Athletics LessonPlans

Lesson
Subject: Athletics
Lesson Description: Running Style
Year: 7
Group:
Ability:
Period:
Total No.:
M:
F:
SEN:
Duration:
w/c
Objectives: To know that there are a variety of running styles and understand which styles are more suited to which events. To be able to describe in their own
words the terms cadence and stride length and understand how each of these effects the speed and efficiency of the run. To be able to describe the arm and leg
action as well as the optimum body position during sprinting events. To be able to sprint over short distances demonstrating this technique (high hips, relaxed
neck and shoulders, still head etc.)
Activity
Description
Objectives
Teaching Points
Differentiation
Warm Up
Individually running and

follow commands e.g. knees
up, kick bottom.
To know and understand the

importance of warming up before
exercise.
Pair
Stretching
Students arranged in a circle.

Teacher leads through series of
stretches and questions students
as to what muscles we were
stretching.
- Teacher describes running
events and the demands that the
event places on the runner.
- 20 metre sprint races using
fairy steps (right heel touches
left toe-left heel touches right
toe etc.) at a high frequency or
cadence.
- 20-metre sprint using long
bounding strides at a low
cadence.
- Students explore different
cadence: stride length ratios,
trying to find the one that suits
them best.
In pairs, The pupils perform
shuttle runs to four distances.
- They then perform a different
activity at each point. 1. 5 x
Press-ups; 2. 5 x sit-ups; 3. 5 x
Star-jumps; 4. 5 x Knees to
chest.
To understand why you Cool
Down and do rhythmical
movement after exercise
Cones, Tape measure, Whistle
To understand the importance of

stretching at the start of the session.
To know the names of major muscles.
To carry out in pairs correct stretching
routines safely.
To know that there are a variety of
running styles and understand which
styles are more suited to which events.
To be able to describe in their own
words the terms cadence and stride
length and understand how each of
these effects the speed and efficiency
of the run.
To be able to describe the arm and leg
action as well as the optimum body
position during sprinting events,
To be able to sprint over short
distances demonstrating this technique
(high hips, relaxed neck and
shoulders, still head etc.)
To understand and know that shuttle
runs develop a persons speed and
agility.
To perform the shuttle runs and
actions as quickly as possibly.
To understand how speed is developed
and increase
To understand why you Cool Down
and do rhythmical movement after
exercise
Running
Style
Shuttles
Cool Down
Equipment
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Light on feet
Knees bent
Use arms for balance
Hold stretches still.
Hold stretches for 7 seconds.
No bouncing.
Q&A About the benefits of a warm

up and stretching when performing
physical activity
Pupils demonstrate stretches they

know and state the muscles that they
stretch
- Listen and observe
Q&A about the techniques
Increase distances
Increase intensity
Small steps on toes

Many steps
Body upright
Decrease distances
Decrease intensity
Large steps
Bound from side to side
- Any method over 20m
- Run hard and efficient

- Touch line with hand
- Perform the skills with quality not
quantity
Observe Performances
Ask pupils questions why a Cool

down is essential after exercise
Gentle walking speed.

Take in deep breaths
Keep upright
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology
2003-2008, THE PE OFFICE
Comments / Notes:
Improvements:
HEALTH AND SAFETY THROUGHOUT THIS LESSON

- All jewelry and gum must be removed at the start of the session.
- Check the area for any litter, glass or animal mess.
- Training shoes are to be fastened properly.
- Ensure students are fully warmed up before attempting the sprint
Lesson
ADDITIONAL COMMENTS FOR LESSON, SCHEME AND PLANNING DEVELOPMENT

Scheme
Development
Lesson
Subject: Athletics
Lesson: Basic Sprint start
Year: 7
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To be able to perform a standing and semi-crouched sprint start.
To understand how the crouched position allows the runner to start the race more efficiently and be able to describe this in basic mechanical terms.
To be able to begin a sprint race using the semi-crouched start.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
The pairs chosen last lesson

lead the warm up
Student
Stretches

Students lead through series of
stretches
Basic Sprint
start
- Shuttle. 2 stand opposite 2, 10

metres apart. Shuttle across and
join the back of the opposite
queue.
While shuttling across use a
standing start position, a semi
crouched position (no hands on
floor).
- Pairs sprint races. One uses
standing start, other uses semicrouched start (over 20m)
- 40 metre sprint races with
semi-crouched start.
To be able to lead the group

through heart raising
exercises.
To understand the
importance of stretching at
the start of the session.
To be able to demonstrate
relevant stretches
To
understand
the
importance of preparing for
and recovering from exercise
safely and effectively and to
know the principles used.
To be able to perform a
standing and semi-crouched
sprint start.
- listen to and follow instructions of those

leading the warm-up
Ask students how they could make

warm up easy / harder / intense
- Hold stretches for 8 seconds.

- No bouncing.
Get pupils to incorporate

stretching with Objects used in the
lesson
On your Marks: - The foot is placed up to the

starting line but not on it.
- The feet are about shoulder width apart to
obtain a good balanced position
- The weight is distributed so that about 2/3rds
of the weight is on the front foot.
Set: - Bend the knees and lean forwards.
- Arms synchronised with the legs - in this case
right foot forward and left arm forward.
- Back, neck and head in line.
- Remain motionless.
Marks: - Place the right foot behind the line
- Place the left foot behind the right
Pupils evaluate and correct the

correct stance throughout the phases

100 metres
Cool Down
Equipment
100 M pupils time from

crouched start and record here
scores
- The toe of the right foot should be turned

under
- Hands should be slightly wider than shoulder
width with fingers behind line forming a bridge
- Arms should be straight but not locked
- The head and neck in line with the spine
Set: - Hips raised to a position slightly higher
To be able to begin a sprint
than the shoulders
race using the semi-crouched
- There should be an angle of 90 degrees at the
start.
front knee
- shoulder should be above the start line
- head and neck in line with the spine
GO:- DRIVE UP AND OUT WITH LEGS
- Arms pumping from waist to chin
- Heel to toe action with legs
- Looking forwards
The 2 students chosen to lead
the cool down do so
leading the cool down
- complete exercises and stretches
TV & video, Record sheet, Peer analysis, discuss approp. Weight, Cones, Tape measure, Whistle
ICT
Analysis of perf.
Assessment
Evaluation
To understand how the

crouched position allows the
runner to start the race more
efficiently and be able to
describe this in basic
mechanical terms.
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Record times
Pupils race against those of

equal ability

Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- All jewelry and gum must be removed at the start of the session. - Check the area for any litter, glass or animal mess.
- Training shoes are to be fastened properly. - Ensure students are fully warmed up before attempting the sprint
Lesson
Scheme
Development
Lesson
Subject: Athletics
Year: 7
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To be able to perform a standing and semi-crouched sprint start.
To understand how the crouched position allows the runner to start the race more efficiently and be able to describe this in basic mechanical terms.
To be able to begin a sprint race using the semi-crouched start.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches

lead the warm up
stretches
Basic Sprint
start
- 40 metre sprint races with

semi-crouched start.
200 M
To be able to lead the group through

heart raising exercises.
To be able to demonstrate stretches
relevant to Athletics
preparing for and recovering from
exercise safely and effectively and to
know the principles used.
To be able to perform a standing and
semi-crouched sprint start.
To understand how the crouched
position allows the runner to start the
race more efficiently and be able to
describe this in basic mechanical
terms.
To be able to begin a sprint race using
the semi-crouched start.
exercise
- listen to and follow instructions of

those leading the warm-up
- No bouncing.

lesson
- DRIVE UP AND OUT WITH LEGS

- Arms pumping from waist to chin
- Heel to toe action with legs
- Looking forwards
Arms pumping from waist to
chin
Heel to toe action with legs
Looking forwards

those leading the cool down

Cool Down

the cool down do so
Equipment
TV & video, Record sheet, Peer analysis, Weight, Cones, Tape measure, Whistle
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Numeracy
Science
Record times
Pupil planning
Technology
Comments / Notes:
Improvements:

Lesson

Scheme
Development
Lesson
Subject: Athletics
Year: 7
Group:
Ability:
Period:
Duration:
w/c
Total No.:
Basic Sprint
start
Cool Down
Equipment

lead the warm up
stretches
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Differentiation

- No bouncing.
Watch a video of a 100m and
To understand how the crouched
- Observe race
400m races
position allows the runner to start the
- Look at actions of body
ask pupils about
race more efficiently and be able to
differences
describe this in basic mechanical
laws
terms.
fitness
To be able to begin a sprint race using
performers
the semi-crouched start.
To know and understand the different
Perform the 400M
Pump arms to chin when running
aspects and its uniqueness of the
Lift knees up
400m sprint compared to the 100 and
Look forward
200 races
Move to inside of lane on the
To know and understand the laws that
bend.
govern a 400m race
Discuss what has happened to
- Describe what is happening to their
To be able to discuss and understand
their bodies and why
body
what happens to their body within the
race
To be able to perform the 400 m races
correctly
the cool down do so
exercise
TV & video, Record sheet, Peer analysis, Weight, Cones, Tape measure, Whistle
ICT
Analysis of perf.
F:
SEN:
Objectives:
To know and understand the different aspects and its uniqueness of the 400m sprint compared to the 100 and 200 races
To know and understand the laws that govern a 400m race
To be able to discuss and understand what happens to their body within the race
Activity
Description
Objectives
Teaching Points
Student
Warm Up
Student
Stretches
M:

lesson
Ask pupils what they saw

What muscles were used
What type of words they would
use to describe the 400m race
Record times
Can anyone explain the effects of

the 400m

Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

Lesson

Scheme
Development
Lesson
5
Objectives:
Activity
Subject: Athletics
Lesson: Basic High Jump

lead the warm up
stretches
Basic High
Jump
- Jogging around sports hall.

Use high knee marching and
bounding strides. Include arm
swings with bounding strides,
swinging arms forward on one
stride and back on the next.
- Continue as above, though
practice taking off on right and
left leg and decide which is
most comfortable.
- students take short run up,
take off from preferred leg and
scissor legs in the air (in a
space in hall).
- students take short run up to
elastic rope and clear it using
the scissors technique (use
floor mats as opposed to
landing mats to prevent
students attempting to land on
their backs).
Equipment
Group:
Ability:
Period:
Total No.:
M:
SEN:
Duration:
w/c
To understand how the arms can be used during takeoff to increase the height of the jump.
To be able to perform the basic though technically correct scissors technique.
To be able to use the scissors technique to attempt to clear an ever increasing height (dictated by personal achievement)
Description
Objectives
Teaching Points
Student
Warm Up
Student
Stretches
Cool Down
Year: 7

To understand how the arms can be
used during takeoff to increase the
height of the jump.
To be able to perform the basic though
technically correct scissors technique.
To be able to use the scissors
technique to attempt to clear an ever
increasing height (dictated by
personal achievement)

lesson
- Whilst push off raise arms to above

head with bent elbows
- Take off with one leg
- Alternate take off leg
- Opposite knee is raised whilst in air
Observe pupils
- Height and power from take off

- Be comfortable at take off and with
take off feet
- Throw arms up whilst in air
- Take off leg will be closest to bar on
take off
- Listen
- Hands up to answer.
- Use arms to get extra height
- Bend knees into jump
- Take off on one foot and land on
two.
- Bring head and chest up as you
jump.
- Nearest leg to post is take off leg
- Run on the curve into the jump
partners evaluate performance

instruct the pupils which is their
take off leg

exercise
TV & video, Record sheet, Peer analysis, Weight, Cones, Tape measure, Whistle, Mats, Posts, Crash mats, elastric bar
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Differentiation

- No bouncing.

the cool down do so
ICT
Analysis of perf.
F:
Art
Literacy
English
Q & A the importance of leg and

arms actions in the jump
partners evaluate performance
Do not use a bar or have it

lowered
Use a elasticated bar
Set targets
Move the bar up after each
successful attempt by group
Two goes each at each height
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- Ensure students are fully warmed up before attempting the sprint start.
- Stress the need to land on their feet, and not to attempt the flop.
- Ensure the supports holding the elastic rope are securely held down and will not collapse toward each other if the rope is landed on.
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Basic Long Jump
Year: 7
Group:
Ability:
Period:
Duration:
w/c
Total No.:

lead the warm up
stretches
Basic Long
Jump
- Students running around area.

