Unit Plan

Mentor teacher: Britt Ross

Unit Topic: Physical education Year Level: 8 Unit Length: 6 weeks

Class Context:
The class is made up of 23 students. 12 girls and 11 boys. Students are extremely motivated for practical
PE lessons. 1 student has a broken thumb and lessons will have to be differentiated to allow for
meaningful inclusion.
Key Learning Methods
- Game sense (non-linear pedagogy)
- Student directed/ centred
- SEPEP
Unit Aim

The lessons were created for a year 8 PE class and is meant to cater to a variety of skill levels,
increase interest and allow students to discover skills by increasing tactical awareness by
participating in both small-sided and full-sided games. Students will experience a variety of roles
within the game and develop knowledge of rules and the ability to officiate small sided games.
In addition, students will be able to perform techniques with improved speed, control and
consistency, understand the principles of attack and defence and evaluate their own and others
strengths and weaknesses and identify aspects of technique and tactics that need to be
improved.

Content descriptors & Elaborations

Moving our body
Use feedback to improve body control and coordination when performing specialised movement skills in
a variety of situations
- designing and performing movement sequences to create, use and defend space
- travelling, marking and intercepting to achieve and retain possession

Practise, apply and transfer movement concepts and strategies with and without equipment
- examining and demonstrating the similarities of strategies used in different physical activities
and how they can be transferred to new movement situations (soft cross = hockey)

understanding movement
Demonstrate and explain how the elements of effort, space, time, objects and people can enhance
movement sequences
- designing and refining movement concepts and strategies to manipulate space and their
relationship to other players in this space
- explaining how individual or team performance has improved through modifications to effort,
space and time

Learning through movement

Practise and apply personal and social skills when undertaking a range of roles in physical activities
- adopting roles and responsibilities that support and enhance team cohesion and lead to
successful movement outcomes
Evaluate and justify reasons for decisions and choices of action when solving movement challenges
 - explaining and justifying the movement concepts and strategies selected in response to
movement challenges
- identifying factors that enabled them to achieve success in movement activities and explaining
how these factors can be transferred to other learning contexts
Achievement Standards/Performance Standards
By the end of year 8, investigate and apply movement concepts and select strategies to achieve
movement and fitness outcomes. Students apply personal and social skills to establish and maintain
respectful relationships and promote safety, fair play and inclusivity. Students demonstrate control and
accuracy when performing specialised movement sequences and skills. They apply movement concepts
and refine strategies to suit different movement situations. They apply the elements of movement to
compose and perform movement sequences.

FIELD HOCKEY
Pre-Assessment Task

Development of learning Pre-assessment task

Lesson 1 Basic grip and push pass

Lesson 2 Passing and dribbling (space awareness)

Lesson 3 Trapping
Tackling
Lesson 4
Slapping
Lesson 5
Dragging
Lesson 6
Lesson 7 Bringing it all together- attacking and defensive strategies
i.e. multiple goals (acknowledge and use space)

Lesson 8 Bringing it all together- attacking and defensive strategies

Lesson 9
Round robin tournament

REC FOOTY
Lesson 1 SEPEP
- Teams and Roles
- Introduction to rules and passing
- Pre-test
Lesson 2 Handballing
Lesson 3 Kicking
Lesson 4 Marking
Lesson 5 Defence
Lesson 6 Offence
Lesson 7 Playing the game (round robin)
Lesson 8 Round robin & grand final
Lesson 9 STUDENT FREE DAY
LESSON PLANS: HOCKEY WEEKS 1-3

Week Lesson Learning intentions/ Learning activities Key questions/ assessment

additional info
1 Objective: Beginning (10 minutes) Game 1:
(Monday Introductory skills of - Pre-assessment activity What can you do to make yourself
1 55 mins) pushing and passing a - Warm up: tagging game available to receive a pass and create a
ball - Students in pairs: each tucks a bib into pants or tag passing opportunity?
sash How can you make it hard for your
Grip: - Students stand in the middle: one on right side on opponent to score?
Basic Grip: Hands apart
left red cone to right, blue cone to left
with left hand on top
- Call out red/blue
of the stick (Dominant Game 2:
hand will be lower - Students need to try and take their partners sash What techniques help you roll or push
down on the stick) before they reach the safe zone. the ball faster/harder?
stick and body stay low How can you work together to stop a
Middle (40 minutes) pass getting through?
Push pass: Game 1: (10 minutes)
The head of the stick - Groups of 3-4 (teacher selected)
and the ball are in Rules of hockey:
contact with the 1. Foot - the ball hitting a players foot 2.
ground. Hands are Dangerous swing - Stick rising above their
apart on the handle of waist at any time on Attack or Defence
the stick, knees bent 3. Hacking - hitting another players stick
and head still with your own stick
throughout. 4. Obstruction (anybody to body
contact/cannot block or hold a player or
Safety: their stick from the ball)
- The ball must 5. Wrong side of the stick (ball can only
stay on the be played the with the flat side)
ground at all Play practice: (15 minutes)
times. - Demonstrate the basic grip: Have students replicate the
- The opposition grip face a person next to you and compare /correct
 must be a safe - Demonstrate push pass (CUES: basic grip, contact, knees
distance from bent, stick does not come off the ground).
the roller to - Safety: Not hitting the ball the ball must stay on the
avoid being ground at all times Do not raise stick above waist
hit. height on follow through
- When using
sticks, only - Pick a partner: stand 3 metres apart and push pass
pushing is - 3 consecutive and accurate passes take a step back
allowed. and continue

Game 2: (15 minutes)

Roll ball with hockey sticks (same teams)
- instead of goals = number of passes (3 passes equal 1
point)
- Push passing only turnover if anyone hits to ball.
- No tackling for today!

