Professional Documents
Culture Documents
Stage 3
Term planner
Week
Equipment needed
Whistle
Witches hats
Footballs
Grass oval/field
Braids
Whistle
Witches hats
Tag belts and tags
Hoops
Footballs
Grass oval/field
Whistle
Witches hats
Tag belts and tags
Footballs
Grass oval/field
Focus
Syllabus content
Dodging
Tagging
Catching
Throwing
Kicking
Locomotor skills
running variations
- accelerate, decelerate
- stop, start
dodging
Dodging
Tagging
Catching
Throwing
Kicking
Locomotor skills
running variations
- accelerate, decelerate
- stop, start
dodging
Manipulative skills
Catching
- attacking/defensive
Dodging
Tagging
Catching
Throwing
Kicking
Locomotor skills
running variations
- accelerate, decelerate
- stop, start
dodging
Manipulative skills
Catching
- attacking/defensive
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Page 1 of 22
Week
Equipment needed
Whistle
Witches hats
Tag belts and tags
Hoops
Footballs
Grass oval/field
Whistle
Witches hats
Beanbags
Footballs
Grass oval/field
Whistle
Witches hats
Tag belts and tags
Footballs
Grass oval/field
Focus
Syllabus content
Dodging
Tagging
Catching
Throwing
Kicking
Locomotor skills
running variations
- accelerate, decelerate
- stop, start
dodging
Manipulative skills
Catching
- attacking/defensive
Dodging
Tagging
Catching
Throwing
Kicking
Manipulative skills
Kicking
- punt
Playing the game
competition
fair play
effort and participation
teamwork
rules/tactics/strategies
Dodging
Tagging
Catching
Throwing
Kicking
Locomotor skills
running variations
- accelerate, decelerate
- stop, start
dodging
Manipulative skills
Catching
- attacking/defensive
Kicking
- punt
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Page 2 of 22
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Page 3 of 22
Outcomes and
indicators
Learning experience
Week 1 Dodging (4-5 sessions)
GSS3.8
Applies movement
skills in games and
sports that require
communication,
cooperation, decision
making and
observation of rules.
develops ideas
around defensive
strategies
MOS3.4
Refines and applies
movement skills
creatively to a variety
of challenging
situations.
varies running
patterns to cater for
side stepping,
dodging and
tagging
INS3.3
Acts in ways that
enhance the
contribution of self and
others in a range of
cooperative situations.
demonstrates
consideration for
and cooperation
with others in
tagging games
Teaching notes
The game of League tag is
similar to rugby league but
instead of tackling you rip
tags off the side of a players
body.
It involves various skills such
as dodging, tagging, passing
catching and kicking.
Monkeys and baboons. Students work in two groups, one with tags or braids, one without. Explain that monkeys have
tails (tags or braids tucked in at their waists) and baboons do not. The baboons get tails by pulling the tags away from
the monkeys. Monkeys who lose their tails become baboons.
Dodge
1. Changes direction by
bending knee and pushing
off the outside foot.
2. Change of direction
occurs in one step.
3. Body lowered during
change of direction or in
the direction of travel.
4. Eyes focused forward.
5. Dodge repeated equally
well on both sides.
Skill Development
Outline the skills that students will need to learn in order to play the game of League tag
dodging, tagging, passing, catching, kicking.
Stone, bridge, tree. Students work in groups of four and adopt the role of a runner, a stone (crouched down), a bridge
(standing legs wide apart) and a tree (standing hands raised). The runner jumps over the stone, crawls under the bridge,
runs around the tree and returns to take the place of the stone, who as the next runner repeats all three activities.
Assessment strategy
The teacher:
Observes students
performing the dodge
Asks questions in
regards to dodging and
tagging
Assessment criteria
The student:
Uses light springing
steps
Takes off and lands on
the front of their foot
Keeps their eyes
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Outcomes and
indicators
Learning experience
Teaching notes
Shadow tag. In pairs, one partner stands behind the other. On the go signal the front partner, the dodger jogs around
the court, making quick changes of direction. The other partner is the shadow chaser and tries to follow as closely as
possible to the dodger without touching him or her. The shadow chaser needs to see how many times they can step on
their partners shadow in the time given. On the whistle both partners stop and freeze. If the shadow chaser is standing
in the dodgers shadow, then they get a bonus two points. Play for one minute and then swap roles.
Ask students:
- Was it easy to catch your partner? Why or why not?
