Year9lessons1-10 English

Tag Group
Lesson 1
Rugby Football Unions School Curriculum

For year 9 Invasion Games
National Curriculum
Objectives of lesson:

Demonstrate the principles of warm up and cool down

Demonstrate the principles of attack and defence
Developing agility, balance and coordination
To improve the consistency, quality and choice of skills used
Adapt and develop the basic skills
Tag Rugby
Warm up for tag
Assess ability of group
Play the game of Tag Rugby
Activity
Laws/Referee:
Vocabulary:
Law:
End ball (see support page for this lesson)
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Outwitting an opponent
Counter attack
Officiating
Coaching
Referee:
Non perfect pass
Ball out of play
Dropped pass
Player running with ball
Preventing a pass
All of the above offences result in turnover ball
Description and set-up
Warm up /
cool down
1 player nominated each lesson to take a group warm up 6 minutes.

body temperature, followed by some dynamic stretching
14 players, 2 with bibs.
All players run around in a grid 10m by 10m and must not bump into each other.
Two players to put on bibs and carry a ball (chasers) and see how many others they can
touch in 60 seconds.
Game
Full game of Tag Rugby - 1 player to be nominated to referee although they may continue to
play as a player.
Play the full game of Tag Rugby using the widest side of the game area as the try lines.
Remind players about the principles of play go forward, support, continuity and pressure.
Watch the game and complete a visual assessment of whether the players are capable of
moving to the contact group before asking if anyone would like to move to the contact group
(awareness of physical/ mental changes from last year).
Raising
Key factors
Technical / tactical
Raise body temperature

Increase blood flow to
muscles
Raise mental arousal
Dynamic stretch
Fun game
Look for a space

Run into the space
Pass and look for
another space
Call for the ball, catch
the ball and then listen
for a call from another
teammate, then pass or
dummy
IDEAS for
Development
Area
No need to use the Development area on the 1st lesson. Just let them play a game.
Evaluation
Observe warm up and games to assess strengths and weaknesses of players. Question to check on understanding of the aim,
skills needed and the tactics associated with the game. Nominate one player from each team to lead a cool down on the way back to
the changing rooms. Jogging interspersed with gentle static stretching.
Copyright Rugby Football Union, all rights reserved. Published in 2011 by Rugby Football Development Ltd. For more information go to rfu.com/schools & rfu.com/coach.
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Receiver to find space

where passer has a
clear pass, ball carrier
can dummy pass
Resources:
1 rugby ball per person
(size 4) if possible or 1 ball
between 2 pupils
50 cones
1 tag belt per player
7 bibs and 1 whistle
See lesson support page.
Chase ball
See lesson video link:
Warm up game
Chase ball
Dynamic/static stretch
Physical / mental
Run away from chasers

Evade
Look for space
Keep moving
Catch and pass

Evade
Look for space
Attack space
Keep the ball moving
Go forward
Support
Tag attackers
Endurance
Speed
Hand and eye
coordination
Rules of the game
Decision-making
Competence
Confidence
Accurate pass
Defender to shut down
ball carriers options
Warm up
Cool down
Modified rules
Scoring system
Endurance
Speed
Hand and eye
coordination
Rules of the game

Tag Group
Lesson 1
Warm up
Two players to put on bibs and carry
a ball (chasers) and see how many
players they can touch in 60 seconds.
Game
Play the full game of Tag Rugby using
the widest side of the game area as
the try lines.
Remind players about the Principles
of Play go forward, support, continuity
and pressure.
Development area
Learning from year 8:
No activities for the development area

during this 1st lesson. Just let the
pupils play.
Use this time to assess what has been

remembered from year 8.
Apply the principles warm up and cool down

Apply the Principles of Play; Go forwards, Support, Continuity and Pressure
Apply attacking principles, outflank or penetrate
Apply defensive principles, deny space, apply pressure, cover, and regain
possession
Improve the consistency, quality and use of skills
Understanding of basic tactics
Recognise own and team mates strengths together with areas for development
Able to referee basic laws
Player, coach, and referee codes of conduct
Rugby Group
Lesson 1

National Curriculum


Developing agility, balance and coordination
Adapt and develop the basic skills
Demonstrate the principles of attack and defence
Rugby Union
Laws/Referee:
Law:
Rugby League: post ball between legs to support player after a
tackle and 5 tackles and then its a turnover
Referee:

Offside
Forward pass
Ball out of play
Knock on preventing a pass
Warm up
Assess ability of group
Play the game of 2 handed touch rugby (5 touches then
turnover ball)
Activity
Warm up /
cool down
1 player nominated each lesson to take a group warm up 5 minutes.

All players run around in a grid 10m by 10m and must not bump into each other. Two players
to put on bibs (chasers) and see how many players they can touch in 60 seconds followed by
some dynamic stretching.
In pairs players wrestle and try to pick their partners feet off the ground. One point is scored
each time they get their partners feet off the ground.
Game
1 player to be nominated to referee although they may continue to play as a player.

Using the widest side of the game area as the try lines, play a game of Rugby League. After being
tackled to the ground or held so that the ball is unplayable, the referee, shouts tackle. After each
tackle, whilst back on their feet, they place the ball backwards between their legs to a support
player in order to continue with the game. After 5 tackles there is a turnover. Tackler must stand
back 1m and all other defenders must be back 5m until the ball is placed through the legs.
Remind players about the principles of play.
Watch the game and complete a visual assessment of whether the players are in the correct
group as far as their physical and mental skills are concerned (awareness of physical/ mental
changes from last year).
No need to use the development area on the 1st lesson just let them play a game.
IDEAS for
Development
Area
Evaluation
Vocabulary:
Resources:
Principles of play
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
1 rugby ball per person

(size 4) if possible or 1 ball
between 2 pupils
50 cones
7 bibs and 1 whistle
Key factors

muscles
Dynamic stretch
Evade
Look for space
Try to keep feet on
ground by lowering
hips. Pin opponents
shoulders
Warm up game
Chase ball
Rugby League game
Dynamic/static stretch
Physical / mental
Warm up
Cool down
Strength
Body managemen
Confidence
Channelled aggression
Look for a space

Run into the space
Pass and look for
another space
Call for the ball, catch
the ball and then listen
for a call from another
teammate, then pass
or dummy
Penetrate
Outflank
Evade
Look for space
Attack space
Keep the ball moving
Go forwards, support
and maintain continuity
Endurance
Speed
Hand and eye
co-ordination
Rules of the game
Decision-making
Competence
Confidence
Receiver to find space

where passer has a
clear pass, ball carrier
can dummy pass
Accurate pass
Defender to shut down
ball carriers options
Endurance
Speed
Hand and eye
coordination
Rules of the game
Observe warm up and games to assess strengths and weaknesses of players. Question to check on understanding of the skills needed
and the tactics associated with the game. Demonstrate a cool down on the way back to the changing rooms. Jogging with gentle
static stretching.

