Teachers name: Adam McCann Class: Year 7 Boys PE

Unit Title: Invasion Games Term 3 and 4, 6 x 52 minute lessons

Unit Overview: students experience and perform a variety of movement skills and acquisitions in a variety of game contexts. Through participation in
selected invasion games (Oz Tag and Ultimate Frisbee), students apply themselves for the purpose of improving the quality of performance and the
achievement of set goals. In achieving this, students are able to successfully refine movement in order to achieve skill outcomes such as interacting,
making decisions and communicating as they continue to progress their movement skills.
Strand Outcomes Skills
Strand 4: Lifelong Physical Activity 4.4 A student demonstrates and refines movement skills 4.11 Communicating
in a range of contexts and environments. 4.12Decision Making
4.5 A student combines the features and elements of 4.13 Interacting
movement composition to perform in a range of 4.14 Moving
contexts and environments. 4.16Problem Solving

Learn Abouts Learn Tos

4.4: Types of movement skills 4.4: Practice and refine fundamental and specialised movement skills in
Fundamental predictable and dynamic learning environments
Specialised manipulative Participate in a variety of movement activities to demonstrate and
Aspects of movement skill development enhance body control and awareness, object manipulation and
Body control and awareness anticipation and timing.
Object manipulation and control Demonstrate movement skills through a range of experiences including
Anticipation and timing - Games from categories such as target, striking/fielding,
Contexts for specialised movement skills invasion and net/court.
Games 4.5: Participate in a range of movement activities that demonstrate and
enhance their ability to:
4.5: The features of movement composition - Understand the influence of purpose when composing
Purpose movement
Responding to stimuli - Responds creatively to stimuli e.g. player movements
Improvising - Improvise movements to solve problems, e.g. defending or
Planning attacking strategies, expressing ideas
Sequencing - Combine simple movement patterns into logical sequences
or phases.
Provide and make use of constructive feedback to refine movement
performances
Assessment Opportunities: Ongoing Assessment will occur
throughout the unit as concurrent and evaluative feedback will occur
from a teaching position. As the unit progresses and different parts of
the unit come to completion. Self-reflection and peer assessment will
occur at the conclusion of each sport throughout the unit. Ongoing
analysis of refining movement skill and movement compositions will
be applicable to each student. Note: Teacher marking rubric and peer
assessment sheets will be attached to this unit and noted throughout
the unit plan.
Cross Curricular Connections:
- Information and Communication Technologies (ICT)
- Literacy and Numeracy
Differentiation Adjustments: Each activity has relative adjustments for students
who may find a task difficult or uncomprehend able. Each lesson plan (attached)
has relevant progressions or changes to primary and action rules (unwritten) to
allow each activity inclusive and assessable for each students abilities. These
adjustments allow the marking of assessment to be fair and just throughout the
unit and free of bias to students who may have background experience within
the chosen sports. Pre nominated teams may be appropriate to allow abilities of
different students to mix.
Risk Management: Before beginning any practical or theoretical session its
essential that relevant Risk Management steps are taken. Identifying, Assessing,
Eliminating and Monitoring any hazards or risks associated is essential to ensure
the best duty of care for each student. E.g. Checking the field for glass, divots
before each session or faulty equipment to be used.

Syllabus and Teaching Focus Learning strategies Resources/Equip needed (overview)

Lesson 1:
Students Learn About:
Types of movement skills
Fundamental
Aspects of movement skill development
Body control and awareness
Students Learn To:
Practice and refine fundamental and
specialised movement skills in
predictable and dynamic learning
environments
Lesson 1 Defensive Plays in Oz Tag: Generic Equipment for Each Lesson:
- Sunscreen available
Introduction: Students are introduced to the topic and - Whistle
questioned about various sports they might have played or Lesson 1:
heard of that can be considered invasion games and why?
Students are introduced to two sports focused on throughout - Tags x52
the unit (Oz tag and Ultimate Frisbee) and made aware that - Belts x26
the unit focuses on progression of skills to whole practice and - Cones (for marking
performance from defensive and offensive patterns of play. drills and field)
- Oval or indoor court
Warm Up Activity- Mad Tag: Students receive tags and belt, (weather permitting)
collecting as many tags as possible as an individual. - Footballs x 13
(Progressions noted in LP1)

Skills and Drills- Ship and Shore (Defence): Students are in a

horizontal line with a partner of similar ability. Ship or Shore is
called person in that direction moves before partner is able to
grab their tag.

