Marine Academy’s Scheme of Work: Rounders
Key Stage: 3
YEAR: 7
DURATION: 5 LESSONS
AIM: In this unit, pupils will learn the basic principles of the game. They will develop the necessary basic skills of batting, fielding and bowling, and then be
able to demonstrate them in a game situation. Students will learn the basic rules of the game, and begin to learn how to score. In all practices and games,
pupils will begin to think about how to use skills, strategies and tactics to outwit the opposition. Students will develop their confidence, communication and
leadership as well as develop and understanding of the benefits rounders has on physical, mental and social health.
Prior learning
Key Vocabulary (Tier 2 and 3)
Resources
Pupils may have had some rounders experience from primary
school or have played adapted versions of the game.
Each lesson contains a set list of key vocabulary specific to the
lesson outcome.
Key Concepts and Processes:
Physical Me - Performance & Physical Literacy.
Students will learn the basic fielding, bowling and batting skills, which will be
demonstrated in isolation and in progressive skill practices/small-sided game play.
Students will attempt to apply the skills to outwit opponents when fielding and batting,
demonstrating correct decision-making.


Rounders bats
Rounders Balls or tennis balls

Bases and Posts

Hoops/Cones
Social Me - Communication, Leadership, Resilience
Students will have a vast range of opportunities to develop confidence, leadership,
communication and other social skills though a range of strategies in this unit. This
will include leadership roles such as umpiring/scoring and small team practices,
which will involve working with peers outside of their normal friendship groups.
Students will be encouraged to problem solve and work together to develop
strategies to overcome challenges as individuals and as a team.
Healthy Me - Personal Health and Activity Levels
Thinking Me - Analysis & Evaluation and Decision Making
Students will develop a basic understanding of how rounders can improve fitness and
health (mental, physical and social). Students will be encouraged to work hard and
try their best despite their ability level. Students will be exposed to and demonstrate a
range of fitness components required to play rounders.
Students will learn about the basic principles involved with batting, fielding and
bowling that will allow them to outwit opponents. They will develop a basic knowledge
of rules, tactics and be able to explain using specific rounders examples. Students
will demonstrate basic decision making though a range of tasks and games.
Cross Curricular Links:
Assessment:
Literacy – Key words
Numeracy – through scoring, umpiring, angles.
Students will be assessed using the Marine Academy’s Assessing ME process,
which incorporates all four of the areas in the boxes above as well as effort and
behavior throughout this unit of work.
Week
1
2
Learning Outcomes
Tasks
Differentiation
Ball Familiarisation
1. To understand the importance of hand eye
co-ordination
2. To Replicate a basic throw and catch
technique
3. To begin to think about outwitting the
opposition in a conditioned game throw
ball placement.
Warm up – Student led using Marine Academy’s warm up within
the pitch markings to familiarise themselves with the
dimensions.
Main
1. In 2’s pupils stood 2m apart, bent knees. Throw +
Catch, adopt ready position. How many consecutive
catches can they achieve? Demo catching styles, bring
hands to chest, keep eye on the ball, cushion ball.
2. Into teams
3. Team practice of beat the ball
4. Teams play against each other inside posts. Teams to
make x amount of consecutive passes, to score points.
Cannot run with ball. Opposition try to intercept.
Dropped ball lose procession.
5. Conditioned game sheep dog rounders. Thinking about
placement of ball, and how a whole rounder is scored,
and direction of run around posts.

Fielding
1. To be able to throw the ball overarm and
underarm, depending on game situation
2. To replicate the long barrier and use it in a
game.
3. To develop communication skills to
promote team work and successful
outwitting of opponent.
Warm up – Student led as above, leading into rounders specific
w.up. Two teams inside posts/playing area. Can’t run with ball,
must pass and move. Dropped ball lose procession. Score
points by stumping ball on post. Introduce other conditions e.g
specific posts for each team, more than one ball, Set no of
throws before stumping post.
Main
1. Off the back of conditioned game, discuss when
overarm and underarm throws would be used. In 2’s run
throw technique of each throw.
2. Introduce long barrier. In 2’s roll ball to each other, stop
with long barrier throw back, then work between cones,
roll ball on an angle, partner moves to get behind ball
and stops using long barrier.
3. As above, both pupils have cones either side of them;
aim to score a goal through their partners cones by
rolling. Use long barrier to stop ball.
4. Conditioned game using full pitch, ball is rolled to batter,
stopped using long barrier, thrown out to. Introduction of
half rounder rule. Also if a ball is thrown near a fielder
they are allowed to have one step to catch fielder out.





