Lesson Plan Pro forma (Health & Physical Education)

NAME: Zak Pretlove TIME: 9:40-10:20am DATE: 11 June 2019

ACTIVITY: Netball CLASS / YEAR Session 2, Group 4, Year 5/6

EQUIPMENT: Netballs, bibs, cones, goals, flat line markers

Learning area: Health & Physical Education Band:

Strand:

Capabilities: Cross Curriculum Priorities

 Literacy  Aboriginal & Torres Strait Islander perspectives, culture
 Numeracy  Asia & Australia’s relationship
 ICT  Sustainability
 Critical & Creative thinking
 Personal & Social capability
 Ethical Behaviour
 Intercultural Understanding

Student learning Outcomes: Teacher Outcomes:

Evidence of learning The students will ….. The teacher will …….

Cognitive & Physical: (aspects of ‘skilled play’)
 Demonstrate varied technical abilities in diverse
game situations
 Enhance attacking and defensive positioning in
weighted number and go for goal games
 Implement game sense tactics and rules in a
cumulative simplified game
Management: (operating framework & interactions)
 Communicate with students who are
misbehaving by asking questions on how they
could improve or let them show what they have
learnt to re-engage them in the activity
 Manage student misbehaviours by direct
questioning about the behaviour issue (‘is what
you are doing Ok?’)

Personal Responsibility: (Fair Play / resilience)
 Apply game sense-rules in games to ensure
positive game play
 Demonstrate a growth mindset by overcoming
setbacks and show a will to succeed
 Encourage peers
Presence: (verbal & non-verbal communication)
 Repeat key cues when the group is spread from
different locations on the playing space
 Observe gameplay and intervene to highlight
specific technical and tactical cues and
movements (can utilise freeze replay)

Social: P’s of Pedagogy: (Presentation of task, positioning,

 Cooperate with peers to get the most out of acknowledgement + feedback)
each learning experience  Promote a growth mindset among students to
 Display a positive mindset to create a fun class enhance resilience, focussing feedback on effort
atmosphere during game play and persistence
 Question students on how they viewed their
Affective: (feelings & attitudes) efforts (i.e. ‘What do you think you did well
 Demonstrate enthusiasm to participating in today?’)
games to increase class morale  Use game specific moments to highlight the rules
 Show a willingness and effort to improve and question students on how it was broken
personal abilities  Ensure pacing of lesson is optimal and use more
 Abide by class protocols variations of activities to stimulate motivation
 Show helpful behaviours  Position myself at the best vantage point if the
group is split to ascertain whether all students
are continually engaged
 Acknowledge specific moments in games by
highlighting what occurred and elaborating on
why it was good e.g. Great pass, you passed it
out in front and allowed the attacker to run into
space and receive the ball out in front

Lesson proforma/ HPE 1/ Wendy Piltz/ 2013

 Evaluation Evaluation
Student learning outcomes – address each outcome Teacher outcomes – address each outcome

Complete on a separate page. Complete on a separate page. Consider what

Consider what happened (with supportive happened (evidence), the implications (so
evidence), the implications (so what) & future what) & future directions (what now).
directions (what now).

Lesson proforma/ HPE 1/ Wendy Piltz/ 2013

 SPECIFIC LEARNING OUTCOMES ACTIVITY FOCUS CLASS ORGANISATION TIME
(Students will…) (Shape + Method + Enhance) (Teaching Cues or Questions) (Shape)

T
I - Engage in a GLO that provides Wallabies and Wombats - Listen closely to instruction 9:40-9:43
N maximal movement opportunity and - Students partner up and stand - React quickly
T maintains high engagement levels with their back to each other - Pivot around on leg ‘just like 3 mins
R - 1 line is Wallabies and 1 line is we do in netball’
O - Demonstrate an ability to act on Wombats - Explosive efforts ‘I want to see
D instructions / verbal cues2m - One line’s name is called and this speed and energy in the
U gap those students must try and netball games as well!’
C make it to the finish line before
T their partner catches them
I 10m 10m
O Variations:
N - Student to call commands
(teachers subs in)

“Great effort, let’s keeps the energy Focus of this learning episode is to instantaneously engage students in and
going for the rest of the lesson!” active warm up that has similar movement principles to those used in
netball.

D - Enhance and combine chest pass, Heavy Traffic - Scan the field 9:43-9:50
E shoulder pass and lob pass, and catch - Groups of 3 - ‘Eyes up, look for your
V combinations with game sense- - Groups pass between each players’ 7 mins
E tactics focus on mobility other, moving about in the - Move into space
L space while being aware of - Jump and catch to open up
O - Improve agility and spatial other groups doing the same pivoting options
P awareness thing
M - Player must move at least 5 Emphasize lob pass

T
E steps from where they last
N passed or received the ball
T - Reiterate 3 second hold rule
- 1 points for each catch made
Variations:
- Add in a defender or 2
- 1 point for each made pass
and catch in groups, 5 points
for defender intercept
- Loop it up and over into the
space behind defenders
‘How many points can you
score in 30 seconds?’
Defender tries to intercept any
ball Approx. two thirds of a court
Change to one court third to change the shape of tactics and movement

