Lesson Plan

Topic area: Game Sense Stage of Learner: 4 Syllabus Pages: 24 & 25

Year 7
Date: 10/08/2017 Location Booked: Netball court Lesson Number: 1 /10

Time: 60 minutes Total Number of students: 24 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment
Types of movement skills • practise and refine
Outcome 4.4 A student demonstrates Observation of – fundamental fundamental and specialized
and refines movement skills in a range performance – locomotor and non- movement skills in predictable
of contexts and environments. locomotor and dynamic learning
– manipulative environments

Aspects of movement skill • participate in a variety of

Life Skills outcomes development movement activities to
– object manipulation and demonstrate and enhance
LS.8 Demonstrates a range of control body control, body
movement skills across awareness, object
environments Influences on skill development manipulation, anticipation
and performance and timing
– safety
• participate safely in
The elements of composition movement activities
– space
– dynamics • participate in individual and
– relationships group movement activities
which:
– demonstrate their ability to
use space in different
movement contexts

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Aboriginal and Indigenous Communicating

Environment Decision-making
Multicultural Interacting
Communicating ideas and information Moving
Planning
Problem-solving

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

Metalanguage is achieved through the use of introducing netball specific terms and
1.4 Metalanguage explaining the meaning of the terms. Metalanguage is continued throughout the lesson
by the discussions and questioning also incorporating netball specific language.
Engagement of the students is achieved through out the lesson by constantly providing
2.2 Engagement students with games or activities to participate in, with minimal time between
activities decreasing the chance for disengagement. The use of small groups also
encourages engagement as it allows all student to become involved in the games and
activities rather than just the best players being engaged while the others students
have little involvement (Pearson, Webb, & Mckeen, 2006).
Cultural knowledge is achieved within the lesson by incorporating games that were
3.2 Cultural played by Indigenous Australians, explaining where they were played and what they
knowledge were played with. Students are also made aware of the fact that many of the
movements they are using now were also used by the Indigenous Australians before
Australia was colonised.
Time Teaching and learning actions
5 Introduce the topic – Invasion games – netball
Explain to students that this lesson is going to focus on
tactics and strategies that are involved in invasion games,
with a main focus on netball. This will involve students using
a range of different movement skills and movement
compositions in a variety of different activities.
Explain to class that today’s lesson will focus on keeping
possession of the ball. Teacher asks why it is important to
keep possession and how we keep possession. Teacher
explains that in order to keep possession we are going to
look at creating and moving into space, and decision making
when passing.
Explain to class the meaning of netball specific terms for
example “free player”, “break away” and “creating space”.
Ask the students what the safety concerns with running
around the playing area are and discuss.
Provide examples of safety rules such as no grabbing and
dragging other students and no pulling their shirt or spinning
them.
10 Warm up
1) Have students jog, side shuffle and hop back and forth
within the perimeter so they can understand where the
playing area is and the amount of space that is available.
2) Play Caterpillar tag
Two people are in, they hold hands and chase people, the
people they catch joins the chain by linking hands. When
another person is caught they can stay together or spilt 2 and
2 they must split even numbers and can link together at will.
This game is played until 2 people are left.
Teacher provides examples of safety rules such as no
grabbing and dragging other students and no pulling their
shirt or spinning them.
Play game 2 times, with the last 2 people not caught starting
as the chasers for the next game.
15 Stretching
Have 2 students come out the front of the class to teach 4
basic stretches to the rest of the class. Eg touch toes, arm up
and lean across both sides, shoulders and quadriceps.
Teacher hands out bibs or sashes to students while they are
stretching.
20 4 corners 3 vs 1 (4 students per game) (6 games)
Students go to designated cones which are set out in a 3m x
3m square.
Teacher explains game to students.
3 students stand on 3 of the 4 cones and become the
attacking players, whilst the other students stand in the
middle becoming the defending player. The students on the
cones pass the ball between each other however diagonal
passes are not allowed. Players have to be on a cone to be
able to receive the ball. The player with the ball cannot move
however the other two players can move to cones that are
free. The defender has to try to intercept the ball or force an
error, receiving a point every time they manage this. The
Organisation Cen
tred
T/S
Teacher: Tell students to place bags away
from where you will be playing, then to go T
stand on lines marked out on netball court.
Teacher then explains the topic that is being
taught.
Ask safety concerns, guiding student’s to
the answers if any are missed
Student: Students place bags where told,
then go and stand where told and answer
questions about safety concerns
Resources: Netball court
Bag with balls and equipment is placed
away from students bags and where they
are standing
Teacher: Explain to students the playing
area, whilst standing on one of the T
boundaries. Run students through the warm
up.
Explain rules of game and ask if anyone
want to start in the middle, if not pick
students that you think will be good at the
game.
Student: Perform activities.
Resources: 1/2 netball court
Teacher: While students are stretching
teacher sets up cones for next activity, and S
hand out bibs and sashes.
Student: 2 Students teach stretches while
the rest follow instructions and perform the
stretches.
Resources: 6 x small squares marked out by
cones 3m x 3m.
24 bibs and sashes
Teacher: Tells students which square of
cones to go to dependent on their bib or S
sash.
Explains rules making sure to highlight
safety as the most important rule.
Go around observing and helping students
or modifying games if needed.
Call out when the groups change defenders.
Asks students questions.
Student: Take turns being defender, when
attacking focusing on creating space and
decision making when to pass.
 object of the game is for the attacking players to move to a Answer questions and discuss.
cone that creates space as well as encourages the player with
the ball to make correct decisions when passing. Resources: 6 x Netballs
Students take turns being the defender for 1 minute each
and then rotate.
After everyone has defended teacher asks questions
Questions
 Who should you pass to?
 When should you pass?
 How does a player become free

Modifications
 Time holding the ball eg attacker must pass within
3 seconds (Easier = more time. Harder = less time)
 Size of playing area (smaller if passing isn’t
accurate, bigger if defender is forcing a lot of
intercepts)
 Type of pass (Bounce pass is more advanced)
 Type of ball/equipment being used

25 Modify the game Teacher: Explains the importance of tactics

Teacher explains that the ability to move into space and to
pass to the free player is also important for other invasion
games.
Students get told to incorporate this by picking another
sports ball/equipment from what is available and perform
the activity again with new equipment.
Teacher explains to students that the native indigenous
Australians used to play games like these with balls made
from Kangaroo or other animal fur bundled up and wrapper
with twine.
Teacher discusses new safety concerns with new equipment.
Students have 30 seconds to discuss tactics before doing
activity again.
When the teacher stops game they asks questions such as
Questions
 Why did you pass to a certain player?
 Where did you run to when you didn’t have the
ball
 Why did you run to the empty cone?
in all invasion games and provides a number S
of different ball/equipment options to hand
out to students to use.
Remind students of importance of safety
with new equipment
Go around observing and helping students
or modifying games if needed.
Call out when the groups change defenders.
Asks students questions.
Student: Pick a different ball/equipment.
Discuss tactics and what they learnt from
questions.
Perform activity with new equipment using
tactics that were discussed in questions.
Answer questions and discuss.
Resources: 2 x footballs, 2 x soccer balls, 2 x
frisbee, 2 x vortex, 2 x tennis ball.

Modifications
 Time holding the ball eg attacker must pass within
3 seconds (Easier = more time. Harder = less time)
 Size of playing area (smaller if passing isn’t
accurate, bigger if defender is forcing a lot of
intercepts)
 Type of pass (Bounce pass is more advanced)
 Type of ball/equipment being used

30 Keep off 3 vs 1 (4 students per game) (6 games)
Students stay in same groups but attackers are now running
around within the square staying within the boundaries. The
same rules apply as the previous game apart from attackers
not having to be on cones.
Teacher mentions the safety concerns with all students being
inside square. Eg contact with other players.
Students take turns being the defender for 1 minute each
and then rotate.
After everyone has defended teacher asks questions
Questions
 Why should you move into space?
 What should the player that passed do once they
have released the ball?
Teacher: Explain new game and rules
making sure to highlight safety as the most S
important rule.
Go around observing and helping students
or modifying games if needed.
Call out when the groups change defenders.
Asks students questions.
Student: Take turns being defender, when
attacking focusing on creating space and
decision making when to pass.
Answer questions and discuss.
Resources: 2 x AFL balls, 2 x soccer balls, 2 x
  How can the player with the ball help to create frisbee, 2 x vortex, 2 x tennis ball.
space?