Distance between
partners
Size of working
area
Size of practice
area
Speed of roll
No of expected
throws.
Distance between
partners
Bowling
1. Accurately replicate a bowling technique
2. Understand what makes a legal ball and
incorporate this into a game situation.
3. Know the consequences of persistent no
balls
3
4
Batting
1. To replicate bowling technique.
2. Understand the importance of ball
placement in relation to fielders.
3. To develop tactical ideas with their
improved knowledge of the rounders
game.
W.up – Student led as above. Rounders specific w.up In 2’s, 1
ball, 2 cones. Set cones approx. 4m apart. One player stands
by a cone will throw the ball underarm to their partner, the other
partner catches the ball puts it on top of the other cone they
swap places. The same player will always throw and the other
always catch. Make it into a game how many switches can you
make in a set time? Switch roles.
Main
1. Recap underarm technique from last lesson. Allow
pupils to practice.
2. Highlight similar technique needed for bowling, highlight
grip, bunny ears, step into throw, and height allowed for
a good ball. Below head, above knees. Allow pupils to
throw ball up to themselves to experience the grip, and
flick of wrist.
3. Into 3’s one hoop. One bowler, one batter (with hoop),
one backstop/catcher. Bowler to bowl ball throw hoop.
Hoop to be placed out to side where they would hold a
bat. Allow pupils to explore the delivery/height etc.
Emphasis on step with opposite foot and finish pointing
at batter. There should be approx. 8 paces between
bowler and hoop.
4. Into game – Ball is bowled to fielder who throws
overarm. Remember previous rules, 1 rounder, ½
rounder, introduce 2 no balls = ½ rounder.
W.up – Student led Marine Academy’s wup as above. Rounders
specific w.up In 4’s 3 players stood along a line approx. 1m
apart. 4th player stood out in front. 4th player throws under arm
in turn to each on the line. When it gets to the end player they
all move down and the 4th player joins the line. It continues until
they are all back where they started. This is to help prep them
for bowling in batting practice.
Main
1. Highlight batting technique, stance and tight grip, bat
back in ready position, and follow through.
2. In 4’s one batter, one backstop, two fielders, practice
hitting off batting tee. If not one of the fielders bowls
from the beginning. They have 5 goes and rotate
around positions. This is know as Safety bowl.
3. Into full game of rounders, reinforcing all previous rules,
highlighted Rules 1) Remain in contact with the post at
all times while waiting to run on 2) You can leave the
post to run on once the bowler has released the ball.






Distance between
cones/hoops
Height of hoop
Speed of ball
Fielders can be
used as targets to
encourage
placement
Hitting tee used in
game
Different size bats
5
Fielding tactics/strategies to outwit opponent
1. To understand fielding roles and base
responsibilities.
2. To perform and replicate a combination of
skills in a game situation
3. Begin to evaluate the strengths and areas
of improvements of their own skills and
others
W.up – Student led Marine Academy’s w.up as above.
Rounders specific w.up – In pairs roll the ball out, retrieve,
throwback to partner who stumps post. How accurate can the
throwback become? How many can you do in a set time?
Main
1. Backing up post, in 5’s. 3 form an arch. 4th is the
bowler, who throws to each in turn. The 5th player
moves behind the arch and picks up any dropped balls,
returns to player who should of caught ball.
2. In 5’s 3 player remain in an arch but have a number 13. The 4th player is the bowler who rolls the ball out
through the arch of players for the 5th player to collect,
as they collect the ball, the bowler will shout a number.
This is whom the player will throw the ball to.
3. Discussion on which posts this really applies to. 2 nd and
4th as these are the scoring posts. When you are
fielding and rely on your team to communicate when the
ball needs to be fielded back into.
4. Full game play, give bonus half rounders for any
backing up carried out.


Speed of ball
Distance between
players
Marine Academy’s Scheme of Work: Rounders
Key Stage: 3
YEAR: 8
DURATION: 5 LESSONS
AIM: In this unit, pupils will further develop their understanding of the principles of the game. They will develop accurate replication of skills for batting,
fielding and bowling, and then be able to demonstrate them in a game situation. Students will further develop their knowledge of the rules within the game,
and continue to learn how to score/umpire. In all practices and games, pupils will think about how to use skills, strategies and tactics to outwit the opposition.
Students will continue to develop their confidence, communication and leadership as well as continuing to develop and understand the benefits rounders has
on physical, mental and social health.
Prior learning
Key Vocabulary (Tier 2 and 3)
Resources
Each lesson contains a set list of key vocabulary specific to the
An understanding of basic batting,
lesson outcome.

Rounders bats
bowling and fielding skills.

