Yr 11 Pe Unit Plan Blooms

EDUC4730G Unit Plan 1
Zac Hean
Unit Plan
EDUC4730G
Zac Hean
Year 11, Stage One

10 credits
Practical Component:
Badminton
Theory Component:
Sport in Society (Olympics)
Zac Hean
Performance Standards for Stage 1 Physical Education

Knowledge and Practical Skills Initiative and Analysis and Reflection
Understanding Application Collaboration
A Comprehensive A high level of Constructive initiative Insightful and proactive

knowledge and proficiency in and leadership in analysis of, and reflection on,
understanding of practical skills and areas of physical practical techniques and
the nature of techniques in a activity. performance.
physical activity. variety of physical Proactive In-depth analysis of an issue
Clear and activities. collaboration in team related to physical activity and
accurate Accurate activities. clearly relevant to local,
knowledge and interpretation and regional, national, or global
understanding of highly effective communities.
appropriate application of Thorough and focused use of
terminology. skills, specific information from different
concepts, ideas, sources, with appropriate
strategies, and acknowledgment.
techniques.
B Well-considered Proficiency in Capable initiative and Well-considered and mostly

knowledge and practical skills and leadership in areas of proactive analysis of, and
understanding of techniques in most physical activity. reflection on, practical
the nature of physical activities. Active collaboration techniques and performance.
physical activity. Mostly clear in team activities. Well-considered analysis of
Mostly clear interpretation and an issue related to physical
knowledge and effective activity and relevant to local,
understanding of application of regional, national, or global
appropriate skills, specific communities.
terminology. concepts, ideas, Mostly focused use of
strategies, and information from different
techniques. sources, with appropriate
acknowledgment.
C Considered Competent Some initiative and Considered and sometimes

knowledge and practical skills and contribution to proactive analysis of, and
understanding of techniques in leadership in areas of reflection on, some aspects of
the nature of different physical physical activity. practical techniques and
physical activity. activities. Appropriate performance.
Competent Competent collaboration in team Considered analysis of an
knowledge and interpretation and activities. issue related to physical
understanding of generally effective activity that has some
appropriate application of relevance to local, regional,
terminology. skills, specific national, or global
concepts, ideas, communities.
strategies, and Competent use of information
techniques. from different sources, with
appropriate acknowledgment.
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Learning Requirements
The learning requirements summarise the knowledge, skills, and

understanding that students are expected to develop and demonstrate
through their learning in Stage 1 Physical Education.
In this subject, students are expected to:

1. demonstrate a level of proficiency in performance of practical skills and
techniques specific to a variety of human physical activities
2. interpret, analyse, and effectively apply (independently, within groups, and
in teams) skills, specific concepts and ideas, strategies, techniques, rules, and
guidelines
3. demonstrate knowledge and understanding of the nature of physical
activity, and communicate using appropriate terminology
4. analyse and reflect on the implications of physical activity for personal and
community health and well-being
5. interact collaboratively and demonstrate initiative and leadership
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Unit Preface:
This unit occurs at the beginning of Semester One for Year 11, Stage One
students. The topics focussed on in this unit include Badminton (practical) and
Sport in Society (Theory). Both the teacher and the students have chosen
badminton as they are aiming for the best possible grades for their following
year in Year 12. The theoretical component will focus on the Olympics games.
Students will be guided through the historical and societal factors of the
Olympic games and encouraged to inquire and research an area of their
choice. There will be three summative assessments undertaken in this six-
week unit, a practical and two folio tasks worth 20% each. The remaining
summative assessments will be completed during the rest of the semester,
after this unit.
Class Background:
This school is located on the Eyre Peninsula, South Australia. The class of
year 11s are predominantly well behaved students who want to do their best.
Some students need guidance and motivation to complete their tasks and
some appear disinterested and need constant encouragement to participate
and apply themselves. Students get along well with each other as they play in
the same sports teams on the weekends in this small country area.
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Unit Aims:
Practical: Theory:
-Get students competent with -Develop student’s ability to research and
badminton to perform the fundamental share their findings through their own
shots such as the serve, overhead creative display
smash, overhead clear and drop shot.
-Demonstrate ability to work
-Develop student anticipation and ability collaboratively with other students to
to read the play complete tasks
-Develop teamwork and ability to cover
the court through communication -Have an extensive knowledge of the
historical, societal, cultural and logistical
factors of the Olympic games and its
relevance to society.
Grading Allocation
60% Practical, 40% Theory

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Planning a Badminton Unit of Work for Senior Years PE using Bloom’s
Taxonomy
(Practical Component)
Knowledge Understand the fundamental rules used in badminton. (point system, court size,
ins and outs)
Compose basic movement sequences in order to complete a:

