Edu5ldp Assessment2a Jenna Tonkes

NETBALL GRADE
5/6
Jenna Tonkes
17416213
Contents Page
Overall Setting..................................................................2
Rationale..........................................................................3
Objectives........................................................................3
Links to Health & Physical Education Curriculum.................4
Lesson Structure...............................................................5
Class Profile......................................................................6
Individual Student Learning Profiles...................................7
Classroom Expectations and Routines...............................13
Developed Lesson Plans..................................................14
Assessment Tasks............................................................20
References......................................................................22
Appendices.....................................................................23
Overall Setting
This unit has been developed to implement in a year five and six classroom at Pyramid
Hill College in rural Victoria. The school is a major part of the local community and has a
strong reputation with the local families. Overall the school has 300 students ranging
from Prep to Year 10. Most of the families supporting the school are from low to middle
income families and therefor the school relies heavily on volunteer and government
funding.
The school has one year five and six classroom which consists of twenty-three students.
Of the twenty-three students there are six members who have specific needs. These
include:
1 student with cerebral palsy,
1 student who is on the Autism Spectrum
1 student who is profoundly deaf
1 student with serious developmental delay (who has an aide)
1 student who has ADHD (Medicated)
1 student who is a gifted, (English as second language, recently arrived from

Africa)
The class participates in two physical education classes a week with the specialist
Physical Education teacher and one other physical education class with their classroom
teacher. Each class runs for 60 minutes which equates to the three hours per week
educational requirement (Department of Education and Training, 2015).
This specific unit is based around the fundamentals of the game of Netball. The unit will
run for eight lessons and delivered across 4 weeks. It has been designed to teach the
students not only sport specific skills but also to improve their overall catching, throwing
and gross motor skills. The unit is outline in more detail below.
Rationale
Netball is a social and fun way to keep students physically active during school hours. By
introducing students to Netball at this age level can also open up opportunities and
interests to play netball outside out school. This unit will set the building blocks for
students to continue to be active throughout their adulthood. The unit is designed to be
fun, engaging and inclusive of all students. The students will learn:
How to apply knowledge of the rules and skills to play Netball.

The impact of strategy on successful team performance.
The impact of Fundamental Motor Skills on learning complex movements.
As well as continually having to learn the skills of teamwork, encourage their peers and
maintain positive relationships and interactions with each fellow students and teachers
(Australian Curriculum, 2015).
Objectives
Students will be able to complete skills with correct technique whilst actively using them
in a game situation. They will be able to provide appropriate feedback to others in their
team and will be able to competently compose and perform movement sequences whilst
under real game pressures. Students will be able to transfer skills from previous units and
similar sports to navigate the challenges in a game of netball.
Through completion of this unit it is expected that students will be able to:
Correctly interpret and apply the rules in Netball.
Demonstrate a correct and effective catching, throwing and shooting technique.
Demonstrate the ability to transfer throwing and catching skills into a number of
game scenarios.
Correctly perform a variety of passes and shooting skills.
Performing a range of complex static and dynamic movements of different body
parts.
Links to Health & Physical Education Curriculum

The following are the relevant links to the Australian curriculum that this unit aims to
develop in the students. The curriculum has been taken directly from the Australian
Curriculum website and is the expected standards for students in level 5 & 6.
Movement and Physical Activity
Moving our body
Practise specialised movement skills and apply them in a variety of movement

sequences and situations (ACPMP061)
Propose and apply movement concepts and strategies with and without
equipment (ACPMP063)
Understanding movement
Participate in physical activities designed to enhance fitness, and discuss the

impact regular participation can have on health and wellbeing(ACPMP064)
Manipulate and modify elements of effort, space, time, objects and people
to perform movement sequences (ACPMP065)
Learning through movement
Participate positively in groups and teams by encouraging others and negotiating

roles and responsibilities (ACPMP067)
Apply critical and creative thinking processes in order to generate and assess
solutions to movement challenges (ACPMP068)
Demonstrate ethical behaviour and fair play that aligns with rules when
participating in a range of physical activities (ACPMP069)
(Australian Curriculum Assessment and Reporting Authority, 2016).
Lesson Structure
Lesson No.
Summary
Initial diagnostic assessment of netball fundamental skills
Introduction to correct technique of fundamentals
(Developed)
Introduce modified game (Developed)
Emphasis on footwork, movement patterns (Developed)
Peer Assessment for Fundamental Skills
Introduce the complete game of Netball
Start of Netball tournament
Complete Netball tournament and summative assessment
The following is a summary of each of the eight lessons for the unit and the sequence
they will be taught in. Each lesson will run for 60 minutes and the students will complete
two lessons per week. Therefore, this will be a four-week unit including assessments.
Class Profile
The following table ranks students according to their results from their physical
education class testing and homework. It shows the level that the students will be at as
they enter Year 5 or 6. Each different physical skill component has been separated to
clearly show the level of each student in each individual component.
Individual Student Learning Profiles