Every 5 steps take off and land
using
the
technique
as
instructed by the teacher: 1-2
feet, 1-1, 2-2, 2-1.
- standing long jump into pit

To be able to take off using a variety
of footwork combinations (e.g. one to
two feet, two to one foot etc.)
To understand the affect that the angle
of take-off has on the total distance
jumped.
To be able to perform a basic hang
technique when jumping using a
shortened run-up.
- as above, using 1 step run up

and 1-2 feet take off and
landing technique.
- as above, using 3 step run up.
Mark lines in the sand to split
the pit into zones. Landing in
the far zone scores 5 points and
the nearest zone scores one
point. Split the zones in
between accordingly.
Cool Down
Equipment
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics

lesson
- Take off with one foot

- Opposite arm raise with opposite leg
- Look forward.
- Use arms for lift
- One footed take off
- Head up at take off
- Reach forward as you land
- Use arms for lift
- Reach forward as you land
- Stretch forward on jump
- Bend knees on take off
- Drive head and arms upwards.
(as the jump is going to be short it

may be possible to work widthways
across the pit ).
Talk about rules of feet
Describe the best angle of take off
-
Art
Literacy
English
Record distances
Set targets

exercise
TV & video, Record sheet, Peer analysis, Cones, Tape measure, Whistle, Rake
Assessment
Evaluation
Differentiation

- No bouncing.

the cool down do so
ICT
Analysis of perf.
F:
SEN:
Objectives:
To be able to take off using a variety of footwork combinations (e.g. one to two feet, two to one foot etc.)
To understand the affect that the angle of take-off has on the total distance jumped.
To be able to perform a basic hang technique when jumping using a shortened run-up.
Activity
Description
Objectives
Teaching Points
Student
Warm Up
Student
Stretches
M:

Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- The pit should be thoroughly raked before use, checking it for litter, broken glass or animal mess.
- Broom and rakes must always be stacked well clear of the pit and the teacher is to give the order to jump after having checked the area for this.
- A depth of 15 inches of suitable sand is recommended.
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Basic Shot Putt
Year: 7
Group:
Ability:
Period:
Total No.:
M:
F:
SEN:
Duration:
w/c
Objectives: To know that the Shot Putt uses what is known as a pushing action and be able to describe this action in their own words.
To be able to grip the shot (or modified other) using the correct grip and be able to check the grip of a partner.
To know that the whole body must be used in order to maximize the total distance thrown.
To be able to perform a basic though technically correct putt using modified equipment, starting from a side-on position and using a rotation of the upper body.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches

lead the warm up
stretches
Basic Shot
Putt
- teacher discuses the event

(perhaps view a video of the
event).
- students practice holding
tennis ball using the correct
grip
- students practice putting
basketballs while laying on
their backs, kneeling on both
knees, kneeling on one knee
and standing up.
- students putt from side on
position, the non-throwing
shoulder pointing in the
direction of the throw.
Competition
Cool Down
Equipment

To know that the Shot Putt uses what
is known as a pushing action and be
able to describe this action in their
own words.
To be able to grip the shot (or
modified other) using the correct grip
and be able to check the grip of a
partner.
To know that the whole body must be
used in order to maximise the total
distance thrown.
To be able to perform a basic though
technically correct putt using
modified equipment, starting from a
side-on position and using a
rotation of the upper body.

- No bouncing.

lesson
- Observe action and event

What major muscles were used

use to describe the shot putt event
Partners check each others grip
and correct if necessary.
Pupils use diagrams
Which method is best?
- Place ball in finger tips and slightly

resting at neck
- Perform actions described to putt
from
- Do not throw the basketball
- putt with straight arm
Clean palm dirty neck

Side ways on
Arm extends up and out.
Chin, knee, toe in line
Shot putted from neck
Arm extends up and out
Bend knees for height
in 2s/3s 2/3 goes and
To be able to apply the technique to
Use correct technique
take best measurement
obtain a measured throw.
Do not cross line
Walk along from mark to
Measure from point of contact and not
get measurement.
where it rolls to
the cool down do so
exercise
TV & video, Record sheet, Peer analysis, shot putt discuss approp. Weight, Cones, Tape measure, Whistle
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
mark scoring zones out using

cones as in the long jump.
Pupils use lighter shot putts
Set targets
Record distances
Cones marking them out
PEER EVALUATION
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

-
The teacher is to use the All throw, all retrieve command after having checked that students are not throwing toward each other.
When the pupils have thrown. They must wait until every one has thrown and on teachers command must retrieve. Must walk and not run
PUPILS THAT ARE LEFT HANDED THROW FIRST
USE CORRECT WEIGHTS
Pupils should always stand in a line facing the same way. When practicing for distance, or in competitive situations students should stand behind the thrower.
Place left handers to the side
All students must retrieve their Shot Put at the end, when everyone has thrown.
Make a range of shots available of varied weights for students.
Ask pupils if they have any injuries
Make sure they are warmed up and stretched
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Basic Discus
Year: 7
Group:
Ability:
Period:
Total No.:
M:
F:
SEN:
Duration:
w/c
Objectives:
To know that the discus uses what is known as a slinging action and be able to describe this action in their own words as well as identify the main
similarities. To be able to perform a basic though technically correct discus throw using modified equipment, starting from a side-on position and using a turn
of the upper body.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches
Basic Discus
Cool Down
Equipment

lead the warm up
stretches
- Teacher discusses the event
and compares it to the shot putt
using question and answer
technique.
- Students practice the grip
using
quoits/indoor
discs.
Partners check each others
grips and correct if necessary.
- Partner disc roll. Partners
stand opposite each other 10
metres apart. Students take it in
turns to bowl or roll the disc
along the ground towards each
other
- Individuals shadow the
slinging movement
- Partners take it in turns to
throw the disc. Start - side on
position with the non-throwing
shoulder leading.
- Students explore (still on
teachers throw & retrieve
instruction) the affect that
trajectory has on the total
distance thrown.
- Mini-team competition using
scoring zones as in shot putt.
Split class into 4 grps. combine
teams score.
the cool down do so

To know that the discus uses what is
known as a slinging action and be able
to describe this action in their own
words as well as identify the main
similarities and differences between
the discus and the shot.
To be able to grip the disc (or
modified other) using the correct grip
and be able to check the grip of the
partner.
To know how the timing and angle of
release affects the total distance
thrown.
technically correct discus throw using
modified equipment, starting from a
side-on position and using a turn of
the upper body.

- No bouncing.
- Observe demonstrations and event

lesson
What major muscles were used
use to describe the shot putt event
Roll off index finger last

Side ways on
Arm straight on rotation
Partners check each others grip

and correct if necessary.
Pupils use diagrams
Pupils roll the discuss along the

floor
Must release off index finger last
with straight arm
emphasise the disc rolling out of

the front of the hand, leaving the first
finger last.
Bend knees
Spring up and throw at same
time
Hand above discus
Feet shoulder width apart
Chin, knee, toe, away you go
Arm extend up and out
Pull arm from behind body
Bend knees
Follow through with arm around
body
Partners check each others grip,

stance, angle of release and correct if
necessary.
To throw the discuss correctly

and carefully
record their throws correctly
Record distances
- PEER EVALUATION

exercise
TV & video, Record sheet, Peer analysis, discuss approp. Weight, Cones, Tape measure, Whistle
mark scoring zones out using

cones
Pupils use lighter discuss

ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes / Improvements:

-
USE CORRECT WEIGHTS
All students must retrieve their Discuss at the end, when everyone has thrown.
Make a range of Discuss available of varied weights for students.
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Intermediate Sprint Start
Year: 8
Group:
Ability:
Period:
Total No.:
M:
F:
SEN:
Duration:
w/c
Objectives:
To understand what is meant by the term acceleration and know that short strides out of the crouch start gradually increasing to longer strides
allows for more effective acceleration and ultimately a faster finish time. To know what signals are used to start a race and be able to start a competitive race.
To be able to use the full crouch start to be begin a sprint race.
Activity
Description
Objectives
Teaching Points
Differentiation
Warm Up
Pair
Stretching
Intermediate
Sprint Start
Individually follow
commands e.g. high knees,
kick bums, arms driving,
sprint on spot.
Teacher leads through series
of stretches and questions
students as to what muscles
we were stretching.
- Students assume full
crouch position and practice
start technique (dont sprint
more than 5 metres).
- Partner timed sprints. From
crouched position teacher
calls On your marks, set,
GO!. On GO students sprint
as far as possible (one
partner at a time). Teacher
times 5 seconds and then
calls STOP!.
- As above, though explore
different stride lengths as an
attempt to beat their previous
distance.
- 50-metre sprint races using

full crouch start. Use
students as starters.
Know and understand the need to

warm up before exercise.
Use arms for balance

Head up at all times
Look forward.


routines safely.
To be able to perform a semi and full
crouch start.
To understand what is meant by the
term acceleration and know that
short strides out of the crouch start
gradually increasing to longer strides
allows for more effective acceleration
and ultimately a faster finish time
To know what signals are used to start
a race and be able to start a
competitive race.
To be able to use the full crouch start
to be begin a sprint race.
To be apply the start technique to the
100m sprint.
Hold stretches for 8

seconds.
No bouncing.
Get pupils to demonstrate a

stretch each
Hands behind line with

fingers spread
Dominant leg back
Non dom leg bent at line
Push up and away with legs
Marks: - Place the right foot behind
the line
- Place the left foot behind the right
- The toe of the right foot should be
turned under
- Hands should be slightly wider than
shoulder width with fingers behind
line forming a bridge
- Arms should be straight but not
locked
- The head and neck in line with the
spine
Set: - Hips raised to a position slightly
higher than the shoulders
- There should be an angle of 90
degrees at the front knee
- shoulder should be above start line
- head and neck in line with the spine
- Use a different stride technique each
time
Look forwards
Knees as high as possible
Head still
Pupils evaluate position of partner

