Flag skills basics

Overview

In this first lesson of four, students are introduced to the basics of Flag Rugby, focusing on safe flag handling and non-contact techniques. They will learn how to capture flags, avoid flag removal, and practice correct body positioning and controlled movements, setting up for later Flag Rugby games.

Learning intentions

• WALT: Identify and understand the basic skills of Flag Rugby.
• WALT: Use a safe grip on a flag and hold it in the correct position to protect it.
• WALT: Perform controlled movements to avoid flag removal and pass while moving safely.

Success criteria

• I can show a correct flag grip and protect my flag safely.
• I can hold my flag with good body positioning (feet stable, shoulders relaxed) to avoid flag removal.
• I can move and pass the ball while protecting my flag and creating space without contact.

Curriculum links

• Movement skills: developing fundamental movement patterns and applying them safely in physical activity.
• Personal health and physical development: practising safety, responsibility, and respectful behaviour.
• Participation: engaging in activities, taking turns, and responding to feedback.
• Lifelong learning: building self-awareness of how to improve technique.

Lesson structure (45 minutes)

1. 0–5 min | Hook + safety chat

• Use the introduction slides to show a “before/after” comparison: messy flag rugby play vs controlled flag rugby play in personal space. Ask: “What do you notice that makes one safer?”
• Quickly cover safety rules: flags stay below shoulder height, no physical contact or tackling, travel with space awareness, and listen immediately on “freeze”.

2. 5–10 min | WALT unpack + model

• State WALT and share the success criteria verbally and briefly on the board.
• Demonstrate (slow, clear) the basic grip and starting position: dominant hand grips the flag handle, non-dominant hand supports if needed, feet apart, knees soft, eyes forward.

3. 10–15 min | Grip practice stations (micro-skill)

• Students rotate through two short rounds: “show me your grip” and “show me your starting hold”.
• Teacher checks quickly using a simple visual checklist: grip secure, wrist neutral, flag held away from body and others to protect it.
• Dyslexia-friendly: point to a large-print written outline of key terms (grip, handle, protect, space, freeze) displayed where students can see it.

4. 15–22 min | Teaching controlled movement and flag protection (whole class)

• Return to the introduction slides for step-by-step visual instructions: set position → move with control to avoid flag removal → stop on the teacher cue.
• Students practise a “3-step controlled movement”: reach, move safely, protect flag.

5. 22–30 min | Partner practise: passing and flag protection

• Students work in pairs facing diagonally (not directly). One partner passes the ball while the other practices flag protection and avoiding flag removal.
• Use Think–Pair–Share talk prompts to focus attention (teacher says: “Think: how do you protect your flag? Pair: compare. Share: one improvement.”). Reference discussion norms poster if helpful.

6. 30–38 min | Game build: “Freeze and Pass the Space”

• Set a small play area with clear boundaries. Students practise moving one step at a time while keeping their flags protected and passing when allowed, then freezing instantly.
• Teacher calls: “Pass!” then “Freeze!” Students stop their motion and hold still for one count, then restart. Focus on control, spacing, and flag protection.

7. 38–45 min | Plenary + exit check

• Students return to the slide deck moment for a final “success criteria recap” on the introduction slides.
• Quick formative check: each student performs a 5-second flag protection stance and controlled pass for teacher observation, while peers wait safely and watch for one positive example (“I noticed…”).
• Finish with an exit reflection using success criteria exit ticket slips: students tick what they achieved and write one improvement goal (one sentence or a key word).

Resources

• the introduction slides (hook, modelling steps, safety prompts, plenary recap)
• the flag skills practice worksheet (hand-in or used during partner check for key terms; see fence prompt)
• Flags (one per student), preferably lightweight and consistent handle length
• Cones/tape for boundaries and safe “freeze zones”
• Large-print term outline for dyslexia-friendly access (e.g., grip, handle, wave, space, freeze)
• Small stopwatch or timer for partner rounds
• Teacher checklist clipboard for grip/position/controlled wave
• Extra flags for swaps in case of faulty equipment

Assessment

• Teacher observation during stations and partner practise for grip, body positioning, and controlled waving.
• Exit ticket to confirm which success criteria students met and identify one next step.
• Informal peer feedback during partner practise (observer focuses on one criterion only).

Differentiation

• Support for visual learners: use the introduction slides visuals repeatedly; keep the large-print term outline visible; demonstrate from multiple angles.
• Support for students needing extra guidance: start with flags held at waist height; allow a “support hand” grip; give short, repeated practise rounds (5–10 seconds); focus on flag protection and safe movement.
• EAL support: use consistent phrases (“Start position”, “Protect”, “Pass”, “Freeze”) and non-verbal modelling; pair with a buddy for clarity.
• Extension for advanced learners (if ready during the partner round): add faster-to-slower passing tempo changes and controlled diagonal movement while maintaining flag protection and spacing.