Lesson proforma/ HPE 1/ Wendy Piltz/ 2013

 Apply game sense-tactics attacking
and defensive movement principles
Demonstrate the ability to use varied
passing techniques to find players
Refine shooting technique when
going for goal
Cooperate with peers to achieve high
teamwork standards
“Awesome to see so much
cooperation and teamwork! You
have all improved so much so let’s
put all our hard work into one final
game!…”
Lesson proforma/ HPE 1/ Wendy Piltz/ 2013
4v1 Go For Goal
- 2 groups, 1 at each end of the
court
- 4 attackers vs 1 defender
- Ball starts from centre pass
- Attackers get 1 point for
hitting the ring, 2 points for a
goal, lose 2 points for loss of
possession
- Defenders get 3 points for
intercepts
- If the ball is intercepted,
attackers take it from the
sideline
- No contact, obstruction,
stepping and 3 second ball hold
rule in play
- 1 attacker to start and stay in
the goal-circle, with only 2
attackers allowed in the goal
circle at a time
Variations:
- Change to 3v2 halfway
through learning episode
‘Lead late and fast, show a 9:50-
target!’ 10:02
- Defenders pressure the ball-
carrier 12 mins
- On the turnover, defenders be
goal-side, block the space
- Scan and read the court
- Attackers move the ball
quickly but be patient and wait
for the right option
- Grounded foot! Land on both
feet to open up pivoting
options
- Highlight the use of the lob
pass, over the top of the Court space is as big as the confined area allows
defender
- Goalie hold space and drop
into it
Shooter:
- Lunge out, grounded foot
close to goal
- Balanced body, loop up the
shot (‘upside down U’)
- Adjust your power if shooting
over the top
Freeze replay to highlight how
the 2 attackers in the goal circle
can use each other to make
space and get closer to goal
“What are the primary rules?” Focus of this learning episode is to refine some passing techniques option
“What made it easier to pass to and promote movement into space. Defenders get a chance to apply the
teammates? Were they goal-side tactics and delay the ball-carrier. The Go for Goal game allows for
providing a target / in space?” students to experience actual gameplay with an attacking advantage to
“How can defenders prevent hopefully promote better attacking playing in the final simplified game.
scoring?” Game sense-rules are constantly being reiterated through each activity
How did you receive the ball to
shoot when there was a
defender in the way?
How can the shooter make and
drop into space?
C - Implement refined technical Simplified Fantasy Game
L abilities and game sense tactics and - Students to (quickly) think of a
O rules in a cumulative fantasy game team name
S - 5v5 teams
U - Develop fair play and resilience by - Game starts by passing to a
R adhering to rules, encouraging team-mate from the centre
E players and trying harder to achieve - No contact
team success - Stepping rule
- Obstruction (defender
minimum 1 metre away)
- 3 second ball hold limit
- Only 2 players from each team
allowed in the goal circle (1
from each permanently in
there)
- 1 point for hitting the goal
rim, 2 points for a goal
- Non-scoring team starts from
centre
- Rotate positions (passer into
shooter or after 1 minute)
Attackers: 10:02-
- Lead late and fast, use your 10:18
voice!
- Hand out as a target 16 mins
- Pass ball out in front
- Read the play, pass away from
defenders
- Move into space when not in
possession – support with
width and depth
- Think about the lob, loop it
over into space
Defenders:
- Be goal-side, block the space
that attackers will use Court space is as big as the confined area allows
- Delay and pressure the ball
- Be ready to quickly transition
into attack

“Thanks so much for giving me all ‘How did you make it easier to
your effort over the past few weeks, get closer to goal? Did that
you have all become a lot more make shooting easier?
confident netballers and you should ‘Is attacking and defending
continue to play in school and at easier as a team or by yourself?
home! See you next time!” Question on when they might
use certain pass types.
‘What are some of your
favourite things you’ve learnt in
netball?
Focus of this learning episode is to implement more refined technical ability,
game sense rules and tactics to allow students the chance to see their
improvement in action in a longer, proper game setting with ‘fantasy’ team
names to close off a good unit of learning netball.
Debrief key cue and concepts from lesson, get students to pack up 10:18-
equipment 10:20
2 mins

Promote positive participation: MIP /ALT/ Inclusive/Safe/Success . Provide Plenty of Perfect Positive Practice (Launder 1989, P’s of Pedagogy)
Pre – test – Establish the Level of the Learner Purposeful & Persistent Practice – motivation /engagement (Ph)feedback: specific Praise :acknowledge &enthuse
Planning and Preparation – Set Induction Pertinent Practice Paced Progressive (Ph)flexibility
Presentation - Demonstration Personalized Post test - achievement / progress
Protected – safety: physical/emotional Playful Act with Poise, Patience & Empathy to encourage positive future participation

Lesson proforma/ HPE 1/ Wendy Piltz/ 2013