Use diagrams to help the
evaluation
Set targets for pupils
Record distances ran
The non-running partner uses a cone
to mark where the sprinter was when
the teacher called stop.
Give the pupils instructions about

different techniques e.g. fairy steps,
bounding
Record times
100 M
Cool Down
Equipment

the cool down do so

exercise
TV & video, Record sheet, Peer analysis, Cones, Tape measure, Whistle
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Keep within lane

Run through to the line
Do not pull up short
- Gentle walking speed.
- Take in deep breaths
- Keep upright
Art
Literacy
English
State Olympic and world record

for 100m
Record times
Numeracy
Science
Pupil planning
Technology
Comments / Notes:

- Make sure that the staring surface is not slippery.
Lesson
Scheme
Development
Lesson
Subject: Athletics
Lesson: Intermediate distance
Year: 8
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To recognise that different athletic events require different types of fitness and to understand the difference between high-intensity vigorous activity and less vigorous, more sustained
activity. To know and understand what is meant by the term pacing. To be able to run at an even pace over middle and longer distances.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
lead the warm up
Student
Hold stretches for 8 seconds
Stretches
No bouncing.
stretches
lesson
Intermediate
- Discuss the need for pacing To know and understand what is
Use whole of body not just legs
Q & A regarding which events may
distance
during races.
meant by the term pacing.
Dont set off fast, better to go
need pacing and why.
To be able to run at an even pace over
slower and then quicken up.
middle and longer distances.
- 400m raced recorded
Arms pumping from waist to
- Record times
To recognise that different athletic
chin
events require different types of
Heel to toe action with legs
fitness and to understand the
Looking forwards
difference between high-intensity
Stay within lanes
vigorous activity and less vigorous,
Breath regularly
more sustained activity.
- 800 metres race (differentiate
Keep looking forward
Q&A them about what would happen
to suit the ability of the
Keep arms pumping
if you went off sprinting in the 800
students).
Take deep breaths
metre race
Light on feet heel to toe
contact.
Start pupils off at different
Pace yourself
distances and times
Stay in lane for first 20 50 m
Cool Down
the cool down do so
exercise
Equipment
TV & video, Record sheet, Peer analysis, Cones, Tape measure, Whistle
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- Ensure students are fully warmed up.
- Tell pupils with health effects to walk when appropriate
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Basic Hurdles
Year: 8
Group:
Ability:
Period:
Total No.:
M:
F:
SEN:
Duration:
w/c
Objectives: To know that there are a variety of techniques used when hurdling and be able to explore and examine the efficiency of these different methods.
To be able to perform an effective hurdling technique and use the technique during a short hurdle sprint race.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches

lead the warm up
stretches
Basic
Hurdles
- Teacher discusses event and

students view a top-class
hurdler on TV.
- Walk through hurdling
technique over low cane
hurdles.
- gradually increase height of
hurdles and speed of run.
- using a row of higher hurdles.
The runner runes to the left side
of the row. The right leg is
raised and goes out in front to
clear the hurdle, the left leg
trails and comes down the side
of the hurdle
- students practice timing and
length of strides between
hurdles. (have 3 rows of
hurdles, each has a slightly
larger gap in between the
hurdles)
Cool Down
Equipment

To know that there are a variety of
techniques used when hurdling and be
able to explore and examine the
efficiency of these different methods.
To know that the hurdlers running
should not be interrupted by stuttering
when approaching a hurdle and be
able to clear a series of repeating
hurdles using a modified stride.
To be able to perform an effective
hurdling technique and use the
technique during a short hurdle sprint
race.
To know competition rules regarding
false starts and hurdling
- 30-metre hurdle sprint with

student starters and officials.
- 60 M HURDLES RACE
the cool down do so
Stopwatch
ICT
Analysis of perf.
Assessment
Evaluation

lesson
- Observe video
- Listen to feedback
Q & A regarding video
- As you approach, attack the hurdle

- Approach with speed and drive
- Lean slightly forward
- Drive arms up forward and upwards
- Lead with left arm as right leg is
lifted
- The lead leg reaches, drives the
hurdler up into the hurdle, creating the
force necessary to cross over
- Extend drive leg
- Bend trail leg so that it clears hurdle
- As the body clears the hurdle, whip
the trail leg
- As soon as the lead leg clears the
hurdle, allow it to drop
- On landing, bring the foot back at an
angle towards the body. Do not land
with straight legs
- Explode away with first two steps
Decrease height of hurdle

Increase distance between hurdles
Decrease size of height
Use canes and elasticated bars
Use correct height for each age
group
Increase size of height
Allow students to choose which row

to use and give them the opportunity
to change if they wish.
- Record Times

exercise
Tape measure
cones
TV and Video
Citizenship
Feedback
Q&A

- No bouncing.
Peer Evaluation
Mathematics
- Peer evaluation of performance

Record sheets
Peer analysis sheets
Hurdles
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- Make sure the cane hurdles are set up so that they will fall if knocked as opposed to tripping up the student.
- The cane hurdles should have rubber bungs on each end.
Lesson
Scheme
Development
Lesson
Subject: Athletics
Lesson: Basic Relay & Changeover
Year: 8
Group:
Ability:
Period:
Total No.:
M:
F:
SEN:
Duration:
w/c
Objectives: To be able to run whilst holding the baton in the correct grip.To be able to pass the baton to the person in front and receive it from the person behind
using the correct technique.To know and understand the laws that govern the relay changeovers
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches

lead the warm up
stretches
Basic Relay
&
Changeover
- Question and answer

regarding relay event.
- baton tag. The person who is
on attempts to tag others in
an area, whilst carrying a
baton in the other hand.
- static baton exchange. 4
students per team, start one
behind the other (about a yard
between) behind the start line
with the baton with the person
at the back. The baton is
passed continually to the
person in front before they
sprinting to the front
- The first team to get
everybody over the finish line
20 metres away is the winner.
- 4x25 metre relay in straight
line. (practice before racing)
- change on bend
- Continuous relay. The class
is split into 2 groups who are
to race against each other.
Place one person from each of
the 2 groups at intervals
around field
4 x 100m
- numerous goes
team evaluate performances

To know which distances are
included in athletic relay events.
To be able to run whilst holding the
baton in the correct grip.
To be able to pass the baton to the
person in front and receive it from
the person behind using the correct
technique.
To know and understand the laws
that govern the relay changeovers
importance of performing the
changeovers at speed and the
responsibilities of both people at the
changeover
To be able to perform the changeover
on the straight and on a bend
To be able to pass the baton during a
modified relay race.
To know not to block some ones path
after passing on the baton
accurately and precise

- No bouncing.
Ask students how they could

make warm up easy / harder / intense
lesson
- Cannot make contact with a person

with the baton
- Stay within the grid
If they tag somebody they pass

the baton to them and are no longer
on or they become on also after
sprinting to get a baton
- Students cannot move with the

baton
- When they have past the baton on
they must become the front of the
queue
- Must stay in side lane when
changing over
- out = if they drop the baton
Pupils must evaluate techniques

of the exchange and agree with
techniques to try
- Run with head up

- Keep baton held in hand tight
- Create a V with hand so baton can
be placed in hand correctly
- Swap baton into opposite hands to
partner i.e. Right to left left to right
- Carrier watches baton into hand
- when pupils are 10 metre start
walking and increase pace till
changing baton
the pupils should be jogging whilst
the team-mate is approaching
- position themselves to one side of
the line
- cannot go into another lane
Perform at speed
Perform walking
Increase the distance

Decrease the distance
Put a time limit on the race, e.g. 7

minutes. The first baton back to the
finish line after this time is the
winner.
Q & A Rules of the relay
Pupils evaluate performance and
create strategies to improve it
Decrease distance
Continuous relays
- PEER EVALUATION
Cool Down

the cool down do so
Equipment
Stopwatch
ICT
Analysis of perf.

exercise
Tape measure
cones
Record sheets
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics

Team analysis sheets
Batons
Art
Literacy
English

Bibs
Numeracy
Science
Pupil planning
Technology
Comments / Notes / Improvements

- Tell pupils with health effects to walk when appropriate
- Stress the importance of running slightly to the side of the person in front while passing the baton so as not to trip them up.
Lesson
Scheme
Development
Lesson
Subject: Athletics
Lesson: Intermediate high jump
Year: 8
Group:
Ability:
Period:
Total No.:
M:
F:
SEN:
Duration:
w/c
Objectives: To be able to perform the scissors technique from an extended curved run up. To understand why the curved run up is used and know why it is more
effective. To be able to use the curved run up to improve on a previous personal best jumping height.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches

lead the warm up
stretches
High jump
- scissors over bar using

shortened straight run up.
- as above, students follow an
extended, curved run up from
the left and right side (marked
out using cones) and perform
the scissors over the bar.
- as above, aiming to beat the
personal best. Increase the
height of the bar following
each successful jump (use thick
landing mats as the students
will be landing on their
backsides as the bar gets
higher. Students are to officiate.
- Competition
- Scissors
Cool Down

the cool down do so
Equipment
TV & video
ICT
Analysis of perf.
Assessment
Evaluation

To be able to perform the scissors
technique from an extended curved
run up.
To understand why the curved run up
is used and know why it is more
effective.
To be able to use the curved run up to
improve on a previous personal best
jumping height.
To be able to alter the height of the
bar and measure the height of
successful jumps.
To know and understand the correct
techniques in approach, take off, flight
and landing.
To be able to perform the correct
and landing.
govern the High Jump
exercise
Record sheet
Peer analysis sheet
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics

- No bouncing.

lesson
- Take off leg will be closest to bar on

take off
- Listen
- Hands up to answer.
- Use arms to get extra height
- Bend knees into jump
- Take off on one foot and land on
two.
- Bring head and chest up as you
jump.
- Nearest leg to post is take off leg
- Run on the curve into the jump
Q & A regarding speed and

momentum.
Pupils observe and evaluate
partners performance
Record distances
PEER EVALUATION
- Use correct footwork and technique

in air
- Adhere to the rules of the high jump
Record distances
Two goes at each section only


Bars
Art
Mats
Literacy
English
Crash mats
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- Ensure the bar will come down if knocked.
- Check the stability of the supports.
- Check the suitability of the landing mat. Landing mats should not be stacked one on top of the other unless a recommended covering to bind the mats together is
used.
- Pupils must walk off the mat carefully
- Must not block the path of the runners
- Must never approach when a person is still on the mat
Lesson
Scheme
Development
Lesson
Subject: Athletics
Lesson: Intermediate long jump
Year: 8
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To understand the importance of speed during the approach run and know that at the point of take off the momentum gained during the run up must be converted
to distance in flight. To be able to perform the long jump using an extended run up and leg shoot and use this technique to improve on a previous personal best.
To know how jumps are measured and be able to measure the distance jumped by others accurately
Description
Objectives
Student
Warm Up
Student
Stretches
Activity

lead the warm up
Students lead through series
of stretches

- No bouncing.

lesson
Intermediate
Long jump
- long jump into pit using

3/5/7/9 stride run up.
- as above, students mark out
and change accordingly a
start position for their run up
(use cones, pebbles).
- as above, using leg shoot.
long jump aiming to
beat personal best.
Students to measure and
officiate.

