This plan provides a structured curriculum for teaching Badminton from June to March.
| Month | Topic / Skill Focus | Key Activities & Goals |
|---|---|---|
| June | Introduction & Foundations | History of badminton, court layout, equipment (racket, shuttlecock). Emphasis on safety: correct footwear, no swinging rackets near others, awareness of court lines. |
| July | Basic Strokes - The Clear | Mastering the fundamental forehand and backhand clear. Focus on grip, swing path, and making contact high on the shuttlecock to send it deep and high. |
| August | The Serve | Learning the legal forehand high serve and backhand low serve. Focus on a stationary, below-waist service motion and accuracy. |
| September | The Drop Shot & Net Play | Introducing the soft drop shot to the front of the court and basic net shots. Emphasis on wrist action and deception. |
| October | The Smash | Learning the primary attacking shot: the smash. Focus on footwork to get under the shuttlecock, high elbow, and a powerful, downward swing. |
| November | The Drive & Advanced Shots | Introducing the fast, flat drive. Combining different shots (clear, drop, smash) in rallies. Basic defensive and attacking shot selection. |
| December | Footwork | Mastering the essential footwork patterns: ready position, split step, chassé (side-to-side), and moving forward and backward efficiently. |
| January | Singles Strategy | Understanding basic singles tactics: moving the opponent, creating openings, and exploiting their weaknesses with different shots. |
| February | Doubles Play | Understanding doubles-specific rules, positioning (attacking/defending), rotation, and the importance of communication and partnership. |
| March | Tournament & Review | Review of all skills. Organization of an intra-class tournament. Focus on sportsmanship and applying learned skills in a competitive setting. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, briefs about the day's lesson on badminton basics and safety. | Student presence and attentiveness. |
| 2 | Warm-up | Cardio, Flexibility | Open court, cones | Timer/Music App | Light jog around the court. Dynamic stretches: arm circles, leg swings, torso twists. | Observation of correct form and participation. |
| 3 | Formal Part | Knowledge, Safety Awareness | Whiteboard/Chart, Racket, Shuttlecock | Video: "Intro to Badminton" | Teacher explains the history and objective of the game. Demonstrates equipment. Discusses safety rules: no swinging rackets near people, proper footwear, checking court for hazards. | Q&A session. Ask students to repeat safety rules. |
| 4 | Special Part (activity in elaborated) | Familiarization | Rackets, Shuttlecocks | - | Activity: "Shuttlecock Control" 1. Students are shown how to hold a racket correctly. 2. They practice gently hitting a shuttlecock up and down, trying to keep it in the air. 3. They then practice hitting it to a partner from a short distance. |
Teacher observes for correct handling of equipment and basic hand-eye coordination. |
| 5 | Recreation | Teamwork, Fun | Shuttlecocks, Cones | - | Game: "Shuttlecock Relay" Students form teams. They must run to a cone, pick up a shuttlecock, and run back, handing it to the next person. No hitting, focuses on running and handling the shuttlecock. |
Participation and sportsmanship. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down with static stretches. Teacher recaps key points (safety, equipment). Dismiss students. | Students can name one key safety rule. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Recall | Attendance Register | - | Teacher takes attendance, asks students to recall one safety rule from the previous lesson. | Student presence and correct response. |
| 2 | Warm-up | Agility, Reaction | Rackets, Shuttlecocks | Timer/Music App | Students in pairs. One drops a shuttlecock; the other has to catch it after one bounce. This warms up reflexes. | Observation of quick reactions. |
| 3 | Formal Part | Grip & Stance Technique | Rackets, Whiteboard/Chart | Video of a proper badminton grip | Teacher demonstrates the correct badminton grip (handshake grip). Explains the ready position: feet shoulder-width apart, knees slightly bent, racket held up in front of the body. | Students practice getting into their grip and stance. |
| 4 | Special Part (activity in elaborated) | Grip & Stance Practice | Rackets, Shuttlecocks | - | Activity: "Grip & Stance Drill" 1. Students stand on the court in the ready position. 2. Teacher calls "Grip Check!" - students hold their racket up for inspection. 3. Teacher calls "Ready!" - students get into their stance. 4. Students practice bouncing the shuttlecock on their racket while maintaining the correct grip and stance. |
