HPE Unit Outline

PDHPE Course PDHPE 5 Weeks

Subject Duration (weeks):
10 lessons
(2 x 60 minutes
lessons/week)
Strand 2: Movement & Skill Performance Unit Tile: Invasion Games: Shot/Thrown in Target Year 10 Stage 5
Strand: Year/Stage:
Based on classes of
30 students

*What do the roles of attacking, defending and space in invasion games entail?
Key Concepts / Big
*What are the tactical and strategical obstacles in invasion games?
Ideas
(Essential Question)
Invasion games focused on a shot being thrown into a target dominantly enhances movement skills and performance through momentum, locomotive, co-
Unit Context:
ordination, timing and spatial awareness. Due to this unit being taught after striking or fielding games it allows students to further improve the tactical
(Scope and Sequence understanding in games categories. Students are given opportunity to explore a range of small sided games in the category of invasion games focused on shots
Information) being thrown into targets highlighting Aboriginal and Torres Strait Islander histories and cultures, critical and creative thinking, ethical understanding, intercultural
understanding, personal and social capabilities, literacy and numeracy skills within a game sense model.
At stage 5 of development students may have established clear ideas about their preferred forms of physical activity. For this reason, schools have flexibility in
Rationale:
their selection of movement activities; however, a variety is encouraged to maximise students’ enjoyment and the breadth of their experiences. The dominant use
(The importance of of game sense will allow students to be engaged with minor games that are not in a sport context but much rather skill-based activities, the games will be modified
this learning) to meet the varying needs and abilities of students. This will allow students continue their study of the features of movement composition and elements of
composition as they apply their knowledge and skills in more challenging situations. They also investigate ways in which movement composition and
performances can be appraised.

Literacy Focus Numeracy ICT Focus Differentiation

Deliver group lesson presentations -
Plan a mini lesson based on invasion
games by acquiring information on
modified games, process the games’
quality to teach tactical skills, question
whether it can work in a lesson setting,
challenge its ability to teach the diverse
physical capabilities and enjoyment of
classmates by evaluating information
from a wide range of sources. Deliver
lesson on 2 modified invasion games,
the games must meet tactical elements,
aims, concepts, rules, safety etc.
This is also done in the Week 1 Lesson
2 homework task as well as Week 3
Lesson 1.
Understand learning area
Focus
Use for Assessment tasks Games:
Recognise and
use patterns and homework - use *Change size or type of ball/ space/teams:
appropriate ICT to – Add bell ball for visually impaired and to allow them adopt tactical skills in varying
and
collaboratively create their game contexts just like every other student in the class.
relationships –
presentation, generate ideas – Use a different sized or types of equipment such as balls to allow students to transition
analyse team
and develop plans. Also, use their defence or attacking abilities to sustain possession of varying pieces of
scores and how
a range of ICT to research equipment to teach the transferability of skills across various gaming contexts.
skill
chosen games for their – Use larger teams to make games to challenge or ease the transition for students to
development
presentation as well as adopt tactical skills in varying game contexts.
predicted the
completing homework tasks. – Make playing space smaller to make games more challenging for students to adopt
results.
tactical skills in varying game contexts by creating limited space to work with for
Use for 24-hour access to attacking/defending.
content- – Create safe end-zones or spaces for players with limited mobility to participate and to
Using the Google classroom allow them adopt tactical skills in varying game contexts just like every other student
software allows students to in the class
access content any time at
anyplace it gives students an
opportunity to work of
*Print out game cards for ESL students with relevant translations
school assessments outside
– Due to a high influx of ESL students ensure that visual playing cards are available

vocabulary - Using topic terminology
in class discussions, planning,
feedback and self and peer assessment,
presentations and group work.
Expression of opinion is used for
students to use full grammatical
sentences to allow students to give
effective feedback on other student
performance.
school grounds.
Exchange Feedback - select
and use appropriate ICT
tools safely to lead groups in
sharing and exchanging
information, and taking part
in online feedback forms.
with translations so that ESL students feel included and can participate in tasks.
Assessment Task:
*Differentiate assessment for academic ability
– video presentation for shy students with anxiety or academic impairments.
– research task for shy students with anxiety or academic impairments.
– visual example lead presentation with no lesson plan for students who struggle with
written tasks i.e. new ESL students or students with a physical impairment.
– Podcast for shy students with anxiety or academic impairments.
– instructional pamphlet for shy students with anxiety or academic impairments.
– Print out assessment sheets for ESL students with relevant translations. Due to a high
influx of ESL students ensure that assessment sheets are available with translations so
that ESL students feel included and can participate in tasks.