Modifications
 Time holding the ball eg attacker must pass within
3 seconds (Easier = more time. Harder = less time)
 Size of playing area (smaller if passing isn’t
accurate, bigger if defender is forcing a lot of
intercepts)
 Type of pass (Bounce pass is more advanced)
 Type of ball/equipment being used

35 Modify the game Teacher: Change equipment back to

Change the equipment back to netballs. New rule - Tag ball.
The attackers now have to try and tag the defender with the
ball, without throwing it at them. Attackers can still not move
with the ball and defenders cannot knock the ball down.
Defenders count how many times they get tagged.
Teacher mentions the safety concerns mentioning that
students can hold other players or try to barge through other
players if cornered.
Students take turns being the defender for 1 minute each
and then rotate.
When the teacher stops game they asks questions such as
Questions
 What type of pass worked best and why?
 How did you limit the defenders space?
 How did you signal for the ball if you wanted it?
netballs. S
Explain new rules making sure to highlight
safety as the most important rule.
Go around observing and helping students
or modifying games if needed.
Call out when the groups change defenders.
Asks students questions.
Student: Take turns being defender, when
attacking focusing on decision making when
to pass and removing defenders space.
Answer questions and discuss.
Resources: 6 x Netballs

Modifications
 Time holding the ball eg attacker must pass within
3 seconds (Easier = more time. Harder = less time)
 Size of playing area (smaller if passing isn’t
accurate, bigger if defender is forcing a lot of
intercepts)
 Type of pass (Bounce pass is more advanced)
 Type of ball/equipment being used

40 Pulyugge 6 vs 6 (12 students per game) (2 games) Teacher: Introduce the new game
Teacher splits up 2 groups from previous game sending 2 explaining the indigenous background. S
players from these two groups them straight to a different Explain new rules and playing area making
team decided by the teacher, therefore leaving 4 groups of 6 sure to highlight safety as the most
students. important rule.
Teacher explaining that the next game to be played is an While students are discussing tactics pick up
Indigenous game that was played by local Aborigines within cones from previous game.
South Australia and that many simular versions were played Go around observing and helping students
by Aboriginals all around Australia. Explain that the or modifying games if needed.
movements and tactics we have been using in todays lesson Asks students questions.
would be similar to the ones that were used by the native
Aboriginals when competing against other tribes before Student: Discuss tactics as a team, what
Australia was colonised. worked and what didn’t.
Teacher explains that Pulyugge is a keep away game Play game focusing on creating and moving
consisting of two teams where the object of the game is to into space and their decision making when
keep possession of the ball for as long as possible. We are passing.
going to play a modified version of the game with no running Answer questions.
with the ball and that you score a point after you complete 5
consecutive passes. All players must stay within 1/3 of a Resources: 2 x 1/3 netball court,
netball court and safety is the number one concern, 6 x netballs
therefore since it is small playing area student must always
make sure not to make contact with any other players.
Teacher makes sure students understand where the
boundaries of the playing area have been changed to.
Students play game until teacher stops them.
When the teacher stops game they asks questions such as
 Questions
 How can the attacking team create more space?
 What can you do to get away from the player
defending you?
 When should you signal for the ball?

Modification
 Time holding the ball eg attacker must pass within
3 seconds (Easier = more time. Harder = less time)
 Size of playing area (Smaller = harder for attackers.
Bigger = easier for attackers)
 Type of pass (Bounce pass is more advanced)
 Number of defenders (More defenders = harder for
attackers. Less defenders = easier for attackers)
 Equipment used

45 Modify the game Teacher: Explain new playing area making

Teacher explains that the size of the playing area has now sure to highlight safety as the most S
been increased from 1/3 netball court to 1/2 of a netball important rule.
court. Go around observing and helping students
Teacher makes sure students understand where the or modifying games if needed.
boundaries of the playing area have been changed to. Asks students questions.
Teacher addresses safety concerns and provides an example
of two games being played next to each other therefore Student: Discuss tactics as a team, what
student have to be aware of players from the other game worked and what didn’t.
when close to that side. Play game focusing on creating and moving
Allow teams 30 seconds to talk about tactics then they play into space and their decision making when
the game again. passing.
When the teacher stops game they asks questions such as Answer questions.
Question
 What worked well for your team?
 Where could your team improve? Resources: 2 x 1/2 netball court,
 What did the other team do that worked well? 6 x netballs
 What could the other team improve on?

Modification
 Time holding the ball eg attacker must pass within
3 seconds (Easier = more time. Harder = less time)
 Size of playing area (Smaller = harder for attackers.
Bigger = easier for attackers)
 Type of pass (Bounce pass is more advanced)
 Number of defenders (More defenders = harder for
attackers. Less defenders = easier for attackers)
 Equipment used

50 Modify the game Teacher: Selected two teams to change

The teacher selects a team from each court and makes them playing areas, if possible make two best S
switch courts with the other team so that every team is now teams play each other.
playing a new team (if both game have an obvious better Explain new rule making sure to highlight
team make it so that they now play each other). safety as the most important rule.
Teacher explains a new rule which is players now have to Go around observing and helping students
pass the ball within 3 seconds otherwise it is a change over. or modifying games if needed.
Team have 30 seconds to talk tactics (what worked, what Asks students questions.
didn’t work from last game) then play game again.
When the teacher stops game they asks questions such as Student: Discuss tactics as a team, what
Questions worked and what didn’t.
 How did the new rule affect your decision making? Play game focusing on creating and moving
 What can the team do to stop someone getting into space and their decision making when
caught with the ball for longer than 3 seconds? passing.
 How did your tactics change compared to last Answer questions.
game? And why?
 How did this opposition play compared to the last Resources: 2 x 1/2 netball court,
team? 6 x netballs
 Modification
 Time holding the ball eg attacker must pass within
3 seconds (Easier = more time. Harder = less time)
 Size of playing area (Smaller = harder for attackers.
Bigger = easier for attackers)
 Type of pass (Bounce pass is more advanced)
 Number of defenders (More defenders = harder for
attackers. Less defenders = easier for attackers)
 Equipment used

55 Debrief Teacher: Instruct what to put away and

Teacher tells students to quickly pack away all the equipment then where student are to stand. S
then stand in a designated spot. Ask students questions and discuss.
Teacher asks all students in the class to mention something
they have learnt in this lesson regarding the importance of Student: Pack away all equipment then
keeping possession and when and how you should pass for stand in a designated spot.
points. Answer questions and discuss.

Resources: Bag for equipment

60 End of Class Teacher:

Student:

Resources:

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Through the process of preparing this lesson I have noticed the importance for teachers to
understand the fundamental concepts of each games type in order for their teaching to be
most beneficial to students. It has also allowed me understand the importance of teaching
specific movements and tactics in modified games to not only allow students the chance to
perform these skills in game like situations but to also engage them more in the activity
making it more fun whilst also providing a greater knowledge of the game when compared
to just skill based drills.
I have also learnt about the importance of making each activity flow from one to the next,
as if student they have little time in between activities this decreases the chance of the
students losing focus and misbehaving.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Outcome 4.4 A student Observation – Throughout the lesson students perform a
demonstrates and refines range of different movements, as well as demonstrate a
movement skills in a range of number of movement skills and safety.
contexts and environments.
Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Standards Evidence within this lesson

1.4 Strategies for teaching
Aboriginal and Torres Strait
Islander student
1.5 Differentiate teaching to
meet the specific learning
needs of students across the
full range of abilities
2.2 Content selection and
organisation
4.1 Support student
participation
4.4 Maintain student safety
Incorporating Aboriginal games into the lesson play, and
providing information about how these games were played
by the Indigenous Australians
The use of different modifications to games can be used in to
meet the specific needs of students by either making games
easier or harder depending on the student needs
The lessons are planned to only incorporate activities that
focus on the lesson objective as well as also have the games
moving from less complex to more complex allowing for
student progression.
The lessons starting from games that are less complex, as
well as the available modifications for each game allow for
student participation of all levels.
The constant reminder of safety rules, as well as asking the
students about the safety concerns within the playing area
allow for a decreased chance of having any safety issues.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

Remove tripping hazards

Students colliding with each other
Make sure playing area is safe
Make sure the equipment is in working order
Shade and water available for students
Know fire evacuation process for area you are in
Know where first aid kit is located

References (In APA)

Pearson, P. J., Webb, P. I. & Mckeen, K. (2006). Linking teaching games for understanding and
quality teaching in NSW secondary schools. In R. Liu, C. Li & A. Cruz (Eds.), Teaching Games
for Understanding in the Asia-Pacific Region (pp. 37-46). Hong Kong: The Hong Kong
Institute of Education.

