Handbook Proforma Unit Title: Muggle Games and Sport Stage of Learner: Stage Two, Year Four S llabus

!ut"omes #nowledge: M!S$%& ' (ispla s a fo"us on )ualit of mo*ement skills to a *ariet of familiar and new situations% GSS$%+ ' Parti"ipates and uses e)uipment in a *ariet of games and modified sports% Skills: ,-S$%. / Makes positi*e "ontributions in group a"ti*ities%

S llabus 0ontent: (odging 1unning 2umping3landing T4rowing ' o*erarm, s4oulder pass Swinging 1unning Striking34itting ' one 4and, two 4ands Fielding3"at"4ing ' one 4and, two 4ands, 4ig43low Spatial awareness ' positional awareness Minor Games ' ball and modified games

Unit (es"ription: T4is unit is based around t4e t4eme of Harr Potter% 5a"4 lesson allows students to de*elop t4eir skills in t4rowing, "at"4ing, striking and fielding b undertaking pra"ti"e modified games so t4at t4e "an use t4ese skills in ot4er games and sport% 5a"4 lesson will 4a*e a link to t4e magi"al world of Harr Potter to gain "4ildren6s interest and engagement% T4is unit is being approa"4ed from a 7Tea"4ing Games for Understanding8 *iew point, and is a meaningful mo*ement a"ti*it for students to undertake% Students will work in pairs and teams during t4is unit and will be able to intera"t, "ommuni"ate and "ooperate wit4 ea"4 ot4er%

 Pla ing t4e game ' safet "onsiderations, fair pla , teamwork, effort and pra"ti"e, "ompetition, rules3ta"ti"s3strategies 1ationale: (uring t4is unit students will be pra"ti"ing skills su"4 as t4rowing, "at"4ing, striking and fielding% T4ese skills are important for students to learn to de*elop and use, as man games and sports use one or more of t4ese skills 9!PH5:, $;<<=% T4is unit will allow "4ildren to de*elop and pra"ti"e t4ese skills t4roug4 a number of different modified games and sports% T4is approa"4 is known as t4e 7Tea"4ing Games for Understanding8 approa"4% T4is approa"4 allows students to de*elop t4e ne"essar skills but for a purpose 9!PH5:, $;<<=% T4e will be able to learn t4ese skills b using t4inking and problem sol*ing strategies t4at are re)uired for su""essful game performan"e rat4er t4an learning skills in isolation 9Pill, $;<;=% Students will be assessed not on 4ow well t4e perform a skill, but 4ow t4e use t4e skill 9!PH5:, $;<<=% Tea"4ing games for understanding does not pressure students to perform skills perfe"tl , somet4ing w4i"4 in t4e past was fo"ussed on, but allows t4em to 4a*e a go at a meaningful a"ti*it 9!PH5:, $;<<=% T4e tea"4ing games for understanding approa"4 allows students w4o ma not 4a*e t4e same skill le*el as t4eir peers to parti"ipate wit4out a sense of failure or pressure to perform% T4e are more likel to a"4ie*e a greater result as t4e 4a*e been offered a fun and engaging a"ti*it rat4er t4an a stressful a"ti*it 9>ebb, Pearson, ? Forrest , $;;@=% T4is approa"4 also en"ourages a form of games litera" , as it gi*es students t4e 7knowledge and understanding t4e need to anti"ipate patterns of pla , t4e te"4ni"al and ta"ti"al skills to respond appropriatel and "reati*el in a game situation, and t4e moti*ation to pla 8 9!PH5:, $;<<=% T4is approa"4 is effe"ti*e as students are learning about different skills, ta"ti"s, positioning e%t%" t4roug4 parti"pation in a fun and meaningful mo*ement a"ti*it 9>ebb, Pearson, ? Forrest , $;;@=% 1esear"4 4as s4own t4at, b using t4is model to tea"4 P5, students s4ow a greater understanding of ta"ti"al knowledge, knowledge of 4ow to use t4ese skills in games and sports "onteAt as well as displa ing a 4ig4er le*el of enBo ment 9!PH5:, $;<<=% Student6s w4o are taug4t using t4is positi*e approa"4, are more likle to take part in