Rounders Balls or tennis balls
 Developed a range of batting, bowling

Bases and Posts
and fielding tactics.
 Hoops/Cones
 Understand there are a variety of
 Stop Watches
specialized positions for rounders
Key Concepts and Processes:
Physical Me - Performance & Physical Literacy.
Social Me - Communication, Leadership, Resilience

Students will learn the fielding, bowling and batting skills, which will be demonstrated
in isolation and in progressive skill practices/small-sided game play. Students will
apply the skills to outwit opponents when fielding and batting, demonstrating correct
decision-making.
Students will have a vast range of opportunities to develop confidence, leadership,
communication and other social skills though a range of strategies in this unit. This
will include leadership roles such as umpiring/scoring and small team practices,
which will involve working with peers outside of their normal friendship groups.
Students will be encouraged to problem solve and work together to develop
strategies to overcome challenges as individuals and as a team.
Healthy Me - Personal Health and Activity Levels
Thinking Me - Analysis & Evaluation and Decision Making
Students will develop an understanding of how rounders can improve fitness and
health (mental, physical and social). Students will be encouraged to work hard and
try their best despite their ability level. Students will be exposed to and demonstrate a
range of fitness components required to play rounders.
Students will learn about the principles involved with batting, fielding and bowling that
will allow them to outwit opponents. They will develop a knowledge of rules, tactics
and be able to explain using specific rounders examples. Students will demonstrate
decision making though a range of tasks and games.
Cross Curricular Links:
Assessment:
Literacy – Key words
Numeracy – through scoring, umpiring, angles.
Students will be assessed using the Marine Academy’s Assessing ME process,
which incorporates all four of the areas in the boxes above as well as effort and
behavior throughout this unit of work.
Week
1
2
Learning Outcomes
Fielding skills
1. To accurately replicate long barrier and
use effectively in a game.
2. To effectively chase a ball along the
ground and accurately field it back.
3. To be able to play conditioned game in
which they understand and apply basic
tactics. To develop communication skills,
teamwork through rounders game play.
Bowling development
1. To accurately replicate a legal bowling
technique.
2. To attempt a donkey drop into their
bowling technique to outwit batter.
3. To understand what makes a legal ball and
the penalty for 2 no balls.
Tasks
W.up – Student led, Marine Academy’s w.up. Lesson specific Fielding game. Small teams. 2 rounders posts either end of grid.
Cannot run with ball. Must pass between fielders to get close
enough to stump posts. Drop ball lose possession.
Main
1. Discussion recap of fielding positions, roles associated
with positions
2. In 2’s, 1 ball, 2 cones. Focus on deep field/chasing ball
on the floor. Demo technique, same foot to hand picking
ball off the floor, turn and throw. Start with static ball at
foot/cone turn and throw. Then allow partner to roll ball
out past cone, for player to chase and return. Swap
roles.
3. Recap of Long barrier and who/where might use it. In
their 2’s again practice the long barrier, varying pace
and direction. Use of cones as goals to introduce
competition.
4. Into game, playing full rules. With a bonus, ½ a rounder
for any team that selects the right retrieval method
when fielding.
W.up – Student led, Marine Academy’s w.up. Lesson specific –
Relay style game with ball as your baton.
Main
1. Recap grip, bunny ear, step, no ball. Allow practice of
the safety bowl, in 2’s, approx. 8 paces apart. Focus on
follow through being at batter. When is a safety bowl
used? After a no ball.
2. Introduce donkey drop, feet shoulder with apart, bend
knees, release ball high. Slow paced ball to deceive the
batter. Must cross the batting line at the correct height.
3. Into a game – condition that all players must bowl 6
balls each, varying between the safety bowl and donkey
drop.
Differentiation


Speed of ball
Angle of roll



Vary distance
Vary pace of bowl
Match by ability
3
4
Batting development
1. To accurately replicate the batting
technique.
2. To develop the ability to hit the ball into
space in relation to fielders.
3. To analyze individual strengths and make
tactial changes to the batting order/field
positions as a result.
W.up – Student led, Marine Academy’s w.up. Lesson specific –
30m sprints, timed. Why is speed important to batters
Main
1. Recap batting technique Stance, grip, bat back.
2. In 4’s 1 bowler, 1 batter, 1 backstop, 1 fielder. All have
6 goes at batting. Using safety bowl to start. Think
about the weight being on your back foot, transferring to
front on the hit.
3. Same as No 2. This time encourage fielder to become
target, what enables us to change direction of hit? 6
goes at hitting ball to fielder.
4. In the same groups, set up cones as gates for pupils to
hit the ball between.
5. Into game, ½ rounder given to ball hit away from fielder,
given intentional direction. Rule, ball must be hit forward
of the batting line, backward hit only run to 1st until ball
thrown back over the batting line.