- What made it more difficult to tag your partner? What did they do that made it difficult?
- What did you do to catch your partner?
- How do these skills relate to a game of League tag? E.g. when you run with the ball you try to dodge so you dont
get tagged.
Off the tight rope. Students line up in groups in front of a 20 metre straight line marked on the field. On the whistle, one
student at a time jogs along the line. On the call of right or left the student places their corresponding foot and weight
off the line and steps back to the line again in one movement. They continue to jog along the line repeating this with the
call of left or right. The next student in line starts when the student in front of them is five metres away. The activity
continues until all students have made it to the end of the line. Students repeat, increasing the speed at which they run.
Ask students;
- What were you doing in the activity off the tight rope?
- What foot felt more comfortable to step off?
- Why would you use this action in a game of League tag? E.g. to get around a defender or to avoid being tagged.
Skill development Game Play
Chain tag. Mark out a 20m x 20m area. Two students are taggers, the remainder line up on one end of the field. On the
whistle all students try to get from one end of the field to the other without being tagged. If a student is tagged they must
join hands or link up with the student who tagged them (form a chain). Once all students have made it to the end of the
field the teacher blows the whistle again and so on until one student is left (the winner). Whenever a chain gets longer
than six people the chain must split in to two. Only the ends of the chain are allowed to tag someone. The aim of the
game is for the chains to work together to tag as many students as they can and for the free students to dodge the chain
taggers.
Ask students:
Runners
- What did you do to make it harder for a tagger to get
you?
- How did you do this?
- Do you think these skills could be used in a game of
League tag? When?
Taggers
- What did you do to make it harder for a runner to get
to the other side?
- How did you work together as a team to make a
successful tag?
- What did you need to do as a team to be able to tag
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Outcomes and
indicators
Learning experience
Teaching notes
-
Finishing off
Dogs and dolphins. Set up an area 20m x 20m with a line marked down the centre. Students line up in two lines near
the centre line, standing next to a partner. All students have League tag belts and tags on. One line is named Dogs and
the other line is named dolphins. The teacher calls out one of the names and that line has to run away from their partner
trying to get to the sideline of the marked area without being tagged by their partner (students run to the sideline closest
to their line). All students return to the centre line on the whistle to start again.
Beat the Ball. In groups of 8-10, students stand in a circle with one ball. The ball is passed across or around the circle.
On freeze the student caught with the ball runs around the circle and the remaining players try to pass the ball around
the circle before the runner returns to their position. (Ball can be rolled, underarm pass, bounced and difficulty can be
increased by adding extra balls).
Tag Tails. In pairs, students form two lines facing each other approx. 20 metres apart. one player has a tag/tail. On go,
the players without the tags/tails attempt to cross their opponents lines without losing their tag/tail. Points are scored for
the number of tags/tails stolen. Players swap roles.
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Outcomes and
indicators
Learning experience
Week 2 Dodging and tagging (4-5 sessions)
GSS3.8
Applies movement skills
in games and sports
that require
communication,
cooperation, decision
making and observation
of rules.
participates in
games combining
strategy and
dodging and tagging
skills
explains particular
strategies for use
within team games
MOS3.4
Refines and applies
movement skills
creatively to a variety of
challenging situations.
varies running
patterns to cater for
sprinting, dodging
and tagging
Teaching notes
Dodge
1. Changes direction by
bending knee and pushing
off the outside foot.
2. Change of direction
occurs in one step.
3. Body lowered during
change of direction or in
the direction of travel.
4. Eyes focused forward.
5. Dodge repeated equally
well on both sides.
Refer to Get skilled: Get
active for further teaching
and learning information
about dodging.
Tips for tagging
1. Maintain good balance
2. Position feet shoulder
width apart
3. Stay controlled and ready
to move
4. Keep your eyes on the
tags
5. Try to get in front of the
attacker
Assessment strategy
The teacher:
Observes students
performing dodging and
tagging skills
Asks questions in
regards to attacking and
defending
Assessment criteria
The student:
Performs the dodge
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Outcomes and
indicators
Learning experience
Teaching notes
Variation: students can try to place the ball down over the try line (score a try).
Defensive demon pairs. In pairs, students practise dodging and marking without equipment. Progressively introduce a
stationary opponent (marker cones) then passive defenders then active defenders.
