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Topic: Touch Football

Curriculum Learning Area: Health and Physical Education

Year Level: 8

Unit description:

This Touch Football unit will assume the Sports Education (SEPEP) Model, which is
designed to provide educationally rich and authentic sports experiences for students in
Physical Education. Through SEPEP, participation in PE classes will be heightened do to
the various roles that students must adopt throughout the unit. Throughout the unit, students
will develop specific movement skills as well as tactical understanding surrounding Touch
Football and this will be achieved through practice in game-like situations. Open-ended
questioning and critical discussions will take place throughout the unit, allowing students
to uncover lesson objectives (movement and tactical solutions) for themselves. As well as
this, students will also develop social skills by working together with their classmates. This
unit for 2 lessons a week over a 5 week duration, equating to 10 lessons.

Over the duration of the unit students will develop various skills including:

Offensive Skills:

- Maintaining possession and advancing the ball. - Trapping the opposition offside.

- Creating space to penetrate the try line. - Drawing and spreading the defence.

Defensive Skills:

- Forcing turnovers to regain possession. - Sliding defence.

- Pressing the offence, restricting offence from gaining ground.

Tactical Skills:

- Applying both technical and tactical offensive and defensive skills to create more
opportunities to score than the opposition.

- Develop ‘set plays’ as a team, leading to try scoring opportunities.

Other Concepts:

- Loop moves. - Rucking/‘You and Me’s’

- Switches & scissors. - Different running lines/patters.

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Content Descriptors:

Moving Our Body:

- Use feedback to improve body control and coordination when performing specialised
movement skills in a variety of situations (ACPMP080).

- Practise, apply and transfer movement concepts and strategies with and without
equipment (ACPMP082)

Understanding Movement:

- Demonstrate and explain how the elements of effort, space, time, objects and people can
enhance movement sequences (ACPMP084).

Learning Through Movement:

- Practise and apply personal and social skills when undertaking a range of roles in physical
activities (ACPMP086).

- Evaluate and justify reasons for decisions and choices of action when solving movement
challenges (ACPMP087).

- Modify rules and scoring systems to allow for fair play, safety and inclusive participation
(ACPMP088).

Achievement Standards:

Students apply personal and social skills to establish and maintain respectful relationships
and promote safety, fair play and inclusivity. They demonstrate skills to make informed
decisions, and propose and implement actions that promote their own and others’ health,
safety and wellbeing. 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.

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Lesson development:

Week 1:

Lesson 1 – Introduce and assign SEPEP Model roles.

Lesson 2 – Maintaining possession of the ball and advancing with the ball.

Week 2:

Lesson 3 – Defending space.

Lesson 4 – Creating space to penetrate the try line.

Week 3:

Lesson 5 – Drawing the defender.

Lesson 6 – Loop moves, switches and scissors (pass tactics).

Week 4:

Lesson 7 – Sliding defence.

Lesson 8 – Trapping the defence offside using ‘rucking’ and ‘you and me’s’.

Week 5:

Lesson 9 – Round Robin Tournament.

Lesson 10 – Final series followed by ‘culminating event’.

Learning Objectives*.

As a result of engaging with the lesson (or unit of work) students will Understand that:

- Touch football requires a combination of both technical and tactical skill.


- Teamwork, communication and social skills are key to greater success both on and off
the field.
- Defending as a team (defending space and sliding defence) rather than individually
results in less scoring opportunities for the offence.
- Creating space through switches, drawing the defender, scissors and loop movements
results in greater scoring opportunities.
- Quick movement through passing, ‘rucking’ and ‘you and me’s’ results in creating
scoring opportunities.
- Technical and tactical skills learnt in Touch Football can be applied to a number of other
sports.

