Differentiated Unit - Teagan Ainslie

Teagan Ainslie - 17712779

EDU5LDP- Learning Differences and Pedagogy
Assessment task 2a- Differentiated Unit of Work
Physical Education
Year 5 and 6 Basketball unit
School overview The school is a co-educational government primary school

located in Kangaroo Flat, in the City of Greater Bendigo in Victorias North Central
district. The school has 314 pupils from prep to grade six; 151 girls and 163 boys.
The school is located in a low socio-economic area, with a large majority of the
school fitting this demographic, as a result, the school has many problems with
attendance, behaviour and performs low academically. 84% of the students were
born in Australia and have English as their first language.
Classroom climate
All physical education classes will be undertaken either in the school gymnasium or
on the outside basketball court, dependant on weather. The classroom environment
will be high energy, inclusive and engaging, with all students loving to get out of the
classroom and be physically active. The gymnasium will be fairly noisy while the
activities are being undertaken, however when instructions are being given the
students will be silent. Working collaboratively will be emphasised within PE lessons,
with large amounts of partner work, small groups and working in teams. The
students will sometime be allowed to choose their partner or small group on their
own, however most of the time these will be dictated by the teacher to ensure the
students are working with all students in their class. Teams will always be chosen to
be as fair as possible and there will be no captains or students choosing their peers
one at a time. Students will be positively encouraged to have a go and try their
hardest.
Classroom management
Clear rules will established at the beginning of the year and followed for the
remainder.
- All students are to wear runners on PE days and appropriate school uniform (no
dresses)
- When students arrive at the gymnasium they will come inside quietly and read the
white board for a do now which they must begin straight away. This will be
instructions for the students to practice something learnt from the previous week
and allows the teacher to set up the class at the same time.
- When the whistle is blown, all students are required to freeze where they are and
await further instruction.
- While the teacher is talking, students are not.
- While the teacher is talking, they must be looking at the teacher and either
holding onto their equipment or putting it between their feet.
- There will be no bullying or disruptive behaviour
There are many behavioural issues at the school, both verbal and physical. As every
situation is, different this behaviour will be dealt with in a case-by-case basis and
appropriate punishment will be applied.
Preventative meaures have been put into place in an attempt to reduce
misbehaviour, these include:
-
Clear expectations established and followed

Well planned lesson, to ensure minimal down time for students to misbehave
Creating a high energy and engaging activities to help prevent boredom
Inclusion of differentiated and collaborative activities
The following are some examples of misbehaviour discipline and will be decided
based on the seriousness of the incident:
-
Non-verbal cues
Tactical ignoring of some behaviours

Reminder of agreed class rules
Warning and verbal directions
Sitting student out for a period of time (Grade 6 students love PE so sitting
out for even five minutes helps keep them on task).

Sent to the office (If completely disobeying instructions or it is not safe for
that student to remain in class

Keeping students in during lunch or recess to help clean up equipment
The grade 5/6 class profile

-
There are 23 students in the class, aged between 10 and 12.

14 boys and 9 girls
21 students are Australian born and have English as their first language;
other 2 are both refugees from Nigeria, Africa. Both speak African at home;
one has fairly good English and the other only arrived in Australia at the start
of the year.
The students have many welfare issues and 60% of the class does not live with their
biological parent. The class are known to be quite bad behaviourally, with two
students in particular a concern. The class loves physical education most of the time
so their behaviour is often better than what it would be in the classroom. There are
a wide variety of learners within the class but a large majority are visual and
kinaesthetic learners, which will be a large focus of this unit. The class is
enthusiastic about physical education but lack basic skills.
There are six learners within the class with special needs.
Ryan Brown Duchenne Muscular Dystrophy

Ryan is 11 years old and completing grade 5.
Ryan is a only child and lives with mother.
Ryan was born in Australia and speaks English at home.
Impact of learning disorder/difficulty

-
Ryan has Duchenne Muscular Dystrophy (DMD); an inherited, progressive

disease of the muscular system causing muscular weakness and atrophy
(Davis & Dillon, 2010). Ryan was diagnosed when he was four years old after
he struggles to meet developmental milestones.

Due to the progression of DMD, Ryan is longer able to walk very far and has
been confined to a wheelchair since the beginning of the year.

Ryans upper body strength is also declining and he has to use Ventalin to
assist with his increasing respiratory problems.

He likes to participate in physical education but he is finding it increasingly
difficult to keep up with his peers
Wellbeing profile
-
Physically Ryan is limited in participating in some activities and gets tired
easily, modification for such activities is required.