Teacher uses a checklist: Correct grip? Relaxed grip? Correct stance? Verbal feedback provided. |
| 5 | Recreation | Application, Fun | Rackets, Shuttlecocks, Net | - | Game: "Keep it Up" In pairs, students try to rally the shuttlecock over the net. The goal is not to win, but to get the longest rally possible. Emphasis is on using the correct grip and getting into the ready position after each shot. |
Observation of technique during the game, not just the rally count. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down with static stretches. Teacher recaps the two key points: correct grip and ready position. Dismiss students. | Students can demonstrate the correct grip without a racket. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, asks students to demonstrate the ready position. | Student presence and correct demonstration. |
| 2 | Warm-up | Shadowing, Muscle Memory | Open space, Rackets | Timer/Music App | Shadow practice of the forehand clear motion, focusing on a large, smooth swing. | Observation of correct swing path. |
| 3 | Formal Part | Forehand Clear Technique | Rackets, Whiteboard/Chart | Slow-motion video of a forehand clear | Teacher breaks down the forehand clear: 1. Ready Position: Side-on to the net. 2. Backswing: Racket arm goes back and up, non-racket arm points up at the shuttlecock. 3. Contact: Hit the shuttlecock high and in front of the body. 4. Follow-through: Racket continues over the opposite shoulder. |
Students perform each part in slow motion (shadowing) as the teacher calls it out. |
| 4 | Special Part (activity in elaborated) | Clear Practice | Rackets, Shuttlecocks, Net | - | Activity: "Partner Clearing" 1. Students pair up on opposite sides of the net. 2. One student gently tosses a shuttlecock high to their partner. 3. The partner practices returning it with a forehand clear. 4. The goal is to get the shuttlecock to land deep in the opponent's court. 5. Switch roles after 10 clears. |
Teacher provides specific feedback on each part of the swing. Is the contact point high enough? Is the follow-through complete? |
| 5 | Recreation | Application, Fun | Rackets, Shuttlecocks, Net | - | Game: "Clear Rally" In pairs, students try to rally using only forehand clears. The goal is to see how many clears they can hit back and forth over the net. |
Participation and successful execution of the clear in a rally. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down with static stretches. Teacher recaps the key points of the forehand clear. Dismiss students. | Students can list the 4 steps of the forehand clear. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Recall | Attendance Register | - | Teacher takes attendance, asks students what the main goal of a clear is (get the shuttlecock deep and high). | Student presence and correct response. |
| 2 | Warm-up | Shadowing, Muscle Memory | Open space, Rackets | Timer/Music App | Shadow practice of the backhand clear motion, focusing on a smooth, controlled swing. | Observation of correct swing path. |
| 3 | Formal Part | Backhand Clear Technique | Rackets, Whiteboard/Chart | Slow-motion video of a backhand clear | Teacher breaks down the backhand clear: 1. Ready Position: Backhand side to the net. 2. Backswing: Racket arm goes across the body and up. 3. Contact: Hit the shuttlecock high and in front of the body. 4. Follow-through: Racket continues over the same shoulder. |
Students perform each part in slow motion (shadowing) as the teacher calls it out. |
| 4 | Special Part (activity in elaborated) | Clear Practice | Rackets, Shuttlecocks, Net | - | Activity: "Partner Clearing" 1. Students pair up on opposite sides of the net. 2. One student gently tosses a shuttlecock high to their partner's backhand side. 3. The partner practices returning it with a backhand clear. 4. The goal is to get the shuttlecock to land deep in the opponent's court. 5. Switch roles after 10 clears. |
Teacher provides specific feedback on each part of the swing. Is the contact point high enough? Is the swing smooth? |
| 5 | Recreation | Application, Fun | Rackets, Shuttlecocks, Net | - | Game: "Clear Rally" In pairs, students try to rally using only backhand clears. The goal is to see how many clears they can hit back and forth over the net. |