Lesson 2:
Students Learn About:
Aspects of movement skill development
Anticipation and timing
Object manipulation and control
The features of movement composition
Responding to stimuli
Students Learn To:
Participate in a variety of movement
activities to demonstrate and enhance
body control and awareness, object
manipulation and anticipation and
timing.
Skills and Drills- Crossing the Line (Defence): In the same
partnerships as before students are separated into teams. Only
allowing their partner to be tagged. Students with a time limit
are placed 20 meters from the line. Students are defending
their line without a ball whilst only tagging their partners.
Teams are given time to strategize.
Cool down/ reflection and introduction to offence: Students
are given an opportunity to use and correctly pass a football
leading to following week.
Lesson 2 Offensive Plays in Oz tag: Lesson 2:
Warm Up Activity- Mad Tag: Students receive tags and belt, - Tags x 52
collecting as many tags as possible as an individual - Belts x 26
(Progressions noted in LP2). - Cones (for marking
drills and fields)
Skills and Drills- Target Passing: Students are split into small - Hula Hoops x12
sided teams with target hoops set out in front of them. Facing - Footballs x4
side on students pass both left and right, three attempts each - Oval or indoor court
side to achieve a score for their team. Technique adjustments (weather permitting)
are scripted throughout by the teacher.
Skills and Drills- Team 2v 1: In corresponding teams students
play a simple offensive drill of 2v1 rotating attackers and
defenders throughout. Progression to 3v2 can also occur.
Groups of 5 or 6.
Modified Game- Possession Tag: Students will split into two
even teams depending on numbers. Two smaller games at
once may be appropriate. Students manipulate the ball to
achieve 10 passes without being tagged, knocked down/ on or
intercepted (Progressions noted in LP2).
Lesson 3:
Students Learn About:
Aspects of movement skill development
Anticipation and timing
The features of movement composition
Purpose
Students Learn To:
Participate in a variety of movement
activities to demonstrate and enhance
body control and awareness, object
manipulation and anticipation and
timing.
Lesson 4
Students Learn About:
Contexts for specialised movement skills
Games
Students Learn To:
Demonstrate movement skills through a
range of experiences including
- Games from categories
such as target,
Lesson 3 Modified Oz tag: Lesson 3:
- Tags x 52
Warm Up- Possession Tag: Students will split into two even - Belts x 26
teams (depending on numbers two games at once may be - Cones ( for marking
appropriate). Students manipulate the ball to achieve 10 drills and fields)
passes without being tagged, knocked down/ on or intercepted - Footballs x2
(Progressions Noted in LP3). - Oval or indoor court
(weather permitting)
Modified OZ tag- No kicking: Students are sat and explained
the rules associated to Oz tag and reiterated that kicking will
not occur in this game (may be used as a progression).
Students are given 3 tackles to score and students are only
allowed to tag a partner on the opposite team promoting
defence as well as offence.
Oz tag Round Robin: In smaller teams of 5 or 6 (possession tag
teams) students play on smaller fields yet are able to play the
full rules of OZ tag including the kicking aspect. The smaller
field limits large kicks and promotes accurate choices of
movement skill and reasonable adjustments. (Teacher
assessment with attached marking criteria will occur during
and after lesson)
Lesson 4 Introduction to other Invasion Games: Lesson 4:
- Frisbees x13 (if not this
Introduction: Students are introduced to another invasion many can have small
game with similar objectives and skills to Oz tag which is groups)
Ultimate Frisbee. The change in equipment allows for students - Cones (parameter
to experience different game categories and play sequences marking)
associated that are similar and different to Oz tag. -
Warm Up- Rob the Nest: Unlike traditional rob the nest
students use a Frisbee to collect tennis balls from an inner hula
hoop (like an egg and spoon race). This way, students are able
 striking/fielding, invasion to manipulate a new object and play around with grips and
and net/court. techniques when having a Frisbee.

- Combine simple
movement patterns into
logical sequences or
phases.
Skills and Drills- Frisbee Toss (Offense): In pair students
practice tossing a Frisbee after class demonstration by the
teacher of correct technique.
Skills and Drills-The catch and pivot and throw (Offence): In
groups of 5-6 students are to nominate a person for the
middle. Students in the outer circle toss the Frisbee to the
center who pivots and passes to another team member.
Incorrect catch, pivot or pass results in switching the middle
person.

Conclusion/ ICT: Students are to change 5 minutes early to

watch clips and drills for understanding for the following
lesson. Students are explained the rules and questioning will
occur on different defensive structures and action rules that
may be manipulated as the unit progresses.

Lesson 5 Lesson 5: Defence vs Offence: Lesson 5:

- Frisbee x 13
Students Learn About: Warm Up- Frisbridge - Cones ( parameter
Planning Students in teams of 5 or 6 use a Frisbee to play a variation to marking)
Sequencing tunnel ball by creating a bridge. Students nominate a thrower
Performing who passes to the front of a line and continues to do so till
Students Learn To: everyone has caught thrown back and ducked. Last person
Provide and make use of constructive feedback becomes tossee and rotates through the team. (Risk
to refine movement performances management assessment attached in LP5)
Improvise movements to solve problems, e.g.
defending or attacking strategies, expressing Skills and Drills End zone 2 v 1: In their teams of 5 or 6 from
ideas previous drill students similar to earlier Oz tag drill play 2 v 1
with two players in opposing end zones. The 1 or defender in
the middle uses anticipation to intercept the Frisbee.
 Modified Game- Half Court Ultimate Frisbee: Half court
ultimate Frisbee (similar to basketball half court rules) involves
change in attack when the Frisbee is in dispute or lost by an
offensive pattern of play. Students are given time to as a team
come up with defensive and offensive plays based on the
parameters of the game.

Lesson 6: Lesson 6: Lesson 6:

- Frisbee x 4
Students Learn About: Warm Up- Frisbridge: Frisbridge with relevant progressions - Cones (parameter
Contexts for specialised movement skills from lesson 5 will occur. marking)
Games - Peer marking
The features of movement composition Modified Game and Assessment: Students are split into three assessment sheets x
Planning teams for a round robin like scenario of Ultimate Frisbee. 26
Sequencing Students who arent in the two teams playing ultimate Frisbee
Performing will peer assess a player on the field, based on their movement
skill, anticipation, object manipulation and timing based on
Students Learn To: both offensive and defensive patterns of play. (relevant peer
Participate in a variety of movement assessment marking criteria attached in LP6)
activities to demonstrate and enhance
body control and awareness, object Conclusion: The unit is wrapped up and any questions or
manipulation and anticipation and progression associated to each sport is noted by the teacher.
timing. Peer assessments sheets are collected and marks are relegated
Demonstrate movement skills through a and allocated with corresponding marks by teacher.
range of experiences including
- Games from categories
such as target,
striking/fielding, invasion
and net/court.
- Responds creatively to
stimuli e.g. player
movements
Improvise movements to solve problems, e.g.
defending or attacking strategies, expressing
ideas