Rugby Group
Lesson 1
Warm up
Two players to put on bibs and carry
a ball (chasers) and see how many
players they can touch in 60 seconds.
Game
2 handed touch rugby (5 touches then
turnover ball).
Remind players about the Principles
of Play go forward, support, continuity
and pressure.
Development area
Learning from year 8
No activities for the development area

during this 1st lesson. Just let the
pupils play.
Use this time to assess what has been

remembered from year 8.
Apply the principles warm up and cool down

Apply the Principles of Play; Go forwards, Support, Continuity and Pressure

Apply attacking principles, outflank or penetrate
Apply defensive principles, deny space, apply pressure, cover, and regain
possession
Improve the consistency, quality and use of skills
Understanding of basic tactics
Recognise own and team mates strengths together with areas for development
Able to referee basic laws
Player, coach, and referee codes of conduct
Tag Group
Lesson 2

National Curriculum
Play at greater speed and with more precision, selecting skills
and techniques to enable them to apply the principles of attack
and defence effectively
Vocabulary:
Laws/Referee:
Off side and crossing, result in a free pass but all other
infringements result in a scrum from the place where the
infringement occurred i.e. forward pass, knock on, running
more than 3 paces after tag
Tag Rugby
Introduce uncontested scrums
Using the available space due to the introduction of a scrum
Activity
Warm up /
cool down
Game

Teacher to introduce a 3 man un-contestable scrum (team putting the ball into the scrum
must win it).
Ball is put into the tunnel of the scrum by the scrum half who stands on the left of his
teammates in the scrum. Their teammates walk over the ball and when the scrum half picks
the ball up or passes, the game starts again. The defenders in the scrum allow the attackers
to move forward to step over the ball. The defending scrum half must stay behind the feet of
his players in the scrum, otherwise they are offside.
Teacher to show how to set up a 3 man un-contestable scrum safely.
The players should be taught about balance/head up and flat back, when in the scrum. It
is also safer for the players to step over the ball, as kicking or heeling it backwards could
result in the SH being kicked in the face when he goes to pick up the ball. Teacher to ask
questions about the tactical implications that are available now that 6 players are in a tight
formation plus 2 scrum halves are also in close proximity to the scrum. Everyone not involved
in the scrum except the scrumhalves, must stay back 5m from the hindmost foot of your own
players, who are in the scrum, until the ball is out.
IDEAS for
Development
Area
Evaluation
Nominated player to take a group warm up 5 minutes

Raising body temperature.
Play the game of tag rugby that you played last week.
Followed by some dynamic stretching.
Warm up
Cool down
Turnover ball
Agility
Balance
Co-ordination
Invasion
Evasion
Offside
Forward pass
Crossing
Off loads
Defensive formations
Key factors
1 rugby ball per person if

possible or 1 ball between
2 pupils
50 cones, 1 whistle and 1 tag
belt per player
See lesson support page:
Diagram of 3-man scrum,
scrum-half and 3 backs
Formation of 3-man scrum
Physical / mental
Raise body temp

Dynamic stretch
Catch and pass

Evade, look for space,
attack space
Modified rules
Scoring system
Improve fitness
3 man scrum:
Head goes to the left of
opponents head and
shoulders should touch
Feet should be shoulder
width apart to help with
balance
Putting the ball into

the scrum
Tactical implications for
extra space
Set piece plays
Heads up/Flat back

Feet shoulder width
apart and walk over the
ball, No pushing
Defence allow the
attackers to step over
the ball
Defending SH to stay on
side at the scrum
Ask questions to check for understanding of the key factors . Ask players to comment on techniques and tactics that went well and
what didnt go so well. Can they suggest ideas to develop the weaknesses and utilise their strengths more often. Cool down on the way
back to the changing rooms. Re-introduce codes of conduct for players, coaches and referees (see rational).
Resources:
Head up
Stay balanced
Walk straight over the ball
Dont kick backwards
Get out of the scrum
quickly to get into support
mode
Endurance/ Speed
Rules of the game
Identifying spaces
Reading defensive
formations
Work ethic
Improved fitness
Balance
Posture
Confidence
Strength

Warm up
Jogging
Mobilising
Dynamic stretching
Skill development

Game
Players should be taught about
balance/head up and flat back, when
in the scrum.
It is also safer for the players to step
over the ball, as kicking or heeling
it backwards could result in the SH
being accidently kicked when they go
to pick up the ball.
Development area
Everyone not involved in the scrum
except the scrumhalves, must stay
back 5m from the hindmost foot of
their own players, who are in the
scrum, until the ball is out.
Tag Group
Lesson 2
Rugby Group
Lesson 2

National Curriculum
Play at greater speed and with more precision, selecting skills
and techniques to enable them to apply the principles of attack
and defence effectively
Vocabulary:
Laws/Referee:
Foul play, off side and crossing, result in a free pass but all
other infringements result in a scrum from the place where the
infringement occurred i.e. forward pass, knock on, accidental
offside, ball out of play
Introduce uncontested scrums
Using the available space due to the introduction of a scrum
Activity
Warm up /
cool down
Nominated player to take a group warm up (5 mins).

Raising body temperature, followed by some dynamic stretching.
Game

Teacher to introduce a 3 man un-contestable scrum (team putting the ball into the scrum
must win it).
Ball is put into the tunnel of the scrum by the scrum half who stands on the left of their
teammates in the scrum. Their teammates walk over the ball and when the scrum half picks
the ball up or passes, the game starts again. The defenders in the scrum allow the attackers
to move forward to step over the ball.
The defending scrum half must stay behind the feet of his/her players in the scrum, otherwise
they are offside.
IDEAS for
Development
Area
Evaluation
Teacher to show how to set up a 3 man un-contestable scrum safely.

The players should be taught about balance/head up and flat back, when in the scrum. It is
also safer for the players to step over the ball, as kicking or heeling it backwards could result
in the SH being kicked in the face when they go to pick up the ball. Teacher to ask questions
about the tactical implications that are available now that 6 players are in a tight formation,
plus 2 scrum halves are also in close proximity to the scrum. Everyone not involved in the
scrum except the scrumhalves, must stay back 5m from the hindmost foot of their own
players, who are in the scrum, until the ball is out.
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Fitness
Counter attack
Officiating
Coaching
Key factors

Diagram of 3-man scrum,
scrum-half and 3 backs
Formation of 3-man scrum
Physical / mental
Raise body temp

Preparing for activity,

physically and mentally
Warm up
Cool down
3 man scrum:
Head goes to the left of
opponents head and
shoulders should touch
Feet should be shoulder
width apart to help with
balance
Putting the ball into

the scrum
Tactical implications for
extra space
Set piece plays
Endurance/ Speed
Hand and eye
coordination
Rules of the game
Read positioning of the
defenders
Use of leg power to aid
evasive action
Heads up/flat back

Feet shoulder width
apart and walk over the
ball, no pushing
Defence allow the
attackers to step over
the ball
Defending scrum-half to
stay on side at the scrum
Head up
Stay balanced
Walk straight over
the ball
Dont kick backwards
Get out of the scrum
quickly to get into
support mode
Ask questions to check for understanding of the key factors. Ask players to comment on techniques and tactics that went well and
what didnt go so well. Can they suggest ideas to develop the weaknesses and utilise their strengths more often. Cool down on the way
back to the changing rooms. Re-introduce codes of conduct for players, coaches and referees (see rational).
Resources:
2 pupils
50 cones
1 whistle
Balance
Posture
Confidence
Strength

Rugby Group
Lesson 2
Warm up
Reinforce the reasons for warm up:
Jogging
Mobilising
Dynamic stretching
Skill development
Activities to raise the heart rate. As the body begins to work, it produces heat
from the active working muscles. This heat is distributed around the body,
causing not only an increase in muscle temperature, but also an increase in
whole body temperature.
Muscles work much more efficiently when they are warm, and are less
susceptible to damage. The nervous system also functions better when the
body temperature is increased, allowing better co-ordination of muscular work.
Warm ups are ideal for setting standards for performance; start as you mean to
go on.
Players should be taught about
balance/head up and flat back, when
in the scrum. It is also safer for the
players to step over the ball, as kicking
or heeling it backwards could result in
the SH being accidently kicked when
they go to pick up the ball.
The scrum laws for this scheme of

work (not necessarily IRB Laws)
A scrum is used to restart a game
after:
A knock on
A forward pass
Not straight at a lineout
Accidently offside in open play
Ball being kicked over the in goal or
directly into touch at kick off, by the
attacking team
The scrum starts when the ball is put into the scrum by the scrumhalf. The
scrum is over when the ball comes out of the scrum in any direction except the
tunnel, the scrum ends.
If the ball comes out of the tunnel then the scrum is reset. Defending SH to stay
behind own scrum until the ball is out of the scrum, otherwise he will be deemed
as offside.
The scrums are uncontestable and the team putting the ball in should be
allowed to walk forward and step over the ball.
Everyone not involved in the scrum except the scrumhalves, must stay back 5m
from the hindmost foot of your own players, who are in the scrum, until the ball
is out.
Tag Group
Lesson 3