 Clear
 Serve (deep/ short)
 Drop shot
 Drive
Be able to identify space in order to win the point and gain an advantage.
Comprehension Describe why a badminton player would opt to serve long or short. What is the
thought process behind this decision?
Describe how space can be used to your advantage. Can you anticipate your
opponents next shot?
In a paragraph, explain how identifying an opponent’s weak point (weak serve

for example) can be manipulated to give the player an advantage?
Application Be able to effectively perform the 4 key fundamental shots in badminton.
Be able to create space by using both long and short shots to gain an advantage
in a game.
Analysis Analyse a sporting sequence video of your choice. For example: a 50m kick for
goal in AFL.
Were any environmental factors evaluated by the athlete before the action?
Did anything go wrong?
What can the athlete improve on?
Synthesis Your task is to apply the fundamental movements in badminton to other sports.
How are they similar/ beneficial? What movements need to be refined? For
example: The overhead drive is similar to a tennis serve.
Evaluation Students should film themselves performing each 4 badminton stroke during a
game. With this, an analysis can be undertaken to identify the key elements
involved with each stroke (centre of gravity, movement sequence, positioning
and stability). From here recommendations can be offered to how the participant
might improve their performance and game play.
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Planning a Sport in Society Unit of Work Using Bloom’s Taxonomy
(Theory Component)
Knowledge Introduction to Olympics
Compare and contrast 3 different nations from the Olympic games. Under the
headings: History, medal tally, funding and Issues, elaborate on the
differences.
Life of an Olympic athlete

Create an athletic profile for an athlete of your choice. This profile must
include: Age, diet, exercise regime, and experience.
Comprehension Introduction to Olympics

Using a platform of your choice (report, essay, poster, multimodal
presentation) report on the Olympic games. What is the history? Why is it a
worldwide event? What is the significance? Expand further with your opinion
on the event, and whether it needs to change.

Complete an analysis of a diet plan of your choice. You can choose any
athlete from any sport. Look for key factors such as: dietary requirements,
exercise requirements, sleep and rest requirements. Explain your results - for
example: Why does a weightlifter have a diet high in protein, and a heavy
lifting exercise regime?
Application Introduction to Olympics

Using a country of your choice: Create your own theoretical tournament.
What 5 sports do you choose and why? (think: popularity, ability) What social
aspects do you need to consider? What sporting stadiums will you use? How
will it be funded?

Based off your research, create a diet and exercise plan for an athlete from a
sport of your choice. The plan must go for one week, including all meals.
Ensure you are meeting the dietary requirements for your sport, based off
your research.
Analysis Introduction to olympics

Analyse the 1972 summer Olympic games. What went wrong during this time
and how could it be improved. What has changed since this disaster, has it
been good or bad, why?

Analyse the diet and exercise plan that you have created for your athlete and
identify the strengths and weaknesses. Compare this to a different plan and
create recommendations on how you might improve your own plan.
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Synthesis Introduction to Olympics

Based on the analysis of the 1972 summer Olympics, what new rules and
regulations can be put in place to improve our school sports day? How will
this help with the flow of the day and guarantee the safety of all attendees?

Based on what you have learnt from your research, choose a client of your
choice (mother, brother, old aunty). From this create a brief diet and training
plan based on their age and ability and explain how this plan might assist in
their health and wellbeing.
Evaluation Introduction to Olympics

With your advanced knowledge of this topic, What changes do you make to
your theoretical tournament? What preventative measures are taken? Why
are they important in your country? Compare and contrast findings with
another student in the class.

Look at findings from other members of your class. Evaluate how the training
and diet of your chosen client may be better than that of your classmates.
Justify your decision with references.
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Summative Assessments:
Type: Weighting Details: Assessment conditions

(%) (e.g. task type, word length, time allocated, supervision)
Prac Skills 20 Combination of self-evaluation and Students are graded on their badminton performance and their
Assessment teacher assessment. ability to display tactical elements of badminton (off the ball
play)
On-going assessment over a six-week period.
Folio 20 Students create their own theoretical 1000 words

Assignment tournament to demonstrate their
1 knowledge of the Olympic Games Can be displayed in a variety of ways: PowerPoint, Academic
and the factors behind it. Poster, Report, Oral Presentation, Essay format.
Two weeks to complete, some class time allocated.
20 Students apply their knowledge and 1000 words

Folio PE literacy to create their own dietary
Assignment and exercise plan. This demonstrates Students create a four-week dietary and exercise regime for an
2 their ability to comprehend pre- athlete of their choice. This plan can be handed up as an
existing diet and exercise plans and Academic Poster, An oral presentation, an Elaborative Essay, a
allows students to apply to real life Report or other approved format.
scenarios.
Two weeks to complete, class time allocated once per week.
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Unit Outline:
Week: Prac focus: Theory focus: Learning outcomes achieved Assessment:
Week Introducing Introducing Sport Developing a level of proficiency in performance of practical Pre Assessment-
One: Badminton - Skills, in Society - skills Prac and Theory
gameplay and Olympic Games*
rules* Developing knowledge of the nature of sport in society
Week * * Developing a level of proficiency in performance of practical