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As a result of engaging with the lesson As a result of engaging with the lesson students
students will Know: will be able to:

1. Rules and positions of Touch 1. Effectively pass and catch the ball.
Football. 2. Make correct decisions regarding whether
2. Defensive strategies to limit scoring to run with or pass the ball.
opportunities and to cause turnovers. 3. Draw the defender and create space with in
3. When to either pass or take the touch offence.
when in possession of the ball. 4. Defend as a team.
4. The importance of communication in 5. Adapt to the playing environment and make
both offence and defence. according offensive and defensive
5. How to run in different patterns and strategies.
lines when penetrating the defence. 6. Discover own solutions to technical and
6. The importance of spreading and tactical skills.
creating space when attacking.

Guiding Questions: Questions I will ask students to help them explore or uncover the big
idea for this lesson:

Offensive

1. Why is speed and quick ball movement important in gaining ground?

2. When is it better to take the touch or run with the ball?

3. How can you create space to penetrate the try line?

4. Have you explored running different lines both with and without the ball?

5. What happens when we stand still in attack or are not active enough?

6. What is the importance of communication?

Defensive

1. How can you limit scoring opportunities when defending?

2. Is it more effective to defend as a team or defend individually?

3. Why is communication important when defending?

4. Is it more effective when defending in a line or staggered?

5. Is it more effective to defend space or defend a player?

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Preassessment of Students’ existing knowledge about this unit of work

Pre-assessment Task to check for present level of understanding about this unit of work:

 Rules and Terminology Questionnaire (APPENDIX A)

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Lesson #1 (Week 1)

Lesson Title: Introduce and assign SEPEP Model roles / passing the ball

Learning Objectives

- Students familiarise themselves with their SEPEP teams and understand the
requirements of their role.
- Students begin to complete tasks in SEPEP Booklet (REFER TO APPENDIC C).
- Students recognise that a more direct pass is more effective than a loopy pass.
- Realise that more likely to receive the ball when in space and clear of defenders.

Introduction

1. Students will be placed into teams (ideally 4 teams of approximately 7 students).

2. Culminating event will be shared and/or decided upon.

3. Once teams have been established, students will be required to assign themselves to the
different roles of SEPEP. These roles may include coach, assistant coach, publicity
manager, film crew, umpire, timekeeper/scorekeeper, multimedia manager.

Body of Lesson (1-3 short tasks)

1. Set up SEPEP Model (establish teams and various roles within teams).

2. Students familiarise themselves with their team.

3. Students begin to complete sections of the SEPEP Booklet such as ‘Team Identity’.
(REFER TO APPENDIX C – TASK 1, 2 & 3)

4. Modified game: ‘Interceptor’ (p.39) (REFER TO APPENDIX G), constraints and


progressions will be applied. ‘Freeze play’ where discussions and questioning take place.

5. Lesson closure, students share their ‘Team Identity’ with fellow SEPEP teams.

Check for Understanding: Upon exiting the classroom, students share their ‘Team
Identity’ with fellow SEPEP teams. Students also record their ‘Team Identity’ and
individual role with the teacher.

Homework Task: Come up with three biomechanical reasons why the ‘spiral’ pass is the
preferred way of passing in touch football. Students may work in their SEPEP teams to
gather their answer.

Materials required for this lesson:

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- SEPEP Booklet, bibs, touch footballs, cones, whistle

Lesson #2 (Week 1)

Lesson Title: Maintaining possession of the ball and advancing with the ball.

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Learning Objectives

- Students employ tactics to maintain possession.


- Students recognise when it is best to run with the ball or pass the ball.
- Students determine that quick ball movement results in more ground being made.
- Students recognise that a more direct pass is more effective than a loopy pass.
- Students realise that they are more likely to receive the ball when in space and clear of
defenders.

Introduction

1. From the homework task teams shares the reasons why they deemed the ‘spiral’ pass to be
more effective as a whole group. A class discussion will follow.

2. The learning objectives of the previous lesson will be re-visited and re-capped.

Body of Lesson (1-3 short tasks)

1. From the homework task of last lesson, each SEPEP team shares the three biomechanical
reasons why they deemed the ‘spiral’ pass to be more effective as a whole group. A class
discussion will follow.