Physical
Skill
Component
Moving our
body
Level
1&
Below
Callum
Level 2
Understandi
ng
movement
Learning
Through
Movement
Level 3
Level 4
Level 5
Jack
Adam
Gigi
Caitlin
Maddelen
Melissa
Jack
Callum
Adam
Barry
Darren
Eddy
Fred
George
Harry
Ian
Caitlin
Maddelen
Melissa
Barry
Darren
Eddy
Fred
George
Harry
Ian
Abby
Betty
Cathy
Dot
Eliza
Fiona
Izzy
Eliza
Izzy
Abby
Betty
Cathy
Dot
Fiona
Gigi
Helen
Adam
Jack
Callum
Jess
Barry
Izzy
Jess
Darren
Eliza
Eddy
Abby
Fred
Cathy
George
Dot
Harry
Fiona
Caitlin
Helen
Maddelen
Melissa
** Some students did not complete every test or are new to the school so
this profile is set only as a guide to begin
The following are the individual learning profiles for the six students in the class which
have individual needs. The learning profiles include, their diagnosis, personal, social,
emotional, intellectual and physical profiles as well as strategies for classroom
management.
Student:
Age
Disability/Impair
ment:
Personal
Gigi
Ian
Level 6
&
Above
Helen
Jess
Jack
10
Cerebral Palsy
Jack has a very supportive family

He is mostly independent for all tasks
He has two older sisters who have both
Social
Emotional
Intellectual
Physical
Classroom
Management
Student:
Age
Disability/Impair
ment:
Personal
Social
graduated from the school

Jack has many friends and is well known in the
community
His friends support him where needed and
understand his limitations
Jack tends to build strong bonds with teachers
and other significant adults
Jack is generally very happy
He can become upset when tired and
sometimes requires some time out from others
Can require extra assistance in the classroom
and can need additional explanation for tasks
Jacks motor skills are underdeveloped
He has low muscle tone and can also have a
slow reaction time
Jack needs an adequate warm up before each
task
When Jack becomes upset he requires a space
to go for some quiet time
Jack can benefit from having visual cue cards
for tasks in Physical Education Classes
Jack may become tired quickly in Physical
Education classes and requires regular breaks
Adam
12
Autism Spectrum Disorder
Adams parents are both very involved with

his education
Adam has a younger brother who is also at
the school in year 3 and an older sister who
is now attending secondary school
Adam spends a lot of his time on his own
Emotional
Intellectual
Physical
Classroom
Management
He can become upset when put in a large

group situation with people he doesnt know
Adam can struggle to communicate with his
peers to express his emotions and this can
cause distress
Adam can become attached to older
individuals in his life
Adam can find it difficult to express how he is
feeling
He can often have outburst of negative
behaviour when he is struggling emotionally
When regulated, Adam is generally very
happy
Adam is above standard intellectually but
does have difficulty completing set tasks
He works best when he has a passion for the
task
Adam can seem low to have low intellectual
intelligence as he often finds it hard
communicating
Adam is below average in his physical ability
His motor skills are underdeveloped,
however, really enjoys physical activity
Adam can benefit from having sensory input
when completing tasks to help him stay
focused
Adam works best with Darren & Fred so it will
help to put in a group with these individuals if
required
Routines are important to keep Adam
regulated
Student:
Age:
Gigi
10
Disability/Impair
ment:
Personal
Profoundly Deaf
Social
Emotional
Intellectual
Physical
Classroom
Management
Gigi is an only child

