SPECIFIC LEARNING OUTCOMES ACTIVITY Teaching Focus CLASS ORGANIZATION (Shape) TIME

(Shape + method) (cues or questions)

I T
N  List rules for lesson and point out Introduction  Whistle Use
boundaries.  Revise the safety and respect rule  Cues of dribbling 5 mins
T
 What did we learn last week?  Shooting and moving around are
R key for today’s lesson
O
T
D
U
C
 Demonstrate dribbling technique Dribbling and scanning. Dribbling and scanning
T
without eyes on the ball  In groups of 2 or 3, students line up. One  Main cues for dribbling?
I Engage in fun, physical challenge. student dribbles to partner and read how  Loud calls
O many fingers partner is holding up. Eyes up
N Ball is thrown to partner and they become new
dribbler.

Around the world: Demonstrate to students how to

Shoot from just outside the key and rotate to the perform the activity
next spot when a shot is successful- as a team Cue
alternate shots. B-Balance
E-Eyes on target 7 mins
E-Elbows 90 degrees
F-follow through

 Students demonstrate the ability to
perform the lay up in control and
pressured situations
Lay up
 Students receive a ball per group and move Cues
into a free space, they will practice the set  Approach the basket on a 45
shot. degree angle
 Students get into groups of three and move  Step with the outside foot
to the free throw line followed by the inside foot
 Students will practice their lay up  Lift the ball to approximately eye
Rules: level with both hands
 3 pts throw the hoop  Place the shooting hand behind
 2 point for the the square 7 mins
and under the ball
 1 point for hitting the board Bank the ball off the backboard
Progression:
 Start close to the hoop and progress to
going further
 1 min challenge to get the highest score,
repeat to beat old score
45 sec group challenge
 Pushing the ball forward (weaving) Communication
 Student will work as a team to take the ball
forward and shoot. Finish with a lay up shot
 The person in the middle passes the ball to
the left and goes around that player and so Use width and depth to score 15 mina
one for the other students
 Once completed the shot the student must 3 man weave
http://www.youtube.com/watch?v=2RvphKAknnI
get back to the same formation and do the
same to the get ball to the next group.
Progression:
 The person who shoots become the
defender
The 2 last players to touch the ball becomes the
defenders
3 v 2 continuous defensive transition
‘fastest with mostest’ When did fast break option arise?
Want to get players into attack quickly
Students will demonstrate understanding 1. Teams of 3, two teams start at each Quickly transition from attackers to
and ability to set up fast break in attack. end. Always return to the same end. defenders to get back and defend.
2. Attack- one shot only, then quickly
back to defend. What can you do to create a fast break?
Two defenders only 15 mins

Play across whole court end to end.

 Students demonstrate game sense 5v5 tournament

through passing and receiving. Divide students into 4 groups of 5
 Defending students read the play by 5 min games
Scanning
picking opportunities to intercept. Rules:
Find free space
 Applying agility in a game situation.  No contact Show a target
 Every one has to touch the ball before 20 mins
scoring
 3 pts for scoring
 1 pt for hitting the board
 1 pt for communication

C  Students can list things learnt from Pack up Which activity did you enjoy the most? 5 mins
the session  Students put balls away for next group Why is communication so important in (10.21-10.26)
L  Enthusiastic for next weeks  Congratulate on session, point out positives a game?
O activities.  Back to meeting place What are the 2 types of X X
S communication?
U T
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 Lesson Plan Pro forma (Health & Physical Education)

9:15-10:26 am
NAME: TIME: (60 minutes) DATE:
year 10
ACTIVITY: Basketball CLASS / YEAR

EQUIPMENT: Flat markers, 6x basketballs, 15x Bibs, whistle.

Learning area: Health & Physical Education Band: Middle Years

Strand: Physical Activity and Participation Strand: Personal & Social Development
Key Idea (.1) (.5)
Students will participate in a variety of problem based tasks & games to improve personal competence in aspects skilful play, build
self confidence and teamwork. Students will adopt various roles, take responsibility for safe, fair participation and collaborate with
others in an enjoyable active setting.
Essential learnings: Key Competencies Equity Perspectives
 Futures KC1: collecting, analysing, organising  Aboriginal & Torres Strait Islander
 Identity KC2: communicating ideas and info  Multicultural
 Interdependence KC3: planning & organising activities Gender
Thinking KC4: working with others in teams  Socio economic
KC5: using mathematical ideas Disabilities
Communication KC6: solving problems

 Rural and Isolated
KC7: using technology

Student learning Outcomes: Teacher outcomes:

Evidence of learning …. The students will The teacher will:

Cognitive & Physical (‘skilful’ play)  Ensure a safe and inclusive learning
 Identify primary rules of activities to increase environment for all students.
levels of enjoyment
 Apply bare bones of dribbling and shooting in  Become involved in games and get students
effective play.
motivated to participate.
 Demonstrate game sense through tactics and
effective passing and receiving.
 Give relevant and constructive feedback
Personal Responsibility
consistently.
 Incorporate primary rules into working effectively
with teammates (game sense)

Social
 Work cooperatively in team games and have fun.