AC Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander histories and cultures  Sustainability

 Asia and Australia’s engagement with Asia

AC General Capabilities
Information and  Intercultural  Literacy  Numeracy  Personal and
 Critical and  Ethical
communication understanding social capability
creative thinking understanding
technology

capability
Other learning across the curriculum areas (Cross-curriculum content)
 Work, Employment and  Aboriginal and  Difference and  Environment  Gender
Enterprise Indigenous Diversity
Outcomes

Values and Attitudes Outcomes

Students Will:
• value health-enhancing behaviours that contribute to active, enjoyable and fulfilling lifestyles.

Knowledge and Understanding Outcomes

Strand Outcomes Content

Learn about: Learn to:

Strand 2: Outcome 5.4 A • aspects of movement skill development • demonstrate movement skills in increasingly complex
Movement skill and student adapts, and challenging activities from a selection of the
– body control and awareness
performance transfers and following contexts:
improvises movement – object manipulation and control – games
skills and concepts to – anticipation and timing
improve
performance. – technique

• influences on skill development and performance • adapt, transfer and improvise movement in increasingly
– transfer of skills and concepts demanding contexts, e.g. varying space, rules,
– learning environments equipment and apparatus, time restrictions and rhythm
– feedback • design and participate in modified activities to improve
– importance of practice performance and promote safe participation in
increasingly complex and challenging situations
– safety
– the role of rules and regulations in safe participation

• applying mechanical principles to enhance performance

– absorbing and applying force
– balance and stability • experiment with the application of simple mechanical
principles to enhance performance and ensure safety,
momentum e.g. modify body position and technique.
Skill Outcomes

Strand Outcomes Content

Interacting 5.13 adopts roles and responsibilities that enhance
group cohesion and the achievement of personal
and group objectives.
Problem solving 5.16 predicts potential problems and develops,
justifies and evaluates solutions.
Students develop the capacity to
interact effectively with others
individually and in groups. Through
team and group tasks they develop an
appreciation of individual difference,
group dynamics and the benefits of
working collaboratively.
Students develop the capacity to apply
problem-solving strategies to a wide
range of individual and community
health issues. They think creatively to
find effective ways of dealing with life
transitions and resource management
issues.
In developing the skills of interacting,
students learn to:
• recognise and respect the needs,
interests, rights and values of others
• act to ensure the safety of self and
others
• recognise the use of power to exert
undue influence.
In developing problem-solving skills
students learn to:
• anticipate, identify, clarify and
frame problems
• adapt or develop strategies to
address problems
• justify the choice of strategies
• apply strategies
• evaluate the process and outcome.
 Overview of Learning

Dura Knowledge & Understanding Content Teaching and Learning Strategies Assessment FOR Resources/
tion: Learning DIGITAL
ARTIFACTS
• aspects of • demonstrate INTRODUCING INVASION GAMES (SHOT/THROWN INTO MODIFICATION Teacher Observation: Homework
Week 1