Edwards, K. (2008). Yulunga: Traditional indigenous games. Australian Sports Commission.

Resources Attached:
You must list all the resources that you have created or found in this space.
Activity 1 – 4 corners, 3 v 1

Rules
 3 attacking players & 1 defending player
 Attacking player with ball cannot move
 Attacking player must be on a corner to receive
ball
 Ball cannot be passed diagonal
 Attacking players without ball can move to a
different corner, however cannot move
diagonal
 Only one attacker is allowed per corner
 Defender has to try to force intercepts or errors
 Defender gets a point for every error they force

Modifications

 Time holding the ball eg attacker must pass within 3 seconds (Easier = more time. Harder = less
time)
 Size of playing area (smaller if passing isn’t accurate, bigger if defender is forcing a lot of
intercepts)
 Type of pass (Bounce pass is more advanced)
 Type of ball/equipment being used

Questions to ask students

Question: who should you pass the ball to?

Answer: the free player

Question: when should you pass the ball?

Answer: when a player becomes free

Question: how does a player become free?

Answer: by moving into space

Question: how can the player without the ball support the player with the ball?
Answer: by moving into space

Question: how did the modification change the way you played?
Answer: (dependant on modification)
Activity 2 – Keep off, 3 v 1

Rules

 3 attacking players & 1 defending player

 Attacking player with ball cannot move
 Defender has to try to force intercepts or errors
 Defender gets a point for every error they force
 Players must stay within cones
 No contact is allowed

Modifications

 Time holding the ball eg attacker must pass within 3 seconds (Easier = more time. Harder = less
time)
 Size of playing area (Smaller = harder for attackers. Bigger = easier for attackers)
 Type of pass (Bounce pass is more advanced)
 Number of defenders (More defenders = harder for attackers. Less defenders = easier for
attackers)

Questions to ask students

Question: who should you pass the ball to?

Answer: the free player

Question: when should you pass the ball?

Answer: when a player becomes free

Question: how does a player become free?

Answer: by moving into space

Question: how can the player without the ball support the player with the ball?
Answer: by moving into space

Question: how can the player with the ball help their team mates create space?
Answer: by faking a pass in a different direction

Question: how can the defender make the pass harder for the attacking team?
Answer: by standing between the player passing the ball and the player receiving the ball

Question: how did the modification change the way you played?
Answer: (dependant on modification)
 Lesson Plan

Topic area: Game Sense Stage of Learner: Stage 4 Syllabus Pages: 24 & 25
Year 7

Date: 11/08/2017 Location Booked: Netball court Lesson Number: 2/10

Time: 60 minutes Total Number of students: 24 Printing/preparation

24 x criteria sheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment
Aspects of movement skill • participate in a variety of
Outcome 4.4 A student demonstrates Observation of development movement activities to
and refines movement skills in a range performance – object manipulation demonstrate and enhance body
of contexts and environments. and control control, body awareness,
Peer assessment – anticipation and timing object manipulation,
Outcome 4.5 A student combines the anticipation and timing
features and elements of movement Influences on skill
to perform in a range of contexts and development and • participate safely in
environments. performance movement activities
– predictable and
dynamic environments • demonstrate movement skills
Life Skills outcomes – safety through a range of experiences
including:
LS.8 Demonstrates a range of Contexts for specialised – games from categories
movement skills across movement skills such as target,
environments – games striking/fielding, invasion
and net/court
LS.9 Participates in a range of physical
activities

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Aboriginal and Indigenous Communicating

Environment Decision-making
Multicultural Interacting
Communicating ideas and information Moving
Collecting, analysing and organising information Planning
Problem-solving
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

Deep knowledge is achieved within the lesson through the constant focus on
1.1 Deep knowledge important movements and tactics that are crucial to the topic of invasion games.
Deep knowledge is also shown through the lesson with the teacher and students
providing information and discussing the importance of the key concepts and
idea throughout the lesson.
2.4 Social support Social support is achieved with the lesson through the use of team work within
the games promoting students to help other team members out if they are
struggling, along with the use of peer assessment being used to help the student
understand what they are doing good and what they can improve on.
3.3 Knowledge Knowledge integration is achieved within the lesson by changing the equipment
integration so that the students can experience how the skills they are learning for netball
can also be transferred over to other sports or invasion games.
Time Teaching and learning actions Organisation Centred
T/S
5 Introduce the lessons focus Teacher: Tell students to place bags
Teacher asks students what were the things they learnt from away from where you will be playing,
the last lesson and discusses answers. then to go stand on lines marked out T
Teacher explains that today’s lesson will build on the on netball court.
movements and tactics that were learnt last lesson in order Ask questions about previous lesson
to focus on passing into scoring positions as well as and discuss with students.
positioning yourself into a scoring position. Explain lessons focus.
Ask the students what the safety concerns with running Ask students about safety concerns and
around the playing area are and discuss, mentioning any you discusses.
may have seen students doing last lesson.
Provide examples of safety rules such as no grabbing and Student: Students place bags where
dragging other students and no pulling their shirt or spinning told, then go and stand where told.
them. Answer questions about last lesson and
discuss
Answer questions about safety
concerns and discuss

Resources: Netball court

0 Warm up
1) Have students jog, side shuffle and hop back and forth
within the perimeter so they can understand where the
playing area is and the amount of space that is available.
2) Play Bull rush
One student is in the middle and everyone else is behind the
boundary line. When the student in the middle calls bull rush
all other players try to get past student in the middle without
getting tagged by both hands of that student. If a student
gets tagged they are now also in the middle. Game continues
until one person is left.
Repeat game with last student to get tagged now starting in
the middle.
Bag with different balls and equipment
are placed away from students bags
and where they are standing
Teacher: Explain to students the
playing area, whilst standing on one of T
the boundaries. Run students through
the warm up.
Explain rules of game and ask if anyone
want to start in the middle, if not pick
students that you think will be good at
the game. Explain the importance of
safety and that there is no tackling.
Student: Perform activities
Resources: 1/2 netball court

15 Stretching Teacher: While students are stretching

Get 2 students to demonstrate and instruct stretches to class teacher sets up cones for next activity, S
while the rest of the students copy the stretches. and hand out bibs and sashes.
Pick students that are responsible to
Teacher hands out bibs or sashes to students while they are demonstrate stretches.
stretching.
Student: 2 students demonstrate
stretches with the other students copy
the stretches.

Resources: 1/2 netball courts.

20 Keentan 6 vs 6 (12 students per game) (2 games)
Students are told to go to certain areas depending on the bib
or sash (4 groups of 6)
Game is played in 1/2 a netball court.
Teacher explains to the students that they are going to play
another version of an Indigenous Australian keep away game
called Keentan.
Teacher explains that Keentan was a games played by the
local Aboriginal tribes in the northwest and central areas of
Queensland and that the actions used within the game are
used to resemble the movements of a kangaroo. Keentan
means ‘play’ in the Wik-Mungkan language from northern
Queensland.
Teacher explains that Keentan is a keep away game
24 bibs and sashes
Teacher: Tells student to go to certain
areas depending on bibs and sashes S
that were handed out.
Introduces the new game explaining
the indigenous background.
Explain new rules and playing area
making sure to highlight safety as the
most important rule.
Go around observing and helping
students or modifying games if needed.
Asks students questions and discuss.
Student: Play game focusing on
creating and moving into space and
 consisting of two teams where the object of the game is to their decision making when passing.
keep possession of the ball for as long as possible however Answer questions and discuss.
players must jump/be in the air when catching the ball.
Teams get a point for 5 consecutive passes then hand the Resources: 2 x Netball
ball over to the other team. Players cannot run with the ball 2 x 1/2 netball courts
and there is no contact allowed.
Teacher shows students the boundary lines making sure all
students understand.
Teacher mentions the safety concerns with all students being
inside square. Eg contact with other players.
Student play game.
When the teacher stops game they asks questions such as
Questions
 What must you do before jumping or calling for the
ball?
 How do you create space?
 When should you jump?
 Why would you need to jump in netball?