Two: skills
Developing knowledge of the nature of sport in society
Week Attacking - Demonstrating competency of practical of skills, showing Folio Assignment

Three: Overhead smash development in game understanding and knowledge Due - 20%
and drive*
Demonstrating understanding of the nature of physical activity
and applying it to real life scenarios
Week * The life of an interpret, analyse, and effectively apply (independently, within Formative Task
Four: athlete - training groups, and in teams) skills, specific concepts and ideas, Due
and regime* strategies, techniques, rules, and guidelines
Olympics Theory
Shows a strong knowledge of the nature of sport in society,
Quiz (formative)
developing understanding of an athlete’s diet and exercise
planning
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Week Defending - * interpret, analyse, and effectively apply (independently, within Folio Assignment
Five: Overhead clear / groups, and in teams) skills, specific concepts and ideas, 2 Due (20%)
Chip shot strategies, techniques, rules, and guidelines
Can demonstrate ability to interpret vital statistics and training

regimes and can apply this knowledge to create their own
plan
Week Round Robin * demonstrate a level of proficiency in performance of practical Prac Assessment
Six: Competition skills and techniques specific to a variety of human physical - Badminton Skills
activities (20%)
interact collaboratively and demonstrate initiative and

leadership.
Can demonstrate their knowledge of historical, societal and

socio-cultural factors of sport in society and elaborate on
these through their Folio Assignment: Theoretical
Tournament
Demonstrates strong understanding of the factors behind an

athlete’s dietary and exercise planning, and can competently
create their own plans with justification.
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Week One:
Pre Assessment:
Traffic Light Tournament - Students give themselves a colour (Green -

confident with their skill, Orange - reasonable confident, Red - Not confident).
Students then play a tournament in their groups, which assists the teacher in
identifying what student’s skill levels are.
Prac Double Lesson
Learning Objectives: Assessment:
 Show developing knowledge of badminton Pre Assessment: Traffic

rules, show developing badminton skills light tournament.
No summative assessment
 Clear expectation of this unit
Lesson Outline:
Warm up: 5 mins
Tag chasey to get students moving and warmed up.
Main Activity One: 30 mins

Get students to allocate themselves a colour based on their existing badminton skill
and confidence (Green, Orange, Red). Play a round robin singles tournament
Use proficient students to re-demonstrate the skills.
Main Activity Two: 30 mins
Partner up students from varying colour groups.
play a round robin doubles tournament. Games first to 11 to promote short games
and maximise participation against different opponents. 20 mins
Where is the best place to hit the shuttlecock?

A. To space, away from opponent, deep or short.
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Theory Lesson One
Introduce students to Sports In Pre assessment of existing student knowledge of

Society topic the Olympic games.(formative)
Lesson Outline:
Pre assessment: 10 mins
Students write 2-3 paragraphs on their knowledge of the Olympics: Why it exists,
current or historical issues etc.
Answers are shared in class through group discussion lead by the teacher.
Main Activity: 30 mins
Video: https://www.youtube.com/watch?v=9Cc7xErhEyk
Watch video - Students write paragraphs on:

-why are sports so important to the world?
-what do the Olympics signify?
Lesson Conclusion: 5 mins
Class discussion on answers given, with keywords being written down.
Theory Lesson Two
Identify and elaborate on historical, societal and cultural differences

seen throughout the Olympic Games.
Lesson Outline:
Compare and contrast 3 different nations from the Olympic games. Under the
headings: History, medal tally, funding and Issues, elaborate on the differences.
Present the findings in a poster or PowerPoint and share with another member of the
class.
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Week Two:
Prac Double Lesson
 Continue developing skills and knowledge of Pre assessment: Traffic

badminton light tournament.
 Continue developing an understanding of the
rules and appearance of the game
Lesson Outline:
Pre assessment: Traffic light tournament. Building on from last week, gives students
another chance to improve and determine their current skill level.
Main: doubles tournament. Allows students to get plenty of hits and practice whilst
playing lots of students. Emphasise rules and fundamental movements.
Skill demonstration: Use proficient students to reiterate biomechanics of hitting,

serving.
Conclusion:
Open ended questions on tactics and skills.
Theory Lesson One:
Thorough and focused use of information from different Introduce Folio

sources, with appropriate acknowledgment. Assignment 1 (20%)
Lesson Outline:
Video: https://www.youtube.com/watch?v=1W_zM7koJy8
Students record their thoughts on the video in 3-5 sentences. Share answers with
class.
Research:
Students identify an area of interest from the video and research it, and record: why
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it’s an interest to them, what the research suggests, possible reasons and solutions.
Introduce Folio Assignment 1: Theoretical Tournament

