HEALTH AND PHYSICAL EDUCATION

Year Level: Term: Teacher:

UNIT PLANNER
CURRICULUM ORGANISER UNIT TITLE: KEY CONCEPT: DURATION OF UNIT:
Physical Education COURT GAMES Net and basketball Weeks 1-6 (6 weeks)

WHAT IS OUR PURPOSE? A concise description of the central idea to be addressed and the scope of the inquiry.
Develop and apply movement techniques large balls on courts team games. Unit focuses on modified basketball, Newcombe and netball ball skills;
CENTRAL IDEA
passing, shooting, catching, dribble, pivot in team games and solo.
Students will understand different games associated with large balls on a court (netballs, basketball, Newcombe ball) skills include – pass, catch, shoot,
pivot- working as a team
Students will develop their understanding of court games games – using space of the court- basic zones
LEARNING
Demonstrate basic offensive techniques and defensive techniques (arms up, inception, marking players)
INTENTIONS
Develop team work, communication and follow rules of games.

Can successfully move a ball between team mates – using different passes and looking for space in court games.
SUCCESS Can use space in a game situation and apply basic offensive and defensive strategies.
CRITERIA Can solve basic movement challenges in court games.
Can successfully work cooperatively in a team setting and follow rules.
How do I use a ball in a game situation to get the ball to my team mates?
What is the most effectively way to dribble and run with the ball and protect the ball from the other team?
What do I need to think about in a team situation to effectively move the ball up court?
What do I need to think about when I am in defence and how do I use my body?
INQUIRY INTO What are the most effectively ways to defend a player?
How do you know which skill to use?
How do I make my arms and legs work effectively together?
How do I be a team player in games?

KEY QUESTIONS Use these to guide forming the questions Links to Q. Teacher Questions:
(The key questions Form – What is it like?
which will drive the 1. How do I effectively perform skills in court sports?
Function – How does it work?
inquiry) 2. What do I need to do to effectively move the ball upcourt?
Causation – Why is it the way it is?
Change – How does it change? 3. How do I protect the ball in both games?
Connection – How is it connected to other things?
Perspective – What are the points of view? 4. How do I defend against another player when they have the ball?
Responsibility – What is our responsibility? 5. What is my responsibility in a team situation?
Reflection – How do we know?
6. Why is communication so important on the court?

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7. How am I best to run while dribbling the ball?

LEARNING AREAS 8. What did we learn during the unit of work?

English Mathematics Science History X HPE The Arts SOSE Technology LOTE
Learner Profile What opportunities will occur for the students to develop the attributes of the learner profile?
General capabilities & cross-curriculum is embedded in the Learner Profile
Independent Learner Critical & Creative Thinker
 Students will discover how best to perform specific skills and movements  Students will think about whether or not correct technique affects
patterns through discovery in every lesson. Be able to reflect on their own performance and justify their judgement.
learning.  Students will be able to think about strategies to use in game situations for
Collaborative Learner offense and defence.
 Students will share their new and past knowledge with students. Students will Effective Communicator
also work in a team setting (small groups and partners) to accomplish goals  Students will listen to coaching and explain the difficulty they have in
and work in a team setting. performing the skills, specifically addressing which element of form and
Community Contributor technique that they are struggling with.
 Students can work in an outside classroom environment with other learners  Students will also communicate with team members during games.
respecting their space.

IDENTIFY CURRICULUM -
Content descriptions to be taught

Movement and Physical Activity

Practise and refine fundamental movement skills in different movement situations

Perform movement sequences which link fundamental movement skills

Apply basic rules and scoring systems, and demonstrate fair play when participating

Apply innovative and creative thinking in solving movement challenges

Adopt inclusive practices when participating in physical activities

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UNIT PLANNER

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ASSESSMENT The strategies which will be used to assess learning

FORMATIVE (ongoing) SUMMATIVE (Formal) SELF &/OR PEER

Based on the ongoing application of skills and conceptual Self-reflection sheet
Observation in practical lesson focusing on understandings.
Assessment occurs over a period during lessons.
Communication
Working together Performances are observed on a number of occasions
Fundamental skills throughout a unit of work, and judgments relating to the
Following rules in games quality of performance are made iteratively and recorded on
Sportsmanship observation records.
The assessment will gather evidence of the student’s ability
Identify specific examples of students that they have observed sharing, to:
communicating, interacting positively and good sportsmanship in active
games.  apply strategies for working cooperatively and apply rules
fairly
 refine fundamental movement skills and movement
concepts and strategies in different physical activities
 solve movement challenges.