Positional roles
1. To explore rounders positions and the
relevant roles at each point.
2. To develop knowledge of backstop to 1st
base tactics.
3. To understand the need to change field
positioning depending on batters set up.
i.e. left hander.
W.up – Student led, Marine Academy’s w.up. Lesson specific –
in 4’s, 2 balls, 3 stand on a line and one stands out in front they
feed the ball to each person in turn, similar to juggling.
Main
1. In 4’s, 1 ball, 3 cones. 1 bowler, 1 batter with hoop, 1
back stop, 1 1st base. Bowler bowls ball through hoop,
backstop catches and throws to 1st base. Discus
relevance to game play and why it’s used. 6 goes swap
over. Approx 12 paces between backstop and 1st.
2. Same set up as before this time, the batter tries to out
run the ball to 1st, adding pressure to the backstop for
accuracy. Drop hoop to run, once ball has gone through
hoop.
3. Into game, every player to face 6 balls as backstop.
Bonus ½ rounder for getting someone out at 1st.
Emphasis on backward hit rule, and the ability to still be
able to score ½ a rounder.




Type of bowl use
Use of hitting t
Different ball
Type of bat
Distances
Type of throw
used
Type of ball
5
Tactics/strategies to outwit opponents
1. To perform and replicate a combination of
skills to outwit opponents in a game
situation.
2. To understand the importance of judgment
as a batter in response to fielders actions.
3. To make effective evaluations of strength
and weaknesses, of self and others’
performance.
W.up – Student led, Marine Academy’s w.up. Lesson specific –
Ladders. Split class into 4 groups. Each group has one ball,
they stand opposite each other forming to walls. The ball is
passed across from side to side working its way down through
all the players. One the player has thrown the ball they go and
join the other end, making the group travel to reach a target.
Main
1. In 5’s rounders quick cricket, set up two posts and have
1 batter, 1 bowler, 1 backstop, 2 fielders. Same rules
apply as quick cricket.
2. Into full game focusing on rules from previous lesson.
Team to keep their own score, as well as teacher back
up. Corrections only made by teacher if they over score,
if they don’t concentrate and miss score to low, no
correction made by teacher.
3. Evaluation of team success and weakness. Was it
skill/levels/knowledge of game/use of tactics



Distance between
post
Distance between
batter and bowler.
Once handed
catches
Marine Academy’s Scheme of Work: Rounders
Key Stage: 4
YEAR: 9
DURATION: 5 LESSONS
AIM: In this unit, pupils will strengthen their understanding of the principles of the game. They will demonstrate consistent replication of skills for batting,
fielding and bowling, and then be able to demonstrate them in a game situation. Students will have a sound knowledge of the rules within the game, and
continue to learn how to score/umpire independently. In all practices and games, pupils will think about how to use skills, strategies and tactics to outwit the
opposition. Students will continue to develop their confidence, communication and leadership as well as continuing to develop and understand the benefits
rounders has on physical, mental and social health.




Prior learning
Developed their batting, bowling and
fielding techniques.
Developed some tactics
Understood and identified specialist
positions for rounders.
Umpired small sided game
Key Vocabulary (Tier 2 and 3)
Each lesson contains a set list of key vocabulary specific to the
lesson outcome.
Key Concepts and Processes:
Physical Me - Performance & Physical Literacy.
Students will consistently execute their fielding, bowling and batting skills, which will
be demonstrated in isolation and in progressive skill practices and game play.
Students will apply the skills to outwit opponents when fielding and batting,
demonstrating correct decision-making.
Resources





