Games

Basketball – Crossover Dribble (Stance and Ball Control)
Basketball – Crossover Dribble (Change of Direction and Hand Positioning)

By the end of the lesson, the learner should be able to:

- Describe the crossover dribble and explain its purpose in Basketball
- Demonstrate correct stance, knee bend, fingertip control and low ball position in crossover dribbling
- Relate the ball control required in dribbling to that of a vehicle driver who must maintain a firm yet sensitive grip on the steering wheel to navigate safely through obstacles

- Learners watch a video of crossover dribbling and observe stance and ball control
- Learners brainstorm and present on the steps of performing crossover dribbling
- Learners demonstrate stance and ball control in crossover dribbling relay drills

How does keeping the ball low and using fingertips rather than the palm help a player maintain better control during crossover dribbling?

- Hummingbird Physical Education pg. 66
- Basketballs
- Hard surface court
- Cones
- Digital devices
- Hummingbird Physical Education pg. 70

- Observation - Oral questions - Peer assessment

Games

Basketball – Crossover Dribble (Deception, Timing and Follow-through)

By the end of the lesson, the learner should be able to:

- Describe how eye fakes, shoulder drops and change of pace contribute to deception in crossover dribbling
- Demonstrate double crossover and in-and-out crossover using correct timing and follow-through
- Relate basketball deception tactics to strategies used in everyday negotiation, where varying tone, pace and body language influences how others respond to your message

- Learners demonstrate double crossover and in-and-out crossover in pairs
- Learners practise obstacle course dribbling focusing on timing and deception
- Learners introduce a defender to create game-like challenge and give peer feedback

How does varying your dribbling speed and using eye or shoulder fakes force a defender to react incorrectly, creating space for you to drive past?

- Hummingbird Physical Education pg. 71
- Basketballs
- Hard surface court
- Cones

- Observation - Practical performance - Peer assessment

Games

Basketball – Faking and Feinting
Basketball – Faking and Feinting (Game-like Drills)

By the end of the lesson, the learner should be able to:

- Distinguish between faking and feinting and explain when each is used in Basketball
- Demonstrate faking with ball movement and feinting with body deception in pairs
- Relate faking and feinting to acting roles in theatre or film, where performers use body language and subtle movement to convince an audience or opponent of an intention that differs from the actual plan

- Learners watch video clips of faking and feinting in Basketball
- Learners demonstrate faking and feinting in pairs with one as attacker and one as defender
- Learners practise feinting and passing in groups of three with a defender

How does combining a shoulder drop with a slight head turn make a fake more convincing and harder for a defender to read?

- Hummingbird Physical Education pg. 76
- Basketballs
- Cones
- Hard surface court
- Digital devices
- Hummingbird Physical Education pg. 78

- Observation - Oral questions - Peer assessment

Games

Basketball – Shooting (Set Shot)
Basketball – Shooting (Jump Shot and Lay-up Shot)

By the end of the lesson, the learner should be able to:

- Describe the stance, grip, release and follow-through phases of a set shot in Basketball
- Demonstrate correct set shot technique including knee bend, dominant hand positioning and wrist snap
- Relate the set shot's follow-through to an archer who must hold their bow arm extended towards the target after releasing the arrow, where maintaining direction after release improves consistency

- Learners study pictures of set shot and discuss body positioning
- Learners demonstrate grip, stance, release and follow-through of the set shot in pairs
- Learners practise cone set shot activity shooting from three cone positions

How does generating power through leg drive and transferring it upward through the arm and wrist make a set shot both accurate and consistent?

- Hummingbird Physical Education pg. 80
- Basketballs
- Basketball hoop
- Cones
- Hummingbird Physical Education pg. 82

- Observation - Practical performance - Peer assessment

Games

Basketball – Mini Basketball Game

By the end of the lesson, the learner should be able to:

- Apply crossover dribbling, faking, feinting, set shot, jump shot and lay-up shot in a mini Basketball game
- Demonstrate interpersonal and intrapersonal skills including fair play, communication and respect during Basketball game play
- Relate the confidence built through practising Basketball skills to the self-assurance needed in public speaking or team presentations at work, where repeated practice builds composure under pressure

- Learners play break-and-finish challenge applying crossover, faking, feinting and all three shooting techniques
- Learners are guided to apply interpersonal skills during the game
- Learners reflect and share experiences on skills and values from Basketball

How does the combination of crossover dribbling, faking and varied shooting techniques make a Basketball player more difficult to defend against?