2. Modified games: Variations of ‘Defensive Depth’ (p.41) (REFER TO APPENDIX H), and
‘End Ball’ (p.59) (REFER TO APPENDIX I). Progressions will be applied throughout, as
well as ‘freeze play’ where discussions and questioning will take place.

3. Small sided game, more questioning will follow.

4. Lesson closure – a summary of the lesson will be given and students will be able to fill in
the attendance for this lesson in the SEPEP Booklet (REFER TO APPENDIX C – TASK 4).

Check for Understanding: Upon exiting the classroom, students will receive an exit card and
write down what they believe to be the objectives of the lesson.

Homework Task: As a team, students must come up with three tactics they can employ to
maintain possession in a game situation. Students will be required to share this at the beginning
of the next class.

Materials required for this lesson:

- Touch footballs, cones, bibs, whistle, SEPEP Booklet

Lesson #3 (Week 2)

Lesson Title: Defending space.

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Learning Objectives

- Students will recognise that it is more effective to defend space than an individual.
- Students will experiment with difference defensive formations and structures.

Introduction

1. Each team will share the tactics they decided can be employed in a game situation to
maintain possession.

2. The learning objectives of the previous lesson will be re-visited and re-capped.

3. Introduce Summative Assessment (REFER TO APPENDIX F).

Body of Lesson (1-3 short tasks)

1. As a whole group, each team will share the tactics they decided can be employed in a
game situation to maintain possession.

2. Modified game: Variation of ‘Defend the End’ (p.46) (REFER TO APPENDIX J) with
various progressions and constraints.

3. One of the SEPEP roles included ‘film crew’. Whoever has been assigned with role will
film their team executing the ‘Defend the End’ drill.

4. Students will then get an opportunity to analyse the footage, and discuss tactics they can
use to be more successful.

5. Small sided game, emphasis being placed on the tactics they were just discussed.
Students will be able to fill in the attendance for this lesson in the SEPEP Booklet (REFER
TO APPENDIX C - TASK 4).

Check for Understanding: Students will share what they noticed and the tactics they
employed after the video analysis.

Homework Task: Begin to plan for Summative Assessment task (REFER TO APPENDIX
F) and catch up on any tasks not yet completed in the SEPEP Booklet. Answer the Journal
Entry questions for Week 2 (REFER TO APPENDIX C – TASK 8).

Materials required for this lesson:

- Touch footballs, cones, bibs, whistle, iPad, SEPEP Booklet

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Lesson #4 (Week 2)

Lesson Title: Creating space to penetrate the try line.

Learning Objectives

- Students will employ tactics to spread the defence, thus creating space to score.
- Students will discover that there is an association between creating space and quick
ball movement.

Introduction

1. Each team will share some of the key points/ideas they’ve discovered whilst working on
their assignment.

2. The learning objectives from the previous lesson will be re-visited and re-capped.

Body of Lesson (1-3 short tasks)

1. As a whole group, each team will share the key points/ideas they’ve discovered whilst
working on their assignment.

2. Small sided game with a focus on what was taught in the previous weeks.

3. Modified game: Variation of ‘Hoop Ball’ (p.43) (REFER TO APPENDIX K) with


various progressions and constraints. ‘Freeze Play’ where discussions and questioning will
follow.

4. Students return to ‘Hoop Ball’ game and employ the tactics that were just discussed.

5. Small sided game, emphasis being placed on the tactics that were just discussed.
Students will be able to fill in the attendance for this lesson in the SEPEP Booklet (REFER
TO APPENDIX C - TASK 4).

Check for Understanding: Students will share and explain the tactics that they chose to
employ.

Homework Task: Continue to work on Summative Assessment (REFER TO APPENDIX


F) and catch up on any tasks not yet completed in the SEPEP Booklet (REFER TO
APPENDIX C).

Materials required for this lesson:

- Touch footballs, cones, bibs, whistle, iPads, SEPEP Booklet

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Lesson #5 (Week 3)

Lesson Title: Drawing the defender.

Learning Objectives

- Students will discover why and how to draw defenders in a game like situation.
- Students recognise when it is the best time to run with the ball, the best time to pass the
ball and the best time to draw defenders.

