Contemporary Teacher Leadership

102098
Assessment 1: Report

Cameron Wallace 17698724

Table of Contents

Executive Summary ……………………………………………………………………………………………………………3

Unit Context ………………………………………………………………………………………………………………………………….4

Comparative Table ………………………………………………………………………………………………………………………..5

Recommendations ………………………………………………………………………………………………………………………..9

Reconstructed Unit ……………………………………………………………………………………………………………………….12

a.scope and sequence ……………………………………………………………………………………………………………….12

b.concept map …………………………………………………………………………………………………………………………..13

c.assessment task. …………………………………………………………………………………………………………………….14

d.unit outline …………………………………………………………………………………………………………………………….19

References …………………………………………………………………………………………………………………………………….26

Appendices ……………………………………………………………………………………………………………………………………28

Appendix a – original scope and sequence ………………….……………………………………………………………28

Appendix b - original assessment task……………………………………………………………………………………….29

Appendix c- original unit outline..................……………………………………………………………………………..31

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Executive Summary

This report has been designed for the Physical Development, Health and Physical Education faculty
at Casula High School. Casula is located in the south western suburbs of Sydney. Casula High School
is a co-educational comprehensive high school. Casula High Schools student’s cohort is highly diverse
with 74% of students speaking a language other than English at home. Student’s literacy and
numeracy levels are substantially below the Australian School average.

The objective of this report is to recommend changes to the unit ‘Net/Wall Games’ using the
Understanding by Design framework (UbD). The report will highlight the strengths and weaknesses
of the original unit in regards to literacy, numeracy, information communication technology, critical
and creative thinking, personal and social capabilities and its use of UbD. The report will then detail
recommendations informed by UbD in regards to the scope and sequence, concept map, assessment
task and unit outline. The report will then illustrate the newly constructed unit outline using the UbD
framework complete with an annotated scope and sequence, concept map, assessment task and
lesson overview.

The goals of this report are to:

- Address student’s literacy and numeracy skills within physical education.

- Improve students understanding of tactics and skills used in Net/Wall Games
- Increase the integration of ICT in physical education
- Increase student self-regulation through inquiry-based and games-based learning
- Improve the sequence of learning throughout the unit to ensure learning is meaningful and
adequately addresses the learning designated learning outcomes.
- To align learning activities to the new PDHPE syllabus

The recommendations of this report:

- Utilise UbD to design a meaningful learning experience

- Incorporate literacy, numeracy and ICT in learning activities
- Incorporate inquiry-based and games-based activities
- Improve assessment tasks to reflect the learning outcomes

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Unit Context

Personal Development, Health and Physical Education (PDHPE) is a mandatory course undertaken by
stage 4 and stage 5 students in New South Wales (NSW). The unit under review in this report
(Net/Court Games) draws syllabus content from the stage 4 syllabus strand ‘Fundamental Movement
Skills’ within the NSW PDHPE curriculum.

The unit ‘Net/Court Games’ is the second most challenging games category, succeeding ‘Target
Games’ and ‘Strike/Field Games’ and preceding ‘Invasion Games’. A ‘Net/Court Games’ unit involves
participating in games that are variations of tennis, badminton, squash, table tennis and volleyball.

The unit under review in this report was designed by staff at Casula High School. The unit has been
designed for year 8 students. The unit duration is four weeks beginning the first week of term 4. The
unit has a sole focus on teaching students the skills and gameplay of volley ball. The other sports in
this game category are not taught during the four week period.

The unit includes a practical assessment task that is conducted by the teacher in the last two lessons.
The teacher assigns each student a grade based on their observations of students skill execution
during a volley ball game. The assessment is worth 15% of their total grade.

4
 Comparative Table

Area of Strengths of the area of Concerns of the area of Suggested Changes to counteract Research support for the changes
consideration consideration consideration concerns suggested.

The teacher uses questioning to
support students learning.
Literacy
There are not enough opportunities
for students to reflect on their
learning.
Introduce reflective diaries at the
end of selected lessons to guide
their understanding of tactical
problems and solutions in Net/Wall
Games.
Activities where students are able
to self-reflect and improve their
vocabulary give students the
opportunity to improve their
literacy skills as well as their
physical literacy. This includes
students improving their ability to
respond to their environment,
use their body to communicate
and to demonstrate knowledge,
skills and understanding.
(Wachob, 2014).

Numeracy N/A Numeracy has not been embedded Introduce basic math into learning
within the unit of work. activities. Such as students using
addition to count their score.
Introduce activities where students
analyse their peer’s performance by
drawing heat-maps and graphing
data.
Students who have trouble with
mathematics can benefit by
integrating numeracy activities in
physical education. This is
because physical education
promotes communication and
collaboration which can lead to
peer-teaching.
(Hraste, De Giorgio, Jelaska,
Padulo, & Granić, 2018).