1
movement skill movement TARGET) Quality of student Tasks on
development skills in  What do the roles of attacking, defending and space in invasion Change size of responses to activity Invasion
games entail? ball/space/teams, add questions. Also, observe
– body control increasingly games found
 What are the tactical and strategical obstacles in invasion games? bell ball for visually and give verbal feedback
and complex and impaired, print out for students to improve on Google
 What did we learn through last week’s lesson and the homework
awareness challenging game cards for ESL skills. classroom
task?
– object activities WARM UP: Keentan (ATSI game) students with relevant under Week 1
manipulation from a translations and the Self- topic and
6 Teams of 5. 1v1 Aim of the game is to keep possession of the ball
and control selection of end-zone can be Assessment/Critics: post titled
without being obstructed first team to reach 6 points wins. effectively usedfor a Students answer
– anticipation the following Week 1
player with limited questions based on each
and timing contexts: Q&A activity posing questions about the jumping technique of this Lesson 2
mobility (attackers or activity to evaluate their
– technique invasion game, timing and agility. For example, “What are the tactical/ defenders). ability and what the
- games strategical obstacles in this game?” What is the role of an attacker?” activity teaches them. To access
“What can be done to make it easier?” google
Formative assessment: classroom use
GAME 2 AND CONCLUSION: 5 Point Player
Homework for students the following
Allow for teachable moments throughout participation of the game to watch lecture and
through the games sense model to allow for student discovery of more code to join
Gaelic football videos to
complex concepts. Students stay in teams from Keentan and stay as the
answer comprehension
1v1. However, 5-point player involves the creation of an end zone and sheet in full sentences to classroom:
the aim of the game is that students need to get the ball through passing ensure background hu6smi0
the ball to their end zone without interception. knowledge for next
lesson.
Q&A activity posing key defending concepts such as anticipation,
spatial and body awareness. For example, “What are the tactical/
strategical obstacles in this game?” “How did your use of the ball make
the team maintain possession?” “How did you use the playing area?”
“What can be done to make it easier for defenders/attackers?”
Remind students to enter the weekly google classroom folder to do
homework for preparation for next lesson.
 • influences • adapt, RECAP ON INVASION GAMES (SHOT/THROWN INTO MODIFICATION Teacher Observation: Homework
2
on skill transfer and TARGET) Quality of student Task for
development improvise  What did we learn through last week’s lesson and the homework Change size of responses to activity group
and movement in task? ball/space/teams, add questions. Also, observe
selection
performance increasingly  Students must get into groups of 6 and record their names onto the bell ball for visually and give verbal feedback
demanding impaired, print out for students to improve found and
google classroom document set up in their Week 3 Lesson 2 folder
– transfer of contexts, e.g. game cards for ESL skills. assessment
for end of term assessment and that the assessment help forum is
skills and varying students with relevant documents on
available.
concepts space, rules, WARM UP: translations and the Movement Task: Google
– learning equipment end-zone can be During the Prison Break classroom
NetFoot Ball
environments and effectively usedfor a Activity ask students to under Week 3
apparatus, 6 Teams of 5 and the aim of the game is to play netball with Oz tag player with limited ultilise skills from last
rules. topic and
time mobility (attackers or lesson and NetFoot Ball
restrictions. defenders). and give individual post titled
Q&A activity posing questions about the transferability of skills. For verbal feedback at the Week 3
example, “Did you the tactical/ strategical obstacles you used last week end of the lesson. Lesson 2
in this game?” “How was the communication of your team?” “Did
Self- To access
kicking a soccer ball change your skills to attack/defend?” “What
Assessment/Critics: google
movement changes can you make to better suit this game? Students answer
GAME 2 AND CONCLUSION: Prison Break classroom use
questions based on each
Students stay in their teams from NetFootball and the aim of the game activity to evaluate their the following
is escape prison without any interception, intercepted the defence scores ability and what the code to join
a point but if the team gets out of prison they score a goal. activity teaches them. the
classroom:
Q&A activity posing questions about learning environments. For hu6smi0
example, “Did you the tactical/ strategical obstacles you used to meet
the requirements of the rules?” “How was the communication of your
team?” “Did the change of space impact your skills to defend/attack?
“What movement changes can you make to better suit this game?
Remind students to enter the weekly google classroom folder to do
homework for preparation for next lesson.
• applying • Experiment RECAP ON INVASION GAMES (SHOT/THROWN INTO MODIFICATION Teacher Observation: Homework
Week 2

