Year 7 WJEC Physical Education: Teaching Suggestions and Lesson Plan Sharing | Year 7 WJEC 体育：教师教学建议与教案分享

📚 Year 7 WJEC Physical Education: Teaching Suggestions and Lesson Plan Sharing | Year 7 WJEC 体育：教师教学建议与教案分享

Welcome to this comprehensive guide tailored for teachers delivering the Year 7 Physical Education curriculum under the WJEC framework in Wales. The transition to secondary school brings fresh opportunities to develop pupils’ physical literacy, confidence, and enthusiasm for lifelong activity. This article offers practical teaching suggestions, ready-to-adapt lesson ideas, and insights into how the Welsh curriculum’s four purposes can be brought to life through PE. Whether you are a newly qualified teacher or an experienced Head of Department, you will find strategies to inspire your classes and meet key learning objectives in Health and Well-being.

欢迎阅读这份专为威尔士 WJEC 体系下七年级体育教学而设计的综合指南。从小学升入中学为学生发展身体素养、自信心和终身运动热情带来了新的机遇。本文提供实用的教学建议、可直接调整的教案思路，并分享如何通过体育课落实威尔士课程的四大目的。无论你是新入职教师还是经验丰富的科主任，都能从中找到激励课堂、达成健康与福祉领域关键学习目标的策略。

1. The Welsh Curriculum Context for Year 7 PE | 七年级体育的威尔士课程背景

The Curriculum for Wales, introduced in 2022, places Physical Education firmly within the Health and Well-being Area of Learning and Experience (AoLE). This framework emphasises developing healthy, confident individuals who can manage their physical and emotional health. For Year 7 learners, the focus is on building fundamental movement skills, understanding the importance of physical activity, and fostering positive attitudes towards exercise. The four purposes — ambitious capable learners, enterprising creative contributors, ethical informed citizens, and healthy confident individuals — should underpin every unit of work.

2022 年启用的威尔士课程将体育明确归入“健康与福祉”学习与体验领域。该框架强调培养健康、自信的个体，使其能够管理好自己的身心健康。针对七年级学生，教学重点是建立基本动作技能、理解身体活动的重要性以及培养积极的运动态度。四大目的——有抱负且有能力的学习者、有进取心且富有创造力的贡献者、有道德且见闻广博的公民，以及健康自信的个体——应当成为每个教学单元的根基。

When planning schemes of work, align your learning objectives with the ‘What Matters’ statements within the Health and Well-being AoLE. For example, the statement ‘Developing physical health and well-being has lifelong benefits’ encourages teachers to go beyond isolated skills and help pupils understand why they are learning particular activities. Connecting lessons to real-life applications, such as how regular participation in team games supports mental resilience, increases pupil engagement significantly.

在规划教学计划时，应将学习目标与“健康与福祉”领域的“重要事项”陈述对齐。例如，“发展身体健康与福祉具有终身益处”这一陈述鼓励教师超越孤立技能，帮助学生理解学习特定活动的原因。将课堂与现实生活应用联系起来，比如定期参与团队游戏如何帮助心理韧性，能显著提高学生的投入度。

2. Key Learning Objectives for Year 7 Learners | 七年级学生的关键学习目标

Year 7 is a formative year where pupils consolidate skills from primary school and begin to apply them in more complex contexts. The following objectives should guide your medium-term planning: develop competence in a range of movement skills across invasion, net/wall, striking/fielding, and aesthetic activities; begin to understand basic tactics and principles of play; recognise the short-term effects of exercise on the body; demonstrate cooperation and fair play; and reflect on personal performance using simple criteria.

七年级是学生巩固小学所学技能并开始在更复杂情境中运用这些技能的关键形成期。以下目标应指导你的中期教学计划：在一系列入侵性、网/墙类、击打/投掷类和审美类活动中培养运动能力；初步理解基本战术和比赛原则；认识运动对身体的短期影响；展示合作与公平竞争；并能运用简单标准反思个人表现。

To ensure progression, it is helpful to break these objectives down into declarative and procedural knowledge. For instance, in basketball, declarative knowledge includes understanding the double dribble rule, while procedural knowledge refers to executing a chest pass under pressure. Assess both dimensions through observation and questioning. A simple checklist can track pupil progress across a term.

