Subject Unit of Work
EXAMPLE of Page 1
Trainee
Miss A.N.
Other
Topic
Badminton
Year
7
Class
N/A
No of pupils
Approx
Subject
30
PE
No of lessons
6
About this Unit:
Introduction to badminton. Will involve using correct grip of the racket, getting out & setting up equipment, singles scoring & basic rules. Pupils
will develop skills of overhead clear, backhand serve, placement of serve & the drop shot. Pupils will have the opportunity to play singles
games & will participate within badminton tournaments. Pupils will be given opportunities to coach & umpire. By the end of the unit pupils will
have a good knowledge & understanding of the basics of badminton.
NC or Examination
Syllabus references:
1.1a, 1.1b, 1.2b, 1.3b
2.4a, 2.1b, 2.4d, 2.1c, 2.2a
Necessary prior-knowledge:
Unit provides pre-knowledge for:
Most pupils have no experience but some have participated at primary school in
basic racket and ball/shuttle familiarity.
Year 8 moves on to linking shots together and the Smash. Development of singles
play. Moving opponent more purposefully about court to open up spaces. Starting
to understand Doubles Play.
Specialist language and
terminology to be introduced:
backhand serve, overhead clear, drop shot
Links to other subjects (NC refs)
Numeracy- pupils will be given opportunity to score and umpire matches
Learning Objectives: What the pupils will be learning (knowing, understanding and doing) during the
Learning Outcomes: What the pupils should be able to demonstrate by the end of the unit:
unit: include PLTS: (outline which skills are to be developed and how they will be demonstrated):
 Learn the correct grip for each stroke (EP, IE)

Can use the correct grip for each stroke and alternate during a rally.
 Learn about the ready position’ & understand the importance of this. (EP, IE)

Can demonstrate the ready position and return to this after each stroke.
 Learn how to do an overhead clear, backhand serve and drop shot and use appropriately in the
game
 Know and understand when the correct stroke should be used to outwit an opponent. (EP, SM)

Select the correct stroke and demonstrate good technique and use this correctly during a
rally/game to win the point.
 Learn how to use simple criteria to peer assess partner’s strokes (RL)

Can identify strengths and suggest areas for improvement partner’s performance.
 Play a competitive game and use the basic scoring within singles game of badminton. (SM, IE)

Can play a half court singles game, understand how to use tactics to move opponent
about the court and use the correct shot to win the point. Use a scoring system.
©Liverpool John Moores University
Work Related Learning ITT Programmes 2011-12
Revised July 2011
Subject Unit of Work
EXAMPLE of Page 2
Trainee
Miss A.N.
Other
Topic
Badminton
Year
7
Class
N/A
No of pupils
Approx
Subject
30
No of lessons
PE
6
Assessment Summary: (tick) Refers to an overview of how the purposes of assessment will be applied thro’ out the unit and how records will be kept of pupils’ progress and
achievement.
Assessment for
Learning:
Assessment of
Learning:
Record Keeping:
Formative
Diagnostic
National Test
Pupil Record
Self Evaluation
Informal Observation
Peer Evaluation
Questioning
Standardised Test
Sample of Work
Pupil Profile
Portfolio
Listening Activity
 Practical Task
Criterion Referenced
Record Book
Risk Assessment - Hazard/Risk/Control: Room basics
Resources: include expected basics
Getting out and putting away badminton equipment group at a time.
Correct footwear and kit.
No jewellery
No chewing gum
All hair tied back
Badminton posts and nets x 4
Badminton rackets x 30
Shuttlecocks
Whistle
Resource cards
©Liverpool John Moores University
Work Related Learning ITT Programmes 2011-12
Target Setting
Teacher Designed
Checklist
Revised July 2011
EXAMPLE of
Page 3
Unit Overview (copyright PESD)
Trainee
Miss A.N. Other
Topic
Badminton
Year
7
Class
N/A
No of pupils
Approx
30
Subject
PE
No of lessons
6
UNIT Overview
(showing continuity and progression in learning over the unit of work)
Lesson
Learning Objectives
Learning Activities
Learning Outcomes
Notes
(what is to be learnt)
(the planned activities/tasks to develop knowledge,
skills and understanding in the subject)
(the evidence of the learning)
(additional information e.g. homework,
special needs, use of ATs, PLTS
development, out of school learning)
1. All/most use correct grip of badminton
racket.
Some use correct grip for fore/back hand
shots.
2. All demonstrate ‘ready position.
Most understand the importance of this &
use this within a game.
1. All/most explain correct technique of
overhead clear.
Some demonstrate correct technique of
overhead clear.
2. All peer assess pupils’ overhead clear,
highlighting strengths.
Most peer assess pupils’ overhead clear,
highlighting strengths & areas to develop.
Some peer assess pupils’ overhead
clear, highlighting strengths/areas to
develop & giving feedback on how this
can be improved.
3. All/Most score singles game of
badminton, knowing when a point is
scored & why.
1. All/most explain correct technique of
backhand serve.
Some demonstrate correct technique of
backhand serve.
2. All peer assess pupils’ backhand
serve, highlighting strengths.
Most peer assess pupils’ backhand
serve, highlighting strengths & areas to
develop.
Some peer assess pupils’ backhand
serve, highlighting strengths/areas to
Baseline Assessment to identify
pupils hand/eye co-ordination and
agility.
1. correct grip of badminton racket;
1
2. demonstrate ‘ready position’ &
understand the importance of this.
1. develop their knowledge and
understanding of the correct
overhead clear technique;
2
2. peer assess overhead clear,
identifying strengths & areas for
improvement;
Warm up- ready position
Getting equipment out in correct way
Correct grip of racket
How to hit the shuttle
Rally- mini competition