National Curriculum
Design and carry out warm ups and cool downs
Introduce the use of decoy runners
Demonstrate the change of direction pass/dummy pass
Vocabulary:
Laws/Referee:
infringement occurred i.e. ball out of play (in 3m from touchline)
forward pass, knock on, running more than 3 paces after tag
Tag Rugby
Introduce the cut-out pass
Introduce the switch pass (change of direction pass)
Introduce instruction and explanation skills for coaches
Activity
Warm up /
cool down

Raising body temperature.
Using the narrow sides of the pitch as the try lines, play the game of drop off tag (7v7) i.e. after
each tag, the tagger (after giving the tag back) must run back and touch his own try line with
one of his/her feet before running back to take part in the game once again.
Game

Teacher to introduce the change of direction pass and the cut out pass by asking questions
such as how can we keep the ball away from the touchlines? and how can we utilise decoy
runners during a game?
Try to pull the answers from the players first of all and then set up a demonstration of how both
the use of decoy runners and change of direction passes may help break down defences.
Play a game where 1 pt is given for each successful decoy or change of direction pass is
performed (receiver of the ball crosses the gain-line).
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Key factors
Raise body temp

Dynamic stretch
Mobilise
Work hard to recycle
yourself into the game
Provide an option as a
receiver of a pass
Attract the defence
Good timing
Good line of run
Communication
Good decision-making
IDEAS for
Development
Area
Teacher to introduce the coaching skills of providing instruction and explanation:

1. Plan what to say before you speak.
2. Gain their attention before you start.
3. Keep the message simple.
4. Invite questions and check for understanding.
Allow players to practice getting the timing of the cut out pass and the switch pass in 3s or 4s.
Evaluation
Ask for comments on the tactics that can be used by the defenders when faced with decoy runners. Can they suggest ideas to develop
the weaknesses, and utilise their strengths more often e.g. where do we position the most skilful player? Ask for a volunteer to lead a
cool down on the way back to the changing rooms. Ask questions to check for understanding of the key factors for the use of a decoy
runner. Cool down.
Decision
Communication
Angles of run
Timing of decoy
Timing of pass

Catch and pass

Evade
Look for space
Attack space
Defend as a team
Decoy Runners:
Provide an option for
the ball carrier Choose
line of run early to
attract defender(s)
Call for the ball
Have hands ready
Switch:
Ball in 2 hands
Drag defender
Shield ball as long as
possible
Resources:
2 players
50 cones, 1 whistle
Drop off tag game (using a
narrow pitch). Diagrams of cut
out pass and switch pass
See video link:
Cut out & switch pass
Physical / mental

Aerobic fitness
Anaerobic fitness
Modified rules
Principles of play
Scoring system
Attitude to working hard
for the good of the team
Endurance
Speed
Hand and eye
co-ordination
Rules of the game
Reading the game
Ask about the fitness

requirements for tag
rugby, and check that
all players understand
the laws.

Warm up
Drop off tag (7 v 7).
Game
Using decoy runners to cause
confusion in a defensive formation.
Decoy to look like they are about to
receive the ball (hands up ready)
and also to call for the ball in order
to draw the attention of the defence
on to him/her.
Development area
Switch passes are used to change
the direction of the attack and is often
used to keep the ball away from the
touchline.
Tag Group
Lesson 3
Rugby Group
Lesson 3

National Curriculum
Design and carry out warm ups and cool downs
Introduce the use of decoy runners
Demonstrate the change of direction pass/dummy pass
Vocabulary:
Laws/Referee:
infringement occurred i.e. ball out of play (in 3m from touchline)
forward pass, knock on
Rugby Union
Introduce the cut-out pass
Introduce the switch pass (change of direction pass)
Introduce instruction and explanation skills for coaches
Activity
Warm up /
cool down

Raising body temperature and contact with shields, bodies or ground.
Using the narrow sides of the pitch as the try lines, play the game of Drop off Rugby (7v7)
i.e. after each tackle, the tackler must not try to play the ball, but run back and touch his own
try line with one of his/her feet before running back to take part in the game once again. Tackled
player places the ball for a support player and the game continues.
Game

Teacher to introduce the change of direction pass and the cut out pass by asking questions such
as how can we keep the ball away from the touchlines? and how can we utilise decoy runners
during a game?
Try to pull the answers from the players first of all and then set up a demonstration of how both
the use of decoy runners and change of direction passes may help break down defences.
Play a game where 1 pt is given for each successful decoy or change of direction pass is
performed (receiver of the ball crosses the gain-line).
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Outwitting an Opponent
Counter attack
Officiating
Coaching
Key factors
Raise body temp

Dynamic stretch
Mobilise
Work hard to recycle
yourself into the game
Catch and pass

Evade
Look for space
Attack space
Go forward
Support
Continuity
Pressure

A cut out pass and
a switch pass
Physical / mental

Aerobic fitness
Anaerobic fitness
Modified rules
Principles of play
Scoring system
Attitude to working hard
for the good of the team
Decoy runners:
Provide an option for
the ball carrier choose
line of run early to
attract defender(s)
Call for the ball
Have hands ready
Endurance
Speed
Hand and eye
co-ordination
Rules of the game
Working as a team for
maximum effect
Switch:
Ball in 2 hands
Drag defender
Shield ball as long
as possible
Teacher to introduce the coaching skills of providing instruction and explanation:

1. Plan what to say before you speak.
2. Gain their attention before you start.
3. Keep the message simple.
4. Invite questions and check for understanding.
Allow players to practice getting the timing of the cut out pass and the switch pass in 3s or 4s.
Evaluation
Ask for comments on the tactics that can be used by the defenders when faced with decoy runners. Can they suggest ideas to develop
the weaknesses, and utilise their strengths more often e.g. where do we position the most skilful player? Ask for a volunteer to lead
a cool down on the way back to the changing rooms. Jogging interspersed with gentle static stretching. Ask questions to check for
understanding of the key factors for the use of a decoy runner. Nominated player to lead a cool down.

Drop off rugby game (using a
narrow pitch). Diagrams of cut
out pass and switch pass
Provide an option as a
receiver of a pass
Attract the defence
Good timing
Good line of run
Communication
Good decision-making
IDEAS for
Development
Area
Resources:
2 players
50 cones, 1 whistle
5 Shields
Decision
Communication
Angles of run
Timing of decoy
Timing of pass
Attitude, speed, agility

Confidence
Competence
Fitness

Warm up
Contact game of Drop off Tackle
(after each tackle, the tackler must not
try to play the ball, but run back and
touch their own try line with one foot
before running back to take part in the
game once again).
Game
Using decoy runners to cause
confusion in a defensive formation.
Decoy to look like they are about to
receive the ball (hands up ready) and
also to call for the ball in order to draw
the attention of the defence on to
him/her.
Development area
Drift defence.
Show how 3 defenders can cover 4
attackers.
Starting alignment defenders stand
opposite the inside shoulders of
attackers and move onto next attacker
after 1st attacker has passed the ball.
Communicate from the inside.
Rugby Group
Lesson 3
Tag Group
Lesson 4

National Curriculum
Selecting and applying skills and tactics
Successfully use a range of tactics to outwit your opponents
Plan and execute set piece plays
Tag Rugby
Vocabulary:
Laws/Referee:
Free pass for off side and crossing but all other infringements
result in a scrum from the place where the infringement
occurred. If the ball/player in contact with the ball, goes
outside the field of play then restart with a line-out to the nonoffending team
Design and implement some set piece plays from

scrummage situations
Introduce a two-man line-out with 1 of the players throwing the
ball in
Coach using instruction and explanation skills
Activity
Warm up /
cool down
Game of Hare & Hounds.

