Year Level: 10 Health & Physical Education Unit Planning Guide in the New Zealand Curriculum Term: 2

Topic: Rippa Rugby & Social Responsibility Number of

Unit Aim: Students will develop the skills required to participate in a variety of Allocated
invasion games whilst demonstrating and practicing responsible social Periods: 10
behaviours.
Underlying Concepts: Strands: Key Areas of Learning: Essential Skills:
 Attitudes &  Personal Health & Physical  Mental Health  Physical skills
Values Development  Physical Activity  Self-management
 Hauora  Movement Concepts & Motor Skills  Health Promotion  Competitive skills
 Socio-  Relationships with Other People  Communication skills
Ecological  Healthy Communities &  Problem solving skills
Perspective Environments  Social & co-operation skills

Lesson Number: 1 – Introduction to Hellison’s Model of Social Responsibility

Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
C1, C2  Students will identify Briefly explain how we will be using Hellison’s  SOLO Taxonomy – Ask for  Video:
the 5 levels of Model in this Unit. Go over Hellison’s Model and understanding at start of lesson https://www.youtube.
com/watch?
Hellison’s Model and explain what each level is. Relate each level to then again at the end. v=Sh0mWBhCGrc
explain how they will sports and gather students’ ideas around this. Go  Kahoot! at end of lesson  PPT:
embody them within through goal setting of what students want to https://www.slideshar
this unit achieve within this unit. Also hand out logbooks e.net/ajkeath/pet-
735-tpsr
 Students will have and explain how these will be used.
 Kahoot:
personal goals they https://create.kahoot.it/
would like to achieve details/hellison-s-model-
of-social-
within this unit responsibility/ff6d97ba-
0a6b-4362-9f02-
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Lesson Number: 2 – Rules of Rippa Rugby and Basic Skills
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2, B1  Students will understand Briefly explain how we will be using Rippa  SOLO Taxonomy – Check for Video:
the rules of Rippa Rugby Rugby in this Unit. Give an overview of Rippa understanding of rules before https://www.youtube.co
m/watch?v=EA9ngtRFISE
 Students will identify the Rugby – Including rules, history, movements, and after lesson.
basic movement skills tactics. Go over basic moves used in game  Quick demonstration of skills in
 used in Rippa Rugby
 Students will understand
how the Hellison’s Model
will be utilised within
Rippa Rugby games.
Strand/AO: Learning Intention:
A2, B1, B2,  Students will demonstrate the
C1, C3 movement skills of passing
 Students can successfully pass
during games
 Students demonstrate positive
behaviours throughout
drills and games
Strand/AO: Learning Intention:
A2, B1, B2,  Students will demonstrate
C1, C3 to movement skill of
catching
 Students will use effective
communication skills to
call for and catch a ball
 Students demonstrate
positive behaviours
throughout drills and
games
Strand/AO: Learning Intention:
A2, B1, B2,  Students will demonstrate the
C1, C3 movement skills of long
(pass, catch, run, step). Practice in pairs or small pairs at end of lesson
groups.
Lesson Number: 3 – Short Pass
Processes/Activities: Assessment Opportunity: Resources:
Practice short passes through small sided  Small drill where they count N/A
games. Begin with breaking skill down into how many successful passes
steps then move into games once mastered. Eg: they have completed as a warm
10 touch (students pass the ball around their down.
team in a square – can be intercepted by  SOLO Taxonomy – check for
opposing team. 10 successful passes is 1 point). understanding of aspects to do
End with feedback from students on how with passing. Ask if they
Hellison’s was model was implemented during understand appropriate times
the lesson and filling out logbooks. to perform a pass.
Lesson Number: 4 – Catching
Processes/Activities: Assessment Opportunity: Resources:
Begin with a warmup drill recapping short  Observe students N/A
passes. Move into games outlining how to catch positioning when catching
a ball, focusing on hand placement and  Listen for communication
effecting communication/calling for the ball. and calling for ball
Move into a game with rules modified to  SOLO Taxonomy
increase passes/catches.
Lesson Number: 5 – Long Pass
Processes/Activities: Assessment Opportunity: Resources:
Recap of short passes from previous lesson then  Small drill where they have a target N/A