Participation and successful execution of the backhand clear in a rally. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down with static stretches. Teacher recaps the key points of the backhand clear. Dismiss students. | Students can explain the difference between a forehand and backhand clear swing. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, asks students to name one key point for both forehand and backhand clears. | Student presence and correct response. |
| 2 | Warm-up | Footwork, Shadowing | Open space, Rackets | Timer/Music App | Side-to-side shuffling. At each side, perform a shadow forehand or backhand clear swing as directed by the teacher. | Observation of integrated footwork and correct swing for each side. |
| 3 | Formal Part | Shot Selection & Transition | Whiteboard/Chart | - | Teacher explains the concept of using the forehand for shots on the forehand side and the backhand for shots on the backhand side. Emphasizes the need to quickly return to the ready position after each shot. | Students point to which side of the body they would use for a shuttlecock coming to different areas. |
| 4 | Special Part (activity in elaborated) | Alternating Shot Drills | Rackets, Shuttlecocks, Net | - | Activity: "Partner Feeding Drill" 1. In pairs, Student A hits the shuttlecock to Student B's forehand side, then backhand side, then forehand, etc. 2. Student B must hit the shuttlecock back using the correct stroke (clear). 3. After 10 shots, they switch roles. 4. Progression: Student A can hit the shuttlecock randomly to either side. |
Teacher assesses: Is the student using the correct shot? Is their footwork getting them into position? Are they recovering to the middle? |
| 5 | Recreation | Full Rallying, Fun | Rackets, Shuttlecocks, Net | - | Game: "Clear Rally" In pairs, students try to have the longest rally possible, using any combination of forehand and backhand clears. The focus is on consistency and getting the shuttlecock back over the net. |
Participation and successful combination of shots in a rally. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down with static stretches. Teacher recaps the importance of the ready position as the "home base" for all shots. Dismiss students. | Students can explain why the ready position is so important when combining shots. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, asks students what the "home base" for all shots is (ready position). | Student presence and correct response. |
| 2 | Warm-up | Wrist Flexibility | Open space, Rackets | Timer/Music App | Wrist rotations. Shadow practice of a short, controlled serving motion. | Observation of wrist flexibility and range of motion. |
| 3 | Formal Part | Service Rules & Technique | Rackets, Shuttlecocks, Whiteboard/Chart | Video of a legal forehand high serve | Teacher explains and demonstrates the 5 key rules of a legal service: 1. Below the waist. 2. Racket head below the hand. 3. Both feet in contact with the floor. 4. Stationary. 5. Diagonal service. Teacher then demonstrates the forehand high serve technique. |
Students take turns mimicking the service motion without a shuttlecock, focusing on the rules. |
| 4 | Special Part (activity in elaborated) | Service Practice | Rackets, Shuttlecocks, Net, Cones | - | Activity: "Serve to a Box" 1. Use cones to mark a service box on the opponent's side of the court. 2. Students practice their forehand high serve, trying to land the shuttlecock inside the box. 3. This encourages a high, deep serve. |
Teacher checks for correct service motion and accuracy. Success is measured by the number of serves landing in the box. |
| 5 | Recreation | Game Play, Application | Rackets, Shuttlecocks, Net | - | Game: "Serve and Return" Students play a game where the only objective is to execute a legal serve and have the opponent return it legally. The point is a "do-over" if the serve is illegal. Focus is on form, not winning. |
Participation and successful execution of a legal serve. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down with static stretches. Teacher recaps the 5 service rules. Dismiss students. | Students can list at least 3 of the 5 service rules. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Recall | Attendance Register | - | Teacher takes attendance, asks students to name the 2 types of serves (forehand high, backhand low). | Student presence and correct response. |
| 2 | Warm-up | Finger Dexterity | Rackets, Shuttlecocks | Timer/Music App | Finger exercises. Spinning the racket in hand. Shadow practice of the backhand low serve motion (short, push-like). | Observation of finger control and wrist stability. |
