SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

Tutorial __ Group ___ Student 1 ______ 2 _______ 3 _______
! 4_______
LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)
Year Level: 6 Time:9:00am Students’ Prior Knowledge:
Date: 23/04/2018
Students have previously learnt evasion skills in
other sports, as well as passing and catching skills
Learning Area: Health & Physical Education which will transfer through to touch rugby.

Strand: Movement and Physical Activity Focus Area:

Games and Sports (GS) - Touch Rugby

Sub-strand: Moving Our Body

Content Descriptor: Teacher’s Prior Preparation/Organisation:

Practise specialised movement - Ensure all equipment is available and in working
skills and apply them in a variety of movement order
sequences and situations (Ss1.1MPA06) - Whistle
- Watch
Propose and apply movement concepts and - Water and sunscreen
strategies with and without equipment
(Ss1.2MPA06) Equipment List
- 40 cones
- 10 balls
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
Competence creative behaviou Social competence understanding
thinking r

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

• Practice the correct footwork whilst passing in the staggered start drill
• Apply evasion skills whilst demonstrating the correct passing footwork in the Box passing drill
• Apply passing skills in a competitive environment, with the introduction of rules.
• Demonstrate an understanding of when to use certain attacking strategies/tactics to move past a
defender

LESSON EVALUATION

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Assessment of Lesson Objectives and Suggestions for Improvement::
At the end of the lesson, the teacher should consider:
- if the students were physically active and engaged in the activities
- did the students follow the KTP’s given for passing?

Teacher self-reflection and self-evaluation:

- Were my activities level appropriate?
- Did the activities flow, and follow through from stage 1 to stage 3/4?
- Did students enjoy the lesson?
- If a student became disengaged, what did I do to solve this issue?
- Were my instructional tasks clear and concise?

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LESSON PROGRESSION
Time Motivation and Introduction:
- Introduce Touch Rugby to students
0:00 - highlight key rules of the game
- Ask students if any have played the game before?

Student Organisation Lesson Content Class Organisation Resources/

0:03
(Individual task structure, differentiation) (Content & KTP) Equipment
(Position of teacher/students, setup/working area/grids for
Warm Up class, transitions)

“Zig Zag Passing” KTPs Equipment

1. Students in groups of 8-10 “Step away, step towards”
- 25-30 cones
“hands, cradle, step,
2. Pass down the zig zag and - 3-6 balls
swing”

back
3. Ensure students are using Each zig zag is positioned next to each,
both left and right passes Extension with 5 m in between

- add competition
- Add a second ball

The teacher is able to stand at the

front, in the middle and observe all 3
groups

0:09 Bridging organization

- ask students to collect cones, and bring the balls in to the teacher
- The teacher will then split the students into 3 even groups
- the teacher will set up cones for the next activity, with the assistance of some students

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0:10 Activity 1
“Staggered Start” (Stage 1)
• Player 1 run towards the
first cone, then passes to
the next player
• Continues down the line
until at the last person
• Group then turns around
and does the same on the
way back
KTP Equipment
“Step away, step towards” - 30 cones
“hands, cradle, step, - 3 balls
swing”
Class Organisation
Extensions
- 3 grids next to each other
- make it a competition
- Allows teacher to stand in front or
between the groups
behind, and be able to see all
- Eg first to 3 rotations students
- Widen the passing lanes

0:20 Bridging organization

- Ask students to bring equipment to a central point
- refresh students on some of the KTP’s of passing
- Organise students into groups of 3, then ask each group to collect 4 cones and create a square
like the one you have demonstrated (Each square in 2 rows)

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0:23 Activity 2 KTP Equipment
“Box Passing” (Stage 2) “Step away, step towards” - 40 cones
- Groups of 3

“hands, cradle, step, - 10 balls

- Keepy off
swing”
- Passing backwards

- Switch roles after 5 Class Organisations

made passes
Extensions
- 2 rows of 5 squares
- make one side of the
square the try line, aim to - Teacher can walk through rows and
observe students
score a try

0:30 Bridging organization

- Instruct students to collect their 4 cones and ball, and bring it in to central point
- Ask students if having a defender made it more difficult to execute a pass
- Ask students to join another groups of 3, forming groups of 6
- Instruct each groups to collect 6 cones and a ball
- Ask each group to set up their cones just as you showed in the demonstration

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0:31 Modified Game KTP Equipment
• 3 attackers, 2 defenders “Step away, step towards" - 30 cones
• Aim to pass defenders and “hands, cradle, step, - 5-6 balls
score a try swing”
• Must have scoring, with an
umpire Class Organisation
Extensions
• Umpire instructs defenders - have each grid in a row, so the
where 5m line is - 2 attempts only teacher is able to see each game
all at once
• 3 attempts to score a try

0:43 Bridging organization

- ask students to pack away all equipment and bring to a central point

0:44 Lesson Closure: (Review lesson objectives with students)

- ask students if they can name specific KTP’s of passing in touch rugby
- Ask 2-4 students to give demonstration of the correct footwork whilst passing

Transition: (What needs to happen prior to the next lesson?)

- ensure all equipment is packed away

Assessment: (Were the lesson objectives met? How will these be judged?)
- identify which students achieved the lesson objectives and which didn’t, why?
- Use an observation checklist to assess the KTP’s of each student

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