为确保循序渐进，可将这些目标分解为陈述性知识和程序性知识。例如，在篮球中，陈述性知识包括理解二次运球规则，而程序性知识则指在压力下完成胸前传球。通过观察和提问对这两个方面进行评估。一份简单的清单就能追踪学生一个学期的进展。

3. Structuring an Effective PE Lesson: The 60-Minute Model | 构建高效体育课：60 分钟模式

A well-structured lesson maximises activity time and reduces management disruptions. For Year 7, a 60-minute lesson typically includes: an immediate ‘bell task’ as pupils enter the hall (2-3 minutes), a pulse-raising warm-up (8-10 minutes), a main skill development phase (25-30 minutes), a conditioned game or application (10-12 minutes), and a cool-down with reflection (5 minutes). Sticking to this rhythm helps establish routine and sets clear expectations.

结构合理的课堂能最大化活动时间并减少管理干扰。对于七年级来说，一节 60 分钟的课通常包括：学生进入场馆后的即时“铃响任务”（2-3 分钟）、提高心率的准备活动（8-10 分钟）、主体技能发展阶段（25-30 分钟）、有条件的比赛或应用（10-12 分钟），以及放松与反思（5 分钟）。遵循这一节奏有助于建立常规并设定期望。

During the warm-up, incorporate dynamic movements that prepare muscles for the main activity. Opt for agility ladders, high knees, or tag games linked to the lesson theme. Avoid static stretching at this stage. The main phase should include differentiated groups; rotate roles so that all pupils experience practice, officiating, and peer observation. The cool-down is an ideal time for breathing exercises and a brief class discussion on what was learned.

在准备活动阶段，融入与主要活动相关的动态拉伸。可选择敏捷梯、高抬腿或与课程主题相关的追逐游戏。该阶段避免静态拉伸。主体阶段应包含差异化分组；轮换角色，确保所有学生都能体验练习、裁判和同伴观察。放松环节是进行呼吸练习和简短课堂讨论的理想时机，总结大家学会了什么。

4. Warm-Up Activities: Engaging Every Pupil from the Start | 准备活动：从一开始就吸引每位学生

Designing warm-ups that captivate Year 7 pupils sets a positive tone for the lesson. Use games that demand decision-making as well as physical effort, because they elevate heart rate while engaging the brain. Below is a selection of warm-up options that require little equipment and can be adapted for various spaces.

设计能吸引七年级学生的准备活动能为整节课奠定积极的基调。使用那些既需要决策又需要体力付出的游戏，因为它们能在提升心率的同时激活大脑。以下是几种所需器材少、能适应不同场地的准备活动选项。

Activity Name (英文)	中文名称	Key Focus 训练重点
Sharks and Fishes	鲨鱼与小鱼	Dodging, spatial awareness 闪避与空间意识
Command Warm-Up (red, yellow, green)	指令热身（红、黄、绿）	Reaction time, agility 反应时、灵敏性
Partner Copy	伙伴模仿	Coordination, creativity 协调性与创意
Ball Tag	球类捉人	Throwing accuracy, movement 投掷准确性与移动

In ‘Command Warm-Up’, the teacher calls out a colour that corresponds to a specific action — for example, ‘red’ means sprint to a boundary line, ‘yellow’ means perform star jumps, and ‘green’ means freeze. This activity not only raises the pulse but also trains pupils to listen attentively. To add complexity, swap the colour meanings midway through or introduce a ‘purple’ command that requires a partner high-five.

在“指令热身”中，教师喊出对应特定动作的颜色——例如，“红色”意味着冲刺到边线，“黄色”表示开合跳，“绿色”表示立即定格。这个活动不仅能提高心率，还能训练学生认真倾听。为了增加难度，可在中途交换颜色含义或引入“紫色”指令，需要击掌搭档。

5. Skill Development in Invasion Games | 入侵性游戏中的技能发展

Invasion games such as basketball, netball, football, and rugby form a significant part of the Year 7 WJEC scheme. The core concepts of creating space, maintaining possession, and transitioning from attack to defence can be taught through modified games and deliberate practice. Begin with unopposed drills that isolate the skill, then progress to opposed practice, and finally integrate the skill into a small-sided game.

篮球、无挡板篮球、足球和橄榄球等入侵性游戏构成 WJEC 七年级教学计划的重要部分。通过改造后的比赛和有目的的训练，可以教授创造空间、保持控球权以及从进攻转为防守的核心理念。从无对抗的单个技术练习开始，逐步过渡到有对抗的练习，最后将技术融入小型比赛。

When introducing the chest pass in basketball, for instance, start with partner passing over a short distance, focusing on step into the pass, thumbs down follow-through, and receiving with ‘soft hands’. Then, add a passive defender to simulate pressure. Finally, use a possession drill like ‘3v1 keep ball’ in a marked grid. Always incorporate questioning: ‘Why should you step into the pass?’ or ‘Where should you look before receiving the ball?’ This promotes cognitive engagement alongside physical repetition.