speed during the approach run and
know that at the point of take off the
momentum gained during the run up
must be converted to distance in
flight.
To be able to perform the long jump
using an extended run up and leg
shoot and use this technique to
improve on a previous personal best.
To know how jumps are measured and
be able to measure the distance
jumped by others accurately
and landing.
and landing.
govern the Long Jump
- Mark out correct run up distances on

track
- Take off at board
- Raise knee upwards
- Opposite arm with leg to get height.
- Bring head and chest up with knee
- Look ahead when jumping not at
feet
- Use arms to get height for take off
- Bring head and chest up and
forwards
- Land with two feet
- Do not reach back, reach forwards
- Use momentum to move forwards

exercise


Cool Down

the cool down do so
Equipment
Rake
ICT
Analysis of perf.
Tape
Assessment
Evaluation
Record sheet
Citizenship
Feedback
Q&A
Teaching Points
Peer analysis
Peer Evaluation
Mathematics
Whistle
Art
Differentiation
Record distances
Pupils after each jump evaluate

run up distance and their partners
performance
-
Record distances pupils

evaluate technique and
performances
Q & A regarding power and

momentum used in the long jump
Cones
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- Ensure students are fully warmed up before
- Pupils must walk out of the pit carefully
- Must never approach when a person is still in the pit
Lesson
Scheme
Development
Lesson
Subject: Athletics
Lesson: Basic triple jump
Activity
Basic triple
jump
Group:
Ability:
Period:
Total No.:
SEN:
Duration:
w/c
To be able to describe the order of the hop, skip and jump.
To be able to identify the main similarities and differences between the long jump and the triple jump.
To be able to perform a basic though technically correct triple jump from a standing start.
Description
Objectives
Teaching Points
Objectives:
Student
Warm Up
Student
Stretches
Year: 8

lead the warm up
stretches
-Q&A
- students moving around area.
Every 5 steps perform a hopstep and jump. Experiment
with take off legs.
- standing triple jump into pit
(again work widthways if
possible).
- Triple jump into pit
TEAM TRIPLE JUMP: In
groups of four. Total all their
jumps to see if they beat the
Olympic record
Cool Down

the cool down do so
Equipment
Rake
ICT
Analysis of perf.
Tape
Assessment
Evaluation


- No bouncing.
To be able to describe the order of the

hop, skip and jump.
To be able to identify the main
similarities and differences between
the long jump and the triple jump.
technically correct triple jump from a
standing start.
To know how jumps are measured and
be able to measure the distance
jumped by others accurately
techniques in approach, take off, hop,
flight, skip, jump, and landing.
and landing.
govern the Long Jump
- Listen to pupils
- Make positive suggestions
- No stopping between phases
- Perform a hop, step jump
- Watch out for others
- Alternate take off feet
- Bring arms up and over
- Drive up with knee
- Body should move upwards and out
- Two footed landed
- Make good contact with board and
floor
- Arms must come up to head on all 3
phases with knees and body driving
upwards at all times
- Push off and up with power
- Knees bent on landing and
throughout all the phases.
- Use arms for balance within phases
- Land on two feet or on bum
- Do not fall back

exercise
Record sheet
Citizenship
Feedback
Q&A
Peer analysis
Peer Evaluation
Mathematics
Whistle
Art
M:
F:
Differentiation
lesson
Q&A regarding event and
comparisons made to long jump.
Discuss the importance of the height
and distance and how it created and
improved
Incorporate the inclusive scoring
zones as in basic long jump.
Set individuals distances to beat

every go or over a total of three and
five goes
Record distances
- PEER EVALUATION

Cones
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Intermediate shot putt
Year: 8
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To understand that distance can be added to the throw by adding a low to high whole body movement, as well as a full follow through.
To be able to perform a technically correct putt using an appropriately weighted shot, starting from a semi-crouched position facing away from the direction of
the throw and including a rotation of the upper body (Chin-knee-toe).
To be able to measure the distance that is thrown by another student.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches

lead the warm up
stretches
shot putt
- Putt using appropriately

weighted shot from side on
position with turn.
- as above, though starting from
a side-on, slightly crouched
position and extending this
position whilst throwing.
- as above, this time with chin,
knee, toe in line, crouching
over the back foot. Use a
- mini shot putt competition
with student officials.
Cool Down

the cool down do so
Equipment
Record sheet
ICT
Analysis of perf.

To understand that distance can be
added to the throw by adding a low to
high whole body movement, as well
as a full follow through.
To be able to perform a technically
correct putt using an appropriately
weighted shot, starting from a semicrouched position facing away from
the direction of the throw and
including a rotation of the upper
body (Chin-knee-toe).
To be able to measure the distance
that is thrown by another student.
To understand the need for safety
procedures that are in place during the
lesson and also during top class
athletic meetings.

exercise
Peer analysis
Shot putt approp. Weight
Assessment
Evaluation
Citizenship
Feedback
Q&A

- No bouncing.

lesson
Use rotation
Use glide technique
Pupils set themselves a distance
they have to throw to in a certain
amount of throws
Chin, knee, toe in line

Shot put must be on finger tips
and not in palms
Shot putt loosely rests at neck
Bend knees for height
Accelerate arm from neck, up
and out
Twist hips for extra power
Release with a 45 degree angle
of release
Release putt
Chin, knee, toe and away you go.
Use above technique to putt the
shot
Do not cross line
Use lighter shots

Take away turn and just putt from
basic position
Record distances thrown

Pupils officiate
- PEER EVALUATION
Cones
Tape measure
Whistle
Peer Evaluation
Mathematics
Art
Literacy
English

Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

-
USE CORRECT WEIGHTS
All students must retrieve their Shot Put at the end, when everyone has thrown.
Make a range of shots available of varied weights for students.
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Intermediate discus
Year: 8
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To understand that distance can be added to the throw by adding a low to high whole body movement, as well as a full follow through.
To be able to perform a technically correct discus throw using appropriately weighted equipment, starting from a semi-crouched position facing away from the
direction of the throw and including a rotation of the upper body.
To be able to measure the distance that is thrown by another student.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches

lead the warm up
stretches
Intermediat
e discus
- throw using appropriately

weighted disc from side on
position using turn.
- as above, though starting from
a side-on, slightly crouched
position and extending this
position whilst throwing.
- as above, this time with chin,
knee, toe in line, crouching
over the back foot. Use a
- mini discus competition with
student officials
Cool Down

the cool down do so
Equipment
Record sheet
ICT
Analysis of perf.

To understand that distance can be
added to the throw by adding a low to
high whole body movement, as well
as a full follow through.
correct
discus
throw
using
appropriately weighted equipment,
starting from a semi-crouched
position facing away from the
direction of the throw and including a
To be able to measure the distance
that is thrown by another student.

exercise
Peer analysis
Discuss approp. Weight
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics

- No bouncing.

lesson

Side ways on
Arm straight on rotation.
Bend knees
time
Hand above discus
Bend knees
- Chin, knee, toe and away you
go
of release
Follow through with arm around
body
Cones
Tape measure
Whistle
Art
Literacy
English
Record distances
Use rotation
Pupils set themselves a distance
they have to throw to in a certain
amount of throws
Use lighter equipment
Take away turn and just putt from
basic position
-
Record distances
- PEER EVALUATION

Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

-
USE CORRECT WEIGHTS
All students must retrieve their Discuss at the end, when everyone has thrown.
Make a range of Discuss available of varied weights for students.
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Sprint Start from blocks
Year: 9
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To be able to perform a technically correct start using starting blocks. To be able begin a sprint race from a set of blocks. To understand how using blocks
benefits the sprinter and be able to describe in simple mechanical terms why remaining low from the blocks for the first leg of a sprint improves acceleration.
Activity
Description
Objectives
Teaching Points
Differentiation
Warm Up
Pair
Stretching
Sprint Start
from blocks

lead the warm up
stretches and questions
students as to what muscles we
were stretching.
- Teacher shows students how
to measure blocks and set them
up according to individual size
and shape.
- Partner sprint races over 20
metres. One partner uses
blocks, the other starts in the
full crouch position but
without blocks.
- Sprint from blocks for 3, 5, 7
and 10 seconds. Have a partner
place a cone where you are
after 3, 5, 7 and 10 seconds.
- 100-metre; 200m & 400m

sprint races with student
officials.
Cool Down
Pupils perform their own cool

down and stretching techniques

To carry out in pairs correct
stretching routines safely.
To understand how using blocks
benefits the sprinter and be able to
describe in simple mechanical terms
why remaining low from the blocks
for the first leg of a sprint improves
acceleration.
To know the tactics performed in the
different types of sprint races
importance of power and drive from
the blocks and be able to perform this
with the races
To be able to monitor the acceleration
and deceleration of a sprinter at set
times.
To be able to set up a set of blocks
depending on the shape and size of
the performer.
correct start using starting blocks.
To be able begin a sprint race from a
set of blocks.
To know and understand the laws
regarding starts and the blocks


No bouncing.
Ask students how they could

make warm up easy / harder / intense
Pupils perform their own
stretches
Marks: - Feet correctly located in

the blocks
- Fingers behind the line and form a
high bridge
- Hands evenly positioned slightly
wider than shoulder width
- Shoulders back and vertically above
or slightly forward of the hands
- Arms straight but not locked
- Head and neck in line with the
spine
- Eyes focused on the track (1 to 2
metres ahead)
- Gentle breathing
- Face and neck muscles relaxed
Set: - Hips rise slowly to a position
above the shoulders - Head and neck
in line with the spine
- Eyes focused on the track one or
two metres ahead
- Shoulders vertically above or
slightly forward of the hands
- Front leg knee angle approx. 90*
- Rear leg knee angle approx. 120 *
- Feet pushed hard back into the
blocks
GO: DRIVE UP AND AWAY WITH
LEGS
- ESTABLISH CADENCE AND
TECHNIQUE
- Drive all the way through to the line
Pupils establish the distances

between blocks and their fit
Listen to discussions about the

methods and techniques used
Increase distance and time

Set targets
Discuss the changes in distance
between the cones and refer to
acceleration and deceleration.
NB: Blocks correctly positioned in
the lane (200m/400m at a tangent to
the curve)

exercise
Equipment
Starting blocks
ICT
Analysis of perf.
Stopwatch
Assessment
Evaluation
- Keep upright
Tape measure
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Cones
Art
Record sheets
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- Ensure students are fully warmed up before using the blocks.
- Stress the importance of running slightly to the side of the person in front while passing the baton so as not to trip them up
- Ensure students are properly warmed up at the start of the session
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Distance
Year: 9
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To know that races of longer duration require the runner to pace themselves.
To be able to run at an even pace over middle and longer distances.
To recognise that different athletic events require different types of fitness and to understand the difference between high-intensity vigorous activity and less
vigorous, more sustained activity.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches

lead the warm up
stretches
Distance
- Discuss the need for pacing

during races.
- Pupils in pair establish their
ideal pace within the long
distance race whilst running
400m
- 800 / 1500 metres race
(differentiate to suit the ability
of the students).
Cool Down

the cool down do so
Equipment
Stopwatch
ICT
Analysis of perf.
Assessment
Evaluation