Introduction

1. Each team will share some of the key points/ideas they’ve discovered whilst working on
their assignment.

2. The learning objectives from the previous lesson will be re-visited and re-capped.

Body of Lesson (1-3 short tasks)

1. As a whole group, each team will share the key points/ideas they’ve discovered whilst
working on their assignment. A small sided game will then take place with a focus on what
was taught in the previous weeks.

3. Modified game: An emphasis will be placed on drawing defenders. Students will


experiment with different running patters and passes, as well as width and ‘double
teaming’ to draw the defenders.

4. ‘Freeze play’ will occur and students will be given opportunities to discuss and decided
upon what tactics best help draw defenders. Students will then return to the modified
game, with an emphasis and the tactics just discussed.

5. Small sided game. Scoring system will be modified so points are awarded for drawing
the defending and creating space. Students will be able to fill in the attendance for this
lesson in the SEPEP Booklet (REFER TO APPENDIX C - TASK 4).

Check for Understanding: Students share and explain the tactics they chose to employ.

Homework Task: Each team is required to design their own activity that meets the
objectives that were achieved in this lesson, discussions should be led by the coach and
assistant coach (REFER TO APPENDIX C – TASK 5). Students will be given 10 minutes

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at the start of the next lesson to undertake this activity in their teams. Answer the Journal
Entry questions for Week 3 (REFER TO APPENDIX C – TASK 8).

Materials required for this lesson: Touch footballs, cones, bibs, whistle, SEPEP Booklet

Lesson #6 (Week 3)

Lesson Title: Loop moves, switches and scissors (pass tactics).

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Learning Objectives

- Students will experiment with different pass tactics that can be used to create space,
penetrate the try line, maintain possession and advance with the ball.
- Students will recognise when it is the best time to run with the ball, the best time to
switch the ball, best time to draw defenders and the best time to execute loop moves
and scissors.

Introduction

1. Students will be introduced to scissors, loop moves and switches in the classroom
(REFER TO APPENDIX B).

2. Each team will share the activity they chose and why they chose it.

Body of Lesson (1-3 short tasks)

1. Each team will perform the activity that they have chosen, emphasising the learning
objectives of the previous week.

2. Modified game: Variation of ‘End Ball’ (p.59) (REFER TO APPENDIX I), where new
pass tactics are to be practiced. Progressions will be applied throughout, as well as ‘freeze
play’ where discussions and questioning will occur.

4. Students return to ‘End Ball’ employ the tactics that were just discussed.

5. Small sided game. Scoring system will be modified so bonus points are awarded for
scissors, loop moves and switches. Students will be able to fill in the attendance for this
lesson in the SEPEP Booklet (REFER TO APPENDIX C - TASK 4).

Check for Understanding: Observed by the activities they presented at the beginning.
Homework Task: Continue to work on Summative Assessment (REFER TO APPENDIX
F) and catch up on any tasks not yet completed in the SEPEP Booklet (REFER TO
APPENDIX C).

Materials required for this lesson:

Touch footballs, cones, bibs, whistle, SEPEP Booklet, YouTube facilities

Lesson #7 (Week 4)

Lesson Title: Sliding defence.

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Learning Objectives

- Students recognise communication plays a key role in limiting scoring opportunities.


- Students will experiment with defending in different lines and formations, and will
discover that defending in a line is the most effective formation.
- Students will understand that defending as a team is more effective than defending as
individuals.

Introduction

1. Each team will share some of the key points/ideas they’ve discovered whilst working on
their assignment.

2. The learning objectives of the previous lesson will be re-visited and re-capped.

Body of Lesson (1-3 short tasks)

1. As a whole group, each team will share some of the key points/ideas they’ve discovered
whilst working on their assignment.

2. Modified game: Variation of ‘Defensive Depth’ (p.41) (REFER TO APPENDIX H),


with various progressions and constraints. Emphasis will be placed on the formation of the
defence (sliding and communicating as a team). ‘Freeze play’.

