1. Unit/Lesson
Table Tennis – Assessment level
Year / Class Ability / Set
Working at NC Level / GCSE
grades- range?
No. of students
in group
Year 9 Bottom KS3
Objectives
What do you want students to learn?
Learning Outcomes
What will students do to demonstrate that they have met the objectives?All / Most /
Some should
1. To be able to gain a NC grade that is
linked to the GCSE assessment criteria.
(Group 1)
2. To be assessed through skill
development and game situations (Group
2&3).
LO1:
All students will fully understand what National Curriculum grade they
obtain and how they would be assessed in relation to the GCSE
syllabus.
LO2:
All students will obtain a national curriculum grade and be able to
demonstrate a range of different shot types through rallies and a game
situation.
Most students will be able to obtain a national curriculum grade as well
as fully understanding why they got that grade. Most students will
demonstrate a range of different shot types, competently, through
rallies and a game situation.
Names and details of key groups and differentiation strategies
Who are you differentiating for? What will be done differentlyfor the least/most able? Howwill you ensure progression and c hallenge for all?
Ensure groups are arranged mixed ability
Altering activities to SEN and EAL requirements.
Prior relevant/ required learning
Where does this lesson sit within a sequence of learning?
fith lesson in the table tennis block – Prior learning of all the different shots learnt in previous lessons.
Planned Key Questions
What questions will you ask and to whom/which groups of students?
Key questions are throughout the plan
How will other adults support learning?
What opportunities are there to develop literacy/numeracy skills?
How will you support students’ access to texts, structure of written tasks and
spelling/understanding of subject-specific terminology? What numeracyskillscould be
used to support learning?
TA will aid learning by organizing specific
drills, leading an activity and supporting
positive relationships between students
and staff.
Literacy – oracy achieved through group work and in depth feedback
2. Opportunities for reflection and
discussion on SMSC issues
Homework set in accordance with the HW timetable
How will the H/W further extend the learning from the lesson? or prepare students for the
ne next lesson?
Group work to develop social skills. NA
Timing Activity
(What will the teacher do? What will students’ do and
how will it enable/enhance learning?)
Opportunities for assessment
How will you demonstrate progress via
plenaries and mini-plenaries at each
stage of the lesson? Can you make use
of peer assessment, pair work,
discussions or student feedback to
assess your students?
8 mins
Starter
Post-it note activity. Every student should write down
one skill that they have learnt in the previous lesson and
a teaching point alongside it.
- Questioning on the three lessons prior
to the current one.
10mins
Introduction
Introduce lesson objectives and outcomes
-Students to read out Learning
Objectives and Outcomes
15 mins
40mins
Main learning activity/activities
Warm up tournament:
Singles tournament working on the skills previously
learnt within these lessons. Double points scored for
forehand and back hand topspin shots as theses are the
most challenging
Core task: Peer Assessment task
Brief students about the peer assessment task sheet
and the purpose of it. Use starter activity to compare
with peer assessment task sheet. Highlight the teaching
points that correspond to peer assessment task sheet
Working in three’s, students will assume three different
roles within the working time:
1. The feeder
2. The player
3. The assessor
Students are provided with the
assessment criteria on the peer task
sheet enabling them to view completion
of a particular skill.
Feedback will be given after every 3-
minute time period controlled by the
teacher.
3. 20 mins
Students will have three minutes to demonstrate each
specific shot type whilst the assessor records the
strengths and the working improvements.
Allow 1 minute for feedback each time on how each
student performed each skill.
The three shot types include:
1. Forehand and back hand push
2. Forehand drive
3. Forehand and backhand slice
During this activity teacher will visit groups to film them
hitting the selected shots to verbally self assess as well
as compare with other students performance.
Differentiation: G&T students to use areas marked 1-6
to hit the ball into the areas the feeder calls. Middle
ability task – back of the table shots and then LA task is
to Yellow task peer assessment sheets with black
writing to aid dyslexic students within the class when
reading.
Activity 3: conditioned matches
Create a tournament where the winning player after 3
minutes moves up a table and the losing player moves
down.
Rules:
4 minute matches
2 serves each and change
FT & BT shots are worth 2 points
No hands on the table
Mini Plenary – After 10-15 minutes stop
students to take feedback on targets that
they have been set as well as asking
how may smiley faces they have
achieved already.
Provides opportunity to demonstrate all
the skills covered during the lesson and
assessment of performance.
Using the Ipad – record some of the
students playing a match and then get
them to self assess there performance.
4. 8 mins Plenary
Review one students performance using the
Ipad .
Q: What are the shot types played
Q: Identify the strengths and weaknesses
Q: How would they improve on the
weaknesses.
-Teacher led plenary
-Higher order questioning
