University of Brighton, SoE and SASM
Class:
Lesson Plan
Student teacher’s name:
Lesson number:
4
Jack Lemmer
of
6
Curriculum area: Football
Date/time:
26/11/15
Lesson duration: 100mins
9HY
Number of pupils: 28
Number of pupils with SEND: 5
Number of pupils with FSM/PPG: 2
Names and roles of other adults present: Mr Lowie (PE
Teacher)
A
Within the context of this lesson, what specific actions are you going to take to advance your professional development in relation to the Teachers’ Standards and
Action Plan?
TS6:
Make accurate and productive use of assessment
TS3 c)
Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articular and the correct use of standard English, whatever the teacher’s specialist
subject
TS5 d)
Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability, those with English as an additional language; those with
disabilities; and to be able to use and evaluate distinctive teaching approaches to engage and support them.
B
Using your previous lesson evaluation, identify specific actions to support pupil
progress.
This will be my first lesson on football with this group. I have taught this group before so
I do know sporting abilities of individuals. Also gained information from Mr Lowie
regarding where the group are up to in the scheme of work
Use initials to identify learners who need additional support to make progress or
those who require additional challenge etc.
AG , AI, YM, keep separated as these individuals tend to misbehave once together
C
LO1
Learning Objectives
Differentiated Learning Outcomes
What do I intend the pupils to learn?
(Knowledge, understanding, values
attitudes and skills)
Understand the importance of a good
first touch in football
Working towards…
Achieving…
Beyond…
Can vaguely explain the importance
of a good first touch, but with
constant help of the teacher
Can explain the importance of a good
first touch mentioning key points, but
maybe in the wrong order and
Coherently acknowledge the importance of a
good first touch in a game situation and can
analysis ones performance and others. Can
give accrete examples related to game
situations for when a good first touch may be
useful
LO2
Able to perform a good first touch in a
game situation/under pressure
Is able to attempt a effective first
touch. Demonstrates poor balance,
ball is far away from player once
touch has been made. Losses
possession often
First touch is average in terms of
technique.
Some touches are way words with
possession being lost occasionally.
First touch is constantly good with few
mistakes seen. First touch is always put into
space giving player time during game.
LO3
D
Resources
Learning opportunities across the curriculum (e.g. literacy / numeracy)
Footballs, bibs, cones, goals
E
Time
&
Learning
Objectives
10 mins
Prep for
lesson
Teaching points/ strategies /
teacher role
Pupil learning activities
Organisation and risk
assessment
Assessment for learning
strategies
What teaching points will you provide in
order to support and progress the
learning of all pupils?
What learning activities will pupils be
engaged in? How will you differentiate
these activities so they are achievable for
all pupils?
What will you need to consider in
organising and managing the
learning environment effectively?
How will you use the outcomes of
assessment to inform ongoing
teaching and learning? How will you
monitor, assess and evaluate the
progress of all pupils?
Teacher to organise pupils with missing
kit and lend them spares. Ensure all
students have removed jewellery and in
appropriate/safe kit.
Children get changed and meet teacher
outside next to storage cupboard after
register is taken
Ensure all pupils have correct
footwear
Register to be taken in silence- if talking
or noise happens start register again
and repeat doing this until silence is
maintained.
-
Football Boots
Shin Pads
Insist on ‘yes sir’ when answering
name- make start of lesson formal.
3 mins
Ask students to bring out 4 portable goals
from outside storage and place on pitch
equipment
5 mins
Student led warm up
A range of pulse raising activities and
Check storage area is clear of
potential risks that may harm
pupils
-Ensure the playing area is
clear of any litter or any other
objects.
dynamic stretching.
Put cones out ready
Students will be divided into 5 groups
and one member of each group will be
given the role of leading the warm up.
Ask students questions about the
warm up and
ensure they know a range of different
pulse
raisers and stretches.
-set up equipment for the activities
whilst the
students are warming up.
Teacher to recap last
lessons LO’S
Students to gather around in an organised
manner, students to recap last lessons
learning objectives.
PUT STUDENTS IN 4 TEAMS of 7 = BIBS
For conditioned games
Recap last
Lesson
5 mins
Key points:
PASSING:





Lesson Ob’s
Inner part of the foot to pass
Look up before we pass
Plant non kicking foot beside
ball for balance
Contact the middle of the ball
Follow through at the target
for the intended pass.
Touch direction
Teacher to explain learning objectives to
class
LOOK ABOVE BOX C
Students to gather around in an organised
manner, students to learn learning
objectives and teacher expectations
Pupils to be kneeing around
teacher in a semi circle
Use questioning and
demonstrations to assess what
the
students remember and learnt
from the previous lesson.
5 Mins
Students to be spaced out.
Enough room to manoeuvre and
perform set drill
Observation
Assess students learning by
observing their technique of
passing and receiving during the
task and ‘freeze’ when necessary to
highlight good practise.
Assess students:






Teacher Demo:
Ball control
Good first touch
Looking up occasionally
Use of accurate passing
Off the ball movement
Communication
In groups of 4
Drag the ball across other side of
cone and pass – follow pass
Diffentation :
Too easy- one touch pass, weak foot
only
Too hard- 2 touches
Mini Plenary
Importance of a good first touch
Assess students ability to answer
questions correctly
Pupils to be kneeing around
teacher in a semi circle
Q + A:
Teacher Demonstrates poor touch for
students to analyse
Why is a good first touch important?
Teacher demonstrate good first touch
students analyse
Touching the ball into space- why
do we do this? = creates space,
time, distance away from opponent
What would you class as a good
first touch?
e.g Messi, Berbetov
Circle
control touch
Encourage students to use high paced
movements to replicate a game situation
10 mins
Ensure students are spaced out
with 2 circles participating.
Remind students to keep head up
off the ball to avoid running into
anyone
Communication: students should call for
the ball before they receive it- call players
name
Observation
Assess students learning by
observing their technique of
passing and receiving during the
task and ‘freeze’ when necessary to
highlight good practise.
Assess students:
•
•
•
•
•
•
7 player ouside of circle with ball
7 players inside of circle without ball
Ball control
Good first touch
Looking up occasionally
Use of accurate passing
Off the ball movement
Communication
Progressions:
Feet- ball is passed along floor
Knee – ball is thrown to knee and passed
back
Chest –ball is thrown to chest then
passed back
Head – ball is thrown to head and passed
back by foot
5 mins
Ensure groups are spaced out
with enough room to manoeuvre
Students develop:
-
4 outside player
Improves technique
High success rate – close drill
less possibility of mistakes with
longer passes= increases
confidence
Observation
Assess students learning by
observing their technique of
passing and receiving during the
task and ‘freeze’ when necessary to
highlight good practise.
Assess students:
•
•
•
•
•
•
Ball control
Good first touch
Looking up occasionally
Use of accurate passing
Off the ball movement
Communication
4 balls
1 player developing touch
Give positive feedback whilst
stating the learning key words
Players 5 yards away=close quick
play
Player in the middle is received the
ball and must pass it back along the
ground,
Progression:
1. Inside foot control to inside
foot pass
2. Outside foot control to
inside foot pass
3. Outside foot control to
outside foot pass
Obj: How many time can you pass
the ball in 20 seconds?
Competition Obj : team game- which
team can complete 15 passes per
player the quickest?
Conditioned
games
2 pitches- 7 vs 7 match
1st condition-
30
2 touch game- focusing on a good touch
and passing and moving into space
Ensure both pitches are marked
out clearly and not directly next to
each other
Observation
Assess students learning by
observing their technique of
passing and receiving during the
task and ‘freeze’ when necessary to
highlight good practise.
Adjust pitch size to smaller – ask
students why I have done this. = gives
students less time to react and put
players under more pressure
Assess students:
•
•
•
•
•
•
Teams swap after 15 mins
Game
10
Students will play a normal game of
football
Ensure both pitches are marked
out clearly and not directly next to
each other
Ball control
Good first touch
Looking up occasionally
Use of accurate passing
Off the ball movement
Communication
If improvements need to be given to
teams gather one team at a time.
This means 75% of the class are
still active
Observation
Assess students learning by
observing their technique of
passing and receiving during the
task and ‘freeze’ when necessary to
highlight good practise.
Assess students:
•
•
•
•
•
•
Ball control
Good first touch
Looking up occasionally
Use of accurate passing
Off the ball movement
Communication
If improvements need to be given to
teams gather one team at a time.
This means 75% of the class are
still active
Main
Plenary
8 mins

Ask the students what the LO’s
were?