3
mechanical with the TARGET) Quality of student Task for
principles to application of  What did we learn through last week’s lesson and the homework Change size of responses to activity group
enhance simple task? ball/space/teams, add questions. Also, observe selection
performance mechanical  Students must get into groups of 6 and record their names onto the
principles to bell ball for visually and give verbal feedback found and
google classroom document set up in their Week 3 Lesson 2 folder
– absorbing and enhance impaired, print out for students to improve assessment
for end of term assessment. Also, that all lesson programs are due
applying performance game cards for ESL skills. documents on
next week on the day of Lesson 1 Week 3 at 5pm and that the
force and ensure students with relevant Google
assessment help forum is available.
safety, e.g. translations and the Self- classroom
modify body end-zone can be Assessment/Critics: under Week 3
WARM UP: SoccerTag
position and
effectively usedfor a Students answer topic and
technique. Students get into 6 teams of 5 and the aim of the game is to play
soccer with Oz tag rules. player with limited questions based on each post titled
mobility (attackers or activity to evaluate their Week 3
Q&A activity posing questions absorbing and applying force. For
 example, “Did you the tactical/ strategical obstacles you used last week defenders). ability and what the Lesson 2
in this game?” “Did kicking a football change your skills to activity teaches them.
attack/defend?” “How did the force you placed on the ball when
kicking impact your game?” “What movement or amount of force
changes can you make to better suit this game?
GAME 2/ CONCLUSION: Gaelic Football To access
Teams break into 4 teams of 6. This game is a modified football game google
with a combination of AFL and soccer. The objective of the game is to classroom use
score more overall points than the opposing team to score a player the following
must kick the ball into the goal or over the crossbar or into the net. code to join
the
Q&A activity posing questions about absorbing and applying force. For classroom:
example, “Did you the tactical/ strategical obstacles you used last week
hu6smi0
in this game?” “Did kicking and passing a football change your skills
to attack/defend?” “What movement or amount of force changes can
you make to better suit this game?
Remind students to enter the weekly google classroom folder to do
homework for preparation for next lesson.
• applying • Experiment RECAP ON INVASION GAMES (SHOT/THROWN INTO MODIFICATION Teacher Observation: Homework
4
mechanical with the TARGET) Quality of student Task for
principles to application of  What did we learn through last week’s lesson and the homework Change size of responses to activity group
enhance simple task? ball/space/teams, add questions. Also, observe selection
performance mechanical  Student assessment presentation dates are announced starting Week
principles to bell ball for visually and give verbal feedback found and
3 Lesson 2 and all lesson programs are due next week on the day of
– balance and enhance impaired, print out for students to improve assessment
Lesson 1 Week 3 at 5pm via google classroom and that the
stability performance game cards for ESL skills. documents on
assessment help forum is available.
– momentum and ensure WARM UP students with relevant Google
safety, e.g. translations and the Self- classroom
Pick some spots, join the dots
modify body end-zone can be Assessment/Critics: under Week 3
position and Spilt class into 3 teams of ten and the aim of the game is to utilise
effectively usedfor a Students answer topic and
technique. movements and have the consistent ability to maintain balance,
stability and momentum. player with limited questions based on each post titled
mobility (attackers or activity to evaluate their Week 3
defenders). ability and what the Lesson 2
Q&A activity posing questions about balance and stability. For activity teaches them.
example, “How did you gain balance and stability when moving
quickly?” ““What movement, positioning changes can you make to To access
better meet the momentum needs of this game and your movement? google
GAME 2 AND CONCLUSION: Let’s Throw or Kick It 5 Point classroom use
Player the following
Students stay in teams from Pick some spots, join the dots. However, code to join
5-point player involves the creation of an end zone and the aim of the the
game is that students need to get the ball by throwing or kicking to classroom:
their end zone without interception. hu6smi0
 Q&A activity posing key defending concepts such as anticipation,
spatial and body awareness. For example, “What are the tactical/
strategical obstacles in this game?” “How did your use of the ball and
momentum make the team maintain possession?” “How did you use
the playing area?”
Remind students to enter the weekly google classroom folder to do
homework for preparation for next lesson.
 Summative  Group RECAP ON INVASION GAMES (SHOT/THROWN INTO MODIFICATION Teacher Observation: Homework
3Week