To understand what is meant by the
termpacing.
To know that races of longer duration
require the runner to pace
themselves.
To be able to run at an even pace over
middle and longer distances.
To recognise that different athletic
events require different types of
fitness and to understand the
difference between high-intensity
vigorous activity and less vigorous,
more sustained activity.
exercise
Tape measure
Cones
Citizenship
Feedback
Q&A

- No bouncing.

lesson
- Listen to answers and discussion
Q & A regarding which events may

need pacing and why.
- Establish a suitable pace

- Breathe regularly
- Keep head still
- Do not block path of others
- PACE YOURSELF
- keep constant breathing pattern
- increase and decrease pace to suit
performer
Observe the pupils and listen to

feedback and discussions


TV and Video
Peer Evaluation
Mathematics
Art
Increase the distances to match

ability and fitness
Q&A about pace, breathing and
running technique
Record sheets
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- Ensure students are properly warmed up at the start of the session.
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Intermediate relay and changeover
Year: 9
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To understand how changeover boxes are used during a competitive relay event.
To know the rules regarding legal and illegal changeovers in both the 4x100 and 4x400 metre events.
To be able to perform a legal changeover whilst on the move during a 4x100 and 4x400 race.
Activity
Description
Objectives
Teaching Points
Student
Warm Up
lead the warm up
Student
Stretches
- No bouncing.
stretches
relay and
- Pairs practice change over in To understand how changeover boxes
- Run with head up
changeover
straight line.
are used during a competitive relay
- Keep baton held in hand tight
- Create a V with hand so baton can
- Pairs changeover in straight event.
To know the rules regarding legal and
be placed in hand correctly
line using changeover boxes
illegal changeovers in both the 4x100
- Swap baton into opposite hands to
NB: mark out with cones.
partner i.e. Right to left left then to
- As above, in 4s. This time and 4x400 metre events.
right
devise a calling system that To be able to devise a calling system
- Carrier watches baton into hand
will be used to tell the outgoing with team mates to improve the
efficiency
of
the
changeover.
- when pupils are 10 metre start
runner to start as the incoming
walking and increase pace till
runner approaches with the To be able to perform a legal
changing baton
baton. Find the correct distance changeover whilst on the move during
a 4x100 and 4x400 race.
- they should be jogging whilst the
at which to use the call.
team-mate is approaching
- As above on circular track.
fast,
accurate
and
with
precision
- one side of the line
-4x100m and 4x400 races.
- cannot go into another lane
- do not pull up short
Cool Down

the cool down do so
Equipment
Stopwatch
ICT
Analysis of perf.
Assessment
Evaluation

exercise
Tape measure
cones
Record sheets
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics

Team analysis sheets
Batons
Art
Literacy
English
Differentiation

lesson
Q&A Rules about relay and tactics
found in relay
Peer evaluation of performances
Pupils establish who runs which
leg and why
Pupils practice new procedures
and changes in formations to establish
best techniques for their team
Record times
Increase or decrease distances
Listen to peer and group

evaluation
Q&A About performance in both
the 100 and 400m races
Bibs
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- Ensure students are properly warmed up at the start of the session.
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Advanced long jump
Year: 9
Group:
Ability:
Period:
Total No.:
M:
F:
SEN:
Duration:
w/c
Objectives: To know the rules regarding legal and illegal jumps from the take off board.
To be able to perform a technically correct hitch-kicking technique and leg shoot and use this to improve and personal bests from previous.
To know how sinking the hips just before take off can help maximize distance jumped.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches

lead the warm up
stretches
Advanced
long jump
- Short run up and take off in

space. Try to include a quick
hitch kick in the flight phase
before landing on the feet.
- As above, use hitch kick arm
technique also.
- Using a full run up, sink the
hips on the last stride and
attempt the hitch kick jumping
technique into the jumping pits.
- Video a number of jumps and
view them back on the TV.
Discuss the
technical/mechanical reasons
for the difference in the
distance jumped on the video.
Jumps, Hops & Bounding:
2 footed bounding over cane
hurdles.
2 footed jumps, sideways
across the bench.
Press ups.
2 footed jump onto and from
the bench.
Jumping jacks across a bench.
High knee marching/striding
between cones.
the cool down do so
Cool Down
Equipment
ICT
Rake
Tape
Assessment

To know the rules regarding legal and
illegal jumps from the take off board.
correct hitch-kicking technique and
leg shoot and use this to improve and
personal bests from previous.
To know how sinking the hips just
before take off can help maximise
distance jumped.
To be able to analyse the similarities
and differences between the
performances of 2 students, and
explain why there are differences in
the distance jumped.
To understand how bounding, hops,

standing long jumps and vertical
jumps and different jumps can be used
to develop Long Jump techniques,
especially the hitch kick.

- No bouncing.

lesson
- Approach with comfortable stride

- Hit the board with power
- Take off with one foot and drive
upwards
- Look forward and slightly up after
take off occurs
- Arms must come up and over to
allow flight
- Whilst in air, the legs must hitch to
allow more distance to take place
- Reach forward within flight to create
forward momentum and especially as
you land
- Do not fall back
- Perform these skills correctly
- Use power and force at each station
- Height and distance is very
important
- Do not perform on stations that are
being used
Pupils evaluate performances

exercise
Record sheet
Peer analysis
Whistle
Cones
Citizenship
Peer Evaluation
Literacy
Set pupils distance

See how many attempts it takes a
group of three to beat the world
record
- Record Distances
PUPILS PERFORM THESE

AFTER PERFORMING EVERY
LONG JUMP THROUGHOUT ALL
THE LESSON
vary numbers of sets and
repetitions at each of these stations

Numeracy
Pupil planning
Analysis of perf.
Comments / Notes:
Evaluation
Feedback
Q&A
Mathematics
Art
English
Science
Technology
Improvements:

- Broom and rakes must always be stacked well clear of the pit and the teacher is to give the order to jump after having checked the area for this
Lesson
Scheme
Development
Lesson
Subject: Athletics
Lesson: Intermediate triple jump
Year: 9
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To understand the importance of a long final stride and know that this can be used to lead to a longer jump.
To be able to perform the triple jump using an extended run up and leg shoot and use this technique to improve on a previous personal best.
To know how the triple jump is measured and be able to measure the distance jumped by others accurately.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches
Triple jump

lead the warm up
stretches
- Triple jump with 1/3/5/7/9
stride approach (use markers to
set and change start place for
run up accordingly.
- As above, using hitch kick leg
and arm action.
- Mini triple jump competition
with student officials.
Cool Down

hurdles.
across the bench.
Press ups.
the bench.
between cones.
the cool down do so

To understand the importance of a
long final stride and know that this
can be used to lead to a longer jump.
To be able to perform the triple jump
To know how the triple jump is
measured and be able to measure the
distance jumped by others accurately.

to develop Triple Jump techniques,
especially the hitch kick.

exercise

- No bouncing.

lesson
- Smooth and powerful approach

floor
- Look forwards
- Try to create forward momentum
within final flight
- Must try to glide through air using
arms and hitch kick
- Reach forwards on landing
- Do not fall back
important
being used
Pupils evaluate performances


Set pupils distance

See how many attempts it takes a
group of three to beat the world
record
-
Record distances
- PEER EVALUATION

LONG JUMP THROUGHOUT ALL
THE LESSON
Equipment
Rake
ICT
Analysis of perf.
Tape
Assessment
Evaluation
Record sheet
Citizenship
Feedback
Q&A
Peer analysis
Peer Evaluation
Mathematics
Whistle
Art
Cones
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
- Broom and rakes must always be stacked well clear of the pit and the teacher is to give the order to jump after having checked the area for this
Lesson
Scheme
Development
Lesson
Subject: Athletics
Lesson: Advanced Shot Putt
Year: 9
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To be able to perform more complex pushing technique, starting facing away from the direction of the throw, with momentum gained first of all from a
backwards shuffle and slide before rotating (Glide & Rotary).
To understand the rules regarding legal and illegal throws, and in particular the boundaries of the throwing circle.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches
Shot Putt

lead the warm up
stretches
- Shadow the glide and rotary
technique (no shot).
- Practice the glide and rotary
technique with the shot.
- Shot putt competition from
throwing circle with student
officials.

To be able to perform more complex
pushing technique, starting facing
away from the direction of the throw,
with momentum gained first of all
from a backwards shuffle and slide
before rotating (Glide & Rotary).
To understand the rules regarding
legal and illegal throws, and in
particular the boundaries of the
throwing circle.

lesson
Use a step instead of a glide with

a rotation
Use a tennis ball or basketball
Do not use a shot putt
Start with back to throwing area

in chin, knee, toe position in low
starting position with dominant
knee bent
Non dominant leg straight and
back
Rest shot in finger tips and
slightly in neck
Rest on toes slightly of dominant
foot
Hop and glide backwards
Rotate body turn quickly and
powerfully
Body moves from low position
into high
Release putt at highest point as
arms propel shot out and up
Finish rotating with feet behind
line / circle

the cool down do so
Equipment
TV & video, Video tape, Record sheet, Peer analysis, shot putts approp. Weight, Cones, Tape measure, Whistle
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Record distances
- PEER EVALUATION
Cool Down
ICT
Analysis of perf.

exercise

- No bouncing.

Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- The teacher is to use the All throw, all retrieve command after having checked that students are not throwing toward each other.
- Students are to use only correctly weighted implements.
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Discus
Year: 9
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To be able to perform a more complex throwing technique, starting stood facing away from the direction of the throw and building momentum through 1
whole body rotations. To understand the rules regarding legal and illegal throws, and in particular the boundaries of the throwing circle.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Student
Stretches

lead the warm up
stretches
Discus
- Practice footwork movements

for 1 rotation from a
standing start facing away from
the direction of the throw (use
the numbers on a clock face to
describe the foot placements).
- Full discus throw with correct
footwork.
- Discus competition from
throwing circle with student
officials and allow pupils to
compete using the circle
Cool Down
Equipment

To be able to perform a more complex
throwing technique, starting stood
facing away from the direction of the
throw and building momentum
through 1 whole body rotations.
To understand the rules regarding
legal and illegal throws, and in
particular the boundaries of the
throwing circle.