Rounders bats
Rounders Balls or tennis balls
Bases and Posts
Hoops/Cones
Stop Watches
Social Me - Communication, Leadership, Resilience
Students will have a vast range of opportunities to develop confidence, leadership,
communication and other social skills though a range of strategies in this unit. This
will include leadership roles such as umpiring/scoring and small team practices,
which will involve working with peers outside of their normal friendship groups.
Students will be encouraged to problem solve and work together to develop
strategies to overcome challenges as individuals and as a team.
Healthy Me - Personal Health and Activity Levels
Thinking Me - Analysis & Evaluation and Decision Making
Students will develop an understanding of how rounders can improve fitness and
health (mental, physical and social). Students will be encouraged to work hard and
try their best despite their ability level. Students will be exposed to and demonstrate a
range of fitness components required to play rounders, giving examples.
Students will learn about the principles involved with batting, fielding and bowling that
will allow them to outwit opponents. They will develop a knowledge of rules, tactics
and be able to explain using specific rounders examples. Students will demonstrate
decision making though a range of tasks and games.
Cross Curricular Links:
Assessment:
Literacy – Key words
Numeracy – through scoring, umpiring, angles.
Students will be assessed using the Marine Academy’s Assessing ME process,
which incorporates all four of the areas in the boxes above as well as effort and
behavior throughout this unit of work.
Week
1
Learning Outcomes
Throwing/catching/fielding
1. To accurately replicate fielding skills and
use effectively in a game.
2. To develop communication skills,
teamwork through rounders game play.
3. To develop creative thinking & outwitting
opponents with the placement of the ball.
Tasks
W.up – Student led, Marine Academy’s w.up. Lesson specific –
In 2’s throwing and catching on the move, running around the
outside of the pitch, communicating when/where they want the
ball. Use a variety of communication skills.
Main
1. Beat the ball – Set up a mini pitch in 5’s. Have 3 cones
as the bases, triangle formation. One batter to be
bowled the ball, they hit and between the 4 fielders they
have to retrieve the ball and throw to 1st base and then
to 2nd to 3rd before the batter gets around.
2. Discuss what tactics/positions did they use? Relate to
game, also with these tactics, fielders really need to be
aware of the obstruction rule.
 3rd base non scoring base. Needs to be
covered by bowler.
 4th base to be covered by backstop.
3. Into full game, recapping rules, no ball, contact with
post, ½ round and full rounder, obstruction. Bonus point
for getting someone out at 4th by using backstop.
Differentiation




Limit the tactics
introduced
Focus on
throwing and
catching skills
Size of pitch
No of fielders
Bowling development
1. To accurately replicate a spin and speed
bowling technique.
2. To develop the ability to add disguise +
power into bowling action.
3. To understand rules involving bowling. i.e.
stopping running once held.
2
W.up – Student led, Marine Academy’s w.up. Lesson specific –
Sheepdog rounders
Main
1. Recap previous two bowls, safety and donkey drop.
The grip, stance, follow through. Allow practice in 2’s.
2. Introduce Spin bowl –
Tactic – allows ball to go high off bat, fielder catches
batter out.
Tech – similar to safety one-step, bring the hand
through first and twist hand on release almost like
turning a doorknob. Key is to disguise the bowl. In 2’s
practice bowling to one and other.
3. Introduce the speed bowl
Tactic – Little time to react, if batter is slow off the mark,
but if batter is a quick reactor not the bowl you want to
use, the ball will go far.
Tech – Same technique as safety bowl, start at the
back of the bowling box taking a couple of strides
before releasing the ball. In 2’s make a bowling box with
cones, one bowls the other acts as backstop. Switch
after 5 goes each.
4. Game play all pupils to have 4 bowls each attempting
the bowls learnt today. Bonus ½ rounder for getting
some out from the correct selection of bowl. Ensure
pupils know that if they step out of the box when
bowling it’s a no ball. That when the bowler has the ball
in the bowling box the batters must stop at the next
base.



Just focus on one type
Reduce distance
Type of ball
3
4
5
Batting development
1. To develop batting technique incorporating
power and placement.
2. To develop strategic concepts when
batting.
3. To analyse individual strengths and make
tactical changes to the fielding positions as
a result.
W.up – Student led, Marine Academy’s w.up. Lesson specific –
Whole class beat the ball.
Main
1. Step back shot
Tactic - hit over 1st for Right handed or 4th for left.
Disguised shot
Tech – Same stance as normal, drop back foot as ball
is thrown, twist hips, keep bat high, let ball come longer,
hit later allowing it to go over 1st or 4th.
2. In 3’s practice step back shot, 1 bowler, 1 feeder, 1
fielder. Start with foot back, practice hitting ball. Then
introduce the step back.
3. Backhand shot
Tactic – Good disguised shot, stance square onto
bowler.
Tech – As ball is delivered Step forward with striking
foot swing across body before making contact.
As above practice in 3’s
4. Into game batters to try to and attempt a different shot
each turn. Rule Batter must hit the ball in the batting
box, if they hit the ball out of the box they are out.

Fielding roles/outwit opponents
1. To discover fielding roles at each point.
2. To make decisions about field positioning
in response to batter analysis.
3. To show a confident understanding of
umpire calls/rules and batting/bowling
infringements
W.up – Student led, Marine Academy’s w.up. Lesson specific –
Agility run using posts and cones.
Main
1. Pairs rounders, splitting the class into 4 groups, allow
the groups to play pair rounders. This allows the fielders
to think tactically about getting them both out at the
same time. Also encourage the fielders to swap
positions are there any strong combination of players.
2. Full game, depending on numbers have two games
running or join teams together avoid splitting teams, to
allow them to implement tactics they have developed
earlier in the lesson.