Modification
 Time holding the ball eg attacker must pass within
3 seconds (Easier = more time. Harder = less time)
 Size of playing area (Smaller = harder for attackers.
Bigger = easier for attackers)
 Type of pass (Bounce pass is more advanced)
 Number of defenders (More defenders = harder for
attackers. Less defenders = easier for attackers)
 Can catch the ball then jump to make it easier

25 Modify the game Teacher: Explain new rule making sure

Teacher explains that there is a rule change so that the last
pass to score a point the player must jump from inside the
boundary line to outside while catching the ball.
Teacher provides demonstration.
Allow student 30 seconds to discuss tactics, and then play
the game again.
When the teacher stops game they asks questions such as
Question
 What type of pass is easiest to jump and catch?
 When should you pass to someone jumping out for
the last point?
 Where should you be running to when trying to
score the last point?
Modification
 Time holding the ball eg attacker must pass within
3 seconds (Easier = more time. Harder = less time)
 Size of playing area (Smaller = harder for attackers.
Bigger = easier for attackers)
 Type of pass (Bounce pass is more advanced)
 Number of defenders (More defenders = harder for
attackers. Less defenders = easier for attackers)
 Can catch the ball then jump to make it easier
to highlight safety as the most S
important rule.
Provide demonstration of action.
Go around observing and helping
students or modifying games if needed.
Asks students questions and discuss.
Student: Discuss tactics as a team,
what worked and what didn’t and how
to get into a scoring position.
Play game focusing on creating and
moving into space and their decision
making when passing for points.
Answer questions.
Resources: 2 x Netball
2 x 1/2 netball courts

30 Hoop ball 6 vs 6 (12 students per game) (2 games)
Students stay in same groups on same court however now
the students must score points by receiving the ball in one of
the hoops within the playing area. Student no longer have to
jump when catching the ball however other rules such as no
moving with the ball are still being used. No limit on number
of passes before passing into hoop. Player can only spend 3
seconds in the hoop at the one time with defending players
not allowed in the hoops.
Teams have 30 seconds to discuss tactics then play the game.
When the teacher stops game they asks questions such as
Teacher: Explains rules making sure to
highlight safety as the most important S
rule.
While students are discussing tactics
place hoops in playing area.
Go around observing and helping
students or modifying games if needed.
Asks students questions and discuss.
Student: Play game focusing on when
to pass to someone in a hoop, as well
 Questions as how to get into a free position in a
 When should you pass to some in a hoop? hoop.
 Who should you pass to if you cannot safely pass to Answer questions and discuss.
someone in a hoop?
 What tactic can we use from last game to catch the Resources: 2 x Netball
ball in the hoop if the pass is just short of making 2 x 1/2 netball courts
the hoop? 6 x hoola hoops

Modifications
 Time allowed to hold the ball (Easier = more time.
Harder = less time)
 Size of playing area (Easier = larger area. Harder =
smaller area)
 Number of hoops to score in (Easier = more hoops.
Harder = less hoops)
 Only certain players are allowed in hoops (Easier =
more players. Harder = less players)
 Time allowed in hoop (Easier = more time. Harder =
less time)
 Number of defenders (Easier = less defenders.
Harder = more defenders)
 Number of passes before you can score a point
(Easier = less passes. Harder = more passes)

35 Modify the game Teacher: Give students a choice

Teacher explains that the ability to move into space and to between a Vortex and a Frisbee. S
pass to the free player is also important for other invasion Go around observing and helping
games. students or modifying games if needed.
Students get told to incorporate this by picking another Asks students questions and discuss.
sports ball/equipment from what is available and perform
the activity again with new equipment. Student: Choose between a Vortex and
Teams have 30 seconds to discuss tactics – what worked and a Frisbee.
what didn’t work and then play the game again. Understand the similarities between
When the teacher stops game they asks questions such as different invasion games.
Questions Answer questions and discuss.
 Did the new ball/equipment change the way you
played the game? Resources: 2 x Vortex
 How can you create more space around the hoops? 2 x Frisbee
 Why would you not pass to someone standing in a 2 x 1/2 netball courts
hoop? 6 x hoola hoops

Modifications
 Time allowed to hold the ball (Easier = more time.
Harder = less time)
 Size of playing area (Easier = larger area. Harder =
smaller area)
 Number of hoops to score in (Easier = more hoops.
Harder = less hoops)
 Only certain players are allowed in hoops (Easier =
more players. Harder = less players)
 Time allowed in hoop (Easier = more time. Harder =
less time)
 Number of defenders (Easier = less defenders.
Harder = more defenders)
 Number of passes before you can score a point
(Easier = less passes. Harder = more passes)

40 Endzone 6 vs 6 (12 students per game) (2 games) Teacher: Explains rules making sure to
Teacher explains that the aim of most invasion games is to highlight safety as the most important
get the ball into the oppositions endzone therefore teams rule.
are now running a certain direction with the aim of the game Explain to students where the
to pass the ball to a team mate in the endzone. Students are endzones are.
still using the Vortex or Frisbee. While students are discussing tactics
Teacher shows students the direction each team is running remove hoops from playing area.
 and where the endzones are. Go around observing and helping
Students can still not run with the ball. students or modifying games if needed.
Teacher mentions the safety concerns for this game such as 2 Asks students questions and discuss.
students attacking for the same ball.
Teams have 30 seconds to discuss tactics and then play the Student: Play game focusing on when
game. to pass to someone in the endzone, as
When the teacher stops game they asks questions such as well as how best to get the ball to the
Questions endzone.
 When did you pass to someone in the endzone? Answer questions and discuss.
 What passes were most successful at moving the
ball toward the endzone? Resources: 2 x Vortex and Frisbee
 How did get free within the end zone? 2 x 1/2 netball courts
 Why would you pass it backwards?

Modifications
 Time allowed to hold the ball (Easier = more time.
Harder = less time)
 Size of playing area (Easier = larger area. Harder =
smaller area)
 Only certain players are allowed in endzone (Easier
= more players. Harder = less players)
 Time allowed in endzone (Easier = more time.
Harder = less time)
 Number of defenders (Easier = less defenders.
Harder = more defenders)
 Number of passes before you can score a point
(Easier = less passes. Harder = more passes)
 Size of endzone (Easier = larger end zone. Harder =
smaller endzone)

45 Peer analysis Teacher: Explain to student next

Teacher changes the balls back to a netball and assigns all activity.
players from one of the courts to a different player from the While students are partnering up
two teams on the other court. teacher hands one of them a piece of
Teacher tells the assigned players that they will be analysing paper with the criteria and a pen.
their assigned player according to a list of set criteria that the Observing and modifying games if
teacher hands out to them. needed.
While teacher is handing out criteria sheets the two teams Tells students to discuss analysis.
that are playing are told to discuss tactics.
Teacher makes sure students all know what they are doing Student: Find partner on team
and if they understand all the criteria. designated, one plays game focusing
Students play game and mark criteria. on performing what they have learnt,
When teacher stops the game, the teacher tells the students while the other one analysis their game
analysing to tell their player how they performed according and reports back to them.
to the criteria, mentioning one thing they did well and one
thing they could improve on. Resources: 1 x Netball
24 x criteria sheets
24 x pens
50 Peer analysis Teacher: Tell student to switch over.
Teacher tells student to switch over so that the students that Explains instructions to students
were playing are now analysing and the student that were Observing and modifying games if
analysing are now playing. needed.
Teach tell playing team to talk tactic while they run over Tells students to discuss analysis.
instructions for how to do the criteria sheet.
Teacher makes sure students all know what they are doing Student: Switching from analysing to
and if they understand all the criteria. playing or playing to analysing, student
Students play game and mark criteria. playing game focuses on performing
When teacher stops the game, the students analysing the what they have learnt, while the other
players, tell them how they performed according to the one analysis their game and reports
criteria, mentioning one thing they did well and one thing back to them
they could improve on.
Resources: 1 x Netball
24 x criteria sheets
12 x pens
55 Debrief
Teacher tells students to quickly pack away all the equipment
then stand in a designated spot.
Teacher asks all students in the class to mention something
they have learnt in this lesson regarding the importance of
keeping possession and when and how you should pass for
points.
Teacher: Instruct what to put away and
then where student are to stand.
Ask students questions and discuss.
Student: Pack away all equipment then
stand in a designated spot.
Answer questions and discuss.