- No bouncing.

lesson
Take away circle

Use a line
Use lighter discuss
Begin at back of circle

Facing opposite side from
standing throw
Use a 11/2 rotation
Start from a low position
Bend knees
time
Hand above discus
Bend knees
go
of release
Body should move low to high
follow through with arm around
body
the cool down do so
exercise
TV & video, Video tape, Record sheet, Peer analysis, Discuss approp. Weight, Cones, Tape measure, Whistle
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Record distances
- PEER EVALUATION

Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- The teacher is to use the All throw, all retrieve command after having checked that students are not throwing toward each other.
- Students are to use only correctly weighted implements.
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Basic Javelin
Year: 9
Group:
Ability:
Period:
Total No.:
M:
F:
SEN:
Duration:
w/c
Objectives: To know that the javelin using a pulling action and be able to describe this action in their own words. To be able to compare and contrast the
techniques used in javelin to those of the shot putt and discus. To be able to hold the javelin using the correct grip.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up

lead the warm up
Student
Stretches

stretches
Basic
Javelin
- Discuss the javelin event with

students.
- Students use over arm throw
to throw a tennis ball from a
standing position as far as they
can.
- As above, using a one step run
up.
- As above using a basic crossover step.
- Students use correct grip to
hold javelin. Partners check
grip and correct if necessary.
- Cross-step and throw javelin.
- Mini javelin competition
using the inclusive scoring
zones as in earlier lessons.
Cool Down

the cool down do so

through heart raising
exercises.
To understand the
importance of stretching at
the start of the session.
relevant stretches
To know that the javelin
using a pulling action and be
able to describe this action in
their own words.
To be able to compare and
contrast the techniques used
in javelin to those of the shot
putt and discus.
To be able to hold the javelin
using the correct grip.
To be able to throw a
modified javelin/implement
using the correct arm
movement.
To be able to add a single
cross over step before
throwing the implement.


leading the warm-up


- No bouncing.

lesson
The "Finnish" grip is very effective, but the

"fork" or "V" grip and the "American" grip are
useful.
The javelin is held horizontally at or near level.
Withdraw as left leg hits mark and count 1-2-34-5.
Rotate shoulders to side. Keep hips at about 45
degrees.
Keep eyes straight ahead.
Point of javelin near the head.
Be aggressive, especially on count three.
Keep palm up.
Shoulders/hips separated.
Right leg is soft, bent on landing.
Right leg usually points towards 45 degrees.
Achieve body lean from drive of the right leg
before plant.
As weight passes before the right foot, a
vigorous push/rotation is started.
Right leg drive is completed before the left is
firmly planted.
Left foot lands heel first, with a slight flex.
Right foot finishes drive as left leg blocks.
Elbow comes through high and over the
shoulder line.
Release occurs near front foot and as high as
possible.
Released at about degrees
Throwing hand rotates right (inwards) after
release, achieving a "thumb down" position.
Use a line
Use lighter Javelins
Record distances
- PEER EVALUATION

Equipment
TV & video, Video tape, Record sheet, Peer analysis, Javelins approp. Weight, Cones, Tape measure, Whistle
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

The teacher is to use the All throw, all retrieve command after having checked that students are not throwing toward each other. - Students are to use only
correctly weighted implements.- Javelins are to have their points buried in the ground and pointing straight in the air away from the activity area when not being
used. - Students are to be told not to throw their javelin to a partner.
Lesson
Scheme
Development
Lesson
Subject: Athletics
Lesson: High Jump
Year: 10
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To be able to perform the Fosbry Flop technique from a curved 9 step run-up.To understand and know the techniques, steps movements for each phase in the high
jump e.g. The run-up, approach, take-off, flight and landing.To understand, know and be able to set up the equipment, officiate and measure in high jump
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
Pair
Stretching
High Jump
Cool Down
Equipment

lead the warm up
stretches and questions students
stretching.
Jog around cones (anticlockwise and clockwise)
depending on take off foot.
Sprint through a fig. of 8
Jog and mark out run-up for
five steps with markers and
perform repetitive jumps
Increase length to 7 steps, then
to the full 9 step run-up,
Competition

routines safely.
To be able to perform the Fosbry Flop
technique from a curved 9 step runup.
To understand and know the
techniques, steps movements for each
phase in the high jump e.g. The runup, approach, take-off, flight and
landing..
To understand, know and be able to
set up the equipment, officiate and
measure in high jump
To keep an on-going diary of the
practices, techniques, teaching points
and training methods used within this
stage.

hurdles.
across the bench.
Press ups.
the bench.
between cones.
the cool down do so

to develop High Long Jump
techniques, especially the hitch kick.

No bouncing.

lesson
- Work out correct side for take off

- curved run up
- Take off about one arms length from
bar way in
- swing a bent right leg up toward left
shoulder, and swing both arms from a
low back position to high front
position in front of body.
- Takeoff from left foot, using a strong
leg extension of knee and ankle.
- Turn right shoulder away from bar,
rotating counterclockwise. - Arch
back; drop shoulders; look at right
shoulder, and pull knees toward chest.
- Land on back and roll off the pit.
- Feet should be facing bar and
direction of starting position
important
being used
Decrease size of height

Use canes and elasticated bars
Take away bar
Increase size of height
- Emphasize accelerating with each

step, no short choppy steps.
- Emphasize hips go upwards over bar
Record distances
- PEER EVALUATION

HIGH JUMP THROUGHOUT ALL
THE LESSON

exercise
- Keep upright
Crash Mats, Mats, Cones, Bar, Rope bar, Whistle, Canes, Tapes, Benches, Cones, Skipping ropes, Record Sheets, Analysis Sheets
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

HIGH JUMP
- Test mats and equipment to see if they are safe to used and pass safety requirements. - Place floor mats underneath crash mats to stop mats sliding.
- Demonstrate correct technique
- Use an elastic - cated bar
- Ask pupils if they have any injuries
- Tell pupils - Dangers of High jump,
- Not to walk in the path of others,
- Dont jump until the area and is clear
Lesson
Scheme
Development
Lesson
Subject: Athletics
Lesson: Plyometric Circuit
Year: 10
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To keep an on-going diary of the practices, techniques, teaching points and training methods used within this stage.
To understand how Plyometric training can be used to develop the High Jump, and its methods.
To understand and know what strength and power is, and how they can train and develop it.
Activity
Description
Objectives
Student
Warm Up
lead the warm up
through heart raising exercises.
Student
Stretches
stretching
stretches
stretches relevant to Athletics
Plyometric
- set up the circuit and the To understand how Plyometric
Circuit
exercises at each stages
training can be used to develop
- Set out the circuit and
the High Jump, and its methods.
demonstrate each station and
To understand and know what
make it clear that
strength and power is, and how
ONE WORKS AND ONE
they can train and develop it.
RUNS.
To develop students knowledge
- The person is at each station
and understanding of the different
for 2 minutes and works for
types of strength used in different
how long it takes their partner
sporting areas, and the tests that
to get around twice
are used to measure these
- As they are performing the
strengths.
skill stop them and get them to
To develop the students
take their pulse - Instruct them
knowledge and understanding of
that they can rest only at the
Plyometric exercises and how to
stations but they cant abuse it.
relate them to the High Jump
- If they dont give max. Effort
To be able to perform the
then they will work for longer
Plyometric exercises
at each station.
NB: If injury felt - stop
Cool Down
Equipment
HOMEWORK : Write in diary

practices, techniques, teaching
points and training methods
practiced
the cool down do so
Teaching Points

leading the warm-up
- No bouncing.
The pupils are to perform each one of
these activities at the designated station
while their partner jogs around the edge of
the circuit twice
SIT-UPS 1 - Pull in stomach - Hands by
ears, not behind head - Knees bent
SIT-UP 2 Hands on legs raising them to
knees
SKI SITS - Start straight posture and
bend knees - Arms perform circular action
touching floor.
ASTRIDE JUMPS - Bring legs up from
either side of bench, onto it.
LUNGES - Jump with two feet over bench
2 FT JUMP-UPS - Jump with two feet
onto bench and off bench onto floor, turn
PRESS-UPS - Hands shoulder width apart
Straight back and lower / raise
DIPS - Arms on bench fully extended
Lower and raise body
HURDLES Two footed jumps over
hurdles
CHEST RAISES - Lay on mat, raise chest
and legs and count for 5 s.
Complete their training record.

practices, techniques, teaching
points and training methods used
within this stage.
Benches, Canes, Boxes, Ropes, Stopwatch, Cones, Tape measure, tape, music, CD player, mats,
Differentiation
lesson
Add extra stations

Make students work longer at
stations
Pupils run for longer periods /
distances.
- PEER EVALUATION
observes students ability to record

their times correctly

ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology

- Check all equipment such as mats and benches are safe and pass requirements.
- Ask if pupils have any injuries, if so dont allow participation in lesson or work station.
- Clear obstructions and objects away that are sticking out or projected up away from stations
- Clearly demonstrate the correct techniques of lifting and setting up the equipment, and demonstrate the correct / safe ways of performing each skill.
- Always check the working areas for glass / objects.
- Do not allow pupils to sit or lay down in rest periods / obstruct others / or allow them to pull up early.
- Make sure students do not obstruct others when slowing down or drop out. They must drop out at the sides leaving a clear path
- Re-emphasise that if pupils have any injuries (recent inc.), if so dont allow participation in the tests and especially the plyometric lessons.
- Make sure students land on two feet when performing the Jumps.
- Make sure that pupils do not step out into the path of others who they are running around the edge of the plyometric circuit.
- Make sure the ground is safe to perform the skills on.
- Make sure pupils are always thoroughly stretched, warmed up and cooled down
- Students are to drink plenty of water throughout the lessons
- Ensure students remove all jewelry and chewing gum
- If students feel faint, dizzy or sick during any of the exercises they are to stop working immediately.
- Mats are to be used during the Plyometric circuit to reduce the impact on joints
- Emphasise the correct and safe technique of performing the sit-up.
Lesson
Scheme
Development
Lesson
Subject: Athletics
Lesson: Long and Triple Jump
Year: 10
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives: To be able to perform a Long and Triple Jump from a 15-17 stride run-up using the hitch kicks technique.
To know and understand how to perform this technique.
To understand how bounding, hops, standing long jumps and vertical jumps can be used to develop Long and Triple Jump techniques, especially the hitch kick.
Activity
Description
Objectives
Teaching Points
Differentiation
Student
Warm Up
lead the warm up
Student
Stretches
- No bouncing.
stretches
lesson
Long Jump
5 Stride run-up to pit using the
To be able to perform a Long Jump
- Approach with comfortable stride
In pairs:
leg technique of the hitch kick - from a 15-17 stride run-up using the
- Hit the board with power
observe partner approach and give
perform repetitive jumps
hitch kick technique.
- Take off with one foot and drive
feedback
To know and understand how to
upwards
5 Stride run-up to pit using legs perform this technique.
Q&A about the importance of flight
To understand and know the rules
- Look forward and slightly up after
and arms techniques - perform
and glide that occurs through the leg
regarding take-off and landing in
take off occurs
repetitive jumps
and arm actions
Long Jump and Competitions (e.g.
Foul jumps)
- Arms must come up and over to
Measure out run up and
Pairs evaluate and observe their
allow flight
increase run-up, distance, and
flight and hitch kick
- Whilst in air, the legs must hitch to
speed from a 15 17 stride
allow more distance to take place
length.
Use normal technique
- Reach forward within flight to create
forward momentum and especially as
Competition
you land
Triple Jump Measure out run up and
To understand the importance of a
- Smooth and powerful approach
Pairs evaluate their hop, skip ,
increase run-up, distance, and
long final stride and know that this
jump technique
speed from a 15 17 stride
can be used to lead to a longer jump.
floor
length.
To be able to perform the triple jump
Pupils evaluate their gliding and
momentum techniques used
Competition
- PEER EVALUATION
- Look forwards
- Try to create forward momentum
within final flight
- Must try to glide through air using
arms and hitch kick
- Reach forwards on landing
- Do not fall back
Cool Down

the cool down do so
Equipment
Rake
ICT
Analysis of perf.
Tape
Assessment
Evaluation

exercise
Record sheet
Citizenship
Feedback
Q&A
Peer analysis
Peer Evaluation
Mathematics

