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Curriculum Unit Planner

UNIT TITLE: Touch Football Curriculum Area: Physical and health

education

Year Level: 9 Course Length: Semester Topic Length: 4 Weeks

Year: 2019

Monday touch lesson instead of netball game:


-Students hand up energy task sheet homework and go through answers (5 min)
- students are expected to be prepared by individually researching/watching YouTube videos on how to umpire touch football (10 min).

-Warm up game (5 min).


-Mini round robin competition (20 min).
Cohort/Context Description
This year 9 class has a mixed ability of skills with all of the girls playing netball, as it is a Netball Program class. The class cohort is made up of students
from different cultural and linguistic backgrounds. All students bring a variety of knowledge, experiences and skills in their virtual school bag.

There are no students in this class with a recognised disability/learning difficulty.

PROGRAM CONTENT DESCRIPTION:


As a result of participating in this unit plan students are working towards the ACARA standards:

Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and
problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement
concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and
others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement
challenges (The Australian Curriculum, 2018).

The focus areas to be addressed in Year 9 include, but are not limited to:

• alcohol and other drugs (AD)


• food and nutrition (FN)
• health benefits of physical activity (HBPA)
• mental health and wellbeing (MH)
• relationships and sexuality (RS)
• safety (S)
• challenge and adventure activities (CA)
• games and sports (GS)
• lifelong physical activities (LLPA)
• rhythmic and expressive movement activities (RE)

Achievement Standards Statement

By the end of Year 10, students critically analyse contextual factors that influence their identities, relationships, decisions and behaviours.
They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. Theyevaluate the outcomes of
emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and
justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their
communities. They examine the role physical activity has played historically in defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and
problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement
concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and
others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement
challenges.

Intended Learning Goals

Transfer Goal: (Big Picture learning- Optional

To develop skills, knowledge and an enjoyment of the game of Touch Football.

Topic Goal: (Specific outcome from this topic)


Practice, develop and apply skills and techniques involved Touch Football..

Develop an understanding of the rules of the game of Touch Football and apply these skills into game situation.

Understand Knowledge Skills


Students will understand: Students will know: Students will be able to do:

Evaluate and justify reasons for decisions


Develop, implement and evaluate movement and choices of action when solving Transfer understanding from previous
concepts and strategies for successful outcomes movement challenges (ACPMP087) movement experiences to create solutions
(ACPMP101) to movement challenges (ACPMP106)

Analyse the impact of effort, space, time, objects


and people when composing and performing
movement sequences (ACPMP103)

Assessment Tasks:

1. Practical Assessment

Students will self assess their skills using a self-assessment rubric. The rubric has a focus on skills, knowledge and application of the game
of Touch Football.
Students will also be assessed (by a teacher)- specifically students will be expected to coach a skill/small sided game based on their given a
key idea: planning for performance
Their teaching/game must go for approximately 5 minutes long.
- CREATING SPACE TO PENETRATE
- CREATING SPACE TO PENETRATE -DRAWING THE DEFENDER
- OFF THE BALL SUPPORT IN OFFENSE AND DEFENCE PHASES
- CREATING SPACE TO PENETRATE – SWITCHES AND SCISSORS
- CREATING SPACE TO PENETRATE – LOOP MOVES
- DEFENDING PLAYERS – SLIDING DEFENCE
- CREATING SPACE TO PENETRATE – TRAPPING THE OPPOSITION OFFSIDE WITH “YOU AND ME’S”

Theory assessment:
Students will be expected to use their practical experience and knowledge gained to help you answer the following questions on the
provided sheet.

A – Knowing and understanding

1. State how the game of Touch football begins. On a diagram of the field indicate the positioning of the players on each team for the
start of the game.

2. Outline how players score a ‘try’ in a game. Include any associated rules.

3. Identify and explain an example in a game that results in a change of possession (eg turn over).
4. Explain two physical characteristics that a Touch Footballer may need in order to be a successful player.

5. Analyse the game of touch football and then select the two most relevant energy systems for a touch football player. Justify why
your chosen energy systems are the most important.

6. Investigate why Touch football is an ideal sport to play with "mixed genders".

7. Evaluate why it is effective for teams to utilise space when in possession of the ball.

8. Justify why Touch Football can be such a positive influence on our communities.

Other Evidence: Observations, verbal exit cards

 General Capabilities Literacy (L), Numeracy (N), Information and communication technology capability (ICT), Critical and creative thinking
(CT), Personal and social capability (P), Ethical behaviour (EB) and Intercultural understanding. (IU)
Literacy:

In this unit students will retrieve directly stated information, interpret texts by making inferences, reflect on texts using background or prior
knowledge and interpret explicit information.

Numeracy:

Students will be required to conduct basic calculations and use units of measurement when setting up the field.
Intercultural Understanding

In this unit students will participate in activities that are recognised both nationally and internationally. Students develop intercultural
understanding whilst valuing their own cultures, common languages and beliefs of others. Students will understand how culture shapes
personal and social perspectives and interactions combined with what is valued in terms of physical activity with their families, social group
and the broader community.

