Rugby Unit of Work

Activity/length:
Rugby 9 hours
Curriculum Aims:
(Specific the purpose of Physical
education and the which of the 4
aims this unit supports)
Succeed and excel in

competitive sport and give
opportunities for pupils to
become physically confident.
Year/Class:
Year 7
KS3
Resources: (Specific to the challenges reference to equipment, teaching and learning resources (e..g
task cards), and ICT equipment)
Cones, bibs, mouth guards, tackle bags, tackle columns, balls (size 4), post protectors, tag belts, squistles,
Aims/objectives:
(first statement links aims to End of Key stage Statement; second statement links to specific elements that pupils should be taught
using the language of the end of key stage statement; final statement links to specific skills whole school curriculum aims and numeracy and maths / literacy
and language to be developed)
Through involvement in this rugby unit pupils will take part in rugby focused learning activities that will embed key physical
development skills learned in KS1 and 2. They will learn to understand what makes rugby performance effective and be able to
apply this to their own performance.
Develop competence
to excel in a broad
range of physical
activities
1. Pupils will be able to use a range of tactics and strategies to overcome opponents in direct competition in rugby games
and matches.
2. Pupils will start to become more expert and confident in certain rugby techniques e.g. ball handling and positioning.
3. Pupils will be taught the correct technique for tackling and developing contact within their game, incorporating safety
concerns with contact.
4. Pupils will have basic knowledge of the rules of the game and will be able to apply these to tactics within a competitive
game situation.
Engage in competitive
sports and activities
How this unit develops specific skills:

Language and literacy: Being able to communicate clearly with teammates and the correct use of rugby terms. Also being able
to interpret and understand instructions on prompt cards.
Health & Safety: (link to 3

categories of risk management must be
accompanied by a full risk assessment
document)
People: Staff- relevent
qualifications, Pupils have
appropriate protective equipment
mouthguards essential, proper
kitemark studs
Context: Build on prior learning,
Contact must be phased into the
lessons
Organisation: Ensure everyone
has a mouthguard for contact, have
two teachers taking classes at the
same time to ensure there are
always two members of staff in the
rugby area
Inclusion Strategies: (Link to National curriculum inclusion statement categories specific to unit)
Setting suitable learning challenges:
Core tasks will form the basis of the activities, then differentiated activities will allow for suited challenges to be made for pupils
of different abilities.
Responding to pupils needs and overcoming potential barriers for individuals and groups of pupils:
With regard to pupils with SEN, areas of difficulty shall be identified and individually planned for if the need arises so that the full
unit of work is accessible to all pupils.
Differentiating resources will be used as a tool to overcome potential barriers to participation.
Outcome/Process: (Specific
Core tasks: Weeks 1-3
learning outcomes aligned to specific

aspects being taught in the unit aims
and objectives using the language of
the end of key stage statement)
(specific learning challenges that students will complete to achieve the learning outcome of that
phase of the unit)
Pupils will be able to apply

the techniques of handling
and passing to their game
(2)
Pupils will start to gain
knowledge of the basic
rules and principles of the
game and specific rugby
terms (L&L) (4)
Pupils we be able to start
use tactics and strategies
to overcome opponents in
games (1)
Ball tag (warm up) In a 10x10 grid, have 14 players in the

grip with 2 on with a ball. Players must evade the two taggers.
Taggers try to tag the other players but must have two hands on
the ball at all times.
Ball Familiarisation (warm up) Pupils are jogging around a
10x10 grid all with a ball. Pupils then listen to the teachers
instructions as to what to do with the ball.
End ball (game and warm up) - 20x10 grid with two scoring
zones (like an try area) Players run into space and hold hands out
to indicate they are ready to catch. Keep eyes on the ball and
watch it into the hands to catch cleanly and early. Players should
not stand still to receive a pass but ensure they get away from a
defender.
Keep ball 10x10 grids with 5 pupils working in each. Players
do not need to pass to someone different every time. The
objective is to make 10 passes so the teacher may observe and
refer to the tactics adopted. Focus on the outcome of the pass, in
preference to method. Players are encouraged to pass and offload
with experimentation, tricks and sleight of hand.
Lateral passing The activity aims to emphasize passing
backwards and running forward with the ball.
Eliminating the defender Different forms of attack vs defence
activities which to focus on elimination skills of pupils, noncontact. Ball always starts with the defender rolling the ball to
the attacker, this could in different forms ie end to end, panel to
pane or random.
4 goal rugby Using marked out areas in each four corners of a
20x20 grid, teams of roughly 7. Score by receiving the ball in the
area, you cant score in the same area twice in a row.
Touch rugby - Carry the ball in two hands with fingers spread.
Compelling / irresistible
learning: (What environments,
teaching styles, interactive
opportunities, Out of hours learning,
extension / enrichment , themes will
be used to make this unit motivating
and exciting for the learners?)
Show exciting videos of