Whistle
Art

Cones
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- Check and Remove all objects from sand pit and run-up lane.
- Check lane is suitable to use
- Tell pupils the dangers of rakes, rocks and other objects in the pit and lane.
- Rakes should never be left in sand pit
- Make sure they are warmed up and stretched
Lesson
Scheme
Development
Lesson
Subject: Athletics
Lesson: Shot putt
Year: 10
Group:
Ability:
Period:
Duration:
w/c
Total No.:

lead the warm up
stretches
Shot putt
1. Grip, stance and movements

of Glide technique
2. Continuous glide (with no
ball) emphasising the
acceleration of the arm.
3. Repetitive throws using
Glide technique
4. Stance and movements of the

Rotary technique
5. Repetitive practice of a
Rotary shot put using a
basketball
6. Rotary Shot put with a
lighter shot

To understand how to, and be able to
perform the Glide and Rotary
techniques of the Shot Put.
To understand and know how to
perform these methods; their
differences; and their benefits.
To understand and know the rules and
regulations regarding throwing the
Shot put in competitions (e.g. moving
out of the circle after throwing)
To further improve their knowledge
and understanding of the principles of
flight
To understand how resistance, tension,
body weight exercises or weight
training can be used to develop the
shot put.
7. Competition
HOMEWORK: Write in diary

practices, techniques, phases,
teaching points and training
methods performed.
Cool Down

the cool down do so
Equipment
TV & video,
To keep a on-going diary of the

stage.
F:
SEN:
Objectives:
To understand how to, and be able to perform the Glide and Rotary techniques of the Shot Put.
To understand and know how to perform these methods; their differences; and their benefits.
To further improve their knowledge and understanding of the principles of flight
Activity
Description
Objectives
Teaching Points
Student
Warm Up
Student
Stretches
M:
Differentiation

- No bouncing.

lesson
- Start with back to throwing area in

chin, knee, toe position in low starting
position with dominant knee bent
- Non dominant leg straight and back
- Rest shot in finger tips and slightly
in neck
- Rest on toes slightly of dominant
foot
- Hop and glide backwards
- Rotate body turn quickly and
powerfully
- Shot putted from neck
- Body moves from low position into
high
- Release putt at highest point as arms
propel shot out and up
- Finish rotating with feet behind line /
circle
Pupils evaluate grip, stance and

glide. They give positive feedback to
partners and groups about
improvements
As above but make sure the throw is

legal
- keep within circle
Record distances
- video performances and allow
pupils to see them

their times, distances, scores and
heights correctly
Putt from side on position

Putt with a step
Use lighter shot putts
Perform within circle
Perform without a circle
- PEER EVALUATION

exercise
Video recorder, Video Tape, Record sheet, Peer analysis, Shot Putt approp. Weight, Cones, Tape measure, Whistle
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology

- Pupils should always stand in a line facing the same way.
- When practicing for distance, or in competitive situations students should stand behind the thrower.
- Place left handers to the side
- All students must retrieve their Shot Put at the end, when everyone has thrown.
- Make a range of shots available of varied weights for students.
- Always have your eyes on all stations
- Instruct the students that if they are unsure or in a dangerous situation when a member of staff is absent then STOP
Lesson
Scheme
Development
Lesson
Year: 10
Subject: Athletics
Lesson: Weight training
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To understand how different exercises can be used to develop power and performances especially in the Shot Putt event
To understand how resistance, tension, body weight exercises or weight training can be used to develop the shot put.
To know and understand the importance of developing strength and power which will benefit the shot putt performances
Activity
Description
Objectives
Teaching Points
Student
Warm Up
Student
Stretches

lead the warm up
stretches
Weight
training
- Pupils perform a Circuit

- Demonstrate the actions at
each station
- Training program in a gym
Including Runs
Ski-sits
Sit-ups
Leg curls
Press-ups
Bench press
dumbbells
Lat pulls
Calf raises
Cycling
Rowing
Walking
In
Fitness
Suite:
Using
resistance,
tension,
Body Weight
exercises or
weights
( upto 60%
of students
weight
HOMEWORK: Write in diary

methods performed.
Cool Down
Equipment

To understand how different exercises
can be used to develop power and
performances especially in the Shot
Putt event
To understand how resistance, tension,
body weight exercises or weight
training can be used to develop the
shot put.
importance of developing strength and
power which will benefit the shot putt
performances
To know, understand and be able to
perform the correct and safe exercises
on each apparatus
To understand the safety implications
within the fitness suite.
To keep a on-going diary of the
stage.

- No bouncing.
- Perform the correct technique at
each station
- Can only lift 60 per cent of their
body weight
- Give maximum effort
- Do not drop weights
- Do not do exercises that unsure of

the cool down do so
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English

lesson
Add extra stations

Make students work longer at
stations
Increase rest intervals

heights correctly

exercise
Weights, Correct machinery, Mats, Stopwatch, Music, Record Sheets, Peer analysis / evaluation sheets,
ICT
Analysis of perf.
Differentiation

Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

- Check all equipment such as mats and benches are safe and pass requirements.
- Ask if pupils have any injuries, if so dont allow participation in lesson or work station.
- Clear obstructions and objects away that are sticking out or projected up away from stations
- Clearly demonstrate the correct techniques of lifting and setting up the equipment, and demonstrate the correct / safe ways of performing each skill.
- Always check the working areas for glass / objects.
- Do not allow pupils to sit or lay down in rest periods / obstruct others / or allow them to pull up early.
- Make sure students do not obstruct others when slowing down or drop out. They must drop out at the sides leaving a clear path
- Re-emphasise that if pupils have any injuries (recent inc.), if so dont allow participation in the tests and especially the lessons.
- Make sure students land on two feet when performing the Jumps.
- Make sure the ground is safe to perform the skills on.
- Make sure pupils are always thoroughly stretched, warmed up and cooled down
- Students are to drink plenty of water throughout the lessons
- Ensure students remove all jewelry and chewing gum
- If students feel faint, dizzy or sick during any of the exercises they are to stop working immediately.
- Emphasise the correct and safe technique of performing the sit-up.
Lesson

Scheme
Development
Lesson
Year: 10
Subject: Athletics
Lesson: Discus
Group:
Ability:
Period:
Duration:
w/c
Objectives:
To be able to perform the Discuss from a 1 and 1. rotations.
To know and understand how to perform the Discuss from the different types of rotations.
To understand and know the benefits of rotation, and why it is used.
Activity
Description
Objectives
Student
Warm Up
Student
Stretches

lead the warm up
stretches
Discus
1. Move through positions and

increase pace
2. Repetitive throwing of quoit
using the 1 rotation technique.
3. Rotational 1 throw with
qouit
4. 1. rotations with quoit.
5. Throw Discuss using a full
(1) rotation within the circle.
6. 1. rotations with Discuss
7. Competition: 1pt > 10m
2pts > 20m 3pts > 30m
Each pupil has three goes
Cool Down
Equipment

methods
the cool down do so
Record sheet

To be able to perform the Discuss
from a 1 and 1. rotations.
To know and understand how to
perform the Discuss from the different
types of rotations.
To understand and know the benefits
of rotation, and why it is used.
To understand and know the rules and
regulations regarding throwing the
Discuss in competitions.
To understand how strength and
agility circuits training can be used to
develop the Discuss

stage.
exercise
Peer analysis
Discuss approp. Weight
Total No.:
M:
F:
SEN:
Teaching Points
Differentiation

- No bouncing.

lesson
Begin at back of circle

Facing opposite side from
standing throw
Use a 11/2 rotation
Start from a low position
Bend knees
time
Hand above discus
Bend knees
go
of release
Body should move low to high
follow through with arm around body
Take away circle

Use a line
Use lighter discuss

heights correctly


Cones
Tape measure
Record distances
- PEER EVALUATION
Whistle
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

DISCUSS
- Pupils should always stand in a line facing the same way.
- When practicing for distance, or in competitive situations students should stand behind the thrower.
- Place left handers to the side -All students must retrieve their Discuss at the end, when everyone has thrown.
- Make a range of Discuss available of varied weights for students.
Lesson

Scheme
Development
Lesson
Year: 10
Subject: Athletics
Lesson: Sprints
Group:
Ability:
Period:
Duration:
w/c
Total No.:

lead the warm up
stretches
Sprints
1. Sprints over 10 / 20 / 30
metres varying starting
positions then pick-up speed
over further distances
2. Interval Pyramid sprints
50 / 75 / 100 / 75 / 50 give
rests ( rest = period of intensity
X3)
3. Competitive sprints over 100
/ 200 & 400 metres
and training methods practiced
Cool Down
Equipment

To understand and know the different
types of systems used in the events.
To be able to perform the sprints,
knowing, understanding and
performing the different types of starts
used.
mechanics of sprinting
To understand how sprint and
resistance training can be used to
develop the sprints and techniques
stage.

the cool down do so

exercise
Stopwatch, Whistle, Tape, Record sheets, Pens, Paper,
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
F:
SEN:
Objectives:
To understand and know the different types of systems used in the events.
To be able to perform the sprints, knowing, understanding and performing the different types of starts used.
To understand and know the mechanics of sprinting
Activity
Description
Objectives
Teaching Points
Student
Warm Up
Student
Stretches
M:
Differentiation

- No bouncing.

lesson
- Drive up and off from starting

positions
- Use force from start to gain
momentum
- Pump arms and legs
- Breathe
- Keep head still
- Look forward at all times
- Keep within lanes
- Give 100 per cent
- Run through line
- Do not pull up short
- Keep upright after finish
Pupils jog back to start line

Allow a rest period between each
distances


Art
Literacy
English
Decrease rest period

Increase rest periods
Decrease distances
Increase intensity
Record times
- PEER EVALUATION
heights correctly
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:
Lesson

Scheme
Development
Lesson
Subject: Athletics
Lesson: Developing speed and fitness
Year: 10
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To know how running up and downhill can improve speed.
To be able to take part in a speed training session.
To understand how sprint and resistance training can be used to develop the sprints and techniques
Activity
Description
Objectives
Teaching Points
Student
Warm Up
Student
Stretches

lead the warm up
stretches
Developing
speed and
fitness
- Discuss why this training

method is commonly used in
athletics sprinting
- Uphill sprints & Downhill
sprints.
Once at the top turn and walk
slowly back down to the front
of the queue. Repeat with
downhill sprints.
and training methods practiced
Cool Down
Equipment

To know how running up and
downhill can improve speed.
To be able to take part in a speed
training session.
To understand how sprint and
resistance training can be used to
develop the sprints and techniques
To develop their knowledge of
different methods to develop their
sprint
stage.

the cool down do so

exercise
Stopwatch, Whistle, Tape, Record sheets, Pens, Paper,
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Differentiation

- No bouncing.

lesson
- Maximum speed to the end.