Emotionally Ryan is not coping very well with his condition, his mother is a
single Mum and is trying her best but she too is struggling with Ryans MDM.
He is a fairly quiet child but can get very frustrated when his body fails him,
especially during PE lessons.

Socially Ryan does not have many friends and is often bullied by other
students in the school who do not understand his condition. Most of Ryans
class however has come to accept him and are patient with Ryan and always
willing to assist him when needed.
Academically Ryan is a fair way below his class, and continues to get left
behind as his condition worsens. Writing takes him much longer to complete
than his classmates and he struggles to understand some concepts and often
has trouble concentrating.
Limitations for Physical Education

-
Ryan is unable to participate fully in all physical education classes due to
muscle weakness and fatigue, thus all lessons will need to be differentiated.
Inclusion is necessary for Ryans holistic wellbeing; physically he will
strengthen his muscles, socially he will be working and interacting with his
peers and emotionally he will feel as though he belongs. Safe participation is
imperative for Ryan so if he is unable to complete a task and needs a break
give him a simple job that allows him to still be involved such as a
scorekeeper.
Both the gymnasium and outdoor courts have wheelchair access.
Thomas Jones ASD
Thomas is 10 years old and in grade 5.

Thomas is the middle child and has a younger brother and an older sister of which
he does not live.
Thomas lives with his father, and sees his mother one weekend of every month.
Thomas was born in Australia and speaks English at home.

-
Thomas has Autism Spectrum Disorder (ASD); a pervasive developmental

disorder that impairs his ability to interact socially, and communicate, both
verbally and non-verbally. Thomas is considered a high functioning autistic,
with above average intelligence and adequate language skills.

He was diagnosed at age four after struggling to develop socially and
emotionally with other children of similar age.

Thomas has a need for routine and struggles to deal with change, he is easily
frustrated and has outbursts where he screams and runs away.

He does not interact well with other students, especially those of his age. He
has very few friends and is often bullied in the playground.

Thomas is currently fascinated with bugs, and is preoccupied by them
Wellbeing profile
-
Physically Thomas is slightly delayed and has trouble with balance and hand
eye coordination. His autism affects both his gross and fine motor skills,
however due to the general lack of physical skill in his class Thomas does not
appear to be far behind.

Socially Thomas really struggles, he is socially very behind his peer and
struggles to interact with other students. Although if the activity is well
structured with rules he will usually be able to participate without a problem.
Emotionally Thomas struggles to regulate his emotions and often has

outbursts when he is in an unfamiliar environment or routines change. He is
also lacks awareness of others emotions and feelings.

Academically Thomas is above average in reading and numeracy, however
his handwriting in illegible.
Implications for Physical Education

-
Thomas needs structure, classes will need to be organised in a similar way.

Tasks need to be made clear, including all of the rules, which must be
followed strictly.
Thomas struggles socially, so encouraging him to work with his peers in a
structured way will be included.

Thomas lack of hand eye coordination will not raise much of an issue due to
the low skill level of the rest of the class.
Sarah Clark profoundly deaf

12 years old, in year 6
Has an older brother, lives with mother and her new partner
Australian born, English spoken at home

-
Sarah was diagnosed with Sensorineural Hearing Loss and is profoundly deaf,
not long after birth when she failed to respond to people or other noises.
Sarah got cochlea implants at the age of 8, and communicates orally with the
help of lip reading and visual aids instead of relying on sign language
Sarah knows many words and can understand them however; her
pronunciation is where she struggles most.

Sarah is becoming much more confident and is continuing to improve her
communication, with the help of a specialist and the continued support of her
family.
Wellbeing profile
-
Physically Sarah is very active and enjoy physical education, however due to
her hearing loss struggles to play competitive or team sports. Sarah does get
tired easily, when she has to concentrate for a long time on verbal
instructions.
Socially Sarah is very outgoing and has many friends, she also has a great
relationship with her mother and sister.

Emotionally Sarah is generally happy and full of energy, however she can
become frustrated when her hearing loss affects her performance or she
struggles to understand a concept.

Academically Sarah is slightly below her classmates and often require to use
more energy just to concentrate on instructions.

-
May lack attention and struggle to concentrate on instructions

May struggle to hear the whistle in such a loud environment
Needs visual aids to assist with instruction and demonstrations
Jessica Smith developmental delay (aide)

11 years old, in year 6
Has two older brother and lives with her Grandmother after her mother could not
deal with her.
Australian born and English spoken
-
Jessica has an intellectual disability, which doctors believe is a result of her

premature birth. She was diagnosed at around two years of age after she
failed to meet the appropriate developmental milestones, such as her
delayed first speech.

Jessica struggles with memory, thinking and learning.
Sarah is able to attend a mainstream school with the help of a teachers aid;
however, Sarah will likely need to attend a special school to help cater for her
needs when she finished the year.

