Soccer & Drivers Ed Unit Plan

Year Level: Year 10 Health & Physical Education

Unit Length: 6 Weeks (6 singles lessons and 3 doubles lessons = 12 lessons in total).

Class Context:

This 6-week unit is designed for Year 10’s studying Soccer and Drivers Ed in Health & Physical
Education. This unit will consist of 3 practical lessons and 1 health lesson per fortnight. Each lesson
will be approximately 45 minutes in duration (90 minutes for double lessons).

Core 10.1 Class

This class consists of 24 students – 13 male and 11 female students.

Lesson Focus:

During the theory lessons, drivers ed will be the focus for this unit of work. Students will cover
topics such as:
- Road Safety
- Responsible driving skills and attitudes
- Road use behaviour
- Legislation
- Obtaining a license

During practical lessons, soccer will be the focus for this unit of work. Students will cover a
variety of skills such as:
- Dribbling
- Trapping
- Passing
- Kicking
- Heading
- Shooting
- Defending

Teaching Strategies:

Game Sense Approach: small sided games with play practice tasks used to focus on technical
and tactical development.

In addition, the SEPEP Model will be incorporated into the unit of work during practical lessons.
Through this model, students will fulfil roles that include:
- Coach: Runs the warm-ups and completes the half-time addresses.
- Captain: On field leader.
- Referee/Linesmen: Learns basic rules of the game and assists teacher in running of
 games.
- Statistics: Records game statistics during the game.
- Publicity Manager: Runs a class social media account to post recent scores, anecdotal
events and other relevant information.
- Film Crew: Using iPad/iPhone camera, students involved in this job produce and edit a
video of the different highlights form the sport.

Relevant Content Descriptors

Moving Our Body

- Provide and apply feedback to develop and refine specialised movement skills in a range
of challenging movement situations (ACPMP099).

- Develop, implement and evaluate movement concepts and strategies for successful
outcomes with and without equipment (ACPMP101).

Learning Through Movement

- Devise, implement and refine strategies demonstrating leadership and collaboration
skills when working in groups or teams (ACPMP105).

- Transfer understanding from previous movement experiences to create solutions to

movement challenges (ACPMP106).

Contributing to Healthy and Active Communities

Plan, implement and critique strategies to enhance health, safety and wellbeing of their
communities (ACPPS096).

Achievement standards/Performance Standards

By the end of Year 10:

- They apply and transfer movement concepts and strategies to new and challenging
movement situations.

- They apply criteria to make judgements about and refine their own and others’
specialised movement skills and movement performances.

- They work collaboratively to design and apply solutions to movement challenges.

Students access, synthesise and apply health information from credible sources to propose and
justify responses to health situations

Unit Learning objectives

As a result of the planned learning experiences from this unit students will:
 Understand:
- The rules of soccer and how to play according to those rules.

Know:
- The different positions (i.e. goalkeeper, defender, midfielder and attacker/striker).
- The dimensions of a soccer pitch.

Be able to:
- Demonstrate the basic skills of soccer (i.e. dribbling, passing, shooting, goalkeeping etc.).
- Work collaboratively in teams.
- Demonstrate how to play and use equipment safely.

Unit Essential Questions

- What are the rules of soccer?
- How can I transfer these skills learnt to other sports or physical activity outside of
school?

Addressing General Capabilities Addressing Thinking Skills

Literacy: Introduce specific terminology
used in a soccer context (i.e. 1-2 pass,
goalie/keeper, fullback etc.).
Numeracy: Use calculation, estimation
and measurement to make sense of
information related to soccer.
- Blooms Taxonomy: Provide students with
opportunities/situations that promote higher
order thinking.
- KWHL: Prior Knowledge: Pre-assessing
students during the first lesson to gauge
where students’ prior knowledge.

ICT: Students use ICT as a key tool for

communicating, collaborating, creating
content, seeking help, accessing
information and analysing performance
(i.e. technology will be used throughout
the SEPEP concept of the unit).

Critical & Creative Thinking: Students’

are required to think critically and
creatively through learning experiences
that encourage them how to pose
questions and seek solutions.

Personal & Social Capability: Students

work independently and collaboratively in
movement and non-movement-based
activities.

