EDUC 2729G PHYSICAL EDUCATION CURRICULUM SPECIALISATION

ASSESSMENT TASK – UNIT PLAN AND JUSTIFICATION

MARLEY FAIRCLOUGH ID: 2151189 - APRIL DEMERY ID: 2119424
PHYSICAL EDUCATION - NETBALL - STAGE ONE

SACE CONECTIONS
In Physical Education Stage One, students study human physical activity and its place in the lives of individuals and
groups of people (SACE, 2018). Students examine the practical and theoretical application of human physical skills
and work to analyse the personal, community and global issues that surround the role of human physical activity in
society (SACE, 2018).

LEARNING REQUIREMENTS
The learning requirements summarise the knowledge, skills, and understanding that students are expected to
develop and demonstrate through their learning in Stage One Physical Education.
In this TOPIC, students are expected to:
1. Demonstrate a level of proficiency in performance of practical skills and techniques specific to a variety of
human physical activities
2. Interpret, analyse, and effectively apply (independently, within groups, and in teams) skills, specific concepts
and ideas, strategies, techniques, rules, and guidelines
3. Demonstrate knowledge and understanding of the nature of physical activity, and communicate using
appropriate terminology
4. Analyse and reflect on the implications of physical activity for personal and community health and well-being
5. Interact collaboratively and demonstrate initiative and leadership

CONTEXT
This unit is designed for a rural school setting; the community places a significant emphasis on physical activity
through sporting programs with a large percentage of students participating in team sport offered within the
community, including Football, Netball, Tennis and Cricket. Students located within the class are at varying physical
performance and theoretical understanding levels; lessons have been structured to cater for students’ diverse
learning requirements (Tomlinson, 2011). Activities have been designed to suit the readiness, learning interests,
and learning preference profile of students; each activity design allows for modification dependent on learning
progression and to provide opportunities for all students to succeed (Tomlinson, 2011).
There is a high percentage of people who identity as Aboriginal or Torris Strait Islander located within the local and
school community; the school curriculum works to focus on developing high quality learning and assessment that is
respects the diverse knowledge, cultures and perspectives of Aboriginal Australians (SACE, 2018). This unit has
been designed to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design, delivery
and assessment of teaching and learning through physical activity.

CONTENT (Curriculum content to be explored)

Application of skilled learning will be conducted through students’ participation in the sport of netball. Practical
learning will aim enhance students’ knowledge, skills and understanding of key technical and tactical components
of the sport. Activities will centre upon the concept of In, Through and About Learning with a student centered,
guided discovery and game based focus. Students work together in-group settings to develop intrapersonal,
communication and teamwork skills. This environment will allow for experiential learning to occur, whereby
students explore their physical capacitates and investigate the factors that influence performance, health and
lifestyle issues. This form of learning will enhance students’ ability to apply knowledge to practical situations and in
turn allow them to gain enjoyment from skilled performance.
Students will acquire an understanding of human functioning during physical activity. The unit will incorporate
biomechanical principles within both practical and theoretical settings, as a means to draw focus on technical and
tactical performance. Students will further discover the immediate as well as long-term benefits of being physically
active to themselves and society. Students will gain a deeper awareness of community structures and practices that
influence participation in physical activity, in order to investigate ways of enhancing community members’ health,
wellbeing and active lifestyle choices.
Practical Skills and Applications
Students will participate in regular physical activity and practise and refine their physical skills and techniques
(SACE, 2018). They will be provided with opportunities to set and achieve personal goals and improve their
performance (SACE, 2018). Emphasis will be placed on students developing the capacity to apply knowledge and
understanding about performance and acquire skills through performance. When participating in activities students
will be required to demonstrate fair play; respect the rights of other people and show concern for the safety and
care of equipment (SACE, 2018).
Principles and Issues
Students will study principles and issues that reflect the different experiences and backgrounds of students situated
within the classroom setting; they will take into consideration school and community resources as a means to
reflect on current processes of physical activity, health, and wellbeing within their environment.
The Nature of Physical Activity
Students will explore the nature of physical activity through experimental, analytical approaches to physical
activity. The unit will incorporate the exploration of:
 Biomechanical principles
 Human physical performance
Therefore, this six-week unit on Netball will incorporate practical and theoretical based learning to develop
students’ physical and tactical knowledge, skills and understanding of Netball.

LEARNING OUTCOMES
As a result of engaging in this unit:
 Students will know the rules of Netball.
 Students will understand how and when to apply their tactical understanding within a game of Netball.
 Students will be able to apply their developed physical skills effectively in a game based setting.

PRIOR LEARNING/ASSUMED KNOWLEDGE

 Students in previous years have covered the basic fundamental skills of netball.
 Students have basic knowledge and understanding of the game rules, positioning and zones.
 Scaffolding has taken place in previous units around game play and tactical awareness in sport.

CAPABILITIES
Capabilities will connect student learning within and across subjects; students will develop knowledge and skills
that enable students to act in effective and successful ways (SACE, 2018).
The capabilities that have been identified throughout learning are:
Communication
Students develop their capability for communication with others in team activities. Participation in team activities
requires students to express their ideas and opinions in relation to health and wellbeing, physical activity, personal
development and social issues (SACE, 2018). When collaborating in team activities students have the opportunity to
communicate with students from various backgrounds and cultures (SACE, 2018).
Students work to further develop literacy skills, by communicating in various modes. Students will analyse texts,
read game play plans and diagrams and present ideas and opinions (SACE, 2018).
Personal Development
Students are provided with the opportunity to demonstrate initiative, leadership, self-reliance, and effective
interpersonal skills (SACE, 2018). Students will work to develop their understanding of personal identity through
personal skill development and greater knowledge and understanding of physical and mental health (SACE, 2018).
During participating in physical activity students review and evaluate their skill development and implement
strategies for improvement (SACE, 2018).

ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGE, CULTURES, AND PERSPECTIVES

The SACE Board (2018) requires curriculum content to include Aboriginal and Torres Strait Islander Knowledge and
perspectives in the design, delivery and assessment of Education programs by:
 Providing opportunities in SACE subjects for students to learn about Aboriginal and Torres Strait Islander histories, cultures,
and contemporary experiences
 Recognising and respecting the significant contribution of Aboriginal and Torres Strait Islander peoples to Australian society
 Drawing students’ attention to the value of Aboriginal and Torres Strait Islander knowledge and perspectives from the past
and the present
 Promoting the use of culturally appropriate protocols when engaging with and learning from Aboriginal and Torres Strait
Islander peoples and communities.

ASSESSMENT DESIGN CRITERIA

Knowledge and Understanding
KU1 Knowledge and understanding of the nature of physical activity.
Practical Skills Application
PSA1 Proficiency in practical skills and techniques in different physical activities.
PSA2 Interpretation and effective application of skills, specific concepts, ideas, strategies, and techniques.
Initiative and Collaboration
IC1 Initiative and leadership in areas of physical activity, such as coaching, management, training, and officiating.
IC2 Collaboration with others in team activities.
Analysis and Reflection
AR1 Analysis of, and reflection on, practical techniques and performance.

EVIDENCE OF LEARNING
Learning and assessment is structured around a 20-credit full year subject model. Throughout the year students are
required to provide evidence of their learning through seven assessments.
Students will undertake:
- Assessment Type 1: Practical (Netball, Tennis, Badminton, Aquatics)
- Assessment Type 2: Folio (Tactical and Tactical Analysis, Research assignment, Multimodal presentation)
TASK:
Part 1. Construct a Senior Years (Year 11) Physical Education Unit Plan for an integrated practical and theory plan of
work. You will be allocated a theory option from: Biomechanics, Applied Exercise Physiology, Sport in Society, Skill
Acquisition, Exercise Physiology, Exercise Science, Sport Science.
Grade NGP
Part 2. Write a referenced essay justifying how and why your unit: 1. Creates conditions for rigorous learning; 2.
Develops expert learners; and 3. Personalise and connects learning.
Grade 40%
PROCEDURE:
1. Year level for your assignment (year 11).
2. Create a six-week sport unit plan that includes both theory and practical elements. You can assume 4 lessons per
week: two lessons in the gym and two lessons per week in a classroom *using the SACE Stage 1 curriculum
document the number and duration of lessons should amount to the time indicated for a unit in the SACE.
Link to SACE Stage 1 website: https://www.sace.sa.edu.au/web/physical-education/stage-1
3. Do a scope and sequence to the syllabus document SACE Stage 1 curriculum document
4. Provide a table summarising formative and summative assessment of learning in, through and about sport.
5. Include resources (readings, blogs, YouTube clips, newspaper articles etc. that will support the unit of work as
appendices.
6. Provide an academic justification of your unit plan as quality teaching (refer to the Teaching for Effective
Learning Framework (TfEL)) and relevant academic literature (2000) words maximum, not including
references). This is a referenced essay. Referencing – use numbered footnotes as required, and include a
reference list using author/date (APA). *Include the following statement with your submission: We verify
that all group members have equally contributed to the production of both part 1 and 2 of this assignment.

PERFORMANCE STANDARDS BEING ASSESSED THROUGHOUT UNIT– NETBALL

Knowledge and Practical Skills Initiative and Analysis and Reflection

Understanding Application Collaboration

Comprehensive A high level of Constructive Insightful and proactive

knowledge and proficiency in initiative and analysis of, and reflection
understanding of the practical skills and leadership in areas on, practical techniques
nature of physical techniques in a of physical activity. and performance.
activity. variety of physical Proactive In-depth analysis of an issue
Clear and accurate activities. collaboration in related to physical activity
knowledge and Accurate team activities. and clearly relevant to local,
understanding of interpretation and regional, national, or global
appropriate terminology. highly effective communities.
application of skills, Thorough and focused use
specific concepts, of information from
ideas, strategies, different sources, with
and techniques. appropriate
acknowledgment.
Assessment Details of Assessment Assessment Design Assessment Conditions (EG. Task,
Type Criteria Type, word length, time allocated,
supervision

Assessment The practical assessment This assessment type gives Netball SEPEP program.
Type 1: 20% is provided through the students the opportunity to
1: Practical SEPEP program students provide evidence of their Assessed over the duration of 4
undertake. learning in practical skills, lessons playing and producing
The teacher is able to initiative, leadership, and netball SEPEP program.
assess each student on collaboration.
their practical skills, Assessed by the teacher on success
The practical will include
tactics, principles, and criteria of:
demonstration and
initiative and - Practical skills.
performance of specific
collaboration to the - Game tactics.
skills criteria in practical
tasks involved. - Knowledge.
skills, game tactics, and
- Initiative.
playing principles.
- Collaboration.
For this assessment type,
students provide evidence
of their learning primarily in
relation to the following
assessment design criteria:
 Practical skills application
 Initiative and
collaboration.

Assessment Students are to pick 1 This assessment type gives Folio Research Task Assessment
Type: 20% skill from the game of students the opportunity to
2: Folio netball. They are then to provide evidence of their Provided to students in week 2 and
record data and provide learning in practical skills delivered in week 6
Overall
extensive research to supported by extensive
Weighting
support their research to support their Assessed by the teacher on success
40%
conclusions on how to findings. For this criteria of:
effectively perform that assessment, students are - Skill level chosen.
skill with great success graded based upon the - Knowledge.
criteria. Their findings following considerations: - Biomechanics and theoretical
are then briefly - Skill level chosen. application.
presented to the class - Knowledge. - Resources.
with a practical - Biomechanics and As well as a NGP for the oral
demonstration of how theoretical application. presentation.
to physically execute the - Resources.
skill successfully, in the
last week of the unit.