sports and games t4roug4out and after t4eir s"4ool ears 9!PH5:, $;<<=% Tea"4ing games for understanding also allows students to undertake a 4ig4er order "ogniti*e le*el of learning, as t4e ask )uestions, eAplore and in*estigate, t4e different wa s t4e "an mo*e t4eir bodies to get t4e desried effe"t 9>ebb, Pearson, ? Forrest , $;;@=% T4is unit allows students to parti"pipate in in*asion games, w4i"4 see teams in*ading t4e t4e opposing teams game spa"e to s"ore, w4ile keeping t4e ot4er teams points to a minimum 9>ebb, Pearson, ? Forrest , $;;@=% T4ese in*asion games offer students a meaningful wa to pra"ti"e and use skills t4at are found in sports su"4 as, rugb and basketball 9>ebb, Pearson, ? Forrest , $;;@=% Students will also parti"ipate in target games t4at also allow students to parti"pate in striking and fielding a"ti*ities, w4i"4 are also ke skills in a number of different games 9>ebb, Pearson, ? Forrest , $;;@=% From t4is unit , 4ope t4at students will be able to parti"ipate, "ommuni"ate, intera"t and de*elop understading t4roug4 a tea"4ing games for undersanding approa"4%

1isk :ssessment Potential 1isk 0ategor Low Hig4

Potential 1isk G m area and e)uipment in need of repair Dalls 4itting students

Strategies to minimise risk and en4an"e safet 04e"k t4e area before t4e lesson and fiA an potential 4aCards% Use soft foam balls t4at do not 4urt w4en t4e 4it a student% Make sure students know t4at t4e are not allowed to 4it anot4er student wit4 a ball abo*e t4eir knees% :"ti*ities will be undertaken inside% Use soft bats% Make sure students are aware of t4e spa"e around t4em and t4at t4e do not go

Low Hig4

Sun safet Striking anot4er student wit4 a bat

Medium

Trips, 4its and spills

wit4in an arm and bat distan"e of t4e person striking t4e ball% Make sure students understand t4at t4e need to wat"4 w4ere t4e are running, be "areful w4en 4itting balls and be mindful of t4eir peers position in t4e pla ing area%

Prior #nowledge: Students will 4a*e alread 4ad pra"ti"e wit4 different t pes of t4rowing and "at"4ing and eAperien"e in pla ing games wit4 rules%

1isk :ssessment T4e risk of inBur during t4is lesson is at a medium rate, from balls going astra and students running into ea"4 ot4er "ausing inBur % T4e following steps will need to be taken to 4elp pre*ent an inBur : 04e"k t4e area in w4i"4 t4e lesson will take pla"e for an 4aCards% FiA an potential 4aCards% Make sure instru"tions are

1esour"es $; soft foam balls Two 4ula 4oops <; Einsert "olourF braids <; Einsert "olourF braids

eApli"it, and t4at "4ildren understand t4at during t4e warm up a"ti*it t4e are not to 4it t4eir peers wit4 t4e ball abo*e t4eir knees% Dalls are also to be soft so t4e will not "ause inBur % Make eApli"it instru"tions in regards to 4ow "lose t4e are supposed to be to ea"4 ot4er during t4e "at"4 ball game, to lower t4e risk of an potential inBur % (uring t4e t4rowing and "at"4ing skills drill make sure t4at t4e students do not mo*e to far apart, so t4at ou "an not see t4em or t4e are going to inBure anot4er student be"ause t4e t4rowing distan"e is too far%

,ndi"ators (emonstra tes fun wa s of pra"ti"ing skills, e%g% partner, team% (emonstra tes a range of skills in pra"ti"es and modified games e%g% t4rowing and "at"4ing in mo*ing and stationar positions%

:ssessme nt ? 1e"ording Strategies , will use an ann otat ed "las s list to writ e in obse r*ati ons of t4e stud ents % T4is will fo"u