以篮球胸前传球为例，从伙伴间近距离相互传球开始，强调迈步传球、拇指朝下跟随动作以及“柔软手”接球。然后加入消极防守者以模拟压力。最后，在限定区域内使用“3 对 1 控球”之类练习。始终融入提问环节：“为什么传球时要迈步？”“接球前应该看向哪里？”这能在身体重复练习的同时提升认知参与度。

6. Lesson Plan Example: Basketball Dribbling and Passing | 教案示例：篮球运球与传球

Below is a complete one-hour lesson plan suitable for a mixed-ability Year 7 class, linking closely to the Health and Well-being AoLE. The lesson targets developing controlled dribbling with both hands, accurate chest passing, and basic decision-making in a game context.

下方是一份完整的 60 分钟教案，适用于混合能力七年级班级，并与“健康与福祉”领域紧密相连。本节课的目标是发展双手控球运球、准确的胸前传球，以及比赛情境中的基本决策能力。

Learning Objectives (WALT): 1) We are learning to dribble using both hands while keeping our head up. 2) We are learning to perform a chest pass with correct body position. 3) We are learning to decide when to dribble and when to pass in a game. Success Criteria (WILF): I can dribble between cones without losing control; I can make five accurate chest passes to a partner; I can explain why I chose to pass or dribble.

学习目标（WALT）： 1) 我们在学习抬头双手运球。2) 我们在学习以正确身体姿态完成胸前传球。3) 我们在学习在比赛中判断何时运球何时传球。成功标准（WILF）： 我能在锥桶间运球而不失控；我能完成五次准确的胸前传球给搭档；我能解释自己为何选择传球或运球。

Starter (5 mins): As pupils enter, they collect a basketball and practise dribbling on the spot, switching hands on a whistle. Warm-up (8 mins): ‘Dribble Tag’ — four taggers each with a ball, others dribble to avoid being touched by a tagger’s ball; switch roles after 2 minutes. Main Activity (30 mins): Part A (10 mins) — cone dribbling circuit: slalom, straight-line speed dribble, and backwards dribble. Part B (10 mins) — chest pass pairs, progressing to passing on the move. Part C (10 mins) — 3v2 end-ball game where a point is scored by passing to a target player in an end zone; rule: no travelling without dribbling. Cool-down (5 mins): Light jogging, quad stretches, and peer discussion: ‘When was it best to pass instead of dribble?’ Resources: 24 basketballs, 30 cones, bibs, whistle, whiteboard.

导入（5 分钟）： 学生入场时领取篮球并原地练习运球，听哨声换手。准备活动（8 分钟）： “运球捉人”——四名捉人者各持一球，其他人运球躲避被捉人者的球触碰；2 分钟后交换角色。主体活动（30 分钟）： A 部分（10 分钟）——锥桶运球循环：蛇形绕桩、直线速度运球、后退运球。B 部分（10 分钟）——双人胸前传球，随后进阶到移动中传球。C 部分（10 分钟）——3 对 2 端区球比赛，成功将球传给端区内的目标球员得分；规则：不准无运球走步。放松（5 分钟）： 慢跑、股四头肌拉伸，同伴讨论：“何时最好选择传球而不是运球？”器材： 24 个篮球、30 个锥桶、号码服、哨子、白板。

For differentiation, provide larger balls or lower hoops for pupils who need support, and introduce a ‘double score’ zone for advanced players in the game. Use peer coaching: pair skilled students with those less confident to model techniques and provide encouragement. This lesson is easily adaptable for netball or football by changing equipment and specific rules.

在差异化方面，可为需要支持的学生提供更大的球或降低篮筐高度，并为能力较强的球员在比赛中引入“双倍得分”区域。采用同伴教练方式：让技术熟练的学生与缺乏信心的学生结组，示范技术并给予鼓励。更换器材和具体规则后，该教案可轻松适用于无挡板篮球或足球。

7. Inclusive Practices for Mixed-Ability Classes | 混合能力课堂的包容性实践

An inclusive PE environment ensures that every pupil, regardless of ability, background, or additional learning needs, can access and enjoy the curriculum. The STEP model (Space, Task, Equipment, People) is a simple yet powerful tool for differentiation. For example, altering the Space by reducing the playing area in a small-sided game can increase the number of touches for less confident pupils. Modifying the Task by allowing a bounce pass before a catch in a striking and fielding game helps those developing hand-eye coordination.

