Overview

This is a detailed 60-minute PE lesson plan designed for Year 7 students (11–12 years old) focusing on fundamental fielding skills in rounders. The plan aligns strictly with the National Curriculum for England's key stage 3 Physical Education framework, emphasising developing practical skills, teamwork, communication, and healthy competition. The lesson is tailored to a class of 24 students and follows a structured teaching and learning model with clear success criteria, differentiation, and assessment points.

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National Curriculum Links

• Pupils should be taught to:
  • use running, jumping, throwing, and catching in isolation and in combination (KS3 - NC PE)
  • play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending (Rounders as a bat-and-ball game)
  • develop competence, control, and fluency in fundamental movement skills (fielding techniques)
  • engage in activities that improve teamwork, leadership, and communication skills

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Learning Objectives (WALT)

• WALT: Learn and demonstrate correct fielding techniques in rounders, specifically the long barrier and picking up on the move.
• WALT: Understand the importance of communication and asking questions during team play.
• WALT: Apply fielding skills accurately during drills and mini-game scenarios to prevent the ball from scoring.

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Success Criteria

• Students can demonstrate the long barrier technique consistently and safely.
• Students perform accurate underarm and overarm throws while moving.
• Students communicate effectively with teammates during activities.
• Students show improved ability to collect the ball on the move using correct foot positioning and body alignment.

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Key Vocabulary & Questions

Vocabulary

• Long barrier
• Underarm throw
• Overarm throw
• Fielding position
• Communication
• Accuracy
• Teamwork

Key Questions

• What is the purpose of the long barrier in fielding?
• How do you position your body when picking up the ball on the move?
• Why is communication important when fielding?
• How can asking questions improve your learning in PE?

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Resources

• Rounders balls (12–14)
• Rounders bats
• Cones for marking fielding positions
• Whistles
• Visual posters illustrating:
  • Long barrier technique
  • Correct throwing positions (underarm and overarm)
  • Fielding stance and footwork
  • Communication cues (e.g. calling ball, asking questions)
• Stopwatch or timer
• Clipboards and pens for peer/self-assessment

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Timed Outline of the Lesson (60 minutes)

Time	Activity & Description	Teaching & Learning Strategies	Role of Colleague	Assessment Points
0–5 min	Starter & Introduction:

• Briefly explain objectives (WALT posters shown)
• Quick warm-up with "Bucket Ball" (throwing accuracy and reaction)
• Ask starter questions about communication and fielding from Yr 8 resource
  “Why is asking questions important in PE?” | Whole-class discussion using visual posters and questioning
  Talk partner discussions to articulate answers
  Teacher models confident communication | Lead teacher
  Assistant supports questioning | Formative questioning
  Observation of engagement in discussion | | 5–15 min | Demonstration & Modelling of Techniques:
• Teacher demonstrates the long barrier technique and picking up ball on the move (use slow-motion and breakdown)
• Use visual poster for reference
• Coach key points:
  • Feet shoulder-width apart, knees bent
  • Glove (hand) low, body behind the ball
  • Eyes tracking ball
• Demonstrate underarm throw back to feeder and overarm throw for accuracy | Visual demonstration
  Use of coaching points displayed on poster
  Pair discussion for understanding before practicing | Lead teacher
  Assistant supports groups | Check understanding through questioning
  Peer feedback for technique awareness | | 15–35 min | Skills Practice:
• Students work in pairs then groups of three practicing:
  • Long barrier catches and pick-up on the move
  • Running to ball, picking it up correctly, and underarm/overarm throws back
• Teacher circulates providing feedback using coaching points:
  • “Keep your body low to the ground.”
  • “Watch the ball onto your hands.”
  • “Use your legs to move quickly, don’t just lean forward.”
• Encourage students to ask questions if unclear
• Extension for advanced learners: focus on quick turn and throw technique with accuracy | Paired and small group work
  Peer and self-assessment using clipboards
  Encourage ‘question asking’ for support | Lead teacher
  Assistant monitors small groups | Formative assessment via observation
  Peer-assessment for communication and technique | | 35–50 min | Mini-Game – Chaos Bucket Ball (Modified Rounders fielding drill):
• Fielders can immediately collect balls on the ground and throw back to feeder
• Encourage communication and coaching each other
• Focus: application of long barrier and picking ball on the move in game context
• Teacher prompts with questions during play:
  • How are you communicating with your team?
  • Are you using the long barrier?
  • Why do we throw underarm or overarm here? | Game-based learning
    Peer observation
    Use of questioning to consolidate learning | Lead teacher
    Assistant referees | Summative peer/self-assessment
    Teacher observation for progress | | 50–58 min | Reflection & Transfer Phase Questions:
• Class circle discussion guided by Grow Concept questions:
  • How has asking questions helped you today?
  • What happens if you don’t communicate?
  • How do these skills help you outside of PE?
• Students complete a dyslexia-friendly written exit ticket using simplified language and bullet points | Whole-class discussion
  Written reflection (dyslexia-friendly font, spacing, and colour coded sheets) | Lead teacher | Formative exit ticket
  Verbal feedback | | 58–60 min | Plenary & Cool Down:
• Quick whole class breathing and stretching exercises focused on calming down muscles
• Recap key learning points verbally (linked to WALT and success criteria)
• Praise for effort and communication | Whole-class participation | Lead teacher | Informal observational feedback |