His IQ is very low at just 58 and he is very far behind his peers.
Wellbeing profile
-
Physically Sarah is quite active and enjoys being physically active, her gross
motor skills are slightly behind that of the average for her age.
Socially Sarah does not have many friends of her own age, and often plays
with the younger year students in which she is on the same level
developmentally. She often only talks to her aide in the classroom, but also
will occasionally talk to two of the other students. Sarah is often excluded
-
from activities with students her age and has suffered bullying.
Emotionally Sarah is quite shy, she gets upset when she is unable to
understand something and takes a little bit of persuasion from her aide to get
her to attempt it again.

Academically Sarah is at the level of a grade 2 in literacy and numeracy, she
struggles to understand simple concepts and has trouble retaining
information. Sarah is always willing to attempt all tasks.

-
Inability to understand instructions and explanations of rules and games.

Has a low ability to understand the concepts of a game and remember rules
Often distracted and struggles to stay on task
Socially she needs to be encouraged to work collaboratively with others.
Ben Davis ADHD

12 years old, in grade 6
Is the oldest of three boys and lives with his mother
-
Ben has Attention Deficit Hyperactivity Disorder (ADHD) that he was

diagnosed with at the age of eight.
Ben has since been medicated for his condition, which reducing a lot of his
symptoms
Ben is very easily distracted and struggles to remain on task
Ben has a need to be physically active and is often restless and fidgeting
when he has to sit still

Ben is also very disruptive and often struggles to wait his turn
Wellbeing profile
-
Physically Ben is a very active child who loves to run around, his motor skills
are well advanced compared to that of his peers.

Socially, Ben has many friends. Although he does not get along with a few
students in his class who get very frustrated by his disruptive behaviour, Ben
also often distracts his friends from their required tasks.

Emotionally, Ben is very happy and full of energy however, he gets very
frustrated when he is bored, does not want to do something or required to sit
still, this often results in quite severe outbursts and tantrums.

Academically, Ben struggles to remain on task and is very easily distracted
by environmental stimuli. His literacy and numeracy levels are slightly low
compared to the standard; however, he is at similar levels to the majority of
his class.
Implications for physical education

-
Easily distracted and bored, instructions need to be short and activities need
frequent change
Rules and expectations need to be clearly defined
Create structure and provide frequent breaks
Transition back into the classroom
Brad Bourke Gifted (EAL)
10 years old, year 5 student

Has a younger sister, lives with both mother and father
Came to Australia at the beginning of the year as refugees to escape Nigeria.
Brads mother does not speak English but Brads father can speak English fairly
well, English is not spoken at home.

-
Brad is a gifted student in the aptitude area of intellectual and creative. He is
especially talented in literacy, drawing and drama.

Brad is restricted by his understanding of the English language, he can speak
broken English, can read well but has the most trouble understanding verbal
communication.
Wellbeing profile
-
Physically, Brad is not overly active and would prefer to stimulate his brain
over his body, he is quite competitive and will attempt everything.

Socially, Brad is struggling with the language barrier. He will still socialise
with peers but will not engage in conversation. He works better in pairs or on
his own than in larger groups. He has befriended another Nigerian boy in his
class, who is helping him to develop his English.

Emotionally, brad is still struggling to adjust to school in Australia, he is very
quiet and often keeps to himself.

Academically, Brad is well ahead of his peers, especially in literacy and the
arts.
Implications for physical education
Although Brad is gifted in both intelligence and creativity, he is at the same

level as his peers physically. Thus physical education will not need to be
adapted to meet his ability.

His lack of English however will need to be catered for through the use of
visual cues and written instructions.
Unit overview
This unit will run for 4 week (8x 45minute lessons).
This unit is an introduction to the sport of basketball. The unit will focus on the
building up the key skills required for the sport, students will develop a good
understanding of the game and begin to explore tactics and spatial awareness. This
unit aligns with the Australian Curriculum in the area of Physical Education and was
chosen in attempt to get students to take up the sport outside of school, which is
very big in the area.
This unit has been differentiated to cater for inclusion of all students within the
class. This unit will not only help build students physical skills but will also
incorporate a large focus on group work to encourage and build social interactions
and relationships.
Rationale
Students in Levels 5 and 6 further develop their understanding about movement as
they learn to monitor how their body responds to different types of physical activity.
In addition, they continue to learn to apply rules fairly and behave ethically when
participating in different physical activities. Students also learn to communicate and
problem-solve in teams or groups in movement settings.
They perform specialised movement skills and propose and combine movement
concepts and strategies to achieve movement outcomes and solve movement
challenges. They apply the elements of movement when composing and creating
movement sequences (VCAA, 2016).
Victorian Curriculum Standards addressed:
Practise specialised movement skills and apply them in different movement