In
By participating in the practical
learning lessons, students will learn a
variety of knowledge, skills, and
understandings to grasp a firm
emphasis on the intended objectives.
The overall unit covers a differing
range of learning experiences
including:
- Development of practical skills.
- The knowledge of the key concepts
and issues around the game.
- A firm understanding of the tactical
awareness surrounding the game.
Sports Literacy
Through
Students will learn through sport
within this overall unit. This is
done in a variety of ways including:
- Developing intrapersonal skills.
- Developing communication skills.
- Developing initiative and
cooperation.
- Development of a varying range
of problem solving strategies that
can be applied to netball and other
sporting concepts that relate.
About
Through participation within
this unit, students learn about
the biomechanical aspects and
how they relate to netball and
similar sports.
The practical and theoretical
elements of this unit work
together to develop student’s
knowledge about biomechanics
and how to apply this to the
theoretical underpinnings. The
SEPEP application within this
unit gets students to focus on
the different roles that are
involved within sporting clubs
in the community, and learning
about how these roles are
performed, whilst still be
assessed based upon their
physical skills and initiative and
collaboration.
 Assessment Summary

In Through About

Formative Peer and self-assessment
will be provided to give
feedback on the skill
application individuals are
producing.
The use of conclusions and exit
cards will allow students to reflect
on the knowledge and skills they
are applying and how these will
help with future lessons.
Self-assessment (through pre-
assessment strategies) will be
completed throughout the unit to
assess student’s knowledge about
netball and invasion games.

Summative Students are marked Students are marked against a Students are marked against a
against a rubric which has rubric which has been structured rubric which has been structured
been structured to accord to accord with SACE. to accord with SACE.
with SACE.

Lesson Development Outline

Week Practical Theory

1 Introduction to unit. Introduction of basic biomechanical concepts.

Prior knowledge and learning.
Game focus on maintaining possession and
passing efficiency.

2 Tactical awareness when attacking and how Self and peer assessment of biomechanical
to utilise court positions effectively. efficiency when performing a specific netball skill.
Researching task towards summative assessment
folio.

3 Tactical awareness when defending and how Research task towards Summative assessment
to utilise court positions effectively. folio – self and peer assessment on efficiency of
chosen skill.

4 Tactical awareness when attacking to shoot Peer coaching using coach eye app and
for goal. biomechanical concepts to create more efficient
netball movement patterns.

5 SEPEP based round robin game play. How SEPEP is utilised and the roles of the
students.

6 SEPEP based round robin game play and Presenting Summative Folio Assessment.
grand final week. Peer assessments provided.
LESSON DEVELOPMENT
LESSON ONE: Practical with
theoretical elements
evident
50 minutes
WEEK Learning intention:
ONE Throughout this lesson
students will:
- Be introduced to the basic
netball movement patterns
and strategies.
Backwards by design
learning:
- Pre-assessment: Students
individually complete the
first column of the paper
handed to them on their
understanding of netball by
answering the provided
questions. This is to be
handed back to the teacher
and revisited in later weeks.
Body:
4 V 4 game: Students will be
introduced to a small sided
game of netball as most of
their practical application
will apply utilizing smaller
groups to increase the
volume of practice.
Students will run through
the positions of the half
court and what playing
position can move where.
Students will play a 4 V 4
game with the only focus
being on keeping possession
of the ball.
Questioning:
- What was the most
effective way to maintain
possession of the ball in your
team? (Have 1 answer from
LESSON TWO AND THREE: Practical
100 minutes
Learning intention:
Throughout this lesson students will:
- Gain a firm knowledge of the SEPEP
program and the benefits towards all
students.
- Students to achieve an understanding
of netball including history, rules, and
game sense.
- Begin to develop and create solutions
towards movement challenges.
- Have developing knowledge regarding
fair play and how to behave ethically
within the classroom environment.
- Begin to relate the practical
application of skills with a theoretical
understanding of the biomechanics.
Backwards by design learning:
- Students are asked to talk to the
person next to them about:
- What do you already know about a
SEPEP program?
Students will share their conclusions
with the class after 5 minutes of
discussion.
Teacher will lead by discussion:
- History of netball.
- Proper netball game rules and court
positioning.
- Inform students to keep idea of SEPEP
in the back of their minds as it will be
revisited in greater detail in week 5.
Body:
4 V 4 game: The aim of the game is to
maintain possession of the ball.
Questioning:
- Which passes allowed for most
success? Why?
- As attackers where did you move to
receive the ball successfully?
- How did you avoid defenders?
LESSON FOUR: Practical with
theoretical elements evident
50 minutes
Learning intention:
Throughout this lesson
students will:
- Evaluate and analyse their
practical performance in
regard with the basic
biomechanical concepts.
Backwards by design learning:
Students will answer the
following question:
- What aspects of
biomechanics would be
needed to produce quality skill
within netball. Give an ideas
or examples.
Students will share answers
with class briefly.
Warm up activity:
In pairs 1 student is a feeder
and the other to worker.
The worker must move at
speed to run at an angle, and
then quickly spin outwards,
away from the feeder, before
cutting back in to receive the
pass.
Work like this for 10 passes
and then swap player roles.
Teacher facilitated discussion:
Basic biomechanical
principles.
Practical application: With the
use of technology, students
will use ipads and the coaches
eye app to assess their passes
and the biomechanics
concepts to make assumptions
how their passing could be
made more effective.
 each team).
Conclusion:
Students will complete a 3,
2, 1 form where they are to
write:
- 3 things they have learnt
about netball.
- 2 things they need further
clarification on.
- 1 overall question they
have.
This is handed to the
teacher.
WEEK Learning intention:
TWO - Relate, evaluate and
analyse practical application
of skills and performance to
the theoretical
understanding of
biomechanics.
- Apply understandings of
biomechanics and using
research as well as own
credible knowledge to
practical and theoretical
application activities.
Backwards by design
learning:
- Students will re-visit what
Passing skill practice:
In groups of 3:
- Feeder.
- Attacker.
- Defender.
The feeder throws the ball in from the
baseline to the attacker. They must
choose a pass (chest, bounce, shoulder
or lob) that will allow for success criteria - Bounce pass.
to occur where the defender is unable
to intercept the ball. Feeder must aim
to use a different throw into a different what a successful pass looks
space on the court each feed.
After 2 minutes (on teachers whistle)
students will rotate positions x 2.
4 V 4 game: The aim of the game is to
utilise the different passes to maintain
possession of the ball.
Questioning/Conclusion:
- Which passes were most successful?
Why?
- How did using this choice of pass mean
the ball avoided interception from the
defender?
- As an attacker, where did you move to
receive the pass?
- As a defender, where did you move to
intercept the pass?
Learning intention:
- Build upon understandings of how to
create solutions to moving around the
court.
- Analyse and provide feedback based
upon performance of themselves and
other individuals.
Backwards by design learning:
- Students will provide a quick summary
of their chosen skill towards the
summative assessment piece. This will
be written down and handed to the
teacher.
Students will then be given three
magnets to write their names on. They
will then decide whether to place their
In pairs, 1 iPad between two.
Analyse the following passes
utilizing the coaches eye by
watching the footage and
making modifications to
provide greater success
through body biomechanics to
improve passing technique.
- Chest pass.
- Shoulder pass.
Students can also refer to the
posters around the gym of
like.
Conclusion:
Class will then meet as a large
group and discuss their
findings.
Students will be guided to give
feedback on what they have
learnt from today’s lesson.
Learning intention:
- Apply understandings of
biomechanics and using
research as well as own
credible knowledge to
practical and theoretical
application activities.
Body:
- In pairs, students will then
revisit their self-assessment of
a single skill performance.
They will now perform that
skill and by utilising new
biomechanical understandings
and credible resources
researched last lesson they
was covered in the week 1
lessons. This will be a
student directed task,
however it may have to be
guided and initiated by the
teacher.
Body:
Students will then decide
upon a netball-based skill to
analyse the biomechanics of.
This will act towards their
summative assessment due
in the last week of the unit.
Using laptops/tablets/smart
phones students will then
begin to research credible
resources to assist them with
their analysis.
Conclusion:
Discuss with students the
importance of todays lesson
and how it will impact on
their summative folio
assessment.
names under the following topics and
skill level:
- Attacking (Not competent, emerging,
competent)
- Defending (Not competent, emerging,
competent)
- Goal scoring (Not competent,
emerging, competent)
Body:
Students will begin with a 3 V 3 game
where they are designated a half court
size area. Teams choose their end of the
area and the aim of the game is for the
attacking team to get the ball down to
their end of the court and across the
base line to score a point. The aim is to
maintain possession of the ball whilst
utilising the basic netball rules.
Questioning:
- What strategies can you use as
attackers to avoid the defenders?
- As defenders, what strategies did you
use to stop the attacking team from
getting the ball over the baseline?
6 V 6 game with the same concept of
scoring by passing the ball over the base
lines.
2 players from each team will be
located within each zone. Players are
not allowed to leave their zone. This
allows students to start thinking about
moving to space to attack dependent on
their position to gain possession of the
ball.
The aim is for the attacking team to get
the ball from one end of the court to
the other successfully. Each time the
ball reaches the baseline the opposition
takes a throw in and now becomes the
attacking team.
Questioning/conclusion:
- Did it make it easier having a larger
playing area with more opponents?
- How did this game differ from the first
in terms of tactics?
- How did not being able to move from
will attempt to alter their
performance to make the skill
more efficient (this will be
done in a practical sense).
Students will use coaches eye
to record themselves and
analyse the ways they can
alter their own performance
to make the skill become
more efficient.
Once students have
completed their assessment,
they will then assess their
partner. The student will
provide a written analysis of
how they improved their
efficiency in skill performance,
they must explain how the
biomechanical concepts they
researched helped them to
alter performance. Inquiry
based questioning may be
necessary to ensure students
remain on task.
This task is to be handed in
next lesson to receive a NGP.
*Formative assessment.
Conclusion:
Teacher facilitates discussion
on how students where able
to fix the biomechanical
aspects of the skill to improve
performance? Students will
provide individual feedback.