5
 Information N/A ICT has not been embedded within Introduce opportunities for
Communication the unit of work. students to use video footage to
Technology reflect on their performance as well
as provide feedback to other
students.
Allow students to create videos on
what they have learnt/discovered.
N/A There are no activities where Introduce activities where students
Critical and students need to employ critical or need to employ critical and creative
Creative creative thinking thinking.
Thinking Activities could include:
Allowing students to investigate
how force and technique influence
performance
Allowing students to solve tactical
problems in games-based activities.
Allow students to create a video
demonstrating their
learning/understanding
Using video footage as feedback
in physical education can improve
students motor skills, self-
assessment ability and motivation
(Potdevin et al., 2018)
Students engaged in inquiry
based learning show increase
knowledge of key concepts,
demonstrate greater
interpersonal skills and are able
to make real-world applications
(Lynott & Bittner, 2019).
Games-based activities allow
students to develop the
fundamental skills ‘naturally’ as
well as increasing their
engagement, motivation and
enjoyment (Hewitt, Pill &,
McDonald, 2018).
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 Students engage with one another
Personal and to solve movement problems by
Social creating game strategies.
Capabilities
Students are constantly
communicating with one another in
a sporting context.
The unit does demonstrate clear
links between the assessment task
Understanding and the learning activities.
by Design
The unit does not have clear links
between the syllabus content and
the learning activities.
Although the assessment and
learning activities have clear links,
the assessment task does not assess
all aspects involved in playing a
game, it only focuses on skill
execution.
Due to the limited activities in the
unit that employ literacy, numeracy,
ICT and critical and creative
thinking, the learning activities have
been redesigned. Because of this
the assessment task must also be
redesigned.
The desired learning outcomes have
been identified first to ensure the
assessment and learning activities
are designed to meet these learning
outcomes. The identified outcomes
are related to game-play in
Net/Wall Games. The outcomes are
students understanding of space,
time, force and positioning.
Peer assessment has been shown
to be effective in a variety of
contexts among students of
differing ages and abilities
(Topping, 2017). Students who
provided peer feedback can
improve their interpersonal skills
whilst students receiving
feedback can improve their
domain-specific skills (Van
Zundert, Sluijsmans, and Van
Merriënboer, 2010).
Understanding by design allows
the teacher to ‘backward map’
student learning outcomes. This
allows the teacher to create
meaningful learning activities that
will guide student learning
towards the ‘big question’, the
designated learning outcomes of
the unit. This ensures no lesson is
wasted and that students are
provided with the best
opportunity to learn and excel in
the area of study (Wiggins &
McTighe, 2005).
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The assessment task has been
designed to ensure these desired
outcomes are assessed. The
decision making, how students
support teammates, how students
adjust to situations and skill
execution.

The learning activities have been

designed to ensure students are
able to complete the assessment
task and therefore meet the
learning outcomes.

8
Recommendations

The original unit outline had minimal information, the scope and sequence was not complete, there
was no concept map, learning activities were not complete and the assessment task was limited in
what it could assess. This provided limited detail on how this unit was actually contributing to
students’ learning in terms of meeting designated outcomes, developing skills and achieving
threshold concepts.

As the new Personal Development, Health and Physical Education syllabus has been introduced for
years 7 and 9 this year (2019) and will be introduced for years 8 and 10 next year (2020) the unit has
been reconstructed to align with the new syllabus to ensure its relevance.

Changes have been made to the scope and sequence to ensure students are learning skills and
concepts in a sequential manner that encourages students to transfer and build upon their
knowledge from unit to unit (NSW Education Standards Authority, n.d.). This has been annotated in
the reconstructed scope and sequence. Additionally, a concept map has been created to help
students and teachers identify the key learning outcomes. This provides a platform to increase
meaningful learning among students as assessments and learning activities can be designed to
ensure students meet the designated outcomes (Katagall, Dadde, Goudar, & Rao, 2015).

Furthermore, the assessment task has been completely redesigned to reflect these designated
learning outcomes. The assessment task ‘expands’ upon the original assessment which solely
focuses on skill execution. The redesigned assessment task encompasses a Games Performance
Assessment Instrument (GPAI) that has been specifically designed for this unit. The GPAI has been
designed for this unit because a true assessment of game-play is more than just skill execution; a
true assessment of game-play assesses ‘thinking players’ (Mitchell, Oslin, & Griffin, 2013). The GPAI
is able to assess student’s tactical understanding and their solutions to tactical problems in regards
to space, time, force and skill execution (Mitchell, Oslin, & Griffin, 2013). Assessing these
components is essential to meeting the syllabus content and outcomes. The syllabus ‘asks’ students
to demonstrate their understanding of tactics and strategies, to identify tactics that are transferable
across sports, to assess how space, time and force influence performance (NSW Education Standards
Authority 2018).

To ensure students do meet these newly identified learning outcomes the learning activities have
been completely redesigned to ensure they are relevant and engaging to students. The
Understanding by Design framework (UbD) (Wiggins & McTighe, 2005) has been utilised to sequence
the lesson focus and activities to backward map from the assessment task. This will ensure students

9
develop skills that are highly relevant to the learning outcomes in the summative assessment task.
Furthermore, formative assessments have been designed using the UbD framework informing the
teacher of students learning of skills and tactics which allows the teacher to differentiate activities
across each lesson where applicable.

A number of inquiry-based activities have been included within the reconstructed unit as students
engaged in inquiry based learning show increase knowledge of key concepts, demonstrate greater
interpersonal skills and are able to make real-world applications (Lynott & Bittner, 2019).
Furthermore, students build their knowledge on key concepts and ideas through self-directed
investigation (Østergaard, 2016). The inquiry-based learning activities within the unit allow students
in groups to investigate the impact force and technique have on performance as well as solving
tactical problems such as ‘how to create space in the opposition court?’. These activities also foster
peer-teaching as students help each other find solutions; this promotes motivation, self-efficacy and
achievement among students (Nurmi & Kokkonen, 2015).