包容性体育环境确保每位学生，无论能力、背景或额外学习需求如何，都能接触到并享受课程。STEP 模式（空间、任务、器材、人员）是一个简单却强大的差异化工具。例如，通过缩小小型比赛的活动区域来改变“空间”，可以增加信心不足学生的触球次数。调整“任务”，在击打类游戏中允许弹地球后接住球，对发展手眼协调的学生很有帮助。

Changing Equipment — such as using beach balls instead of volleyballs — extends success rates and builds confidence. The People element can be modified by using ability-based grouping for some drills and mixed-ability teams for games, thus developing both skill mastery and social cohesion. Always provide visual aids and clear demonstrations, and consider using adaptive language. Celebrate improvement and effort publicly to foster a growth mindset across the class.

更改“器材”——例如用沙滩球代替排球——可以提高成功率并建立信心。“人员”要素可通过在部分练习中使用按能力分组、在比赛中使用混合能力队伍来调整，这样既能提升技能掌握度又能增强社会凝聚力。始终提供视觉辅助和清晰示范，并考虑使用适应性语言。公开表扬进步与努力，在全班培养成长型思维。

8. Assessment for Learning in Physical Education | 体育中的学习性评估

Assessment in Year 7 PE should be continuous and formative, focusing on progress rather than final grades. Use three core strategies: direct observation with checklists, questioning during activities, and peer or self-assessment against success criteria. A brief ‘traffic light’ self-assessment at the end of a lesson (green = confident, amber = needs practice, red = finding it difficult) gives you instant feedback on the class’s understanding.

七年级体育的评估应当是持续性和形成性的，关注进步而非最终分数。运用三项核心策略：借助清单直接观察、活动中提问，以及根据成功标准进行同伴或自我评估。下课前简短的“交通灯”自我评估（绿 = 自信，黄 = 需要练习，红 = 觉得困难）能让教师立即了解班级理解程度。

Create a simple skills checklist for each activity block. For example, in gymnastics, items might include: ‘can perform a forward roll with good shape’, ‘can link two movements smoothly’, and ‘provides constructive feedback to a peer’. Use this to record informal observations over several lessons. Digital tools such as tablets can be used to capture short video clips for pupil self-analysis; watching themselves perform a chest pass often reveals errors more effectively than verbal corrections.

为每个活动单元创建一份简单的技能清单。例如，体操项目可包括：“能姿态良好地完成前滚翻”、“能流畅连接两个动作”以及“能给同伴提供建设性反馈”。在数节课间使用这些清单记录非正式观察。平板电脑等数字工具可用于拍摄短视频供学生自我分析；观看自己完成胸前传球，往往比口头纠正更能揭示问题。

9. Health and Fitness Concepts Integrated into Practical Lessons | 融入实践课的健康与健身概念

Year 7 PE is an excellent platform for introducing core health and fitness knowledge without sacrificing activity time. Weave concepts such as heart rate, muscle names, and energy systems into warm-ups and cool-downs. When taking a pulse immediately after a high-intensity game, teach pupils to find their carotid or radial pulse and calculate beats per minute by counting for 15 seconds and multiplying by 4. Introduce the target heart rate zone using a simple formula:

Maximum Heart Rate ≈ 220 – age

and then Target Zone ≈ 60-85% of Maximum.

七年级体育课是在不牺牲活动时间的前提下引入核心健康与健身知识的绝佳平台。将心率、肌肉名称和能量系统等概念融入准备活动和放松环节。当学生在高强度比赛后立即测量脉搏时，教会他们找到颈动脉或桡动脉脉搏，通过数 15 秒再乘以 4 计算每分钟心跳次数。用简单公式引入目标心率区间：

最大心率 ≈ 220 – 年龄

，然后 目标区间 ≈ 最大心率的 60-85%。

Create a ‘fitness fact’ board in the changing room or sports hall, highlighting a term of the week such as ‘agility’, ‘aerobic endurance’, or ‘quadriceps’. Quiz pupils during registration or between activities. In a fitness-themed half term, you could design a circuit that includes bodyweight exercises like squats, lunges, and planks, linking each station to a specific muscle group. This dual approach — practical performance plus theoretical recall — aligns perfectly with WJEC expectations for holistic health education.

在更衣室或体育馆内设置一个“健身小知识”板，突出本周术语，如“敏捷性”“有氧耐力”或“股四头肌”。在点名或活动间隙进行小测验。在以健身为主题的半学期，你可以设计一个循环训练，包括深蹲、弓步和平板支撑等自重练习，并将每个站点与特定肌肉群相联系。这种实践表现加理论回顾的双重方式，完美符合 WJEC 对整体健康教育的要求。

10. Safety and Risk Management in Year 7 PE | 七年级体育中的安全与风险管理

Establishing a strong safety culture from the first lesson protects pupils and teachers while creating a trusting environment. Conduct a visual sweep of the hall, field, or court before every session: look for hazards like wet floors, protruding objects, or unsafe equipment. Teach pupils a clear stop signal (e.g., one whistle = freeze, two whistles = return to teacher) and practise it repeatedly during the first few weeks.

