SPECIFIC LEARNING OUTCOMES ACTIVITY Teaching Focus CLASS ORGANIZATION (Shape) TIME

(Shape + method) (cues or questions)

I T
N  List rules for lesson and point out Introduction  Whistle Use
boundaries.  Revise the safety and respect rule  Cues of dribbling 5 mins
T
 What did we learn last week?  Shooting and moving around are
R key for today’s lesson
O
T
D Touch the line
U  Demonstrate visual scanning and agility  Students spread out on the side line
C
to keep running towards the cones  They must jog to the first cone and run back
T
 Demonstrate good defensive positioning
I and game sense One on One Defense Full Court Defence
O One player dribbles the ball while the other Heads up high looking at your partner
N player defends the ball

3 v 2 continuous defensive transition When did fast break option arise?

Students will demonstrate understanding
and ability to set up fast break in attack.
‘fastest with mostest’
Want to get players into attack quickly
1. Teams of 3, two teams start at each
end. Always return to the same end.
2. Attack- one shot only, then quickly
back to defend.
Two defenders only
Quickly transition from attackers to
defenders to get back and defend.
7 mins
What can you do to create a fast
break?

Play across whole court end to end.

 Demonstrate good defensive positioning 4v4 tournament  Students demonstrate game

and game sense Divide students into 4 groups of 5 sense through passing and
 Demonstrate agility while dribbling to 5 min games receiving.
move to space Rules:  Defending students read the play
 No contact by picking opportunities to
 Every one has to touch the ball before intercept.
scoring  Applying agility in a game
 3 pts for scoring situation.
 1 pt for hitting the board 7 mins
 1 pt for communication

Students will demonstrate game sense,
applying tactics in attack and defence.
3 v 3 or 4 v 4 Half court game play
Defenders clear the ball to halfway and then
become attackers
-No contact- arms distance when defending.
-Personal fouls, barging/blocking.
Defenders: set up zone defence, move
around towards the ball, call who you
have.
Attackers: try and use back door, give 15 mina
and go, fake and shoot.
Patience , move with and without the
ball.

C  Students can list things learnt from Pack up Which activity did you enjoy the 5 mins
the session  Students put balls away for next group most? (10.21-10.26)
L  Enthusiastic for next weeks  Congratulate on session, point out positives Why is communication so important
O activities.  Back to meeting place in a game? X X
S What are the 2 types of
U communication? T
R
E
 Lesson Plan Pro forma (Health & Physical Education)

9:15-10:26 am
NAME: TIME: (60 minutes) DATE:
year 10
ACTIVITY: Basketball CLASS / YEAR

EQUIPMENT: Flat markers, 6x basketballs, 15x Bibs, whistle.

Learning area: Health & Physical Education Band: Middle Years

Strand: Physical Activity and Participation Strand: Personal & Social Development
Key Idea (.1) (.5)
Students will participate in a variety of problem based tasks & games to improve personal competence in aspects skilful play, build
self confidence and teamwork. Students will adopt various roles, take responsibility for safe, fair participation and collaborate with
others in an enjoyable active setting.
Essential learnings: Key Competencies Equity Perspectives
 Futures KC1: collecting, analysing, organising  Aboriginal & Torres Strait Islander
 Identity KC2: communicating ideas and info  Multicultural
 Interdependence KC3: planning & organising activities Gender
Thinking KC4: working with others in teams  Socio economic
KC5: using mathematical ideas Disabilities
Communication KC6: solving problems

 Rural and Isolated
KC7: using technology

Student learning Outcomes: Teacher outcomes:

Evidence of learning …. The students will The teacher will:

Cognitive & Physical (‘skilful’ play)  Ensure a safe and inclusive learning
 Identify primary rules of activities to increase environment for all students.
levels of enjoyment
 Apply bare bones of dribbling and shooting in  Become involved in games and get students
effective play.
motivated to participate.
 Demonstrate game sense through tactics and
effective passing and receiving.
 Give relevant and constructive feedback
Personal Responsibility
consistently.
 Incorporate primary rules into working effectively
with teammates (game sense)

Social
 Work cooperatively in team games and have fun.