Beruflich Dokumente
Kultur Dokumente
Sub-strand:
Understanding Movement
Content Descriptor: Teachers Prior Preparation/Organisation:
Manipulate and modify elements of effort, space, - Set up the original grid ready for the first activity
time, objects and people to perform movement with 4 cones on each ready for when the grid
sequences (ACPMP065) needs to be altered (should be a total of 16 cones)
- Ensure all the balls are pumped up
- Ensure the ground is free of any dangerous
objects
Equipment List (32 students)
- 16x balls
- 16x cones
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement:
Did the activities result in the lesson objectives being meet?
Were the lesson objectives achievable?
Was the method of assessment effective?
Could the activities be adapted or change to increase the success of the students?
Did students understand the expectations of the lesson?
HPE2203 Jan 2017
Teacher self-reflection and self-evaluation:
Were the students engaged?
Were the drill too hard or too easy?
What was the level success in the drills?
Could I have explained any of the activities better?
Did I use both words and pictures to demonstrate?
What can I improve on for next time?
LESSON PROGRESSION
Motivation and Introduction:
Time
- Introduce the focus of the lesson (Umpiring, creating the overlap attacker, staying onside)
2:00 - Outline what activities the students will be doing in the lesson
10m - Clearly explain what is expected (umpiring- being vocal, defending- staying onside, attacking-
create the overlap player)
- Have students pair up and have one of the students get a ball
- Explain the warm-up activity and give a demonstration with the a student
Extension:
1. Introduce ground balls (to
stretch), roll balls and taps to
make it game like
2. If students are not chasing
then introduce a punishment if
they dont make the tag
Bridging organization
2:10 - Introduce the next activity and how to umpire
3m - Have students split in half (one pair each side)
- Have 4 students set up a 2 grids 15m long (with a cone every 5m) and roughly 7 steps wide
- Get one group to demonstrate while the teacher umpires to show students the expectations (visually).
HPE2203 Jan 2017
- Outline the focuses of the activity (umpiring, create the overlap attacker, staying onside)
2:13 3 v 1 With Umpiring: Key Teaching Points: Teacher stands at the bottom of the grids
8m so they have a view of both groups but
1. Working in a 15mx7m grid Passing:
can also monitor students that are
students should divide into 1
Step, shift, pass waiting. The teacher can also easily
defender, 3 attackers and 1
move up through the grids to give
umpire Defending: feedback if required.
2. The attackers must work the Staying onside
ball up the grid using tactics
Roll ball:
such as initiating the tag and
pop passing (must complete at Slam and step
least 3 tags)
Tap:
3. The defender must attempt to
stay onside after making tags Tap then pick up
Bridging organization
2:21 - Using just the 10mx7m grid explain the next activity (3 v 2 loop)
3m - Refer to week 3 where the students last did the activity
- However, this week it is a smaller grid
- Have one group demonstrate the activity
- Emphasize creating the overlap attacker and the defender staying onside
3 v 2 Loop:
2:24 Key Teaching Points: Teacher starts on the outside of both
1. Students start either side if
10m grids but moves around and through the
the grid Passing:
drill to give them a good view of each
2. Both the defenders and
Step, shift, pass activity. Gives the teacher a chance to
attackers loop around and enter
give feedback if it is required.
the grid from either side Roll ball:
3. The attackers attempt to
move the ball through to score a Slam and step
touchdown Defending:
Staying onside by pushing
back 5 after the first touch
Tactics:
Extension:
Depending on the groups ability
the size of the area can be
decreased to increase the
difficulty
Bridging organization
2:34 - Reinforce creating space as it will be essential in the next activity
5m - Now use the whole grid (20m long)
- However, have 4 students increase the width to approximately 12 steps
- Introduce the activity and the expectations (umpiring, create the overlap attacker, staying onside)
- Demonstrate the activity with a group running through a few rotations talking through offensive, defensive
strategies and umpiring
Team Wave (with umpiring):
2:39 Key Teaching Points: Teacher stands at the bottom of the grids
1. Within the activity students
13m so they have a view of both groups but
will work in groups of 6 Passing:
can also monitor students that are
2. There will be 3 groups per
Step, shift, pass waiting. The teacher can also easily
grid
move up through the grids to give
3. 1 group defending, 1 group Roll ball: feedback if required.
attacking and 1 group resting
4. Within each group 5 will Slam and step
participate and 1 student will Defending:
umpire each time
5. Therefore there will be a Staying onside by pushing
defensive umpire (watching back 5 after the touch
onside/offside) and an offensive
umpire (watching for forward
passes and other offenses). Tactics:
6. The attackers will attempt to Initiating the tag
work the ball up for a touchdown
while the defenders attempt to Pop passing
stop them Wraps
7.
Defenders must retreat 5 metres
after each tag Creating the free attacker
8. The rotating is, resting team
goes to offensive, offensive Umpire:
team goes to defence and
defence goes to rest. Vocal instructions
Clear and loud voice
Staying onside
Assessment: (Were the lesson objectives met? How will these be judged?)
Objective 1:
- Observation, what was the success of attacking students in the final activity (team wave)?
- Questioning at the end of the lesson, what worked and what didnt work?
Objective 2:
- Observation, were students able to create a spare player on the outside by spreading the
defence?
Objective 3:
- Questioning students that umpired, were there many penalties paid against the defensive team
for being offside?
- Observation of the defence, were they onside?
Objective 4:
- Questioning, were there many arguments about umpire decisions? Were the umpires clear and
vocal in their instructions?
- Observation, can the teacher see and hear if the umpires have control of the game?