从第一堂课就建立强有力的安全文化，既能保护师生，又能营造信任的环境。每节课前，对体育馆、操场或球场进行目视检查：留意湿滑地面、突出物体或不安全的器材。教会学生明确的停止信号（如一声哨 = 定格，两声哨 = 回到老师身边），并在开学前几周反复练习。

Ensure all equipment is age-appropriate and well-maintained. For contact or semi-contact activities, enforce clear rules: no tackling from behind, no collisions, and respect for personal space. Have a first aid kit accessible and know the school’s emergency procedures. Pupils with asthma, allergies, or medical conditions must be confident that their needs are known and accommodated. Proactively teach safe landing and falling techniques in gymnastics and games, reducing the fear of injury and encouraging full participation.

确保所有器材适合学生年龄且维护良好。对于有接触或半身体接触的活动，执行明确规则：不得从背后铲球、不得碰撞、尊重个人空间。备好急救包并熟悉学校应急预案。患有哮喘、过敏或其他疾病的学生必须确信自己的需求已被知晓并得到合理安排。在体操与游戏中主动教授安全着陆与摔倒技巧，减少受伤恐惧，鼓励全员参与。

11. Encouraging Teamwork, Communication, and Leadership | 鼓励团队合作、沟通与领导力

Teamwork is a central thread running through the WJEC PE curriculum, linking directly to the purpose of building ethical, informed citizens. Design activities that require collective problem-solving. For example, present groups with a task: move a ball from one end of the hall to the other without it touching the floor, using only a limited number of items. This kind of challenge compels pupils to listen to each other, propose ideas, and share responsibilities.

团队合作是贯穿 WJEC 体育课程的一条主线，与培养有道德、见闻广博的公民这一目的直接相连。设计需要集体解决问题的活动。例如，给各小组分配一项任务：仅用几件道具，将一个球从场馆一端移到另一端且不让球落地。这类挑战迫使学生在倾听彼此、提出想法和分担责任中合作。

Assign leadership roles during lessons: warm-up leader, equipment manager, scorekeeper, or coach. Rotate these roles regularly so that every pupil experiences both leading and supporting. Teach key phrases for positive communication, such as ‘Well done, that was a great pass’ or ‘Maybe try stepping forward next time’. Run a brief debrief after group activities, asking questions like ‘What made your team successful?’ to draw out the skills of collaboration and mutual respect.

在课堂中分配领导角色：准备活动带领者、器材管理员、计分员或教练。定期轮换这些角色，让每位学生都能体验领导与支持他人。教授积极沟通的常用语，例如“干得好，那传球很棒”或“下次试试向前迈步”。在小组活动后简短复盘，提出诸如“你们团队成功的原因是什么？”等问题，从而提炼出合作与相互尊重的技能。

12. Integrating Technology and Multidisciplinary Approaches | 整合技术与跨学科方法

Technology can enhance PE learning without replacing physical activity. Use tablets to record pupil performances and analyse technique frame by frame. Free video analysis apps allow side-by-side comparisons with model performances. Encourage pupils to set goals based on the footage they review. QR codes displayed in the gym can link to instructional videos for specific skills, enabling independent revision during station rotations.

技术可以丰富体育学习，而不取代身体活动。使用平板电脑录制学生表现并逐帧分析技术动作。免费的视频分析应用可与标准动作进行并排比较。鼓励学生根据所查看的影像设定目标。在体育馆内张贴的二维码可链接到特定技能的讲解视频，让学生在站点循环练习时独立回顾。

Strengthen links with other subjects. Collaborating with the science department on a ‘heart rate and exercise’ investigation enriches pupils’ understanding of data collection and physiological responses. A joint project with the art faculty could involve designing team logos or posters promoting fair play. These cross-curricular connections validate PE’s academic value and align with the WJEC emphasis on developing ambitious, capable learners who can transfer knowledge across domains.

加强与其他学科的联系。与科学部合作开展“心率与运动”探究，能丰富学生对数据采集和生理反应的理解。与艺术系合作的项目可设计团队标志或推广公平竞赛的海报。这些跨学科联系证明了体育的学术价值，也呼应了 WJEC 培养有抱负、有能力的学习者，使其能够在不同领域之间迁移知识的重点。

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Year 7 WJEC Physical Education: Teaching Suggestions and Lesson Plan Sharing | Year 7 WJEC 体育：教师教学建议与教案分享