5
Assessment Selection and TARGET) Quality of student Task for
Preparation record groups.  What were the tactical and strategical obstacles in invasion games? Change size of responses to activity group
based on the  Demonstrate  What did we learn through last week’s lesson and what the ball/space/teams, add questions. Also, observe selection
following examples assessment involves? bell ball for visually and give verbal feedback found and
outcome dot meeting  Remind next lesson presenters that they are presenting and all
elements of impaired, print out for students to improve assessment
point: lesson programs are due today at 5pm and that the assessment help
invasion forum is available. game cards for ESL skills. documents on
game tactical  Also, there is a small homework task for this week to help with the students with relevant Google
concepts in assignment. translations and the Self- classroom
assessment. end-zone can be Assessment/Critics: under Week 3
This will help WARM UP: Keentan (ATSI game) effectively usedfor a Students answer topic and
students to 6 Teams of 5. 1v1 Aim of the game is to keep possession of the ball
without being obstructed first team to reach 6 points wins. player with limited questions based on each post titled
meet the
following dot mobility (attackers or activity to evaluate their Week 3
point. Q&A activity posing questions about learning environments and defenders). ability and what the Lesson 2
modified games. For example, “Did this modified game make you activity teaches them.
• influences on  design and consider how the elements of invasion games work in modified games? And
skill participate in Research Task: homework
How?” “What does it teach you about how full-game invasion category
development modified Homework involves the task under
and games work?” “Did you the tactical/ strategical obstacles you used to
activities to use of research to Week 3
performance improve meet the requirements of the rules?” “How was the communication of
your team?” “Did the change of space impact your skills to understand how to Lesson 1
– feedback performance
and promote defend/attack? “What movement changes can you make to better suit design modified games
– importance of safe this game? to teach tactical skills To access
practice participation and a Written Essay google
– safety in GAME 2 AND CONCLUSION: Action Rush Report answering the classroom use
increasingly This game is a modified game of bull rush. All students are in one team research question. the following
– the role of complex and
rules and except for two attackers trying to tag opposition with exclaimed code to join
challenging movements i.e. hopping, frog jump, star jumps. The aim of the game is
regulations in the
situations for attackers to make it to the end zone by moving with the exclaimed
safe classroom:
participation. movement without being tagged.
hu6smi0
Q&A activity posing questions about learning environments and
modified games. For example, “Did this modified game make you
consider how the elements of invasion games work in modified games?
How?” “What does it teach you about how full-game invasion category
games work?” “Did you the tactical/ strategical obstacles you used to
meet the requirements of the rules?” “How was the communication of
 your team?” “Did the change of space impact your skills to
defend/attack? “What movement changes can you make to better suit
this game?
Remind students that all assessment resources are available through
google classrooms.
• influences on  design and Teacher Observation: Homework
6 STUDENT RUN LESSON (GROUP 1) MODIFICATION
skill participate in Quality of student Task for
Students present their assessment whilst being peer marked by -Differentiate
development modified responses to activity group
activities to peers 15 minutes prior to end of lesson to allow for change of assessment for selection
and questions posed by
improve clothing and finish google form. Teachers also must mark students academic ability found and
performance presenters. Also, observe
performance in accordance with marking rubric and summative feedback from through video assessment
– feedback and promote peer marking. The results to be submitted to all groups via presentation, research and mark alongside the documents on
– importance of safe education emails with google document attachment by end of Week task, visual example rubric to give formal Google
practice participation 10. lead presentation, Summative classroom
in feedback. under Week 3
– safety podcast, instructional
increasingly topic and
– the role of complex and pamphlet. Group Work/ post titled
rules and challenging Presentation/Designing Week 3
regulations in situations Games/Critics: Lesson 2
safe Assessed students work
participation. together to present lesson To access
and design a lesson with google
modified games to meet classroom use
the following
assessment requirements.
code to join
While their peers the
participate and at the end classroom:
complete a feedback hu6smi0
form based on their
presentation.
• influences on  design and Teacher Observation: Homework
Week 4

7 STUDENT RUN LESSON (GROUP 2) MODIFICATION

skill participate in Quality of student Task for
development modified Students present their assessment whilst being peer marked by -Differentiate responses to activity group
and activities to peers 15 minutes prior to end of lesson to allow for change of assessment for selection
questions posed by
performance improve clothing and finish google form. Teachers also must mark students academic ability found and
presenters. Also, observe assessment
performance in accordance with marking rubric and summative feedback from through video
– feedback and promote peer marking. The results to be submitted to all groups via presentation, research and mark alongside the documents on
– importance of safe education emails with google document attachment by end of Week task, visual example rubric to give formal Google
practice participation 10. lead presentation, Summative classroom
in podcast, instructional feedback. under Week 3
– safety increasingly pamphlet. topic and
– the role of complex and Group Work/ post titled
rules and challenging Presentation/Designing Week 3
regulations in situations Games/Critics: Lesson 2
safe Assessed students work
participation. together to present lesson To access
and design a lesson with google
classroom use
 modified games to meet the following
assessment requirements. code to join
While their peers the
classroom:
participate and at the end
hu6smi0
complete a feedback
form based on their
presentation.

• influences on  design and Teacher Observation: Homework

8 STUDENT RUN LESSON (GROUP 3) MODIFICATION
skill participate in Quality of student Task for
Students present their assessment whilst being peer marked by
development modified -Differentiate responses to activity group
activities to peers 15 minutes prior to end of lesson to allow for change of assessment for selection
and questions posed by
improve clothing and finish google form. Teachers also must mark students academic ability found and
performance presenters. Also, observe
performance in accordance with marking rubric and summative feedback from through video assessment
– feedback and promote peer marking. The results to be submitted to all groups via presentation, research and mark alongside the documents on
– importance of safe education emails with google document attachment by end of Week task, visual example rubric to give formal Google
practice participation 10. lead presentation, Summative classroom
in podcast, instructional feedback. under Week 3
– safety increasingly pamphlet. topic and
– the role of complex and post titled
rules and challenging Group Work/ Week 3
regulations in situations Presentation/Designing Lesson 2
safe Games/Critics:
participation. Assessed students work To access
together to present lesson google
and design a lesson with classroom use
the following
modified games to meet
code to join
assessment requirements. the
While their peers classroom:
participate and at the end hu6smi0
complete a feedback
form based on their
presentation.
 • influences on  design and Teacher Observation: Homework
9 STUDENT RUN LESSON (GROUP 4) MODIFICATION
skill participate in Quality of student Task for
Students present their assessment whilst being peer marked by
development modified -Differentiate responses to activity group
activities to peers 15 minutes prior to end of lesson to allow for change of assessment for selection
and questions posed by
improve clothing and finish google form. Teachers also must mark students academic ability found and
performance presenters. Also, observe
performance in accordance with marking rubric and summative feedback from through video assessment
– feedback and promote peer marking. The results to be submitted to all groups via presentation, research and mark alongside the documents on
– importance of safe education emails with google document attachment by end of Week task, visual example rubric to give formal Google
practice participation 10. lead presentation, Summative classroom
in podcast, instructional feedback. under Week 3
– safety increasingly pamphlet. topic and
– the role of complex and post titled
Week 5