3. Students will then return to the modified game, with an emphasis still placed on the
learning objectives.

4. Small sided game, emphasis being placed on sliding defence. Scoring system will be
modified so points are awarded for sliding defence and communication. Students will be
able to fill in the attendance for this lesson in the SEPEP Booklet (REFER TO TASK 4).

Check for Understanding: Students receive an exit card where they write three reasons
why a sliding defence is the most effective formation when defending.

Homework Task: Each team is required to design their own activity that meets the
‘sliding defence’ objectives that were achieved in this lesson (REFER TO APPENDIX C –
TASK 5). Students will be given 10 minutes at the start of the next lesson to undertake this
activity in their teams.

Materials required for this lesson: Touch footballs, cones, bibs, whistle, SEPEP Booklet

Lesson #8 (Week 4)

Lesson Title: Trapping the defence offside using ‘rucking’ and ‘you and me’s’

Learning Objectives

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- Students will discover how they can be involved in the play at all times when on the offense.

- Students will recognise how quick ball movement is key to catching the opposition offside.

Introduction

1. Each team will perform the activity that they have chosen, emphasising the ‘sliding defence’
objectives of the previous week.

2. The learning objectives of the previous lessons will be re-visited and re-capped.

Body of Lesson (1-3 short tasks)

1. Each team will perform the activity that they have chosen, emphasising the learning
objectives of the previous week.

2. Modified game: Variation of ‘Penetrate the Lines’ (REFER TO APPENDIX L) with various
progressions and constraints, followed by analysis and questioning.

3. Students will then return to the game and implement the tactics they just discussed.

4. Full size game: A full size game will take place as Round Robin Tournament commenced
next week. Scoring system modified so points are awarded for using ‘you and me’s’ and
catching the defence offside. Students will be able to fill in the attendance for this lesson in
the SEPEP Booklet (REFER TO APPENDIX C - TASK 4).

Check for Understanding: Observed by the activities they presented at the beginning.

Homework Task: Continue to work on Summative Assessment (REFER TO APPENDIX F)


and catch up on any tasks not yet completed in the SEPEP Booklet (REFER TO APPENDIX
C).

Materials required for this lesson:

- Touch footballs, cones, bibs, whistle, iPad, SEPEP Booklet

Lesson #9 (Week 5)

Lesson Title: Round Robin Tournament.

Learning Objectives

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- Demonstrate all technical and tactical concepts that have been discussed in the previous
four weeks.

- Students will successfully be able to participate in a team.

Introduction

1. Round Robin fixture will be created.

2. The rules and learning objectives of the unit will be re-capped and discussed.

Body of Lesson (1-3 short tasks)

1. Teams will enter the gym/oval to their theme song with their mascot.

2. Round Robin Tournament begins: Teams play each other one (preferably twice depending
on time). Scorers/timekeepers must record score and put them into a ladder so teams are able
to see the standings.

**Scores do not only include scores for the games. Points are accrued from a variety of factors
that are included in the SEPEP Booklet** (REFER TO APPENDIX D)

3. Students will be able to fill in the attendance for this lesson in the SEPEP Booklet (REFER
TO APPENDIX C - TASK 4).

Check for Understanding: Technical and tactical skills from the entire unit are being
attempted.

Homework Task: Students are to complete assignment and SEPEP booklet, both are due at the
start of the next lesson (prior to the culminating event). Answer the Journal Entry questions for
Week 4 (REFER TO APPENDIX C – TASK 8).

Materials required for this lesson:

- Touch footballs, cones, bibs, whistle, iPad, SEPEP Booklet, scorecards.

Lesson #10 (Week 5)

Lesson Title: Final series followed by ‘culminating event’.

Learning Objectives

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- Demonstrate all technical and tactical concepts that have been discussed in the previous
four weeks.

- Students will successfully be able to participate in a team.

