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TERM/WEEKS: 1/3 YEAR LEVEL: 7 LEARNING AREA/TOPIC: Floor ball

AUSTRALIAN CURRICULUM HEALTH AND
PHYSICAL EDUCATION
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Understanding Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & KEY RESOURCES

LESSON CURRICULUM LESSON (what & how) LEARNING QUESTIONS
LINKS OBJECTIVE EXPERIENCES
Personal, (include
Movement & learner
Social & diversity)
Physical Activity
Community
Health
3/1 (ACPMP080 - Demonstrate - Checklist Dribbling - Basketball
) protecting the Activity 1: When would courts
(ACPMP082 ball - Students are in 5 groups of 5 each with a ball you use (inside or
) - Identify why - They are to dribble the ball through the zig-zag dribbling in outside)
(ACPMP083 you must cones floorball? - Floor ball
) protect the ball - They are to then flick pass the ball to a target sticks
(ACPMP086 in floor ball - If they hit the target they receive 1 point If effectively - Floor balls
) - Demonstrate - If they miss the target they score 0 used
controlling the - They then retrieve their ball and dribble down the dribbling can
ball side of the activity to line up again help with
- This should be running fast enough to get the what?
students not having to line up for a long period of
time
Progression:
- If students find this activity too simple they can be
given more obstacles to dribble around
- They may also need to make the target smaller or
possibly even make it a moving target like another
player

Protecting the ball

Activity 2: Why protect
- Students are to get into pairs the ball?
- They are to practice dribbling towards each other,
 stopping the ball and protecting it and dribbling
away
- Students can make this fast or slow to make it
easier for themselves

Activity 3:
- Students are in teams of 3 Are you
- They are to be playing 3v3 floorball in a small struggling to
marked off area keep the ball
- The aim of the activity is to pass to your team mates off the
whilst also protecting the ball and keeping opposition?
possession
- If you make 4 successful passes then your team What could
scores a point you change
- If you are unable to complete for successful passes that would
then the other team has a turn make it easier
- At the end we see who has the highest score to move the
ball around?
Progression:
- If it is too easy students are to past it 5 or 6 times to Why would
score a point we play a
- If it is too hard, whilst the team with the ball passes passing game
one defender should step out of the marked area to like this and
make it easier what does it
promote you
Activity 4: to do?
- Students are split into four teams
- They are place in a half court game Students
- Students are to practice keeping possession to should
begin with making sure to protect the ball hopefully
- Students then move into scoring where they have to understand
pass to every player before they have a shot (if the that passing
students struggle with passing to everyone have game
them pass 3 to 4 times before shooting at goal) encourage you
- Students can only have 1 on 1 contests, if it to move
becomes a 2 on 1 for the ball then the team who around more
has one player receives a free pass to create
- At the end of the game bring students in to space which is
emphasis on the importance of keeping possession the focus of
in floor-ball next lesson

4/1 (ACPMP080 - Demonstrate - Checklist Moving into space/Defending Discuss the - Basketball
) covering space Activity 1: previous courts
(ACPMP082 to achieve best - Students pass with a partner in the full court lesson about (inside or
) possible - They are to pass through gates with their partner passing outside)
(ACPMP083 defence - When the teacher blows their whistle once students - Floor ball
 ) - Demonstrate are to change partners if they do not have the ball When we sticks
(ACPMP086 player - This can be at any random time for the whistle to be move around - Markers
) movement to blown what do we - Floor balls
(ACPMP088 create space - Eventually the teacher will blow their whistle twice find - Floor ball
) - Demonstrate and students are to make a pass then move to happening goals
ball movement someone new with our - Cones
to create space - This encourages them to pass and move and also passing?
make space in a busy area on court

Activity 2:
- Students are to get into groups of 5 or 6 Is it harder to
- 1 student goes into the middle while the other defend a
students make a circle stationary
- Students pass the ball around the circle while the passer or a
player in the middle tries to intercept the ball moving one?
- If they intercept the ball they are to switch in for
whoever last touched it

Activity 3:
- Students are in 4 teams Why would
- They are to attempt to pass the ball as many times we focus one
as possible (there are no goals) just moving
- For each successful pass they get a point and passing?
- Every time it is intercepted that team then becomes What does it
the passers and must make successful passes to help
score improve?
- Players cannot move when they receive the ball
they must stay still and the defender is not allowed
to try take the ball off them while they have
possession, instead they are to try cut off the pass
Progression:
- Add goals to the game but still do not allow students
to dribble with the ball (like in netball)
You also can only score when the ball is scored in the
goal

5/1 (ACPMP080 - Demonstrate - Checklist Introduction to SEPEP - Basketball

) general - Students will have been emailed prior to the lesson What is courts
(ACPMP082 understanding a website link to a SEPEP website created by the SEPEP? (inside or
) of SEPEP teacher that highlights what SEPEP is and how it outside)
(ACPMP083 - Demonstrate runs (this is the students homework before the - Floor ball
) team work lesson) sticks
(ACPMP086 - Demonstrate - On this website it will have the allocated teams and - Floor balls
) organisation rosters for who sets up and packs up throughout the - Notice
(ACPMP088 rest of the lesson in the term board
) - For students who dont do homework (there will
always be one) have the teams listed on your
 ipad/paper to be able to place students in the
correct team
- It would also be wise to quickly give a run down to
the students what SEPEP is again to refresh their
minds after completing the homework (also gives
those who didnt do the homework the chance to
understand SEPEP
- Have a notice board with fixtures, teams, duty
teams etc. on it. This can also be the media board
on the day where there can be reminders from the
media manager etc.

Games
- Students get organised with their equipment ect.
Round 1
- Team one plays team two on court 1
- Team three plays team five
- Team four are to be split up into referees,
scorers/statistics and timers for the two games
- If there are any spare students from team three they
can take photos for the media managers from each
team
Round 2
- Team one plays team three What were
- Team two plays team four two things
- Team five are to be split up into referees, that need
scorers/statistics and timers for the two games improving
- If there are any spare students from team three they and two
can take photos for the media managers from each things that
team your team did
well?
6/1 (ACPMP080 - Demonstrate Warm-up: - Basketball
) organisation - Students split into their teams Is your teams courts
(ACPMP082 - Demonstrate - The coach/fitness coach for the lesson is to take warm-up (inside or
) team work their team for a warm up related to outside)
(ACPMP083 - Demonstrate - Teacher is to assess the coach/fitness coaches what you - Floor ball
) team tactics planning and preparation for the warm up believed you sticks
(ACPMP086 needed to - Floor balls
) Games improve on - Stack of
- Students get organised with their equipment ect. last lesson? cones
Round 1 - Notice
- Team one plays team five on court 1 board
- Team two plays team four on court two
- Team three are to be split up into referees,
scorers/statistics and timers for the two games
- If there are any spare students from team three they
can take photos for the media managers from each
 team
Round 2
- Team one plays team three on court 1
- Team two plays team four on court two
- Team five are to be split up into referees,
scorers/statistics and timers for the two games
- If there are any spare students from team three they
can take photos for the media managers from each
team
Round 3
- Team three plays team two on court one What were
- Team four plays team five on court two two things
- Team one are to be split up into referees, that need
scorers/statistics and timers for the two games improving
- If there are any spare students from team three they and two
can take photos for the media managers from each things that
team your team did
well?