*Appendix 2
Conclusion:
Emphasise the vast nature of the Olympics and the many underlying factors through
student lead, group discussion.
Theory Lesson Two:
Interpret, analyse, and effectively apply (independently, within Folio Assignment

groups, and in teams) skills, specific concepts and ideas, 1 (20%)
strategies, techniques, rules, and guidelines
Lesson Outline:
Students use this lesson to work on their assignment, seek clarification and
assistance from the teacher.
Week Three:
Prac Double Lesson
 Develop ability to complete an overhead smash and drive

 Begin to develop anticipation during rally
 Understand how to win the point
Lesson Outline:
Warm up:
Small sided games on half courts
Main:
Use students to demonstrate overhead smash and drive.
In pairs, students practice their overhead smash and drive.

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Duo tournament, emphasising anticipation during rally to win points.
Theory Lesson One:

 Discover key historical moments of the Olympics -
Specifically the Berlin Incident of 1972 Formative
 Analyse and interpret the event in a format of your Assignment 1
choice
Lesson Outline:
Video: https://www.youtube.com/watch?v=aKe294SqWPE
Formative Assignment 1. Analyse the 1972 summer Olympic games. What went
wrong during this time and how could it be improved. What has changed since this
disaster? Has it been good or bad, why?
Present your findings in a form of your choice (PowerPoint, essay, poster)
*Appendix 1.
Theory Lesson Two:
 Apply knowledge of historical factors of the DUE: Folio Assignment

Olympics 1.
 Be able to demonstrate broad knowledge of the
Olympics and its history START: Formative
Assignment 1.
Lesson Outline:
Finish and hand up Folio Assignment 1.
Work on Formative Assignment 1, utilising the teacher for questions and clarity.
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Week Four:
Prac Double Lesson
 Be able to effectively perform Formative Assessment - Self Assessment

the 4 key fundamental shots in Students give themselves a grade in each
badminton. area, and provide justification. The teacher
 Demonstrate ability to perform hands it back, noting where the student can
overhead smash improve.
 Competently anticipate See Appendix 3.
opponents and use appropriate
shot selection Prac Assessment - Badminton Skills (20%)
 Be able to officiate a game of (Ongoing)
badminton
Lesson Outline:
1. Students begin the lesson by using technology to analyse a sport movement of

their choice.
2. Using the following questions, students analyse that movement sequence:
a. o What particular movement sequence affected the result?
b. o How could the movement sequence be improved?
c. How would optimal performance look for this particular movement sequence?
3. Students work in groups and analyse all members of the group.
4. Additionally, students grade themselves using the self-assessment sheet
provided.
Theory Lesson One:

 Gain knowledge and  Pre-assessment: personal profile of
understanding about diet and an athlete of their choice. Include
exercise plans. diet and training regime if known.
Lesson Outline:
· As a type of pre-assessment, students create a personal profile for an athlete of their
choice. The profile must include: age, sport, diet plan, training plan, experience,
achievements and anything else of interest.
· Introduction to the life of an Olympic athlete, how they train and what they eat. Look
at the following videos:
o https://www.youtube.com/watch?v=HAG4Rg-B5n8 (42 Days in the life
of an Olympian – training camp)
o https://www.youtube.com/watch?v=ALY9L0cAtJc (The diet of an
Olympic athlete)
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Students work in groups to discuss the life of an athlete, what it would be like, is it
worth it etc.
Theory Lesson Two:

 Investigate and determine the key factors involved within
both diet and exercise plans.
Lesson Outline:
 Students complete an investigation of a diet plan of their choice. They can
choose any athlete from any sport. Look for key factors such as: dietary
requirements, exercise requirements, sleep and rest requirements. Explain
your results - for example: Why does a weightlifter have a diet high in protein,
and a heavy lifting exercise regime?

Week Five:
Prac Double Lesson
 Understand how technology can improve Prac Assessment - Badminton Skills

performance. (20%) (Ongoing)
 Analyse movement and how it can be
improved.
 Continual development of technical and
tactical outcomes.
Lesson Outline:
1. Students begin warming up in the lesson by playing in a cooperative rally
2. Using the same technology as last week, students record a few minutes of their
own badminton game play.
3. In groups, students analyse each other’s footage and look positives and needs
for improvement.
4. They then note how the movements that are used in badminton may be applied
to other sports.
5. The class is finished with a round robin tournament.
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Theory Lesson One:

 Examine how diet and exercise plans are used at an
elite level.
 Analyse how these improve performance.
Lesson Outline:
 Using an example of an elite athlete, run through their diet plan training regime.
Explain the reasons behind the diet and training and how it might improve
performance and create multiple health benefits. Create ongoing discussion to
keep students engaged.
 Give students additional time to conduct ongoing research surrounding diet and
training plans. Look at the following pointers:
o Performance benefits
o Health benefits
o How does it enhance the body in relation to the sport being played?
Theory Lesson Two:

 Apply knowledge and understanding to create a diet and
exercise plan.
 Analyse the plan and determine both the good and the
bad.
Lesson Outline:
· Students must create a diet and exercise plan for an athlete from a sport of your
choice, it must be a different athlete from last week. The plan must go for one week,
including all meals. Ensure you are meeting the dietary requirements for your sport,
based off the research.
· Next, the students are to complete a SWOT analysis of their diet and exercise plan.
They are to identify their strengths and weaknesses and justify this with an
explanation.
Week Six:
Prac Double Lesson
 Analyse movement patterns and identify Prac Assessment - Badminton

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what needs improving. Skills (20%)

 Continual development of technical and
tactical outcomes.
Lesson Outline:
1. Having gained an understanding of how to use the technology involved in
analysing their skill, students have a final lesson to film themselves performing
each of the 4 badminton strokes during a game.
2. With this, an analysis can be undertaken to identify key elements involved that
need improvement.
3. A lengthened period of play is provided for students to show their badminton
skills which are being finalised during this lesson.
Theory Lesson One:

 Apply knowledge and understanding to a different
setting.
Lesson Outline:
· Providing information to students based on the benefits of training to those who are
affected by injury or age. Create some discussion on how the elderly might benefit
from the correct training and diet regime.
· Once completed, give students the opportunity to create a brief diet and training plan
for a client of their choice (must be aged 40+, can include parent, grandparent etc).
How might this plan assist them in their health and well-being.
Theory Lesson Two:

 Justify and evaluate your applied knowledge.
Lesson Outline:
· With a classmate, compare the findings from last week. Discuss what are the
differences and justify why you came up with your answer. Evaluate how the training
and diet of your chosen client may be better than that of your classmates. Justify your
decision with reference to primary resources.
· Complete any remaining work surrounding the diet and training regime and hand up
as a folio.
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Appendix 1: Assessment Tasks
Folio Assignment 1: Theoretical Tournament.

20%. 1000 words
This assignment gives you the opportunity to demonstrate your current

knowledge of the Olympics. Your task is to create your own Olympics, using 5
different sports.
Using a country of your choice: Create your own theoretical tournament. What 5
sports do you choose and why? (think: popularity, ability) What social aspects do you
need to consider? What sporting stadiums will you use? How will it be funded?
You can present the information however you like: PowerPoint, essay, oral
presentation, academic poster etc.
Steps:
1. Choose 5 sports. Why have you chosen these? Think: popularity, ability,
entertainment factor
2. Choose a country that will host your games. Why have you made this
choice?
3. Are there any social aspects you need to consider?
4. What stadiums will you use? Research current stadiums and facilities in
your chosen country.
5. How will it be funded?
6. Summarise your games - why would they/ would they not be successful?
What else do you need to consider?
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Folio Assignment 2
1000 words. 20%. Due W5.
Your task is to create a diet and exercise plan for an athlete or person of
your choice.
Steps:
1) Choose your athlete or person

2) Research what vital nutrients and exercise demands they
require
3) Justify why you have chosen this athlete
4) Create a plan to prepare them for a tournament.
Options:
 2 week, extensive plan (highly detailed)

 4 week moderate plan (moderately detailed)
 6 week basic diet and exercise plan (significant justification)
Presentation Options:
 Proper diet and exercise plan using a template

 Oral presentation justifying your plan
 Academic Poster
 Blog post
 Any other approved format (speak to teacher)
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Formative Assignment 1. Munich Massacre Assignment
Formative Assignment 1: Munich Massacre.
500 words
Analyse the 1972 Summer Olympic Games in Munich, Germany.
Steps:
1. What went wrong?
2. Why did this event occur?
1. Are there any other socio-cultural issues that could affect future Olympic
Games?
4. Collaborate your answers with a partner. Together, create a poster or

PowerPoint that demonstrates your opinions.
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Formative Assessment – Teacher and Self-Assessment
Need Developing Proficient Advanced Total:

Improvement (5) (5) (5)
(5)
Overhead Smash
to clear the ball
Drop shot ability

and
understanding
when to apply it
Overhead Clear
Serving – serves
to give an
advantage
Anticipation of
rally
_____/
25
Justification:
Why have you given yourself this score?
What are you confident in?
What can you improve on?