Staying alive (teams). Similar to staying alive (individual) activity. Mark out a 20m x 20m area. Students work in two
teams and colour code their tags. Each team starts at different ends of the marked area. Both teams need to divide into
two groups, a group of attackers and a group of defenders. On the whistle, the attackers in each team have to try and
get through to the other side of the marked area (try line), while the defenders need to try to stop (tag) the attackers on
the other team from getting through. If an attacker is tagged they must run back to the start line and try again.
Ask students:
Attackers
- What did you need to do to get to the other side?
- Where did you need to run? E.g. into space.
Defenders
- How did you stop attackers from getting to the line?
- What could you do to help your team mates to tag an
attacker?
- Did you work as a team or individually? What worked
better?
proficiently
Demonstrates good
tagging technique
Uses tagging and
dodging skills to defend
and attack in modified
games
Explains strategies to
use when attacking and
defending in team
games
The above criteria relates to
outcomes GSS 3.8 and
MOS3.4
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Outcomes and
indicators
Learning experience
Teaching notes
Rules include:
Players can run with the ball
Players are allowed to pass to other team mates before getting tagged
Players can pass in any direction
If the ball is dropped a player can pick it up and play on.
Finishing off
Staying alive (individual). Mark out a 20m x 20m area. Every student wears a belt and two tags. Students spread out in
the marked area. On the whistle each student needs to try to collect as many tags as they can in the given time, about
30seconds to one minute.
Crusts and crumbs. Students line up in two lines approximately two metres apart wearing tags. One line is called
crusts and the other line is called crumbs. The teacher calls out a name if crumbs is called that line skips away and
the crusts chase. If crusts is called that line skips away and the crumbs chase. Anyone caught before crossing a given
line changes sides.
Alarm. Mark out a playing area with two end lines. Choose three students to be taggers. They move to the middle of
the area and the other students stand behind one of the end lines. The taggers call out Alarm to signal for all of the
other students to run to the opposite end of the playing field. The taggers try to tag as many students as they can. A
tagged student joins the taggers. The last three students tagged become the taggers for the next game.
Ask students:
- What do you need to think about when going for a tag?
- What can you do to make a successful tag?
- How can you avoid being tagged?
- What movements can you make to make it more difficult for someone to tag you? E.g. dodge, spin, or run fast.
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Outcomes and
indicators
Learning experience
Teaching notes
Catching
1. Eyes focused on the
object throughout the
catch.
2. Feet move to place the
body in line with the object.
3. Hands move to meet the
object.
4. Hands and fingers relaxed
and slightly cupped to catch
the object.
5. Catches and controls the
object with hands only (welltimed closure).
6. Elbows bend to absorb
the force of the object.
Refer to Get skilled: Get
active for further teaching
and learning information
about catching.
Tips for Two handed
passing (Football pass)
1. Ball is held on the sides;
one hand at the back, one
hand at the front, thumbs up,
fingers spread, elbows in.
2. Contact with the ball is on
the fingers, not the whole
hand.
3. Ball is brought forward
toward the chest area, then
arms straighten across the
body towards the target
5. At the same time that the
arms extend, step with one
foot towards the target.
Assessment strategy
The teacher:
Observes students
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Outcomes and
indicators
Learning experience
*Note: Depending on the level of student ability, vary the direction of the pass in any of the following activities, e.g.
passing from left to right or right to left.
Hit the target. Draw circle targets on a wall at waist height. Alternatively attach hoops to a fenced area. In groups of
three, students stand about one metre away from the target and practice passing. Students should be trying to get the
ball to land within the target. Each student has five attempts and then the next student has a turn. Each time a student
lands three or more passes in the target they take a step back. While one student is practicing the other students
should be retrieving the footballs. Students can practice passing from both sides of the body, right to left and left to
right.
Beat the Ball. In groups of 8-10, students stand in a circle with one ball. The ball is passed across or around the circle.
On freeze the student caught with the ball runs around the circle and the remaining players try to pass the ball around
the circle before the runner returns to their position. Difficulty can be increased by adding extra balls.
Catch or Run relay. Students work in two teams. Team A forms a circle and team B forms a line near the circle marked
with a witches hat. All students on team A must face outside the circle. On the whistle, team one passes a ball around
the circle from one student to the next, counting the number of catches they make on the full. Team B runs around the
outside of the circle one at a time, tagging the next person in line like a relay race. Once every student in team B has
been around the circle the team yells stop. Team A tells team B the number of catches they made in that time and
then the teams swap. Team B has to try to catch more balls than team A. Only catches that are made on the full are
counted.