Players choose a partner one player in each pair has a ball. The players stand next to each
other, inside the marked working area, with the rest of the group. On the call of go the ball
carrier tries to lose his partner. After a short while, the teacher or nominated player for the
warm up shouts stop to stop the whole group. If the chaser can tag the ball carrier (without
moving feet) the chaser gains a point if not, the ball carrier gains the point. Change roles.
This game is good for both marking an opponent and supporting a team member.
Game
A line-out is over and play resumes when the ball is passes out of the line-out or is dropped. Players
can now move forward within the 5m area. Have a 2m gap between touchline and line-out.
Play a game of Tag using the widest sides as the try lines.
Introduce a 1v1 line-out where 1 player throws the ball in from the sideline to a teammate who
has managed to outmanoeuvre his opposite number in the line-out by either moving forwards
or backwards. Once the player feels that he has created a space, and then he can call or
signal for the ball to be thrown in to him. The ball should travel in a straight line, down the
space between the two players in the line-out (space is arms length away from each other).
1 player from each side to act as a scrum-half but all the other players must be 5m back from
the line of touch. Nearest players from the line-out.
Key factors
Raise body temp

Dynamic stretch
Heads up
Evade everyone
Try to lose the ball carrier
Carry the ball in 2 hands

Hare and Hounds
Physical / mental

Play with your heads up

Look where the
opposition is and attack
the spaces
Keep the ball alive
Accurate throw in from
line-out
Catching
Communicate
Straight throw
Correct trajectory
Tactical
Tall players
Agile players
Good catchers
Agile defenders who
can jump
Endurance
Speed
Hand and eye
co-ordination
Rules of the game
Aerobic fitness
Anaerobic fitness
Confidence
Competence
Call for pass

Have hands ready
Deliver to scrum-half
Speed of delivery
Attitude, speed,
agility
Competence
In groups of 4, play some 1v1 line-outs where 2 attackers (thrower and catcher) work
together to win the line-out by outmanoeuvring and calling/signalling for the ball to be thrown
in. Players to work out their own system for communicating when the ball is to be thrown in.
4th player to act as a coach using instruction and explanation skills.
Evaluation
Ask questions related to the tactical aspects of line-outs i.e. benefits of size and shape of players to play in different roles.

Diagrams of 1v1 line-outs
showing the line of touch
Carry the ball in

2 hands to help with
balance and options
for passing
Evade everyone
Look for spaces
Be aware of chaser
IDEAS for
Development
Area
Starts
Restarts
Set piece plays
Scrum
Team strategy
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Line-out
Resources:
2 players
50 cones, 1 whistle
Agility/fast feet
Accurate throw
Communication
Good timing
Warm up
Agility
Scoring system
Aerobic fitness
Anaerobic fitness
Spatial awareness

Tag Group
Lesson 4
Warm up
Game of Hare & Hounds.
Good for both supporting and
defending skills.
The lineout
A line-out is used to restart a game
when the ball has gone outside of the
field of play (sides of pitch only).
The throw in goes to the team who is
not responsible for putting the ball off
the pitch. The line-out takes place in
line with where the ball crossed the
touchline on its way off the pitch.
The line-out 1 v1 is where the
receiver tries to lose his/her opposite
number by either moving forwards or
backwards.
(a) The Line-out begins when the ball leaves the hands of the player throwing it in
(b) Line-out ends
The line-out ends when the ball or a player carrying it leaves the line-out. This
includes the following:
When the ball is thrown, knocked or kicked out of the line-out, the line-out ends
When the ball or a player carrying the ball moves into the area between the
2-metre line and the touchline, the line-out ends
When a line-out player hands the ball to a player who is peeling off, the line-
out ends
When the ball is thrown beyond the 5-metre line, or when a player takes or
puts it beyond that line, the line-out ends
When a ruck or maul develops in a line-out, and all the feet of all the players in
the ruck or maul move beyond the line of touch, the line-out ends
When the ball becomes unplayable in a line-out, the line-out ends
Play restarts with a scrum
In the 1 v1 line-out the receiver tries to lose his/her opposite number through
use of fast feet. Having lost their opposite number the receiver calls or signals
for the ball to be thrown in.
Development area
Players to work out a system for
communicating, either verbally or by
the use of signals so that both the
thrower and the catcher know where
the throw is going.
Rugby Group
Lesson 4

National Curriculum
Selecting and applying skills and tactics
Successfully use a range of tactics to outwit your opponents
Vocabulary:
Laws/Referee:
outside the field of play then restart with a line-out to the
non-offending team
Rugby Union
Introduce a two-man line-out with 1 off the players throwing
the ball in
Coach using instruction and explanation skills
Activity
Warm up /
cool down
Nominated player to take a group warm up 5 minutes.

Players choose a partner one player in each pair has a ball. The players stand next to each
other, inside the marked working area, with the rest of the group. On the call of go the non ball
carrier tries to lose his partner. After a short while, the teacher or nominated player for the warm
up shouts stop to stop the whole group. If the chaser can touch his partner with the ball (without
moving feet) the chaser gains a point if not, the non ball carrier gains the point. Change roles.
This game is good for both marking an opponent and supporting a team member.
Game:
A line-out is over and play resumes when the ball is passes out of the line-out or is dropped.
Players can now move within the 5m area. Have a 2m gap between touchline and line-out.
Play a game, using the widest sides as the try lines.
Introduce a 1v1 line-out where 1 player throws the ball in from the sideline to a teammate who
has managed to outmanoeuvre his opposite number in the line-out by either moving forwards
or backwards. Once the player feels that he has created a space, and then he can call or signal
for the ball to be thrown in to him. The ball should travel in a straight line and down the space
between the two players in the line-out (space is arms length away from each other).
1 player from each side to act as a scrum-half but all the other players must be 5m back from
the line of touch. Rotate roles at every line-out.
Key factors
50 cones, 1 whistle
Shields for contact warm up
Diagram of 1v1 line-outs
showing the line of touch
and a 2 m space between
touchline and line-out
Hare and Hounds
Physical / mental
Raise body temp

Dynamic stretch
Heads up to evade
Ball carrier tries to lose
his partner
Carry the ball in 2 hands
Carry the ball in 2

hands to help with
balance and options for
passing
Evade everyone
Look for spaces
Be aware of chaser
Play with your heads up

Look where the
opposition is and attack
the spaces
Keep the ball alive
Accurate throw in from
line-out
Catching
Communicate
Straight throw
Correct trajectory
Tactical
Tall players
Agile players
Good catchers
Agile defenders who
can jump
Endurance
Speed
Hand and eye
co-ordination
Rules of the game
Recognise strengths of
own team
Physical attributes for
certain positions
Have hands ready

Dummy movement
Deliver to scrum-half
Speed of delivery
Ask about the physical

requirements for certain
positions
In groups of 4, play some 1v1 line-outs where 2 attackers (thrower and catcher) work together
to win the line-out by outmanoeuvring and calling/signalling for the ball to be thrown in. Players
to work out their own system for communicating when the ball is to be thrown in.
4th player to act as a coach using instruction and explanation skills.
Evaluation
Ask questions related to the tactical aspects of line-outs i.e. benefits of size and shape of players to play in different roles.

2 players
IDEAS for
Development
Area
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Correct trajectory
Resources:
Agility/Fast feet
Accurate throw
Communication
Good timing
Warm up
Cool down
Modified rules
Scoring system
Aerobic fitness
Anaerobic fitness
Spatial awareness

Warm up
Game of Hare & Hounds. Good for
both supporting and defending skills.
Game
Play a game introducing the 1v1
line-out.
The line-out 1v1 is where the
receiver tries to lose his/her opposite
number by either moving forwards or
backwards.
Development area
Players to work out a system for
communicating, either verbally or by
the use of signals so that both the
thrower and the catcher know where
the throw is going.
Rugby Group
Lesson 4
Tag Group
Lesson 5

National Curriculum
Adapt skills to different situations
Use an increasing range of personal techniques accurately
and fluently
Vocabulary:
Laws/Referee:
non-offending team
Tag Rugby
Plan and execute set piece plays from both scrum and line-out
situations
Player to coach using- demonstration, instruction and
explanation skills
Activity
Warm up /
cool down
Players to perform their own individual warm up routine.