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Part Two: Essay Component
Introduction
Both Badminton and Sport in Society were looked at in this six-week unit for
practical and theory respectively. The unit aimed to develop student’s deeper
understanding of badminton, rather than the basic fundamentals. This
included tactics, rules and match awareness. This was achieved through
small-sided games and constant inquiry questions throughout the lessons to
encourage students to justify their actions. The theory lessons emphasised
student centred learning and inquiry, so students would leave the unit with a
comprehensive understanding of the Olympics and a substantial tactical
knowledge and application of badminton to meet the learning requirements of
SACE stage one. All assignment tasks were created with the learning
outcomes and performance standards in mind, ensuring that students will
leave the unit with comprehensive knowledge and be prepared for stage two.
This essay will explain the choices behind this unit and how the Teaching for
Effective Learning (TfEL) framework was utilised to support and strengthen
the unit. How the unit creates conditions for vigorous learning, develops
expert learners and how it personalises and connects learning will be
elaborated on and justified below. The unit will then be critiqued and any
potential improvements will be outlined.
HOW THIS UNIT IS EFFECTIVE

This unit would be beneficial for both students and teachers for a number of
reasons. Firstly, the emphasis on practical application provides students with
an enjoyable way to learn. The practical aspect of this unit focuses on game
awareness, tactical play and a deep understanding of badminton. For
example, through constant, ongoing inquiry questions throughout the lessons,
student understanding is continually challenged (Metzler, 2017, p.125).
Certain questions implemented throughout the unit gives students the
opportunity to analyse why they are playing certain shots and how tactical
advantages can be made. This inquiry model has been utilised in this unit
because research suggests that it strengthens both faculty development and
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the ‘interconnections between teaching, learning and research (Blessinger,
2014, p.3).’ This unit goes further than basic fundamentals, and assumes that
through repeated, small-sided games that students are getting to the
associative/ autonomous stages of learning. Small-sided games were
emphasised in this unit as they have been proven to substantially increase the
technical, physical and physiological demands of students (Kluseman, Pyne,
Foster & Drinkwater, 2012). In the theoretical component of the unit, students
are given a variety of ways to express their learning, such as oral
presentations, essays, academic posters, videos and blog posts. This allows
students to find a creative platform that works for them in order to meet the
learning outcomes of the unit. Through planning for both theory and practical
work using blooms taxonomy, students are able to develop from a low level of
thinking from the beginning of the unit towards a high level of cognitive
complexity by the end. Additionally, teamwork and collaboration is focused on
throughout the practical component as it directly associates with the learning
requirements of SACE Stage One (SACE, 2018, p.6).
Creating conditions for rigorous learning

Creating conditions for rigorous learning strongly relates to having a fair and
equal class and giving students responsibility for their learning. The
Department of Education (2017) emphasises the importance of student input
in teaching, by suggesting students give the teachers feedback, have a say
on class rules and ensuring that teachers respect alternative perspectives. In
this unit, the teaching practices will strongly coincide with these conditions to
ensure that the environment is positive, constructive and fair for all students.
As group work in this unit is predominant in the theory component, this gives
students the opportunity to act as leaders and use initiative to organise their
projects and tasks. It will be important for the teacher to continually monitor
progress of the students to ensure they stay on task, and if necessary
reshuffle groups until the best possible group chemistry is achieved. It is
important to change groups who do not work well as Slavin (2014) identifies
four major factors in its success: “motivation, social cohesion, cognitive
elaboration and cognitive development.” If a teacher can identify what
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students work well together, then the group work component of this unit will
be successful in achieving the learning outcomes. As some students may see
group projects as a chance to ‘slack off,’ the students will be allocated roles in
their groups so that every student in the group is required to complete their
part for the project to succeed. By providing students with roles and group
goals, this may motivate students to complete tasks and can increase student
cohesion by making them feel responsible for each other’s learning (Slavin,
2014). With group work being the driving factor behind the conditions for
rigorous learning, it is also important to justify how this unit develops expert
learners.
Developing expert learners