Ask students:
- What do you need to remember when passing the ball to another player?
Revise the teaching components of the two handed pass:
- hold the ball on the sides with one hand at the front and one hand at the back
- bring the ball forward toward the chest area
- straighten arms across the body towards the target
- extend arms towards the target as you step towards the target
Teaching notes
performing the football
pass
Observes students
actions towards others in
a variety of activities
Assessment criteria
The student:
holds the ball on the
sides with one hand at
the back and one hand
at the front
Contacts the ball with
their fingers rather than
the whole hand
Straightens their arms
across their body
towards the target
Extends their arms as
they step with one foot
towards the target
Encourages others in a
positive manner
Cooperates well as part
of a team
The above criteria relates to
outcomes GSS 3.8, MOS3.4
and INS3.3
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Outcomes and
indicators
Learning experience
Teaching notes
score. Repeat for another minute until students get the hang of the game. Extend the time to two minutes, three
minutes and play until students reach a certain number. E.g. at the start of the game the teacher can tell students the
first team to get to ten wins. Variation: if students are proficient at passing and catching, change the rule to only passing
backwards/behind them.
Stealing Space. Students form teams of 6-8 players facing each other approx. 10 metres apart. The aim of the game is
for students to pass the ball/Frisbee back to their own home line without being tagged. Each team member has a
number. When numbers are called the players with those numbers run to the ball and pass between their team mates
until they reach their home line. If they are tagged, possession goes to the other team. For example, teacher calls 2, 3
and 4. Students with these numbers run from their home line collect the ball from the centre of the space and pass
between themselves until they reach their home line. Their opponents try to intercept the ball and/or tag them.
Ask students:
- What did you have to do to keep the ball away from the other team?
- Did your team mates help you in any way?
- What did they do to help?
- What were your options if you didnt have the ball? E.g. run into space, defend or tag, or intercept the ball.
Finishing off
Numbers for fun. Students work in two equal teams in a circle. Students number themselves e.g. one, two, three etc.
The numbers cannot go in order around the circle. Student number one starts with the ball and on the whistle passes it
to student number two, who then passes to student number three and so on. Students should practice holding the ball
with two hands and catching the ball without dropping it. If a student doesnt catch it cleanly the team starts again at
student number one. Repeat with students passing in reverse order.
Hot potato. Students work in groups of five or six. Each group stands in a circle and passes a football randomly across
and around the circle like it is a hot potato. The aim is for the group to make as many catches as they can in one
minute, without dropping the ball.
Running circle catch. In groups of 6-8, a leader stands in the middle of the other players who form a circle. Players in
the circle run in a clockwise direction whilst the leader throws the ball at each in turn. They catch and return the ball as
they run. Speed increases as the students catching skills and accuracy improve.
Extension: Count how many catches the group can make without dropping the ball.
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Outcomes and
indicators
Learning experience
Week 4 Catching and Passing
GSS3.8
Applies movement skills
in games and sports
that require
communication,
cooperation, decision
making and observation
of rules.
participates in
passing games
combining strategy,
teamwork,
movement skill and
fair play
combines a series of
skills for use in a
game, e.g. run, kick,
catch and pass
MOS3.4
Refines and applies
movement skills
creatively to a variety of
challenging situations.
adapts passing
action to cater for
distance, accuracy
and speed
varies running
patterns dodging
and tagging
DMS3.2
Makes informed
decisions and accepts
responsibility for
consequences.
applies decision
making processes to
develop attacking
Teaching notes
Students should be able to
demonstrate the
components of the catch
proficiently by year three.
Catching
1. Eyes focused on the
object throughout the
catch.
2. Feet move to place the
body in line with the object.
3. Hands move to meet the
object.
4. Hands and fingers relaxed
and slightly cupped to catch
the object.
5. Catches and controls the
object with hands only (welltimed closure).
6. Elbows bend to absorb
the force of the object.
Refer to Get skilled: Get
active for further teaching
and learning information
about catching.
Two handed Passing
(Football pass)
1. Ball is held on the sides;
one hand at the back, one
hand at the front, thumbs up,
fingers spread, elbows in.
2. Contact with the ball is on
the fingers, not the whole
hand.
3. Stance is square on to the
target, feet shoulder width
apart.