Evaluation of tactics/peer assessment
1. To perform and replicate a combination of
skills to implement tactics & to outwit
opponents.
2. To make effective evaluations of strength
and weaknesses of pupils performance.
3. To develop the ability to become a
reflective learner & suggest fitness needs
of rounders players.
W.up –Student Marine Academy’s w.up, followed by the union jack game where
pupils pass the ball around the edge and swap places, inc extra balls or
adaptions.



1.
2.
3.
Pupils to be split into teams. Given team selection sheet. They decide
fielding positions, batting order. Using previous knowledge of game to
make decisions.
Play a 2 inning game, allow pupils to score their own game and
record on sheet
Allow teams to fill in evaluation forms or open discussions, depending
on class cohesion.






Focus on one
type
Vary distances
Type of bat
Type of ball
By number of
players in each
game
Playing space
Type of
equipment
By Ability
Team selection
Condition Game if
needed
Type of equipment.
Key Stage: 4
YEAR: 10
DURATION: 5 LESSONS
AIM: In this unit pupils will focus on developing more advanced skills and apply them in match in order to outwit opposition. Pupils will develop the execution
of techniques for batting, bowling and fielding. Pupils will prepare mini competitions and compete in them. They will work in groups taking on a range of
responsibilities to help each other to prepare and improve as a team. To develop a deeper understanding about healthy lifestyles and fitness. Pupils should
be able to accurately umpire & run a rounders game.
Prior learning




Developed a variety of batting, bowling
and fielding techniques.
A sound knowledge of tactics
Understood and identified specialist
positions for rounders.
Umpired small sided games and some
origination of team selection
Key Vocabulary (Tier 2 and 3)
Each lesson contains a set list of key vocabulary specific to the
lesson outcome.
Key Concepts and Processes:
Physical Me - Performance & Physical Literacy.
Students will effectively execute their fielding, bowling and batting skills, which will be
consistently demonstrated in progressive skill practices and game play more.
Students will apply and select the skills to outwit opponents when fielding and batting,
demonstrating correct decision-making.
Resources





Rounders bats
Rounders Balls or tennis balls
Bases and Posts
Hoops/Cones
Stop Watches
Social Me - Communication, Leadership, Resilience
Students will have a vast range of opportunities to develop confidence, leadership,
communication and other social skills though a range of strategies in this unit. This
will include leadership roles such as umpiring/scoring and small team practices,
which will involve working with peers outside of their normal friendship groups.
Students will be encouraged to problem solve and work together to develop
strategies to overcome challenges as individuals and as a team.
Healthy Me - Personal Health and Activity Levels
Thinking Me - Analysis & Evaluation and Decision Making
Students will develop an understanding of how rounders can improve fitness and
health (mental, physical and social). Students will be encouraged to work hard and
try their best despite their ability level. Students will be exposed to and demonstrate a
range of fitness components required to play rounders, giving examples.
Students will learn about the principles involved with batting, fielding and bowling that
will allow them to outwit opponents. They will develop a knowledge of rules, tactics
and be able to explain using specific rounders examples. Students will demonstrate
decision making though a range of tasks and games.
Cross Curricular Links:
Assessment:
Literacy – Key words
Numeracy – through scoring, umpiring
Students will be assessed using the Marine Academy’s Assessing ME process,
which incorporates all four of the areas in the boxes above as well as effort and
behavior throughout this unit of work.
Week
1
Learning Outcomes
Fielding Techniques
1. To accurately and consistently replicate
fielding skills and use effectively in a
game.
2. To develop communication skills, so that
they have an effective impact on the
games outcome.
3. To develop their understanding of how
rounders can lead to a healthy lifestyle
Tasks
W.up – Pupils carry out Marine Academy’s W.up. A game of
beat the ball with vary adaptions.
1. Q&A on fielding demands and techniques. Long barrier, quick
pick up, backing up. Relate to positional play.
2. Retrieve Rounders
Same set up as traditional rounders. Split pupils into teams of 6.
1 team of 6 ‘batting’, the others will all field. Each person in the
team of 6 is given a tennis ball. On command, they will all throw
their tennis balls and run round the bases all together. The
fielding team has to retrieve all the balls, and ensure that there
is a person with a tennis ball stood on first base, second base,
third base, fourth base, backstop and bowlers positions. Their
aim is to get all the balls in these positions before the ‘batting’
team get all the way round the rounders posts.
Differentiation



By numbers in
team
Type of
equipment
Size of working
area.
3. Move into full game focusing on quick pick up from fielders
and communication back to posts.
2
Bowling development
1. To accurately replicate a variety of
bowls challenge each batter they face.
2. To secure their ability to add/disguise
power into their bowling action.
3. To understand rules involving bowling.
W.up – Pupil led Marine Academy’s warm up. Followed by
sheep dog rounders.
1. Recap any types of bowl the pupils may have used and the
techniques they may need to carry them out.
2. In 2’s allow them the time to experiment/recap which bowling
technique they can use.
3. Full game in which all pupil will deliver 6 good balls, pupils to
rotate.