| 3 | Formal Part | Backhand Low Serve Technique | Rackets, Shuttlecocks, Whiteboard/Chart | Video of a backhand low serve | Teacher demonstrates the backhand low serve: 1. Rules: Same 5 rules apply. 2. Grip: Thumb grip (thumb on flat bevel). 3. Stance: Right foot forward (for righties). 4. Action: Gently push the shuttlecock just over the net. |
Students practice the thumb grip and the gentle pushing motion. |
| 4 | Special Part (activity in elaborated) | Service Practice | Rackets, Shuttlecocks, Net, Rope/Tape | - | Activity: "Skim the Net" 1. Place a piece of tape or rope 6 inches above the net. 2. Students practice serving the shuttlecock so it goes between the net and the rope. 3. This encourages a low, tight serve. |
Teacher observes: Is the shuttlecock staying low? Is the serve legal? |
| 5 | Recreation | Accuracy Game | Rackets, Shuttlecocks, Net, Targets | - | Game: "Target Serve" Place targets (Hoops/Paper) close to the service line on the opponent's side. Students get points for landing their serve on a target. |
Participation and accuracy of the serve. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down with static stretches. Teacher recaps the thumb grip for backhand serving. Dismiss students. | Students can demonstrate the thumb grip. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, asks students what shot makes the shuttlecock fall close to the net (drop shot). | Student presence and correct response. |
| 2 | Warm-up | Shadowing, Deception | Open space, Rackets | Timer/Music App | Shadow practice: Look like you are going to clear, then slow down the swing for a drop shot. | Observation of "selling" the shot (deception). |
| 3 | Formal Part | Forehand Drop Technique | Rackets, Whiteboard/Chart | Video of forehand drop | Teacher explains the drop shot: 1. Preparation: Same as clear (turn, arm up). 2. Deception: Body language says "Clear". 3. Contact: Slow down arm speed just before contact. Tape or slice the shuttlecock to make it fall steeply. |
Students practice the motion: Fast approach, slow hit. |
| 4 | Special Part (activity in elaborated) | Drop Shot Practice | Rackets, Shuttlecocks, Net | - | Activity: "Partner Drop Drill" 1. Feeder hits high serve to Partner. 2. Partner hits a drop shot. 3. Feeder catches it or lifts it back. 4. Focus on the shuttlecock landing in front of the service line. |
Teacher checks: Is the trajectory steep? Is it landing close to the net? |
| 5 | Recreation | Application, Fun | Rackets, Shuttlecocks, Net | - | Game: "Front & Back" One player stands front, one back. The back player can only hit drops; the front player allows it or returns to self. Rotate roles. |
Participation and execution of drop shots. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Teacher emphasizes Deception: "The best drop shot looks like a clear until the last second." Dismiss students. | Students can explain why deception is important. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, asks students where a net shot is played from (close to the net). | Student presence and correct response. |
| 2 | Warm-up | Lunging, Balance | Open space | Timer/Music App | Lunges: Forward and diagonal lunges to simulate reaching the net. keeping back straight. | Observation of balance and lunge technique. |
| 3 | Formal Part | Net Shot Technique | Rackets, Whiteboard/Chart | Video of net play / hairpin net shot | Teacher demonstrates the net shot: 1. Lunge: Lunge towards the shuttlecock with the racket leg. 2. Racket Up: keep the racket head high. 3. Touch: Gentle push or tumble over the net. Controlled movement. |
Students practice lunging and gently pushing a pretend shuttlecock. |
| 4 | Special Part (activity in elaborated) | Net Play Drills | Rackets, Shuttlecocks, Net | - | Activity: "Hand Feeding at Net" 1. Feeder stands near the net and throws shuttlecock over. 2. Player lunges and plays a net shot back. 3. Repeat for forehand and backhand corners. |
Teacher assesses: Is the lunge deep? Is the racket up? Is the shot tight to the net? |
| 5 | Recreation | Close Control Game | Rackets, Shuttlecocks, Net | - | Game: "Net Wars" Players stand inside the service line. They can only hit net shots. If the shuttlecock goes past the service line, it's 'out'. |