In addition, the unit recruits games-based activities as the underpinning pedagogical model. Games-
based activities have been included over skill building activities because they promote a more
inclusive, engaging environment where skills develop ‘naturally’ within the game (Hewitt, Pill &
McDonald, 2018). Each lesson in this unit focuses on one tactical element that is transferable across
all Net/Wall games. Therefore the unit involves a number of Net/Wall games not just volleyball like
the original unit. This is to show students that the skills used in one sport are transferable across
several sports whilst also promoting student engagement (Pill, 2014). Also, within each lesson
questioning is used to engage students in high-order thinking associated with tactics, strategies and
problems that are relevant to the assessment. Opportunities for students to reflect on their learning
are also made available in the form of self-reflective diaries. These reflective activities have been
included as learning occurs through physically ‘doing’ and reflecting (Johnson & Walker, 2016; Light
et al., 2014).

A number of literacy, numeracy and ICT tasks have also been embedded within the unit as learning
these skills help students form knowledge and attitudes that are required to succeed in the
workforce (NSW Education Standards Authority, 2018). Also, students who have trouble
with grasping mathematic concepts can benefit from numeracy tasks within physical
education (Hraste, De Giorgio, Jelaska, Padulo, & Granić, 2018). In terms of literacy,
students can improve their overall literacy skills when they are provided opportunities to

10
self-reflect. This is important as many students enrolled at Casula High School speak more
than one language at home.

In conclusion, the unit has been reconstructed using the UbD framework to ensure students
are engaged in meaningful learning activities that will help guide them towards achieving
the learning outcomes that have been identified.

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 Note: There are three outcomes to be assessed throughout
the newly designed unit compared to one. Also these
Reconstructed Unit (Note: Reconstructed Unit uses the new NSW PDHPE Syllabus)
outcomes are aligned with the new NSW PDHPE Syllabus.
a. Scope and Sequence

Term 3
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Personal
Development
Physical Net/Court Games
Education PD4-4 Adapts and improvises movement skills to perform
creative movement across a range of dynamic physical
activity contexts
Gymnastics Dance
PD4-5 Appraises and justifies choices of actions when
solving complex movement challenges

PD4-10 Critiques their ability to enact interpersonal skills

to build and maintain respectful and inclusive
Note: The unit will now be taught before Invasion Games. This relationships in a variety of groups or contexts
is to ensure the four game categories are taught in sequence
Note: The unit will now include other net/court games as well
of difficulty.
as volleyball. Modified versions of tennis, table tennis and
badminton will be included as they share the same tactical
Term 4
elements.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Personal
Development
Physical Invasion Games (Score over the line/In the Hoop) Invasion Games (Struck with Foot or Stick)
Education

Key: Information not available: Information available: Unit under review:

12
 Make decisions that are appropriate

How to use your body to apply force Applies to everything

to an object
b. Concept Map

Force Time

Anticipate object, opposition

Execute skills movement

Space

Demonstrate
Explain
Positioning

How to create space in the How to defend space

opposition court

Individually As a team

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 c. Assessment Task
Assessment Task
Faculty: PDHPE
Course: Stage 4 Year 8
Unit: Net/Court Games
Task Title: Game Assessment
Outcomes to be PD4-4 Adapts and improvises movement skills to perform creative
assessed: movement across a range of dynamic physical activity contexts

PD4-5 Appraises and justifies choices of actions when solving complex

movement challenges

PD4-10 Applies and refines interpersonal skills to assist themselves and

others to interact respectfully and promote inclusion in a variety of
groups or contexts
Note: outcomes used from new syllabus

Task marks: 20
Weighting: 15%
Date: Term 3 week 10

Assessment Task Details

Description
Students throughout the unit have learnt the tactics and skills required to participate
successfully in Net/Court Games. Students are assessed on their gameplay during a
volleyball game using the Games Performance Assessment Instrument (GPAI) that has been
designed for this unit. Each component of the GPAI assesses a game-play quality associated
with the tactics and skills of volleyball.
Instructions
- You are to participate in a 15 minute 3 v 3 game of volleyball. Each student will be
assessed for 5 minutes during the 15min game.
- You are being assessed on the following components that we have been working on
during the unit:
- Skill execution Note: new assessment task incorporates
- Decision making more domains
- Supporting
- Adjusting
(refer to the GPAI on page 2 for more detail on each of these components)