situations in outdoor settings (VCHPEM115)
Demonstrate ethical behaviour and fair play that aligns with the rules when
participating in a range of physical activities (VCHPEM122)
(VCAA, 2016)
Key Knowledge, Understandings, and skills
Correctly interpreting and applying rules in physical activities (GS, LLPA)
Applying striking and throwing skills to propel an object and keep it in motion
(GS)
Performing a range of complex static and dynamic movements of different

body parts (RE)
(VCAA, 2016)
Unit overview
Week
Content
Week 1
Passing to develop skills of
Curriculum standard
address (VCAA, 2016)
Practise specialised
passing
movement skills and

apply them in different
movement situations in
outdoor settings
(VCHPEM115)
Week 2
Dribbling to develop skills

of dribbling
movement skills and
outdoor settings
(VCHPEM115)
Week 3
Shooting to develop skills

of shooting
movement skills and
outdoor settings
(VCHPEM115)
Week 4
Lay up - to develop skills of

the lay up
movement skills and
outdoor settings
(VCHPEM115)
Week 5
Defence to develop
defensive skills and strategy
movement skills and
outdoor settings
(VCHPEM115)
Week 6
Offence to develop offense
skills and strategy
movement skills and

outdoor settings
(VCHPEM115)
Week 7
Tournament To develop
students understanding of
the game and development
of tactics
movement skills and
outdoor settings
(VCHPEM115)
Demonstrate ethical
behaviour and fair play
that aligns with the rules
when participating in a
range of physical
activities (VCHPEM122)
Week 8
Common Assessment Task

assess students basketball
skills
movement skills and
outdoor settings
(VCHPEM115)
Demonstrate ethical
behaviour and fair play
that aligns with the rules
when participating in a
range of physical
activities (VCHPEM122)
Lesson 2 Dribbling
Topic: basketball dribbling
Subject: Physical Education
Lesson no: 2
School: Kangaroo Flat Primary School
Duration:
45mins
Date: 12/8/16
Year level: 4/5
Learning purpose/ rationale: To introduce students to the skill of dribbling using
correct technique. Students will learn control and attempt the skill using their
dominant and non dominant hand.
Learning outcomes: Practise specialised movement skills and apply them in
different movement situations in outdoor settings (VCHPEM115)
Activity
and timing
Do now
5 mins
Warm upShip shark

shore with
dribbling
5 mins
Procedure
Teacher activities:
Instructions will be written on the white
board prior to class, today do now grab
a basketball and practice passing with a
partner.
Learner activities
Students will come into
the gym read white board
and complete activity of
passing practice.
Teacher will get students to line up on

the base line facing the court.
Teacher to explain game and then call
out ship, shark or shore, in which have
been designated to the base lines (ship
and shore) and middle line (shark) of
the basketball court.
Begin as practice and eventually begin
to eliminate the last student to the
allocated line.
All students have a

basketball and listen to
instructions.
- When ship shark or
shore is called,
students need to
run while dribbling
their basketball to
the appropriate line
-
Skill
instruction
dribbling
5 mins
Teacher will call students into the centre

circle where they will demonstrate the
skill of dribbling and advise them on the
crucial teaching point.
Teaching points:
When elimination
occurs the last
student to arrive at
the line will go and
stand on the side
line.
Students to hold onto

basketball and listen and
Skill
Application
dribbling
5 mins
Use fingers, not palm to dribble
Push the ball to the ground, dont

slap it
Ball shouldnt bounce above belly

button height
Strong position, bottom low, eyes

up
Students will be instructed to line up

on the sideline facing the teacher.
Shadow
tag
10 mins
Initially they will dribble on the

spot, while the teacher corrects
technique to ensure all students
have grasped the concept.
Instruct students to walk to the

other side of the basketball
court, practicing dribbling and
focusing on correct technique
Once a majority of the class has

achieved this attempt
completing same activity with
non-dominant hand and doing
crossovers.
Teacher to explain game