- Hummingbird Physical Education pg. 88
- Basketballs
- Basketball court
- Cones
- Bibs

- Observation - Practical game assessment - Peer assessment

Games

Basketball – Skills Assessment

By the end of the lesson, the learner should be able to:

- Demonstrate crossover dribble, dodging, set shot, lay-up shot and jump shot following all required aspects consistently
- Execute Basketball skills accurately under assessment conditions
- Reflect on how Basketball practice has developed interpersonal relations, self-discipline and decision-making abilities applicable in daily life

- Learners are assessed on crossover dribble, set shot, jump shot and lay-up shot individually
- Learners perform skills in a structured practical setting observed by teacher and peers
- Learners complete self-assessment using the rubric criteria

How consistently can you execute all four aspects of crossover dribble and the three shooting techniques when assessed in a game-like environment?

- Hummingbird Physical Education pg. 13
- Basketballs
- Basketball hoop
- Cones
- Assessment rubrics

- Practical assessment - Self-assessment - Peer assessment

Games

Badminton – Forehand and Backhand Clear (Grip and Stance)

By the end of the lesson, the learner should be able to:

- Describe the forehand V-grip and backhand bevel grip and the correct sideways stance for each clear
- Demonstrate correct grip and stance for forehand and backhand clear using racquets
- Relate grip precision in Badminton to a surgeon gripping a scalpel, where the exact finger placement and grip pressure determines both control and the accuracy of the instrument's movement

- Learners watch video clips of forehand and backhand clear and observe grip and stance
- Learners demonstrate forehand grip (V-grip) and backhand grip (bevel grip) with correct stance in pairs
- Learners practise grip and stance shadow swings without shuttlecock

How does the difference in grip between a forehand clear and a backhand clear affect the direction and power of the shuttlecock's flight?

- Hummingbird Physical Education pg. 90
- Badminton racquets
- Shuttlecocks
- Court markings
- Digital devices

- Observation - Oral questions - Peer assessment

Games

Badminton – Forehand Clear (Contact and Follow-through)
Badminton – Backhand Clear (Contact and Follow-through)

By the end of the lesson, the learner should be able to:

- Explain how body rotation, contact point and arm extension affect the flight of a forehand clear
- Perform forehand clear with correct shoulder rotation, high contact point and full follow-through in pairs
- Relate the follow-through of a forehand clear to a cricket bowler who must complete the full arm rotation after releasing the ball, where stopping the arm early reduces both speed and accuracy

- Learners demonstrate contact and follow-through phases of the forehand clear in pairs
- Learners practise forehand clear target practice aiming for the deep backcourt zone
- Learners perform throw-and-clear challenge alternating forehand and backhand sides

Why does making contact with the shuttlecock at the highest reachable point above the shoulder produce a steeper and deeper flight in a forehand clear?

- Hummingbird Physical Education pg. 92
- Badminton racquets
- Shuttlecocks
- Court with net
- Cones
- Hummingbird Physical Education pg. 93

- Practical performance - Peer assessment - Observation

Games

Badminton – Forehand and Backhand Drop Shot (Grip, Stance and Swing)
Badminton – Forehand and Backhand Drop Shot (Practice and Follow-through)

By the end of the lesson, the learner should be able to:

- Describe the forehand and backhand drop shot and explain when each is used in Badminton
- Demonstrate correct grip, sideways stance and slow-racquet swing for forehand and backhand drop shots
- Relate the deception of a drop shot to a chess player making a quiet, subtle move that appears harmless but strategically controls the board, where disguising the intent is as important as the action itself

- Learners study pictures of forehand and backhand drop shots and discuss grip, stance and swing
- Learners perform shadow drop shots without shuttlecock to feel correct grip and swing
- Learners demonstrate forehand and backhand drop shots in pairs with feeder and shooter roles

How does disguising a drop shot to look like a smash or clear by preparing the same way but slowing the racquet just before contact deceive the opponent?

- Hummingbird Physical Education pg. 100
- Badminton racquets
- Shuttlecocks
- Court with net
- Cones
- Digital devices
- Hummingbird Physical Education pg. 103
- Hula hoops

- Observation - Oral questions - Peer assessment

Games

Badminton – Short Service

By the end of the lesson, the learner should be able to:

- Describe the short service in Badminton including grip, stance, swing and follow-through
- Demonstrate correct backhand grip, wrist flick and controlled push for a short service landing just past the service line
- Relate the precision of a short service to a snooker player playing a delicate cue shot along the cushion, where the slightest excess power sends the ball past the target pocket

- Learners study pictures of short service and discuss grip, stance and swing
- Learners demonstrate short service in pairs observing service rules
- Learners practise short service target practice aiming for a zone just beyond the short service line

Why does using a backhand grip and a gentle wrist push rather than a full swing produce the flat, controlled flight needed for an effective short service?