rules and challenging Group Work/ Week 3

regulations in situations Presentation/Designing Lesson 2
safe Games/Critics:
participation. Assessed students work To access
together to present lesson google
and design a lesson with classroom use
the following
modified games to meet
code to join
assessment requirements. the
While their peers classroom:
participate and at the end hu6smi0
complete a feedback
form based on their
presentation.
• influences on  design and Teacher Observation: Homework
1 STUDENT RUN LESSON (GROUP 5) MODIFICATION
skill participate in Quality of student Task for
0 Students present their assessment whilst being peer marked by
development modified -Differentiate responses to activity group
activities to peers 15 minutes prior to end of lesson to allow for change of assessment for selection
and questions posed by
improve clothing and finish google form. Teachers also must mark students academic ability found and
performance presenters. Also, observe
performance in accordance with marking rubric and summative feedback from through video assessment
– feedback and promote peer marking. The results to be submitted to all groups via presentation, research and mark alongside the documents on
– importance of safe education emails with google document attachment by end of Week task, visual example rubric to give formal Google
practice participation 10. lead presentation, Summative classroom
in podcast, instructional feedback. under Week 3
– safety increasingly pamphlet. topic and
– the role of complex and post titled
rules and challenging Group Work/ Week 3
regulations in situations Presentation/Designing Lesson 2
safe Games/Critics:
participation Assessed students work To access
together to present lesson google
and design a lesson with classroom use
the following
modified games to meet
code to join
assessment requirements. the
While their peers classroom:
 participate and at the end hu6smi0
complete a feedback
form based on their
presentation.

Digital artifacts have to be accessed through https://classroom.google.com/u/0/h and joining the

classroom with the “+” button on the right-hand side with this code: hu6smi0
Assessment/Evalutation

Summative assessment Description (Assessment OF Learning): Outcomes Assessed:

Task Details: In groups of 6, you will be planning a mini lesson. Lessons must include 2 Knowledge and Understanding Outcome
MODIFIED small sided GAMES of touch football, soccer, basketball, Oz tag, netball or one Outcome 5.4 A student adapts, transfers and improvises movement skills and concepts to
approved by your teacher. improve performance.

This task has two parts Part one requires planning a structured, organised activity - each Skill Outcomes
group must plan the lesson using research referencing 5 online and physical resources and 35
Interacting: 5.13 adopts roles and responsibilities that enhance group cohesion and the
minutes to run the lesson. Date to be allocated in class by teacher (14 marks). The Second part
achievement of personal and group objectives.
involves every member of the group must undertake a written assessment providing feedback
to their group presentation and other group presentation at the end of each lesson on google
Problem Solving: 5.16 predicts potential problems and develops, justifies and evaluates
classroom via iPads this is due at the end of every lesson students who don’t submit their
solutions
feedback will lose marks (6 marks)

Lesson must include an introduction: What games are we playing? What are they based on?
Rules, Teams and Safety, 2 Games totalling 25 minutes, questioning of what students are
learning (can happen at any time) allocate 10 minutes and make sure last game concludes at
the 35-minute mark you will only be reminded at the 5 minutes left.

Evaluation of Teaching and Learning:

In the planning of this unit has remained focused on syllabus outcomes through the integration of the games sense model. The evaluation of teaching and learning is solely based on
formative and summative assessments; formative assessments are highlighted through weeks 1-3 with teacher observation and student’s self-assessment of activities and skill ability.