Raising body temperature and dynamic stretches.
Game
Nominated referee to join in as a player unless unable to take part through illness or injury.
Play a game of Tag using the widest sides as the try line.
Introduce the concept of set piece attacks, which are pre-planned and can be performed from
scrums and line-outs when you know exactly here the defenders are.
Use loops, switches, decoy runners and cut out passes to break the defence down.
Overload players to one side of the scrum.
Speed of delivery from line-out.
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Key factors

Clips of some set piece plays
Physical / mental
Mobilise
Preparing for a game
More alert
Warm up
Cool down
Choose plays that align

themselves to the strengths
of your team
Perform them at pace to
prevent the defence from
taking counter measures
Perform a loop to
create overlaps
Perform a switch to
change the direction of
the attack
Perform a cut pass to
stop a drift defence
Use decoy runners
Speed
Rules of the game.
Increase work rate in
order to support
Identify
Communicate and
take advantage of
weaknesses in the
defence
Demonstration
Instruction and explanation
Individual skills
Unit skills
When to perform a
Loop/switch/cut out?
Matching the skills to

the decisions
Teacher to allow players time to devise and practice some set piece plays before allowing them
to go back into the game.
Nominate one player to act as coach and to practice giving a demonstration, instruction and
explanation. Question them about the key coaching elements of providing instruction and
explanation.
Evaluation
Ask the players how they chose their set piece plays? What criteria helped them decide on their plays? Can the players recognise and
describe how games affect their health and fitness. Ask about team strengths and areas for development.

Diag. of loop, switch and
overloading one side of
the scrum
Raise body temp

muscles
Dynamic stretch
IDEAS for
Development
Area
Resources:
2 players
50 cones, 1 whistle

Warm up
Individual warm up, followed by a game
of tag.
Game
Set piece play from a scrum, loops,
decoys and switches are useful to
break down organised defences at
set piece play such as scrums and
lineouts.
Development area
Set piece play.
Tag Group
Lesson 5
Rugby Group
Lesson 5

National Curriculum
Adapt skills to different situations
Use an increasing range of personal techniques accurately
and fluently
To improve the consistency, quality and choice of skills used.
Vocabulary:
Laws/Referee:
Contact rugby.
non-offending team
Rugby Union
Plan and execute set piece plays from both scrum and
line-out situations
Player to coach using- demonstration, instruction and
explanation skills
Activity
Warm up /
cool down
Nominated player to take a group warm up 5 minutes.

Players to perform their own individual warm up routine.
Raising body temperature and dynamic stretches.
Game
Play a game of Rugby using the widest sides as the try line.
Introduce the concept of set piece attacks, which are pre-planned and can be performed from
scrums and line-outs when you know exactly where the defenders are.
Teacher to ask questions to stimulate thought about which skills/tactics to use.
Use loops, switches, decoy runners and cut out passes to break the defence down.
Overload players to one side of the scrum.
Speed of delivery from line-out.
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Key factors

Set piece plays
Physical / mental
Mobilise
Preparing for a game
More alert
Less chance of injury
Choose plays that

align themselves to the
strengths of your team
Perform them at pace
to prevent the defence
from taking counter
measures
Perform a loop to
create overlaps
Perform a switch to
change the direction of
the attack
Perform a cut pass to
stop a drift defence
Use decoy runners
Demonstration
Instruction and
explanation
As above
Matching the skills to

the decisions
Teacher to allow players time to devise and practice some set piece plays before allowing
them to go back into the game.
Nominate one player to act as coach and to practice giving a demonstration, instruction
and explanation. Question them about the key coaching elements of providing instruction
and explanation.
Evaluation
Ask the players how they chose their set piece plays? What criteria helped them decide on their plays? Can the players recognise and
describe how games affect their health and fitness. Ask about team strengths and areas for development.

Diag. of loop, switch and
overloading one side of the
scrum
Raise body temp

muscles
Raise mental arousal.
Dynamic stretch
IDEAS for
Development
Area
Resources:
2 players
50 cones, 1 whistle
Shields for contact warm up.
Warm up
Cool down
Modified rules
Scoring system
Developing confidence
in contact
Endurance
Speed
Rules of the game
Increase work rate in
order to support
Reading the defensive
formations and being
able to take advantage
of any gaps or
weaknesses.

Warm up
Individual warm up, followed by a
game.
Game
Set piece play from a scrum, loops,
decoys and switches are useful to
break down organised defences at set
piece play such as scrums and line
outs.
Development area
Set piece play.
Rugby Group
Lesson 5
Tag Group
Lesson 6

National Curriculum
Adapt and develop the basic skills of attack, outwitting an
opponent
Select and apply tactics and strategies to attack and defend
successfully
Tag Rugby
Laws/Referee:
Tag rugby
non-offending team
Using all running, evasion, communicating, catching,

passing and support skills to solve problems in both attack
and defensive
Introduce the kick off and also demonstrate the key factors for
observation and analysis
Activity
Warm up /
cool down
Players work in pairs and warm up by taking it in turns to find short activities to help raise
the body temperature and some dynamic stretches to mobilise the joints for physical activity
(jogging, ball work, ladder work etc.)
Stop at regular intervals for some stretching.
Game
Play the 7v7 game from last week, starting by using the widest sides of the working area, as
the try lines and then half way through the game change to the narrow sides being the try lines.
Each different position of the scrums and line-outs will cause different technical and tactical
problems for each team.
Play 5 m offside lines from both scrum and line-out.
This is a chance to use some more set piece plays.
IDEAS for
Development
Area
Evaluation
Coaching skills and kick off. Give out tasks for micro coaching sessions for next week.
Teacher to introduce the kick off (drop kick) and also demonstrate the key factors for
observation and analysis:
1. Focus on each key factor one at a time.
2. Observe action several times from different positions.
3. Compare observation with correct template to find matches and mismatches.
4. Determine action: build on strengths, correct errors, do nothing.
How to hold the ball and kick just after the ball touches the ground.
Players to coach (1 coach to 4 players who drop kick the ball back and fore to each other).
Vocabulary:
Resources:
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Playmaker

2 players
50 cones, 1 whistle
Key factors

Mobilise
Dynamic stretching
Skill development
Jogging
2 ladder activities
(single tap and double
tap in each rung)
Where are the scrums/

line-outs?
How wide are the
spaces that we want to
attack?
Communication
Starting alignment
Playmaker
Coaching Tasks:
1. Tagging
2. Lateral pass
3. Manipulating attacker
4. Picking up a ball
5. Fixing an opponent
6. Ladder activity
7. Evasive skill
Kick offs/restarts
(see support video)
Set up
Holding the ball
Kick/follow through
Hang time
Chaser(s)
Pressure on catcher
Regain possession
Observe and question the players on the technical and tactical implications of the starting positions of both the attackers and the defenders
at a kick off or restart. What are the key factors for observing and analysing as a coach? Individual cool downs on way back to changing rooms.
Flat alignment
Deep alignment
Ball providers
Play makers
Ball users
Strike runners
Support runners

Ladder work for agility.
Diagrams of different starting
positions at kick off, orthodox
and split
Drop kick technique Ladder
work Kick off formations
Physical / mental

Warm up
Cool down
Modified rules
Scoring system
Endurance
Speed
Rules of the game
Increased work rate in
order to support
Reading the game
Problem solving
Gaining in both
competence and
confidence through skill
acquisition
Gaining in physical
fitness

Warm up
Short activities developing fast feet,
moving forwards and sideways.
Game
Each different position of the scrums
and line-outs will cause different
technical and tactical problems for
each team.
Development area
Drop Kick:
Hold the ball in two hands with the
points of the ball pointing straight up
and straight down.
Drop the ball to the ground (keeping it
vertical) and kick just after the ball
touches the ground.
Key factors for kick offs:
Win own kick offs
Accuracy
Hang-time
Chasers
Compete for ball
Support
Tag Group
Lesson 6
Rugby Group
Lesson 6

