FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1; YEAR LEVEL: 9 LEARNING AREA/TOPIC: HPE - Football

weeks 4,5&6

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students are suggested to bring own internet accessible device however iPads are available for the student’s usage in class
time.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

MOVING OUR OBJECTIVE no.1- FORMATIVE INTRODUCTION –18 MINUTES SPORTPLAN –

4 BODY; Continue working on the skills by ASSESSMENT – Show the students a motivational AFL clip to get them in the https://www.sportplan
Movement skills getting the students on the field Using a rubric, vibe. Then, take students out on to the oval and set up the .net
and sequences practicing. Run through drills checks will be drills. Explain to the students that they will be assessed and
within different that cover ball handling, kicking, made while the that what they do today is extremely important as it Show students a
physical activity handballing, picking up tacking students are mid- determines what teams they will be in later on. Go over any motivational football
contexts and marking. drill. This will key teaching points and make sure that students are properly clip –
reflecting: occur during the warmed up before commencing the drill. https://www.youtube.
- Increased OBJECTIVE no.2 – write notes on drills so com/watch?v=-
speed and student performance outcomes, assessment can BODY – 25 MINUTES U5uAU4jF20
accuracy this will assist in making teams be made on what run the drills and activities while assessing student
- Increased for organisation purposes in students are performance. Allow for drink breaks.
complexity week 5. strong/weak in THINGS COMPLETED =
(ACPMP099;ACP certain areas.  Students are competent in performing a suitable
MP100) standard of football
 Students genially feel excited towards the
competition.
 Drills are done with high intensity and a lot of voice
 Key teaching points are spoken about and are
understood by the students

CONCLUSION – 7 MINUTES
thank the class for their participation and allow time for
questions. Get the students to help pack away the equipment
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

LEARNING OBJECTIVE No.1 = SUMMATIVE INTRODUCTION – 4 MINUTES Kahoot!

5 THROUGH Identify the students which are ASSESSMENT – A quick game of speedball is played in the classroom, every https://kahoot.it
MOVEMENT; strong and enthusiastic players During the time a student catches the ball they must say a rule from the
and students who need work training session of game of AFL before passing it on.
Skills and and motivation to get better. week 4, notes will Excel – function on
strategies for Also, identify which students can be written down BODY – 26 MINUTES windows office.
effective take on leadership roles and are about the THINGS COMPLETED -
leadership, capable of encouraging others outcome of the  Split the class up into the three separate football
including to try harder. student’s skills, teams. Allow the teams to come up with a name.
teamwork and communication  Designate the captains and vice captains as well as
motivation OBJECTIVE No.2 = and leadership, so any other roles i.e. medic, sport scientist etc. Pass
(ACPMP105) Work on the fundamental that this week pieces of A3 paper to the teams and instruct them to
movement skills are completed teams can write down all the possible pieces of equipment
Characteristics and assure that students are chosen. This needed in order for the next 6 weeks of comp to
of fair play and comfortable about entering a lesson will be work.
application of football competition. Enforce about filing  Ask one person from each group to come and write
fair and ethical the idea of fair play into training students into all their ideas up on the board. Then designate
behaviour in sessions and describe rules and appropriate certain items to the three separate teams.
physical activity expectations of the up and suiting teams and  Lead the students to the sport shed and show them
(ACPMP107) coming weeks. organising game where the equipment is and how to store it away
equipment i.e. properly.
OBJECTIVE No.3 = footballs, posts,  Go over the rules and regulations and share opinions
Get the students to write down cones, water on expectations upon the next few weeks.
all the gear that might be bottles etc.
needed for the 6-week CONCLUSION – 15 MINUTES
tournament. Let them know Run a Kahoot Quiz on the rules of the game. The Kahoot will
they are responsible for help give ideas on what students understand. Allow time for
gathering and collecting their questions and send the excel spreadsheet covering the team
designated equipment. names and team members.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