Whereas weeks 4 – 5 dominantly highlight summative assessments using a group assessment that is two parts the first part is based on designing lesson of modified games to teach invasion
games skills through the game sense model. However, part two involves peer assessment through feedback forms to evaluate how well the lesson went if the group met the requirements of
the assessment. The resources for this unit are all available through Google classroom which is highly accessible at home and at school this is such an essential tool to teaching in classrooms
and outside classrooms as it prepares students prior to lesson to understand basic concepts. Secondly, Google classroom has helped this unit is through assessment tasks as every student has
access to assessment documents 24 hours a day so if they lose their sheets they are always online. Also, assignments on google classroom can allow teachers track students to evaluate how
long students have spent on the assignment and if it has been completed another feature is that teachers can allocate submission dates and times to lock out overdue submissions to implement
late penalties.

Modifications for teaching and learning experiences can include instead of a group presentation a research pamphlet can be created by students to market the importance of having invasion
game skills I’m participating in sports, a fictional coaching plan that can be implemented with the AFL team to enhance invasion game skills and lastly, assessing the students throughout the
five week by giving them a mark out of 5 on movement skill and participation. Additional and alternative teaching and learning activities can include resources from this sporting schools
playing cards found an Australian sporting commission website that focus on invasion games and modifications to every activity can be made to meet different student abilities.
References:

5-point player. (2017). Sportingschools.gov.au. Retrieved 3 October 2017, from https://www.sportingschools.gov.au/~/media/pdfs/playing-for-life-activity-cards/5pointplayer.pdf?la=en

Game Sense for Football. (2017). aflcommunityclub.com.au. Retrieved 3 October 2017, from

http://www.aflcommunityclub.com.au/fileadmin/user_upload/Coach_AFL/Drills__Skills_and_Tactics/Coaching_Tips/Game_Sense.pdf

Keentan. (2017). Sportingschools.gov.au. Retrieved 3 October 2017, from https://www.sportingschools.gov.au/~/media/pdfs/playing-for-life-activity-cards/keentan.pdf?la=en

Ly, N. (2017). The Rules of Gaelic Football - Explained!. Retrieved from https://www.youtube.com/watch?v=vSOe-USZzok

Pick Some Spots and Join the Dots. (2017). Sportingschools.gov.au. Retrieved 3 October 2017, from https://www.sportingschools.gov.au/~/media/pdfs/playing-for-life-activity-

cards/picksomespotsjointhedots.pdf?la=en
Justification

This unit outline was developed on invasion games (throwing/shooting into a target) considering the adoption of
differentiation, the New South Wales Quality teaching framework (QTF) and Game Sense Pedagogy (GSP)
to meet the NSW PDHPE syllabus outcomes.

Differentiation involves educators modifying lessons and tasks to enhance a student/s academic and physical
capabilities to allow them to develop the same skills as other students through planned strategies created
collaboratively with the educator, student and their parents. The QTF is a framework that believes in the
importance of differentiation as it focuses on the benefits of intellectual quality, learning environment and
specificity of content taught in classrooms. Providing a high-quality education to allows students to engage
in a learning-centred approach as students self-regulate and self-direct their learning (Department of
Education and Training, 2003).

The GSP is a variation of the Teaching Games for Understanding model (TGfU) which is a game centred approach
developed to teach students to be proficient players that know how to play a traditional full-sports game
through modifying them. TGfU categorised full-game concepts as: Invasion, Target, Net/Wall and Striking.
When each category is taught, the full-games involved are modified and taught with the assumption that
students understand how the official game works, which allowed for transferability of learning across
various sports in the same category (Bunker, 1982). However, GSP revolutionised PDHPE as it
transformed PDHPE to a tactical skill based subject rather than a technical skill one. Traditional full-games
are modified in GSP to small-sided games/activities that may not look like the traditional full-game but
teaches the same tactical skills. Also, teachers do not need to assume that students knew how to play the
traditional game for each activity but much rather students discover it themselves though teacher guided
open-ended questions at the end of activities. This is done to suit the ability and high order thinking of
students to gain an understanding of the skills, context and strategies of the games being taught and to
transfer them across multiple sporting contexts in the same TGfU category. (Light, Curry & Mooney, 2014).
The GSP is adopted to meet the set outcomes of the PDHPE syllabus surrounding Strand 2 which focuses
on “the adaptation, transfer and improvisation of movement skills to enhance performance in a range of
increasingly complex contexts and environments (NESA, 2003).

