WELCOME
Welcome to rugby for students. Below are the units of work for the current curriculum in regards to invasion games activities. In addition to this, the current National Curriculum
(2016) will be looked at through the context of rugby.
Activity/length:
6 weeks, 12 hours
Curriculum Aims:
 Develop competence and
confidence to excel in a
broad range of activities.
 Physically active for
sustained periods of time.
 Engage in competitive
sports and activities.
 Lead healthy active
lifestyles.
Year/Class: Resources:
Year 7, mixed gender and ability Work sheets and resources- worksheets, peer assessment sheets, target cards, criteria checklists.
Activity equipment will include bibs, cones, tackle pads, hoops, rugby balls, whiteboards and iPad
for analysis purposes.
Aims/objectives:
Within this unit of work students will comprehensively develop both competence and confidence within a practical invasion game invasion
setting. Within this setting the use of appropriate tactics, strategies and new or complex skills will be implemented into rugby in hope to
overcome opponents in direct competition through team games. Within the sessions students will have continuous opportunities to
implement and show knowledge, understand and skill to the session as well as being able to affectively analysis their own and others
performance.
1. Basic skills will be developed such as passing and handling of the ball, tackling safely, kicking knowledge and rucking and
scrummaging safely within an invasion context.
2. Students will gain enhanced knowledge and understanding on tactical skills both in an attacking and defending context.
3. Students will be able to confidently discuss ideas in regards to the changing game environment and how to apply tactical aspects
to the game whilst ensuring to abide by the rules and regulations of Under 12’s rugby.
4. Students will be able to affectively analyse their own and others performance whilst enjoying physical activity.
Curriculum aims:
 Students should be able to gage in a full conversation in understanding the basic principles of what makes an effective performance
both their own and others.
 Strategies and tactics should be implemented within invasive games using initiative and creativity.
 Recognise and appreciate both individual and team progression using analysis.
 Using transferable skills, special and tactical awareness and teamwork students are encouraged to develop their skill, knowledge and
understanding within invasion games.
Literacy:
 Reading and understanding task cards.
 Self-assessment through verbal feedback using key terminology.
 During questioning or within the plenary students are encouraged to use good terminology within full sentences to effectively
communicate with the class.
 Writing down feedback and analysis on whiteboards.

Health & Safety:
People: Staff- plan and access
activities in advance in terms of
the location and the actual activity.
Pupils- should ensure they are
wearing the correct equipment if
needed ie. gum shield. Also, they
should ensure they are not
wearing any jewelry or have their
hair down.
Context: Ensure to build on each
activity each week so students are
fully capable of performing the
given task safely.
Organisation: Ensure that
progressive activities are
continuously carried out, also that
students are split up in terms of
Numeracy:
 Throughout activities calculating scores.
 Understanding the scoring system within rugby.
 Understanding the different pitch markings and distances eg. 22.
 Being able to adjust and adhere to timings and penalty/advantage periods.
Inclusion Strategies: (Link to National curriculum inclusion statement categories specific to unit)
Setting suitable learning challenges:
 Setting high yet reachable targets for all students.
 Ensuring all students are given the opportunity to experience success through extension activities or intervention tasks; ensuring all
activities re appropriately differentiated.
 Ensuring students also get to experience various roles within the sport; referee, player and coach.
Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils:
 Ensuring that all students are given a correct way to work within the lesson for example SEND students or EAL.
 Ensuring that a range of learning resources are available to assist alongside different teaching strategies and methods to target all
learning styles (VAK).
 Ensuring that the appropriate TA’S are implemented into the lesson to encourage all students and aid those in need of extra help.
 Ensuring that the British values of respect, tolerance, team work, discipline and rule of law are implemented within the lessons.
 Ensuring affective assessment strategies are being used within the classroom to track progress always.
 Ensuring that the inclusion spectrum is continuously implemented into the lesson.
ability so everyone gains an
effective learning experience.
Outcome/Process: (Specific
learning outcomes aligned to
specific aspects being taught in the
unit aims and objectives using the
language of the end of key stage
statement)
Pupils will begin to become
familiar with the grip of the ball;
developing this into handling skills
and the correct technique to pass
the ball over different distances.
Students will then be introduced
to competitive scenarios such as
conditioned games which will
allow them to implement their
newly learnt skills into a game
scenario.
Students will also start to use key
terminology as a tool for self-
assessment and peer assessment.
Students will then be able to tackle
safely and use this to exploit the
opposition.
Core tasks: Weeks 1-3 Compelling / irresistible learning:
(specific learning challenges that students will complete to achieve the learning outcome of that (What environments, teaching
phase of the unit) styles, interactive opportunities,
Out of hours learning, extension /
Key targets: enrichment , themes will be used
to make this unit motivating and
 Develop fundamental ball handling skills. exciting for the learners?)
 Implement rules of rugby within the game.
 Understand key safety aspects within tackling.
Out of hour learning: This can be
Passing and handling: a visual tool of learning by
encouraging students to watch
 Pop pass: students will be put into partners and will then perform a pop pass to the 2 minute videos based on the
encourage the fundamental skills. following lesson. They can then
 Offload relay: students will run together one behind each other. The front person then come to the next lesson with
steps to the side and simply pops/lifts the ball for the person behind. Then runs to the targets written up.
back of the line.
 Lateral line passing: Learning to pass the ball behind and sideways as in a game. This is Extension/Enrichment:
done in groups of 4. Students can gain different roles
 Lateral line passing race: students stand still next to each-other approximately 6 in a line. within the lesson to deepen
They pass the ball down the line from one cone to the other in bid to beat the opposite knowledge and understanding
line of students. such as a referee.
 Zig Zag pass: students travel towards a cone (position representative) and they must pass
before they get there- similar for the middle player. When the third person receives the Environments;
ball, they must give it back to the middle.
 Tractors and trailers: Students run in pairs- the ball carrier in front (tractor) and the other Ensure to use the outdoor
student is directly behind them. When the whist is blown, the tractor passes the ball to facilities as much as possible.
the trailer who runs either left or right and communicates this with the other student. Also, implementing lots of visual
equipment for students such as
 Bump: students work in zones. Each zone is either further distance apart or requires more
cones and colored hoops. Playing
passes. If students succeed they shout bump, if they call this before the person next to
in bad weather is also a positive
them they move up a zone.
as this will allow the student to
explore their handling and
Tackling safely:
abilities.
 Chase the tails: students are put in pairs. One student has a bib tucked in their shorts and
the other student on the command of the whistle must try and get the bib.
 Tackling slow motion: Students practice the teaching points of a tackle in slow motion
and with the tackler on their knees. Both pace and positioning of tackling can be adjusted
per confidence levels.
 Presenting the ball: students will perform the tackling slow motion again but the person
being tackled must show the accurate presenting of the ball.