WEEK Learning intention:
THREE - Relate, evaluate and
analyse practical application
of skills and performance to
the theoretical
understanding of
biomechanics.
Backwards by design
learning:
Students are to write on a
sticky note, 3 things they feel
are essential to attacking in
netball?
This is stuck on the board at
the front of the class.
Body:
Explain to students that
there will be a tactical focus with each third acting as a grid. One
on defending strategies and
use of court position to
assist such strategies this
week.
4 V 4 game: The aim of the
game is to maintain
possession of the ball, with
attackers aiming to move
into and create space.
- Work on either attacking,
defending or goal shooting
task (students are to choose lob passes, so that the defenders get
the area they feel less
competent in).
There will be three courts set count the number of intercepts they
out.
1: Attacking.
2: Defending.
3: Goal shooting.
Students move to the court
they feel less competent in
and perform the activity
provided on the activity
sheet for that court.
your third change your focus on attack?
Learning intention:
- Build upon understandings of how to
create solutions to moving around the
court.
- Analyse and provide feedback based
upon performance of themselves and
other individuals.
Backwards by design learning:
Students are to write on a sticky note, 3
things they feel are essential to
defending in netball?
This is stuck on the board at the front of
the class.
Body:
Defensive skill focus game: Split into
teams of 4, one team wearing bibs.
Students are set up on a whole court
student from the team in the thrower.
The other students are placed in a set
grid.
Have the throwers at either end of
grids. Thrower at one end passes the
ball to first attack, whilst defender tries
to shadow. The attacking team tries to
pass the ball all the way down the grid
to each of their players, without
defenders getting an intercept. If the
defending team does take an intercept,
then they become the attacking team
and the game starts again. Do not allow
more practice.
*Change it up by having a set time limit
for teams to stay in defense. They are to
make in this time.
Ensure you swap throwers regularly so
everyone gets a turn.
Game: A full court 4 V 4.
1 attacker and 1 defender will be
situated in each third, in which they
must remain. There will also be 1 extra
attacker and defender who can go in all
court areas (acts as a center position,
Learning intention:
- Build upon understandings of
how to create solutions to
moving around the court.
- Analyse and provide
feedback based upon
performance of themselves
and other individuals.
Skills application: 1 V 2 game
with 1 defender and 2
attackers.
A man in the middle type
approach will be used.
The defenders aim is to
intercept the ball.
Their aim is to find the most
successful way to do so.
Questioning: On how students
can apply these defence
strategies to game-like
situations.
- What defence strategies did
you use, and which were the
most effective?
- How do you think you could
apply these in a game-like
situation? Would they still be
as effective?
Game:
Finish the lesson with a 7V7 All
positions and netball game
rules are utilised, and students
are to implement the
attacking and defending
strategies from previous
lessons.
- A point will also be scored
for every successful
interception or turn over
(defensive application).
3 x 4-minute games.
There will be 3 teams of 7.
This meaning 1 team will be
off at a time.

