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Overview

The following sequences of activities are based around the subject area of

Health and Physical Education and focus on the Strand of Movement and

Physical Activity, specifically Moving our body. Lessons and activities have

been planned and based around the Year 7 and 8 Health and Physical

Education Curriculum. The activities involve investigation and inquiry

activities, incorporating a variety of ICT elements.

The lessons provided clearly make use of strategies for differentiating

curriculum and teaching, for diverse leaners and to support engagement

in learning. Each lesson is verbally explained and physically demonstrated

to allow for students to learn in the way that best suits them. There is a

chance for students to check for understanding before the activity is

commenced and during the activity. Students are offered the chance to

modify the game. They are too come up with ideas on how to make the

game harder, easier or give the game a different purpose. This keeps

student engagement high and allows for creative thinking.

The three lessons provided build upon the students capabilities. In lesson

One and Three, Critical and Creative Thinking and Personal and Social

Capability are the general capabilities addressed. Critical and Creative

Thinking general capability is developed through learning experiences

(such as modified games and scenarios) that encourage the students to

seek solutions. Students are continuously problem solving throughout.

Students are to come up with modifications to the game, which also

encourages critical and creative thinking. The Personal and Social

Capability is continuously addressed throughout lesson one. Students gain

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and appreciation for their individual strengths and abilities, as well as their

classmates abilities. This awareness potentially comes from the team

work required and the constant problem solving. Student also develop a

variety of skills including but not limited to; communication, negotiation,

teamwork and leadership.

Lesson Two is an ICT focused lesson. The general capabilities addressed

are; Numeracy and Information and Communication Technology (ICT)

Capability. Numeracy is identified throughout. Movement patterns are

evaluated and data is created. Calculations and measurements are used

during the lesson. Students use ICT to create content and analyse

performance. ICT is used to engage learners as students are creating data

themselves and challenging themselves. Todays generation are very ICT

driven and is therefore very appropriate to incorporate.

Per the learning continuum, at the end of year 8 there are certain

expectations that should be met. This helps with the strategies to

assessing students knowledge.

Students should be able to; Pose questions, Identify and clarify

information and ideas, Organize and process information, imagine

possibilities and connect ideas, consider alternatives, seek solutions and

put ideas into action, think about thinking (metacognition), Reflect on

processes, Transfer knowledge into new contexts, apply logic and

reasoning, draw conclusions and design a course of action and Evaluate

procedures and outcomes.

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An explanation of the lessons will be delivered to students through verbal,

written and demonstration formats. This caters for the diversity of

learning in students. Students will sit in a semi-circle, facing away from

the sun and facing the teacher. No equipment will be in reach. Each

student will be given a handout explaining the lesson, will watch a

demonstration and will listen to instruction. Students will be instructed to

listen when the teacher is talking, and raise a hand for any questions or

concerns.

Each lesson will be assessed differently. If successful learning occurs, the

student is competent. Feedback will be provided during the task and once

the task has been completed.

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Lessons

Year Level and Class Year 7 and 8 Health and Physical Education
Strand Movement and Physical Activity: Moving our

body
Activity Timing 40 minutes each lesson

Year 7 and 8 Achievement Standard:

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Year 7 and 8 Content Description

Movement and Physical Activity: Moving our body

Use feedback to improve body control and coordination when performing

specialized movement skills in a variety of situations

Practice and apply movement concepts and strategies with and without

equipment

Learning Intention:

Students will learn to improve body control and coordination in a variety

of situations. Students will also practice, apply and transfer movement

concepts and strategies.

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Success Criteria based on elaborations:

Use feedback to improve body control and coordination when performing

specialised movement skills in a variety of situation

Students will also practice, apply and transfer movement concepts and

strategies with and without equipment

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Prior Knowledge:

Students need to have a familiarity with basic movement patterns.

Students may have prior knowledge In regards to sports or movement

patterns from outside school activities or sports. Students should have

met the year 5 and 6 achievement standard:

By the end of Year 6, students investigate developmental changes and

transitions. They explain the influence of people and places on identities.

They recognise the influence of emotions on behaviours and discuss

factors that influence how people interact. They describe their own and

others contributions to health, physical activity, safety and wellbeing.

