demonstrate correct technique. When to maul the ball from your own player. How to turn & rip the ball from an opponent. First man turns the opponent, 2 nd mauls. Small games but with mauling once tackled. Upper body warm up drills to prepare for contact work. Competition to find the best mauler in each group.show how smaller boys can get the ball from someone bigger with good technique. DIFFERENTIATION: Pupils must be put into groups of similar size and ability, especially when contact skills are being taught. Once in ability groups pupils can change into areas where they feel most comfortable. Advanced groups can be given more complex tasks which can then be used todemonstrate to others. Pupils who find tackling difficult or have a physical disability can remain in a non-contact group. ICT OPPORTUNITIES ICT OPPORTUNITIES: Camcorder footage can be particularly useful to aid understanding and improve evaluation work. Freeze frame or digital camera images can be particularly useful when introducing new skills and patterns of play. Both camcorders and digital cameras are valuable tools for enabling students to review and refine their work. Students should be encouraged to use website to improve their knowledge of skills and tactics.some opportunities to use ICT have been outlined in this scheme, they are there to further understanding.
Scheme of Work: Invasion Games (Rugby): Year 7 & 8(2 nd H/T) 1 2 3 Individual skills for beating an opponent. Swerve & sidestep. Change of pace. Practice in 1 v 1 with 2 handed touch. Introduce the scrum. Build up from 1 v 1 to a full 5man scrum. Move on to 8 man scrum for year 8. Concentrate on safety factors re body positions, crouch, touch, engage procedures. Introduce the lineout. Start with throwing and catching skills. Build up to a full lineout with responsibilities of each position. tactics and compositional Which skills are best to use in different area of the pitch. Which skills suit you best when faced with an opponent.organise your group so that these skills can be practiced in a competitive situation.in year 8 these skills can be used in a 10/12 a side game All pupils experience each scrum position and decide which suits them best using shape & size as criteria. Games to start with uncontested scrums Where does the ball get thrown in the lineout? The front throw is mainly in defence. The middle ball is when your team is attacking. Group practices to improve throwing and catching skills. Pupils can lead the warm up and cool down for their group along the guidelines taught during the first unit of rugby. What are the different fitness requirements for forwards as opposed to backs. Further explanation of body positions for safety. Look at practices to improve throwing, flexibility, catching and coordination for the lineout. Evaluating and improving performance Which group have produced the best practice for the swerve and sidestep. Were the warm up and cool down carried out properly. Evaluate the responsibilities of each position and the different skills required. Evaluate others in your group for their throwing & catching skills. Give criteria which can be used by the pupils to improve these skills. Balls,cones, bibs. camcorder and scrum machine if available
4 Build up the 1 v 1 maul fro the last unit to a full maul. Use drills to build the maul up. Use of contact shields to provide a platform for the maul tactics and compositional Maul practices using contact shields as a target fro the maul. Competitive mauling games where the ball can only be won by mauling in a 10m wide channel. Tackle bag practices can be used for the game related part of the warm up. Evaluating and improving performance Which group produces the most effective maul and why? Balls, cones, bibs. Tackle bags, contact shields. 5 6 Begin with 1 v 1 clearing opponents in a tackle to a full ruck. Emphasise ball presentation, body position, safety aspects, Binding and leg drive. Full game situation for the final weeks In a conditioned game pupils select when to use the ruck and when to use the maul. Ruck is most useful in attack for providing quick possession whilst the maul is used in defence and from some lineouts to make ground. Attempt to produce equal ability teams and matches with a suitable structure. Choose a different theme to concentrate on each week eg. Restart with scrums or lineouts. Demonstrate how power is needed in some aspects of the game whilst aerobic fitness is needed in other aspects of the game. Playing a full game requires many different fitness components. A cool down is important to help remove waste products from the muscles. During 10 a side games, one team watches and counts the number of successful rucks and mauls for each team. ie did they retain possession when they took the ball in? During 10 a side games, one team watches and assesses the positive aspects of team play. Balls, cones, bibs. Tackle bags, contact shields. One half of a full pitch for each game.
Scheme of Work: Invasion Games (Rugby): Year 9& 10 1 Recap on passing skills Emphasise the techniques required to produce successful passing and catching tactics and compositional Receivers should be calling for the type of pass needed in a given situation. Long short & pop passes can be used in channels using 4 v 1 and 4 v 2 Recap on a suitable warm up for rugby practices and matches. Evaluating and improving performance Evaluation of groups based on passing skills and the ability to find space as a receiver. 10m grids x 3 to make 30m channel. Balls, cones and bibs. 2 Tackling and defence organisation. Outline safety and technical aspects of tackling. Drills to practice team working together to keep a defensive line. Build up tackle from basics. Front, side and rear tackles to be practiced. Drills to practice defence organisation around the ruck and man for man in the backline. Introduction to strength training exercises for major muscle groups. How can the defensive organisation be improved? The value of communication between players. Balls,cones, tackle suits. 3 Evasive skills Individual skills as in year 8 in 1:1 situation. Team evasive skills switches and loops to keep the ball in space. Working in channels for individual and team skills. Conditioned games without set pieces to work on evasive skills. Practices to improve agility and flexibility which will make the individuals evasive skills better. Which skills are most effective
4 Contact skills Keeping the ball when driving forward in a maul and during the ruck. Ball carrying position and the roles of supporting players needs covering. tactics and compositional Drills to practice keeping possession in competitive situations in al these areas. Types of training specific to fitness requirements of rugby. Evaluating and improving performance Group evaluation of the effectiveness of all the contact situations. Balls, cones, tackle shields and suits. 5 Recap on scrum techniques Build up from 1 v 1 to full 8 man scrum with roles of the individual positions. Scrums and back row moves Where they are effective on the field. Simple No. 8 moves eg 8>9>7 8>9>14 Strength exercises to reduce the risk of injury in scrums by improving neck & back strength. Which back row moves are the most effective. Balls, shields, scrum machine. 6 Kicking Kicking from hand Drop kicks and place kicks. When to use the punt, chip & grubber kicks. Drop kicking for restarts. Place kicking for goal. Stretching exercises to improve mobility for kicking success. The need for warm up before kicking practice. Use of targets for kicking accuracy. Use of Dartfish to assess kicking technique. Balls and cones. Camcorder.
7 Conditioned games And House Matches Will complete this unit. DIFFERENTIATION: all areas can be covered to a basic level for all pupils, those who show the ability to move further ahead can be given more complex tactics or skills to work on. Opportunities to represent the school and houses at rugby exist for all those who want further opportunities. The school runs three teams at each age group. ICT OPPORTUNITIES: Camcorder footage can be particularly useful to aid understanding and improve evaluation work. Freeze frame or digital camera images can be particularly useful when introducing new skills and patterns of play. Both camcorders and digital cameras are valuable tools for enabling students to review and refine their work. Students should be encouraged to use website to improve their knowledge of skills and tactics.some opportunities to use ICT have been outlined in this scheme, they are there to further understanding.