4 V 4 game: The aim of the
game is to maintain
possession of the ball, with
attackers aiming to move
into and create space.
Students are to implement
the skills they have learnt
from the previous activity
they focused on.
Conclusion:
Questioning.
- Were you able to notice a
change within the focus skill
you practiced when applying
it to the second 4V4 game.
How and why?
however can go into the goal area).
The aim is for the attacking team to get
the ball from one baseline to the other
without losing possession. Teams score
1 point if this is achieved. The also score
an additional 2 points if a goal is scored.
The defending team must try to create
strategies to intercept the ball. Each
time the baseline is reached, or a goal is
scored, teams rotate between attacking
and defending.
Questioning:
As a defender, what strategies did you
use to help your team to gain
possession of the ball?
How did having a player that could go
the entire length of the court help your
teams defense strategy?
Defensive skill practice: 3 individuals (1
ball, 1 feeder, 2 receivers, 1 defender).
Students who are off the court
will analyse the game and see
how the execution of their
chosen skill for the summative
folio assessment is being
utilised within this game. They
are to take notes to add to
their assessment piece.
Conclusion:
Students will be asked to get
both of their sticky notes from
the board from previous
lessons during the week.
They are to now add three
further concepts to these and
hand them to the teacher.

Standing in a triangle with the defensive

player in between, the feeder throws
the ball to either of the static players
and the defensive player must
anticipate and intercept the incoming
ball.
This helps in a game scenario if the
opposition attack by driving together as
it allows students to cover more ground
and block two separate options.

Game: Finish the lesson with a 7V7

game of netball. All positions and
netball game rules are utilised, and
students are to implement the attacking
and defending strategies from previous
lessons.
3 x 4-minute games.
There will be 3 teams of 7. This meaning
1 team will be off at a time. The team
that is off will be analysing one of the
other teams on the court. Each student
picks a player and are to mark against
the success criteria how many times the
student catches, passes, attacks,
defends, or shoots the ball.
They then provide feedback to this peer
after the games are concluded.