Content/Instructional/assessment adjustments
Throughout the unit of work all drills will have constraints that the teacher can add or remove to
increase/decrease the complexity of the drill according to students’ learning
demands/requirements.
Planned unit assessment tasks to measure and inform learning

Pre/Post-Assessment
- Soccer Rules & Skills Pre-Assessment.

On-going
- Student directed activities
- Discussions

Types of Assessment Tasks

o pre-assessment o anecdotal comments o displays
o observations o checklists o practical demonstration
o work samples o portfolios o conferences/
o oral presentations o exit cards discussions
o essays/reports o posters o tests/quizzes/exams
o
Core 1

Week Lesson Topic

1 PE (Single) Introduction & Game

2 PE (Double) Passing & Trapping

Health (Single) Worksheet #2 & Discussion

3 PE (Single) Dribbling

4 PE (Double) Shooting & Kicking

Health (Single) Learners Test & Discussion

5 PE (Single) Defending & Heading

6 PE (Double) Finals & Culminating Event

Health (Single) Give way & Hazard

Tests/Discussion

Core 2

Week Lesson Topic

1 Health (Single) Worksheet #2 & Discussion

PE (Single) Introduction & Game

2 PE (Double) Passing & Trapping

3 Health (Single) Learners Test & Discussion

PE (Single) Dribbling

4 PE (Double) Shooting & Kicking

5 Health (Single) Give way & Hazard

Tests/Discussion
PE (Single) Defending & Heading
6 PE (Double) Finals & Culminating Event
 WEEK 1 LESSON 1 (Single): Introduction
Learning Outcomes Activity Focus Organisation Time
- Introduce topic and - Discussion/PowerPoint - Refer to appendix A for pre- 15 Minutes
the learning assessment task.
objectives
throughout the unit
(SEPEP). - Pre-assessment task
- To determine
student’s prior
knowledge and
individual
readiness

- To determine Full-size Game: SEPEP 30 Minutes

students’ current teams and individual roles will
levels of skills in be determined before the end
soccer. of the lesson.
- Assist in picking
SEPEP teams for
this unit.

- Similar to this formation, depending

on numbers in class.
 WEEK 2 LESSONS 1 & 2 (Double): Passing/Trapping
Learning Outcomes Activity Focus Organisation Time
- Students will Warm Up: Warm Up Diagram 15 Minutes
develop the - Go through rules of
understanding soccer to ensure students
and ability to begin to become familiar
demonstrate with them.
how to - Coaches lead teams in a
successfully warm up jog/dynamic
execute and stretching
trap (control) a - Small-sided games are
pass to and then played.
from a Play Practice: Passing Cues: 50 Minutes
teammate. - Inside of foot contact
- Students will Skill breakdown: Students will - Ankle firm/locked.
begin to be shown how to pass a ball - Non-kicking leg
understand the and control a ball properly. alongside the ball
value and pointing at the
importance of target.
teamwork - Knee over the ball
during the ‘pre- on contact.
season’ phase
of their SEPEP Trapping Cues
program. - Position body in line
with the ball.
- Present controlling
surface to the ball

Drill 1: push pass in pairs (class
competition).
- Pairs have 1 minute to
pass between each other
and attempt to get more
than the other pairs in the
class. Three rounds both
feet.
Drill 2: Train track passing.
- Similar to the first drill,
but students must now
control the ball in a zone
marked by cones.
- Every pass that is
successfully controlled in
the zone counts as a
point. Students have 10
attempts each.
Extend/reduce distances
if needed.
- Keep eyes on the Drill 1 Diagram
ball
- As the ball hits your
body, give with the
ball.
-
Question
1. How can you both
pass the ball quicker
to gain more passes
than others?
Drill 2 Diagram
Questions
1. How can you make
it easier for your
partner to
control/trap the ball
in the zone?
2. If you are struggling
to control/trap the
ball in the zone,
what do you think
you could do to
improve?
 Drill 3 Diagram