Tim e Gui de

0ontent3Learning 5Aperien"e Introduction: Toda we are going to be de*eloping our t4rowing and "at"4ing skills% T4rowing and "at"4ing are important be"ause ,n our neAt lesson we will pra"ti"e target skills% Target skills are important be"ause,n our final lesson we will t4en put t4ese skills toget4er to parti"ipate in a game of Guiddit"4% (oes an one know w4at Guiddit"4 isH 9wait for responses=% Yes, Guiddit"4 is t4e sport t4at is pla ed at Hogwarts% !ur game will be slig4tl different be"ause we "annot fl on broom sti"ks% Dut to be able to su""essfull pla Guiddit"4, we need to de*elop skills in t4rowing, "at"4ing and target skills% ,n a game like Guiddit"4 it is also important to strategi"all position ourself around t4e pit"4, and work as a team to get our )uaffle inside t4e 4oops% T4is is anot4er skill t4at we will be working on% Toda we will be Body: Warm up: Firstl it is important to warm up our bod % >e are going to pla a game for our warm up, w4i"4 is similar to dodge ball% 9Get t4e students into a line be4ind ou and

Tea"4ing Strategies Guestioni ng Modellin g 5ffe"ti*e feedba"k eApli"it instru"tio n

0lass !rganisati on Lesson will take pla"e in t4e basketball "ourts% Grouping will be different at ea"4 stage of t4e lesson plan, see bod for instru"tion s%

s on 4ow t4e well de* elop ed t4eir I /T4rowing and "at"4ing skills are / T4eir teamwork skills / :nd 4ow aware t4e are of t4eir spatial positions%

walk t4em around into a "ir"le, t4en "4oose two people to stand in t4e middle wit4 a soft ball=% T4e two students in t4e middle are going to t4row t4e balls at t4e students in t4e "ir"le% T4e ball must not 4it anot4er student abo*e t4e knees% T4e students in t4e "ir"le must run around in t4e "ir"le "lo"kwise, dodging t4e balls% T4e students in t4e "ir"le must also tr and "at"4 t4e ball% ,f t4e "at"4 t4e ball t4en t4e go into t4e middle of t4e "ir"le wit4 anot4er ball and tr and 4it t4e ot4er "4ildren wit4 t4e ball% ,f a student in t4e "ir"le gets 4it wit4 t4e ball t4en t4e are out of t4e game, and must "olle"t an stra balls% >4en t4ere are no more students in t4e "ir"le t4e game is o*er% Pla t4e game% Throwing and catching skills: !n"e t4e arm up game is finis4ed sit t4e students down and eAplain t4e neAt part of t4e lesson% >e will now 4a*e a pra"ti"e at t4rowing and "at"4ing from different distan"es% , am going to gi*e ou eit4er a number one or two% , want t4e number ones to form a line and t4e number twos to form a line%9-umber t4em off=% , want ea"4 line to stand opposite ea"4 ot4er going a"ross t4e area% T4e person opposite

ou is now our partner% You will ea"4 4a*e one ball to pass to ea"4 ot4er% ,f ou su""essfull "at"4 t4e ball ou "an take one step ba"k, if ou miss ou are to take one step forward% >e will pla for J minutes and t4e team t4at is t4rowing from t4e fart4est distan"e will be t4e winners% Pla t4e game% Putting skills into practice: Sit t4e students down in t4eir two groups% (uring our warm up, ou 4ad to use different strategies to mo*e around t4e "ourt so ou were not 4it wit4 a ball% You were also able to demonstrate our "at"4ing skills w4ilst mo*ing, as well as our t4rowing skills% >e t4en paired off to refine our t4rowing and "at"4ing skills, at *ar ing distan"es% -ow it is time we put t4ese skills to use in a game of "at"4 ball% Has an one pla ed "at"4 ball beforeH !r 4a*e an idea w4at we mig4t do in "at"4 ballH T4e lines ou are in now will be our teams% T4ere are two 4ula 4oops at ea"4 end of t4e "ourt% T4e winners from our last game are% ou will be t4e goal "at"4ers for ea"4 team% T4e obBe"ti*e of t4e game is to pass t4e ball between our pla ers and t4en pass it to our goal "at"4er to s"ore a goal% T4ere are a number of rules t4at , need to go

