University of Brighton, SoE and SASM
Class:
Lesson Plan
Student teacher’s name:
Jack Lemmer
Lesson number:
mins
of
2
5
11/ 11/ 15
Number of pupils:
32
Number of pupils with SEND: 4
Number of pupils with FSM/PPG: 4
Curriculum area:
Date/time:
7AR (Girls)
Lesson duration: 100
Names and roles of other adults present: Emma Satterly
( 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?
TS4.1 e) Can manage and organise the classroom e.g. space, groupings, equipment to maximise learning time
TS4.2 b) Can create a positive environment which encourages active discussion, questioning, trial and error, and a desire to learn.
TS 7.4 b) Can adapt the volume, speed and intonation of my voice to promote effective class management.
B
Using your previous lesson evaluation, identify specific actions to support pupil
progress.
Use initials to identify learners who need additional support to make progress or
those who require additional challenge etc.
From the last lesson it is clear to see that a majority of the girls this would have been
the first time they have been taught football. Therefore, I believe they need to work
further on last lessons key skill (dribbling and passing) before they can progress. By
observing the skills of the girls in the lessons many do not hold the very basic skills in
terms of football. The lesson needs to be as simple as it can get in terms of motor skills.
C
LO1
LO2
Learning Objectives
Differentiated Learning Outcomes
What do I intend the pupils to learn?
(Knowledge, understanding, values
attitudes and skills)
To be able to demonstrate/perform
passing and receiving the ball using the
correct technique.
Working towards…
Achieving…
Beyond…
Passing to a team member or
partner is difficult. Accuracy of the
pass is poor with inadequate
amount of power to reach team
mate. Pupils seems very off balance
when attempting to pass ball.
Pupils vaguely understands and knows
correct technique to passing.
Occasionally passes inaccurately to
teammate.
Being able to pass across a range of
Distances using the correct technique. Ball is
passed accurately and with the right amount
of power making it easier for teammate to
control ball
To be able to demonstrate/perform
dribbling with close control
Pupils has a considerable amount of
difficulty controlling the ball. Pupils s
Pupil is able to keep close control of the
ball for a short period of time before odd
Pupil will be able to dribble with ease. They
will show the correct technique of looking up
unable to use both feet to dribble
and will only use their predominant
foot to touch the ball. The ball is far
from them when kicked so control is
limited. The head is constantly down
not looking around whilst dribbling.
occasionally touches that lose control of
the ball. Pupils will attempt to look up
whilst dribbling, but only rarely.
whilst dribbling between both feet. The ball
will be close to the body for quick control
movements. Pupils will start to be able to
demonstrate quick movements in different
direction with control of the ball.
LO3
D
Resources
Learning opportunities across the curriculum (e.g. literacy / numeracy)
Footballs, Cones, Bibs
E
Time
&
Learning
Objectives
10 mins
Recap last
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.
Teacher to remind pupils of last lesson LO’S
PASSING:
5 mins




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
Children get changed and meet teacher
outside next to storage cupboard after
register is taken
Register to be taken in silence- if talking
or noise happens start register again and
repeat doing this until silence is
maintained.
Students to gather around in an organised
manner, students to recap last lessons
learning objectives.
Ensure all pupils have correct
footwear
1.
2.
3.
4.
Football boots
Shinepads
Hair tied up
All in shorts or skirt (no
tights)
Pupils to be kneeing around
teacher in a semi circle

Follow through at the target for
the intended pass.
DEMONSTRATION
Red, yellow,
Blue cone?
This drill will help pupils dribbling ability was
also helping them to lift their head up whilst
dribbling also spatial awareness.
7 mins


Coned area marked out and clear
to recognise
Observation:
Observe pupils technique and
understanding of the task. Spot
potential students that are excelling
or need further assistance
Close control with both feet
(inside of feet)
Head up
Give positive feedback whilst
stating the learning key words
Differentiation:
Too easy: use non dominant foot to control
the ball only
One ball per pupil:
1. Dribble around square grid with
the ball under close control not
bumping into anyone.
2. Teacher will hold up coloured
coned matching the colour of a
coned on one side of the grid
3. Pupils must have head up to
notice this
4. Once pupils have seen the
coloured cone they must
dribble to the line with that
colour cone and stop the ball
5. Repeat
Too hard: only use predominant foot
Tag dribbling
7 mins
Coned area marked out to show
box
Teaching points:


Head up looking for defenders
Close control using both feet
Observation:
Observe pupils technique and
understanding of the task. Spot
potential students that are excelling
or need further assistance
Give positive feedback whilst
stating the learning key words
Teacher chooses 3 catchers
Rest of class has 1 ball each