Participation and control at the net. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down with leg stretches (important after lunging). Teacher recaps the importance of the lunge. Dismiss students. | Students can demonstrate a correct lunge. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, introduces the most powerful shot: The Smash. | Student presence and excitement/interest. |
| 2 | Warm-up | Explosive Power | Open space | Timer/Music App | Jump squats, high knees. Shadow swings with high speed. | Observation of effort and intensity. |
| 3 | Formal Part | Smash Technique | Rackets, Whiteboard/Chart | Video of a jump smash (or standing smash) | Teacher explains the smash: 1. Position: Get behind the shuttlecock. 2. Action: Similar to clear but contact point is further in front. 3. Power: Use core rotation and wrist snap to hit downwards steeply. |
Students practice the downward snapping wrist motion. |
| 4 | Special Part (activity in elaborated) | Smash Practice | Rackets, Shuttlecocks, Net | - | Activity: "Feed and Smash" 1. Feeder hits a high, short lift to the student. 2. Student steps back and smashes downwards. 3. Start with manageable speed, focus on angle. 4. Retrieve shuttles and switch. |
Teacher observes: Is the contact point in front? Is the shuttlecock travelling downwards? |
| 5 | Recreation | Application, Fun | Rackets, Shuttlecocks, Net, Targets | - | Game: "Smash the Cone" Place cones on the mid-court. Students get points if their smash hits or lands near a cone. |
Participation and aiming the smash. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Teacher reminds students that placement is often better than raw power. Dismiss students. | Students can explain why you need to get behind the shuttlecock to smash. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Recall | Attendance Register | - | Teacher takes attendance, explains that today is for reviewing all shots learnt so far (Clear, Serve, Drop, Net, Smash). | Student presence and attentiveness. |
| 2 | Warm-up | General | Open space | Timer/Music App | Jogging, dynamic stretching, shadow badminton (teacher calls out a shot, students mime it). | Observation of correct shadow movements. |
| 3 | Formal Part | Station Work | Rackets, Shuttlecocks, Net, Cones | - | Teacher sets up stations: 1. Serving Station (Target practice). 2. Net Shot Station (Partner toss). 3. Rally Station (Clears and Drops). |
Students move between stations every 7-10 minutes. |
| 4 | Special Part (activity in elaborated) | Circulation & Feedback | - | - | Teacher circulates among the stations, correcting individual faults. Focusing on grip correction and footwork. | Individual feedback provided to students. |
| 5 | Recreation | Game Play | Rackets, Shuttlecocks, Net | - | Game: "King of the Court" Short games (up to 5 points) using half-court. Winner stays on, loser rotates out. Encourages using all skills. |
Observation of skills in a game context. |
| 6 | Dismissal | Feedback, Discipline | - | - | Cool-down. Teacher gives general feedback on what the class does well and what needs improvement. Dismiss students. | Students reflect on their own strongest/weakest shot. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, introduces the Drive shot (flat and fast). | Student presence. |
| 2 | Warm-up | Reaction Speed | Rackets, Shuttlecocks | Timer/Music App | Wall rally: Hit the shuttlecock against a wall repeatedly to improve reaction time and flat hitting. | Observation of reflex speed. |
| 3 | Formal Part | Drive Technique | Rackets, Whiteboard/Chart | Video of drive exchanges (doubles) | Teacher explains the drive: 1. Height: Just over the net. 2. Trajectory: Flat (parallel to floor). 3. Stance: Low, racket held in front. 4. Use: Attacking shot in doubles or to catch opponent off guard. |
Students practice the flat swinging motion (shorter swing than clear). |
| 4 | Special Part (activity in elaborated) | Drive Practice | Rackets, Shuttlecocks, Net | - | Activity: "Flat Rally" 1. Partners stand closer (mid-court). 2. Try to hit the shuttlecock back and forth flat and fast. 3. Do not lift it high. 4. Forehand and Backhand drives. |
Teacher observes: Is the shuttlecock flat? Are the rackets up? |
| 5 | Recreation | Fast Paced Game | Rackets, Shuttlecocks, Net | - | Game: "Drive Wars" Points only count if the shuttlecock is hit downwards or flat. No high clears allowed. |
Participation and adherence to the rule constraints. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Teacher recaps when to use a drive (doubles, passing shot). Dismiss students. | Students can demonstrate the drive swing. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, emphasizes that "Badminton is played with the feet". | Student presence. |