- Do not pull up short
- Do not block others path
Sprint up an incline or create

Resistance training with parachutes to
create force and the correct situation
Decrease rest interval
Walk downhill

heights correctly


Art
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

SPRINTS
- Ask pupils if they have any injuries or illnesses
- Instruct students they can stop at any interval when activities are too demanding
- Keep within lane
Lesson

Scheme
Development
Subject: Athletics
Lesson Description: Distance
Lesson
Year: 11
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To be able to perform the distance runs
To understand and know the mechanics of runs
To understand how fartlek training or the Coopers run can be used to develop the sprints and the techniques
Activity
Description
Objectives
Teaching Points
Warm Up
Pair
Stretching
Athletics
Distance
Equipment
Differentiation
- keep gentle and constant pace
Pupils perform their own warm up
importance of a warm up.
after this start
Pupils give a stretch for each
No bouncing.
major group used and talk the
stretches and questions students To know the names of major muscles.
students through the stretch and offer
advice
stretching.
routines safely.
1. Chain gang - individual / To clearly understand the different
- Pupils jog around the track in a line
Increase pace
pairs run to a pace and the
types of systems used in distance and
- Continuously increase the pace
Increase distance ran
leader continuously changes
sprint events.
Decrease speed
from back-marker
To be able to perform the distance
Decrease distance ran
runs
3. Competitive races over 800
- Keep looking forward
Record times and recovery time
mechanics of runs
& 1500m or Fartlek training
- Keep arms pumping
- Pupils perform their own cool
To understand and know the tactics
- Take deep breaths
down and relaxation technique
used in these events
To understand how fartlek training or
the Coopers run can be used to
develop the sprints and the techniques
HOMEWORK : to coach /
To develop their knowledge and
Pupils use a range of resources to find
Assign pupils in groups and give
teach an area of specialization
understanding of the different
practices, warm up, procedures and
them areas that they have to coach
in the following weeks
teaching points for each specific area
and deliver to other students in
and training methods used within the
in athletics
forth coming weeks
throwing, jumping and running events
found in athletics
Whistle, Stopwatch, Tape Measurer, Pen, Paper, Record Sheets, Analysis Sheets, Plus any other equipment the students require
Jog 400m around track
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

DISTANCES
- Pupils must pace themselves
- Keep within lane
- Have inhalers present for Asthmatic pupils
Lesson

Scheme
Development
Lesson
2/3
Subject: Athletics
Lesson: Jumps Specialisation
Year: 11
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives:
To use knowledge and understanding of a jumping event which will enable the students to plan progressive and suitable activities to teach a skill to another
person(s) , that challenges them, and further develops knowledge, understanding and performance.
To be able to demonstrate the skills of the event chosen correctly and accurately to another person(s)
To be able to analyse and evaluate participants performances giving correct and precise feedback, correcting their faults.
Activity
Description
Objectives
Teaching Points
Differentiation
Before the lesson the pupils who are actually coaching and teaching within this lesson should provide you of a detailed plan of the activities and teaching points that they
are going to use on developing a group of students techniques in jumping
Student
The pairs chosen last
Warm Up
lesson lead the warm up
Student
Students arranged in a
Stretches
circle. Students lead
- No bouncing.
through series of stretches
lesson
Jumps
The students are to
To use knowledge and understanding
- Use the correct techniques and
Record times, practices and
Specialisation
individually teach / coach
of a running or sprinting event which
coaching points for the skills
performances
another student or group
will enable the students to plan
- Keep the group active at all times
Give them a range of students
their jumping event,
progressive and suitable activities to
- State the dangers and concerns
Identify their own strengths and
which includes
teach a skill to another person(s) that
found in this area
weaknesses
Warm ups,
challenges them, and further develops
- Set out your objectives
stretches, coolknowledge, understanding and
- Use suitable practices to develop and
downs,
performance.
enhance performance
Drills,
To be able to demonstrate the skills of
- Use differentiation techniques for
Phases,
the event chosen correctly and
students
Structure,
accurately to another person(s)
Competition /
To be able to analyse and evaluate
Games
participants performances giving
correct and precise feedback,
Pupils give feedback
- give correct and precise feedback,
- Listen to groups
correcting their faults.
- give suggestions on how to correct
their faults
Cool Down
The 2 students chosen to
lead the cool down do so
exercise
Equipment
Crash Mats, Mats, Cones, Bar, Whistle, Stopwatch, Tape Measurer, Parachutes Bibs Rake, Pen Paper,
Record Sheets, Analysis Sheets, Plus any other pieces of equipment the students require
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

SPECIALISMS
HIGH JUMP
- Test mats and equipment to see if they are safe to used and pass safety requirements.
- Place floor mats underneath crash mats to stop mats sliding.
- Demonstrate correct technique
- Use an elastic - cated bar
- Tell pupils - Dangers of High jump and Not to walk in the path of others,
- Dont jump until the area and is clear
LONG JUMP
- Check and Remove all objects from sand pit and run-up lane.
- Check lane is suitable to use
- Tell pupils of the dangers of rakes, rocks and other objects in the pit and lane.
- Rakes should never be left in sand pit
Lesson

Scheme
Development
Lesson
3/4
Subject: Athletics
Lesson: Throws Specialisation
Year: 11
Ability:
Group:
Total No.:
M:
F:
Period:
SEN:
Duration:
w/c
Objectives:
To use knowledge and understanding of a throwing event which will enable the students to plan progressive and suitable activities to teach a skill
to another person(s), that develops knowledge, understanding and performance.
To be able to demonstrate the skills of the event chosen correctly and accurately to another person(s)
To be able to analyse and evaluate participants performances giving correct and precise feedback, correcting their faults.
Activity
Description
Objectives
Teaching Points
Differentiation
are going to use on developing a group of students techniques in throwing
Student
Warm Up
Student
Stretches
- No bouncing.
lesson
Throws
The students are to
Specialisation
performances
their throwing event,
which includes
found in this area
weaknesses
Warm ups,
downs,
performance.
enhance performance
Drills,
Phases,
students
Structure,
Competition /
Games
- Listen to groups
their faults
Cool Down
exercise
Equipment
Crash Mats, Mats, Cones, Shot-puts, Discusses Javelins, Whistle, Stopwatch, Tape Measurer, Pen, Paper, Record Sheets, Analysis Sheets, Plus any other
pieces of equipment the students require.
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

SPECIALISMS
SHOT PUT
- Pupils should always stand in a line facing the same way. When practicing for distance, or in competitive situations students should stand behind the thrower.
- All students must retrieve their Shot Put at the end, when everyone has thrown.
- Make a range of shots available of varied weights for students.
DISCUSS
- Pupils should always stand in a line facing the same way. When practicing for distance, or in competitive situations students should stand behind the thrower.
- All students must retrieve their Discuss at the end, when everyone has thrown.
- Make a range of Discuss available of varied weights for students.
JAVELLIN
ALL THROW ALL RETRIEVE
NEVER RUN TO RETRIEVE THE JAVELLIN
Lesson

Scheme
Development
Lesson
5/6
Subject: Athletics
Lesson: Distance Running and Sprints
Specialisation
Year: 11
Group:
Ability:
Period:
Duration:
w/c
Total No.:
M:
F:
SEN:
Objectives: To use knowledge and understanding of a running or sprinting event which will enable the students to plan progressive and suitable activities to
teach a skill to another person(s) that challenges them, and further develops knowledge, understanding and performance. To be able to demonstrate the skills of
the event chosen correctly and accurately to another person(s). To be able to analyse and evaluate participants performances giving correct and precise feedback,
Activity
Description
Objectives
Teaching Points
Differentiation
are going to use on developing a group of students techniques in running and sprinting
Student
Warm Up
Student
Stretches
- No bouncing.
lesson
Distance
The students are to
Running and
performances
Sprints
Specialisation
their sprinting event,
which includes
found in this area
weaknesses
Warm ups,
downs,
performance.
enhance performance
Drills,
Phases,
students
Structure,
Competition /
Games
- Listen to groups
their faults
Cool Down
exercise
Equipment
Crash Mats, Mats, Cones, Shot-puts, Discusses Javelins, Bar, Whistle, Stopwatch, Tape Measurer, Parachutes Bibs Rake, Pen Paper
Record Sheets, Analysis Sheets, Plus any other pieces of equipment the students require
ICT
Analysis of perf.
Assessment
Evaluation
Citizenship
Feedback
Q&A
Peer Evaluation
Mathematics
Art
Literacy
English
Numeracy
Science
Pupil planning
Technology
Comments / Notes:
Improvements:

SPRINTS / DISTANCES
- keep within lane
- Pupils must pace themselves
- Do not block anybodies path
SPECIALISMS
Lesson

Scheme
Development
Disclaimer
Disclaimer:
Please not that the safe working practices stated in these Scheme's of Work are for Guidance purposes only. It is the duty of
the individual using these Scheme's Of Work to complete a separate task specific risk assessment as required by Regulation 3
of The Management of Health and Safety at Work Regulations 1992
PLEASE REMEMBER TO FOLLOW YOUR OWN SCHOOLS HEALTH AND SAFETY CHECKS AND PROCEDURES

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Lesson

Individually running and

To know and understand the

Students arranged in a circle.

To understand the importance of

Q&A About the benefits of a warm

Pupils demonstrate stretches they

- Listen and observe

Q&A about the techniques

Small steps on toes

- Any method over 20m

- Run hard and efficient

Ask pupils questions why a Cool

Gentle walking speed.

2003-2008, THE PE OFFICE

HEALTH AND SAFETY THROUGHOUT THIS LESSON

ADDITIONAL COMMENTS FOR LESSON, SCHEME AND PLANNING DEVELOPMENT

2003-2008, THE PE OFFICE

The pairs chosen last lesson

Students arranged in a circle.

- Shuttle. 2 stand opposite 2, 10

To be able to lead the group

- listen to and follow instructions of those

Ask students how they could make

- Hold stretches for 8 seconds.

Get pupils to incorporate

On your Marks: - The foot is placed up to the

Pupils evaluate and correct the

Pupils evaluate and correct the

2003-2008, THE PE OFFICE

100 M pupils time from

- The toe of the right foot should be turned

To understand how the

Pupils race against those of

Ask pupils questions why a Cool

HEALTH AND SAFETY THROUGHOUT THIS LESSON

2003-2008, THE PE OFFICE

The pairs chosen last lesson

- 40 metre sprint races with

To be able to lead the group through

- listen to and follow instructions of

Ask students how they could make

- DRIVE UP AND OUT WITH LEGS

- listen to and follow instructions of

Ask pupils questions why a Cool

The 2 students chosen to lead

2003-2008, THE PE OFFICE

HEALTH AND SAFETY THROUGHOUT THIS LESSON

ADDITIONAL COMMENTS FOR LESSON, SCHEME AND PLANNING DEVELOPMENT

2003-2008, THE PE OFFICE

The pairs chosen last lesson

To be able to lead the group through

Ask students how they could make

Ask pupils what they saw

Can anyone explain the effects of

Ask pupils questions why a Cool

HEALTH AND SAFETY THROUGHOUT THIS LESSON

ADDITIONAL COMMENTS FOR LESSON, SCHEME AND PLANNING DEVELOPMENT

2003-2008, THE PE OFFICE

2003-2008, THE PE OFFICE

The pairs chosen last lesson

- Jogging around sports hall.