She is extremely proficient in AUSLAN and
this is how she communicates with her
parents
She can also lip read when focusing on one
person
Gigi has a large group of friends at the school
and is well known in the community
Her friends are understanding and those
around her are learning AUSLAN to help with
communication barrier
Gigi is generally very social and is not shy of
asking if she doesnt understand
Gigi is excepting of her disability and does
not let it hold her back
She is generally very happy and the positive
group she has around her helps her
immensely
Gigi is just below average for her intellectual
intelligence
She is working hard to improve herself in
every class
Gigi can often require visual cue cards for
tasks to confirm her understanding
Gigi enjoys sport and is a part of the school
Netball team
Gigi also plays tennis in the summer
She is at level for her physical ability
Visual cues cards can assist Gigi
Positioning yourself where Gigi can lip read
and not mumbling when giving instruction is
also beneficial
Student:
Age:
Callum
13
Disability/Impair
ment:
Personal
Serious Developmental Delay
Social
Emotional
Intellectual
Physical
Classroom
Management
Callum has a full time aide to assist in the

classroom and with day to day activities
He is from a large family, having 3 brothers
and a sister. All of which are older
Callums family are very supportive towards
him and are happy to help out where required
Callum finds it hard to make friends with
people his own age
Although the small town community is
supporting of Callum, most of the time he is
on his own or with family
When Callum does socialise with friends they
are often a lot younger than him
Callum is generally a very chirpy individual
when he is comfortable in his surroundings
He can become shy and withdrawn in
unfamiliar situations
Callum is well below average intellectually
He has repeated year levels three times
however is hoping to graduate and go to a
special development school in the next 24
months
Callum is below average for motor skill
development
He struggles to understand tasks and requires
assistance for explanation and continued
clarification on his movement patterns
Callums aide will assist him throughout class
Visual cue cards aid Callums understanding
He can become withdrawn when unfamiliar so
routines are helpful
Student:
Age:
Disability/Impair
ment:
Personal
Social
Emotional
Intellectual
Physical
Classroom
Management
Ian
10
Attention Deficit Hyperactivity Disorder (ADHD)
(Medicated)
Ian is medicated for his disorder and is

required to take his medication every
morning
Ian lives in a foster home, however his foster
mum is very supportive of the school
Ian can have negative behaviour when he is
not focused on a task or is given too much
downtime
Ian enjoys socializing with the other boys in
the class
He is extremely active during recess and
lunch and is often seen playing football or
another sport with a large group of friends
Ian is quick tempered and can sometimes
become physical with other students
Ian can often struggle to deal with his
emotions usually resulting in anger or other
negative behaviour
Some time by himself focusing on another
task can help to calm him down
Although intellectually Ian is relatively equal
with his classmates, he often finds it hard to
stay on task and this results in a lot of
incomplete work
Ian can benefit from constant reminders to
stay on task and checking for understanding
Physically Ian is at the standard required for
his age
He enjoys being active and is often best
behaved in physical education classes
It is important that Ian is constantly given a
task and has little down time
When over excited, a quiet task by himself
can help Ian to settle down
Student:
Age:
Disability/Impair
ment:
Personal
Jess
10
Gifted (English as second language, recently arrived
from Africa)
Social
Emotional
Intellectual
Physical
Classroom
Management
Jess arrived in Australia at the beginning of

the year from an African country
Jess and her family all speak Afrikaans and
Jess is beginning to learn English
She has two older brothers who are both
attending the local secondary school
Jess is beginning to make friends at the
school
She is currently involved in a large group of
friends however seems to have one or two
close friends
Her friends are helping her to learn basic
English and Jess welcomes the help
Jess has some self-esteem issues and can be
quite shy
She is becoming more comfortable in the
school, however, can still seem a little
withdrawn in large social situations
Jess is happiest when she is with her close
friends, Eliza and Helen
Jess is well above the expected level for her
intellectual intelligence.
She is excellent in numeracy classes
however, can struggle in literacy due to the
language barrier
Jess is well above the expected level for her
fundamental motor skills and physical ability
Visual cue cards can help bridge the language
gap for Jess
Placing in her in a group with her friends can
help with her self-esteem issues.
Classroom Expectations and Routines

The following are routines and expectations which must be followed by all staff and
students in each class
STUDENTS
Students will line up outside of the gym and wait to be asked in by the
teacher
When inside, students will sit in the centre circle of the court
All students will be in correct Physical Education clothing
Whistle means stop, look and listen
Always participate to the best of your ability
Be respectful, inclusive and encouraging to others
TEACHERS
Class runs in routine with introduction, warm up, skills, game
Provide regular breaks for drinks
Modify equipment where needed
Incorporate visual cue cards for tasks
Ensure to cater for all individual needs. KNOW YOUR CLASS
Provide encouraging and positive feedback
Developed Lesson Plans