Resources: Bag for equipment

60 End of class Teacher:

Student:

Resources:

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

While preparing this lesson I have learnt that although some activities seem like they
should be followed by one another, once you are trying to focus on one specific purpose for
the lesson they may not have much in common at all in regards to what you are teaching. I
have also learnt that planning lessons takes time and teaching a practical PE class is not
simply something you can go into unprepared if you want to provide your students with a
lesson that will improve them.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Outcome 4.4 A student
demonstrates and refines
movement skills in a range of
contexts and environments.
Outcome 4.5 A student
combines the features and
elements of movement to
perform in a range of contexts
and environments.
Observation – Throughout the lesson students perform a
range of different movements, as well as demonstrate a
number of movement skills and safety.
Peer analysis – Students analyse each other according to a
criteria which is looking at how well they execute different
movements and skills.
Observation and questioning – Student demonstrate the
movement and elements of composition throughout the
activities as well as answer questions and discuss the
importance of these movements and elements.
Peer analysis – Students analyse each other according to a
criteria which is looking at how well they execute different
movements and skills.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Standards Evidence within this lesson
1.2 Understand how Teaching using a game sense approach demonstrates
students learn understandings of the research on how student’s best learn. Game
sense approach allows for students to engage in the activities whilst
also learning and showing an understanding of the information.
1.4 Strategies for Incorporating Aboriginal games into the lesson play, and providing
teaching Aboriginal information about how these games were played by the Indigenous
and Torres Strait Australians
Islander student
1.5 Differentiate The use of different modifications to games can be used in to meet
teaching to meet the the specific needs of students by either making games easier or
specific learning harder depending on the student needs
needs of students
across the full range
of abilities
2.1 Content and The questions asked after each activity along with the modification
teaching strategies of of different games in order to enhance the students learning shows
the teaching area an understanding of the teaching strategies used within a game
sense teaching approach.
4.1 Support student The lessons starting from games that are less complex, as well as
participation the available modifications for each game allow for student
participation of all levels.
4.4 Maintain student The constant reminder of safety rules, as well as asking the students
safety about the safety concerns within the playing area allow for a
decreased chance of having any safety issues.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Remove tripping hazards
Students colliding with each other
Make sure playing area is safe
Make sure the equipment is in working order
Shade and water available for students
Know fire evacuation process for area you are in
Know where first aid kit is located

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

Edwards, K. (2008). Yulunga: Traditional indigenous games. Australian Sports Commission.

Resources Attached:
You must list all the resources that you have created or found in this space.
Activity 2 – Hoop ball, 6 v 6

Rules
 2 teams of 6 players
 Pass to a team mate in the hoop to score a
point
 If a point is scored possession transfers to
defending team starting from a boundary
 Players can only stand in hoop for 3
seconds
 Player with ball cannot move
 If error is forced possession transfers to
defending team
 Defending team is not allowed in hoop
 No contact is allowed

Modifications

 Time allowed to hold the ball (Easier = more time. Harder = less time)
 Size of playing area (Easier = larger area. Harder = smaller area)
 Number of hoops to score in (Easier = more hoops. Harder = less hoops)
 Only certain players are allowed in hoops (Easier = more players. Harder = less players)
 Time allowed in hoop (Easier = more time. Harder = less time)
 Number of defenders (Easier = less defenders. Harder = more defenders)
 Number of passes before you can score a point (Easier = less passes. Harder = more passes)

Questions to ask students

Question: how can the attacking team create more space?

Answer: by using the whole playing area

Question: when should you pass to someone in the hoop?

Answer: when they are free

Question: how do you get away from the player defending you to create free space?
Answer: changing direction or speed of movement, or by faking one way and going another

Question: how can the player with the ball help their team mates create space?
Answer: by faking a pass in a different direction

Question: how can the defender prevent their player from creating space?
Answer: by following their players movements and staying between them and the ball

Question: how did the modification change the way you played?
Answer: (dependant on modification)
Activity 3 – Endzone, 6 v 6

Rules

 2 teams of 6 players
 Play starts at opposition endzone
 Pass to a team mate in the endzone to
score a point
 If a point is scored possession is transfers
to defending team
 Player with ball cannot move
 If error is forced possession transfers to
defending team
 No contact is allowed

Modifications

 Time allowed to hold the ball (Easier = more time. Harder = less time)
 Size of playing area (Easier = larger area. Harder = smaller area)
 Only certain players are allowed in endzone (Easier = more players. Harder = less players)
 Time allowed in endzone (Easier = more time. Harder = less time)
 Number of defenders (Easier = less defenders. Harder = more defenders)
 Number of passes before you can score a point (Easier = less passes. Harder = more passes)
 Size of endzone (Easier = larger end zone. Harder = smaller endzone)

Questions to ask students

Question: how can the attacking team create more space?

Answer: by using the whole playing area

Question: when should you pass to someone in the endzone?

Answer: when they are free and it is safe to do so

Question: how do you get away from the player defending you to create free space?
Answer: changing direction or speed of movement, or by faking one way and going another

Question: how do you keep possession of the ball for 4 passes?

Answer: only passing to players who are free

Question: how can the defensive team limit the space available to pass the ball too?
Answer: by dropping of the player trying to pass the ball creating an extra defender

Question: how did the modification change the way you played?
Answer: (dependant on modification)
 Lesson Plan

Topic area: Game Sense Stage of Learner: 4 Syllabus Pages: 24 & 25

Year 7
Date: 14/08/2017 Location Booked: Netball court Lesson Number: 3/10

Time: 60 minutes Total Number of students: 24 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment • use the elements of
Influences on skill composition to create and
Outcome 4.4 A student demonstrates Observation of development and perform:
and refines movement skills in a range performance performance – defensive and offensive
of contexts and environments. – predictable and strategies in games
Informal formative dynamic environments
Outcome 4.5 A student combines the assessment through – safety • participate in a range of
features and elements of movement questioning movement activities that
to perform in a range of contexts and The features of movement demonstrate and enhance their
environments. composition ability to:
– purpose – understand the influence of
– responding to stimuli purpose when composing
Life Skills outcomes – planning movement
– improvise movements to
LS.19 Demonstrates skills required to The elements of composition solve problems, eg defending
participate in a preferred physical – space or attacking strategies,
activity – dynamics expressing ideas
– relationships
LS.20 Demonstrates strategies • participate in individual and
required to participate in a group movement activities
preferred physical activity which:
– demonstrate their ability to
use space in different
movement contexts
– explore relationships
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Aboriginal and Indigenous Communicating

Environment Decision-making
Multicultural Interacting
Communicating ideas and information Moving
Planning
Problem-solving