t4roug4 before we begin: Pla ers must not mo*e wit4 t4e ballI Pla ers 4a*e J se"onds to pass t4e ballI -o "onta"t of t4e pla er s4ould be made during pla I : pla er needs to be a metre awa from t4e pla er 4olding t4e ballI : pla er ma not mark anot4er pla er using t4eir arms ' t4e s4ould use t4eir bod onl I >4en a ball is kno"ked out of pla *ia t4e side lines a side/line pass is taken b t4e ot4er teamI >4en a ball is kno"ked out of pla *ia t4e ba"k lines a ba"k/line pass is taken b t4e ot4er teamI >4en a defender kno"ks t4e ball out of pla in t4e semi/"ir"le t4e atta"king team take a pass from t4e ba"k line outside t4e semi/"ir"leI T4e onl pla ers allowed inside t4e semi/ "ir"le are t4e Hoop/pla er and two defendersI T4e atta"king team pla ers ma not enter t4eir atta"king semi/"ir"leI ,f t4e Hoop/pla er steps outside t4e 4oop t4e ot4er team take a ba"k/line

pass% :sk if t4ere are an )uestions, t4an pro"eed wit4 t4e game% Pla forminutes and t4en get t4e students to "ome toget4er and sit down in front of ou% Conclusion: Toda , we 4a*e worked 4ard at de*eloping our t4rowing and "at"4ing skills t4roug4 a number of a"ti*ities% T4ese skills will 4elp ouas well as 4elping us pla our game of Guiddit"4 in our t4ird lesson% Dut w4at else do ou t4ink will 4elp us to su""eed in our Guiddit"4 gameH >e need to de*elop our striking and fielding abilities% >e 4a*e tou"4ed on fielding skills toda in our final game, but neAt lesson we will be undertaking a number of games to de*elop t4ese skills, in a fun wa % , 4ope ou 4ad fun toda and are looking forward to our neAt lesson% >e will now pi"k up all t4e e)uipment and put it awa , t4en make our wa ba"k to t4e "lassroom to get read for

5*aluation

Prior #nowledge Students 4a*e alread begun to de*elop t4eir striking and fielding skills% T4e also know about some different wa s t4at ou "an strike a ball%

1isk :ssessment 1esour"es T4e risk of inBur during t4is lesson is Four 4ula 4oops medium% To redu"e t4e risk of inBur Four wit"4es 4ats t4e following pre"autions s4ould be $ bean bags implemented: Four plasti" "ri"ket bats 04e"k t4e area t4at is to be used two tees for an 4aCards% FiA an 4aCards one soft ball found% >4en students are striking t4e ball, make sure ot4er students are a safe distan"e awa from t4e striker, to ensure no one gets 4it in t4e fa"e% 5Aplain to t4e students t4at t4e need to be "areful w4en Bumping to 4it t4e ball during t4e striking game% T4e need to wat"4 out t4at t4eir arm doesn6t go too far and t4e don6t 4it t4e ot4er person% Make sure t4at students know

t4at t4e game is a non/"onta"t game and t4e "annot take t4e ball from anot4er pla er, onl inter"ept passes%

,ndi"ators

:ssessm ent ? 1e"ordin g Strategie s what will you use to assess their learning

Tim e Gui de

0ontent3Learning 5Aperien"e ,ntrodu"tion: Last lesson we pla ed a number of games to de*elop some important mo*ement skills% 0an an one remember w4at skills t4e wereH >e worked at de*eloping our t4rowing and "at"4ing skills, t4roug4 games% T4is is so we "an use t4ese skills in number of different games, in"luding our Guiddit"4 game neAt lesson% >e still need to de*elop our skills in striking and fielding before we take part in our Guiddit"4 game, as t4ese skills are used in a number of different sports% 0an an one tell me w4at t4ese skills are and w4at games ou would need t4em forH To de*elop t4ese skills we will be% Body: Warm Up: Striking rela : Split t4e "lass up into & e*en groups% 5a"4 group is to stand be4ind a wit"46s 4at, fa"ing t4eir target% T4e target 94ula 4oop= is to be $; feet awa % ,n front of ea"4 wit"4es 4at t4ere