Warm up
Overhead clear- demonstrations
Peer/self assessment (use of coaches)
Scoring
Game- up to 5






Warm up- re-cap overhead clear- rally
Backhand serve- demonstrations
Peer/self assessment (use of coaches)
Re-cap scoring
Pair pupils up of similar ability
Game- up to 5
3. understand basic scoring within
singles game of badminton.
1. demonstrate correct technique of
backhand serve;
3





2. peer assess backhand serve,
identifying strengths & areas for
improvement;
3. understand basic scoring within
singles game of badminton.
©Liverpool John Moores University
Work Related Learning ITT Programmes 2011-12
Formative Assessment.
Begin to start pairing up ability.
Formative Assessment.
Start to track pupil K/S/U.
Checklist sheet used for coaches.
Revised July 2011
1. demonstrate correct technique of
backhand serve;
3. understand basic scoring within
singles game of badminton.

Warm up- re-cap backhand serve- rally
Placement of backhand serves
Peer/self assessment
Hoops used for targets for pupils to aim
for. *Differentiated*
Game- up to 5
1. demonstrate correct technique of
drop shot;





Warm up- overhead clear rally
Drop shot technique- demonstration
Peer/self assessment
Rally- overhead clear, drop shot, feed
Game- up to 8

Mini tournament- going up a court if won
& down if lost
Pupils will play match up to 6
2. serve into target areas;
4
5
2. peer assess backhand serve,
identifying strengths & areas for
improvement.
1. demonstrate appropriate skills
within game e.g. drop shot &
overhead clear;
6




2. understand basic scoring within
singles game of badminton.
©Liverpool John Moores University
Work Related Learning ITT Programmes 2011-12