Drill 3: Circle
Possession/Passing
- Keep the ball of students
in the middle.
- If the middle students
intercept a pass, the
student who passed it
and the student to their
left go into the middle.
Drill 4 Diagram
Drill 4: 3v3 passing to score. Questions
- Students play on a small 1. To help your
pitch (no goals). teammate once you
- Students must pass and have passed to
them, what do you
move, trying to keep the
think you should do?
ball off the opposition. 2. How can you make
- 5 consecutive passes your passes more
equal a goal. First to 10 effective?
wins.
SEPEP Pre-Season: Same as warm up diagram 15 Minutes
- Students participate in
‘pre-season’ phase and
play 6v6 games.
Lesson Closure: 10 Minutes
- Reiterate passing and
trapping cues from the
lesson.
- Allow students to ask
questions that have
related to the lesson.
- Give students time to
meet in their SEPEP
groups and discuss tasks
they may need to
complete.
 WEEK 2 LESSON 3 (Single): Health
Learning Outcomes Activity Focus Organisation Time
- Students will Graduating Licence - Guide https://play.kahoot.it/#/k/e0d532c0- 10 Minutes
become aware of Scheme Quiz students 253f-4990-80ab-a95f65c2489b
the requirements - Quiz students on through
of how to get your what they need to do Kahoot
learners permit in in order to get their quiz on
SA. L’s all the way to a Graduated
- Students will be full licence. Licencing
aware of the - CAN BE DONE AS A Scheme.
lesson objectives. KAHOOT!
- Students will - Students will 30 Minutes
understand how complete worksheet
the Graduate 2 (appendix B).
Licensing Scheme - Once all students
influences have finished, if time
obtaining a permits, they will go
driver’s licence. through the answers
- Students will allow as a class and have
understand and a discussion, so
be able to students can ask
comprehend the questions.
differences
between learners,
provisional and full
licences.
- Recap lesson Discussion 5 Minutes
objectives (exit - Discuss the learner’s
card). theory test and
aspects students are
confused with.

Exit Card
- Handout exit card to
students.
- Students must
complete and hand
up before they leave
class.
 WEEK 3 LESSON 1 (Single): Dribbling
Learning Outcomes Activity Focus Organisation Time
- Students will be Warm Up: 10 Minutes
able to understand - Go through rules of
and demonstrate soccer to ensure
how to dribble with students begin to
both feet using become familiar with
different types of them.
dribbling - Coaches lead teams
techniques. in a warm up
jog/dynamic
stretching
- Small-sided games
are then played.
Play Practice: Dribbling Cues 20 Minutes
- Caress ball in
Skill breakdown stride
- Students will be - Use inside,
shown how to outside, sole or
dribble a ball laces of boot.
successfully. - Close control
Students will then be pushing firmly.
able to apply this - Change of
knowledge to drills pace and
in the lesson direction
Look up as much as
possible.
Drill 1: Follow the leader
- In a marked out
square, students Drill 2 Diagram
work in pairs.
- The first leader runs
around the zone
with their partner
dribbling a ball and
following them.
- Players rotate roles.

Drill 2: Dribbling Relay Questions

- Teams of 3-4 1. How can you
- Dribble around team increase the
Drill 3 Diagram
and back to start. speed of your
- Student (blue) runs dribbling?
up to line where ball 2. Why is having
is waiting (red) good balance
dribbles ball around and agility
team mates (black) important
returns ball to line when
and runs back and dribbling?
tags next team
mate.

Drill 3: Knockout Questions

- Students have a ball 1. If successful,
each. what strategies
 - Students are did you think
required to dribble in helped you last
a square keeping longer than
their ball close to others?
them. 2. If
- Once the whistle unsuccessful,
goes, students are how can you
able to kick other improve your
student’s balls dribbling to
outside the square. have a better
- Last person in the chance of
square wins. winning?

SEPEP Round 1: 15 Minutes

- Round 1 of SEPEP
tournament begins.
- Two teams face off
with the team not
playing fulfilling their
individual roles.
 WEEK 4 LESSONS 1 & 2 (Double): Shooting & Kicking
Learning Outcomes Activity Focus Organisation Time
- Students will Warm-Up: Warm Up Diagram
know and - Coaches lead teams 15
understand the in a warm up (running Minutes
lesson and dynamic
objectives and stretching).
sequence for - Small-sided games
today’s lesson. are played as the
warm up activity.

- Students will Skill Breakdown: Cues Technique Diagram

know, - Students and teacher - Look at the ball. 65
understand and will go through how to - Place your non- Minutes
be able to kick successfully kick/shoot kicking foot evenly
and shot by breaking down the and vertically next to
accurately, skill. the ball.
efficiently and - Point your non-
confidently in a kicking foot to where
game of you want to kick it.
soccer. - Use arm (same side
- Students will as non-kicking leg) to
understand the balance.
important of - Bring your shooting
kicking and leg back as far as
shooting and possible.
how it - Lock your ankle.
influences Drill 1: Partner Kicking
gameplay in - Once students have
soccer. learnt the technique
for kicking, students
will work in pairs and
practice long passes
to each other.
Drill 2: Penalty Shootout
- Split the class into two
teams.
- Have students face of
in a penalty shootout.
- Follow through.
Questions
- What did you guys
find
challenging/Struggled
with when passing
long to each other?
- How can you
fix/improve in these
areas?