They describe the key features of health-related fitness and the

significance of physical activity participation to health and wellbeing.

They examine how physical activity, celebrating diversity and connecting

to the environment support community wellbeing and cultural

understanding.

Students demonstrate fair play and skills to work collaboratively. They

access and interpret health information and apply decision-making and

problem-solving skills to enhance their own and others health, safety

and wellbeing. They perform specialised movement skills and sequences

and propose and combine movement concepts and strategies to achieve

movement outcomes and solve movement challenges. They apply the

elements of movement when composing and performing movement

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sequences.

Lesson Structure:

Time Content
Teaching Resources

40 mins Students will complete activity in Team Sashes (2 x

(Lesson lesson 1 in order to address the different colours)

One) following: Netball

- Designing and performing Marker cones


movement sequences to create,
Oval or court
use and defend space
((10m x 15m), a
- Modified Games (GS)
goal at each end)

(See Appendix 1)
40 mins Students will complete activity in Camera with

(Lesson lesson 2 in order to address the tripod (1 per

Two) following: group)

- Analysing their own and others Netball (1 per

performance using ICT and group)

implementing feedback to enhance Marker cones (2


performance (RE, CA, GS) per group)
- Traditional Games or Sports (GS)

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- Movement Exploration (RE) 1m Ruler

Computers
(See Appendix 2)
Kinovea Computer

software

40 mins Students will complete activity in Netball between 3

(Lesson lesson 2 in order to address the people (4 people

Three) following: with progression)

- Selecting strategies that have been Netball Court or

successful previously and applying area to practice in-

the most appropriate ones when same size as 1/3

solving new movement challenges netball court

with and without equipment (GS,

CA)

- Modified Games (GS)

- Movement Challenges (CA)

(See Appendix 3)

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Diverse Learning:

Pair lower ability students with high ability students during group

work

Differentiate question types throughout group discussions

Make sure to select students at random so that the same people

are not always answering the questions

Activity applies to a range of learning types

Consideration of EAL/D students - provide visuals

mixed ability groups

Consider different learning styles (uses visual, auditory,

kinesthetic, read/write recourses)

provide simpler planning templates

Provide simpler tasks for students with mental incapabilitys

Provide alternate activities for students with disabilities

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Appendix 1 (Lesson 1) -

Name: Candice Oudyn - Lesson 1: Designing and

Sport: Modified Netball performing movement

sequences to create, use and

defend space
- Modified game (GS)

Resources/Equipment: Time:

1. Team Sashes (2 x different colors) Section 1: Introduction 5

2. Netball mins

3. 2 teams of 5 students

4. Marker cones Section 3: Lesson Activities 30

5. Oval or court ((10m x 15m), a goal mins

at each end)

Section 4: Conclusion 5 mins

Total: 40 Minute lesson


WALT: WILF:

We are learning too create, use and What I am looking for is for all

defend space in a modified sporting students to be participating and

environment, so that we can transfer contributing to the team.

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these skills to game play.
Leader Activity Learner Activity
Introduction Introduction

Leader will explain the learning goal, Students will sit with no equipment

successful learning outcomes and why in hand and listen to teachers

learning is valid to students in instruction. Students will clarify

attendance. Leader will give students instructions with questions and

a chance to incorporate ICT by demonstrations.

searching for a specific netball

movement phase allocated to Students will search for a specific

students. Students will watch online netball movement phase allocated.

demonstrations. Students will watch online

What is the learning goal? demonstrations.

The learning goal for this lesson is to

Design and perform movement

sequences to create, use and defend

space through a modified netball

game.

What will successful learning look like?

Successful learning will occur when

students come up with individual ways

to create and defend space. To

measure success for gaining space,

students must complete 5 passes from

team members, before a goal is to be

scored. Successful defense will occur

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when and intercept is completed and a Activity:

turnover is made. (include appendix)

Why is this learning valid? Students will demonstrate.

In order to successfully complete this Students will complete activity

task, part of Australian Curriculum has given. Students will address the

been addressed. Learning these skills learning goal and outcomes during

are important for every day decision the activity. Students will reflect.

making and in most sporting contexts.