Tea"4ing Strategies

0lass !rganisatio n Grouping & classroom environmen t

will be a plasti" "ri"ket bat and . bean bags% T4e person at t4e front of t4e line will 4a*e tr and 4it one of t4e bean bags into t4e 4ula 4oop% 5a"4 person will 4a*e t4ree goes to get a bean bag in% ,f t4e get t4eir bean bag in t4e 4oop t4en t4e are to run up and "olle"t t4eir bean bags bring t4em ba"k and sit down at t4e end of t4e line% ,f t4e miss after t4ree turns, t4en t4e are to go and "olle"t t4eir bean bags bringing t4em ba"k to t4e group and t4en go and stand at t4e end of t4e line% ,t is t4en t4e neAt persons turn to 4a*e a go% Pla "ontinues until ea"4 person in t4e group is sitting down% triking and !ielding skills: (uring t4e warm up ou pra"tised our striking skills tr ing to aim for a parti"ular pla"e in t4e field% >4en we are pla ing games we often tr and aim our strikes to ot4er pla ers on t4e team or into an open spa"e% T4is often re)uires a""ura" in our strikes% To pra"ti"e a""ura" at different lengt4s , am going to pair ou up and ou will pra"ti"e striking a bean bag for a""ura" , but ou will be using our 4ands% Split t4e group into two teams and make sure ea"4 pair is not standing to "lose to t4e ot4er% ,n t4is game ou must tr and a""uratel strike t4e bean bag so it goes to our team mate, and ou must tr and make sure t4e bean bag does not tou"4 t4e ground% T4is will mean t4at ou ma 4a*e to mo*e our bod to rea"4 t4e bean bag, w4i"4 will 4elp

de*elop ou fielding skills% >e will 4a*e a go at t4is for J minutes, before merging t4ese skills into a new striking and fielding game% Putting skills into practice: (uring toda 6s lesson we 4a*e alread begun to de*elop a""ura" in our striking skills as well as fielding skills% -ow it is time to put t4ese skills into pra"ti"e wit4 a game of, Strike ball% T4is game will allow ou to use our striking, fielding, and "at"4ing skills% T4e aim of t4e game is to get as man points as ou "an% You will be split up into two teams% To start t4e game, one pla er from ea"4 team will stand in t4e middle "ir"le and , will t4row t4e ball in t4e air and ou must Bump up and 4it it to one of our team mates w4o are standing around t4e "ir"le, mu"4 like a Bump in basketball% T4e ball we are using is a soft foam ball, so it does not 4urt an bod % T4e ball will be passed along to t4e goal striker w4o is standing at t4e tee, t4e t4en 4a*e a "4an"e to 4it t4e ball off t4e tee into t4e goal% T4e rules of t4e game are as follows% You must not tou"4 anot4er pla er, or take t4e ball from t4emI ou "an onl inter"ept a pass% You must t4row t4e ball up in t4e air and 4it it to anot4er pla er% 5*er member of t4e team must tou"4 t4e ball before it "an be passed to t4e goal striker, but it "an onl be tou"4ed on"e b ea"4 team member in one parti"ular pla % So strateg and

position on t4e field will pla a ke role in 4ow su""essful ou are in s"oring goals% You ma onl take t4ree steps wit4 t4e ball before ou 4a*e to pass it% !n"e t4e ball is on t4e tee, pla stops as t4e goal striker attempts to 4it t4e ball into t4e goal% ,f t4e su""eed t4en pla begins again in t4e "entre% ,f t4e miss t4en t4e opposing team 4its t4e ball in from t4e ba"kline and tries to make t4eir wa to goal striker% !n"e a team 4as s"ored a goal t4e goal strikers w4ile swit"4 so e*er one 4as a go at striking a goal% T4is game will 4elp ou de*elop our fielding skills, as fielding depends a lot on our positioning on t4e field and strategi"all mo*ing into gaps% ,t also works on our defending skills as ou tr and inter"ept passes and blo"k passes% T4is game will 4elp wit4 our striking a""ura" as ou 4a*e to 4it t4e ball to anot4er pla er wit4 as mu"4 a""ura" as possible as well as t4e goal striker w4o 4as to 4it t4e ball into t4e goals% (emonstrate beginning t4e pla , passing and goal striking% :sk if t4ere are an )uestions, an t4ing t4e did not understand% T4e rules to t4is game "an be in"reased or de"reased depending on t4e abilit of t4e students% !n"e Students 4a*e pla ed t4e game for <;/<J