These are three fully developed lesson plans for the first three classes after the initial
assessment class. This will equate to the first two weeks of the unit. Each lesson plan
clearly identifies the main objectives and aims for each lesson as well as differentiation
required for each student in the class with individual needs.
Netball Unit: Lesson 2

60 Minutes
AIM:
Topic: Technique Introduction

Grade 5/6
Students will gain a basic

understanding of how to
pass in a range of ways as
well as how to shoot the
netball. They will also
learn some of the basic
footwork skills like pivoting
and dodging
TIMING
5 Min
Location: Gym
Time:
OBJECTIVE(S):
At the conclusion of the lesson students will be able to
perform basic skills:
Chest pass
Shoulder pass
Bounce pass
Overhead pass
Dodge
Pivot
Shoot the netball
LEARNER ACTIVITIES
TEACHER ACTIVITY
Pivot Warm up:

Students will line up on the
base line. Students will then
run. Once the whistle blow
the students must pivot and
then keep running.
The teacher will give a

demonstration to the
students while they are
lined up on the base line.
The students will then be
asked to practice the skill.
Once the students have
demonstrated they can do a
pivot the teacher will then
begin the activity. The
teacher will blow the whistle
RESOURCE
S
30 Min
Circuit:
The students will go through
a number of circuit stations
in pairs which include the
following:
Chest passing
Shoulder passing
Bounce passing
Overhead passing
Dodging
Shooting
Students will attempt to do
as many passes, goals or
dodges as possible in the
allocated time frame.
3 Min
Pack Up
5 Min
In the water, Out of the

water:
Students line up on the third
line or the base line.
Students will stand just off
the line which is classified
as out of the water. The
teacher will call out in the
water or out of the water
and that is which side of the
line the students need to
jump.
Key Coaching Points:
Chest passing
o Stepping forward with
opposite leg
o Pushing from the chest
Shoulder passing
o One hand
o Step Forward with
opposite leg
to make the students stop

they will then perform a
pivot and then continue
running.
The teacher will take the
students around to each
station and explain what
they are doing by
questioning the students,
showing demonstrations
and explaining the station.
The teacher will then time
the students each station
allowing approximately 30
seconds to a minute at each
station with 20 seconds in
between allowing time for
one student from each pair
to go and write up their
score on the scoreboard.
Students will then be asked
to move on to the next
station and the process will
be repeated. The students
will then complete the
circuit again next week in
hope they have improved.
Students will be asked to
collect all equipment and
pack it into the store room
before continuing on
Netballs
Cones
Instruction
cards for
each station
(Refer to
resources 1)
Packing
resources
up from
previous
activity.
The teacher will instruct the

students to stand on a line
facing them. They will then
be asked to take a small
step back off the line. The
teacher will then explain
the rules:
No jumping on the
line
Must jump with two feet.
Overhead passing
o Step forward opposite leg
o Passing from above the head
o Passing to partners chest
Dodging
o Bend down and touch the
cone with the arm of the
outside leg
o Push off from outside leg
o Can use a guide hand

Bounce passing
o Stepping forward and
slightly across with
opposite leg
o Bonce ball close to the
player
o Low passes
Shooting
o Push from the chest
o Bend from the knees
Differentiation:
Jack (cerebral palsy): Regular break times to ensure that Jack does not
get too tired. Visual cue cards for tasks and continually check for
understanding to ensure he can participate to his full ability.
Adam (Autism): The same routine will be followed every class to
enable regulation. Visual cue cards will be used at every station to
allow Adam to be certain of the task. Adam will be partner will
students he works well with.
Gigi (profoundly deaf): Visual cue cards will be used. Teacher will
stand in eyesight of Gigi to enable her to lip read. The teacher will
ensure they do not mumble and speak clearly when giving instruction.
Callum (serious developmental delay): Callums aide will assist him
with the tasks where necessary. Visual cue cards will be used to help
his understanding. Callum will be paired with members of the class
who are understanding of his limitations. Equipment will be modified if
Callum is having difficulty. E.g. a Netball will be swapped for a soft
foam ball or tennis ball.
Ian (ADHD): The class will have as little down time as possible. When
there is downtime or other students are resting, Ian will be given a
task to keep him occupied during that time.
Jess (Gifted, EAL): Visual cue cards will be used to help eliminate the
language barrier for Jess. She will also be partnered with individuals
she feels comfortable with to ensure she can participate to her full
ability. Jess can be extended by providing her with tasks to help others
or critique others technique.