In pairs, each with a basketball, one
person is the designated IT. The game
is played within the basketball court
- On go the non IT student,
dribbling the basketball is to try
and get themselves away from
their partner.
Dribbling
relays 10
mins
The IT student is to try and stay

as close to their partner as
possible.
When the teacher blows the

whistle, both students must
freeze immediately
watch demonstration.
Paying particular attention
to the key teaching points.
Students to stand
stationary and practice
dribbling the ball, initially
with their dominant hand
before attempting with
their non-dominant hand.
Students will take on
board constructive
criticism to ensure correct
technique
Student to pair up and

follow instructions.
One running away while
the other is chasing. When
the whistle blows all
students to freeze and see
if taggers can touch their
partner.
Warm
down/ pack
up
5 mins
If the IT student is within a step

and can tag their partner, they
win that round, if not their
partner wins the round.
Swap roles and repeat. Keep

swapping roles after each go
Teacher to allocate students into 4 even

teams.
Teacher will run relays and give
instructions as to what type of relay will
be completed examples: dominant
hand, non-dominant hand, through
cones, backwards, etc
Instruct students to help pack away
equipment, before completing static
stretches in a circle.
Students to
complete relays one
at a time, students
must tag the next
person in line
before they can
start
Students to pack
away equipment
Students to stand in
a circle and give
examples of
stretches for the
class to complete.
Resources:
- Basketballs
- Cones
- Whistle
- White board and markers
Catering for inclusion:
Ryan Jones (MDM)
- Wheelchair access is available
- Use of other equipment is necessary (such as using a lighter volleyball
instead of a basketball)
- Allow for frequent breaks
- Ryan will be pushed in his chair by responsible students if necessary
- In the relays Ryan will only have to go up the court once before the next
person can go instead of going up and back.
Thomas Jones ASD
- Rules have been outlined from the beginning as have lesson structures
(beginning with do now, then warm up)
- Rules of games need to be stuck to
- Including some group work will allow him to build his social skills without
being overwhelmed
- Thomas will be given lesson plans at the beginning of the lesson so he is
aware of what is happening, these must be followed strictly.

- Sarah will be asks to be at the front of the class when giving instructions to
assist with lip reading
- Instruction will be kept short
- Instructions will also be printed so Sarah can read over those if she does not
understand something.
- Allow extra time for Sarah to respond to the whistle and wait for her to be
facing teacher before instructions are given.
- Instructions will be kept clear and simple
- Aide will assist with understanding of instructions
- Visual aids (activity cards) and demonstrations will be widely used
being overwhelmed
Ben Davis ADHD
- Instructions will be kept short and sharp
- Lesson are well structured and allow for frequent breaks
- Short time on activities to ensure Ben does not get bored and distracted.
- Bens transition back into the classroom is supported by quiet stretching to
calm him for his next lesson.
- Due to Brad not being physically gifted there is no need for differentiation
- However, his lack of English skills will be catered for through the use of visual
aids (activity cards), demonstrations and through the help of his Nigerian
friend who speaks English well.
Lesson 3 shooting
Topic: basketball shooting
Lesson no: 3
Duration:
45mins
Date: 16/8/16
Year level: 4/5
Learning purpose/ rationale: To introduce students to the skill of shooting from a
stationary standing position using correct technique
Activity
and timing
Procedure
Do now
5 mins
Teacher activities:
a basketball and practice dribbling.
Warm up
Dribble tap
out
5 mins
Recap dribbling coaching points from last

week
Introduce game of dribble tap out
- In a coned off area and all
students with a ball, they are to
dribble the ball, walking around.
-
Skill
demonstrat
ion
shooting
5mins
Skill
application
shooting
5 mins
While dribbling their ball,

students try and tap other
students basketballs out of the
coned area. Cannot stop dribbling
ball to tap someone elses
If ball is tapped out, the student
stands on the side of the area
and can tap others as long as
they dont enter the playing area
As students are eliminated, make
the area smaller
Last student with a ball wins the
game
Repeat 2-3 times
Teacher to provide demonstration and

explanation of skill using key teaching
points
Teaching Points:
- Ball should balance on dominant
hand palm (palm under ball)
-
Shooting hand, with ball

balancing, should come back to
near the same side shoulder
Elbow, shoulder and shooting

hand should be in line with the
target
Bend knees
Learner activities
and complete activity of
dribbling practice.
Students to test their
knowledge of last weeks
skill of dribbling.
Students to find an area
within the cones, they
must dribble at all times
and try to tap their peers
balls outside of the
playing area.
Students to listen to
instructions, focusing on
the key teaching points
Students to practice skill

and attempt to correct
Around the
world
10 mins
Knock out
10 mins
Extend legs and shooting arm at

the same time, finishing in the
extended position and wrist fully
flexed
technique when given

feedback.
Teacher to provide initial instructions

and then monitor and correct technique
- Students should find a line
somewhere in the stadium. They
are to place their foot (same side
of the body as their shooting
hand) on the chosen line. The line
should run under their foot and
out in front of them.
-
They should practice the above

teaching points, aiming to shoot
the ball 1-2m above their head,
landing the ball on the line (2-3m
out in front of them).
Once they can execute this