Activity:

The game is explained:

The game is a modified netball game.

The aim of the game is to successfully

pass the ball 5 times and then

complete a goal score. To score a goal,

the ball must be passed between the

two markers at the end. Both teams

can score in either goal. Each team

member can go anywhere in the court

and can score. If the ball goes out of

the court, it Is a turnover. If the ball is

intercepted, an automatic turnover I

granted. The ball must be received 5

times per team before a goal can be

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scored. If the team shoots for a goal

before 5 passes are made, no goal is

scored and an automatic turnover is

issued. Students must abide to netball

obstruction and contact rules.

The game is demonstrated by

students:

2 vs 2 slow walk through, verbally and

physically explaining

Play:

Game is played, and paused when

explanation is needed.
Concluding Activities: Leader Player

Leader asks open ended questions I Reflects on owns actions and the

regards to the game and what was game as a whole. Answers teacher

achieved. focused questions

How could this game be altered?

How could we have made this game

harder?

How did we achieve finding space?

How did we defend space?


Assessment of learning:

In order to asses learning, standards must be set. For successful learning to

occur in this lesson the following must take place:

students will come up with individual ways to create and defend space. In

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order to measure success for gaining space, students must complete 5

passes from team members, before a goal is to be scored. Successful

defense will occur when and intercept is completed and a turnover is made.

If successful learning occurs, the individual students can be assessed as

competent.

Appendix 2 (Lesson 2) -

Name: Candice Oudyn - Lesson 2: Analysing their own and

Sport: Traditional Netball (Chosen others performance using ICT and

movement phase) implementing feedback to

enhance performance (RE, CA, GS)

- Traditional Games or Sports (GS)

- Movement Exploration (RE)


Resources/Equipment: Time:

1. Camera with tripod (1 per group) Section 1: Introduction 10

2. Netball (1 per group) mins

3. Students (groups of 2-3)

4. Marker cones (2 per group) Section 3: Lesson Activities 20

5. 1m Ruler mins

6. Computer

7. Kinovea Computer software Section 4: Conclusion 10

mins

Total: 40 Minute lesson


WALT: WILF:

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We are learning to use ICT to critically What I am looking for is for all

analyze movement phases in the sport students to be participating and

and activities we are learning. By identifying errors in technique. All

doing this, we can see our flaws in students must contribute to the

technique and improve our tasks.

performance.
Leader Activity Learner Activity
Introduction Introduction

Leader will explain the learning goal, Students will sit with no equipment

successful learning outcomes and why in hand and listen to teachers

learning is valid to students in instruction. Students will clarify

attendance. instructions with questions and

What is the learning goal? demonstrations.

The learning goal for this lesson is to

analyse students own performance

and others performance using ICT and

implementing feedback to enhance

performance. This will be doe through

exploring a traditional netball

movement.

What will successful learning look like?

Successful learning will occur when

students successfully film a netball

movement phase and analyse it on

computer software (KINOVEA).

Students will need to provide feedback

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on how to improve performance.

Why is this learning valid? Activity:

In order to successfully complete this (include appendix)

task, part of the Australian Curriculum Students will complete activity

has been addressed. Learning these given. Students will address the

skills are important for every day learning goal and outcomes during

improvement and utilisation of the activity. Students will reflect.

feedback. These skills are important in

analysing any sporting motion.

Activity:

The task is explained:

The task is an incorporation of ICT. It is

an analysis and reflection upon

sporting performance. Students will

learn to self-reflect and strategize to

improve performance. Students will

choose a measurable aspect of netball

performance to analyse. This aspect

must be something that affects

performance. Students can choose

from: Knee angle upon initial

grounding contact when receiving a

pass, Wrist extension angle at point of

ball release when completing a pass,

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base of support distance when

receiving a pass. Students will set up

to record their chose phase. Marker

cones will set out 1 metre apart,

activity will be performed within the

space. Camera will be set up correctly

so the whole movement phase will be

recorded (not too close or too far way).

The movement will be recorded and

uploaded to the computer. The video

will be uploaded to KINOVEA and

analysed by following step by step

instructions provided. A Reflection can

then be made.