Topic: Modified Game & Skills
Minutes
Grade 5/6
AIM:
Students will continue to gain a
basic understanding of different
passing techniques, dodging and
how to shoot the netball. Students
will be introduced to a modified
netball game.
Location: Gym
Time: 60
OBJECTIVE:
At the conclusion of the lesson students
will have continued skill progression in;
chest pass, shoulder pass, bounce pass,
overhead pass, shoot the netball and
have an understanding of how to play a
modified netball game.
TIMING
LEARNER ACTIVITES
TEACHER ACTIVITY
10 Min
Warm up: Clumps

Using the thirds of the netball
court, each area will have a
designated movement:
1st- Jumping: two foot take off
two-foot landing.
2nd- Hop: one leg.
3rd- Leap: take off on one leg
and land on the other.
Students will move around
the area until a number is
called out and they have to
get into a group with that
number of people in it.
Circuit:
The students will go through
a number of circuit stations in
pairs which include the
following:
Chest passing
Shoulder passing
Bounce passing
Overhead passing
Dodging
Shooting
Students will attempt to do
as many passes, goals or
dodges as possible in the
allocated time frame.
Minor game: Mat ball
Using the whole court with 2
teams. A mat is placed in the
goal ring. There is one
designated goalie for each
team who is the only person
allowed on the mat.
All other players are allowed
anywhere in the court. To
score players need to pass
the ball whilst the goalie is
within the mat.
Pack up
Demonstrate each
movement.
Calls out numbers.
20 Min
20 Min
3 Min
Key teaching points:

- Students need to avoid
other people when
moving around.
- 30 seconds 1 min on each

station.
- 20 seconds for students to
write up results on score
board and move to next
station.
- Students will move on to
the next station and the
process will be repeated.
Netballs
Cones
Instruction
cards for
each station
(Refer to
resources 1)

- No contact (touching)
- 1 meter defending rule
- No running with the ball
- 3 secs holding time
Goalie bibs
1x Netball
2x Mats
Students will be asked to

collect all equipment and
pack it into the store room
before continuing on.
Chest passing
opposite leg
RESOURCE
S
Packing
resources
up from
previous
activity
o Bounce ball close to the
player
o Low passes
Overhead passing

Shoulder passing
o One hand
o Step Forward with
opposite leg
Bounce passing
opposite leg

Dodging
outside leg
Shooting
Differentiation:
allow Adam to be certain of the task. Adam will be partner will
During the warm up the teacher will give a visual demonstration as
well as calling out to allow Gigi to have a visual.
ability. During the warm up the teacher will give a visual
demonstration as well as calling out so Jess can fully understand. Jess
can be extended by strategic questioning and asking her to implement
strategies. She can also be given roles to help other students.

Topic: Footwork Emphasis & Movement Patterns
Location: Gym
Time: 60 Minutes
Grade 5/6
OBJECTIVE:
AIM:
At the conclusion of the lesson students will
Students will refine their
be able to; chest pass, shoulder pass,
skills in different passing
bounce pass, overhead pass, shoot the
techniques, shooting,
netball with control and accuracy. And
pivoting, dodging and
continued to develop pivoting, dodging and
modified netball games.
netball game skills.
TIMIN
G
10 Min
15 Min
15 Min
LEARNER ACTIVITES
TEACHER ACTIVITY
RESOURCES
Warm up: Bullseye Relay

In teams of 3 standing behind a
cone. One at a time a player will
run to the wall where targets
will be stuck up at different
heights. They must hit the
target before running back to
their team and changing over.
Team members waiting will be
either hopping or pivoting on
the spot.
Teacher will split

students into teams.
Then instruct students
and give a
demonstration for the
activity.
Target sheets
(Refer to
resources 2)
Circuit:
The students will go through a
number of circuit stations in
pairs which include the
following:
Chest passing
Shoulder passing
Bounce passing
Overhead passing
Dodging
Shooting
Students will attempt to do as
many passes, goals or dodges
as possible in the allocated time
frame.
Modified game:
Using the whole court, everyone
is allowed everywhere except
for the goal circle. A goalie will
be appointed for each team who
is the only person allowed in the
Teacher will also

monitor students
waiting in line to ensure
they are completing
tasks.
- 30 seconds 1 min on
each station.
- 20 seconds for
students to write up
results on score board
and move to next
station.
- Students will move on
to the next station and
the process will be
repeated.