Ethical Behaviour

Students learn how to behave ethically. Students focus on the importance of treating others with integrity, fairness, compassion, and respect
diversity and equality for all.

Differentiation:
There are no students within this class that have a recognised learning need or disability. Thus being said, the unit will still differentiate as
required by understanding students learn best (eg verbal explanation and then visual demonstration of tasks that are expected to be completed).
Practical sessions will also be differentiated as required through the use of constraints and a game sense guided questioning approach.
Teaching and Learning Plan- Overview

Key Content Key Learning Activities Assessment Type Resources


Topic

Week 1 Skill Lesson 1 & 2 PowerPoint: Topic Overview (introduced to Pre assessment- -Electronic version of
Development Introduction to all key assessment pieces, everything is visually looking self assessment.
and Modified touch football explained) at student’s skills
Games and then: in the first lesson -Intro Video
Introduced to topic of Touch Football and adapting unit
Learning to through YouTube videos. https://www.youtube.co
plan to their m/watch?v=fivI01UxO0
creating space to skills.
penetrate Warm up: Tag with ball g
drawing the Pass:
defender A pass that is directed behind or directly at a https://www.youtube.co
teammate will cause them to halt their m/watch?v=eurw6PbX
forward movement, providing the defence
WC0
with more time to readjust.
-Rules
Key cues
 Swing ball across body https://www.youtube.co
 Release towards receiver m/watch?v=dO1BBeNV
 Turn upper body as ball is released G24
 Aim for chest
-Games:
Receiving
https://www.youtube.co
The ball should be taken in the hands, so
that if another pass is needed, it can be m/watch?v=B2pRyNRh
quickly released. B0o

Then….Play a game of touch. Stop game


where needed.

Activities for learning to create space:


Activity 1: Interceptor
Activity 2: Defensive depth 3v2
Activity 3: Full games focusing on the idea
of creating space to penetrate

Lesson 3 Energy systems task


Theory about sheet
Introduction of coaching assessment piece. Homework:
energy systems,
Organise students into pairs for coaching practice the rules
heart rates when assessment and assign them a specific key Energy systems family
playing mini of touch football, feud game
idea to focus on.
game learning how to
Students will learn about energy systems. umpire and revise
How to umpire energy systems
The teacher will then give students some using provided Coaching assessment
the game piece.
homework: task sheet.
-Learn/watch YouTube videos on how to
umpire
-Energy system revision task sheet
Lesson 4 & 5
Week 2 -Off the ball Quick recap of energy systems, ensuring
support in students remember this information.
offense and
Show homework of umpiring.
defence phases.

-Creating space Talk about coaching assessment piece and


get them started on that.
to penetrate-
switches and When students are not playing: students are
scissors to fill in energy system sheet (demonstrate
learning).
Planning for
Activities for off the ball support in offense performance task sheet.
and defence phases:
Activity 1: Warm up- 5 man weeve
Activity 2: Game with constraints (player
support, defensive 2 touches before drop
ball).
Activity 3: Game with constraints (player
support, pass ball off twice before scoring).
Activity 4: Unmodified game, no constraints

Activities for creating space to penetrate


switches and scissors:
Activity 1: Normal full game
Activity 2: Single loop switches
Activity 3: The dummy switch
Activity 4: Main game again, with
constraints (extra points for using dummy
or a switch).

Lesson 6
Creating space Warm up: foxtails
to penetrate-
loop moves. Lesson outline
Activity 1: Loop drill
Activity 2: small sided game (perform a
wrap- 1 point, score from a wrap- 5 points).
Acitivty 3: Box game play drill (students are
encouraged with code names for loop moves
they are going to trial).
Activity 4: re enter small sided game
(students are encouraged to apply their
routines into game play, same score point
system will be applied).
Week 3 Lesson 7 & 8 Students will learn about sliding defence in
Defending touch football.
players- sliding
defence Warm up game: Wheel tag

Lesson outline
Activity 1: touch down
Activity 2: Sliding defence on marked cones
(point system)
Activity 3: Mini game 3v3 modified field
Activity 4: Bigger game, round robin

Second half: Allow students some time to


work on their assessment planning for
performance piece.

Warm up: caterpillar game


Lesson 9 Lesson outline
Creating space Activity 1: Skill practice, ball from one side
to penetrate- to the other
Activity 2: Four handed touch (four handed
trapping the
opposition. touch means, two people need to touch the
player with the ball before a roll ball is
required).
Activity 3: Half run
Activity 4: quickie Self assessment

Self assessment:
Students are given the Touch Football
Rubric, students must reflect on their skills
& ability to assess their own performance
over the past few weeks.
Teacher
assessment

Week 4:
Lesson 10 & 11 Students will be expected to present their
Students present small-sided coaching games to the class.
their coaching Teacher will mark this against rubric. Teacher
lesson. assessment

Students will then be given the second half


of this lesson to start the criteria A Touch
Criteria A- assignment. The teacher will go through the
touch assignment and explain what each question
assignment means (ensuring all students understand).
Finish off as homework, due the following
week on the 31st of May.

Tournament Final
Play round robin games.
Lesson 12
The team with the most pts win the
tournament.
Give a trophy from the Pe office to the
winning team.