constantly, try and get ball with
enough backspin to return to
them (as many bounces as
needed).
Teacher to set out cones around

the netball semi circle at each
end.
Provide instructions to students
and then monitor the game
Students begin at
first cone and take
turns to shoot, once
a goal is scored that
student progresses
to the next cone
however if the shot
is missed the
student must stay
at that cone until
they successfully
score a goal. The
challenge is to see
how many students
can get around the
world.
Students will stand

in one line behind
the cone facing the
ring. Each student
will take turns to
have a shot at goal
- If a students
Pack up/
cool down
5 mins
successfully scores
a goal they are safe
- However if the
student misses and
the person behind
them gets a goal
then they are out
and must stand to
the side.
- If a student misses
and so does the
student behind
them then they are
safe and must
rejoin the line.
Teacher to put a cone where they

deem is a reasonable distance
straight in front of the goal ring
Teacher to provide instructions
and then monitor the game
Instruct students to help pack away

equipment, before completing static
stretches in a circle.
Students to pack
away equipment
a circle and give
examples of
stretches for the
class to complete.
Resources:
- Basketballs
- Cones
- Whistle
Ryan Jones (MDM)
- Use of a volleyball instead of basketball to allow for height from the chair with
his low upper body muscular strength
- Allow for frequent breaks
- Ryan will be pushed in his chair by responsible students if necessary
Thomas Jones ASD
Rules have been outlined from the beginning as have lesson structures
Rules of games need to be stuck to
Including some group work will allow him to build his social skills without
being overwhelmed
Thomas will be given lesson plans at the beginning of the lesson so he is

understand something; these instructions will also have visual
representations of the activity.
- Including some group work will allow her to build her social skills without
being overwhelmed
Ben Davis ADHD
- Short time on activities to ensure Ben does not get bored and distracted.

Lesson 7 tournament
Topic: basketball tournament
Lesson no: 7
Duration:
45mins
Date: 30/8/16
Year level: 4/5
Learning purpose/ rationale: To allows students to practice skills taught over the
unit and develop students understanding of the game and development of tactics
Demonstrate ethical behaviour and fair play that aligns with the rules when
participating in a range of physical activities (VCHPEM122)
Activity
and timing
Do now
5 mins
Procedure
Warm up
team ball
tag
5 mins
Teacher to provide instructions and rules

of the game.
- Split the class in 2
- One team are the taggers and the
other are defenders
- The taggers have to pass the ball
between their team in an attempt
to touch opposition with the ball
(Cannot throw ball at them)
- If you have possession of the ball
you cannot move
- Once tagged, grab a colour band
and join the taggers team.
Teacher activities:
a basketball and practice any skills you
have learnt throughout the unit
Learner activities
and complete skills learnt
throughout the unit.
instructions and ask
questions if necessary.
- Students to
complete the task
of whichever team
they are allocated.
Game rules
5 mins
Tournamen
t
25 mins
Pack up/
cool down
5 mins
Game is over once all defenders

have been tagged, swap teams.
Go over the main rules of

basketball with the students.
Focusing on:
- Travel moving without dribbling
the ball
- Double dribble dribbling with 2
hands or dribbling, then stopping
and then continuing to dribble
again.
- Fouls- contact to the player
Break the class into 4 even teams

Play short games of basketball (actual
time depends on time left at least 1
game per team).
2 teams will play at a time, teacher to
decide who plays who.
Teacher to umpire game when whistle
is blown emphasise what was done
wrong.
After each game get the students to
play particular attention to a specific
aspect on the next game and discuss it,
such as team work, court awareness,
etc.
instructions and ask
questions if necessary.
Instruct students to help pack

away equipment, before
completing static stretches in a
circle.
Students to play
basketball,
practicing their
skills and focusing
on good technique.
If your team is off
for that particular
game, students are
allowed to go to the
toilet or get drink as
needed, players are
also required to
time keep and keep
score.
Students to pack
away equipment
.
a circle and give
examples of
stretches for the
class to complete.
Resources:
- Colour bands
- Basketballs
- Cones
- Whistle
- Stopwatch
Ryan
-
Jones (MDM)
Wheelchair access is available
Equipment can be modified if necessary
During the game Ryan will be pushed around by a responsible student who if
not currently playing
When Ryan has possession, no other person is to be within a metre of his
chair and he can only move three metres with the ball.
Thomas Jones ASD

- Rules have been outlined from the beginning as have lesson structures
- Rules of games need to be stuck to
being overwhelmed
- Thomas will be given lesson plans at the beginning of the lesson so he is
- Thomas transition back into the classroom is supported by quiet stretching
to calm him for his next lesson.