One of the most vital components of a unit is how it can develop expert
learners. The way a teacher instructs and designs their units of work can have
a significant impact on student learning. The TfEL framework suggests that
challenging student’s learning dispositions and managing and directing their
learning are pivotal to developing expert learners (Department of Education,
2017). By continually encouraging self-discovery and risk taking, students can
challenge their learning and their potential (Tomlinson, 2014).This unit
strongly promotes this TfEL framework. For example, Folio Assignment One:
Theoretical Tournament provides students with the opportunity to research
their areas of interest, provides them with creative freedom to present their
research in their own way and guides them in the right direction with open
ended questions (Jarvis, 2013). Students can scaffold their ideas with the
teacher to ensure that they are on the right track, but the freedom of this
assignment strongly aligns with TfEL by managing and directing student
learning and extending student’s learning potential (Department of Education,
2017). This unit of work also encourages students to work collaboratively in
both their theory and practical lessons. Students are constantly allocated time
in lessons to share their thoughts and ideas with others and group work is
often used. This gives students an opportunity to explain their thoughts,
reasoning and research to test their own understanding, as well as see it from
a different perspective. In the practical component, students work in pairs to
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film each other playing different badminton shots. For example, students then
get to reflect on their video footage and discuss what they are good at and
what needs improvement. Developing expert learners was a priority when
designing this unit, and below will discuss how it personalises and connects
their learning.
Personalising and connecting learning
The Department of Education (2010) recognise that one way to teach for
effective learning is to personalise and connect learning. To allow for this, the
unit has used a number of techniques to ensure that this has been
accomplished. One of these techniques is the constant use of pre-
assessment throughout the unit, for both practical and theory components.
Finding out what students already know is an important step to being able to
build on their learning and progress further. Being aware of previous
knowledge also assists in creating appropriate challenge for students, wherein
they are able to enhance their learning (Tomlinson, 2005). The unit also
provides opportunities for students to connect their learning to real life
situations, such as the Munich Olympic games. They are also required to
analyse existing diet plans and create their own, which could be implemented
in their own lives. From comparing what went wrong in the Munich Olympic
games and creating their own plan for a sports day, learning is promoted
through connecting a real life issue (e.g. terror attack) to their own context.
Additionally, within the practical unit, students are able to learn through a
range of different activities. Using technology as a form to analyse movement
patterns and skills, students are able to identify strengths and weaknesses
during play. Reviewing their footage provides an opportunity to analyse their
technical and tactical skills and allows them to improve. Students also have
the ability to apply their own interests and hobbies into a number of the
activities. They are able to look at the diet and exercise plans of their favourite
athlete, or even analyse the movement patterns of a sport they enjoy the
most. As a result, students may feel more comfortable in their learning,
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making it more personal and engaging to learn about. From the opportunities
and techniques identified, teaching for effective learning can take place
through personalising and connecting learning (DECD, 2010).
Possible improvements
Even though the unit provides students with a large number of opportunities
and techniques to learn in varying ways and forms, there are always
opportunities to enhance a unit of work. Firstly, the unit should be more
connected with the wider community, to associate students’ learning with their
own personal lives and aspirations (DECD, 2010). As a possible
improvement, students could choose a role model from their local community
and look at how their diet and exercise plans might differ to that of an elite
athlete. Something that also wasn’t addressed enough in the unit was the
opportunity for students to integrate their own interests into the learning tasks.
Students all learn in different ways and some would find Physical Education
more interesting than others. So to ensure that all students are engaged and
learning effectively, time should be put aside for students to investigate and
share their learning interests within the setting of the theory component.
Additionally, to help with this, another improvement to the unit would be the
way that students are assessed. Although students are given a significant
variety of ways to complete their assessment tasks, it would be beneficial in
future units to broaden the topics of assessment. By allowing students to
choose one of several options, they can choose what is more closely aligned
with their personal interests which could lead to better results. It has been
proven that providing students with multiple ways of demonstrating their
learning is effective, so for future units, the assessment tasks will be broader
and have a larger scope (Pratt, 2002). Depending on the class that the unit is
implemented on, a tiered lesson could also be implemented at some stage of
the lesson. The tiering would be based on the readiness levels of students to
ensure that all students are progressing regardless of their ability (Doubet &
Hockett, 2015). Further improvements can also be discovered once the unit
has been completed, after self-assessment and student feedback. Every class
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is different and varying student needs must be accounted for, even if that
means changing aspects of the unit.
Conclusion
Regardless of the improvements needed, this unit still provides the

opportunity to teach for effective learning. The six-week unit begins at a low
level of cognitive complexity in both practical and theory components,
gradually progressing to a higher level through blooms taxonomy (Meyer,
2003). Rigorous learning has been identified in the unit through the use of
leadership and a positive environment, where students can use initiative to
work in groups and accomplish tasks together. The unit also develops expert
learners through the use of technology as part of the practical component.
Students are able to video their performance and analyse their strengths and
weaknesses from the footage. From here, students are able to review how
they might change and improve their performance based on feedback from
peers. Pre-assessment was used to connect students learning with what they
already know to ensure that all students are appropriately challenged to
further progress their learning. Additionally, learning was personalised by
giving students the opportunity to use their own interests in a number of
assignments given. As a result, students are more likely to be engaged and
motivated to learn throughout the duration of the unit. Finally, a number of
improvements were also outlined for the unit and more could be identified
upon unit completion.
We verify that all group members have equally contributed to the production
of both part 1 and 2 of this assignment.
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APA Reference List:

