Lesson Plan Pro forma (Health & Physical Education)
NAME: Zak Pretlove
ACTIVITY: NETBALL
EQUIPMENT: netballs, cones, bibs, goals
Learning area: Health & Physical Education
Strand:
Capabilities:
 Literacy
 Numeracy
 ICT
 Critical & Creative thinking
 Personal & Social capability
 Ethical Behaviour
 Intercultural Understanding
Student learning Outcomes:
Evidence of learning The students will …..
Cognitive & Physical: (aspects of ‘skilled play’)
- Demonstrate game sense tactics and rules in
endzone games
- Develop technical ability through partner
challenges
- Improve agility in GLO and throughout lesson in
endzone games and Heavy Traffic
Personal Responsibility: (Fair Play / resilience)
- Conduct themselves in accordance with simple
rules set in each activity
- Encourage other students
- Develop resilience by overcoming challenges
posed by opposition
Social:
- Cooperate with peers to overcome challenges
- Cooperate with peers in accordance with rules of
small games
- Assist in peer technical ability and game sense
development
Affective: (feelings & attitudes)
- Increase self-responsibility by attending the
lesson and remaining quiet while instructions
are given
- Demonstrate enthusiasm towards active
participation
- Show a willingness to achieve personal success
Evaluation
Student learning outcomes – address each outcome
Lesson proforma/ HPE 1/ Wendy Piltz/ 2013
TIME: 9:40-10:20am DATE: 21 May 2019
CLASS / YEAR Session 2, Group 4, Year 5/6
Band:
Cross Curriculum Priorities
 Aboriginal & Torres Strait Islander perspectives, culture
 Asia & Australia’s relationship
 Sustainability
Teacher Outcomes:
The teacher will …….
Management: (operating framework & interactions)
- Re-establish group norms and protocols
- Manage student misbehaviours by direct
questioning about the behaviour issue; “is what
you’re doing Ok?”, “are we allowed to talk when
another person is talking?”
- Assist time management of lesson by setting up
games which can use the same equipment, space
or structure
- Use a whistle to give various signals and
instructions
- Allow time for students to help pack up
equipment at the end of the lesson
Presence: (verbal & non-verbal communication)
- Project instructions and feedback for the whole
class to hear even if focussing on one small group
- Emphasize verbal instructions with gestures and
expressions to improve presence and enthusiasm
- Align non-verbal cues with verbal instruction
more frequently
- Observe gameplay and intervene when required
P’s of Pedagogy: (Presentation of task, positioning,
acknowledgement + feedback)
- Account for all students, position group and
myself so all students are engaged in all
instruction and debriefing time so key learning is
reinforced
- Take sufficient time to demonstrate and
exaggerate key technical cues and tactical
movements
- Utilise freeze replay to specifically point out rule
obstructions and key tactical movements
- Reinforce key cues of technical ability, tactical
positioning and use of communication through
specific individual and group feedback
- Provide a safe environment
Evaluation
Teacher outcomes – address each outcome
 Complete on a separate page. Complete on a separate page. Consider what
Consider what happened (with supportive happened (evidence), the implications (so
evidence), the implications (so what) & future what) & future directions (what now).
directions (what now).