Get students in a line for this
activity and assess what they
have learnt

Get some students to
demonstrate to assess whether
they are saying is accurate.
In a line stand:
To the left- if you feel can perform a
relatively good first touch
In front of teacher- if your first touch has
improved but still find control and
accuracy difficult
To the right- if you haven’t improved
DO THE SAME FOR
Game situation
Ask students to get into pairs with one
being A and one being B
A-
Explain to your partner the
importance of a good first touch
in football
B-
Why would this be effective in a
game situation
Chose random pair to share their
answers with the rest of the group
Clear Equipment Away
Rest of time
to change
(10 mins
min)
Contigency Plan (E.g Bad Weather, Change of Setting)
Indoors
Lesson can still be taught inside with smaller pitch
size
•
Corner ball
Split class into four teams
Place 4 benchs sideways in 4 corners to
represent ‘goals’
One player from each team goes in to play
Teams must elimanate other teams buy
hiting their bench
Winner last team standing
Make sure all borrowed kit is
handed back from students.
Check students uniform as they
leave PE wing.
F
Lesson evaluation
To what extent have the learning outcomes been achieved in relation to the learning objectives?
LO1
Understand the importance of a good first touch in football:
-
Plenary: students were able to describe the importance of first touch using good examples
Students were able to discuss in pairs the importance of a good first touch
Pupils were able to give an example or player that demonstrates good first touch e.g. Messi
LO2
Able to perform a good first touch in a game situation/under pressure:
-
By observing students games a majority of students were able to perform adequate first touches
Lower ability students progressed well after individual guidance from myself
Higher ability students were tested by a conditioned game that focused on first touch
Use of smaller games with a condition then progressing students into a full sized pitch focused on first touch. Good first touches were observed in 70% of the
class
-
LO3
Reflect upon your professional
development including the impact
and outcomes of the actions
identified in Box A
TS6:
Make accurate and productive use of assessment
-
As lesson progress whilst observing students I ask students that were high ability to move to other groups (using bibs) so I could
clearly colour coordinate high ability players
Plenary: used Kegan’s approach of assessment- students discussed in pairs the importance of a good first touch. Was able to
assess learning by Q + A and listening to discussions
During drills walking around groups and questioning them on their knowledge on technique and importance of a good first touchassessment made from answers given
TS3 c)
Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articular and the correct use of standard
English, whatever the teacher’s specialist subject
-
Correcting students punctuality during lesson
Asking to show correct manners when I am speaking
Creating ‘sentence starters’ for Q + A and plenaries, this helped students sentence structure
-
Ask students to give me practical examples – good for GCSE exam questions
Encouraged students to use effective communication skills during game situation and highlighting the importance of this
TS5 d)
Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability, those with
English as an additional language; those with disabilities; and to be able to use and evaluate distinctive teaching approaches to engage
and support them.
-
Reflect upon pupil progress
including the impact and outcomes
of the actions identified in Box B
Talked slower and used hand signals to express meanings to EAL student from other group
Assessing class I was able to single out high ability students and adjust teams so high ability students were put into teams that
had similar abilities
Gave extra support and worked one to one with SEN students
Common misbehaving students:
AG , AI, YM
By using the colour coded teams and dividing them into different teams this helped these students be apart from each other. Students
showed an improvement from last lessons as they were now separated and progressed through the lesson well.
I personally think that the lesson went well, especially for teaching 2 groups instead of pre-planned 1 (total 48 students). I believe I
adapted well to this change and noticed at correct times to progress the class onto games well as by prolonging drills may of casus
disruption and low level of learning taking place
As this was my first lesson teaching this group football it was hard for me to assess them on what they had previously learnt in the last
lesson. Through questioning I could establish where they had progressed and managed to adapt my lesson to incorporate the last
lessons objectives (to understand positioning within football). During the full sided games I gave teams 1 minute to discuss in their teams
what formation and positioning they would set up. Once they had decided on this they needed to relay this back to me stating the
advantages of the formation they had used. Once this had been relayed to myself the game could commence
Observation (Mr Lowie, PE Teacher)

Great set up of lesson, using time wisely. Adapted well to a last minute increase to group size
Class positioning:
Moved out of sun so pupils could clearly see you
Good questions could have had hands up- made it relevant
Recapped last lesson well even though you didn’t take it
Behaviour management: - really good
Waited for silence
Insisted hands up answering questions
Students started walking away before you finished. But you brought them back in- really good
Warm up:
Good use of student led warm up- quick and drew upon the importance of a warm up- good progression of warm up without ball then with ball
Good how you didn’t get students to kneel- treated them more maturely – had them standing
LO’s discussion: still too long on this, but more precise with key words- good demo
1st drill:
Good demo and relevant drill
Good progression of using both feet- allows all to achieve
Could have planned for non-doers more
Like the use of mini plenaries but need to be quick- in then out
2nd drill:
Very good drill
Students at first did not fully understand drill- group sizes were uneven
Could have used a stronger demo
After a while all started to work well
Good use of progression using all body parts for control- uses of demos on this were strong
Good use of high expectations and enforced behaviour well
Could you groups have been closer? Allow you to see them all e.g
You had them like this =
a lot of walking
could have had groups like this= less walking
Reviewed lesson objectives well throughout lesson
-
Decided it was time for games and missed planned drill due to student progress levels, time and focus of group declining- REALLY GOOD
Drill flowed into full game and related- good use of conditioned game (2 touch then pass) focused on LO’s
Progressed the higher ability group to a bigger game
Used non –doers as officials
Equipment- much better management of equipment. The set up was strong
Behaviour –enforced your expectations, managed low level disruption well
Timing- your timing was much better, moved on quickly, didn’t talk at them for so long- I liked the mini plenaries
Demos- you had a lot of demos showing the group good technique