move into long passes. Break down into parts, to reach and count how many
 passes and catching
 Students can successfully
perform a long pass
during games
 Students demonstrate
positive behaviours
throughout drills and
games
Lesson Number: 6 – Evasion/Creating & Moving into Space
Strand/AO: Learning Intention:
A2, B1, B2,  Students will be able to
C1, C3 create and move into
space drills to practice creating and moving into space
 Students demonstrate (octopus). Move into bigger games of one touch
positive behaviours
throughout drills and
games
Strand/AO: Learning Intention:
A2, B1, B2,  Students will effectively be
C1, C3 able to defend their
opponent
 Students will list different
types of defence
 Students demonstrate
positive behaviours
throughout drills and
games
Strand/AO: Learning Intention:
do movement without the ball. Play games successfully reach the target out
utilising offensive width to practice long pass. of 10 passes.
End with feedback from students on how  SOLO Taxonomy - check for
Hellison’s was model was implemented during understanding of aspects to do
the lesson and filling out logbooks. with long passes. Ask if they
understand appropriate times to
perform a pass and why this
differs from a short pass.
Processes/Activities: Assessment Opportunity: Resources:
Begin with a warmup recap drill with long Effectiveness of players evading Video: (Octopus
passes. Move into offense strategies. Start with players during final game Drill)
SOLO Taxonomy – check for https://www.rugbytoolb
ox.co.nz/training/techniq
understanding around different ue/octopus-3
to practice this skill. End with feedback from ways to move into space and
students on how Hellison’s was model was why/how this is beneficial
implemented during the lesson and filling out during games
logbooks.
Lesson Number: 7 – Defence Strategies
Processes/Activities: Assessment Opportunity: Resources:
Begin with a warmup recapping previous  Effectiveness of defence during Video: (Mirror
lesson. Go over a quick overview of current final game Drill)
knowledge of defence tactics (man to man).  SOLO Taxonomy https://www.rugbytoolb
ox.co.nz/training/techni
Play small drills to practice such as mirror drill. que/mirror
Move into a bigger game of ‘Zone Defence’ to
practice skills in a game situation. End with
feedback from students on how Hellison’s was
model was implemented during the lesson and
filling out logbooks.
Lesson Number: 8 – Touch Down (Try)
Processes/Activities: Assessment Opportunity: Resources:
A2, B1, B2, Students will effectively Begin with recap warm up on evasion and  Assess execution of placement N/A
C1, C3 perform a touch down defence. Move into executing the movement of whilst scoring
movement to score. a try. Break it down into movement specific  SOLO Taxonomy
 Students demonstrate drills and outline ball placement. Move into
positive behaviours games where you must score by performing a
throughout drills and touchdown. End with feedback from students
games on how Hellison’s was model was implemented
during the lesson and filling out logbooks.
Lesson Number: 9 – Game Time
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2, B1, B2,  Students will demonstrate Play a warmup recapping previous lesson. Play  Observe performance of N/A
C1, C3 the skills required for games of Rippa Rugby to allow students to students during games
Rippa Rugby implement and practice their acquired skills.  SOLO Taxonomy – Check for
 Students will demonstrate End with feedback from students on how understanding before going
responsible behaviours in Hellison’s was model was implemented during into assessment.
and around Rippa Rugby the lesson and filling out logbooks.
 Students demonstrate
positive behaviours
throughout drills and
games
Lesson Number: 10 – Assessment
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2, B1, B2,  Students will be Begin with a quick warm up game. Move into a  Mark students according to
C1, C3 competent in performing class tournament of Rippa Rugby for the assessment criteria.
all movement skills in assessment. End lesson with class reflection on  Observe responsible
Rippa Rugby Hellison’s Model and how they feel they behaviours active during
 Students will demonstrate progressed throughout unit as individuals and games
effective Social as a collective. Get students to fill in their  Revisit students’ goals and see
Responsibility within and logbook and re visit goals set at beginning of where they are in terms of
around games of Rippa unit. goals
Rugby