- No contact (touching)
- 1 meter defending rule
- No running with the
ball
- 3 Seconds holding
Netballs
Cones
Instruction
cards for each
station (Refer
to resources 1)
Goalie bibs
1x Netball
3 Min
circle to shoot goals, these

goalies rotate out every 30
seconds.
Pack up

Chest passing
opposite leg
Shoulder passing
o One hand
o Step Forward with
opposite leg
Bounce passing
opposite leg
o Bounce ball close to the
player
time
Students will be asked

Packing
to collect all equipment
resources up
and pack it into the
from previous
store room before
activity.
continuing on.
o Low passes
Overhead passing
Dodging
outside leg
Shooting
Differentiation:
allow Adam to be certain of the task. Adam will be partnered will
ability. Jess can be extended in class through questioning and asking
her to apply strategies during game play.
**The following rules will be implemented in the game to increase even
participation across all class members
Everyone must touch the ball before scoring
Separate the court into three sections

Ensuring the goalie is rotating through the whole team
Assessment Tasks
The students in the class will be assessed according to the Australian Curriculum
achievement standards. They will begin with a diagnostic assessment in the first lesson.
This will be done by the teacher using the rubric (Appendix 1) and the class profile. The
formative assessment will be completed throughout the unit by both students and
teacher. The formative assessment will be based on the peer feedback and score sheet
(Appendix 2) and observation, questioning and feedback from the teacher. The
summative assessment will be completed the last class and will be based on the same
rubric used for the diagnostic assessment. This will enable clear improvement
throughout the unit to be seen. Below is a more detailed explanation of how each
assessment will be run.
Diagnostic
The diagnostic assessment will run the first lesson of the unit. The teacher will use the
class profile and the rubric attached (Appendix 1) to place students into three skill
categories for the rest of the unit. The use of the same rubric will create greater ease
when completing the final summative assessment. The table below is a template which
can be used. This template will allow easier grouping for skill related activities as well as
forming the basis for the teams in the competition towards the end of the unit.
Below Level
At Level
Above Level
This type of assessment will need little differentiation as it needs to be an accurate