Teacher walks around and checks for

individual understanding
Concluding Activities: Leader Player

Leader asks open ended questions I Answers teacher focused questions

regards to the game and what was

achieved.

How could this have be altered?

What else could we have assessed?

What aspects could we individually

improve?

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Assessment of learning:

In order to asses learning, standards must be set. For successful learning to

occur in this lesson the following must take place:

Students must successfully film a netball movement phase and analyse it

on computer software (KINOVEA). Students will need to provide feedback on

how to improve performance. Students can complete task as a team.

If successful learning occurs, the individual students can be assessed as

competent.

Appendix 3 (Lesson 3)
Name: Candice Oudyn - Lesson 3: Selecting strategies that

Sport: Modified netball have been successful previously

and applying the most appropriate

ones when solving new movement

challenges with and without

equipment (GS, CA)

- Modified Games (GS)

- Movement Challenges (CA)

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Resources/Equipment: Time:

1. 1 x Netball between 3 people (4 Section 1: Introduction 10

people with progression) mins

2. Netball Court or area to practice

in- same size as 1/3 netball court Section 3: Lesson Activities 20

mins

Section 4: Conclusion 10

mins

Total: 40 Minute lesson


WALT: WILF:

We are learning to implement What I am looking for is for all

movement strategies and skills that students to be participating and

we have learnt in previous lessons into selecting strategies that were

our activities. previously learnt.


Leader Activity Learner Activity
Introduction Introduction

Leader will explain the learning goal, Students will sit with no equipment

successful learning outcomes and why in hand and listen to teachers

learning is valid to students in instruction. Students will clarify

attendance. Leader will give students instructions with questions and

a chance to incorporate ICT by demonstrations.

searching for a specific netball

strategy and movement phase Students will search for a specific

allocated to students. Students will netball strategies and movement

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watch online demonstrations. phase previously learnt, these will

What is the learning goal? be allocated. Students will watch

The learning goal for this lesson is to online demonstrations and reflect

use selected strategies that have been on skills they have already learnt

successful previously and apply the and how to Apply them.

most appropriate ones when solving

new movement challenges with

equipment

What will successful learning look like?

Successful learning will occur when

students have applied the most

appropriate strategy to complete the

task. Students should count how

many intercepts are made and how

many passes are correctly made, team Activity:

with the most wins (included in appendix)

Why is this learning valid? Students will complete activity

To successfully complete this task, given. Students will address the

part of Australian Curriculum has been learning goal and outcomes during

addressed. Learning these skills are the activity. Students will reflect.

important for every day decision

making and implementation of

previous knowledge. These skills are

important in analysing any sporting

motion.

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Activity:

The task is explained:

Students will be arranged in teams of

3 (can progress to 4 with 2

defenders)

Students will allocate one defender

per team, they will stand in the

middle and try to intercept passes

The other two students will stand

opposite each other

students can pick which pass suits

them best

One student will have the ball and

pass to the other (aiming to dodge

the defender), once the ball has been

passed, the student will then run and

try and find space anywhere on the

court to receive the ball again

This will happen continuously, all

netball rules still apply

Students must be aware that other

students are in the same space and

must complete the task around the

other students, learning to make

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space in a tight area

Students should count how many

intercepts are made and how many

passes are correctly made, team with

the most wins.

Students are to implement previous

skills that worked for them

Rules

no stepping with the ball

cannot hold the ball for more than 3

seconds

obstruction rules apply (must be 3ft

away to put hands up)

contact rules apply

Must move throughout the space

given for every pass

team with most points wins

Concluding Activities: Leader Player

Leader asks open ended questions I Reflects on owns actions and the

regards to the game and what was game as a whole. Answers teacher

achieved. focused questions

How could this game be altered?

How could we have made this game

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harder?

How did we achieve finding space?

How did we defend space?

What movement patterns did we use

that we already knew?


Assessment of learning:

In order to asses learning, standards must be set. For successful learning to

occur in this lesson the following must take place:

Students will have applied the most appropriate strategy to complete the

task. Students should count how many intercepts are made and how many

passes are correctly made, the team with the most wins. Students will use

strategies previously learnt in other lessons and successful apply the most

appropriate one for the situation.

If successful learning occurs, the individual students can be assessed as

competent.

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