touch rugby to demonstrate
the game and motivate
pupils.
Pupils choose team names
at the start of the unit;
teachers keep scores and
combine points week-toweek in a league table.
Trial and error; guided
discovery; whole-part-whole
approach.
Use whiteboards and
resource cards to design
and implement tactics and
strategies.
Use new facilities/
equipment (if available!)
Links to local rugby clubs,
allow pupils to wear there
own rugby tops if they have
them!
Self and peer assessment
Use of iPads to show
professional examples but
also evaluate on their own
performance.
Get pupils to demonstrate
their work in front of the
class
Keep facing forward. Look for the receivers target as the pass is
made. Pass for the receivers hands. Aim at far shoulder. Follow
through with hands and arms.
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)
(specific learning challenges that students will complete to achieve the learning outcome of that
phase of the unit, should show progression from the previous phase)
Pupils will develop their

passing and handling
game, becoming more
accurate and precise. (2)
Pupils will know how to
tackle safely with the
correct technique. (3)
Pupils will know have built
up knowledge of tactics
and strategies to
overcome opponents,
which they will build on in
the contact game. (1)
Pupils will further their
knowledge of the rules of
the game, especially in the
contact area. (4)
Getting used to hitting the floor In a suitable sized area for

the number of pupils. 1 ball per pupil. Practice hitting the floor
using the correct falling technique, Knees, hips, shoulders. On the
command of down, pupils fall then count, 1, 2 the get back up.
Learning the tackle Starting on your knees.
Ensure the teaching points of the tackle are known Table top
back, bulldog neck, tuck your toes and chain and padlock arms.
Work up to one knee then to standing but crouching not stood all
the way up.
Starter activity to rucking Same sized grid as the first core
task. Pupils with a ball between 2 passing between them. On the
teachers command, pupils with the ball fall using the same
technique as the first core task. Then pupils without the ball step
over to simulate a ruck.
Starter activity for mauling Originally the same start as the
rucking starter with balls being passed around the grid. Limit the
number of balls, to allow the teacher to shout a number of pupils
they want to form a ruck. When the teacher shouts a number a
ruck must be formed with this amount of players.
Forming a ruck Pupils in groups of 5, with one ball. First pupils
(tackler) goes out the cone places the ball on the ground and
then stand on one knee. The next pupil (attacker) then comes out
picks up the ball and gets tackled. The next two pupils need to
find a friend and bind to each other once they have rounded the
cone and form a ruck, from which the last pupil can pick up the
ball.
Forming a maul Same formation as the task for forming a
maul, however this time the tackler and attacking player stay on
their feet to allow a maul to form.
Conditioned contact games Contact games with players as
the referees. Limit the pitch width; this will force players to come
Compelling /
irresistible learning
cont.:
into contact. Another condition is that when a defender tackles an

attacker, the defender has to run back to the try line before they
can join in again.
Outcome/Process cont.
(Specific learning outcomes showing

progression from weeks 4-6, linked to
the specific aspects being taught
outlined in the unit aims and objectives
using the language of the end of key
stage statement)
specific learning challenges that students will complete to achieve the learning outcome of that
phase of the unit, should show progression from the previous phase)
Pupils will secure their

passing and handling
game and become
consistent during games.
(2)
Pupils will develop their
tackling into more realistic
game situations, with
moving tackles. (3)
Pupils will have a good
knowledge of the basic
rules and be able to
referee practice games.
(4)
Tackling on the move Progress from knees, to one knee, to

standing, then to both players being on the move. The activity
will allow for the practice of all the key teaching points when
pupils first looked at the tackle, make sure these are reiterated.
Rucking and mauling through phases Moving on from the
tasks in the previous weeks, we are looking to bring in continuity
to the game. Set in two teams, the first team form a ruck or maul
the next team then get the ball out and form the next ruck or
maul etc., until they have reached the try line.
Small-sided contact situations Small sided games in 10x10
grids.2v1 3v2, outnumber the defence to allow for more try
scoring. For these games, if a successful tackle is made and the
attacker is brought to ground, the defenders are awarder 10
points, 5 points for a successful try. Attackers should practice
moves like overlaps, switch etc.
Pupils will have sound

understanding of many
tactics and strategies they
can use when trying to
overcome their opponents.
(1)
Principles of 1v1 defence Using a gauntlet style area (long

and thin) attackers try the beat the defender. First attackers have
to run with straight legs to make it easier for the defender, then
once the defender has made three successful tackles the attacker
is allowed to run normally.
Games varying the pitch size Competitive games, 7v7 with
pupils refereeing. Vary the pitch size from long and narrow and
short a wide, make the pupils think about the tactics and
strategies they are going to use depending on the pitch size. At
the end of the game discuss with the pupils and both teams on
the tactics they used and whether they worked or not.

Rugby Unit of Work

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Activity/length:

Succeed and excel in

How this unit develops specific skills:

Health & Safety: (link to 3

Core tasks: Weeks 1-3

learning outcomes aligned to specific

Pupils will be able to apply

Ball tag (warm up) In a 10x10 grid, have 14 players in the

Show exciting videos of

Core tasks: Weeks 4-6

(Specific learning outcomes showing

Pupils will develop their

Getting used to hitting the floor In a suitable sized area for

into contact. Another condition is that when a defender tackles an

Core tasks: Weeks 7-9

(Specific learning outcomes showing

Pupils will secure their

Tackling on the move Progress from knees, to one knee, to

Pupils will have sound

Principles of 1v1 defence Using a gauntlet style area (long

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