assessment of physical ability. However, the inclusion of the visual cue cards (Appendix
3) will ensure that all students are understanding of the task and are not put at a
disadvantage.
Formative
This will be run throughout the entire unit. The teacher will constantly be observing the
students and providing feedback on their technique and skills. The use of strategic
questioning on game rules will also be used to gain an understanding of student
knowledge. There will also be a peer assessment during the 5 th lesson. Students will be
required to work in pairs to assess their partners ability on each station during a circuit
of fundamental skills. They will be required to report on two different categories the
amount of successful attempts & whether correct technique was used (Appendix 2).
They will also be required to provide verbal feedback to their partner during each
station. Differentiation for this activity will include modifying stations or equipment
where needed, providing the visual cue cards, strategic partnering to enable
participation by all.
Summative
Prior to the last lesson of the unit the students will be informed of their assessment and
given the different criteria they will be assessed on. The last lesson will consist of actual
game play and this will allow accurate assessment of student ability. The teacher will
use the same rubric used for the diagnostic assessment (Appendix 1). The assessment
will be differentiated by ensuring that all students are given equal court time as well as
implementation of specific rules such as, all players must touch the ball before scoring
or players must change positions every quarter.
References
Australian Curriculum Assessment and Reporting Authority. (2016). Health and Physical
Education: Curriculum. Retrieved from http://ausvels.vcaa.vic.edu.au/Health-andPhysical-Education/Overview/Stages-of-learning
Department of Education and Training. (2015). Physical and Sport Education: Policy.
Retrieved from:
http://www.education.vic.gov.au/school/principals/spag/curriculum/Pages/sport.as
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Appendices
d
Appendix 1
b
Rubrics for Diagnostic & Summative Assessment
e
g
1.1 Chest Pass
1.1.1 Can execute a pass to a
1.1.2 Executes a pass to a
i
stationary target (no technique)
moving target (no technique)
n
n
e
r
)
N Y Y Y Y Y
1.2 Shoulder Pass 1.2.1 Can execute a pass to a
e o o o o o
t u u u u u
b
1.3 Bounce Pass
a c c c c c
l a a a a a
l n n n n n
1.4 Overhead
m
pass
o p p c c c
v a a a a a
e s s t t t
m s s c c c
e
h h h
n t t
t h h t t t
s e e h h h
1.1.3
corre
1.2.3
corre
1.3.3
corre
1.4.3
corre
2. Catching
3. Footwork
2.1 Catching
3.1 Pivot
2.1.1 Can catch the ball from a
2.1.2
2.1.3
pass while stationary with no
Can catch the ball while under
while
pressure
pressure
3.1.1 Can stand and pivot
3.1.2 Can stand and pivot with
3.1.3
correct technique
3.2 Stepping
3.2.1 Doesnt Understand the
3.2.2 Understands the concept of
3.2.3
concept
not stepping with the ball
main
posit
3.3 Direction
3.3.1 Doesnt understand the
3.3.2 Understands the concepts
3.3.3
change
concept
of changing direction
from
Appendix 2
Station
Chest Pass
Shoulder Passing
Bounce Passing
Shooting
Dodging
Overhead Passing
Appendix 3
Score
Technique
Resources
1. Circuit Instruction Cards:
Chest Passing
In pairs pass the ball back and
forth as many times as possible
between each other.
Shoulder Passing
In pairs pass the ball back and
forth as many times
as possible
between each
Bounce Passing
other.
In pairs pass the ball back and forth
as many times as possible between
each other.
Shooting
In pairs take it in turns of
shooting goals.
Attempt to
get as many goals
Dodging
Over
Passing
In as
pairs
takeHead
itfrom
in turns
dodge
possible
theto
different
In pairs the
pass
the
ball
back and
forth
through
course
changing
direction
markers.
as manyeach
times
as possible
between
cone.
Attemptbetween
to get as
through as many
times as possible
each other.
Appendix 4
2. Target

Edu5ldp Assessment2a Jenna Tonkes

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Edu5ldp Assessment2a Jenna Tonkes

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NETBALL GRADE

1 student with cerebral palsy,

1 student who is on the Autism Spectrum

1 student who is profoundly deaf

1 student with serious developmental delay (who has an aide)

1 student who has ADHD (Medicated)

1 student who is a gifted, (English as second language, recently arrived from

How to apply knowledge of the rules and skills to play Netball.

Links to Health & Physical Education Curriculum

Practise specialised movement skills and apply them in a variety of movement

Participate in physical activities designed to enhance fitness, and discuss the

Learning through movement

Participate positively in groups and teams by encouraging others and negotiating

(Australian Curriculum Assessment and Reporting Authority, 2016).

Initial diagnostic assessment of netball fundamental skills

Introduction to correct technique of fundamentals

Emphasis on footwork, movement patterns (Developed)

Peer Assessment for Fundamental Skills

Introduce the complete game of Netball

Start of Netball tournament

Complete Netball tournament and summative assessment

Individual Student Learning Profiles

Jack has a very supportive family

graduated from the school

Adams parents are both very involved with

He can become upset when put in a large

Gigi is an only child

Serious Developmental Delay

Callum has a full time aide to assist in the

Ian is medicated for his disorder and is

Jess arrived in Australia at the beginning of

help with her self-esteem issues.

Classroom Expectations and Routines

Developed Lesson Plans

Netball Unit: Lesson 2

Topic: Technique Introduction

Students will gain a basic

Pivot Warm up:

The teacher will give a

In the water, Out of the

to make the students stop

The teacher will instruct the

o Can use a guide hand

Netball Unit: Lesson 3

Warm up: Clumps

Key teaching points:

- 30 seconds 1 min on each

Key teaching points:

Students will be asked to

Key Coaching Points:

o Pushing from the chest

o Step forward opposite leg

Netball Unit: Lesson 4

Warm up: Bullseye Relay

Teacher will split

Teacher will also

Key teaching points:

circle to shoot goals, these

Key Coaching Points:

Students will be asked

Everyone must touch the ball before scoring

Separate the court into three sections

This type of assessment will need little differentiation as it needs to be an accurate