National Curriculum


Adapt and develop the basic skills of attack, outwitting an opponent
Select and apply tactics and strategies to attack and
defend successfully
Rugby Union
Vocabulary:
Laws/Referee:
Contact rugby
non-offending team
Using all running, evasion, communicating, catching, passing

and support skills to solve problems in both attack and defensive
Introduce the kick off and also demonstrate the key factors for
observation and analysis
Activity
Warm up /
cool down
Players work in pairs and warm up by taking it in turns to find short activities to help raise
(jogging, ball work, ladder work etc.).
Game
Play the 7v7 game from last week, starting by using the widest sides of the working area, as
the try lines and then half way through the game, the referee may change the pitch to the
narrow sides being the try lines. Each different position of the scrums and line-outs will cause
different technical and tactical problems for each team.
Play 5 m offside lines from both scrum and line-out.
This is a chance to use some more set piece plays.
(Pair work)
IDEAS for
Development
Area
Evaluation
Coaching skills and kick off. Give out tasks for micro coaching sessions for next week.
Teacher to introduce the kick off (Drop kick) and also demonstrate the key factors for
observation and analysis:
1. Focus on each key factor one at a time.
2. Observe action several times from different positions.
3. Compare observation with correct template to find matches and mismatches.
4. Determine action: build on strengths, correct errors, do nothing.
How to hold the ball and kick just after the ball touches the ground.
Players to coach (1 coach to 4 players who drop kick the ball back and fore to each other).
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Key factors

Mobilise
Dynamic stretching
Skill development
Where are the

scrums/ line-outs?
How wide are the
spaces that we want
to attack?
Communication
Starting alignment
Playmaker
Coaching Tasks:
1. Side tackle
2. Lateral pass
3. Manipulating
attacker
6. Front tackle
7. Evasive skill

Ladder work for agility.
Diagrams of different starting
positions for both attackers
and defenders.
Ladder work
Physical / mental
Jogging
2 ladder activities
(Single tap and double
tap in each rung)
Warm up
Cool down
Modified rules
Scoring system
Endurance
Speed
Rules of the game
Increased work rate
in order to support
Flat alignment
Deep alignment
Ball providers
Play makers
Ball users
Strike runners
Support runners
Kick offs/restarts
(see support video)
Set up
Holding the ball
Kick/follow through
Hang time
Chaser(s)
Pressure on catcher
Regain possession
Observe and question the players on the technical and tactical implications of the starting positions of both the attackers and the defenders
at a kick off or restart. What are the key factors for observing and analysing as a coach? Individual cool downs on way back to changing rooms.
Resources:
2 players
50 cones
1 whistle
Gaining in both
competence and
confidence through
skill acquisition.
Gaining in physical
fitness

Warm up
Short activities developing fast feet,
moving forwards and sideways.
Game
Each different position of the scrums
and line-outs will cause different
technical and tactical problems for
each team.
Development area
Drop Kick:
Hold the ball in two hands with the
points of the ball pointing straight up
and straight down.
Drop the ball to the ground (keeping it
vertical) and kick just after the ball
touches the ground.
Key factors for kick offs:
Win own kick offs
Accuracy
Hang-time
Chasers
Compete for ball
Support
Rugby Group
Lesson 6
Tag Group
Lesson 7

National Curriculum
Practice coaching peers using previously learnt coaching skills
Provide feedback to peers
Tag Rugby
Vocabulary:
Laws/Referee:
non-offending team
Maintaining continuity through use of all skills learned to date

Coaching using the skills of setting up a demonstration,
providing instruction and explanation, observation and analysis
Providing feedback as a coach
Activity
Warm up /
cool down
Players again work in pairs and warm up by taking it in turns to find short activities to help
raise the body temperature and some dynamic stretches to mobilise the joints for physical
activity (jogging, ball work, ladder work etc.). Introduce ball work/skills into the warm up.
Game
Play 7 v 7 TAG using 3 man scrums, 1v1 line-outs and kickoffs (5mins). At a line-out, play
should not resume until the ball is passed to the scrum-half. Both attacking and defending
sets of backs (except the scrum-halfs) must remain 5m away from the hind most foot of their
teammates in the scrum and 5m from the gain-line in the line-out, until either the scrum or
line-out is over.
IDEAS for
Development
Area
Teacher to demonstrate providing feedback Give out 5 minute coaching topics for next week
to second half of group. (Coaching groups of 3 or 4 players).
Providing feedback
1. Ask questions to generate self-feedback.
2. Limit information to 1-2 key points that will have the greatest effect on moving the individual
forward as a coach.
3. Give specific simple information.
4. Keep feedback positive.
Half of the group to deliver their 5-minute coaching tasks. Second half of the group to deliver
their tasks next week.
Evaluation
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Key factors
See lesson support:

Offside lines for scrums and
line-outs.
When are they over?
See video support link:
Video of a coach
Providing feedback
Physical / mental

Mobilise
Dynamic stretching
Skill development
Communicate
Perform stretches
properly and safely
Endurance
Speed
Prepare mentally
for game
Position of defence
Attack the spaces
Attacking alignments
Team work and
support
Match the technical

skill to the tactical
decision
Gaining in both
competence and
confidence through
skill acquisition
Gaining in physical
fitness as a player
Coaching topic
1. Tagging
2. Lateral pass
3. Manipulating
attacker
6. Ladder activity
7. Evasive skill
2 key factors for

each Development
Area to be coached
by the players
Coaching process
skills
Setting up a
demonstration
Gaining in both
competence and
confidence through
the acquisition of
coaching skills
Ask questions about the fitness requirements for tag and what happens to skills when fatigue sets in? Check on understanding of
how a coach provides feedback i.e. 1. Ask questions to generate self-feedback. 2. Limit information to 1-2 key points that will have the
greatest effect on moving the individual forward as a coach. 3. Give specific simple information. 4. Keep feedback positive.
Remind players who will act as coaches next week. Check that they remember their tasks.
Resources:
2 pupils
50 cones, 1 whistle

Tag Group
Lesson 7
Warm up
Warming up in groups of 4 jogging and
using the ball. Lateral passing, looping,
rolling a ball for team members to pick
up etc.
Coaching Sessions
Coaching Process Skills:
Coaching Session Tasks:

1. Tagging
2. Lateral pass
6. Ladder activity
7. Evasive skill
1. Planning, Organising, Delivering and Reviewing.

2. Providing demonstrations.
Position yourself and the demonstrating players, so that all others can see
and hear clearly
Focus attention on one or two key points at a time
Repeat demonstration more than once if required
Question players to check on understanding
3. Providing Instruction and Explanation:
Plan what you are going to say before you speak
Gain the players attention before you speak
Keep the message simple
Question the players to check for understanding and invite them to ask
questions in order to widen their understanding
4. Observation and Analysis:
Focus on one or two key factors at a time
Observe actions several times from different places
Compare observations with a template you know to be correct, to find
matches and mismatches
Determine your action: build on strengths, correct the errors, do nothing if no
action is needed
5. Providing Feedback
Ask questions to initially generate self- feedback from the player
Limit information to one or two key points (from you or the player)
Give specific simple information, especially if the player raises a number of
points
Keep feedback positive
Principles of Coaching
All coaching sessions should follow
the APES Principles: ACTIVE,
PURPOSEFUL, ENJOYABLE
and SAFE.
Rugby Group
Lesson 7

National Curriculum
Practice coaching peers using previously learnt coaching skills.
Rugby Union
Vocabulary:
Laws/Referee:
non-offending team
Maintaining continuity through use of all skills learned to date.