| 2 | Warm-up | Agility | Open space, Ladders | Timer/Music App | Ladder drills: High knees, side shuffles, in-out patterns. | Observation of foot speed and coordination. |
| 3 | Formal Part | Footwork Patterns | Whiteboard/Chart | Video of Lin Dan's footwork | Teacher demonstrates key movements: 1. Split Step: Small hop before opponent hits. 2. Chassé: Galloping motion. 3. Lunge: For net shots. 4. Scissor Kick: For switching feet in mid-air (smash). |
Students practice each movement across the width of the court. |
| 4 | Special Part (activity in elaborated) | Shadow Footwork | Court, Cones | - | Activity: "6 Corners Drill" 1. Label the 6 corners of the court (Front L/R, Mid L/R, Back L/R). 2. Teacher calls a corner. 3. Students move to it using correct footwork and shadow a shot. 4. Return to center (Base). |
Teacher assesses: Are they splitting? Are they returning to base? |
| 5 | Recreation | Speed Game | Shuttlecocks, Cones | - | Game: "Shuttle Run" Place shuttles in corners. Students race to retrieve them one by one and bring them to the center. Timed competition. |
Participation and speed. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down with lower body stretching. Teacher asks "When do you do a split step?" (Just before opponent hits). Dismiss students. | Students can demonstrate a split step. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, introduces the concept of "Moving the opponent". | Student presence. |
| 2 | Warm-up | Endurance | Open space | Timer/Music App | Court sprints. 2 minutes of continuous shadow badminton at moderate pace. | Observation of stamina. |
| 3 | Formal Part | Singles Tactics | Whiteboard/Chart | Diagram of court zones | Teacher explains basic singles strategy: 1. Open Space: Hit where they aren't. 2. Corners: Force them to run the furthest distance. 3. Consistency: Keep the shuttlecock in play; wait for their mistake. |
Q&A: Where is the hardest place to run to? (Diagonal corners). |
| 4 | Special Part (activity in elaborated) | Tactical Drills | Rackets, Shuttlecocks, Net | - | Activity: "Half-Court Singles" 1. Play singles using only half the width of the court (long and narrow). 2. Forces players to use depth (clears/drops) rather than width. 3. Encourages patient rallies. |
Teacher observes: Are students using clears to push opponent back? |
| 5 | Recreation | Conditioning Game | Rackets, Shuttlecocks, Net | - | Game: "Winner Stays" 1 point to win. Winner stays on. Fast rotation. High intensity. |
Participation and competitive spirit. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Teacher recaps: "Make them move, keep yourself safe (central base)." Dismiss students. | Students can explain the concept of 'Home Base'. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, introduces Doubles play (Partnership). | Student presence. |
| 2 | Warm-up | Agility, Cooperation | Ball/Shuttlecock | Timer/Music App | Partner reaction drills. Throwing and catching two balls simultaneously. | Observation of coordination with partner. |
| 3 | Formal Part | Doubles Rules & Service | Whiteboard/Chart | Video of doubles service | Teacher explains differences: 1. Court: Wide and Short for service. Wide and Long after. 2. Service: Usually backhand low serve. 3. Scoring: Only one service hand per side (in modern rally point, it's simpler, but explain proper rotation). |
Students identify the doubles service court lines. |
| 4 | Special Part (activity in elaborated) | Doubles Service Practice | Rackets, Shuttlecocks, Net | - | Activity: "Doubles Serve" 1. Practice serving into the short and wide box. 2. Partners stand in attacking formation (server front, partner back). |
Teacher checks: Is serve low? Is it in the correct box? |
| 5 | Recreation | Game Play | Rackets, Shuttlecocks, Net | - | Game: "Doubles Points" Play casual points focusing on service rotation rules. |
Participation and understanding of service areas. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Teacher recaps the difference in service courts. Dismiss students. | Students can point out the doubles service lines. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, explains current topic: Where to stand in doubles. | Student presence. |
| 2 | Warm-up | Agility | Rackets, Shuttlecocks | Timer/Music App | Side-to-side and Front-to-back shadowing with a partner. | Observation of movement synchronization. |