minutes, ask t4em to pa"k awa t4e balls and t4e tees t4en "ome down and sit in front of ou% Conclusion: ,n toda 6s lesson we undertook a number of a"ti*ities to de*elop our skills in striking and fielding% >e were able to pra"ti"e t4ese skills and t4en put t4em into use during a game of strike ball% >4at did ou enBo most about t4e lessonH >4at new skill did ou learnH >as it 4ard to strike t4e ball wit4 a""ura" H >as it 4ard tr ing to find a pla"e on t4e field t4at was unmarkedH , 4ope t4at ou 4ad a great time and neAt lesson we will be putting t4e our "at"4ing, t4rowing, striking, and fielding skills toget4er to pla a game of Guiddit"4%

5*aluation

Prior #nowledge Students will 4a*e 4ad pra"ti"e wit4 t4rowing, "at"4ing, fielding and

1isk :ssessment 1esour"es T4e risk of inBur from t4is lesson < Guaffle 9use a net ball= is 4ig4er t4an t4e pre*ious two, as & Dludger6s 9small foam balls t4at

striking, as well as games wit4 rules%

t4ere are man different mo*ement skill "omponents added into t4e one game% Students will 4a*e to "on"entrate 4arder about t4eir a"tions, to ensure t4at no one gets 4urt% T4e tea"4er will need to make t4is "lear as well as take t4e following pre"autions: 04e"k t4e area in w4i"4 t4e lesson will take pla"e for an 4aCards% FiA an potential 4aCards% Make sure instru"tions are eApli"it, and t4at "4ildren understand t4at during t4e warm up a"ti*it t4e are not to 4it t4eir peers wit4 t4e ball abo*e t4eir knees% Dalls are also to be soft so t4e will not "ause inBur % Make eApli"it instru"tions in regards to 4ow "lose t4e are supposed to be to ea"4 ot4er during t4e "at"4 ball game, to lower t4e risk of an potential inBur %

will not inBure= & foam bats for t4e Deaters < Golden Snit"4 9is a gold ribbon atta"4ed to t4e snit"4 runner% Must be easil pulled off, but still atta"4ed enoug4 for it not to fall off as t4e snit"4 runner runs around% . goal 4oops for ea"4 team 9made wit4 tee ball stands and 4ula 4oops= K red bra s, K blue bra s, K ellow bra s, K green bra s 9one for ea"4 pla er in 4ouse3team= < w4istle >it"4es 4ats for marking boundaries

 >4en students are striking t4e ball, make sure ot4er students are a safe distan"e awa from t4e striker, to ensure no one gets 4it in t4e fa"e% 5Aplain to t4e students t4at t4e need to be "areful w4en Bumping to 4it t4e ball during t4e striking game% T4e need to wat"4 out t4at t4eir arm doesn6t go too far and t4e don6t 4it t4e ot4er person% Make sure t4at students know t4at t4e game is a non/ "onta"t game and t4e "annot take t4e ball from anot4er pla er, onl inter"ept passes

,ndi"ators (emonstra tes fun wa s of pra"ti"ing skills, e%g% partner, team% (es"ribes 4ow "ooperatio n and en"ourage ment lead to su""ess in games% (emonstra tes effi"ient wa s of using e)uipment w4ile working "ooperati* el wit4 ot4ers%

:ssessme nt ? 1e"ordin g Strategie s , will use an ann otat ed "las s list to writ e in obse r*ati ons of t4e stud ents %