Providing feedback as a coach.
Activity
Warm up /
cool down
Players again work in pairs and warm up by taking it in turns to find short activities to help raise
(jogging, ball work, ladder work). Introduce ball work/skills into the warm up for contact.
Game
Play 7v7 using 3 man scrums, 1v1 line-outs and kickoffs (5minutes)
Both attacking and defending backs (except the scrum-halfs) must remain 5m away
from the hind most foot of their teammates in the scrum and 5m from the gain-line (an
imaginary line running through the middle of the line-out and parallel to the try lines) in a
line-out, until either the scrum or line-out is over (see support page).
IDEAS for
Development
Area
Evaluation
Teacher to demonstrate providing feedback. Give out 5 minute coaching topics for next
week to second half of group. (Coaching groups of 3 or 4 players).
Providing feedback:
1. Ask questions to generate self-feedback.
2. Limit information to 1-2 key points that will have the greatest effect on moving the
individual forward as a coach.
3. Give specific simple information.
4. Keep feedback positive.
Half of the group to deliver their 5-minute coaching tasks. Second half of the group to
deliver their tasks next week.
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Key factors

2 pupils
50 cones, 1 whistle

Offside lines for scrums and
line-outs.
When are they over?
See video link:
Video of a coach
Providing feedback
Physical / mental

Mobilise
Dynamic stretching
Skill development
Communicate
Perform stretches
properly and safely
Endurance
Speed
Prepare mentally
for game
Position of defence
-- Attack the spaces
-- Attacking alignments
-- Team work and
support
Match the technical

skill to the tactical
decision
Scanning and
making decisions
based on information
Gaining in both
competence and
confidence through
skill acquisition
Gaining in physical
fitness as a player
Coaching topic
1. Picking up a rolling ball
2. Lateral pass
4. Front tackle
6. Side tackle
7. Evasive skill
2 key factors for

each Development
Area to be coached
by the players
Coaching process
skills
Setting up a
demonstration
Gaining in both
competence and
confidence through
the acquisition of
coaching skills
Ask questions about the fitness requirements for tag and what happens to skills when fatigue sets in? Check on understanding of
how a coach provides feedback i.e. 1. Ask questions to generate self-feedback. 2. Limit information to 1-2 key points that will have
the greatest effect on moving the individual forward as a coach. 3. Give specific simple information. 4. Keep feedback positive.
Remind players who will act as coaches next week. Check that they remember their tasks.
Resources:

Rugby Group
Lesson 7
Warm up
Warming up in groups of 4 jogging
and using the ball. Lateral passing,
looping, rolling a ball for team
members to pick up etc.
Coaching Sessions

1. Tagging
2. Lateral pass
6. Ladder activity
7. Evasive skill

and hear clearly
action is needed
points
and SAFE.
Tag Group
Lesson 8

National Curriculum
Vocabulary:
Laws/Referee:
No Game but everyone will have the opportunity to referee one
of the TAG games in the tournaments during lessons 9 and 10
of this Invasion Game programme
Tag Rugby
Activity
Warm up /
cool down
Players again work in pairs and warm up by taking it in turns to find short activities to help
raise the body temperature and some dynamic stretches to mobilise the joints for physical
activity (jogging, ball work, ladder work etc.). Introduce ball work/skills into the warm up.
Game
Teach to use support page to record the players selected for each team.
No time for a game as this lesson is about developing coaching skills and selection of teams
for the tournaments for the next 2 lessons.
Combine both the Tag and Contact groups and select approximately 7 teams of 4 (depending
on size of the class) for a TAG rugby tournament, during lessons 9 and 10. Each game to be
5 minutes each way (see support page for the tournaments).
IDEAS for
Development
Area
Evaluation
Teacher to watch the second half of the group deliver the coaching tasks they were given
last week.
Teacher to give feedback on the coaching skills of the individual players:
-- Setting up demonstrations, providing instruction and explanation, observing and analysing
and providing feedback.
-- How well did they do in applying the APES principles?
Key factors

2 players
50 cones
See lesson support:
Sheet for recording team
selections
See video support link:
Coaching skills
Physical / mental

Dynamic stretch
Show different dynamic

stretches that work on
major muscle groups
Knowledgeable of why
and how to warm up the
body
No Game
No Game
No Game
Coaching Skills
Depends on techniques/
skills being coached
Coaching process skills

Setting up a
demonstration
Gaining in both
competence and
confidence through
the acquisition of
coaching skills
Observe the nominated coaches. Give feedback on coaching skills planning, organisation, communication and delivery.
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Resources:

Tag Group
Lesson 8
Warm up
Coaching Sessions

1. Tagging
2. Lateral pass
6. Ladder activity
7. Evasive skill

and hear clearly
action is needed
points
and SAFE.
Rugby Group
Lesson 8

National Curriculum
Rugby Union
Vocabulary:
Laws/Referee:
Rotate referees so that each Referee has the opportunity to
referee a game of rugby for 5 minutes max (3 different referees
to be used during the lesson
Referee to think about his/her positioning to get best possible
view of play

Activity
Warm up /
cool down
Partner warm ups as last week, followed by further activities to prepare for contact rugby
e.g. whilst on knees, face partner and on the command of wrestle, try to pin your partners
shoulders to the ground.
Game
No time for a game as this lesson is about developing coaching skills and selection of teams for
the tournaments for the next 2 lessons
Combine both the Tag and Contact groups and select approximately 7 teams of 4 (depending
on size of the class) for a TAG rugby tournament, during lessons 9 and 10. Each game to be
5 minutes each way (see support page for the tournaments).
IDEAS for
Development
Area
Evaluation
Teacher to watch the second half of the group deliver the coaching tasks they were given
last week.
Teacher to give feedback on the coaching skills of the individual players:
-- Setting up demonstrations, providing instruction and explanation, observing and analysing
and providing feedback.
-- How well did they do in applying the APES principles?
Give feedback on coaching skills planning, organisation, communication and delivery.
Key factors
Raise body temp

Dynamic stretch
Get body ready
for contact
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Resources:
2 players
50 cones, tackle bags
1 shield per 2 players,
if possible
Sheet for recording team
selections
See video link:
Coaching skills
Physical / mental
Show different dynamic

major muscle groups
Reflecting correctly
on performance
Able to transfer physical
competency into sportspecific activities
No Game
No Game
No Game
Coaching Skills
Depends on techniques/
skills being coached
Coaching process skills

Setting up a
demonstration.
Gaining in both
competence and
confidence through
the acquisition of
coaching skills

Rugby Group
Lesson 8
Warm up
Coaching Sessions

1. Tagging
2. Lateral pass
6. Ladder activity
7. Evasive skill

and hear clearly
action is needed
points
and SAFE.
Tag Group
Lessons 9 and 10

National Curriculum
Give pupils the experience of being in an Invasion Game
tournament
Help pupils work as a team in a tournament
Help pupils to discover the art of refereeing
Tag Rugby
Tag Tournament - 4v4
Match the technical skills to the tactical decisions
Utilise principles of play go forwards, support, continuity
and pressure
Referee the game of tag
Apply APES principles to the tournament: Active, Purposeful,
Enjoyable and Safe
Complete pupil assessment sheets
Vocabulary:
Laws/Referee:

Law:
Full TAG laws (See support pages). 4 v4 no scrums or
line-outs - only free passes for infringements. All defenders
must stand back as quickly as possible, at least 1m from the
Gain-line which runs from touchline to touchline, through the
tagged player, otherwise they will be offside
Referee:
Positioning to be able to see widest part of the playing area
Activity
Warm up /
cool down
Players warm up as a team of 4 using ball-handling (whilst jogging) activities to help raise the
body temperature. The handling should be interspersed with some dynamic stretches to stretch
the muscles and mobilise the joints).
Game
Play a tag game with the try lines on the longest sides of the working area. Let the players
organise themselves as a team to attack and defend and also allow them to play in different
positions. Each team to consist of 4 players. There are no scrums or line-outs, just free passes
for infringements. After 5 tags, the ball is turned over to the opposing team.
Key factors
IDEAS for
Development
Area
Teacher to observe the tournament and complete as much of, and as many of, the individual
assessment sheets as possible.
Evaluation
Give feedback to whole group on the teams performances and everyones sportsmanship.
Cool down to be led by the nominated captain of each team on the way back to the changing rooms.
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Resources:
2 players
50 cones
3 whistles
See lesson support:

Match results sheet
See video link:
Tag Game 4v4
Physical / mental
Raise body temp