By numbers in
team
Type of
equipment
Size of working
area.
Batting development
1. To develop batting technique incorporating
consistent power and placement.
2. To develop strategic concepts when
batting identifying target zones.
3. To clearly understand all the rules that
surround batting
3
W.up – Marine Academy’s w.up led by pupils.
1. Funky Rounders (Similar to quick cricket). In 4’s set up like
below.
Each player is playing for
themselves.Starting total for each
player is 100 ROUNDERS
You must run after each hit or
good ball!
+ 10 rounders for each run
between the batter and bowler
cones
- 10 rounders for being caught out
or stumped out.
Each batter will have 2 minute
innings to score as many rounders
as possible, they will stay batting
even if caught or stumped out (do
not change positions until the
whistle is blown).




By numbers in
team
Type of
equipment
Size of working
area.
Extra fielders
Fielding roles/outwit opponents
1. To improve their fielding skills when under
pressure.
2. To quickly make decisions about field
positioning in response to batter analysis.
3. To show a confident understanding of
umpire calls/rules and batting/bowling
infringements
4
W.up – Marine Academy’s Warm up. Followed by
1. Accuracy of throw under pressure to post.
In 4’s each setup. There will be a Worker(A) who stands in the
box where each corner has a different colour cone. Then the
Feeder(B), one post player(D) and one runner(C).
The Drill: Player (D) shouts a colour corresponding to the
corners of the box. Player (B) will then throw the ball to (A)
when player (A) has reached that colour in the box. Player (C)
will attempt to run to the post before (A) gets the ball to player
(D).




By numbers in team
Type of equipment
Size of working area.
No of colored cones

By numbers in
team
Type of
equipment
Size of working
area.
No of balls
No of lives
2. Move into game where focus is on getting players out at a
base and the importance of backstop/1st
relationship/effectiveness.
3. Pupils to score and umpire where possible
5
Evaluation of fitness for Rounder
1. To perform and replicate a combination of
skills whilst under physical pressure.
2. To make effective evaluations of strength
and weaknesses of pupils performance.
3. To develop the ability to become a
reflective learner & suggest fitness needs
of rounders players.
W.up Pupil Led using Marine Academy’s Wup.
1. Teacher Q&A on the physical requirements of Rounders.
2. Pupils to play pairs rounders. Normal rules apply. They have 3 lives. They
face 6 good balls. All pairs to have 2 innings.
3. Q&A Any difference in their performance from innings 1 and 2. What happen
to their performance during each inning etc? Highlight the fitness components
needed for rounders, through batting and bowling.




Key Stage: 4
YEAR: 11
DURATION: 5 LESSONS
AIM: In this unit pupils will focus on developing more advanced skills and apply them in match in order to outwit opposition. Pupils will develop the execution
of techniques for batting, bowling and fielding. Pupils will prepare mini competitions and compete in them. They will work in groups taking on a range of
responsibilities to help each other to prepare and improve as a team. To develop a deeper understanding about healthy lifestyles and fitness. Pupils should
be able to accurately umpire & run a rounders game.




Prior learning
Developed a sound ability for batting,
bowling and fielding.
A secure knowledge of tactics
Understood and identified specialist
positions for rounders.
Umpired small sided games and some
origination of team selection
Key Vocabulary (Tier 2 and 3)
Each lesson contains a set list of key vocabulary specific to the
lesson outcome.
Key Concepts and Processes:
Physical Me – Performance & Physical Literacy.
Students will effectively execute their fielding, bowling and batting skills, which will be
consistently demonstrated in progressive skill practices and game play more.
Students will apply and select the skills to outwit opponents when fielding and batting,
demonstrating correct decision-making.