Unit focuses on modified basketball, Newcombe and

netball ball skills; passing, shooting, catching,
dribble, pivot in team games and solo.

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Modifications and Learning needs

TEACHING & LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies & learning experiences Learner Adjustments Resources

ENGAGE - a lesson that captures children’s/students’ interest and establishes the purpose of the unit through an activity or question.
SESSION 1: NETBALL FOCUS Netballs
Warm up: pool noodle tag Bibs
In a designated area- there are 3 or 4 people that are up as the taggers. Taggers have a half pool noddle- they are Pool noddles
trying to tag as many players on the back of the leg with the pool noodle as possible. Netball court
Cones/markers hoops
Jail Break: One team runs clockwise round the inside of the circle with the other team running anticlockwise around the
outside of the circle. When the teacher calls jail break, the players on the inside of the circle try to escape to the outside
without being tagged. Swap over the teams and count the number of people that successfully made it through. (good to
talk about defenders and attackers)

Skill
Partner passing: Chest, bounce, high pass, low pass.
When they receive a pass, they take a step back, if they drop it they take a step forward
-encourage no moving with the ball
Combine with another team of 2 to play keep away or piggy in the middle
Encourage not to step with the ball. When they throw the ball move into a better position.
Count how many passes each team can get before they drop, or the other teacher intercepts the ball.

Standing in a circle (8 students) with 2/3 students in the middle. The object is to make as many passes as possible
around and across the circle without the ball being intercepted. The defender that makes the intercept joins the circle
and the thrower goes into the middle.

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Order Ball
-Divide the group into 2 teams - one is attack and the other is defence
-Using a court third, players need to spread out
-Attack starts with the ball - players cannot return the pass back to the one they received it from
-Defence team is trying to intercept the ball
-Aim is to pass as many times as possible within a minute or pass to everyone as fast as possible

Game activity:
Ball Bombs
- using a netball
 Play on a court area with two teams, one on each half of the court
 The aim is to make a ball land on the other team’s court area
 Players throw balls over to the other area and if the ball hits the ground, the throwing team gets a point
 If the other team catches it, no point is gained
 Strategy is to have players covering all areas of their half of the court, and for the throwing team to try to put ball
where nobody is standing
 Have an area in the middle that is no go zone to avoid teams being too close to each other
 Can incorporate more than one ball

Bucketball
 2 games at once (split down the middle): 4v4 and 3 v3 (smaller area)
 1 person in the end zone, whoever gets the goal goes into the end zone
 no contact or obstruction
 no stepping
 4 passes before passing into the end zone
 End zone person catches the ball to score a point
 Turn over if the ball is intercepted, passed out of bounds or a goal is scored.

Cooperation, Teamwork & responsibility

- share the ball around

Techniques & game sense ‘in action’

- Pass to space
- receive using a target hand

Tactics + agility= make space in attack

- width (find space wide of ball
- depth (space in front and behind the ball)
- keep moving to create space

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EXPLORE & EXPLAIN - organise hands-on activities where children/students explore the teacher questions &
guide children/students to develop explanations for the experience after they have explored a concept or skill
SESSION 2: NETBALL FOCUS
Hunt the bean Bag
 2 games at once: groups of 7 in two of the thirds.
 2 players are designated taggers and wear bibs.
 Others must avoid being tagged in possession of 1-2 beanbags which need passed around the area.
 If tagged while holding a bean bag, put on a bib and become a tagger
 As numbers of tagger increase, remove bean bags

Skill: Shooting

KEY CUES:
Shooting
1. Hold ball with one hand below and other supporting on side.
2. Bend knees
3. flick and follow through with ‘goose neck’

Using the 4 netball hoops- set up different cones around the hoop and students need to move from cone to cone to
shoot, if they get the ball in they move onto the next cone.

Half Court Netball Games

 Set players just half of the game
 There will be a defensive team (GA, WA, C, GS) and an offensive team (GA, WA, C, GS)
 Let the offensive team have a number of attacks then swap bibs over so teams swap from attack to defense

Encourage shooting

- Basic rules
- no contact
- no obstruction (3 feet)
- no stepping
- can only hold the ball for 6 seconds
- Keep within boundaries
- Keep moving into space.

SESSION 3: Netball game

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Assess where the students are at if you think they would be able to use positions to play a game- introduce the positions
and what they need to do in each of their positions.
Introduce basic rules from the previous week-
-No contact
-No obstruction
-No stepping
-Can only hold the ball for 6 seconds
-Keep within the boundaries
-Keep moving into space

If students are struggling with shooting add in a rule that once you make it into the circle (use cones to mark out a small
circle around the goal) they are free to take a shot.