Rucking:

 Tower of power: Self-discovery. Students will practice the tower of power stance and
their partner will coach them. The partner will try and push them over to emphasize
the strength of the ruck.
 Offside- introducing the shape of a ruck and where students should stand to play into
the ruck onside. This looks at presenting the ball. Small 3 sided games will be carried
out.
 Touch: A touch game will be carried out but slightly adjusted so students can begin to
implement rucking into the game.
Outcome/Process cont. (Specific
learning outcomes showing
progression from weeks 1-3,
linked to the specific aspects being
taught outlined in the unit aims
and objectives using the language
of the end of key stage statement)
Students will begin to develop
appropriate knowledge and
understanding in regards to tactics
and strategies to exploit an
opponent.
Students will use their previously
learnt skills and progress these
further to more complex skills to
gain an advantage over the
opposition.
Cognitive complex skills will be
developed through controlled
games which look at decision
making.
Students will be able to discuss as
a team current strategies to beat
the opposition.
Students will be given the
opportunity to analyse their own
and others performances.
Core tasks: Weeks 4-6 Compelling / irresistible learning
(specific learning challenges that students will complete to achieve the learning outcome of that cont.:
phase of the unit, should show progression from the previous phase)
Key targets: Teaching styles:
 Enhance decision making skills and tactical awareness within a game.
 Use learnt skills to beat opponents. Various teaching methods will be
 Begin to understand key concepts which can allow you to beat defenders one on one. used; demonstrations, modelling,
videos, student demonstrations,
Decision making games: task cards. Applying mini
plenaries will also enhance
 Line speed: Playing games of touch to implement the importance of line speed within learning. Questioning will also be
rugby. implemented into the learning.
 Draw the tackler in, 2V1: two attackers will run towards one defender to aim to beat the Students must begin to analysis
defender. their own performance and
 Catch tag: students will run around a marked area, the catchers will have the ball. The others.
catchers cannot move with the ball but must pass the ball around. Someone can only be
tagged by being touched with the ball. Interactive:
 Touch: a simple game of touch will be played to ensure students implement previously
learnt skills within the lessons. Using the use of technology to aid
video analysis and feedback.
Scrums: Other:
 The scrum: students are taught how to bind with each other in pairs. They practice Peer evaluation is a critical aspect
holding each other up and bearing their own and others weight. to learning.
 Touch: a game of touch will be played where scrums are implemented but differentiated Also, implementing a point
to 1v1 and 2v2 scrums when the ball is dropped. system for team work,
sportsmanship. Creativity, effort
 Progressive learning workshop: Students will be in groups of four. Two groups will play a
and communication (BFL).
game of touch, one group will referee and coach the other players. The other group will go
with the teacher as part of learning about safe scrummaging technique.
Also, giving the students the
chance to condition their own
games so they begin to feel more
comfortable with the rules and
conditions.
Kicking:
 Punting: Students will begin by kicking a ball in pairs but very close to each other-
whenever a Kick is successful they will take one step back.
 Kicking tennis: Students re put into groups of 6. The aim is for them to kick the ball to the
other side of the grid to make it difficult for students to catch the ball.
 Kicking team: Students will be put into groups of 6 and the aim is to pass the ball to their
 team within the space without the opposition intercepting the ball. Students can run
around.
 Conversion analysis: Students will use an ipad as a tool for analysis. They will use a perfect
technical model and in groups discuss the accurate technique used.