| 3 | Formal Part | Formation Theory | Whiteboard/Chart | - | Teacher explains the two main formations: 1. Front-Back (Attacking): One net, one rear. Used when hitting downwards (Smash/Drop). 2. Side-by-Side (Defensive): Used when lifting the shuttle (Clearing) to cover width. |
Students walk through the positions on court. |
| 4 | Special Part (activity in elaborated) | Rotation Drill | Rackets, Shuttlecocks, Net | - | Activity: "Attack & Defend" 1. Feeder lifts shuttle -> Partners move Front-Back to smash. 2. Feeder smashes -> Partners move Side-by-Side to defend. 3. Repeat to build muscle memory of rotation. |
Teacher observes: Are they moving as a unit? Are they leaving gaps? |
| 5 | Recreation | Mock Game | Rackets, Shuttlecocks, Net | - | Game: "Formation Check" Play points. Teacher blows whistle mid-rally. Players freeze. Check if they are in correct formation based on the shot. |
Participation and tactical awareness. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Teacher recaps: "Lift = Side by Side. Smash = Front and Back". Dismiss students. | Students can recite the formation rule. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register, Fixtures Sheet | - | Teacher takes attendance, explains the tournament format (Knockout or League). | Student presence and readiness. |
| 2 | Warm-up | General | Open space | Timer/Music App | Individual warm-up routine (5 mins). Students choose their own stretches. | Observation of student independence/responsibility. |
| 3 | Formal Part | Tournament Play | Rackets, Shuttlecocks, Nets, Score sheets | - | Activity: "Singles Matches" 1. Students play short matches (1 set of 11 or 15 points). 2. Students not playing act as Umpires and Line Judges (learning rules). |
Teacher observes: Application of skills, fair play, umpiring accuracy. |
| 4 | Special Part (activity in elaborated) | Officiating | Whistles (optional) | - | Students learn to call the score loudly, judge "IN/OUT" calls, and track service faults. | Observation of officiating capability. |
| 5 | Recreation | Competition | - | - | Continuing the matches. Cheering for classmates. | Sportsmanship. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Announce winners/progress. Teacher emphasizes that "winning is good, but playing right is better." Dismiss students. | Students congratulate the winners. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register, Fixtures Sheet | - | Teacher takes attendance, pairs students up for doubles tournament. | Student presence. |
| 2 | Warm-up | General | Open space | Timer/Music App | Partner warm-up routine. | Observation of team bonding. |
| 3 | Formal Part | Tournament Play | Rackets, Shuttlecocks, Nets | - | Activity: "Doubles Matches" 1. Doubles matches (1 set of 15 points). 2. Focus on formation rotation and communication ("Mine!", "Yours!"). |
Teacher observes: Are partners talking? Are they rotating? |
| 4 | Special Part (activity in elaborated) | Strategy Application | - | - | Teams discuss strategy between points. | Observation of tactical thinking. |
| 5 | Recreation | Competition | - | - | Continuing matches. | Sportsmanship. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Announce winners. Teacher praises good teamwork. Dismiss students. | Students reflect on their partnership. |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, mentions mixed doubles (Boy & Girl team). | Student presence. |
| 2 | Warm-up | Agility | Rackets, Shuttlecocks | Timer/Music App | Shadow badminton. | Observation. |
| 3 | Formal Part | Mixed Tactics | Whiteboard/Chart | - | Teacher explains the traditional formation: 1. Lady Front: Controls the net. 2. Man Back: Covers the rear court and smashes. 3. Rationale: Plays to traditional physical strengths (speed/power), though modern game is more fluid. |
Students discuss why this formation is used. |
| 4 | Special Part (activity in elaborated) | Mixed Practice | Rackets, Shuttlecocks, Net | - | Activity: "Front and Back" Mixed pairs practice maintaining the front-back formation during a rally. |
Teacher observes positioning. |
| 5 | Recreation | Game Play | Rackets, Shuttlecocks, Net | - | Game: "Mixed Doubles" Play casual mixed doubles games. |
Participation. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Dismiss students. | - |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance, focus on "Bouncing Back". | Student presence. |
| 2 | Warm-up | Speed | Open space | Timer/Music App | Sprints and quick turns. | Agility. |