Soccer Rounders Diagram

Drill 3: Soccer Rounders Questions
- Split class into even - How can you give
teams. yourself more time to
- Kicking team and run to the first base?
fielding team. - What is important to
- Set up diamond field. consider when
- To play, server passes attempting to kick the
the ball to the first ball high and long?
kicker.
- First kicker controls
the ball and then has
3 seconds to kick the
ball.
 - Fielding team retrieves SEPEP Field Diagram
the ball and kicks it to
the server. If the ball
gets back to the server
before they get to the
base, they are out.

SEPEP Round 2:
- Round 2 of SEPEP
tournament begins.
- Two teams face off
while the team not
playing fulfilling their
individual roles.
- Recap main Exit Card - Handout exit card.
learning - Students will compete - Give students the 10
objectives of exit card and hand it opportunity to ask Minutes
the lesson. back to the teacher question related to
before they leave today’s learning
class. objectives
 WEEK 4 LESSON 3 (Single): Health – Learners Test
Learning Outcomes Activity Focus Organisation Time
- Students will Finish Worksheet #2 - Lead students in 15 Minutes
become aware of - Students are given 15 minutes the discussion and
the requirements to finish off and go through answers
of how to get their answers as a class.
your learners
permit in SA.
- Students will be
aware of the
lesson
objectives.
- Students will - Students will follow the link and 30 Minutes
practice and attempt the ‘Multiple Choice’
become familiar quiz:
with road rules. https://www.raa.com.au/motori
- Students will be ng-and-road-safety/driver-
able to education
demonstrate - Class discussion about the test
their level of and unclear questions students
knowledge of experienced.
road safety - If time permits, student practice
through the aussie drivers test following
leaners permit this link: https://aussie-
test. driver.com/south-australia/sa-
learner-permit-practice-test-1/
 WEEK 5 LESSON 1 (Single): Defending, Throw ins & Heading
Learning Outcomes Activity Focus Organisation Time
- Students will - Students will - Minutes
understand understand
Warm-Up: Warm Up Diagram Minutes
- Coaches lead teams in
a warm up (running
and dynamic
stretching).
Small-sided games are
played as the warm up
activity.

Play Practice

Drill 1

Drill 2
SEPEP Field Diagram
Drill 3

SEPEP Round 3
- Round 3 of SEPEP
tournament begins.
- Two teams face off
while the team not
 playing fulfilling their
individual roles.

- -
 WEEK 6 LESSONS 1 & 2 (Double): Finals & Culminating Event
Learning Outcomes Activity Focus Organisation Time
- Students will be Warm Up
able apply skills - Students will go through their warm ups. 45 Minutes
they have learnt - Students will then play in a finals
throughout the unit competition to decide the outright
of work and play winners of the unit (SEPEP) season.
their SEPEP Finals
and 3rd v 4th Playoff SEPEP Games
Final. - Students will play games until the
winner, 2nd and 3rd are decided.

- Students will Presentation

celebrate the - Students will then have a presentation 45 Minutes
SEPEP unit through where to winning team will receive their
a presentation medals and the season’s MVP will be
(M.V.P awarded, awarded.
winning team
medals given out, Highlight Reel
etc). - Students will then view each teams
- Students will then video they have made during the unit.
have a class party
for the rest of the Party
lesson. - The rest of the lesson students will have
a class party (students are required to
bring in food and beverages).
 WEEK 6 LESSON 3 (Single): Health – Give Way & Hazard Tests
Learning Outcomes Activity Focus Organisation Time
- Students will - If needed, students can continue to finish
understand that worksheet #2 if they have not already. 20
the laws in Minutes
terms of ‘give Give Way Test
way’ when - Students will practice their give way test.
learning to - Show students video:
drive. https://www.youtube.com/watch?v=NMzLyz2EliI
- https://www.youtube.com/watch?v=lkNjM4gfV9k
- After they have completed it, we will go through
it as a class together and discuss/address any
issues that arise.
- http://www.giveway.co.nz/interactive
- Students will Hazard Perception Test
be able to - After the give way test, students will practice the 20
make hazard perception test. Minutes
appropriate - Once they have completed it, we will go through
judgment calls it as a class and discuss/address and issues
when faced that arise.
with potential
hazards when If time permits, students can practice the learner
driving in a real theory test (previous lesson) or watch an episode of
world context. the RBT series.
Appendix A: Pre-Assessment Task