Other students will assist Sarah to know when the whistle has been blown

- Including some group work will allow her to build her social skills without
being overwhelmed
Ben Davis ADHD
- Games will be kept to 5 minutes max to prevent Ben from becoming bored

- Allow for if Brad misunderstands rules due to language barriers.
Assessment
Diagnostic assessment
During the first lesson, students do now will be to practice any basketball skills they
already know, using proper technique.
The teacher will have a clipboard with the following sheet to test students initial
knowledge of basketball skills. A simple tick will be allocated to each student who
shows some knowledge and competence of the skill.
Student
Passing
Dribbling
Set shot
Lay up
Differentiation
Ryan Jones (MDM)
- Ryan will begin with a basketball to see what equipment modifications need
to be made throughout the unit, however if he is struggling a volleyball will
be used instead.
Thomas Jones ASD
- Ensure Thomas is well aware of the task he is to complete, and what
assessment you are completing
-
Ensure Sarah has understood instructions after you send off other students
She will also be given written and visual instructions to aid her understanding

-
Instructions will be printed and given to Jessica with visual representations of

the activity; she will ask her aide for help to understand.
Ben Davis ADHD

-
No differentiation will be needed for Ben during this assessment

-
Provide Ben with written instructions with visual representations of the task
Use the other Nigerian boy to help translate for Brad
Formative assessment
Each week students will be marked on the skill in which they are focusing, students
will be given direct feedback through observation in an attempt to fix technique or
specific aspects to focus on. Such as keeping their head up while dribbling or
bending the elbow while shooting. The teacher will bring the a book to class every
week, with a page dedicated to each students for anecdotal comments on their
performance of each skill (see example table below).
This will allow the teacher to easily and quickly see areas of strength and weakness
in a students mastery of each skill. This will also allow me to group students based
on ability to create fair teams as well as grouping them for easier marking during
the summative assessment task.
Students name:
Date:
Passing
Dribbling
Shooting
Lay up
Defence
Offence
Differentiation:
Ryan
-
Jones (MDM)
Equipment can be modified if necessary
If Ryan is using the modified equipment he will be marked the same as the
rest of the class
Thomas Jones ASD

- Ensure Thomas is well aware of the task he is to complete
- Formative assessment will be marked the same as the rest of the class
- Extra assistance/ guidance will be given if necessary
Sarah will be asks to be at the front of the class when giving instructions to
Instructions will also be printed so Sarah can read over those if she does not
Allow extra time for Sarah to respond to the whistle and wait for her to be

-
Visual aids (activity cards) and demonstrations will be widely used

Instructions will be printed each week
Ben Davis ADHD

-
All activities are quite quick and with not a lot of down time no differentiation
is required for Ben throughout this assessment

-
Provide Ben with written instructions with visual representations of the task
Summative assessment
This will be completed in the last lesson of the unit. The assessment will begin with
four stations: dribbling through cones, shooting, lay ups and piggy in the middle.
The class will be split evenly four ways, with one group allocated to each station.
Each group will complete their activity, while the teacher marks off their
achievement on a sheet (see below) based on a rubric (see below).
Once completed each student should be marked on the first three criterion. The
next activity will be a round robin activity, just like they completed in lesson seven.
The game length will depend on the time left on class to ensure everyone gets
equal court time. The court awareness and understanding of the game will be
marked during this time.
Dribbling
Set shot
Lay up
Court
Game
awareness
Stude
nt
1.
1
1.
2
1. Drib
bling
1.
3
1.
4
2.1
.1
2.1
.2
1.1
dribbling
2. Shooting
2.1
.3
2.1
.4
2.2
.1
1.1.1 poor
technique
and control
2.1 set
shot
2.1.1 poor
technique
and accuracy
2.2 lay
2.2.1 Does
2.2
.2
2.2
.3
2.2
.4
1.1.2 Good
technique
but control
needs work
3.
1
3.
2
3.
3
3.
4
1.1.3 Good
technique
and control
with only
preferred
hand
2.1.2
2.1.3
understand Performs
s the
correct
correct
technique
technique
but is
but cannot
unable to
apply it
shoot a
(BEEF)
goal
2.2.2
2.2.3
understan
ding
4.
1
4.
2
4.
3
4.
4
1.1.4 Good
technique
and control
with both
hands
2.1.4
Performs
correct
technique
to shoot
goals
2.2.4
up
not
understand
the concept
of a lay up
3. Court
awarene
ss
3.1
movem
ent into
space
3.1.1 Follows
the ball,
does not
move to
space
4.
Understand
ing of the
game/ rules
4.1
basketb
all rules
4.4.1 Can
identify the
rules
verbally or
written
(double
dribble,
travelling,
fouls)
Understand
s the
correct
techniques
but is
unable to
apply it (2
steps, off
one foot)
3.1.2 Makes
very little
attempt to
be clear
from
opponents
4.4.2
Understand
s the rules
but is
unable to
apply them
Performs
correct
technique
but is
unable to
shoot a
goal
Performs
correct
technique
to shoot
goals
3.1.3
Understand
s the need
for space,
but reacts
slowly to
situations.
4.4.3 Is
able to
apply the
rules to a
game
context
3.1.4 Can
predict play
and move
to space
accordingly
4.4.4 Can
adequately
umpire a
game.
CAT rubric
Differentiation
Ryan
-
Jones (MDM)
Volleyball will be used where needed
If Ryan is using the modified equipment he will be marked the same as the
rest of the class
During the game Ryan will be pushed around and will not be allowed to be
defended within a metre of his wheelchair
Thomas Jones ASD