Dynamic stretch
Show dynamic
major muscle groups
Reflecting on individual
warm up routines
correctly
Are we prepared both
physically and mentally
for this game?
Principles of attack
Principles of defence
Principles of support
Handling Evading
Supporting skills
Recognise and utilise
own teams strengths/
opponents deficiencies.
Able to transfer physical

competency into sportspecific activities.
Teacher observations
for assessment
for assessment
for assessment

Tag Group
Lessons 9 & 10
Warm up & tournament

Warming up in selected teams of 4. Nominate a captain who can then lead the warm up; jogging and using the ball.
Lateral passing, looping, rolling a ball for team members to pick up etc.
Tournament
Tournament Organisation (7 teams of 4 players):
TAG Tournament Full tag rules for

teams of 4 (no scrums or lineouts).
5 Minutes each way.
Tag group and contact group

to combine and select teams of
4 players.
1 team each round of the tournament
to act as referees.
Teams
Teams
Teams
Referees
Round 1
AvE
BvF
CvG
D
Lesson 9
Round 2
Round 3
Round 4
AvF
DvF
CvF
DvE
BvG
CvE
AvG
BvE
DvG
Lesson 10
Round 5
Round 6
CvA
BvA
FvG
BvD
E
CvD
EvG
F
Teams to select their own team names.

Go forward, support, continuity and pressure.
All players should remember to:
1. Challenge the defence this means no player should take the ball standing still. Look to penetrate or outflank.
2. Keep running in attack. Support, realign, run dummy lines, take the ball up.
3. To support the ball carrier. Try to offer the ball carrier a number of options.
4. Defenders should be constantly on the move. Running back into line and then forward again together to prevent leaving
any gaps in the defence.
5. Anticipate the TAG or touch, dont wait for it to happen. The ball carrier should be able to pass because he wants to, not
because he is forced to.
6. Utilise own strengths and take advantage of opponents weaknesses.
Results table
Teachers to observe the games and
complete assessment sheets.
2 pts for a win, 1 pts for a draw and
0 pts for a loss.
B
C
D
E
F
Totals
Position
Winner
Rugby Group
Lessons 9 and 10

National Curriculum
Give pupils the experience of being in an Invasion Game
tournament
Help pupils work as a team in a tournament
Help pupils to discover the art of refereeing
Rugby Union
Tag Tournament - 4v4
Match the technical skills to the tactical decisions
Utilise principles of play go forwards, support, continuity
and pressure
Referee the game of tag
Apply APES principles to the tournament: Active, Purposeful,
Enjoyable and Safe
Complete pupil assessment sheets
Activity
Vocabulary:
Laws/Referee:

Law:
Full TAG laws (See support pages). 4 v4 no scrums or
line-outs - only free passes for infringements. All defenders
must stand back as quickly as possible, at least 1m from the
Gain-line which runs from touchline to touchline, through the
tagged player, otherwise they will be offside
Referee:
Positioning to be able to see widest part of the playing area
Warm up /
cool down
Players warm up as a team of 4 using ball-handling (whilst jogging) activities to help raise
the body temperature. The handling should be interspersed with some dynamic stretches to
stretch the muscles and mobilise the joints).
Game
Play a tag game with the try lines on the longest sides of the working area. Let the players
organise themselves as a team to attack and defend and also allow them to play in different
positions. Each team to consist of 4 players. There are no scrums or line-outs, just free
passes for infringements. After 5 tags, the ball is turned over to the opposing team.
Key factors
IDEAS for
Development
Area
Teacher to observe the tournament and complete as much of, and as many of, the individual
assessment sheets as possible.
Evaluation
Give feedback to whole group on the teams performances and everyones sportsmanship.
Cool down to be led by the nominated captain of each team on the way back to the changing rooms.
Starts
Restarts
Set piece plays
Scrum
Team strategy
Tournaments
Competitions
Preparation
Fitness
Counter attack
Officiating
Coaching
Raise body temp

Dynamic stretch
Prepare for a contact
session
Resources:
2 players
50 cones
3 whistles
Match results sheet
See video link:
4v4 game
Physical / mental
Show dynamic
stretches that work
on major muscle
groups
Reflecting on the
team warm up are
we prepared both
physically and
mentally for this
game?
Principles of attack
Principles of defence
Principles of support
Handling Evading
Supporting skills
tackling - Recognise
and utilise own
teams strengths
Attitude, developing
confidence
Understanding
the psychological
implications of good
strong tackles
Teacher
observations for
assessment
Teacher
observations for
assessment
Teacher
observations for
assessment

Rugby Group
Lessons 9 & 10
Warm up
Warming up in selected teams of 4. Nominate a captain who can then lead the warm up; jogging and using the ball.
Lateral passing, looping, rolling a ball for team members to pick up etc.
Tournament
Tournament Organisation (7 teams of 4 players):
Full tag rules for teams of 4 (no

scrums or lineouts).
5 Minutes each way.
Tag group and contact group

to combine and select teams of
4 players.
1 team each round of the tournament
to act as referees.
Teams
Teams
Teams
Referees
Round 1
AvE
BvF
CvG
D
Lesson 9
Round 2
Round 3
Round 4
AvF
DvF
CvF
DvE
BvG
CvE
AvG
BvE
DvG
Lesson 10
Round 5
Round 6
CvA
BvA
FvG
BvD
E
CvD
EvG
F
Teams to select their own team names.

Go forward, support, continuity and pressure
All players should remember to:
1. Challenge the defence this means no player should take the ball standing still. Look to penetrate or outflank.
2. Keep running in attack. Support, realign, run dummy lines, take the ball up.
3. To support the ball carrier. Try to offer the ball carrier a number of options.
4. Defenders should be constantly on the move. Running back into line and then forward again together to prevent leaving
any gaps in the defence.
5. Anticipate the TAG or touch, dont wait for it to happen. The ball carrier should be able to pass because he wants to, not
because he is forced to.
6. Utilise own strengths and take advantage of opponents weaknesses.
Results table
Teachers to observe the games and
complete assessment sheets.
2 pts for a win, 1 pts for a draw and
0 pts for a loss.
B
C
D
E
F
Totals
Position
Winner

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Tag Group

Rugby Football Unions School Curriculum

Demonstrate the principles of warm up and cool down

Description and set-up

1 player nominated each lesson to take a group warm up 6 minutes.

Raise body temperature

Look for a space

 Receiver to find space

Run away from chasers

Catch and pass

Rugby Football Unions School Curriculum

Learning from year 8:

No activities for the development area

Use this time to assess what has been

Apply the principles warm up and cool down

Rugby Football Unions School Curriculum

Demonstrate the principles of warm up and cool down

Description and set-up

1 player nominated each lesson to take a group warm up 5 minutes.

1 player to be nominated to referee although they may continue to play as a player.

1 rugby ball per person

Raise body temperature

Look for a space

Receiver to find space

See lesson support page.

Rugby Football Unions School Curriculum

Learning from year 8

No activities for the development area

Use this time to assess what has been

Apply the principles warm up and cool down

Rugby Football Unions School Curriculum

Description and set-up

1 player to be nominated to referee although they may continue to play as a player.

Nominated player to take a group warm up 5 minutes

1 rugby ball per person if

Raise body temp

Catch and pass

Putting the ball into

Heads up/Flat back

Rugby Football Unions School Curriculum

Rugby Football Unions School Curriculum

Description and set-up

Nominated player to take a group warm up (5 mins).

1 player to be nominated to referee although they may continue to play as a player.

Teacher to show how to set up a 3 man un-contestable scrum safely.

See lesson support page:

Raise body temp

Preparing for activity,

Putting the ball into

Heads up/flat back

Rugby Football Unions School Curriculum

Reinforce the reasons for warm up:

The scrum laws for this scheme of

Rugby Football Unions School Curriculum

Description and set-up

Nominated player to take a group warm up (5 mins).

1 player to be nominated to referee although they may continue to play as a player.

Raise body temp

Teacher to introduce the coaching skills of providing instruction and explanation:

Receiver to find space