| 3 | Formal Part | Recovery Footwork | - | Video of Lee Chong Wei recovery | Teacher emphasizes that the shot isn't over until you are back at the base. Pushing off the landing foot to recover quickly. | Students practice: Lunge -> Push back -> Split step. |
| 4 | Special Part (activity in elaborated) | Pressure Drill | Rackets, Shuttlecocks | - | Activity: "Multi-shuttle Feed" Teacher feeds shuttles quickly to different corners. Student must hit and return to center before the next feed. |
Observation of recovery speed. |
| 5 | Recreation | Game Play | - | - | Singles games. Focus on recovery. | Participation. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Dismiss students. | - |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Teacher takes attendance. Topic: What NOT to do. | Student presence. |
| 2 | Warm-up | General | - | - | Standard warm-up. | - |
| 3 | Formal Part | Common Faults | Whiteboard/Chart | - | Teacher explains faults: 1. Touching the net. 2. Over the net (invading space). 3. Service faults. 4. Shuttlecock landing out. |
Q&A: "Is it a fault if the shuttle hits the net and goes over?" (No). |
| 4 | Special Part (activity in elaborated) | Umpiring Practice | Score sheets | - | Activity: "Spot the Fault" Two students demonstrate faults intentionally. Class must call them out. |
Correct identification of faults. |
| 5 | Recreation | Game Play | - | - | Games with strict umpiring by students. | Fair play. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Dismiss students. | - |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Topic: Fun with Badminton. | - |
| 2 | Warm-up | Wrist | Rackets | - | Wrist rolls and flicks. | - |
| 3 | Formal Part | Basic Deception | Rackets, Shuttlecocks | Video of trick shots | Teacher demonstrates simple tricks: 1. Holding the shot (delayed hit). 2. Slicing (changing direction of shuttle). 3. Double motion. |
Students try "holding" the shot. |
| 4 | Special Part (activity in elaborated) | Trick Practice | - | - | Activity: "Fool the Partner" Try to send the partner the wrong way using body language. |
Success rate of deception. |
| 5 | Recreation | Fun | - | - | Target games using trick shots. | Enjoyment. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. "Use tricks sparingly." Dismiss students. | - |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Topic: Building a Badminton Body. | - |
| 2 | Warm-up | Cardio | Jump ropes | Music | Skipping rope (3 mins). Excellent for footwork. | Stamina. |
| 3 | Formal Part | Circuit Training | Cones, Mats | - | Stations: 1. Lunges (Leg strength). 2. Plank (Core stability). 3. Calf raises (Agility). 4. Wrist curls (Racket power). |
Students rotate every minute. |
| 4 | Special Part (activity in elaborated) | Circuit | - | - | Complete 2-3 circuits. | Effort. |
| 5 | Recreation | Relaxation | - | - | Yoga/Stretching for recovery. | Relaxation. |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Dismiss students. | - |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register | - | Topic: Prep for final assessment. | - |
| 2 | Warm-up | Choice | - | - | Student choice warm-up. | Leadership. |
| 3 | Formal Part | Practice Matches | Rackets, Shuttlecocks, Nets | - | Open play. Students challenge each other. Teacher observes and gives final tips. | Application of all skills. |
| 4 | Special Part (activity in elaborated) | - | - | - | - | - |
| 5 | Recreation | Game Play | - | - | Continued play. | - |
| 6 | Dismissal | Recall, Discipline | - | - | Cool-down. Remind about next week's final tournament. Dismiss students. | - |
| Sl.No. | Subject Matter | Skill | Physical TLM | Digital TLM | Method/Activity | Assessment |
|---|---|---|---|---|---|---|
| 1 | Assembly & Roll Call | Listening, Discipline | Attendance Register, Medals/Certificates (opt) | - | Teacher takes attendance. Welcome to the Finals! | Excitement. |
| 2 | Warm-up | General | - | - | Group warm-up. | - |
| 3 | Formal Part | Tournament | Rackets, Shuttlecocks, Nets | - | Activity: "The Finals" Knockout finals or League conclusion. Best of 3 sets for final matches. |
Performance under pressure. |
| 4 | Special Part (activity in elaborated) | Closing Ceremony | - | - | Teacher announces winners. Distributes certificates if available. Applauds improvement of all students. | Sportsmanship. |
| 5 | Recreation | Celebration | - | - | Free play or fun game designated by the winners. | Fun. |
| 6 | Dismissal | Final Recall | - | - | Cool-down. Teacher gives closing remarks on the year's progress. Encourages playing during holidays. Dismiss class. | Students thank the teacher. |