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.4 Higher-order Higher-order thinking is achieved within the lesson as student are required to discuss the
thinking reasoning for certain movement, as well are given time within their groups to discuss
tactics, therefore showing the use of problem solving.
Engagement of the students is achieved through out the lesson by constantly providing
2.2 Engagement students with games or activities to participate in, with minimal time between activities
decreasing the chance for disengagement. The use of small groups also encourages
engagement as it allows all student to become involved in the games and activities rather
than just the best players being engaged while the others students have little involvement
(Pearson, Webb, & Mckeen, 2006).
Cultural knowledge is achieved within the lesson by incorporating games that were played
3.2 Cultural by Indigenous Australians, explaining where they were played and what they were played
knowledge with. Students are also made aware of the fact that many of the movements they are
using now were also used by the Indigenous Australians before Australia was colonised.
Time Teaching and learning actions
5 Introduce the lessons focus
Teacher asks students what were the things they learnt from
the last lesson and discusses answers.
Teacher explains that today’s lesson will build on the
movements and tactics that were learnt last lesson in order
to focus on moving through zones as well as look at
defensive positioning.
Ask the students what the safety concerns with running
around the playing area are and discuss, mentioning any you
may have seen students doing last lesson.
Provide examples of safety rules such as no grabbing and
dragging other students and no pulling their shirt or spinning
them.
10 Warm up
1) Have students jog, side shuffle and hop back and forth
within the perimeter so they can understand where the
playing area is and the amount of space that is available.
2) Play Thapumpan
Teacher explains to the students that they are going to play
an Indigenous Australian tag game called Thapumpan.
Explain to them that Thapumpan was a games played by the
local Aboriginal children in north Queensland and that the
hand on the head or back is used to resemble a shark fin.
Mention that Thapumpan means shark in the Wik-Mungkan
language from northern Queensland.
One student is it and places open hand on their back or head
to resemble a shark fin. That player chases everyone else
around and who ever that player tags then becomes the
Thapumpan.
Provide examples of safety rules such as no grabbing and
dragging other students and no pulling their shirt or spinning
them.
15 Stretching
Get 2 students to demonstrate and instruct stretches to class
while the rest of the students copy the stretches
Teacher hands out bibs or sashes to students while they are
stretching.
20 Defensive wall 6 vs 6 (12 students per game) (2 games)
Teacher tells students to go to certain areas depending on
the bib or sash (4 groups of 6).
Game is played in 1/2 a netball court.
Teacher explains the rules of the new game, being that
teams must get the ball past the defensive wall consisting of
3 defending players in a line between cones. The attacking
team must get the ball past these defenders to one of their 2
Organisation Centred
T/S
Teacher: Tell students to place bags
away from where you will be playing,
then to go stand on lines marked out T
on netball court.
Ask questions about previous lesson
and discuss with students.
Explain lessons focus
Ask students about safety concerns and
discuss
Student: Students place bags where
told, then go and stand where told.
Answer questions about last lesson and
discuss
Answer questions about safety
concerns and discuss
Resources: Netball court
Bag with different balls and equipment
are placed away from students bags
and where they are standing
Teacher: Explain to students the
playing area, whilst standing on one of T
the boundaries. Run students through
the warm up.
Explain rules of game and ask if anyone
want to start in the middle, if not pick
students that you think will be good at
the game. Explain the importance of
safety and that there is no tackling.
Student: Perform activities
Resources: 1/2 netball court
Teacher: While students are stretching
teacher sets up cones for next activity, S
and hand out bibs and sashes.
Pick students that are responsible to
demonstrate stretches.
Student: 2 students demonstrate
stretches with the other students copy
the stretches.
Resources: 2 x 1/2 netball courts.
20 bibs and sashes
Teacher: Tell student to go to certain
areas depending on bibs and sashes S
that were handed out.
Explains rules making sure to highlight
safety as the most important rule.
Go around observing and helping
students or modifying games if needed.
Remind students to change positions
 attacking teammates who are waiting to have a shot at goal. within the game.
The rest of the players (3 defending, 4 attacking) are Asks students questions and discuss.
positioned in the big playing area. Every player must stay in
their designated area and players cannot move with the ball. Student: Go to area that was
Attacking team keeps attacking the whole time, with both designated
teams switching between sections throughout the game. Discuss tactics with team.
Teacher makes sure students understand what they are Play game.
doing and understand where the playing area is. Answer questions and discuss.
When the teacher stops game they asks questions such as
Questions for defending team Resources: 2 x netball
 Where should you position yourself when 2 x 1/2 netball court
defending? 8 x cones/markers
 How can the defensive wall players cover the most
area?
Questions for attacking team
 How can you move the defenders around to create
an opening to pass through?
 How can you spread out the defensive wall to
make it easier to pass to a teammate?

Modifications
 Time allowed to hold the ball (Easier = more time.
Harder = less time)
 Size of playing area (Easier = larger area. Harder =
smaller area)
 Number of players in the defensive wall (Easier =
less. Harder = more)
 Number of defenders (Easier = less defenders.
Harder = more defenders)
 Number of shots you can have at goal (Easier =
more shots. Harder = less shots)
 Equipment used (Easier = passing and throwing
games. Harder = kicking and stick games)

25 Defensive wall 6 vs 6 Teacher: Tells student to change

Teacher tells teams to swap between attacking and between attacking and defending. S
defending. Go around observing and helping
Teams have 30 seconds to discuss tactics then they play the students or modifying games if needed.
game. Remind students to change positions
When the teacher stops game they asks questions such as within the game.
Questions for defending team Asks students questions and discuss.
 Where should you position yourself when
defending? Student: Discuss tactics with team.
 How can the defensive wall players cover the most Play game.
area? Answer questions and discuss.
Questions for attacking team
 How can you move the defenders around to create Resources: 2 x netball
an opening to pass through? 2 x 1/2 netball court
How can you spread out the defensive wall to make it easier 8 x cones/markers
to pass to a teammate?

Modifications
 Time allowed to hold the ball (Easier = more time.
Harder = less time)
 Size of playing area (Easier = larger area. Harder =
smaller area)
 Number of players in the defensive wall (Easier =
less. Harder = more)
 Number of defenders (Easier = less defenders.
Harder = more defenders)
 Number of shots you can have at goal (Easier =
more shots. Harder = less shots)
 Equipment used (Easier = passing and throwing
games. Harder = kicking and stick games)
30 Positional endzone 6 vs 6 Teacher: Explains rules making sure to
Teacher tells students to stay in same area however the highlight safety as the most important S
cones will be moved to new positions so that the playing rule.
area is broken into thirds. Go around observing and helping
Teacher explains that teams must have 2 players in each students or modifying games if needed.
third, with players each player having to stay within their Remind students to change positions
designated third. Teams must get the ball from one end to within the game.
the other end going through ever zone. Possession is Asks students questions and discuss.
changed over if there is a mistake starting back from
opponent’s endzone. Teams rotate positions throughout the Student: Discuss tactics with team.
game. Play game.
Teacher makes sure students understand what they are Answer questions and discuss.
doing and understand where the playing area is.
Teacher mentions the safety concerns for this game such as 2 Resources: 2 x netball
students contacting each other. 2 x 1/2 netball court
When the teacher stops game they asks questions such as 16 x cones/markers
When teacher stops game ask questions.
Questions
 What can you do if someone in the next zone isn’t
free?
 How can you create more space within the zones?
 Where should the defender stand to stop the ball
from coming into their zone?
 Why should you position yourself between the ball
and the player you are defending?

Modifications
 Time allowed to hold the ball (Easier = more time.
Harder = less time)
 Size of playing area (Easier = larger area. Harder =
smaller area)
 Time allowed in endzone (Easier = more time.
Harder = less time)
 Number of defenders (Easier = less defenders.
Harder = more defenders)
 Number of passes before you can score a point
(Easier = less passes. Harder = more passes)
 Type of ball used

35 Modify the game Teacher: Give students a choice

Teacher explains that the ability to move through and defend between a soccer ball and an AFL ball. S
zones are also important for other invasion games therefore Go around observing and helping
students are told to incorporate this by picking another students or modifying games if needed.
sports ball/equipment from what is available and perform Asks students questions and discuss.
the activity again with new equipment.
Teams have 30 seconds to discuss tactics – what worked and Student: Choose between a soccer ball
what didn’t work and then play the game again. and an AFL ball.
When teacher stops game ask questions. Understand the similarities between
Questions different invasion games.
 Did the change of ball change the way you attacked Answer questions and discuss.
or defended?
 What should you do if your defender is defending Resources: 2 x soccer ball
the line to stop the ball from getting into your 2 x AFL ball
area? 2 x 1/2 netball court
 Where should you stand if the player you are 16 x cones/markers
defending has the ball?

Modifications
 Time allowed to hold the ball (Easier = more time.
Harder = less time)
 Size of playing area (Easier = larger area. Harder =
smaller area)
 Time allowed in endzone (Easier = more time.
Harder = less time)
 Number of defenders (Easier = less defenders.
 Harder = more defenders)
 Number of passes before you can score a point
(Easier = less passes. Harder = more passes)
 Type of ball used

40 1/2 court netball Teacher: Change balls back to netballs.

Teacher changes the balls back to netballs. Explains rules making sure to highlight S
Techer explains that teams will now play a modified version safety as the most important rule.
of 1/2 court netball. Teacher explains that only 2 players Go around observing and helping
from each team allowed in the goal circle. Play starts from students or modifying games if needed.
half way when there is a hand over or a point scored. Netball Remind students to change positions
rules apply to all other elements of the game except for how within the game.
long players can hold the ball for. Therefore team’s aim to Asks students questions and discuss.
get the ball to a player within the goal circle to then
successfully shot a goal. Teams rotate plays in the goal circle Student: Discuss tactics with team.
so that everyone has a turn Play game.
Teacher makes sure students understand what they are Answer questions and discuss.
doing and understand where the playing area is.
Teacher mentions the safety concerns for this game such as 2 Resources: 2 x netballs
students both jumping for the same ball if it rebounds of the 2 x 1/2 netball court
goal.
Teams have 30 seconds to discuss tactics then they play the
game.
When teacher stops game ask questions.
Questions
 How can the defending team increase their
chances of getting a rebound?
 How can the defensive team stop the other team
from getting a close shot at goals?
 When should you pass into the goal circle?
 What should you do if you don’t have a close shot?