Talk the students through the game as they play- game sense approach

End zone game

Basketball’s
SESSION 3: BASKETBALL FOCUS Hoops
Circle Chase Markers/cones
- Groups of ≈ 4 per group. Bibs
- 3 people join hands, one of the three is called ‘it’; other person is called the chaser. Bean bags
- The aim is for the chaser to catch the person who is ‘it’. Other team members must protect this person by moving
around as a circle.
- Chaser gets 1pt each time they are able to touch the ‘it’ person.
Each group member must have a turn at being both the chaser and being ‘it’.

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Activities: Choose a range of activities to do in a circuit or as a group – all focus on ball handling

1. Team passes – game the perfect pass

On go the 1st player in the team runs out to stand in any hoop of their choice
The next player in the line, with the ball must throw the ball to the player standing in the hoop
The player in the hoop must catch the ball (without stepping out of the hoop)
Bring the hoop (and ball) back to your team- then the player who just threw the ball runs out to stand in another hoop
If you don’t manage to catch the ball, just bring the ball back without the hoop
The next player in the line becomes the thrower
Keep going until either time runs out or all the hoops

Variations
- Bounce pass
- Chest pass
- Over head
- Balance on one leg
- With one hand
- Sitting down

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2. Bounce pass in hoops

Work together as a pair to bounce pass the ball into the hoop to your partner, as many times as possible
once you have passed, your partner dribbles to another hoop and they pass back to you through the hoop
you must pass from a different hoop each time
count how many times you pass through the hoop

3. Bounce pass left and right

The passer at the hoop bounce passes the ball either to the left or right cone
The catcher at the witch hat cone reacts and moves to catch the ball at whoicihever cone it was passes to, then passes
back
The catcher resets back to the witch hat, to go again
After 10 – switch

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4. Bounce the ball in your hoop from your left hand to right, to left- 10 times (cross over) then chest pass to your
partner
Once you have done 10 cross overs in the hoop in from of you, try 10 bounce passes behind your back.
Alternate each turn between cross-overs and behind bounces

5. Once at a time, step and bounce the ball through your legs up to the cone and back
Then pass the ball for your partner to do the same
Count as a pair how many times you complete the task.

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6. Work together to dribble and pass up the line towards the net
When you reach the last cone, whoever has the ball takes 1 shot into the net, and then you both run back to the start
Use different passes as you move up the line: chest passing, bounce passing, under/overarm throwing.

7. One at a time dribble in/out/around the witch hats towards the end hoop
Stand in the hoop with the ball and put the ball around your waist 5 times
Dribble straight back as quick as you can and pass to your partner
Count how many times you can complete the time

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8. One at a time, dribble up to the witch hat cone, spin around with the ball, then take 1 shot into the basket.
While spinning, keep your hand on top of the ball, to avoid carrying it
1 point for your pair if you score a basket

9. You must dribble and keep you ball inside the square
At the same time, try to knock your partners ball away out of the square
If you knock their ball out, you get 1 point
Teaching tip: use your body to defend the ball and stay low.

SESSION 5: BASKETBALL FOCUS

Warm up: Jail Break: One team runs clockwise round the inside of the circle with the other team running anticlockwise
around the outside of the circle. When the teacher calls jail break, the players on the inside of the circle try to escape to
the outside without being tagged. Swap over the teams and count the number of people that successfully made it
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through. (good to talk about defenders and attackers)

Scarecrow Tiggy: Every player starts with a basketball and begins in the half court except two players who will be the
‘taggers’.
The taggers don’t have a basketball and are wearing a bib.
The taggers then do their best to tag each player dribbling a basketball.
When a dribbler is tagged, they must stand in the place they were tagged with their legs wide and hold the ball on top of
their head. They can be freed by other dribblers by rolling the basketball through their legs.

Sharks and minnows: The drill starts with you selecting one or two ‘sharks’ who will be the taggers.
Everyone else will start on the baseline and have a basketball. These are the ‘minnows’. On go
the minnows must attempt to dribble to the other baseline without getting tagged by a shark.
If a shark does tag them, they must stand in the spot they were tagged, place the basketball between their feet, and now
are scarecrows. If a minnow comes within reach of them, they can tag them to get them out.
The last player alive that hasn’t been tagged is the winner.

Numbers: basketball focus- using the court- call out numbers – those numbers must try and score a point in their goal.