Using GSP and QTF in PDHPE go hand in hand as it allows students to understand the specificity and relevance of
each game by educators posing open ended questions for students to question their skills, techniques and
tactics with considering the methods to improve them (Harvey & Light, 2015). An example of this is in
week 1 where students are taught what invasion games are through ICT based homework found in Google
Classroom. This is used give students background knowledge to be transferred to practical lessons. The use
of the “Keentan” an Aboriginal and Torres Strait Islander (ATSI) Game allows to develop attacking skills of
body control and awareness as the game involves jumping and passing without obstruction which acts as an
obstacle of the game. The GSP progresses the game to “5-point player” were “end-zones” are introduced
where attackers are meant to shoot into the end-zone to gain a point. The skills used to move and pass an
object in a playing area from Keentan is transferred to 5-point player to allow students to understand the
concepts of anticipation and awareness of their playing area by utilising that space to meet the aims of the
game. Similarly, this is also done in weeks 2-3 where students progress from attacking to defense, spatial
awareness and restarting skills. Every student has the right to an education unfortunately, students with
impairments maybe impacted on their ability to participate in the lessom. This is where differentiation
comes in, modification of games and tasks in lessons allows all students to have the opportunity for
academic achievement (Education NSW, 2017). An example of this is shown in every practical activity
through weeks 1-3 by these changes: Change size of ball/space/teams to meet the abilities of students, add
bell ball for visually impaired, print out game cards for ESL students with relevant translations and the end-
zone can be effectively usedfor a player with limited mobility.

To ensure key questions of the unit and syllabus points are met at the end of each game, open-ended questions are
asked in relation to the activity for example: “What are the tactical obstacles in this game?”. Using open-
ended questions allows students to question their abilities to adapt and improve their body control and
awareness, object manipulation and control, anticipation and timing and technique which is a part of the set
unit outcomes.
Lastly, a summative assessment was used to assess students on the understanding of all that has been taught in the
unit. In preparation students are given a formative homework task to assist with their assessment and for
teachers to understand and see if students understand content. However, the summative assessment involves
a two-part assessment that uses ICT and literacy skills to acquire information on modified games, process
the games’ quality to teach tactical skills, question whether it can work in a lesson setting, challenge its
ability to teach the diverse physical capabilities and enjoyment of classmates by evaluating information
from a wide range of sources. The peer and self-assessment of each lesson allows all students to see what
can be improved in the presentation in relation to their skills based the information gathered. Lastly,
differentiation can also be applied to academic tasks to give opportunities for all students to be able to
expand knowledge (Education NSW, 2017). This is done having students present the assessment as a: video
presentation, instructional pamphlet, etc. to highlight their knowledge about invasion games and the tactics
involved. Also, printing out assessment sheets for ESL students with relevant translations. Due to a high
influx of ESL students ensure that assessment sheets are available with translations so that ESL students feel
included and can participate in tasks.

The justification of this unit plan highlights the effectiveness of using GSP and the QFT elements and
differentiation for intellectual understanding through self-assessment and deep knowledge as students use
higher order thinking and substantive communication to critic performance for improvement. A positive
learning environment through GSP by student engagement of their learning through answering open-ended
questions without prompts. Lastly, the units’ significance through inclusivity by adopting an ASTI game to
meet GSP concepts such as progressive modified games/activities for invasion games to promote ASTI
history. Therefore, adapting the two pedagogical models and differentiation gives students opportunities to
understand how movement and skills are adapted, transferred and improvised across various challenging
contexts by self-regulation and direction in a high-quality learning environment.

1,100 words without in-text citations

References

Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Physical
Education, 18, 5–8.

The New South Wales Education Standards Authority. (2003). PDHPE 7-10 Syllabus (pp. 13-18, 35). Sydney: The
New South Wales Education Standards Authority.

Department of Education and Training. (2003). Quality teaching in NSW public schools: A Discussion Paper (1st
ed.). Sydney: Department of Education and Training.

Education NSW. (2017). Pedagogy. Education.nsw.gov.au. Retrieved 3 October 2017, from

https://education.nsw.gov.au/teaching-and-learning/curriculum/key-learning-areas/pdhpe/general-
information/pedagogy

Harvey, S., & Light, R. (2015). Questioning for learning in game-based approaches to teaching and
coaching. Asia-Pacific Journal Of Health, Sport And Physical Education, 6(2), 175-190.
http://dx.doi.org/10.1080/18377122.2015.1051268

Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality teaching in physical
education. Asia-Pacific Journal Of Health, Sport And Physical Education, 5(1), 67-81.
http://dx.doi.org/10.1080/18377122.2014.868291