Players must dribble the ball around
the box

When whistle is blown catchers are
able to kick balls outside the box

If a pupils ball goes outside the box
they become a catcher
5 mins
 Last player left is overall winner
Teacher to explain learning objectives to
class
Students to gather around in an organised
manner, students to learn learning objectives
and teacher expectations
LOOK ABOVE BOX C
10 mins
Round the
cone
Teaching points:

Close control using both feet

Looking up occasionally to see
where cone is

Groups of 3, 1 ball
1. Driblling the ball with Close control
2.
3.
with both feet
Player must dribble ball around
cone and back to waiting team mate
Swap
DEMO
5 mins stop!
Progression Competition: How many times
can your team get round the cone before the
time runs out?
Ensure that the pitch is clear and
appropriate for use e.g frozen
floor. Make sure the children are
spread out.
Ensure each team is lining behind
cone
Ensure another cone is set
opposite them
Observation:
Observe pupils technique and
understanding of the task. Spot
potential students that are excelling
or need further assistance
Give positive feedback whilst
stating the learning key words
Mini plenary
3mins
Teacher to recap LO’s
Assess students ability to answer questions
correctly
Pupils to be kneeing around
teacher in a semi circle
And to use Q + A to ensure learning has
taken place
Q+A:
Why is it important to have the ball
close to feet?
Why is it important to look up
ocassioally?
Completion: was it harder to control
the ball when going faster? Why?
Passing
10 mins
Teaching points:
Sending the ball:
-Eye contact
Demonstration!
-Positioning
-Technique
Into pairs of similar ability with 1 ball
and 1 cone per pupil
Receiving the ball:
-Eye contact




Pairs to line up facing each
other
Pupils must pass the ball
between each other using
correct technique
Once the ball has been passed
accurately to each player once,
pupils pick up their cone and
step back 2 steps.
Pupils do not go back until 2
accurate passes have been
made in succession
-Scanning for D’s
-Positioning to see ball and others
Pupils to be spaced out evenly in
a line
What could your team mate do to
help their player on the ball? = call
for ball
Observation:
Observe pupils technique and
understanding of the task. Spot
potential students that are excelling
or need further assistance
Give positive feedback whilst
stating the learning key words
Mini plenary
Teacher to recap LO’S
3mins
And to use Q + A to ensure learning has
taken place
End zone
passing
Assess students ability to answer questions
correctly
This game enables a larger area to receive
the ball giving them more time to control,
look up and pass it to a team mate.
Use a demonstration with 2 teams of
students so that all students understand how
the game is played and how they score a
point
Teams of 5- one team bibs
Pitches= 3
Obj:
The ball must be passed into the end
zone and received by a team member
for a point to be scored
DEMONSTRATION!
7 mins STOP!
Change team your against if you lost
find a team that lost and if you won find
a team that won.
Q + A:
What did we find happened when
we started to go further apart from
our partner?
Difficult?
Ball direction?
Power?
Create 3 pitches so that students play small
sided games and therefore get lots of
touches on the ball and more opportunities
to practice their passing
15 mins
Pupils to be kneeing around
teacher in a semi circle
Have areas marked out for teams.
Use cones to mark out end zone.
Use pitches from previous activity
to ensure smooth transition into
activity
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
Looking up occasionally
Use of accurate passing
Off the ball movement
Communication
Main plenary

Ask the students what the LO’s
were?

8 mins
Get students in a line for this
activity and assess what they have
learnt
Ask student s to collect bibs and
cones before plenary and to place
in equipment bag
In a line stand:

To the left- if you feel can perform a side foot
pass accurately over the distance between
the student and the teacher.
In front of teacher- if your passing has
improved but still find accuracy difficult
Get some students to demonstrate
to assess whether they are saying
is accurate.
Q + A:
What is the correct technique to
dribbling a football?
(head down looking up occasionally,
close control, use of both feet,
inside of foot)
-Pass to teacher
-Dribbling around teacher
What is the correct technique of
passing?
To the right- if you haven’t improved
(looking up at team mate, non
kicking foot next to ball, kicking foot
extending through to target, inside
of the foot, centre of the ball)
DO THE SAME FOR DRIBBLING
Rest of time
to change
Make sure all borrowed kit is
handed back from students.
Check students uniform as they
leave PE wing.
(10 mins
min)
Contigency Plan (E.g Bad Weather, Change of Setting)
Lesson Length
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 satnding
As seen above
As seen above
As seen above
F
Lesson evaluation
To what extent have the learning outcomes been achieved in relation to the learning objectives?
LO1
LO2
LO3
Reflect upon your professional
development including the impact
and outcomes of the actions
identified in Box A
Reflect upon pupil progress
including the impact and outcomes
of the actions identified in Box B