Defence: Passing, running and dribbling:

Start all students at the baseline- in four lines two defence and two attackers- attackers are trying to move the ball up
the court to their goal to shoot. Encourage dribbling and running, making passes (say a number), different passes. In
defence encourage man on man.
Golden Child:

Splitting up into two teams, a shooting team and a dribbling team, and then the dribbling teams must run around the
half-court one-by-one while the shooters try and get them out.
The first step is to split your group up into two similarly even teams.
The dribbling team must all have a basketball and they should be lining up at one of the corners of the baseline.
The shooting team will have one or two basketballs and will be lined up around the free-throw line or closer depending

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on age and skill.
The drill begins with the coach calling out ‘go!’ which triggers both teams to start.
For the dribblers, the goal of the game is to make as many home run’s as they can. A home run is when a dribbler
makes it all the way around the outside of the half court and back to the line.
The shooters must attempt to get them out by making a shot. If a shot is made the shooters must call out ‘STOP’ and
the current dribbler must freeze. The next dribbler can begin immediately when this happens.
If they make it home, they get one run and can join the end of the line to run again.
This continues until all the dribbling players are out and then the teams switch roles. The team with the most amount of
runs at the end of the game wins.

Elimination shooting:

The goal of the game is to make your shot before the person behind you makes their shot. The first shot must always be
from the free throw line but after that can be from anywhere on the floor.
Setup: All players line up in a straight line behind the free throw line.
The first two players in line have a basketball.
The drill begins with the first person in line taking a shot. If they make it, they quickly rebound their ball and throw it to
the next person in line. If they miss, they must rebound the ball and score as quick as possible.
As soon as the first player has shot, the second player can begin.
If the player behind scores before the player in front, the player in front is out.
The drill continues until there is one person left and they are crowned the winner.

SESSION 6: BASKETBALL

Warm up: any of the previous warm ups

Small sided games: using the 3 courts divide into teams of 3- students will play half court games- allow them to have a
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go to develop skill give them basic rules
- No double dribble
- No fouls – encourage defense
- No travelling
Teach students that they need to go back to half way once their team has the ball.

If this is not working play one game and coach them through using Game sense approach
Focus on spacing, marking players and moving the ball up the court to the key.

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A B C D E

The folio of student work has the following characteristics:

purposeful application of effective application of strategies application of strategies for partial application of strategies variable application of strategies
strategies for working for working cooperatively and working cooperatively and for working cooperatively and for working cooperatively and
cooperatively and applying rules applying rules fairly applying rules fairly applying rules fairly applying rules fairly
fairly
effective refinement of refinement of fundamental partial refinement of use of fundamental movement
Performance and practical application

purposeful refinement of fundamental movement skills of movement skills of modified fundamental movement skills of skills of modified basketball,
fundamental movement skills of modified basketball, Newcombe basketball, Newcombe and modified basketball, Newcombe Newcombe and netball ball
on modified basketball, and netball ball skills; passing, netball ball skills; passing, and netball ball skills; passing, skills; passing, shooting,
Newcombe and netball ball shooting, catching, dribble, shooting, catching, dribble, shooting, catching, dribble, catching, dribble, pivot, in team
skills; passing, shooting, pivot, in team games and solo. pivot, in team games and solo. pivot, in team games and solo. games and solo.
catching, dribble, pivot, in team
games and solo. partial application of movement variable application of movement
effective application of Application of movement concepts and strategies in a concepts and strategies in a
purposeful application of movement concepts and concepts and strategies in a variety of physical activities and variety of physical activities and
movement concepts and strategies in a variety of physical variety of physical activities and to solve movement challenges in to solve movement challenges in
strategies in a variety of physical activities and to solve movement to solve movement challenges in simple games relating to netball, simple games relating to netball,
activities and to solve movement challenges in simple games simple games relating to netball, basketball. basketball.
challenges in simple games relating to netball, basketball. basketball and Newcombe
relating to netball, basketball
purposeful creation of movement effective creation of movement creation of movement sequences partial creation of movement variable performance of
sequences using fundamental sequences using fundamental using fundamental movement sequences using fundamental movement sequences using
movement skills using large court movement skills using large court skills using large court balls. movement skills using large court fundamental movement skills
balls. balls. balls. using large court balls.

UNIT REFLECTION At the conclusion of the unit, all teachers involved in the planning, teaching, learning and assessment come together to reflect on the successes and
challenges of the unit. They prepare, share and discuss their personal reflections through answers to the following questions:
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What worked well in this unit? What trends and gaps in learning have you identified?
 

What was a stumbling block? How will you address these learning gaps now?
 

What would you do differently next time? What service learning arose from the unit?
 

How could you improve the assessment task(s) to have a more accurate picture of Other notes:-
each student’s understanding? 


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