Body of Lesson (1-3 short tasks)

1. Teams will enter the gym/oval to their theme song with their mascot.

2. Grand final and third playoff games will commence. 1st vs 2nd and 3rd vs 4th.

3. An award ceremony will commence at the completion of the games where awards will be
given (REFER TO APPENDIX E).

4. Class move back into the classroom to enjoy a ‘class party’ and to watch each team’s videos
that the film crew and publicity manager have been constructing. Awards will also be given to
the team with the best video (REFER TO APPENDIX C – PART 7).

5. Students will be able to fill in the attendance for this lesson in the SEPEP Booklet.

Materials required for this lesson:

- Touch footballs, cones, bibs, whistle, iPad, SEPEP Booklet, scorecards, music and video
facilities

APPENDICES
Appendix A: Rules and Terminology Questionnaire

Rules and Terminology Questionnaire

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Question: What is it called and how many points is it worth when the ball is advanced over
the goal line and is placed on the ground in control?

Answer: Try, 1 point.

Question: How many attempts/touches does the offensive team have to score?

Answer: 6 attempts/touches.

Question: What act must be performed once a player in possession is touched by the
opposition or after a turnover?

Answer: Rollball.

Question: List the ways the offensive team can turn the ball over.

Answer: Forward pass, 6 or more touches, drop ball, touch pass, etc.

Question: Are there any restrictions on the way the ball can be passed?

Answer: Must be passed backwards.

Question: What must occur for the defence to be called ‘offside’?

Answer: Defensive players do not retreat backward to the required distance.

Question: What name is given to the player who picks the ball up following a ‘rollball’?

Answer: Dummy half

Appendix B: Scissors, loop moves and switches

https://www.youtube.com/watch?v=pDQxnVysO0M

https://www.youtube.com/watch?v=hLDhWfbLC9o

https://www.youtube.com/watch?v=3oXODwIL1wM

Appendix C: SEPEP Booklet

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Appendix D: Scores accrued from SEPEP Booklet
1 Point 2 Points 3 Points 4 Points 5 Points

Rules and Struggles to demonstrate an Demonstrates a basic understanding of Demonstrates a satisfactory Demonstrates a good understanding of Demonstrates a very good understanding
Safety understanding of most rules and has most rules and has a general awareness understanding of most rules and has most rules and has a pleasing awareness of rules and has excellent awareness for
little awareness for safety. for safety. an awareness for safety. for safety. safety.

Attitude & At times lacks sportsmanship and on Displays sportsmanship and on most Displays pleasing sportsmanship Often displays pleasing sportsmanship Always displays pleasing sportsmanship
Sport occasions has displayed poor attitude occasions, encourages team mates. and encourages team mates. Is and encourages team mates. Is willing to and encourages team mates. Always is
towards team mates. Generally, seems Generally, is willing to listen and willing to listen and develop skills listen and develop skills and knowledge willing to listen and develop skills and
apathetic towards listening to develop skills and knowledge. and knowledge to the best of their to the best of their ability. knowledge to the best of their ability.
teacher’s instructions. ability.

Game Play and Minimal movement on the field, due Slow to react to games movements and Slow to react to games movements, Reads the play and sometimes Reads the play and anticipates
Tactics to a lack of reading the play. Does not is often late when moving into positions and is often late when moving into anticipates developments ahead of the developments well ahead of the action.
attempt to initiate any movements that of support in attack. Responds to a positions of support in attack. action. Moves into positions of support Quickly moves into positions of support in
may support ball player. Slow to change of possession, but needs to Responds to a change of possession. in attack. Responds to a change of attack. Responds immediately to a change
retreat in defence. retreat in defence faster. possession. of possession.

Ability to Had little to no understanding of what Had limited understanding of what their Has some understanding of what Understood what their individual role Very knowledgeable with what their
Undertake their individual role involved. Did not individual role involved. Carried out their individual role involved. involved. Carried out most duties with individual role involved. Carried out all
Roles in a carry out their role effectively even limited amount of their roles after Carried out some of their roles after limited prompting from the teacher. duties exceptionally without any
Team with guidance from the teacher. prompting from their teacher. prompting from the teacher. prompting from the teacher.

