FORWARD PLANNING DOCUMENT

TERM/WEEKS: 4 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Health and Phys Ed

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 don’t need devices for this lesson.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Strand: Students should be able to Observation Introduction:

Week Movement and checklists for Tell students about the modified game at the end of the lesson. Bibs (class
effectively perform a soccer
4 number/2)
skills- global Recap on previous lesson: Differences in technique between a kick
Physical Activity dribble, with good control.
checklist (tick or for height (toes pointing down, shoelaces hitting the ball) and a
Substrand:
lesson
kick along the ground (side of the foot).
moving our cross)
body. Students should be able to
Cones (x24)
Warm up: Brazil vs England
Fundamental perform a soccer dribble, Informal
soccer kick, and tackle in a assessment in the Have students arranged into pairs (give each student either a
movement skills
modified game, modified game- number 1 or 2. Number 1’s to line up along first 2 cones, then
demonstrating
number 2’s to line up along cones 3-4). Make sure girls paired with
Soccer ball
take notes on
adjustment of demonstrating good space awareness girls, boys with boys. Assign team name- Brazil or England.
force and speed technique. of the individuals.
to improve When teacher yells Brazil, that team must avoid being tagged by
accuracy and Debrief- Ask their partner from team England. If a player is tagged, they have to
Students should be able to do 2 push ups. If a student is not successful in tagging their partner,
control questions relating
create space, close space and they have to do 2 push ups.
(ACPMP061; to spacial
ACPMP065) position themselves into awareness and the
open space in a modified key teaching
game.
Basic strategies points for each
and tactics to skill used.
Teacher “BRAZIL!”
successfully
achieve a ENG BRA
movement
outcome or
goal:(ACPMP06
3)
Understanding
Movement
Manipulation
and
modification of
the elements of
effort, space,
time, objects
and people, and
their effects on Drill 1: dribble course
movement skills
(ACPMP065) Students are to get into groups of 4, with two standing at opposite
ends of the marked area. Each group starts with one soccer ball, and
dribbles the ball through the cones, using both feet. At the final
LEARNING cone they are to pass to the awaiting person in their group.
THROUGH
MOVEMENT Modifications: add extra cones, zig zag the cones, Have teams race
Ethical each other and sit down when done.
behaviour in
applying rules in
all game
situations
(ACPMP069)
Modified Game:
Arrange students into two teams. Each team is to assign a
goalkeeper (to rotate at teacher’s whistle). Goals only 1.5m apart,
but goalkeepers cannot use their hands. Attackers must keep their
shot below waist height of the goalkeeper.

Rules:
Each player is only allowed 3 touches, or a turnover occurs.
No offside
Out of bounds = throw in
Out of bounds behind the baseline = Goalkeeper ball (No corners)
No slide tackling

Finish:
Have students collect cones, soccer ball and bibs (elect certain
students to carry out a role). Have students kneel down.

Give a quick debrief on the session (special awareness, key

teaching points for skills).

Briefly explain what will be happening next session (assigning

roles and teams, and dismiss.