Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON 5 ORGANISATION
Year Level: 7 Time: 9:10 Date: Students’ Prior Knowledge:

Learning Area: Health and Physical Education - Handball basics and KTP’s
- Kicking basics and KTP’s
- Marking basics and KTP’s
- Use of iPad’s

Strand/Topic from the Australian Curriculum

Moving our body: Practise, apply and transfer movement
concepts and strategies with and without
equipment (ACPMP082)

Learning through movement: Practise and apply personal

and social skills when undertaking a range of roles in
physical activities (ACPMP086)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 complete mock assessment
 Identify and demonstrate knowledge of key teaching points for handball and kick.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

Equipment needed:
- iPads All students can film and take part in the assessment
- footballs - if needed groups of three can be formed
- cones
- rotation information sheets

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
1. Was the instructional objective met?
2. Did students archive the attended tasks?
3. Were the lesson objectives clearly defined?
4. Were the students productively engaged? How do I know?

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Teacher self-reflection and self-evaluation:

1. Were the students productively engaged? How do I know?
2. Did I change my plan as I taught the lesson? Why?
3. What additional assistance, support, and/or resources would have further enhanced this lesson?
4. If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What?
Why?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Open up lesson by going strait into a warm up drill.
9:10
Warm Up
1. Eagles vs Dockers
1 Eagles Dockers Students line up
facing a partner.
When teacher calls
the command
Eagles, the Eagles
team shown in
black then attempt
to tag their partner
from the Dockers
(blue) team. The
Dockers aim is to
cross over the cone before getting tagged. Whoever is unsuccessful
must complete 3 pushups.
2. Ball Runner
Students are lined the same way as Eagles vs Dockers game, however
this time between partners a football is being handballed back and
2
forth. When the teacher commands, ‘GO!’ the student with the ball
runs past the cones while student without ball has to tag them.

KTP’s
 Foot positioning
 Quick handballs
Lesson Steps (Lesson content, structure, strategies & Key Questions):

Today we will be performing our midterm mock assessment. It will

include going around to each station and following the instructions. The
layout and concept will be similar to the balance circuit during our first

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lesson.
9:15
I have also added in an extra stage; you will need to use your iPad for.
(QR code reading for instructions).

You will not be allowed any extra resource to put in perspective where
you’re up to and where you need to do some more work on.

ASSESSMENT ROTATIONS
Rotation 1
Drop punt (person 1)

9:20 • In your pair/ group you must film with coach’s eye a good and
bad example of the drill. Look at the key teaching points and break one
of them to get a bad example. The person filming must use coach’s eye
to compare and discover what was the key teaching point that was
broken. Then switch.

(• Step and kick the ball.)

• Guide the ball down with one hand – same side as kicking leg.
• Point your toes at your target
• See your foot contact the ball.
• Follow through straight towards the target.

Drop punt (person 2)

(5 min) • In your pair/ group you must film with coach’s eye a good and
bad example of the drill. Look at the key teaching points and break one
of them to get a bad example. The person filming must use coach’s eye
to compare and discover what was the key teaching point that was
broken. Then switch.

• Step and kick the ball.

• Guide the ball down with one hand – same side as kicking leg.
• Point your toes at your target
(• See your foot contact the ball.)
• Follow through straight towards the target.

Rotation 2
Drop punt (person 1)

• In your pair/ group you must film with coach’s eye a good and
bad example of the drill. Look at the key teaching points and break one

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of them to get a bad example. The person filming must use coach’s eye
to compare and discover what was the key teaching point that was
broken. Then switch.

• Step and kick the ball.

(• Guide the ball down with one hand – same side as kicking leg.)
• Point your toes at your target
• See your foot contact the ball.
• Follow through straight towards the target.

Drop punt (person 2)

• In your pair/ group you must film with coach’s eye a good and
(5 min) bad example of the drill. Look at the key teaching points and break one
of them to get a bad example. The person filming must use coach’s eye
to compare and discover what was the key teaching point that was
broken. Then switch.

• Step and kick the ball.

• Guide the ball down with one hand – same side as kicking leg.
(• Point your toes at your target)
• See your foot contact the ball.
• Follow through straight towards the target.

Rotation 3
Drop punt (person 1)

• In your pair/ group you must film with coach’s eye a good and
bad example of the drill. Look at the key teaching points and break one
of them to get a bad example. The person filming must use coach’s eye
to compare and discover what was the key teaching point that was
broken. Then switch.

• Step and kick the ball.

• Guide the ball down with one hand – same side as kicking leg.
• Point your toes at your target
(• See your foot contact the ball.)
• Follow through straight towards the target.

(5 min)

Drop punt (person 2)

• In your pair/ group you must film with coach’s eye a good and
bad example of the drill. Look at the key teaching points and break one
of them to get a bad example. The person filming must use coach’s eye

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to compare and discover what was the key teaching point that was
broken. Then switch.

• Step and kick the ball.

• Guide the ball down with one hand – same side as kicking leg.
• Point your toes at your target
• See your foot contact the ball.
(• Follow through straight towards the target.)

Activity
Introduce class to Coachpro app.

In this activity break up students into groups of 4. The teacher will

9:45 instruct students to make a play or drill on the app and try perform it.

Lesson Closure:

Teacher asks for each group to say what sort of drill they formed.
10:05

Transition:

Pack up all sports equipment and iPads

10:10

Assessment:

Summative as it will be collected on the worksheet.