Resources
Rounders bats
Rounders Balls or tennis balls
Bases and Posts
Hoops/Cones
Stop Watches
Social Me – Communication, Leadership, Resilience
Students will have a vast range of opportunities to develop confidence, leadership,
communication and other social skills though a range of strategies in this unit. This
will include leadership roles such as umpiring/scoring and small team practices,
which will involve working with peers outside of their normal friendship groups.
Students will be encouraged to problem solve and work together to develop
strategies to overcome challenges as individuals and as a team.
Healthy Me – Personal Health and Activity Levels
Thinking Me – Analysis & Evaluation and Decision Making
Students will develop an understanding of how rounders can improve fitness and
health (mental, physical and social). Students will be encouraged to work hard and
try their best despite their ability level. Students will be exposed to and demonstrate a
range of fitness components required to play rounders, giving examples.
Students will learn about the principles involved with batting, fielding and bowling that
will allow them to outwit opponents. They will develop a knowledge of rules, tactics
and be able to explain using specific rounders examples. Students will demonstrate
decision making though a range of tasks and games.
Cross Curricular Links:
Assessment:
Literacy – Key words
Numeracy – through scoring, umpiring.
Students will be assessed using the Marine Academy’s Assessing ME process,
which incorporates all four of the areas in the boxes above as well as effort and
behavior throughout this unit of work.
Week
1
Learning Outcomes
Fielding Techniques
1. To accurately and consistently replicate
fielding skills and use effectively in a
game.
2. To develop communication skills, so that
they have an effective impact on the
games outcome.
3. To select the correct fielding positions for
each batter that enters the box.
Tasks
W.up Pupil led Marine Academy’s w.up.
1.Line Drill
Pupils get into pairs, and stand opposite and facing their
partner, around 7 feet apart, with all pairs in one line. There are
two balls in the middle of the pairs. Pupils are numbered down
the line, 1-13 (or however many pupils- partners have the same
numbers). The teacher will shout out a number, and those two
numbers will sprint to the middle and pick up the ball, and sprint
to the start of the line, passing the ball underarm to and fro each
player. They will finish in the bowlers square, and the person
who bowls the ball into the batting square first, wins.
2. Full Game giving pupils time to sort and organize their team
for batting order and fielding positions. Teacher to as Q’s
regarding selection.
Differentiation



By numbers in
team
Type of
equipment
Size of working
area.
Batting development
1. To develop batting technique incorporating
consistent power and placement.
2. To develop strategic concepts when
batting identifying target zones.
3. To clearly attempt a variety of shots when
playing.
Wup Pupil led using Marine Academy’s w.up.
1. Teacher Q&A about batting techniques and their use.
2. Target Game



By numbers in
team
Type of
equipment
Size of working
area.
2
3. Full Game. With pupils using theor knowledge from
target game. Also encourage them to remember what
other pupils were succesful with and preempt them
using it in the full game. Developing their tactical
awareness.
3
Physical Demands of Rounders
1. Pupils will have a clear understanding of
how rounders can aid a healthy life
2. They will identify the fitness components
required for rounders.
3. Pupils will be able to umpire in either of the
two positions and know their roles.
W.up Pupil led using Marine Academy’s w.up.
1. Teacher to Q&A over physical requirements of rounders.
Then recap the umpire positions and repsonsibilties.
2. Retrieve Rounders (During the game all pupils to step out
and umpire in either position)
Same set up as traditional rounders. Split pupils into teams of 6.
1 team of 6 ‘batting’, the others will all field. Each person in the
team of 6 is given a tennis ball. On command, they will all throw
their tennis balls and run round the bases all together. The
fielding team has to retrieve all the balls, and ensure that there
is a person with a tennis ball stood on first base, second base,
third base, fourth base, backstop and bowlers positions. Their
aim is to get all the balls in these positions before the ‘batting’
team get all the way round the rounders posts.



By numbers in
team
Type of
equipment
Size of working
area.
4
5
Fielding roles/outwit opponents
1. To secure their fielding skills when under
pressure.
2. To correctly and effectively make quick
decisions about field positioning in
response to batters position and ability.
3. To show a confident understanding of
umpire calls/rules and batting/bowling
infringements.
Tournament Lesson
1. Pupils will show confident organizational
skills
2. Communication will be clear to ensure all
pupils know where they are playing.
3. Rules are applied consistently across both
games, to ensure fair play for all.
W.up Pupil Led Marine Academy’s w.up
1. Danish/Continuous Rounders
Same set up as traditional rounders. 2 teams, 4 bases, 1 bat (or
more), 1 ball! Fielding team sets up into positions of backstop,
bowler, 1st base, 2nd base, 3rd base, 4th base and other fielders.
Bowler bowls to batter who hits the ball and runs. The batter
has to get all the way round before the rounders ball is passed
from first base, to second base, to third base, to fourth base.
The ball cannot be dropped. To make more difficult – pass to
bowler/backstop.
2. Full game where pupils umpire and keep score.
W.up Pupil led using Marine Academy’s wup.
1. Pupils will be put into teams and asked to set up two pitches,
decided how they are going to control the inning length. Decide
who is playing who.
Tournament to take the whole lesson. Scored and umpired by
the pupils.




By numbers in
team
Type of
equipment
Size of working
area.
The level of teacher
input