Assignment 3: Integrated HPE Unit Plan

Year level/Class 7/8

Number of lessons 5

Topic Batting and Fielding Games – Cricket

& (Focus area from AC: HPE)

Student Outcomes (in own Behavioural: Students demonstrate respect by listening

words) to the teacher and their peers.

Motor Skill: Students demonstrate accuracy, control and

fluency consistently to hit a pull shot from varied feeds.

Cognitive: Students demonstrate game sense and

tactical understanding in a range of cricket contexts.

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ACARA Strand: Movement and Physical Activity

Sub-strand: Moving our body

Curriculum content descriptor:

 Practice, apply and transfer movement concepts ands

strategies with and without equipment (ACPMP082).

Sub-strand: Understanding movement

Curriculum content descriptor:

 Participate in physical activities that develop health-

related and skill related fitness components, and create
and monitor personal fitness plans (ACPMP083).

Sub-strand: Learning through movement

Curriculum content descriptor:

 Modify rules and scoring systems to allow for fair

play, safety and inclusive participation (ACPMP088).

Achievement standards:

· Students demonstrate control and accuracy when

performing specialised movement sequences
and skills.
· Students apply movement concepts
and refine strategies to suit different movement
situations.

General capabilities:
· Numeracy – Using measurement, interpreting
statistical information.
· Critical and Creative Thinking – Reflecting on
thinking and processes.
· Literacy – Text/visual knowledge
· Personal and Social Capability – Social/self-
management, social/self- awareness

Cross curricular perspectives:

· Aboriginal and Torres Strait Islander Histories
and Cultures – Engaging in traditional Indigenous
games.

Activity/Topic Analysis Lesson 1 – Introduction to cricket: The Pull Shot

Scope of topic
Student prior learning  Students engage in a whole group discussion about
cricket including rules, field dimensions, famous

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 players and equipment.
 Students engage in “bombardment” warm up game
where they apply throwing techniques and work as a
team. Teacher talks about importance of building
relationships in sports such as cricket – Health link.
 Following the warm up game students engage in
partner target games using plastic cricket balls and
stumps – building familiarity with equipment.
 Students learn the pull shot technique and participate
in small-sided sector games with peers.
 Teacher directs a warm down where students stretch
muscles to prevent injury (physical safety).
 “Cricket Scorecard” reflection booklet for homework.

Lesson 2 – Bowling Catching, Fielding and Throwing

 Teacher introduces lesson by reflecting on the

previous lesson.
 Students engage in the traditional Indigenous game,
“Gorri”, as a warm up activity and apply some of the
techniques (throwing and fielding) they have learnt
throughout the unit so far. Gorri requires students to
throw a ball (for a spear) at a moving target (exercise
ball).

AWrench: 2017 EDUC 4209

  Teacher demonstrates (VAK) bowling technique,
highlighting the keys cues.
 Students apply their prior knowledge to set up the
partner target challenge and rotate partners frequently.
Students will bowl instead of throw this time.
 Teacher demonstrates (VAK) how to catch the ball
successfully in cricket, highlighting the key cues.
 Students work in pairs to practice throwing and
catching the ball (beanbag is available as an
alternative). Students offer peer-feedback during the
activity to help each other improve (ensure adequate
spacing between pairs).
 Teacher encourages students to vary their throws –
high and loopy, low and flat, straight and fast, wide
and slow, etc.
 Teacher demonstrates (VAK) appropriate fielding
techniques – defensive/attacking fielding.
 Students break up into groups of 4 and practice both
attacking and defensive fielding techniques – 1 batter
and three fielders (rotate every couple of minutes).
 Students pack up learning area and initiate individual
warm down going through their own stretches.
 “Cricket Scorecard” reflection booklet for homework.

Lesson 3 – Forward Defensive Shot

 Teacher initiates “rob the nest” warm up game.

 Teacher introduces the forward defensive shot
technique by providing a VAK demonstration.
Teacher explains when the forward defensive shot can
and should be used during a cricket match.
 Students practice forward defensive shot technique by
applying it to a modified small-sided sector game.
 Points will be awarded for students who use the
correct technique to block the ball within the 1-2-3
zone.

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 1 2 3

 Students pack up learning area and initiate their own

whole group warm down.
 “Cricket Scorecard” reflection booklet for homework.

Lesson 4 – Straight Drive Shot

 Teacher initiates “line chase” warm up game.

 Teacher introduces the straight drive shot technique by
providing a VAK demonstration. Teacher explains
when the straight drive batting technique can and
should be used and why it is important.
 Students practice straight drive shot technique by
applying it to a modified small-sided sector game.
 Students rotate rolls after two overs as they continue
to develop their cricket knowledge and skill.
 Points will be awarded for students who drive the ball
along the ground and in between the two dot markers

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 either side of the wickets. The bowler cannot field the
ball.
 Students pack up the learning area and initiate warm
down going through their own stretches.
 “Cricket Scorecard” reflection booklet for homework.

