FORWARD PLANNING DOCUMENT

TERM/WEEKS:

2/2-4

General Capabilities:
Literacy

YEAR LEVEL: 10

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK/
LESSON

CONTENT
STRUCTURE
STRANDS

Personal,
Social &
Community
Health

Movement &
Physical
Activity

Evaluate
and
apply heal
th
informatio
n from a
range of
sources to
health
decisions
and
situations
(ACPPS09
5)

Perform and
refine speciali
sed
movement
skills in
challenging m
ovement
situations
(ACPMP099)

Plan,
rehearse
and evalu
ate option
s
(including

LEARNING AREA/TOPIC: SEPEP - Hockey

Critical and creative
thinking

Ethical Understanding

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

- Play a push.
- Play a hit.

- Understand
the key
aspects of
their chosen
role.

ASSESSMENT
(what & how)

Visual
assessment
of overall
push and hit
competence
of group.

Mental notes
taken during
class
discussions.

AUSTRALIAN CURRICULUM HEALTH AND

PHYSICAL EDUCATION

TEACHING &
LEARNING
EXPERIENCES
(include
learner
diversity)

Personal and social

Competence

Intercultural
Understanding

Sustainability

AREA OF
LEARNING

Pre-Introduction
- Greet class and take roll.
Introduction
- Students collect gear and follow teacher to oval.
Body
- Warm up: two laps around the hockey field, high
knees, bum kicks, side-to-side, grapevine, coin pick
up, run throughs.
- Passing in pairs; start with 3m short tap/push,
progress to 10m push, and 25m hit.
- Ball transfer drill.
- Play three 8 minute long games.
-While playing, rank students by ability.
Conclusion
- Cool down: one slow lap around the hockey field,
static stretching.
- Next lesson we will be in the classroom looking at
the roles you will undertake.
- Return to school, put equipment away and return
to classroom.
Pre-Introduction
- Greet class and take roll.
Introduction
- Inform class of the teams (of 8 players) and have
students sit with their team.
- Ask students to collect an iPad each.

RESOURCES

Movement &
physical
activity
Personal,
social &
community
health

24 hockey
sticks
12 hockey
balls
20 cones
Whistle
Watch

Personal,
social &
community
health

24 iPads
Whiteboard
marker

CPR and fi
rst aid) for
managing
situations
where
their own
or others
health,
safety and
wellbeing
may be at
risk (ACPP
S091)

Plan,
implemen
t and
critique
strategies
to
enhance
the
health,
safety and
wellbeing
of their
communit
ies (ACPP
S096)

Perform and
refine speciali
sed
movement
skills in
challenging m
ovement
situations
(ACPMP099)

- Understand
more complex
aspects of
their chosen
role.
- Apply their
chosen role

Mental notes
taken during
class
discussions.
Visual
assessment
of role
competence.

Body
- Write the SEPEP roles on board and inform
students that each group must have one coach &
commentator, two umpire & timekeepers, one
media & social media officer, one scout & sports
medic, two statistician & scorer / fixtures, and one
creative manager & music manager.
- Allow students to decide on roles.
- Ask students to move and sit with in groups based
on their roles.
- Ask students to log onto their iPad and go to
http://hockey-year10.weebly.com/, hover over lesson
5 and click on one of their roles from the drop down
menu.
- Group must all select the same role.
- Allow students to read the content, and discuss it
with their fellow students with the same role.
- Ask students to click on their other role from the
drop down menu.
- Allow students to read the content, and discuss it
with their fellow students with the same role.
- Students re-group with their teams and are able to
spend the rest of the lesson discussing tactics
and/or strategies.
Conclusion
- Inform students that we will continue this next
lesson.
Pre-Introduction
- Greet class and take roll.
Introduction
- Remind class that we are continuing on from last
lesson.
- Ask students to collect an iPad each.
Body
- Students spend 20 minutes in groups based on
their roles.
- Discuss any questions / problems they have
with the role.
- Teacher spends time with statistician &
scorer / fixture group, making sure the
tournament structure is understood.
- Need to collect fixtures at end of this
time.
- Students follow teacher to oval, and spend
remainder of lesson with their team.
- Can practice skills / drills, talk tactics etc

Movement &
physical
activity
Personal,
social &
community
health

24 iPads
24 hockey
sticks
12 hockey
balls

Evaluate
andapply
health
informatio
n from a
range of
sources to
health
decisions
and
situations
(ACPPS09
5)

Perform and
refine speciali
sed
movement
skills in
challenging m
ovement
situations
(ACPMP099)

- Apply their
chosen role.
- Perform all
the skills
taught up to
this point.

Visual
assessment
of overall
skill
competence
of group.
Visual
assessment
of role
competence.

Conclusion
- Next lesson will be the first round of games,
starting with Victorious Secret vs Goal Diggers,
followed by Goal Diggers vs Drop Bears.
- Return to school, put equipment away and return
to classroom.
Introduction
- Students collect gear and follow teacher to oval.
Body
- Warm up: two laps around the hockey field, high
knees, bum kicks, side-to-side, grapevine, coin pick
up, run throughs.
- Passing in pairs; start with 3m short tap/push,
progress to 10m push, and 25m hit.
- Take role while students warming up.
- Play two 20 minute games.
- Victorious Secret vs Goal Diggers, followed
by Goal Diggers vs Drop Bears.
Conclusion
- Cool down: one slow lap around the hockey field,
static stretching.
- Return to school, put equipment away and return
to classroom.

Movement &
physical
activity
Personal,
social &
community
health

24 hockey
sticks
12 hockey
balls