Soccer Rules & Skills Pre-Assessment

Task

1. How many players does each team have (including a

goalkeeper):

A) 20
B) 9
C) 11
D) 6

2. To shoot the ball, players should point their toes to the

ground and kick the ball with their laces?

A) True
B) False

3. If an OFFENSIVE player is fouled in the box, the result is

a __________ kick.

4. It is best to pass with which part of the foot?

A) Outside
B) Top
C) Inside
D) Bottom
5. A penalty kick is taken __________ yards away from the
goal line.

6. According to FIFA, a player who receives a __________

card is ejected from the game.

7. Which one is NOT essential on soccer?

A) Footwear
B) Shin pads
C) Mouthguard
D) Socks

8. The duration of a game lasts ___ minutes.

9. What statement best describes a proper throw-in?

A) Both hands must be on the ball behind your head, both

feet must be on the ground.

B) You can throw with one hand, but both feet must be on the
ground.

C) Both hands must be on the ball, you can jump or stand

while throwing.

D) You must throw underarm using both hands, feet position

does not matter.

10. The goalkeeper can always use his/her hands

A) True
B) False

11. Which of the following scenarios would likely cause

an offside freekick to be called?

A) A midfielder moving in front of his/her own forwards.

B) A forward racing and beating a defender to a ball that was

just kicked near the goal.

C) A forward stays down by the other team’s goal, even if the

play in the other half of the field, waiting for the ball to be
passed to them.

D) A defender hangs back by his/her goalkeeper in case

there is a counter attack.

12. List as many rules you can think of that apply to

soccer.
Appendix B: Driver’s Ed Worksheet 2

Year 10 Core PE Driver Education

Go to http://www.mylicence.sa.gov.au/
Click on > My car licence > Pre learner > Getting ready to drive > Graduated
Licensing Scheme. Answer the following questions.

1. What do current statistics show about new drivers, particularly

between the age of 16 to 24 years?
_______________________________________________________

2. What is the Graduated Licensing Scheme?

3. What are the 2 key requirements required to obtain your Learner’s

permit?
 _______________________________________________________
 _______________________________________________________

4. What are the 6 key requirements associated with the P1 Provisional

Licence?
 _______________________________________________________
 _______________________________________________________
 _______________________________________________________
 _______________________________________________________
 _______________________________________________________
 _______________________________________________________

5. What are the 2 key requirements associated with the P2 Provisional

Licence?
 _______________________________________________________
 _______________________________________________________

6. What are the 2 key requirements associated with a Full Licence?

 _______________________________________________________
 _______________________________________________________
Click on > My car licence > Learner’s permit > Learning to drive > watch video
‘practice practice practice’.
Click on > My car licence > Learner’s permit > Learning to drive > L-rules. Read the
Learner’s permit conditions and laws & Other laws

Click on > My car licence > Learner’s permit > Learning to drive > L-rules > New
laws > Read more. Watch the video ‘Why teens drive best alone: Expert Steve
Biddulph
Now click on the tab > The new rules

7. Outline each the two new P-Plate rules and the reason for these new
rules.

Rule:_____________________________________________________

Reason:___________________________________________________
_________________________________________________________
_________________________________________________________

What is an example of an exemption?

_________________________________________________________
_________________________________________________________

Rule:_____________________________________________________

Reason:___________________________________________________
_________________________________________________________
_________________________________________________________

What is an example of an exemption?

_________________________________________________________
_________________________________________________________

8. Outline the three other key changes to the rule and the reason for
change

Rule:_____________________________________________________

Reason:___________________________________________________
_________________________________________________________
_________________________________________________________

Rule:_____________________________________________________
Reason:___________________________________________________
_________________________________________________________
_________________________________________________________

Rule:_____________________________________________________

Reason:
_________________________________________________________
_________________________________________________________
_________________________________________________________