Lesson 5 – Mini cricket tournament

 Students are divided into four teams of 5, or 6 and

participate in a round robin tournament, playing small-
sided sector games. Teacher once again emphasises
the importance of teamwork in attaining success in
cricket – Health link.
 Games will consist of two innings each. The team with
the most runs after two innings will gain a point for
their team. The team with the most points at the end of
the tournament will be crowned cricket champions.
 Students on the batting team take on the rolls of
umpire, scorer, and commentator. Fielding team
positions themselves in the best positions to stop runs
from being scored.
 Teacher moves around the learning area and takes
photographs/videos of students engaging in the small-
sided sector games.
 The rules of the game will be modified to gift extra
runs to teams who play the correct shot technique.
 Teacher concludes the unit by collecting “Cricket
Scorecard” reflection booklets and congratulating
everyone on their effort and engagement.

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Specific skills, Knowledge,
Understandings to be
developed through the
topic
What SHOULD you teach this particular group of
students?
What COULD you teach this particular group of
students?
Implications for Teaching
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What MUST you teach this particular group of students?
· Students must apply the pull shot technique to
consistently hit the ball.
· Students must engage in a traditional Indigenous
game that contains similar elements to cricket.
This will ensure the cross-curriculum priority is
realised as well as students gaining a greater
understanding of Indigenous cultures.
· Students must apply the bowling technique (straight
arm) to consistently feed the ball to their partner.
· Students must demonstrate a range of fielding
techniques including catching, throwing and low to
ground fielding.
· Students should be able to use appropriate cricket
terminology during activities, peer and whole class
discussions and reflection tasks.
· Students should be able to perform the straight drive
technique (does not have to be on a consistent basis).
· Students should be able to set up different sections of
the learning area including positioning the stumps and
gathering the necessary balls and bats.
 Students could learn offensive/defensive fielding set
ups.
 Students could learn alternative bowling techniques
including leg spin, off spin and swing bowling.
 Building relationships with students in order to
develop trust and discover their specific needs, interest
and abilities.
 Establish classroom norms and expectations that
students adhere to consistently.
 Promote physical safety by eliminating hazards,
removing dangerous risks and ensuring adequate
distancing.
 Ensure emotional safety by promoting inclusivity,
empathy and sensitivity towards others.
 Use open-ended questions to gauge student
understandings of key information, cues and other
content.
  Always speak clearly and concisely, ensuring you are
not speaking too fast, or too slow. Avoid monotone
expression and stagnant body language.
 Provide visual, audial and kinesthetic demonstrations
for key techniques and specialised movement
sequences.
 Encourage peer-assessment and communication
through partner work and small group exercises.
 Provide specific feedback and praise where applicable.
 Provide multiple entry and exit points for students to
work through the activities at their own pace.
 Provide progressions and extensions for more capable
students to ensure they are challenged and have the
opportunity to reach their full learning potential.
 Adapt the learning activities to suit the learning needs
of all students.
 Cater for students with physical and mental
impairments (Autism, Cystic fibrosis, etc.).

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Assessment
Summative Assessment:
Moments for evidence
collection (identify three,
provide overview of what
each involves)
Resources
Links to other Learning
Areas
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Formative Assessment:
· Observation and note taking of varied techniques
including the pull shot, straight drive, forward
defensive shot, and bowling, catching and
fielding.
· Observation and note taking of student
behaviour, engagement, effort and performance.
· Listening actively to student conversations and
looking for key terminology (i.e. “wicket keeper”,
“bowler”, “over”, “pull shot”, “over”, etc.).
 Students complete “Cricket Scorecard” reflection
booklet throughout the cricket unit (homework).
This reflection booklet includes diagrams and key
reflection questions for students to engage with
and build their understanding.
 Teacher observations and note taking throughout the
unit in relation to behaviour, engagement, effort and
performance.
 Collect “Cricket Scorecard” reflection booklets at the
conclusion of unit – students will complete this for
homework.
 Teacher will take photographs of students performing
various techniques throughout the unit and include
them in student reports as evidence of learning.
Students also take photographs of their peers and
provide specific feedback as evidence of peer-
assessment.
 30x soft cricket balls.
· 15x cricket stumps.
· 15x plastic cricket bats (varied in size and
weight).
· 30x cones and/or small circular rubber mats.
· 2x exercise balls.
· 30x bean bags.
· 10x hoops.
· Tags.
· “Cricket Scorecard” reflection exercise booklets.
· Rulers, erasers, pencils and pens.
 Mathematics – Students apply a range of numeracy
concepts while engaging in the learning unit including
counting the number of bowls, measuring the pitch
distance and considering angles while fielding in order
to limit runs.
 English – Students make presentations and contribute
actively to class and group discussions, using language
features to engage the audience.
AWrench: 2017 EDUC 4209