Lesson proforma/ HPE 1/ Wendy Piltz/ 2013

 SPECIFIC LEARNING OUTCOMES ACTIVITY
(Students will…) (Shape + Method + Enhance)
I - Engage in a GLO that provides Wallabies and Wombats
N maximal movement opportunity and - Students partner up and
T maintains high engagement levels stand with their back to each
R other
O - Demonstrate an ability to act on - 1 line is Wallabies and 1 line
D instructions / verbal cues is Wombats
U - One line’s name is called and
C those students must try and
T make it to the finish line before
I their partner catches them
O
N
- Demonstrate current knowledge of Goal Circle Endzone
game sense - 5v5 teams
- Game starts by passing to a
- Show the level of their technical team-mate from the centre
ability and develop through game - No contact
- No dribbling / running with
- Use agility to find space ball
- Obstruction (defender
minimum 1 metre away)
- 5 second ball hold limit
- Make 3 passes before a score
- Score by taking a catch in the
goal circle
- Only 1 player from each team
allowed in the goal circle
- Teacher umpiring
Variations:
- More strict stepping rule
interpretation
“Great effort, let’s keeps the energy
going for the rest of the lesson!”
Lesson proforma/ HPE 1/ Wendy Piltz/ 2013
FOCUS CLASS ORGANISATION TIME
(Teaching Cues or Questions) (Shape)
- Listen closely to instruction 9:40-9:43
T
- React quickly
- Pivot around on leg 3 mins
- Explosive effort
2m
gap
10m 10m
Loud calls! Hands out as a 9:43-9:50
target!
7 mins
- Move into space (lead late
and fast!)
- Pass out in front
- Defenders intercept
- Block space (get a player!)
- Support with width and
depth, provide options
- ‘5 seconds is a long time, find
the right pass!’
T
Use the width – freeze replay
student positioning when not
in possession
Freeze replay to highlight
and/or introduce rules
Can anyone name the primary Focus of this learning episode is to get students actively engaged
rules we discussed? immediately in a GLO with similar agility attributes to netball, then assess
their current abilities in a simplified endzone game, introducing the
primary rules and allowing students to learn the primary rules in the game
context.
 D - Develop basic throw and catch
E techniques (with variations)
V - Work on stepping and
E - Develop game sense-rules by
L isolating the stepping rule and
O teaching while focussing on
P technique
M make in 30 seconds? Beat
E - Demonstrate cooperation with
N peers
T take a step back. If dropped or
- Develop and combine chest pass,
shoulder pass and catch
combinations with game sense-
tactics focus on mobility
- Improve agility and spatial
awareness
Lesson proforma/ HPE 1/ Wendy Piltz/ 2013
Partner Throw and Catch
- Throw and catch in pairs
grounded foot rule
Variations:
- How many catches can you
score
- Every time a catch is made,
incomplete, take a step
forward
- Once passing distances get
further, introduce shoulder
pass
- One partner stands 3 metres
back from cone, runs and
jumps to receive ball in the air
and land. Pivot on grounded
foot
Heavy Traffic
- Groups of 3
- Groups pass between each
other, moving about in the
space while being aware of
other groups doing the same
thing
- Player must move at least 5
steps from where they last
passed or received the ball
-Reiterate 5 second hold rule
Variations:
- Add in a defender or 2
- 1 point for each made pass
and catch in groups, 5 points
for defender intercept
Chest Pass 9:50-
- ‘Hands like a W’ 10:03
- Elbows down
- Push ball towards partner 13 mins
- Step forward to generate
more power
Catch
- ‘Eyes on the ball’
T
- Body behind the ball
- Hands out in front
- Fingers up, ‘make a W’
- Bend elbows, ‘give with the
ball’
- Jump, take ball in the air to
open up pivoting options
Shoulder Pass
- Rotate trunk slightly Start 3m, then distances to be differentiated
- Spread fingers, rest ball on
hand
- Arm behind head, push ball
towards partner
- Step forwards with opposite
foot
- Scan the field 10:03-
- ‘Eyes up, look for your 10:10
players’
- Move into space 7 mins
Introduce and highlight
effectiveness of lob pass
T
Approx. 10m x 10m square
Change to a court third to change the shape of tactics and movement
 “Fantastic to see your development,
you’re all improving so rapidly which
is so good to see. Let’s put what
we’ve learned so far into another
game!”
C - Implement more refined technical
L abilities into a game situation
O - 5v5 teams
S - Demonstrate game sense-rules by
U pivoting and not stepping
R - No contact
E - Develop game sense-tactics by
using mobility and providing passing
options
- Adhere to rules to enhance fair play
and make peers feel safe and
included
“I have loved the effort you have all
put in to our first netball lesson! You
have improved so much and I think
you all will be superstars by the time
we finish! See you next week.”
Lesson proforma/ HPE 1/ Wendy Piltz/ 2013
Goal Circle Endzone
(potentially using goals)
- Game starts by passing to a
team-mate from the centre
- Stepping rule
- Obstruction (defender
minimum 1 metre away)
- 5 second ball hold limit
- Make 3 passes before a score
- Score by taking a catch in the
goal circle
- Only 1 player from each team
allowed in the goal circle
- Teacher umpiring
Variations:
- Shoot a goal instead of
endzone
.
What were the key things to The focus of this learning episode is to develop the basic throw and catch
remember about the chest techniques with different throw types and still keep the focus on them
pass and catching? even in a more dynamic game situation. The stepping rule and pivoting on
the grounded foot is also further explained and put into context.
Can someone explain the
stepping rule?
Was it easier or harder to pass
and receive in Heavy Traffic?
Why? How did you make
space?
Loud calls! Hands out as a 10:10-
target! 10:18
- Move into space (lead late 8 mins
and fast!)
- Pass out in front
- Defenders intercept
- Block space (get a player!)
- Support with width and
depth, provide options
- ‘5 seconds is a long time, find
the right pass!’
Use the width – freeze replay
student positioning when not
in possession
Court space is as big as allowed by the confined area
Freeze replay to emphasize
rules
What were the main rules we The focus of this learning episode is to combine the more refined technical
learned today? abilities learned and movement concepts of Heavy Traffic back into a game
situation. The stepping rule will be more strictly adjudicated with freeze
Can someone show me what a replay used to highlight any issues. Goals may be used to add some ‘wow’
chest pass looks like? factor and to lead into more shooting practice next week.
What did you like today? Debrief key cues and concepts from lesson, get students to pack up 10:18-
equipment 10:20
2 mins
 Promote positive participation: MIP /ALT/ Inclusive/Safe/Success . Provide Plenty of Perfect Positive Practice (Launder 1989, P’s of Pedagogy)
Pre – test – Establish the Level of the Learner Purposeful & Persistent Practice – motivation /engagement (Ph)feedback: specific Praise :acknowledge &enthuse
Planning and Preparation – Set Induction Pertinent Practice Paced Progressive (Ph)flexibility
Presentation - Demonstration Personalized Post test - achievement / progress
Protected – safety: physical/emotional Playful Act with Poise, Patience & Empathy to encourage positive future participation

Lesson proforma/ HPE 1/ Wendy Piltz/ 2013