- Hummingbird Physical Education pg. 107
- Badminton racquets
- Shuttlecocks
- Court with net
- Hula hoops

- Observation - Oral questions - Peer assessment

Games

Badminton – Long Service
Badminton – Smash (Forehand and Backhand)

By the end of the lesson, the learner should be able to:

- Explain the long service technique including forehand grip, weight transfer and upward swing arc
- Perform long service with correct stance, controlled drop of shuttlecock, smooth swing and deep flight trajectory
- Relate the weight transfer in a long service to a javelin thrower who shifts body weight from back foot to front foot during the throw, using the whole body to generate the power needed to achieve maximum distance

- Learners demonstrate long service using forehand grip with correct stance and swing
- Learners practise long service target practice aiming for the deep backcourt service zone
- Learners practise serve-and-score-zones activity alternating between short and long service

How does transferring body weight from the back foot to the front foot during a long service help generate the power needed to send the shuttlecock deep to the baseline?

- Hummingbird Physical Education pg. 109
- Badminton racquets
- Shuttlecocks
- Court with net
- Cones
- Hummingbird Physical Education pg. 113
- Digital devices

- Practical performance - Peer assessment - Observation

Games

Badminton – Drives and Blocks

By the end of the lesson, the learner should be able to:

- Describe the drive shot and block shot and explain the contexts in which each is used in Badminton
- Demonstrate correct grip, lunge stance, arm action and follow-through for drives and blocks
- Relate the block shot to a goalkeeper using their body to deflect a shot on goal in Football, where absorbing the ball's pace and redirecting it gently requires soft hands and precise positioning rather than power

- Learners watch video clips of drives and blocks in Badminton and discuss technique
- Learners demonstrate drive shot and block shot in pairs following the learning points
- Learners practise drive shot rally and block shot reaction drills in pairs

How does using a short grip and soft hands rather than a full swing during a block shot help control the direction and power of the return against a fast smash?

- Hummingbird Physical Education pg. 115
- Badminton racquets
- Shuttlecocks
- Court with net
- Digital devices

- Observation - Practical performance - Peer assessment

Games

Badminton – Net Shot
Badminton – Mini Doubles Game

By the end of the lesson, the learner should be able to:

- Describe the net shot and explain its purpose in controlling the front court in Badminton
- Demonstrate correct lunge, arm raise, contact height and minimal follow-through in a net shot using forehand and backhand grips
- Relate the net shot's gentle precision to a surgeon suturing a wound, where a light, controlled touch applied at exactly the right point produces a neat, accurate result, and excessive force causes damage

- Learners study pictures of the net shot and discuss grip, stance and contact
- Learners demonstrate net shot in pairs applying correct lunge, arm height and wrist control
- Learners practise net shot control drill aiming for target zones near the net

Why does lunging forward with the dominant foot and raising the racquet arm to shoulder height before contact allow the player to meet the shuttlecock at its highest point for a more accurate net shot?

- Hummingbird Physical Education pg. 120
- Badminton racquets
- Shuttlecocks
- Court with net
- Cones
- Hummingbird Physical Education pg. 124
- Badminton court with net

- Observation - Practical performance - Peer assessment

Games

Badminton – Assessment (Clears and Drop Shots)

By the end of the lesson, the learner should be able to:

- Demonstrate forehand clear, backhand clear, forehand drop and backhand drop using 5–6 correct aspects of grip, stance, footwork, swing, contact and follow-through
- Perform assessed Badminton shots consistently and accurately under assessment conditions
- Reflect on personal improvement in Badminton and identify one shot requiring further development

- Learners are assessed on forehand clear, backhand clear, forehand drop and backhand drop individually
- Learners demonstrate each shot with a feeder providing the shuttlecock
- Learners complete self-assessment using the rubric aspects of grip, stance, footwork, swing, contact and follow-through

How accurately and consistently can you execute all four clear and drop shots under assessment conditions when a feeder delivers the shuttlecock at varying heights?