WEEK Learning intention:
FOUR - Applying skills required
when goal shooting and
tactical development of
court positioning.
Game: Students will partake
in a 4 V 4 game. The aim of
this game is to set up a
successful goal shooting
opportunity using effective
passing techniques. 1 point
will be scored for each
opportunity at goal, with 2
points scored for every
successful goal shot.
Goal shooting skill practice:
In groups of 3:
- 1 feeder.
- 1 attacker/goal shooter.
- 1 defender.
The feeder will move
positions around the goal
circle each time they pass
the ball to the attacker, this
will create a more game-like
scenario.
The feeder throws the ball to
the attacker who is moving
into space within the goal
circle, without the defender
intercepting the ball. Once
the attacker receives the
ball, they are to square up
and take a shot at goal. The
aim of squaring up is to give
them more time to shoot the
ball and face their target.
Students will rotate positions
after 5 attempts at goal have
been made.
Game: Students will partake
in a 4 V 4 game. The aim of
Conclusion:
Brief feedback based upon the peer
assessment activity within the last game
and goal setting based on the feedback.
Learning intention:
- Applying skills required when goal
shooting and tactical development of
court positioning.
- How court position will affect how
they will get the ball to the goal
shooter.
Backwards by design learning:
In groups, students will discuss the main
points needed to successfully shoot for
goal.
Students will move to a different table
and then share these ideas with the rest
of the group.
Game:
4 V 4 half court game.
Using the positions of GS, GA, C and WA
and the equivalent positions for
defending team GK, GD, C and WD.
Attacking and defending teams will
swap when a goal is scored.
Goal shooting skill practice:
In groups of 3:
- 1 feeder.
- 1 attacker/goal shooter.
- 1 defender.
The feeder will move positions around
the goal circle each time they pass the
ball to the attacker, this will create a
more game-like scenario.
The feeder throws the ball to the
attacker who is moving into space
within the goal circle, without the
defender intercepting the ball. Once the
attacker receives the ball, they are to
square up and take a shot at goal. The
aim of squaring up is to give them more
time to shoot the ball and face their
target. Students will rotate positions
after 10 attempts at goal have been
made.
After each student completes their goal
Learning intention:
- Evaluate and analyse their
practical performance in
regard with the basic
biomechanical concepts.
Backwards by design learning:
In table groups, students are
given butchers paper.
As a group they are to
brainstorm any ideas or
concepts that they have learnt
from the unit.
After 5 minutes students will
then move their paper to the
table to the left of them. They
will now have 2 minutes to
add further ideas. This process
occurs until they have
received their paper back.
Whole class discussion will
occur.
Body:
Students now have the rest of
the class to work on their
Summative Folio Assessment
Task.
This is the last lesson they will
have to get feedback from the
teacher.
The use of technology will be
utilised to conduct research.
Conclusion:
Students will reminded of
there Assessment
requirements and have the
opportunity to ask any
questions necessary
 this game is to set up a
successful goal shooting
opportunity using effective
passing techniques. 1 point
will be scored for each
opportunity at goal, with 2
points scored for every
successful goal shot.
Conclusion:
Questioning:
- How was passing utilised to
set up a successful goal
shooting opportunity?
- How did squaring up to
shoot for goal help your
results?
- How can you apply these
tactics within a proper
netball game?
WEEK Learning intention:
FIVE - Students are to gain a firm
knowledge of the SEPEP
program and the benefits
towards all students.
- Students work
collaboratively, negotiate
roles and delegate tasks to
complete complex tasks in
teams.
- Students assume
responsibility for conduct of
aspects of a sporting
competition in which roles
are shared and display
appropriate sporting
behaviour.
Backwards by design
learning:
Students recap what they
think SEPEP involves.
Body:
The teacher groups the class field roles.
into 3 teams.
Teams then meet to organise organise game play, this will be
their individual roles for off - indicated in the schedule.
scoring part, students will use self-
assessment by talking to their peers on
how they feel they went and how they
can improve?
Game:
4 V 4 half court game.
Using the positions of GS, GA, C and WA
and the equivalent positions for
defending team GK, GD, C and WD.
Attacking and defending teams will
swap when a goal is scored.
Students will now score an extra point if
they position themselves in the correct
placemen on the court and successfully
pass on the ball.
Conclusion:
Teacher facilitated discussion on how to
successfully achieve goal scoring and
what off the ball skills are needed?
Learning intention: Learning intention:
- Students work collaboratively, - Students work
negotiate roles and delegate tasks to collaboratively, negotiate
complete complex tasks in teams. roles and delegate tasks to
- Students assume responsibility for complete complex tasks in
conduct of aspects of a sporting teams.
competition in which roles are shared - Students assume
and display appropriate sporting responsibility for conduct of
behaviour. aspects of a sporting
competition in which roles are
Warm up: The captain will take their shared and display
team through the individual team warm appropriate sporting
up routine they have designed and behaviour.
organise all equipment their team will
need for the lesson. Warm up: The captain will
take their team through the
Body: individual team warm up
- Students will continue with the use of routine they have designed
the SEPEP format. and organise all equipment
Allocated teams will use the pre- their team will need for the
arranged schedule to conduct the lesson.
lesson.
As there will be 3 teams, 2 will be Body:
playing and 1 team will utilise their off- - Students will continue with
the use of the SEPEP format.
A round robin format will be used to Allocated teams will use the
pre-arranged schedule to
conduct the lesson.
 field positions.
The rest of the lesson allows
the individual students to
work on their roles and
prepare ready for the first
SEPEP round in the next
lesson.
Roles include:
- Coach.
- Statistics and ladder.
- Umpire.
- Goal umpires.
- Timekeeper/scorer/draws.
- Publicity manager + film
crew to provide photos and
footage.
Students are to provide a list
to the teacher with the
following included:
- Team name.
- Team logo.
- Team members.
- Team roles.
Conclusion:
Students will reminded of
there roles and
responsibilities
WEEK Learning intention:
SIX - To present and analyse
student summative
assessment folio.
A fair game-play points system will be
introduced to encourage the use of
tactical game play learnt in previous
lessons.
For example, 1 point will be awarded
for the correct application of certain
biomechanical skills. To encourage fair
play participation and co-operation, fair
play points will be awarded at the end
of the lesson if students have
demonstrated these aspects. The
teacher will keep note of these scores
and add them to the overall team score
at the end of each game.
Learning intention:
- Students work collaboratively,
negotiate roles and delegate tasks to
complete complex tasks in teams.
- Students assume responsibility for
As there will be 3 teams, 2 will
be playing and 1 team will
utilise their off-field roles.
A round robin format will be
used to organise game play,
this will be indicated in the
schedule.
A fair game-play points system
will be introduced to
encourage the use of tactical
game play learnt in previous
lessons.
For example, 1 point will be
awarded for the correct
application of certain
biomechanical skills. To
encourage fair play
participation and co-
operation, fair play points will
be awarded at the end of the
lesson if students have
demonstrated these aspects.
The teacher will keep note of
these scores and add them to
the overall team score at the
end of each game.
Conclusion:
Teacher will remind students
that their Folio Summative
assessment is due to the
Teacher on Monday by 6pm
on the student portal.
Students are reminded that
they will give structured peer
feedback on everyone’s
assessment that is handed to
the teacher to help grasp an
understanding of how well the
student presented.
Learning intention:
- To present and analyse student
summative assessment folio.
- Analyse how concepts from
netball can be transferred to
several other sports.
Body:
Students will this week
present their biomechanical
analysis of their chosen
netball specific movement
pattern/skill performance.
Students will provide a peer
assessed grade using the
assessment criteria sheet
that is handed to the teacher
at the end of everyone’s
presentation, as will the
teacher. Students will be
given the opportunity to
provide constructive
feedback.
Students will present in
alphabetical order.
Student-centered approach
to teaching.
Conclusion
Students will be provided
with feedback on there
presentations
conduct of aspects of a sporting
competition in which roles are shared
and display appropriate sporting
behaviour.
Body:
Students will continue with the use of
the SEPEP format.
Teams will use the pre-arranged
schedule to conduct the lesson.
As there will be 3 teams, 2 will be
playing and 1 team will carry out off-
field roles.
A round robin format will be used to
organise game play/duty team, this will
be indicated in the schedule.
This week’s games will be ‘finals
round’; the team who is on top of the
leader board at this point will go
straight into the grand finale. The other
two teams will have a play-off to make
it to the grand finale.
The grand final will then be played, and a
champion will be named.
Conclusion:
Students will write a brief 200-word journal
entry of what they have learnt either:
- Throughout the overall unit.
- Throughout the SEPEP program.
Body:
Students will this week present
their biomechanical analysis of
their chosen netball specific
movement pattern/skill
performance. Students will
provide a peer assessed grade
using the assessment criteria
sheet that is handed to the
teacher at the end of everyone’s
presentation, as will the teacher.
Students will be given the
opportunity to provide
constructive feedback.
Students will present in
alphabetical order.
- Student-centered approach to
teaching
Conclusion:
Teacher will provide brief
overview of the topic and how
these skills can be utilised within
other sports.
Teacher will thank everyone for
their great participation and
efforts.
Students will provide feedback on
what they have learnt and any
other necessary feedback.
JUSTIFICATION
Wiggins and McTighe's (2011) Understand by Design approached has informed the objectives, design, and structure of
this Stage One Netball Unit Plan. Wiggins and McTighe (2011) highlight that ‘through creating clear learning objectives,