Modifications
 Time allowed to hold the ball (Easier = more time.
Harder = less time)
 Number of defenders (Easier = less defenders.
Harder = more defenders)
 Number of passes before you can score a point
(Easier = less passes. Harder = more passes)
 Defender when shooting (Easier = no defender.
Harder = defender)
 Court you play on (Easier for shooting = basketball
court. Harder for shooting = netball court)

45 Modify the game Teacher: Explains new rule.

Teacher tell students that the new rule is that players can Go around observing and helping S
only hold the ball or 3 seconds before having to pass students or modifying games if needed.
otherwise they must hand the ball over. Remind students to change positions
Teams have 30 seconds to discuss tactics – what worked and within the game.
what didn’t work and then play the game again. Assists with students providing
When teacher stops the game they tell the students to assess feedback to other teams
the other team and tell them what they think they did well
and what they think they could improve on. Student: Discuss tactics with team.
Play game.
Provide feedback to other team and
discuss strengths and weakness.

Resources: 2 x netballs
2 x 1/2 netball court
50 Change teams Teacher: Pick 2 teams to switch courts,
The teacher selects a team from each court and makes them trying to match ability if possible. S
switch courts with the other team so that every team is now Go around observing and helping
playing a new team (if both game have an obvious better students or modifying games if needed.
team make it so that they now play each other). Remind students to change positions
Teams have 30 seconds to discuss tactics. within the game.
 When teacher stops the game they tell the students to assess Assists with students providing
the other team and tell them what they think they did well feedback to other teams
and what they think they could improve on.
Student: Discuss tactics with team.
Play game.
Provide feedback to other team and
discuss strengths and weakness.

Resources: 2 x netballs
2 x 1/2 netball court
55 Debrief Teacher: Instruct what to put away and
Teacher tells students to quickly pack away all the equipment then where student are to stand. S
then stand in a designated spot. Ask students questions and discuss.
Teacher asks all students in the class to mention something
they have learnt in this lesson regarding the importance of Student: Pack away all equipment then
keeping possession and when and how you should pass for stand in a designated spot.
points. Answer questions and discuss.

Resources: Bag for equipment

60 End of class Teacher:

Student:

Resources:
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

When reflecting on what I have learnt about teaching and learning I have realised
that it is not so important the actual game you play it is more important the actual
skills and knowledge that is being taught. I have also come to realise the length of
time required to progress to confidently playing a sport, compared to when I was at
school and it was a few drills then a game. However I can now see that this was only
enjoyable for the students that possessed the skill required and there was very little
learning for the students who did not possess those skills.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Outcome 4.4 A student
demonstrates and refines
movement skills in a range of
contexts and environments.
Outcome 4.5 A student
combines the features and
elements of movement to
perform in a range of contexts
and environments.
Observation – Throughout the lesson students perform a
range of different movements, as well as demonstrate a
number of movement skills and safety.
Observation and questioning – Student demonstrate the
movement and elements of composition throughout the
activities as well as answer questions and discuss the
importance of these movements and elements.
Peer analysis – Students analyse each other according to a
criteria which is looking at how well they execute different
movements and skills.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Standards Evidence within this lesson

1.2 Understand how Teaching using a game sense approach demonstrates
students learn understandings of the research on how student’s best learn. Game
sense approach allows for students to engage in the activities whilst
also learning and showing an understanding of the information.
1.5 Differentiate The use of different modifications to games can be used in to meet
teaching to meet the the specific needs of students by either making games easier or
specific learning harder depending on the student needs
needs of students
across the full range
of abilities
2.2 Content selection The lessons are planned to only incorporate activities that focus on
and organisation the lesson objective as well as also have the games moving from less
complex to more complex allowing for student progression.
4.1 Support student The lessons starting from games that are less complex, as well as
participation the available modifications for each game allow for student
participation of all levels.
4.4 Maintain student The constant reminder of safety rules, as well as asking the students
safety about the safety concerns within the playing area allow for a
decreased chance of having any safety issues.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
Remove tripping hazards
Students colliding with each other
Make sure playing area is safe
Make sure the equipment is in working order
Shade and water available for students
Know fire evacuation process for area you are in
Know where first aid kit is located

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

Edwards, K. (2008). Yulunga: Traditional indigenous games. Australian Sports Commission.

Pearson, P. J., Webb, P. I. & Mckeen, K. (2006). Linking teaching games for understanding
and quality teaching in NSW secondary schools. In R. Liu, C. Li & A. Cruz (Eds.),
Teaching Games for Understanding in the Asia-Pacific Region (pp. 37-46). Hong
Kong: The Hong Kong Institute of Education.

Resources Attached:
You must list all the resources that you have created or found in this space.
Activity 1 – Defensive wall, 6 v 6

Rules

 2 teams of 6 players
 3 defending players must stay
within the cones
 2 attacking players must stay on
the goal side of the cones
 Other players are all in the large
playing square
 Attacking team must get ball past
defensive wall to a teammate who
can then have a shot at goal
 Player with ball cannot move
 If error is forced attacking team
must start back at the opposite
end to the goal
 No contact is allowed
Modifications

 Time allowed to hold the ball (Easier = more time. Harder = less time)
 Size of playing area (Easier = larger area. Harder = smaller area)
 Number of players in the defensive wall (Easier = less. Harder = more)
 Number of defenders (Easier = less defenders. Harder = more defenders)
 Number of shots you can have at goal (Easier = more shots. Harder = less shots)
 Equipment used (Easier = passing and throwing games. Harder = kicking and stick games)
Questions to ask students

Question: how can the attacking team create more space?

Answer: by using the whole playing area

Question: who do you follow when defending in the defensive wall?

Answer: the player you are marking not the player with the ball

Question: when should you pass to someone in the endzone?

Answer: when they are free and it is safe to do so

Question: where should you position yourself when defending?

Answer: between the player passing and the player receiving the ball

Question: how can the defender prevent their player from creating space?
Answer: by following their players movements and staying between them and the ball

Question: how did the modification change the way you played?
Answer: (dependant on modification)
Activity 2 – Positional Endzone, 6 v 6

Rules

 2 teams of 6 players
 Players must stay in designated
section
 Pass to a team mate in the
endzone to score a point
 If a point is scored possession
transfers to defending team
 Ball must be touched in each
section, no endzone to endzone
passes
 Player with ball cannot move
 If error is forced possession is
transfers to defending team
 No contact is allowed
Modifications

 Time allowed to hold the ball (Easier = more time. Harder = less time)
 Size of playing area (Easier = larger area. Harder = smaller area)
 Time allowed in endzone (Easier = more time. Harder = less time)
 Number of defenders (Easier = less defenders. Harder = more defenders)
 Number of passes before you can score a point (Easier = less passes. Harder = more
passes)
 Type of ball used

Questions to ask students

Question: how can the attacking team create more space?

Answer: by using the whole playing area

Question: what do you do if someone in the next section isn’t free?

Answer: pass to the section behind you and move to a better position

Question: when should you pass to someone in the endzone?

Answer: when they are free and it is safe to do so

Question: how can the defender force an intercept?

Answer: by reading the play and forcing an unsafe pass

Question: how can the defender prevent their player from creating space?
Answer: by following their players movements and staying between them and the ball

Question: how did the modification change the way you played?
Answer: (dependant on modification)
Activity 3 – ½ court netball, 6 v 6

Rules

 2 teams of 6 players
 Only 2 players from each team are
allowed in goal circle
 1 point for each goal
 Game starts from centre circle
 Player with the ball can take 1 step
 If ball is knocked out of bounds
possession goes against the last team
to touch the ball
 When ball is turned over possession
starts again at halfway
 No contact
Modifications

 Time allowed to hold the ball (Easier = more time. Harder = less time)
 Number of defenders (Easier = less defenders. Harder = more defenders)
 Number of passes before you can score a point (Easier = less passes. Harder = more
passes)
 Defender when shooting (Easier = no defender. Harder = defender)
 Court you play on (Easier for shooting = basketball court. Harder for shooting = netball
court)
Questions to ask students

Question: how can the attacking team create more space?