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 Game Performance Assessment Instrument
Year 8 Net/Wall Games – Volleyball
Task: Observe students gameplay in a small sided game played in week 10. Mark two players from different teams during the same period Make a tally in the appropriate
box.
Recording Procedures
 Use a tally to mark the observed category. Mark each player’s responses during the game. Be sure to mark whether the player made an appropriate decision (A) or
an inappropriate decision (IA) and whether they executed the skill efficiently € or inefficiently (IE).
 Note: A player may execute a skill inappropriately but the correct decision was made. In these cases you would mark a tally in both applicable columns
 At the completion of the game, give the student a score out of 5 for each domain assessed (refer to rubric for assistance). Refer to the tallies to help guide your
assessment of each student.
Game Component Grade Description
The student demonstrates sound technique when executing the skills of Passing, Setting, Digging, Blocking, Spiking and
Efficient (E)
Serving. The ball finds a teammate, or stays in the court on the opposition side
Skill Execution
The student demonstrates poor technique when executing the skills of Passing, Setting, Digging, Blocking, Spiking and
Inefficient (IE)
Serving. The ball goes out or hits the net or does not find a teammate
The student makes appropriate decisions in attack and defence. The student identifies and utilises the space in the opposition
court to try and score a point. The student sets up teammates in better positions on the court so they can utilise the space in
Appropriate (A)
the opposition court. The student is able to understand when there is no opportunity to set up an attacking shot and hits the
Decision Making ball back into the opposition court
The student makes inappropriate decisions in attack and defense. The student may execute the skill correctly but does use
Inappropriate (IA) the skill best suited for the situation. The student does not attempt to hit the ball into ‘attacking’ areas in the opposition
court when presented with the opportunity. The student fails to pass to a teammate in a better position.
The student adequately supports their teammates in attack and defence. The student calls for the ball when in good court
Appropriate (A) position. The student positions them self in a position to receive the ball from a teammate. The student gets to the net to
attack and defend where applicable.
Supporting
The student does not support their teammates in attack and defence. The student does not get them self into a position to
Inappropriate (IA) receive a pass. The student does not call for the ball when in good positions. The student does not identify when they need to
approach the net.
The student is in the correct starting position at the beginning of each point. The student is able to reset their position during
Appropriate (A)
play to close space in their court. The student is able to identify and cover space.
Adjusting
The student is not in the correct starting position at the beginning of each point. The student is not able to reset their position
Inappropriate (IA)
during play to close space in their court. The student does not attempt to cover space.

Note: GPAI has been designed to allow students to see how they
will be assessed. GPAI factors in game awareness
15
Note: use the table below to mark each student.
Student Name:
Skill Execution Decision Making Supporting Adjusting
Efficient (E) Inefficient (IE) Appropriate (A) Inappropriate (IA) Appropriate (A) Inappropriate (IA) Appropriate (A) Inappropriate (IA)

Score: /5 Score: /5 Score: /5 Score: /5

Total Score: /20
Comments:

Student Name:
Skill Execution Decision Making Supporting Adjusting
Efficient (E) Inefficient (IE) Appropriate (A) Inappropriate (IA) Appropriate (A) Inappropriate (IA) Appropriate (A) Inappropriate (IA)

Score: /5 Score: /5 Score: /5 Score: /5

Total Score: /20
Comments:
Note: Clear links on how students will be scored

16
 Note: A rubric has been attached to allow the teacher to give
students a grade out of 20
Skill Execution
Mark range
5 Very effective performance
4 Effective performance
3 Moderately effective
performance
2 Weak performance
0-1 Very weak performance
Decision Making
Mark range
5 Very effective performance
4 Effective performance
3 Moderately effective
performance
2 Weak performance
Marking Rubric
Criteria
The student always executes the skills of Passing, Setting, Digging, Blocking, Spiking and Serving efficiently. The student uses the correct
technique to execute each skill.
The student executes the skills of Passing, Setting, Digging, Blocking, Spiking and Serving efficiently most of the time, with minimal errors.
The student uses the correct technique to execute each skill.
The student executes the skills of Passing, Setting, Digging, Blocking, Spiking and Serving efficiently sometimes. The student attempts to
use the correct technique to execute each skill.
The student rarely executes the skills Passing, Setting, Digging, Blocking, Spiking and Serving efficiently. The student attempts to use the
correct technique sometimes.
The student makes little to no attempt to execute the skills of Passing, Setting, Digging, Blocking, Spiking and Serving.
Criteria
The student always makes effective decisions in attack and defence. The student always identifies and utilises the space in the opposition
court to try and score a point. The student always sets up teammates in better positions on the court so they can utilise the space in the
opposition court. The student is always able to understand when there is no opportunity to set up an attacking shot and hits the ball back
into the opposition court
The student makes effective decisions in attack and defence most of the time. The student identifies and utilises the space in the
opposition court to try and score a point most of the time. The student sets up teammates in better positions on the court so they can
utilise the space in the opposition court most of the time. The student is able to understand when there is no opportunity to set up an
attacking shot and hits the ball back into the opposition court most of the time.
The student makes effective decisions in attack and defence sometimes. The student identifies and utilises the space in the opposition
court to try and score a point sometimes. The student sets up teammates in better positions on the court so they can utilise the space in
the opposition court sometimes. The student is able to understand when there is no opportunity to set up an attacking shot and hits the
ball back into the opposition court sometimes.
The student rarely makes effective decisions in attack and defence. The student rarely identifies and utilises the space in the opposition
court to try and score a point The student rarely sets up teammates in better positions on the court so they can utilise the space in the
opposition court. The student rarely understands when there is no opportunity to set up an attacking shot
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0-1 Very weak performance
Supporting
Mark range
5 Very effective performance
4 Effective performance
3 Moderately effective
performance
2 Weak performance
0-1 Very weak performance
Adjusting
Mark range
5 Very effective performance
4 Effective performance
3 Moderately effective
performance
2 Weak performance
0-1 Very weak performance
The student rarely or never makes effective decisions in attack and defence. The student does not identify and utilise the space in the
opposition court to try and score a point The student does not set up teammates in better positions on the court so they can utilise the
space in the opposition court. The student does not understand when the ball needs to be played over the net.
Criteria
The student always gets in to positions to receive the ball from teammates. The student always calls for the ball when in appropriate
positions. The student is heavily involved in the play.
The student gets in to positions to receive the ball from teammates most of the time. The student calls for the ball when in appropriate
positions most of the time. The student is heavily involved in the play.
The student gets in to positions to receive the ball from teammates sometimes. The student calls for the ball when in appropriate
positions sometimes. The student is involved in the play most of the time.
The student rarely gets in to positions to receive the ball from teammates. The student rarely calls for the ball when in appropriate
positions. The student is involved in the play sometime.
The student makes little to no attempt to get in to positions to receive the ball from teammates. The student never calls for the ball. The
student does not participate in the play.
Criteria
The student is always in the correct starting position to either serve or return serve at the beginning of each point. The student is always
able to reset their position during play to close space in their court. The student is always able to identify and cover space where
necessary.
The student is in the correct position to either serve or return serve at the beginning of each point most of the time. The student is able to
reset their position during play to close space in their court most of the time. The student is able to identify and cover space where
necessary most of the time.
The student is in the correct position to either serve or return serve at the beginning of each point sometimes. The student is able to reset
their position during play to close space in their court sometimes. The student is able to identify and cover space where necessary
sometimes.
The student is rarely in the correct position to either serve or return serve at the beginning of each point. The student rarely resets their
position during play to close space in their court. The student is rarely able to identify and cover space where necessary.
The student makes little to no attempt to be in the correct position to either serve or return serve at the beginning of each point. The
student makes little to no attempt to reset their position during play to close space in their court. The student cannot identify and cover
space where necessary.
18
 Note: Key concepts address tactics
d. Unit Outline