Rules/safety: 1 person from each team for a tackle if sticks hit,

it is a free to the other team

End (5 minutes)
What did we learn today?
Rules
Grip
Push pass
2 Objective: Passing Beginning (10 minutes) Game 1:
(Tuesday and dribbling, space - Recap of last lessons objectives: Grip and push pass When should you pass to a teammate
55 mins) awareness can they show me. or to the receiver?
- Overview of rules How can you stop your opponent
Dribbling: - Warm up from getting the ball?
Ball & Stick Contact - Noughts and crosses dribbling game
Encourage players to Play practice?
keep ball on their Middle: (40 minutes) What might happen if you run too
stick at all times. quickly when dribbling?
Visual Cue - theres Game 1: Dribbling and passing (10 minutes) Why is it hard to change direction
chewing gum on the - Small sided game when dribbling?
end of the stick. - Dribble over the goal line to score.
Audio Cue - no Game 2:
tapping sounds, Play practice: (10 minutes) What strategies will help you get the
silent dribbling. - Relay activity ball to your end zone player?
When would you dribble with the
Safety: Game 2: End zone (20 minutes) ball?
- The ball must - 4v4 (plus umpires)
stay on the - players work in teams to get ball
ground at all - 3 passes before a score
times.
- dribble ball through goals to score
- Sticks must not
- 2 goals for each team (right and left)
go higher than
waits height
when swinging End (5 minutes)
Recap of learning objectives

3 Objective: Passing, Beginning (10 minutes) Game 1:

(Friday trapping and pushing - Recap of last lesson (passing and dribbling) What stance should you be in when
1hr & skills - Warm up trapping the ball?
45min) - Hockey tag When should you pass to a person in
Trapping: the action - Mark a square out using 4 cones the hoop?
of gaining control of - 1v1 chasey Can you defend players in the hoop?
a moving ball with - Not allowed in the square
the stick. The general - Change directions Play practice:
rule: the stick needs - Change taggers when teacher blows the whistle Why shouldnt you take your eyes off
to cushion the ball as Middle: (75 minutes) the ball when trapping?
they contact each Game 1:
other, so the ball - Demonstration of trapping the ball
does not rebound off - CUES: basic grip, trap with the hook of stick, feet Game 2:
the stick and out of apart (boxers stance), knees bent, stick on ground. How can you make sure that the ball
players control. 4v4 game (30 minutes) is touched in each zone?
- Recap of rules! Get students to tell me. How can you get rid of a defender?
- Students move around a field where 3 hoops are set
out.
- To score a goal you need to pass it to a teammate
who traps the ball inside the hoop
- Teams discuss 1 rule change each and implement
these

Play practice: (15 minutes)

Staggered tunnel ball (hockey modified)
- Best of 3
Rob the nest
- Dribble the ball back to your areas

Final game: 30 mins

- 3 ZONES: 2 in each zone (defence, midfield &
forward)
- midfield in all zones, defence and forward in one
zone
 - Ball cannot be passed over a zone without being
touched
- 6 v 6 (subs and umpires as required)
- No goalkeeper
- This will be the layout for the tournament getting
students accustomed to modified game
End: (10 minutes)
Exit card (Appendix 2)
4 Objective: Tackling Beginning: (10 minutes) Game 1:
(Monday - Recap of last week How can you get away from your
2 single) - Entry card player in the designated area?
How should we tackle? How can you tackle your player
- Players cannot make contact with other players safely?
sticks
- One on one tackling only Play practice:
- Warm up What strategies did your team use
- Steal the ball from partner around 4 cones and why?
What might you do next time to
Middle: (40 minutes) improve as a team?
Game 1:
rob the nest with defenders (10 minutes) Game 2:
- Nest is in the middle (2/3 defenders) How can you communicate with your
- 3 other teams of 2/3 try to steal from the nest team mates to make sure only one
- 1 player at a time person tackles an opponent?
- Protectors aim is to tackle robber as they are going How might you get out of a tackle?
back to their nest
- When the balls run out they are counted and the
teams rotate and start again

Play practice: Three zones (10 minutes)

 - Defender in each zone
- Teams of 3 try to get through zone by passing the
ball
- Defenders focus on tackling
Game 2: (20 minutes)
3 zones final game

End: (5 minutes)
Recap of learning
5 Slapping/hitting Beginning (10 minutes) Game 1:
(Tuesday - Recap of last lesson Where will you run to be in a position to
single) Warm up: score?
- Students are in teams of 4 How can you work together to get the
- Work as a team to hit over opposite teams skittle/ team into a good scoring position?
ball on cone.
Play practice:
What should you focus on when
slapping/hitting the ball?
What stance should you be in when
slapping or hitting the ball?
In which direction should you be
facing?

Game 2:
How can your team pass the ball to
make sure it gets to your end zone
Middle (40 minutes) player?
Demonstration of slap technique: What tactics might you use if the
- Accuracy and pace other team uses a defender?
- Like a push, get low.
- Stick does not have to be in contact with ball at all
 times
- No swinging of the stick above waist height

Game 1: 3v3 or 4v4

- Teams work together to try and slap the ball over
the baseline to earn a point
- Opposite team have to try and trap the ball and slap
it back over the opposite baseline
- Teams must stay in their own halves (first to 5
points is winner)
- If ball is slapped out = free for other team

Play practice:

Game 2:
- Player in end zone
- Slap/push ball to player in end zone to score a point

End (5 minutes)
Recap of learning