- Ensure Thomas is well aware of the task he is to complete
- Formative assessment will be marked the same as the rest of the class
- Extra assistance/ guidance will be given if necessary
Activity cards will be at each station to ensure Thomas understands what is

expected of him

-
Sarah will be asks to be at the front of the class when giving instructions to
Activity cards will be at each station to ensure Sarah understands each
activity
After each whistle blows, teacher will wait for Sarahs attention before giving
explanations
Sarah will be marked more leniently on her understanding of the game

-
Visual aids (activity cards) and demonstrations will be widely used

Instructions will be printed each week
Jessicas developmental delays mean that she is likely to struggle with
strategy and court awareness, she will be marked leniently in this criterion.
Ben Davis ADHD

-
All activities are quite quick and with not a lot of down time no differentiation
is required for Ben throughout this assessment.

-
Activity cards will be at each station, with visual representations to ensure

Brad understand what is expected of him
Brad will be marked more leniently on his understanding of the rule due to
the language barrier.
References
Davis, T., & Dillon, S. (2010). Adapted physical education desk reference.
Blacksburg, VA: PE Central.
Victorian Curriculum and Assessment Authority (VCAA). (2016). Health and physical
education
curriculum: level 5 & 6. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/health-andphysicaleducation/curriculum/f-10#level=5-6

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School overview The school is a co-educational government primary school

Teagan Ainslie - 17712779

Clear expectations established and followed

Teagan Ainslie - 17712779

Tactical ignoring of some behaviours

out for even five minutes helps keep them on task).

that student to remain in class

The grade 5/6 class profile

There are 23 students in the class, aged between 10 and 12.

Teagan Ainslie - 17712779

Ryan Brown Duchenne Muscular Dystrophy

Impact of learning disorder/difficulty

Ryan has Duchenne Muscular Dystrophy (DMD); an inherited, progressive

he struggles to meet developmental milestones.

been confined to a wheelchair since the beginning of the year.

assist with his increasing respiratory problems.

Physically Ryan is limited in participating in some activities and gets tired

easily, modification for such activities is required.

especially during PE lessons.

Teagan Ainslie - 17712779

Limitations for Physical Education

Ryan is unable to participate fully in all physical education classes due to

Thomas Jones ASD

Teagan Ainslie - 17712779

Thomas is 10 years old and in grade 5.

Impact of learning disorder/difficulty

Thomas has Autism Spectrum Disorder (ASD); a pervasive developmental

with above average intelligence and adequate language skills.

emotionally with other children of similar age.

frustrated and has outbursts where he screams and runs away.

has very few friends and is often bullied in the playground.

appear to be far behind.

Teagan Ainslie - 17712779

Emotionally Thomas struggles to regulate his emotions and often has

also lacks awareness of others emotions and feelings.

Implications for Physical Education

Thomas needs structure, classes will need to be organised in a similar way.

structured way will be included.

Sarah Clark profoundly deaf

Teagan Ainslie - 17712779

Impact of learning disorder/difficulty

pronunciation is where she struggles most.

relationship with her mother and sister.

struggles to understand a concept.

Implications for Physical Education

May lack attention and struggle to concentrate on instructions

Teagan Ainslie - 17712779

Jessica Smith developmental delay (aide)

Jessica has an intellectual disability, which doctors believe is a result of her

delayed first speech.

needs when she finished the year.

Teagan Ainslie - 17712779

her to attempt it again.

Implications for Physical Education

Inability to understand instructions and explanations of rules and games.

Ben Davis ADHD

Ben has Attention Deficit Hyperactivity Disorder (ADHD) that he was

Teagan Ainslie - 17712779

when he has to sit still

are well advanced compared to that of his peers.