HPE Unit Outline

PD/H/PE Course PD/H/PE 4 weeks
Subject Duration (weeks):
(2 x 60 minutes lessons/week)
Movement Skill and Performance Unit Tile: Net/ Wall Games Year 8/Stage 4
Strand: Year/Stage:
Key Concepts / Big Ideas What is the aim of Net/ Wall Games for the attacking team and the defending team?
(Essential Question) What tactics need to be employed by the attacking team and the defending team to make them successful?
Unit Context: Net/Wall Games are the second most challenging games category. As such Net/Wall games should be taught after Target
(Scope and Sequence Games and Strike/Field Games and should be taught before Invasion Games. Students should have built the tactical
Information) understanding and awareness in the previous game types to successfully participate in Net/Wall Games. Students are given
the opportunity to participate in modified, small-sided Net/Wall Games, these games include variations of volleyball, tennis,
badminton and table tennis.
Rationale: This Net/Wall unit has the capacity to support students understanding of games and the significance of skills within the
(The importance of this game through authentic learning experiences. Students are given the opportunity to achieve learning movement skill
learning) outcomes, as well as cognitive and affective learning outcomes as result of the games-based and inquiry-based learning
pedagogy employed in this unit. Furthermore, students are given opportunities to utilise their literacy, numeracy and ICT
skills The use of small sided modified games ensures that participation and engagement is enhanced and ALL students have
the opportunity to achieve outcomes to the best of their ability.
Outcomes: PD4-4 Adapts and improvises movement skills to perform creative movement across a range of dynamic physical activity
contexts

PD4-5 Appraises and justifies choices of actions when solving complex movement challenges

PD4-10 Critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive relationships in a
variety of groups or contexts
Note: Outcomes from the new syllabus

19
 Literacy Focus (L)
- Students participate in spelling games
- Students complete a self-reflection diary
throughout the unit.
- Students interpret flashcards and perform
movement sequences accordingly.
- Students provide verbal feedback to their
peers.
- Students answer questions and
participate in discussion.
- Students devise plans to better
performance
Note: Clear links to literacy, numeracy
and ICT
Numeracy Focus (N) ICT Focus (I)
- Students utilise addition to score in - Students review video feedback to
different games. enhance their performance
- Students inquire about how force and - Students create a video on their inquiry
technique influences performance. problem
- Students collect data and create a graph
to present which playing style is most
effective.
20