Ti 0ontent3Learning 5Aperien"e Tea"4ing me Strategies Gu Introduction Guestioni ide !*er t4e last two lessons we 4a*e de*eloped ng Modellin our skills in t4rowing and "at"4ing as awell as g stiking and fielding% >e are now read to put 5ffe"ti*e t4ese skills into pra"ti"e, b pla ing a game of feedba"k Guiddit"4% eApli"it Guiddit"4 is a "ompli"ated sport, usuall instru"tio pla ed b wiCards in t4e world of Harr Potter% n Has an bod wat"4ed or read about Guiddit"4H ,t is usuall pla ed on brooms in t4e air, but sin"e we are unable to fl on brooms we will be pla ing a modified game% T4is game of Guiddit"4 will allow ou to de*elop our t4rowing, "at"4ing, striking and fielding skills in a fun and meaningful mo*ement a"ti*it % Firstl we need to do a warm up% Body "#$ploration%Trans!ormation%Presentation& >arm up: T4is warm up a"ti*it will allow us to get into groups for our lesson% You are all going to mo*e around t4e area pretending to be fl ing on brooms, w4en , sa stop and a number ou must form a group wit4 t4at man people in it% 9pla & or J times using different mo*ements ' finall forming & groups of K or "lose to t4at

0lass !rganisation Lesson will take in t4e G m on t4e basketball "ourts, using t4e line markings for boundaries and goal s4ooting areas% 0lass will be split up into & e)ual groups 9t4e number of pla ers for ea"4 position ma 4a*e to be altered depending on t4e siCe of t4e "lass i%e% !nl one bludger t4rower for ea"4 team=% -ame ea"4

T4is (emonstra will tes a range fo"u of skills in s on pra"ti"es 4ow and t4e modified well games e%g% de* t4rowing elop and ed "at"4ing in t4eir mo*ing I and / stationar positions% T4rowing, "at"4ing, striking and fielding skills are% / T4eir teamwork skills / :nd 4ow aware t4e are of t4eir spatial positions%

number, t4ere ma be an eAtra person w4o isn6t in a group, t4e will be "4osen as t4e snit"4 runner%= Putting skills into pra"ti"e: -ow it is time for Guiddit"4% >e will be pla ing a round robin% Two teams will pla in t4is "ourtI two teams will pla in t4e far "ourt% T4e winners of ea"4 game will t4en pla ea"4 ot4er in t4is "ourt and t4e two losing teams will pla ea"4 ot4er in t4e far "ourt% T4e two winners from t4at game will t4en pla ea"4 ot4er to see w4o wins o*erall% (uring t4e final game t4e ot4er two teams will be our "4eer s)uad% 5Aplain t4e rules, aim of t4e game et": Muggle Guiddit"4 1ules: Pla ers for ea"4 team: Three Chasers: 04asers pass t4e ball to ea"4 ot4er, tr ing to get t4e Guaffle to t4eir goal area% 04asers are onl allowed to take two steps wit4 t4e ball before passing it% Two Bludger Throwers: Dludger T4rowers stand outside t4e "ourt area wit4 soft foam balls% T4e 4a*e to tr and 4it a "4aser wit4 t4e ball below t4e knees% 04asers w4o are 4it b a bludger6s ball must freeCe for .; se"onds% ,f t4e are in possession of t4e Guaffle w4en 4it t4e must pla"e t4e Guaffle on t4e ground, "4asers from eit4er team "an tr and pi"k up

group after a Hogwarts 4ouse: Gr findo r Sl t4erin Hufflepu ff 1a*en"la w

 :t t4e end of t4e less on stud ents will be aske d to refle "t on w4a t skill s t4e 4a* e lear ned duri ng t4is

t4e Guaffle% T4e Dludger T4rowers are not allowed to interfere wit4 t4e Guaffle, or step onto t4e field% Two Beaters: T4e beaters 4a*e to keep an e e out for bludgers t4at ma 4it one of t4eir "4asers% T4e ma inter"ept t4e bludgers, to stop t4em 4itting one of t4eir "4asers% ,t is also t4e beaters Bob to 4it t4e bludgers ba"k outside of t4e field% T4e better t4e 4it, t4e furt4er t4e bludger t4rowers 4a*e to go to retrie*e t4e bludger, w4i"4 gi*es t4e "4asers more time to s"ore% T4e beaters must use a soft bat and be "areful w4en 4itting t4e bludger t4at t4e don6t 4it an one% T4e need to be aware of t4e spa"e around t4em, and w4o ma be in it% 'ne (eeper: T4e #eeper sta s wit4in a set area on t4e field and prote"ts t4e goals% ,f t4e keeper su""essfull inter"epts a goal attempt t4en t4e are to t4row t4e ball ba"k to one of t4eir "4asers wit4in .; se"onds% -o ot4er pla er is to enter t4e goal keeper6s area% 'ne eeker: T4e Seeker must tr and "apture t4e golden snit"4% To "apture t4e Golden Snit"4 t4e must grab t4e 7snit"48 from t4e snit"4 runner, >,TH!UT p4 si"all tou"4ing t4e snit"4 runner, t4e "an onl tou"4 t4e snit"4% Seekers are not allowed to interfere wit4 an ot4er aspe"t of t4e game, but are still prone to