Contribution Didn’t cooperate with team at all, Didn’t input own ideas, showed limited Didn’t input own ideas but did Worked well with their team although Very cooperative with team and always
to Team didn’t input ideas or listen to cooperation and showed limited ability cooperate and listen to instructions sometimes needed to listen to others had input and also listened to other ideas
Environment instructions from other team to listen to instructions from other team from other team members. rather than just voicing their opinion. as well.
members. members.

Regular Missed more than 6 lessons Missed 5-6 lessons throughout the unit, Missed 3-4 lessons throughout the Missed 1-2 lessons throughout the unit, Participated in every class for the entire
Participation throughout the unit. without reason. unit, without reason. without reason. unit.
in PE

Each student will receive a mark out of 25. This mark will then be averaged along with the marks of the other students in their SEPEP team. This
averaged mark will then be added to the teams score which includes scores gained from the small sided games played over the duration of the
unit. These scores, along with the scores from the Round Robin Tournament will determine the overall winner of this Touch Football unit.

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Appendix E: Awards

** Aim to assign an award to each student **

AWARDS
 Winners and runners-up.

 ‘Team of the Tournament’ (7 best players across all teams).

 Best and Fairest (one for each team).

 Attendance (students who actively participated in all lessons).

 Coaches award (the coach of each team chooses one opposition player they
believe performed well)

 Best video (the team that creates the best video – Task ).

 Sportsmanship award (students who displayed acts of fair play and


sportsmanship throughout the tournament).

**Teacher is able to create any other awards they deem appropriate**

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Appendix F: Summative Assessment

Summative Assessment

Topic: Nutrition

Weighting: 20%

Word Count: At least 750 words

Due Date: Lesson 2 of Week 6 (at the START of the lesson)

Overview: You are a member of the Australian Touch Football team and it is one week until the ‘Touch Football World
Cup commences’. Either individually or in pairs, you are required to create a ‘meal plan’ for yourself leading up to the final
week before the Tournament begins. A justification to coincide with your meal plan is also required.

You may represent this assignment however you want (must be confirmed with teacher!!!) Some recommended formats
include:

- Poster - Oral Presentation


- Blog - Essay
- PowerPoint Presentation - Journal

Requirements:

- If working in pairs, both members must SHARE the workload!


- A bibliography containing all of your sources must be included.
- Be creative!!!

2 3 4 5
Content Inadequate level of Satisfactory level of High-level of content Advanced level of content knowledge
knowledge content knowledge content knowledge knowledge regarding regarding the diet required to execute
(65%) regarding the diet regarding the diet the diet required to Touch Football at the highest level was
required to execute required to execute execute Touch demonstrated.
Touch Football at the Touch Football at the Football at the
highest level was highest level was highest level was
demonstrated. demonstrated. demonstrated.

Visual aids None or minimal visual Few visual aids are Visual aids are Visual aids were included and referred
(images, aids are included. included, along with a included and referred to. Explanations of these visual aids
videos, satisfactory level of to. Explanations of were advanced and contributed to the
diagrams, analysis. these visual aids are quality of the justification.
tables, etc.) also provided and are
(20%) of a high-level.
Spelling, Poor spelling, Satisfactory level of Writing is at a high Writing is at an advanced level with no
punctuation punctuation & grammar. spelling, punctuation standard with very spelling, punctual and grammatical
& grammar Many errors exist. & grammar. Some few spelling, errors.
(10%) errors exist. punctual and
grammatical errors.
Bibliography Bibliography was not Bibliography was Bibliography was Bibliography proved with no
(5%) provided. provided with some provided with very formatting errors. Extensive range of
formatting errors. Few few formatting sources were used.
sources were used. errors. Many sources
were used.

Students will receive a mark out of 20.

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Appendix G: Interceptor

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Appendix H: Defensive Depth

Appendix I: End Ball

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Appendix J: Defend the End

Appendix K: Hoop Ball

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Appendix L: Penetrate the Lines

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