# data[].attributes.body
Chambers & Luttrell, SCPE Physical Education Learning wall, TGfU: Learning Domain Podium, 2013

# data[].attributes.body
SCPE, Senior Cycle PE Framework, Essential Elements, 2020, p.29 & 30.

# data[].attributes.body
Griffin & Butler, Teaching Games for Understanding: Theory, Research, and Practice, 2005, p.71

# data[].attributes.body
Each of the lesson plan titles, (eg) Games Making, are “Essential Elements” from Senior Cycle PE Framework (SCPE, 2020, P.29)

# data[].attributes.body
Jumping
Throwing
Balance
Striking

# data[].attributes.body
WEEK 1
Invasion Games

LI: Principles of attacking and creating space in Soccer.
T GfU Approach

1. Game
2. Drill
3. Game
Focus on attacking principles and modified soccer games

Sport-related warmup using RAMP technique.

Short soccer game.

Drill based on attacking, creation of space and any difficulties that may arise for students.

Modified game to promote attacking skill.

Discussion on approach.

Cool-down activity

# data[].attributes.body
WEEK 2

Invasion Games

LI: Principles of defending and decision making in soccer.

TGfU Approach

Playing defensively and  making correct decisions epitomised.

Student-focused lesson through choosing games and critiquing activities.

Warmup – Students, RAMP principles applied.

Modified soccer game.

Group work to come up with a soccer drill.

Participation in created drill.

Discussion on games-making and tactical play.

Cool-down activity.

# data[].attributes.body
WEEK 4
Net Games
LI: Modified Crab soccer – Attacking and defensive principles.
TGfU Approach
Shots, block, tackle & spatial Awareness

Nets set up by students
Example of various shots (standard, straight, bending, toe)
Discussion on appropriateness/ the accessibility of varied shots during a game.(Literacy)
Peer-Video analysis on the technique of various shots (4 R’s to reflect Reporting, Relating, Reasoning, Reconstrcution) (literacy)
6 v 6 Games.
Dismantle of nets & discussion on the class.

# data[].attributes.body
WEEK 5
Striking and fielding

LI: Play Rounders – modified so the ball is rolled along the ground and kicked into the field.

TGfU Approach

Kicking – power, accuracy, into space.

Fielding – Two hands, one hand/two hands, cup the hand.

Introduction of topic.

Over the River game (kicking and fielding).

Discussion on game.

Students modify game to progress their spatial awareness and skill level

Modified game.

Discussion on class

# data[].attributes.body
WEEK 6
Striking / Fielding Games

LI: Play Modified Rounders – Rules, Boundaries and Game-sense.

TGfU Approach

Rules – Points/routines when catch occurs.

Boundaries – Appropriate boundaries set out.

Students set up equipment

Game of modified rounders like last week.

Critique team performance together. (literacy)

Revisit game applying team-assessment ideas.

Cool-down activity.

Discussion on strand and games-approach.

# data[].attributes.body
"1. Outline the elements that give form to the selected game
including rules, boundaries and scoring
2. Critique if and how the rules contribute to making a game
enjoyable and challenging
3. Agree the ‘important rules’ that will be observed as they
participate in the selected sport
4. Set up an appropriate attacking play, either themselves or as a
supporting player in different attacking scenarios
5. Defend space on their play area when under attack in a variety
of scenarios
6. Participate effectively as part of a team, including
communicating effectively
7. Create a new game with their peers which demonstrates an
understanding of the main tactics and principles of the games
category being studied
8. Refine the game through a series of practices
9. Teach the new game to their peers, including refining it as
necessary" (SCPE, 2020, P.30)

# data[].attributes.body
6th Year A

# data[].attributes.body
Female, 24 students

# data[].attributes.body
Soccer, 6 weeks, 6 lessons

# data[].attributes.body
My outlook on PE is that it can often be a means of not only helping students to learn new material, but it can
also be a means of encouraging the students to build and improve on things that they already do.
Each week students will unknowingly encounter activities that they may have completed before, this means
that they will be able to use their previous knowledge and then build on it. This for me is something that I
strongly believe in, as it allows students to feel as though they are quite competent in a certain area.
This UoL means students will be very active, which as a PE teacher, is something I believe that all students
should be in a PE class. They will work as a class, helping to build on teamwork, in order to spur each other on
and complete each task to the best of their ability. This for me is hugely important as it builds on
communication skills and teamwork skills.

# data[].attributes.body
This TGfU unit will be delivered through the soccer strand. This sport is popular in the school and many girls partcipate in it outside of school. The TGfU model will ensure that students maximise 'game' time whilst developing already acquired skills through fun, active game settings. As this model looks to facilitate partincpants' playing, understanding and enjoyment of games (Griffin & Butler, 2005, p. 71), they will learn the importance of teamwork, communication, offensive/defensive plays , as well as the importance of promoting women in sport.

# data[].attributes.body
GOLD -Cognitive: "Tactical awareness and decision making in games. Developing an understanding of when and how a skill will be used based on an awareness of the need for the skill.”
SILVER -Psychomotor: "Participation in games to promote Game Sense. Skill learning in the context of the game and tactical understanding in conjunction with skill development.”
BRONZE -Affective: “Enjoy participating in games, display positive attitudes and good sportsmanship.”
Chambers, F & Luttrell, S (2013)

# data[].attributes.body
Students have completed soccer before inside and outside of the school setting, they are familar with the rules and have a basic skillset surrounding soccer. They are excited to be involved in a physical and active setting.

# data[].attributes.body
Assessment Modes
Assessment is completed on a continuous basis throughout the UoL. Assessment will include a portfolio where students must produce a piece of work, written or visual, that represents their retention of a skill.
Assessment in this particular Unit includes:
Teacher Assessment – Feedback
Self-Assessment – Aware of performance
Peer-Assessment – Video analysis

# data[].attributes.body
WEEK 3
Net games
LI: Modified Crab soccer – Introduce sport to students , explain that it has transferrable skills.
TGfU Approach
Rules, pitch dimensions (numeracy), scoring

Nets set up under supervision
Introduction to general rules (literacy) and pitch dimensions.
Scoring battles, keeping count of scores (numeracy).
Practice shots of difficulty (kicking the ball over the net in crab position).
King of the castle game.
Dismantle of nets & Discussion on the lesson.