less on, and 4ow t4e "oul d use t4es e skill s in ot4e r gam es and spor t% T4is wor ks4e et will be use d as a

being 4it b a bludger and must freeCe for .; se"onds if t4e are 4it% 'ne nitch )unner !or whole game not one !or each team: T4e snit"4 runner must run around wit4in t4e spe"ified boundaries tr ing to keep awa from t4e seekers% T4e snit"4 runner is not subBe"t to a bludger penalt , but "annot interfere wit4 t4e ot4er pla ers% Game !bBe"ti*e: T4e game obBe"ti*e is to s"ore as man points as ou "an% <; points are gi*en for ea"4 goal and <J; points for t4e "apture of t4e Golden Snit"4% Starting t4e Game: T4e umpire t4rows t4e Guaffle in t4e air and two of t4e "4asers must Bump and 4it t4e Guaffle to one of t4eir team mates 9like a Bump in basketball=% 5nding t4e Game: T4e game ends w4en t4e Golden Snit"4 4as been "aptured% 1ules: You ma not p4 si"all tou"4 anot4er pla er% ,f p4 si"al "onta"t is made t4is is a foul and t4e ot4er team takes possession of t4e Guaffle% ,f a Seeker makes p4 si"al "onta"t wit4 t4e snit"4 runner t4en t4e Seeker must freeCe for a minute before

wor k sam ple%

resuming looking for t4e Golden Snit"4% Dludger t4rowers are not to enter t4e fielding area, if t4e do t4e must sit down and no longer atta"k t4e opposing team until a goal is s"ored% Dludgers are onl to 4it pla ers below t4e knees% ,f 4it wit4 a bludger ou must freeCe for .; se"onds% ,f 4it w4ile in possession of t4e Guaffle ou must pla"e t4e Guaffle on t4e ground% -o pla ers, eA"ept t4e #eeper is allowed in t4e #eeper area% Goals "an onl be s"ored from wit4in t4e goals s"oring area% 04asers ma onl take two steps wit4 t4e Guaffle before t4e 4a*e to pass% #eepers and t4e Snit"4 1unner are unaffe"ted b t4e Dludger Penalt % L1ules "an be remo*ed or added, depending on t4e abilit of t4e "4ildren, and t4e wa t4e game is workingL Gaming :rea3positions:

)e!lection: 0ongratulations to ou all for pla ing a wonderful game of Guiddit"4% You all s4owed 4ow ou "an use our skills in a modified game and were able to pla "ooperati*el as a team% -ow , would like ou to take J minutes and refle"t on w4at ou liked about t4e last few lessons, w4at skills did ou learn, 4ow ou were able to implement t4ese skills in a modified game, w4at ot4er games and sports ou "ould use our t4rowing, "at"4ing, fielding, and striking skills in, did working as "ooperati*el

wit4 ea"4 ot4er 4elp our su""ess in t4e game and was our team mates en"ouragement 4elpful w4en ou were pla ing t4e game% You are to write our answers under t4e appropriate 4eadings on t4e s4eet , am going to gi*e ou% You onl need to write a "ouple of senten"es under ea"4 part, 9wait J minutes t4en "olle"t t4e s4eets=% Conclusion: 0ongratulations again on our good work% >e 4a*e learnt and pra"tised man different skills and implemented t4ese skills in a modified game% >e 4a*e also looked out 4ow "ooperation and teamwork 4elp make a game a su""ess% >e will now

Evaluation