develop & giving feedback on how this
can be improved.
3. All/Most score singles game of
badminton, knowing when a point is
scored & why.
1. All/most explain correct technique of
backhand serve.
Some demonstrate correct technique of
backhand serve.
2. All serve backhand over the net.
Most serve into different targets.
Some serve into different targets and use
this when playing match.
3. All/Most to score singles game of
badminton, knowing when a point is
scored & why.
1. All/most explain correct technique of
drop shot.
Some demonstrate correct technique of
drop shot.
2. All peer assess pupils’ drop shot,
highlighting strengths.
Most peer assess pupils’ drop shot,
highlighting strengths & areas for
development.
Some peer assess pupils’ drop shot,
highlighting strengths/areas for
development & giving feedback on how
this can be improved.
1.All/most explain correct technique for
backhand serve, overhead clear & drop
shot.
Some demonstrate these correctly &
appropriately within a game.
2. All/Most to score singles game of
badminton, knowing when a point is
scored & why.
Formative Assessment to make
decisions about differentiated
activities.
Paired similar abilities.
Formative Assessment continue to
track pupil progress.
Paired similar abilities.
Summative assessment based on
attainment of the unit learning
objectives.
Revised July 2011
Differentiated Unit
EXAMPLE of
Page 4
Trainee Miss A.N.Other
Year
Topic
Badminton
Differentiated Unit Proforma based on NC requirements
7
Class
N/A
No of pupils
Approx 30
Subject
PE
No of lessons
6
(Refers to the level of attainment expected within one class based on setting targets arising from any baseline assessments made)
Some pupils WILL need supporting more than
others but MUST be able to:
(Refers to those pupils who will be ‘working towards’
the unit expectations, some of whom may be
struggling and require differentiated activities/tasks)
Key Concepts
(the concepts that
underpin the subject in
order to broaden and
deepen knowledge, skills
and understanding (refer
to NC subject
information)
1.2b All pupils should be able to:
 use correct grip of for forehand strokes;
 demonstrate ‘the ready position;
 ’explain and demonstrate the correct
technique for the overhead clear and
backhand serve and understand when and
where to use these strokes;
 Have a go at peer assessment identifying
some areas of strengths and a few ideas for
improvement;
 Play a singles game, play a rally keeping
the shuttle in court with some good shots.
Most pupils WILL be able to:
(Refers to the majority of pupils who will be ‘meeting’
the unit expectations at an appropriate level and
should be given differentiated activities/tasks to
develop and extend their learning)
1.1a Most pupils will be able to:
 use correct grip for forehand and backhand
strokes;
 demonstrate ‘ready position and understand
the importance of this & use this within a
game;
 explain correct technique and demonstrate
the overhead clear, backhand serve and drop
shot , placing correctly in court
 peer assess overhead clear, backhand
serve & drop shot highlighting strengths &
areas for improvement
 play a singles game to 5 points, moving their
opponent about the court to win the point and
use a scoring system.
Some pupils WILL be progressing further and
need extending and WILL be able to:
(Refers to pupils who are ‘working beyond’ the unit
expectations and will require differentiated/extension
activities/tasks to challenge them further)
1.1b 1.3b Some pupils will be able to:
 use correct grip for all stokes;
 explain correct technique & demonstrate the
overhead clear and place sometimes in the
correct place on court;
 peer assess overhead clear, backhand serve
& drop shot highlighting strengths/areas for
improvement & giving feedback on how this
can be improved;
 keep a rally going with one or two stokes but
and use them strategically to outwit an
opponent. They will have an understanding of
how to score.
Key Processes
(the essential skills and
processes that pupils
need to learn to make
progress in the subject
(refer to NC subject
information)
PLTS
(the skills and
competences that pupils
need to develop across
the curriculum thro’ a
range of experiences and
subjects (refer to NC
subject information)
2.4a analyse performances, identifying strengths
and areas for development.
Independent enquirers: Evaluate their own
ideas and actions, and judge the relevance and
value of information from different perspectives
and viewpoints, including their own.
Effective Participators: Engage with activities
that they enjoy and have selected for
themselves.
Reflective Learners: Invite feedback and deal
positively with praise and criticism from others.
©Liverpool John Moores University
Work Related Learning ITT Programmes 2011-12
2.1b develop the range of skills they use;
2.4d be clear about what they want to achieve in
their own work and what they have actually
achieved.
Creative Thinkers: Make adjustments and
adaptations when performing in different
contexts, for example to outwit opponents.
Team Workers: Provide and respond to
constructive feedback, resolving issues to
achieve successful outcomes.
2.1c develop the precision, control and fluency of
their skills;
2.2a select and use tactics, strategies and
compositional ideas effectively in different
creative, competitive and challenge-type context.
Independent enquirers: Plan their own
approaches, strategies and tactics to determine
successful outcomes, for example in competitive,
challenging or creative situation.
Self managers: Take personal responsibility for
organising their time and resources, for example
dealing with competing pressures to meet a
personal performance target.
Revised July 2011