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Unit Planner

PART A

UNIT TOPIC: Ball sports

BAND: Early Years TIME FRAME FOR UNIT (in weeks) : 4(four)

SCHOOL AND CLASS CONTEXT: (For example)


• The school has a focus of literacy blocks
• Includes daily fitness into their programming
• Has students from R-Yr7 with 600+ in the school
• Includes topic studies in the Junior Primary Classes

UNIT FOCUS:
The students will explore a range of ball sports (which they may have already played) and expand their knowledge,
movement, coordination and team work within the different sports. They will be working individual, in pairs and groups
to learn new skills, both sport and motor.

WHAT DIFFERENCE COULD THIS LEARNING MAKE TO THE CHILD’S/ STUDENT'S LIFE?
Students’ motor skills and coordination is important for their general life as without these motor skills they will not be
able to undertake many simple activities.
By the students working in pairs and groups, the students will encourage different ways to communicate with people,
making them aware that different settings require different types of communication.

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KNOWLEDGE

MAIN CONCEPT/ S (Big Ideas) to be developed throughout this topic:

• Students may be at different levels of coordination and skill development but that is because we are all different
and have different backgrounds into sports
• Coordination and self-awareness of personal space and space needed by individuals
• Working as a team is important

KEY UNDERSTANDINGS to be developed throughout this topic:





LEARNING AREAS

From Health and Physical Education

Strand
• Physical activity and participation

Key Ideas
• Children explore movement patterns and refine coordinated actions, developing self-awareness and skills
that facilitate ongoing participation in physical activity. Id, KC5, KC6

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ESSENTIAL LEARNINGS [fill in where appropriate]

FUTURES
In-depth understandings and actions Where these understandings/actions are
developed in this topic
.

IDENTITY
In-depth understandings and actions Where these understandings/actions are
developed in this topic

INTERDEPENDENCE
In-depth understandings and actions Where these understandings/actions are
developed in this topic

THINKING
In-depth understandings and actions Where these understandings/actions are
developed in this topic

COMMUNICATION
In-depth understandings and actions Where these understandings/actions are

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developed in this topic

SKILLS

KEY COMPETENCIES

DETAILS including SUB SKILLS


KC1
Collecting, analysing &
organising information
KC2. Students will have to communicate to their pair/group/team
Communicating ideas and to achieve the best outcome. They will have to
information communicate; where to throw the ball, how hard, if that
was alright or not and other key phrases.

KC3.
Planning and organising
activities
KC4. Students will do this is various activities in each sport, three-
Working with others and in quarters of the time they will be working with someone
teams else. By throwing the ball to them, talking or playing on a
team.

KC5.
Using mathematical ideas and
techniques
KC6. Students will need to solve problems when working in their

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Solving problems pair or group, how best to work together, etc.
Students will also need to solve problems within their sports,
where to hit the ball to achieve it to go in one particular spot.
KC7.
Using technology

VALUES: [mark any that are focused on and put in details where appropriate]

Democratic Process

Social Justice

Ecological Sustainability

EQUITY CROSS-CURRICULUM [mark any that are focused on and put in details where appropriate]
Aboriginal and Torres Strait Islander People’s perspectives

Multicultural perspectives
• What sports are played in different cultures
• How the uniform would be different

Gender perspectives
• Looking at how different genders have different abilities in sport

Socio-economic perspectives

Disability perspectives
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• How games might be played for people with a disability

Rural and isolated perspectives



LEADING TOWARDS OUTCOMES
From Health and Physical Education

• Demonstrates self-awareness and confidence in coordination and control of movement skills for
widening involvement in physical activities in different settings. Id, C

ASSESSMENT: to be integrated into the actual planned and negotiated activities

• Students will undertake a self assessment at the end of each week which shows if they think they have improved
and how with a quick checklist sheet.
• Teacher will observe students and where they think the coordination and skill levels are of each student.
• Teacher will have a checklist of whether the students participated in all or just some activities, if they showed
improvement and what level they think the students coordination and skills are at.

PART B:

ACTIVITIES/TASKS: Planned and negotiated with students.


[List all activities to be undertaken by the students]

Stage of Purpose of Logical sequence of teaching and Groupi Key teaching Key resources
Uni Stage learning activities that further strategies & used &
t students learning about the topic skills preparation
identified required
Week 1 Activities that: TENNIS
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- test and - Students play with the tennis Mini Tennis
improve the racket and ball and show what Rackets (*28)
students hand they are able to do. Individu Tennis ball
eye - Revise bouncing the ball with the al (*28)
coordination racket and their hand.
with a hitting - Explore throwing the ball to self Pair
utensil. or other for them to hit.
- If coordination and skill are high Pair
enough the students can attempt
to hit the ball from one person to
another. Pair
- Lastly, the students can attempt
to have a little game with a
person. They can make up a
game if the real thing is too hard
for them to do.

Week 2 Activities that: SOCCER Soccer Balls


- Explore and - Students play with the soccer Individu (*28 or *14
watch the ball to determine what they are al depending on
students’ able to do. availability)
foot/ eye - Students practice small kicks of Teams
coordination the ball, individually and around
with a round a skill obstacle. Pairs
ball, which is - Students kick the ball further
based on the with a partner, test out their
ground. control over the ball over larger Teams
areas.
- Students play a small game of
soccer with modified rules: no
goalie, not allowed past a certain
point, etc.

Week 3 Activities that: Basketball


- assist - Students will have 5 minutes to Individu
students to just play with the basketballs to al
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increase and show what level of skills they
practice their have.
hand/eye - Teach throwing techniques: Pairs
coordination low/bounce pass, chest pass,
with a large high pass. Small
round ball. - Through the use of these passes groups
the students will play a range of
games, piggy in the middle (all
passes), poison ball (bounce Individu
passes). al
- Students will practice and learn
to bounce the ball while Teams
stationary, walking and running, Individu
through relays and individual al
practice.
- Students will explore shooting, Teams
all having the time and of 5
opportunity to shoot.
- Students will play a small game
of basketball in teams with 5
minute games.

Week 4 Activities that: Overview of Tennis, Soccer and


- assess the Basketball
students’ - Students will play one sport a
development day, they will play a game of
throughout each sport in teams which I make Pairs Tennis rackets
the unit. to try and even them out. *28
- Allow the - Tennis: The students may choose Tennis balls *14
students to their opposition. They may play a
play many real game of tennis or a game Half
ball games. which they create using the skills class Soccer ball *1
they use in tennis. team Bibs/sashes for
- Soccer: The whole class is teams
divided into two teams which
play against each other. Using Teams Basketball *2
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the skills they learnt. This is still of 5 Bibs/sashes for
a modified game. teams
- Basketball: Students are put into
teams of 5 they all get to play a Student Tennis racket
game of basketball against s choice *8
another team. Tennis ball *4
Basketball *2
- Last day: Students are able to Soccer ball *2
pick their own sport to play in
small groups.

RESOURCES (Include details of major resources used throughout the unit


• Whistle
• Tennis Rackets *28
• Tennis Balls *28
• Basketballs *28
• Soccer Balls *28
• Bibs/Sashes *28 (two colours) OR *14 (one colour)

PART C - UNIT EVALUATION


To Consider:

• What worked?
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• What didn’t?
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• Was it worth learning? Why/ Why not?
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• How the skills learnt were integrated into other areas/ways of learning and knowing
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• How was this learning shared with others?


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