LEARNING OBJECTIVE No.1 = SUMMATIVE INTRODUCTION – 10 MINUTES SPORTPLAN (for

6 THROUGH Ensure students understand the ASSESSMENT = Show students the weather and what way the wind is blowing diagram -
MOVEMENT; rules and expectations of the After the games before games begin, this will promote communication between https://www.sportp
tournament weeks to come are complete the students as to which way their team should kick if they win lan.net
Skills and write up a leader the toss. Ask the students in their teams to get all the
strategies for OBJECTIVE No.2 = board and display equipment that they are assigned to. Meet at the oval with all of
effective Successfully play three games of it in the the equipment and students and hand out bibs/jumpers. The Weather forecast
leadership, football so that each team classroom. Write first game commences website (for
including verses each other once. down any discussion) = BOM
teamwork and significant BODY – 40 MINUTES Bureau of
motivation OBJECTIVE No.3 = occurrences i.e if A total of three (10 minute) games are played with a ten-minute Meteorology
(ACPMP105) Keep track of the score and a student kicks 3 break in-between the games. Students will aim to win as many http://www.bom.go
create a leader board by the end goals or a student games as possible in round 1 of the 6-week tournament. The v.au/wa/
MOVING OUR of the lesson does something winner of round 1 will be on top of the leader board
BODY; remarkable. Write THINGS COMPLETED =
Movement skills these  1 round of successful – high intensity football
and sequences achievements  each team has versed each other
within different down and post  Everyone has had fun and is looking forward to next
physical activity the up in the class week.
contexts and keep them
reflecting: for when it is time CONCLUSION – 5 MINUTES
- Increased to write up Debrief. After the three games have been played, sit the
speed and reports. Students students down with the equipment neatly stacked away. Make
accuracy will also be sure that every student is safe and uninjured and allow time for
- Increased assessed on questions. Ask for things that could have been done better
complexity leadership, within the game setting and why it would be beneficial to
(ACPMP099;ACP communication change certain game plans. Ask the students to put away their
MP100) and effort. equipment in the correct places within the shed and then
dismiss them off to their next class.
 “KICKING DRILL”
LEST How to organise;
LEARNERS Get the group to spit up into 2 groups. Do this by random selection i.e. lining all the students up in a
line and selecting students to join groups ‘1’ or ‘2’by numbering them accordingly. Then once all
students are numbered into their groups, ask group #1 to go out into the large open area and make
 a large circle. Once this is done get the second group to join the circle by individually placing the
players from the second group in-between the students of the first group. Once the learners are in
order the drill can be determined in size by the skill level of the group
EQUIPMENT - 2 footballs (one football each group)
- a few extra footballs for later
SPACE The space of this drill is determined by the skill of the athletes as well as the skill level of the
athletes. If there are a lot of students and the skill level of the students is magnificent the drill can be
the size of a whole fields width however if the class is only small and the skill level isn’t quite
satisfactory then the drill should only be the size of the centre square.
TIME - make sure that there is enough time so that each student can kick the ball around 15-20
times. This should be about 7 minutes (two circuits per minute).
INSTRUCTIONS
Fig 3.2 1) This drill is a race! In figure 3.2 you can see that it is red vs blue, however, as a teacher to make this drill relevant to learners you can
call the teams Dockers and Eagles.
2) The players in each team must kick the football to one another in an anti-clockwise direction. As soon as a player kicks the footy they
must sit on the floor to signify that they have completed the drill.
3) When one full rotation is complete, the team with all plyers on the floor wins!
TO MAKE THIS DRILL HARDER –
- Add another ball for each team
- Blow the whistle to signify a change in direction
- Make the students do 2 or 3 full rotations
- Can make the group smaller for accurate kicking or larger for practicing longer kicks

“MARKING DRILL”
LEST How to organise;
LEARNERS This drill is good because it can handle any number of participants however if you are
looking for a more intense training session then you would lower the amount of numbers
 in each group to pursue more running. However, make the groups even so that the same
amount of work is spread evenly across the groups. Line the groups along cones
designated and select one person from each team to be a leader. This leader will then be
the person who throws the ball up in the air for their team mates to catch.
EQUIPMENT - 2 cones signalling both players and leader groups
- a football per group
SPACE The space of this drill is determined by the skill of the athletes as well as the skill level of
the athletes. However, the drill should be about 15 metres long in length to signify a legal
kick.
TIME - make sure there is enough time so that you can assess the students and also get
them to run through the drill 20-25 times each. This being about 6 minutes

INSTRUCTIONS –
Fig 3.3
1) The leader groups (at the bottom of figure 3.3) starts off with the ball.
2) The leader throws the ball up in the air in deviating directions i.e. left, right, up high and down low
3) After everyone in the receiving group has had a shot at marking the ball at least once, get the leader to swap roles with
one of the students in the receiving end.

“HANDBALL DRILL #1”

LEST How to organise;
 LEARNERS With the selected students in each group, split them up in to 4 groups (this can be
done by the numbering technique mentioned before) i.e. 1-4.
EQUIPMENT - 4 cones
- 2 footballs
SPACE The drill can cover up to 5 metres in length and 5 metres in width.

TIME - this drill only lasts 60-120 seconds as it is only used for the students to warm
up before starting the proper drills
Fig 3.4 1) get the students to line up in the 4 groups (1 group per cone)
2) state that the groups across from their groups are the target of which the students handpass to.
3) On the whistle, both lanes of handpassing commence
4) Inform the students that a slight dodge may be needed to be incorporated as collisions may occur otherwise