 Blessinger, P., Carfora, John M., Barnett, Michael, & International
Higher Education Teaching Learning Association. (2014). Inquiry-
based learning for faculty and institutional development : A conceptual
and practical resource for educators (Innovations in Higher Education
Teaching and Learning, Volume 1).
 Department of Education. (2010). South Australian teaching for

effective learning. Government of South Australia. Retrieved from
https://www.decd.sa.gov.au/sites/g/files/net691/f/tfel_framework_guide
_complete.pdf
 Doubet, K & Hockett, J, (2015). Differentiating according to student

readiness, Differentiation in middle and high school: strategies to
engage all learners, ASCD, Alexandria, Virginia, pp. 173-206.
 Jarvis, J, (2013). Differentiating learning experiences for diverse

students, Learning to teach, Cambridge University Press, Port
Melbourne, Vic., pp. 52-70.
 Kluseman, M.; Pyne, D.; Foster, C. & Drinkwater, E. (2012). Optimising

technical skills and physical loading in small-sided basketball games.
Journal of Sports Sciences, vol. 30(4).
 Metzler, M. (2017). Instructional models in physical education. Taylor &

Francis. p.123
 Meyer, K. A. (2003). Face-to-face versus threaded discussions: The

role of time and higher-order thinking. Journal of Asynchronous
Learning Networks, 7(3), pp.55-65.
 Pratt, D. D. (2002). Good teaching: One size fits all? New directions for
adult and continuing education, (93).
 Tomlinson, C. A. (2005). Traveling the road to differentiation in staff

development. Journal of Staff Development, 26(4).
 Tomlinson, C, A (2014), Good curriculum as a basis for differentiation,

The differentiated classroom: responding to the needs of all learners,
2nd edn, ASCD, Alexandria, Virginia, pp. 60-79.
 South Australian Certificate of Education. (2018). Physical education

2018 subject outline. Retrieved from
https://www.sace.sa.edu.au/web/physical-education/stage-1
 Slavin, R. (2014). Cooperative Learning and Academic Achievement:

Why Does Groupwork Work? Annals of Psychology, vol. 30(3).

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EDUC4730G Unit Plan 1

Year 11, Stage One

Performance Standards for Stage 1 Physical Education

A Comprehensive A high level of Constructive initiative Insightful and proactive

B Well-considered Proficiency in Capable initiative and Well-considered and mostly

C Considered Competent Some initiative and Considered and sometimes

The learning requirements summarise the knowledge, skills, and

In this subject, students are expected to:

60% Practical, 40% Theory

Compose basic movement sequences in order to complete a:

In a paragraph, explain how identifying an opponent’s weak point (weak serve

Application Be able to effectively perform the 4 key fundamental shots in badminton.

Life of an Olympic athlete

Comprehension Introduction to Olympics

Life of an Olympic athlete

Application Introduction to Olympics

Life of an Olympic athlete

Analysis Introduction to olympics

Life of an Olympic athlete

Synthesis Introduction to Olympics

Life of an Olympic athlete

Evaluation Introduction to Olympics

Life of an Olympic athlete

Type: Weighting Details: Assessment conditions

On-going assessment over a six-week period.

Folio 20 Students create their own theoretical 1000 words

Two weeks to complete, some class time allocated.

20 Students apply their knowledge and 1000 words

Week: Prac focus: Theory focus: Learning outcomes achieved Assessment:

Week * * Developing a level of proficiency in performance of practical

Developing knowledge of the nature of sport in society

Week Attacking - Demonstrating competency of practical of skills, showing Folio Assignment

Can demonstrate ability to interpret vital statistics and training

interact collaboratively and demonstrate initiative and

Can demonstrate their knowledge of historical, societal and

Demonstrates strong understanding of the factors behind an

Traffic Light Tournament - Students give themselves a colour (Green -

Prac Double Lesson

Learning Objectives: Assessment:

 Show developing knowledge of badminton Pre Assessment: Traffic

Warm up: 5 mins

Tag chasey to get students moving and warmed up.

Main Activity One: 30 mins

Use proficient students to re-demonstrate the skills.

Main Activity Two: 30 mins

Partner up students from varying colour groups.

Where is the best place to hit the shuttlecock?

Theory Lesson One

Learning Objectives: Assessment:

Introduce students to Sports In Pre assessment of existing student knowledge of

Pre assessment: 10 mins

Main Activity: 30 mins

Watch video - Students write paragraphs on:

Lesson Conclusion: 5 mins

Class discussion on answers given, with keywords being written down.

Theory Lesson Two

Learning Objectives: Assessment:

Identify and elaborate on historical, societal and cultural differences

Prac Double Lesson

Learning Objectives: Assessment:

 Continue developing skills and knowledge of Pre assessment: Traffic

Skill demonstration: Use proficient students to reiterate biomechanics of hitting,

Open ended questions on tactics and skills.