Duration Knowledge & Understanding Content
 participate in a variety of movement activities to
1 Questioning- To ensure
demonstrate and enhance body control, body
awareness, object manipulation, anticipation and
timing
- practise and refine fundamental and specialised
movement skills in predictable and dynamic
learning environments M
- participate in movement activities that
demonstrate and reinforce the transfer of skills
across different movement contexts M
- demonstrate movement skills through a range of
experiences, including rhythmic and expressive
movement, individual/group/team physical
activities M
Week 1
Note: Syllabus content is clearly and
specifically aligned to each lesson
 demonstrate and explain how the elements of
2 Revision of previous lesson
space, time, objects, effort and people can
enhance movement sequences (ACPMP084)
- perform a range of movements and analyse
techniques based on understanding of take-off,
body position and landing M
- demonstrate refinement of movement concepts
and strategies to enhance movement sequences
M at each court are to film the students to show them their positioning.
- appraise and provide feedback about the quality
of movement of self and others, focused on
space and time, effort and relationships S M
explain how changes to movement concepts,
skills and tactics can improve performance I M
Note: Assessment for learning has been
included in this unit outline
Teaching and Learning Strategies Assessment FOR Learning
Focus of the Lesson: To introduce students to Net/Wall Games and the
skills involved (volleyball) students understand the task
Game form 1: Skill Builder. Students are divided into groups of 5. In their and the skills. To facilitate
groups students form a circle with one person in the middle and practice student understanding about
each fundamental skill in volleyball. Get students to demonstrate where force.
applicable.
Game form 2: Spelling Volleyball. (L) Students then have to spell out as Observations- Student
many words as they can in there groups. Every time they keep the ball up a responses to questions.
student calls out a letter, they get more points for longer words. If the ball Students gameplay + skill
execution.
hits the ground then they start over.
Game form 3: Force Inquiry. (N) Students in groups of three have to Self-assessment- students
negotiate the ‘golf-course’ set-up by the teacher. Students at each ‘hole’ inquire about force and
are given an instruction of how to win the hole. For example ‘the ball must technique to improve
bounce twice before it lands to your partner standing in the hula-hoop. You performance.
must use a volleyball skill’. Students then create their own inquiry problem
around techniques and force.
Focus of the Lesson: Court Positioning. (mini tennis)
Game form 1: Hand Tennis. (N) Students play tennis using their hands. through a class discussion
They must catch the ball and underarm it back over the net as quick as
possible. The two students watching at each court are to draw heat maps to Self-assessment- students
assess their skill execution and
show students their positioning.
decision making through peer
Game form 2: Zone Tennis. (I) Students receive a point each time they land feedback
the ball in the designated zone at the baseline.. The two students watching
Questioning - individual, in
Game form 3: Team Zone Tennis. (L) Students play tennis as a team but groups and as a class
have to stay in their designated zones. This teaches students to cover their Observations- Teacher
designated area. Students complete self-reflection diary. observes students game-play.
Note: Lessons have a clear purpose and learning
activities are aligned to that purpose
21

 participate in a variety of movement activities to
3 Revision
demonstrate and enhance body control, body
awareness, object manipulation, anticipation and
timing
- practise and refine fundamental and specialised
movement skills in predictable and dynamic
learning environments M
- participate in movement activities that
demonstrate and reinforce the transfer of skills
across different movement contexts M
- demonstrate movement skills through a range of
experiences, including rhythmic and expressive
movement, individual/group/team physical
activities M Note: Syllabus content is from
the new syllabus
Week 2
 practise, apply and transfer movement concepts
4 Revision
and strategies with and without equipment
(ACPMP082)
- demonstrate their ability to use space and
explore force and flow in different movement
contexts M
- examine and demonstrate the similarities of
strategies and tactics used in different physical
activities and how they can be transferred to
new movement situations M
- select strategies that have been successful
previously and apply the most appropriate ones
when solving new movement challenges with
and without equipment S M
explore similarities in the bases of support and
flow of movements when performing movement
sequences M
Note: Literacy, Numeracy, ICT
present in activities
Focus of the lesson: Maintaining Rallies (Badminton, Volleyball)
Game form 1: Newcomb ball. Students practice maintaining rallies using
their knowledge on court positioning and force. Questioning - individual, in
Game form 2: Force Inquiry. (L) (N) (I) Students investigate how to groups and as a class
generate force in badminton. They are to create an inquiry question around Observations - students game
technique and force. For example ‘how can I hit the shuttlecock higher in play/skill execution
the air to give myself opportunity to get back in position?’ (This task will be What strategies students have
scaffolded) students then make a short 1-2 minute video to explain their devised and their execution
findings.
Self-assessment – students
Game form 3: Team Zoneminton. (N) Students practice keeping an object
investigate how force and
in play. The court is divided into 3 parts. 1point close to the net, 2 points technique impact performance.
middle, 3 points close to the baseline. Students working together get a
point equivalent to their court position each time they hit the object back Note: Inquiry-based activities
over the net. Students add up their score. Students transfer their are present
knowledge from their inquiry into this game to maximise scoring.
Focus of the lesson: Setting up an attack as an individual (mini tennis,
table tennis)
Game form 1: Hitting to the corners. (table tennis) The aim of the game is Questioning individual, in
for students to hit the ball into the cup in the corner of the playing area. groups and as a class. What
other sports do these tactics
Game form 2: Volley at the net. (N) (Mini-tennis) Students take turns being
apply to?
at the net with both players trying to win the point. Observing players
record which player was most successful and create a graph to show the Observations - students game
data. play/ skill execution
Game form 3: Flashcard tennis (L) Students are given a flashcard with Data students have graphed
different attacking styles listed on the card. For example ‘serve and volley’,
‘hit the corners then come to the net’ ‘attack from the baseline’. Self-
reflection diary on what they think is the best attacking style. Students also Self-assessment- how
reflect on the transferability of the strategies into other sports. successful their play was and
why/why not.
Note: Activities are game-based
22
  use feedback to improve body control and
5
coordination when performing specialised
movement skills in a variety of situations
(ACPMP080)
- analyse their own and others’ performance using
ICT as appropriate and implement feedback to
enhance performance S I M
- participate in activities which develop an
understanding of the role of different forms of
feedback on performance, including verbal,
visual and kinaesthetic feedback S I M
- create and perform movement sequences that
solve tactical problems, including creating, using
and defending space and achieving and retaining
possession S