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Differentiation Strategies

Learner Group	Strategy
SEND / EAL	Provide step-by-step visual instructions; pairing with supportive peer; simplified language on posters and exit tickets; provide physical prompts
Less confident learners	Scaffold practice with guided demonstration; encourage question asking; extra practice time with teacher or assistant
Advanced learners	Challenge with quicker reaction drills; incorporate overarm throws beyond basic; introduce decision-making scenarios (where to throw next)
Dyslexic learners	Use dyslexia-friendly handouts with large font, colour-coded bullet points, and visual icons; oral questioning and response options

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Success Criteria for Assessment

Skill	Success Indicators
Long barrier fielding	Holds barrier position correctly; catches cleanly; prevents ground ball progression
Picking ball up on the move	Maintains balance while running to ball; secure pick-up; accurate throw after pick-up
Communication & Questioning	Uses clear calls (“Mine!”, “Throw to...”) and asks clarifying questions to improve understanding
Throwing technique	Underarm throws are controlled and accurate; overarm throws are in correct posture and direction

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Coaching Points for Fielding Skills

• Feet shoulder-width apart, knees slightly bent – get low!
• Keep your eyes focused on the ball at all times.
• Hands positioned low and ready to create a ‘barrier’ to stop the ball.
• When picking the ball up on the move, bend knees, keep back straight, scoop ball close to body.
• Communicate loudly and clearly with teammates – shout “Mine!” to claim the ball.
• Throw accurately to teammate using underarm for short distance, overarm for longer throws.
• Always aim to get the ball quickly to prevent runs.

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Visual Posters for the Classroom

1. Long Barrier Technique

   • Simple graphic showing foot positioning, hand placement, and body angles.

2. Picking Up the Ball on the Move

   • Sequence images illustrating approaching ball, bending knees, scooping, and throwing.

3. Throwing Techniques

   • Diagrams for underarm and overarm throws highlighting arm and body positions.

4. Communication Tips

   • Examples of calls to use in rounders and question prompts to encourage learning.

(These posters should be printed A3, laminated, and displayed in the sports hall or brought out on a flipchart.)

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Extension Activities for Advanced Learners

• Practice quick-turn throws where fielders receive and throw in one fluid motion.
• Set up mini fielding challenges with timed relay where accuracy counts along with speed.
• Peer coach less confident groups, explaining techniques and encouraging question asking.
• Design your own fielding drill focusing on communication and movement, then demonstrate.

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Evaluation Guidance (Post-Lesson Reflection)

• Assess the effectiveness of clear demonstrations and use of visual aids in helping student understanding.
• Reflect on whether communication and question-asking improved during group work and game phases.
• Identify students who may need additional support or challenge in next lesson planning.
• Consider effectiveness of peer-assessment approach and adapt if necessary.
• Note any behavioural or engagement issues and plan interventions accordingly.

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Final Notes

This lesson plan combines practical skill acquisition with important concepts of communication, teamwork, and self-reflection, as required by the National Curriculum. The detailed coaching points, visual aids, and differentiated strategies ensure inclusivity and progression for all learners. The use of questioning throughout reinforces understanding and promotes a growth mindset linked to the Grow Concept model, making this lesson a comprehensive and engaging PE session for Year 7 rounders fielding skills.