- Hummingbird Physical Education pg. 14
- Badminton racquets
- Shuttlecocks
- Court with net
- Assessment rubrics

- Practical assessment - Self-assessment - Peer assessment

Games
Outdoor Education – Camping
Outdoor Education – Camping
Outdoor Education – Camping

Badminton – Assessment (Service and Strokes)
Planning for Camping - Selecting a campsite
Planning for Camping - Selecting a campsite
Planning for Camping - Designing requirements for a camping adventure

By the end of the lesson, the learner should be able to:

- Demonstrate short service, long service, smash, drives, blocks and net shot using 5–6 correct aspects
- Perform all assessed Badminton strokes and services showing accuracy, control and consistent technique
- Value Badminton as a sport that improves physical fitness, self-discipline and strategic thinking applicable to career paths in sports management, coaching and recreational facilitation

- Learners are assessed on short service, long service, forehand smash, backhand smash, drives, blocks and net shot individually
- Learners perform each skill in a structured assessment setting
- Learners share feedback and complete final Badminton self-assessment

In what ways has learning Badminton improved your physical fitness, your ability to read situations quickly and your capacity to make strategic decisions under pressure?

- Hummingbird Physical Education pg. 14
- Badminton racquets
- Shuttlecocks
- Court with net
- Assessment rubrics
- Hummingbird Physical Education Learner's Book pg. 155
- Digital resources
- Reference books
- Hummingbird Physical Education Learner's Book pg. 157
- Campsite checklist chart
- Hummingbird Physical Education Learner's Book pg. 161
- Chart paper and markers

- Practical assessment - Self-assessment - Peer assessment

Outdoor Education – Camping

Setting Up a Campsite - Features of a campsite
Setting Up a Campsite - Activities in setting up a campsite

By the end of the lesson, the learner should be able to:

- Identify the key features of a campsite including the tent area, cooking area, dining area, fire pit, food storage, waste disposal, water source and sanitation
- Explain the purpose and significance of each campsite feature
- Relate well-organised campsite features to real-life outcomes such as hygiene, safety and comfort during camping

In groups, learners are guided to:
- Conduct a library or online search on features of a campsite and share findings
- Collaboratively brainstorm on features of a campsite such as tent area, cooking area, dining area, food storage, waste disposal, water source, fire pit and sanitation
- Discuss the purpose of each feature using questions on the dining area, water source, fire pit and waste disposal

Why is it important to have clearly designated areas when setting up a campsite?

- Hummingbird Physical Education Learner's Book pg. 171
- Digital resources
- Reference books
- Hummingbird Physical Education Learner's Book pg. 175
- Locally available materials (cartons, sticks, stones, string)
- Hummingbird Physical Education Learner's Book pg. 181
- Tents / locally available materials
- Ropes, stones, sticks, old fabric

- Oral questions - Observation - Written assignments

Outdoor Education – Camping

Camping Activities - Daytime camping activities
Camping Activities - Nighttime and campfire activities
Camping Activities - Fun, recreational and cooking activities

By the end of the lesson, the learner should be able to:

- Identify and categorise camping activities into daytime and nighttime activities
- Perform daytime camping activities such as trekking, wildlife watching, tree and plant identification, first aid practice and eco talks
- Relate camping activities to real-life life skill development such as navigation, environmental awareness and emergency response

In groups, learners are guided to:
- Search and watch video clips on activities carried out during camping
- Discuss and categorise activities as daytime or nighttime on a chart
- Participate in daytime activities such as trekking, wildlife watching, tree and plant identification, first aid practice and eco talks while observing safety

How do daytime camping activities help develop practical life skills such as navigation and environmental awareness?

- Hummingbird Physical Education Learner's Book pg. 187
- Digital devices
- First aid kit
- Journals
- Hummingbird Physical Education Learner's Book pg. 188
- Torch / source of fire
- Sleeping bags, tents
- Camping journal
- Utensils, foodstuffs, water bottle
- Trash bags, personal hygiene items

- Observation - Oral questions - Self-assessment

Outdoor Education – Camping

Camping Activities - Reflecting on life skills from camping

By the end of the lesson, the learner should be able to:

- Examine the life skills developed through a camping adventure including teamwork, decision-making, communication and environmental responsibility
- Present and critique personal camping journals highlighting key experiences and lessons
- Relate the camping experience to real-life applications such as leadership in community projects, environmental conservation and emergency preparedness

In groups, learners are guided to:
- Share and discuss daily journal entries highlighting memorable activities, challenges and lessons from the camping adventure
- Brainstorm on how camping instils lifelong skills such as time management, effective communication, decision-making and environmental care
- Present a family camping adventure plan incorporating a cover page, activity schedule, checklist and campsite layout

How does a camping experience prepare a learner for real-life challenges such as leadership, teamwork and environmental stewardship?

- Hummingbird Physical Education Learner's Book pg. 189
- Camping journals
- Chart papers and markers
- Digital devices

- Projects - Oral questions - Self-assessment - Peer assessment