Week 3
practise, apply and transfer movement concepts
6
and strategies with and without equipment
(ACPMP082)
- demonstrate their ability to use space and
explore force and flow in different movement
contexts M
- examine and demonstrate the similarities of
strategies and tactics used in different physical
activities and how they can be transferred to
new movement situations M
- select strategies that have been successful
previously and apply the most appropriate ones
when solving new movement challenges with
and without equipment S M
explore similarities in the bases of support and
flow of movements when performing movement
sequences M
Focus of the lesson: Setting up an attack as a team (volleyball, mini-tennis) Revision
Game form 1: Spot Ball 2v2. Students have to try to get the tennis ball to
either bounce twice in the opposition court or try and land the ball on the Questioning-individual, in
marker in the center of the cone. Students can pass the ball once to each groups and as a class
before returning the ball. Observations- students game
Game form 2: Volley ball 2 v 3. (I) Students who are attacking devise play/ skill execution
strategies to try and open up space on the opposite side of the court. The Self-assessment- review video
student sitting out films the game and comes up with strategies on what footage and provide feedback
the attacking team can do to set up attacks. to peers
Game form 3: Create a play. (L) (I) Students in groups of 3 create attacking
plays that will deceive their opposition and open up space on the opposite
side of the court. Students write down their play with a diagram.
Game form 4: Volley ball 2 v3. (L) (I) Students practice their plays and
Note: Questioning and self-reflection is
modify them according to the video feedback they receive. Students
present throughout the unit
complete self-reflection diary.
Focus of the lesson: Defending Space (volleyball) Revision
Game form 1: Meteor Ball. The playing area is split into 4 even squares.
Students in groups of three ensure the beach ball does not land in their Questioning- individual, in
square. After a couple of rounds replace beach ball with volleyball. groups and as a class
Game form 2: 1 v 3 volleyball. The one student defending has to ensure the Observations- students game
ball does not hit the ground. They have a smaller playing area compared to play/ skill execution
the three attackers. Self-assessment- self-reflection
Game form 3: Delayed volleyball. (L) The game starts with 1 defender v 3 diary on how to provide
attackers. A second attacker enters the playing area from the baseline to support to teammates.
help support their teammate when the ball gets served into play. Students
complete self-reflection diary.
23
  evaluate and justify reasons for decisions and
7 Assessment: GPAI
actions when solving movement challenges
(ACPMP087)
- evaluate and justify the movement concepts,
skill, strategies and tactics selected in response
to movement challenges S I M
- identify factors that enable them to achieve
success in movement activities and explain how
these factors can be transferred to other
movement contexts S I M
- demonstrate to others approaches taken to
solve movement challenges M
- identify strategies and tactics that are similar and
transferable across different movement contexts
M - Teams will be organised by the teacher to ensure less skilled players are
Week 4
 evaluate and justify reasons for decisions and
8
actions when solving movement challenges
(ACPMP087)
- evaluate and justify the movement concepts,
skill, strategies and tactics selected in response
to movement challenges S I M
- identify factors that enable them to achieve
success in movement activities and explain how
these factors can be transferred to other
movement contexts S I M
- demonstrate to others approaches taken to
solve movement challenges M
identify strategies and tactics that are similar and
transferable across different movement contexts
M - Teams will be organised by the teacher to ensure less skilled players are
Focus of the lesson: For students to be assessed on their understanding of
tactics and strategies used in Net/Wall Games.
Note: Assessment incorporates the
Assessment: GPAI skills and tactics learnt throughout the
- The teacher will organise 4 courts for students to demonstrate their unit
tactical understanding and skill execution in a game of volleyball.
- Students will be assessed on their skill execution, decision making, how
they support their teammates and how they adjust their body position.
This is to reflect what the students have been learning.
- The teacher will only be watching one court at a time and assessing
each play for 5mins.
- The other students not be assessed have the opportunity to practice
their skills and tactics.
paired with more skilled players.
Focus of the lesson: For students to be assessed on their understanding of Assessment: GPAI
tactics and strategies used in Net/Wall Games
Assessment: GPAI
- The teacher will organise 4 courts for students to demonstrate their
tactical understanding and skill execution in a game of volleyball.
- Students will be assessed on their skill execution, decision making, how
they support their teammates and how they adjust their body position.
This is to reflect what the students have been learning
- The teacher will only be watching one court at a time and assessing
each play for 5mins.
- The other students not be assessed have the opportunity to practice
their skills and tactics.
paired with more skilled players.
24
Summative assessment Description (Assessment OF Learning):
Game Performance Assessment Instrument (GPAI)
Task: Game Assessment (Week 10, Lesson 7 & 8) weight 15%
- Students are assessed using the GPAI that has been designed for this unit.
- Each student is assessed for 5 minutes during a volleyball game.
- Students are graded out of 5 for the following, skill execution, decision making,
support and adjustment.
Outcomes Assessed:
PD4-4 Adapts and improvises movement skills to perform creative movement
across a range of dynamic physical activity contexts
PD4-5 Appraises and justifies choices of actions when solving complex movement
challenges
PD4-10 Critiques their ability to enact interpersonal skills to build and maintain
respectful and inclusive relationships in a variety of groups or contexts

- refer to the GPAI for more information Note: Overview of UbD

Lesson 7 & 8 – students demonstrate skills, decision making, tactical awareness related to
defending and attacking space, supporting teammates and adjusting their position.