Answer: by using the whole playing area

Question: when should you pass to someone in the goal circle?

Answer: when they are free and it is safe to do so

Question: when should you shoot at goal?

Answer: when you are close enough to make the shoot easier

Question: what should you do if you don’t have a close shot at goal?
Answer: pass to a free player and move to a better position

Question: how can the defensive team stop the ball from getting to a player near the goal?
Answer: by positioning themselves between the ball and the player

Question: how can the defending team increase their chances of getting a rebound?
Answer: by putting themselves between the goal and the opposition player

Question: how did the modification change the way you played?
Answer: (dependant on modification)
 Justification

The lesson plans created have been designed to teach year 7 students the sport of netball

using a game sense approach. A game sense approach differs from previous methods used

to teach sports therefore this report is going to explain the research behind why a game

sense approach has been adopted over previous methods, along with how a game sense

approach has been incorporated into the lesson plans. The report will also look at the

reasoning for why the lesson plans have been sequenced the way they have been, along

with how the activities within the lesson plan aim to achieve the elements outlined within

the NSW quality teaching framework (QTF) (New South Wales Department of Education and

Training, 2003).

Previous methods of teaching physical education and sports have focused heavily on specific

skill based lessons. Werner & Almond, 1990 found that heavily skill based lessons lead to

students that were good at specific skills for one sport, however struggle with developing

strategies and decision making when playing the actual game. Hopper, Butler& Storey (2009)

found that the students that had trouble performing these specific skills, had a greater

chance of forming a negative opinion of themselves and sport, leading to a disengagement

with physical activity. This disengagement has the potential to lead to a life time of inactivity

and associated health problems, with studies finding that the level of engagement in

physical activity as a youth is a strong predictor of activity level in later life (Telama, Yang,

Laakso & Viikari, 1997).

A game sense teaching approach focuses on eliminating the problems related with previous

methods of teaching physical education and sports. While the previous methods focused on

skills based lessons, game sense focuses on game like situations, placing more emphasis on

tactics and decision making that can be used in a variety of different games (Curry & Light,

2007). Griffin & Patton, 2005 found that students have more enjoyment when participating

in game sense activities when compared to that of skill based lessons, therefore increasing
the likely hood of student engagement. This increased student enjoyment along with Rink,

French, & Graham, 1996 findings that student’s tactical knowledge is also improved, further

increases the chances of students participating in life long physical activity (Mandigo, Butler

& Hooper, 2007). In order to incorporate a game sense approach into the lesson plans, small

games and game related activities have been included. These small games incorporate rules

and modifications that look to teach and encourage desirable tactics and movements that

can be used in a wide variety of different sports and activities. Further game modifications

and questioning will also be used throughout the lessons in order to help guide students

towards an understanding and appreciation of the knowledge and movements being taught

(Pearson, Webb, & Mckeen, 2006).

The sequencing of the games and activities within the 3 lessons has been structured around

Bunker & Thorpe (1986) Teaching Games for Understanding (TGfU) Model. The TGfU model

has been found to be one of the most effective ways to develop the fundamental movement

and sports skills required in games. These movements and skills present participants with

the confidence to make appropriate decisions related to the environment they are

presented with, in a wide range of different activities (Mandigo, Butler & Hooper, 2007).

When comparing the TGfU model to the NSW board of studies PDHPE syllabus (Australian

Curriculum Assessment and Reporting Authority (ACARA), 2016) we can see that the benefits

of the TGfU model correlate with the desired outcomes of outcome 4.4 and outcome 4.5 of

the syllabus. Therefore following the TGfU model of sequencing throughout the lesson plans

will allow the students learning needs to be met in a way that has been proven successfully

in achieving the required outcomes outlined within the NSW PDHPE syllabus. When

assessing the sequence of activities of the lesson plan we can see that the first group of

games within the sequence look to follow the first two steps of the TGfU model. These two

steps look to provide the students with an understanding of how the rules and movements

of the game interact. This can be seen in the lesson plan by using the no moving with the ball

rule, therefore allowing students to understand the importance of off the ball movement
within the game. The sequencing has also been designed so that games start in small groups

allow for greater participation of students, along with providing the students with a

stabilised environment as to avoid overloading students at the beginning of their learning.

The third and fourth steps of the TGfU model focus on tactical awareness and decision

making. We can see the introduction of these steps throughout the sequence of the lesson

plan as games are introduced that encourage players to focus on tactics such as how to

create more space, as well as games that look to teach players when to pass to goal scoring

players and when not to. The last two steps of the TGfU model look at skill execution and

game performance, although these two steps have not yet properly been included within

the current stage of the lessons, the appropriate sequencing has been established to allow

for them to be introduced in future lessons.

The TGfU model also allows for the activities and games selected in the lesson plan to meet

the pedagogical elements outlined in the NSW QTF (New South Wales Department of

Education and Training, 2003). Intellectual quality is achieved through the lessons focusing

on just one or two outcomes each lesson, along with modifications and open-ended

questioning being incorporated throughout the activities. Focusing on minimum outcomes

provides students with less cognitive overload, allowing students to put a greater focus on

learning and understanding the content that is being taught. In turn the modifications and

questioning throughout the activities encourage students to analyse, evaluate and

communicate this knowledge and understanding in order to determine how best perform

the task at hand (Pearson, Webb, & Mckeen, 2006).

Quality learning has been achieved through the use of incorporating team activities, allowing

students the choice of different equipment and once again with the use of different game

modifications. Incorporating team activities encourages students to support each other in

understanding and achieving their lesson outcome, whilst having different game

modifications available allows for all activities to not only be engaging, but also challenging

for every student regardless of their ability. Giving students the choice of the type of ball or
equipment being used in certain games further relates the activities to the student’s

(Pearson, Webb, & Mckeen, 2006).

Significance is achieved through the introduction of different ball and equipment, the skills

and knowledge that the students learn, and through including different cultural games. By

introducing different balls and equipment within the games students gain an understanding

of how the skills and knowledge learnt can also be incorporated into different sports and

activities within the PDHPE subject as well as outside of school (reference Webb 2006 -

Teaching GfU & quality teaching in NSW schools). The inclusion of different cultural games

allows the student to understand how the games were played by different cultures as well

as what these games represented to those cultures (find reference).

 Referencing

Australian Curriculum Assessment and Reporting Authority (ACARA). (2016). Australian

Curriculum. Retrieved from http://v8-5.australiancurriculum.edu.au/

Bunker, D., & Thorpe, R. (1986). The curriculum model. In R. Thorpe, D. Bunker, & L. Almond

(Eds.). Rethinking games teaching (pp. 7–10). Loughborough University: University

of Technology, Department of Physical Education and Sports Sciences.

Curry, C., & Light, R. (2007). Addressing the NSW quality teaching framework in physical

education: Is Game Sense the answer. In Proceedings of the Asia Pacific Conference

on Teaching Sport and Physical Education for Understanding.

Griffin, L., & Patton, K. (2005). Two decades of teaching games for understanding: Looking at

the past, present, and future. In L. Griffin & J. Butler (Eds.), Teaching games for

understanding: Theory, research, and practice (pp. 1–18). Windsor: Human Kinetics.

Hopper, T., Butler, J., & Storey, B. (2009). TGfU-Simply good pedagogy: Understanding a

complex challenge. PHE Canada.

Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games for understanding? A

Canadian perspective. Physical & Health Education Journal, 73(2), 14.

New South Wales Department of Education and Training (2003). Quality teaching in NSW

public schools: A classroom practice guide. Ryde, NSW: Author

Pearson, P. J., Webb, P. I. & Mckeen, K. (2006). Linking teaching games for understanding

and quality teaching in NSW secondary schools. In R. Liu, C. Li & A. Cruz (Eds.),

Teaching Games for Understanding in the Asia-Pacific Region (pp. 37-46). Hong

Kong: The Hong Kong Institute of Education.

Rink, J. E., French, K. E., & Graham, K. C. (1996). Implications for practice and research.

Journal of teaching in physical education, 15(4), 490-502.

Telama, R., Yang, X., Laakso, L., & Viikari, J. (1997). Physical activity in childhood and

adolescence as predictor of physical activity in young adulthood. American journal of

preventive medicine.

Werner, P., & Almond, L. (1990). Models of games education. Journal of Physical Education,

Recreation and Dance, 61(4), 23–27.