the following learning tasks that students participate in can then relate back and have structure and direction.’ It is
essential to outline clear learning objectives from the beginning of a unit to ensure each aspect of learning is related to
the final outcome students are required to achieve (Rutherford, 2013). It is fundamental when producing curriculum
documents teachers consider what they wish students to come away with as a result of participating in the activity,
lesson, and unit (Tomlinson, 2014). When developing learning objectives, activities and assessment focus was placed
on enhancing students' knowledge, skills, and understanding of the tactical and technical aspects of Netball, with
reference to the biomechanics concepts associated with successful skill acquisition and play. Learning objectives
related to the development of skilled performance within game settings, including the development of sports literacy
and learning in, through and about sport (Pill, 2013). Students critically analysis biomechanical principles within both
theoretical and practical contexts; this, in turn, will aim to guide students skill development to become efficient and
effective performers of Netball and can apply and transfer their knowledge, skills, and understanding to various
sporting and life contexts (Rutherford, 2013).
Practical and Theoretical Learning will centre upon a Game sense approach to learning through game based learning;
Hay (2008) indicated this approach to teaching allow students to take responsibility for their own learning; where they
work to develop a stronger understanding through problem-solving. Non-linear and student-centered approaches
further move the emphasis away from the teacher passing on the knowledge to students, rather students' work to
develop their own knowledge, skills, and understanding (Pill, 2014). Application of this method within a practical
setting will be evident through the incorporation of Game Sense Theory using small-sided games; guided discovery and
constraints-led approach. Incorporation of Game Sense will ensure that students are given the opportunity to develop
skilled performance and tactical awareness in game-like situations (Pill, 2014). Unlike traditional approaches to
physical learning that specifically focus on technical skill acquisition, learning through, games (at least initially) place
emphasis simultaneously on both technical and tactical aspects of performance (Mitchell, Oslin, Griffin, 2013). As part
of the adoption of a Game sense approach, small-sided games will be incorporated into lesson structure as a means to
increase participation and amount of game-based practice students take part in; in theory, the more opportunity a
student has to touch the ball or practice a movement, the more likely that is to increase skill acquisition in gameplay.
Constraint led approaches to game situations further assist in the development of skilled performance under
pressured situations; rather than practicing skills in closed and controlled settings, by opening up the environment it
allows for students the potential to perform skills in varied contexts (Pill, 2013). Pill (2014) recognises that constraint
led approaches ‘enable changes to be made whether it is task, individual or environmental specific, to achieve the
desired learning outcomes.' Students are given the opportunity to develop skills in game like settings using constraints
led approaches; they work to develop their application of certain skills that affect their gameplay by focusing on
specific aspects of skill performance and tactical awareness (Pill, 2014). This application promotes teachers use of
guided discovery in practical settings; rather than teachers directing drill-based tasks, students become the facilitator
of game-based learning activities and work to identify and find solutions to tactical and technical problems occurring
with a game. Students are encouraged to engage in inquiry-based questioning whereby they analysis gameplay to alter
their performance.
A study done by Alexander and Luckmann (2001) found that of the 377 Australian school teachers who had used Sport
Education in Physical Education Project (SEPEP) in their schools, found that it increases overall participation (including
those students who always what to sit out), enjoyment and inclusiveness. Pill (2013) states, "Students are placed in
situations that require active participation in a sports experience by serving in roles that are required in authentic
sports settings. These roles include team manager, coach, captain, information recorder, trainer, equipment manager,
statistician, media officer and members of the sporting board" (p.30). By implementing a SEPEP program into the unit
we are providing a student-based learning environment where the physical educator becomes a facilitator. The
students have control of the learning to expand on skills such as accountability and responsibility towards other team
members. If this doesn’t occur, then the program cannot be run effectively. Therefore, by implementing the SEPEP
program within this netball unit it allows the teacher to properly assess the summative practical skills in consideration
with skills, initiation, and collaboration.
Following on from consideration of teaching methods and learning, it is important that assessment is designed in
relation to what is being taught. Within the unit, there is a range of theoretical and practical formative and summative
assessment tasks that guide students in demonstrating their knowledge, skills, and understanding of movement
concepts, biomechanical principles and initiative, and collaboration, which can be linked to the South Australian
Certificate of Education Assessment Guidelines (SACE, 2018). Assessment processes have been further adapted from
the Teaching for Effective Learning Framework (TfEL) document with the incorporation of exit cards, self-assessment,
and peer assessment are included as formative assessment (Government of South Australia, 2010). Assessment
strategies aim to enhance students analyze and reflection of their own and others performance in relation to
gameplay and tactical awareness. Exit cards and self-assessment throughout practical based lessons of the unit allows
students the opportunity to analyse their personal performance to enhance skills acquisition. While, the use of peer
assessment worked to provide students with deeper, broader base of knowledge from different perspectives, views,
and opinions. Theory-based learning places emphasis on learning through small group situations; students express and
explain their ideas to others and thus hear different points of view and understandings. In turn, these processes work
to establish deeper inquiry from students.
The Stage One Physical Education Assessment Guidelines (SACE, 2018) has informed the design of curriculum content.
Throughout the unit, year eleven achievement standards have been met through the use of content descriptors to
inform learning and assessment tasks. Student’s prior knowledge and experience in netball through previous years
Physical Education Curriculum has meant that focus tasks could place significant emphasis on skill refinement and
tactical awareness in practical based lessons, along with the application and analysis of biomechanical concepts during
theoretical based learning.
In conclusion, this unit has been designed to reflect a contemporary view of Physical Education. Focus has centered on
developing students game sense and tactical awareness, along with increased skill acquisition, using a non-linear and
student-centered pedagogy. Students will develop knowledge, skills, and understanding of the technical and tactical
aspects of Netball in relation to strategic gameplay and biomechanics principles to movement. Students will learn in,
through and about sport, with a focus on implementing skilled performance under pressured situations. While content
focuses on Netball to address concepts, design and application aim to transfer learning across a variety of sports and
life scenarios. It is essential that teachers use a range of professional resources to inform teaching methods and work
to teaching processes cater for all students learning needs and requirements to achieve successful outcomes. Teachers
must ensure that they are meeting the standards in planning and the execution of lessons; to do so one must couple
professional and content knowledge and understanding with practical application and physical approaches to
teaching. Thus, it is vital that teachers demonstrate a degree of passion when implementing learning within a class
setting to ensure all students gain the best possible outcomes.
BIBLIOGRAPHY
 AITSL. (2012). Australian Professional Standards for Teachers. Retrieved from Australian Institute for Teaching
and School Leadership:
 Alexander, K., & Luckman, J. (2001). Australian Teachers Perceptions and Uses of the Sport Education
Curriculum Model. European Physical Education Review, 7(3), 243-267.
 Hay, S. (2008). Teaching Games for Understanding: A Non-Linear Framework for the Teaching of Games in
Multiage and Mulit-Ability Settings. Journal of Mulitage Educationvolume, 17-21.
 Mitchell, S. A., Oslin, J. L., Griffin, L. L. (2013). Teaching Sport Concepts and Skills: A Tactical Games Approach
for Ages 7 to 18, 3rd edition: Human Kinetics, 3rd edition.
 Pill, S. (2013). Game sense to sport literacy. Hindmarsh, SA: Australian Council for Health, Physical Education
and Recreation.
 Pill, S. (2013). Play With Purpose Game Sense to Sport Literacy (3rd Ed.). South Australia: ACHPER Australia
The Australian Council for Health, Physical Education and Recreation.
 Pill, S. (2014). Play with Purpose: Developing Netball Game Sense: Teaching Movement and Tactical Game
Sense. Adelaide: Hindmarsh, South Australia: ACHPER Australia The Australian Council for Health, Physical
Education and Recreation.
 Pill, S. (2014). Play with Purpose: Developing Netball Game Sense: Teaching Movement and Tactical Game
Sense. Adelaide: Hindmarsh, South Australia: ACHPER Australia The Australian Council for Health, Physical
Education and Recreation.
 Rutherford, G. (2013), 'Relational role of teacher aides in supporting students and teachers', in Carrington,
Suzanne & MacArthur, Jude (eds.), Teaching in inclusive school communities, John Wiley, Milton, Qld., pp.
313-339.
 Siedentop, D., Hastie, P., & van der Mars, H. (2011). Complete guide to sports education. Human Kinetics
 South Australian Government: Department of Education and Children's Services. (2010). Teaching for
Effective Learning Framework. Adelaide: Lane Print & Post.
 South, S. D. (2010). Teaching for Effective Learning Framework. Adelaide: Lane Print & Post.
 Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.
 The government of south Australia. (2018) Physical Education Stage One. From South Australia Certificate of
Education http://www.sace.sa.edu.au/physical-education/stage-1
 Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high- quality units. ASCD
 http://www.teacherstandards.aitsl.edu.au/DomainOfTeaching/ProfessionalPractice/Standards/5
APPENDICES:

1) Summative assessment task:

Physical Education Studies – General Year 11

Assessment type: Research task

Conditions Period allowed for completion of the task: 4 weeks

Grading: 40%

_______________________________________________________________________________________

1. Name the biomechanical netball skill you are going to be analysing and researching.

2. Outline the biomechanical underpinnings needed to execute this skill successfully.

3. Provide use of practical examples from lessons and how these can be adjusted.

4. Support your findings with resources.

Assessment rubric on Summative

Name ________________________ Teacher:

Criteria
E (2) D (4) C (6) B (8) A (10)

Skill Level Minimal Partial Satisfactory Good Excellent

movement movement movement movement movement
skills and skills and skills and skills and skills and
technique technique technique technique technique
critique. critique. critique. critique. critique.

Knowledge Limited Inconsistent Competent Mostly clear Accurate

interpretation interpretation interpretation interpretation interpretation
and application and and generally and effective and highly
of combination application of effective application of effective
of movement combination application of combination application of
concepts and of movement combination of movement combination
strategies. concepts and of movement concepts and of movement
strategies. concepts and strategies. concepts and
strategies. strategies.

Biomechanics Minimal Some Satisfactory Good Excellent

and understanding understanding understanding understanding understanding
theoretical of of of of of
application biomechanical biomechanical biomechanical biomechanical biomechanical
principles and principles and principles and principles and principles and
how they apply how they how they how they how they
to the skill apply to the apply to the apply to the apply to the
execution. No skill skill skill skill
evidence of execution. execution. execution. execution.
application of Minimal Some Strong Excellent
knowledge. evidence of evidence of evidence of evidence of
application of application of application of application of
knowledge. knowledge. knowledge. knowledge.
Resources No use of Minimal use Satisfactory Good range of Wide range of
resources or of resources use of resources and resources and
referencing. and no resources and referencing referencing
referencing. satisfactory used. used.
references.

Topic: netball and biomechanics Date _____________

Netball pre-assessment questionnaire:

Q1: What are the 7 different positions played within netball?

Q2: How many seconds can you hold the ball before a penalty is called?

Q3: Name three on the ball skills.

Q4: Name three off the ball skills.

Q5: How many feet must you be standing away from an opposing player when they have possession of the ball?

Q6: What other sports can the skills of netball relate to?
7 V 7 game – Peer Assessment – Student Criteria Sheet

Students name:

Catch Pass Attack Defend Score

Successful

Unsuccessful

Overall findings and feedback:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________
SEPEP Team form:

Team name: ________________________________ Team logo:

Team member names:

-
-
-
-
-
-
-

Role Team member To do:

Coach

Statistics/Ladder

Umpire (half court)

Umpire (half court)

Timekeeper
Scorer
Draws

Publicity manager
and film crew
(photos and video
footage)

Fitness coach