Note: New assessment task has been Lesson 6 – students learn how to defend space as a team and individual by exploring
clearly identified. space, force and time

Lesson 5 – Students learn to how to work as a team to create scoring opportunities by

exploring space, force and time

Lesson 4 – Students learn how to create a scoring opportunity as an individual by

exploring space, force and time

Lesson 3 – Students learn how to apply force to an object to keep it in the field of play by
exploring space, force and time
Key: All significant changes are
Lesson 2 – Students learn how to position themselves on the court to maximise
indicated by the box below
opportunity to return the object by exploring space and time
Note:
Lesson 1 – Students explore different skills used in Net/Wall Games by exploring force
and time

25
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27
Appendices

Appendix A – Original Scope and Sequence (Note: This scope and sequence has been adapted from was sighted whilst on professional practice)

Term 3
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Personal
Development
Physical Invasion Games
Education 4.4 A student demonstrates and refines movement skills in a range
of contexts and environments.

Term 4
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Personal
Development
Physical Net/Court Games (Volleyball) Target Games Variety of Sports
Education 4.4 A student demonstrates and refines movement 4.4 A student demonstrates and refines movement
skills in a range of contexts and environments. skills in a range of contexts and environments.

Key:
Information not available:

Information available:

Unit under review:

28
Appendix B - Original Assessment Task (Note: This assessment task has been created from what was conducted in class as no official assessment task information was
provided)

Assessment Task Sheet

Assessment Task Information

Faculty: Physical Development, Health and Physical Education

Course: Stage 4, Year 8

Unit: Net/Court Games – Volley Ball

Task Title: Skill Assessment

Task marks: 30

Outcomes Assessed: 4.4 A student demonstrates and refines movement skills in a range of contexts and environments.

Weighting: 15%

Submission Date: Term 4 Week 4

Assessment Task Details

Description
Students are assessed by the teacher on their execution on the fundamental skills used in volleyball and
assigned a score out of five for each skill. The following skills will be assessed, Passing, Setting, Digging,
Blocking, Spiking and Serving.

29
Assessment Criteria

Student Name:

Skill Score out of 5

Passing

Setting

Digging

Blocking

Spiking

Serving

Total Score

Comments

30
 Appendix C - Original Unit Outline (Note: This unit outline has been adapted from what was instructed and taught as no unit outline was provided)

HPE Unit Outline

PD/H/PE Course PD/H/PE 4 weeks
Subject Duration (weeks):
(2 x 60 minutes lessons/week)
Movement Skill and Performance Unit Tile: Net/Court Games –Volley Ball Year 8/Stage 4
Strand: Year/Stage:
What skills are required to be successful in volleyball?
Key Concepts / Big Ideas
What are the best techniques for these skills
(Essential Question)

Term 4- Week 1- Week4

Unit Context:
(Scope and Sequence Information)

Essential content in this strand builds upon the fundamental movement skills developed in K–6. The syllabus promotes an
Rationale:
approach that focuses on enjoyment and active participation in a broad range of movement contexts to develop movement
(The importance of this learning) skill and enhance performance.

4.4 A student demonstrates and refines movement skills in a range of contexts and environments.
Outcomes

31
Duration Knowledge & Understanding Content Teaching and Learning Strategies

Students learn about: Students learn to: Skill Drills

1
• types of movement skills  practise and refine - Passing, setting, digging
– fundamental fundamental and specialized Students in small groups practice each skill in a circle
– specialized movement skills in predictable Game
– locomotor and non- - Students play a game of volleyball
and dynamic learning
locomotor Questioning
Week 1

– manipulative environments Uses questioning to guide student learning.

 participate in a variety of Skill Drills
2 • aspects of movement skill
movement activities to - Passing, setting, digging
development
– body control and demonstrate and enhance Students in small games practice each skill
awareness body control, body awareness, Game
– object manipulation object manipulation, - Student play a game of volleyball
and control Questioning
anticipation and timing
– anticipation and timing Uses questioning to guide student learning.
 participate in movement Skill Drills
3 – technique
activities that demonstrate and - Serving
• influences on skill reinforce the transfer of skills Students practice the motion of serving
development and across different movement Game
performance Students practice serving in a game
contexts
Week 2

– applying skills across Questioning

contexts  participate safely in movement
Uses questioning to guide student learning.
– predictable and activities Skill Drills
4 dynamic environments  demonstrate movement skills - Spiking, blocking
– importance of practice through a range of experiences Students in small groups practice each skill in a circle and in a game
– safety including Questioning
- games from categories Uses questioning to guide student learning.
such as net/court Game
5
Week 3

- Newcomb ball
Students play Newcomb ball to help them with their positioning and
movement

32
 Questioning
Uses questioning to guide student learning.
Game
6
- Newcomb ball
Students play Newcomb ball to help them with their positioning and
movement
Questioning
Uses questioning to guide student learning.
Game
7
- Volleyball
Students play a full –court game of volley-ball.
The teacher assesses students game-play
Questioning
Week 4

Uses questioning to guide student learning.

Game
8
- Volleyball
Students play a full –court game of volley-ball.
The teacher assesses students game-play
Questioning
Uses questioning to guide student learning.

Assessment Description: Outcomes Assessed:

Teacher Observes students Game-Play and scores them out of 5 for the following
4.4 A student demonstrates and refines movement skills in a range of
components and gives them a total score out of 15.
contexts and environments.
- Passing
- Setting
- Digging
- Blocking
- Spiking
- Serving

33
34