4. Ball is brought forward
toward the chest area, then
arms straighten, and fingers
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Outcomes and
indicators
strategies in small
group activities
INS3.3
Acts in ways that
enhance the
contribution of self and
others in a range of
cooperative situations.
demonstrates fair
play and
encouragement of
others
Learning experience
Teaching notes
Square pass outside, in. In groups of five or more students stand in a square formation,
set out with witches hats. One student starts with the ball there must be two students
standing at the corner where the ball starts for this activity to work. The student with the
ball runs anti-clockwise, towards the student on their right, when they get about three
quarters of the way down the line they pass the ball to the student who leads off towards
the next corner and repeats the same action. The idea is that as they pass the ball the
students hands/arms will move from the outside of the square (the right hand side of their
body) to the inside of the square (the left hand side of their body). Remind students that
they run in a straight line, but their hands/arms move from outside to inside the square.
(Refer to diagram).
Variation: change direction of travel to clockwise and practice passing from the other
side of the body still passing outside to inside the square.
Ask students:
- What was more difficult, standing still and passing, stepping and passing or running and passing?
- When do you think you would step and pass in a game of League tag?
- Why is it important to learn how to run and pass?
- What made it easier to pass the ball to the next person? E.g. looking at the target, extending arms, stepping toward
the target
- How did you correct any mistakes for example if the ball was passed to hard, or too soft, if the ball went over the
head of the person you were passing to etc?
Gauntlet (two on one). In pairs, students line up at one end of the field, they are called
attackers. They must pass, catch and run with the ball while trying to get to the other end of
the field without being tagged by the defenders. Once they make it to the end attackers need to
place the ball over the line without dropping it (score a try). After the attackers score a try they
jog around the outside of the field back to the start. The teacher selects three or four students
to be defenders. The defenders are restricted to one area of the field and can only move
sideways along their line (refer to diagram). Each attacking pair move through the gauntlet one
after each other. Swap defenders after each pair has been through twice.
Ask students:
- How did you know when it was best to pass the ball to your partner?
- How did you know when it was best not to pass the ball to your partner?
- What did you need to do so you could you and your partner could get the ball past the defender?
- Would it be easier or more difficult if you did not have a partner in this activity? Why?
- How will you use this knowledge in a game of League tag?
Assessment strategy
The teacher:
Observes students
performing the football
pass
Observes students
decision making skills
Observes students
attitude in a variety of
games
Assessment criteria
The student:
Performs the football
pass proficiently
On most occasions,
selects the most
appropriate option when
attacking
Encourages others in a
positive manner
Plays by the rules of the
game
The above criteria relates to
outcomes GSS 3.8, MOS3.4
DMS3.2 and INS3.3
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Outcomes and
indicators
Learning experience
Teaching notes
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Outcomes and
indicators
Learning experience
Week 5 Place kick and punt kick (4-5 sessions)
GSS3.8
Applies movement skills
in games and sports
that require
communication,
cooperation, decision
making and observation
of rules.
combines a series of
skills for use in a
game, e.g. run, kick,
catch and pass
INS3.3
Acts in ways that
enhance the
contribution of self and
others in a range of
cooperative situations.
demonstrates fair
play and
encouragement of
class mates in group
activities
Teaching notes
Students should be
proficient at performing a
stationary place kick by the
end of year 5. Students at
this level can continue to
practice the stationary place
kick, but the more proficient
kickers should be
encouraged to practice the
punt kick.
Accuracy or direction of the
punt kick is not vital at this
stage of development.
Kicking
1. Eyes focused on the
ball throughout the kick.
2. Forward and sideward
swing of arm opposite
kicking leg.
3. Non-kicking foot placed
beside the ball.
4. Bends knee of kicking leg
at least 90 degrees during
the back-swing.
5. Contacts ball with top of
the foot (a shoelace kick)
6. Kicking leg follows
through high towards target
area.
Assessment strategy
The teacher:
Observes students
performing the place
kick or punt kick
Observes students
attitude in a variety of
games
Assessment criteria
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Page 16 of 22
Outcomes and
indicators
Learning experience
Drop the ball down toward the inside of the non kicking foot
Swing your leg through
lean forward as you make contact with the ball
Kicking leg follows through towards the target area
Practice the movement. Each student stands in their own space at least 3 metres from other students. Use witches hats
to mark one metre away from each student and get them to practice the kicking action. The witches hat represents
where the ball would be. Students should demonstrate the components of the place kick.
Beanbag balls. Once students can demonstrate the above movement smoothly, students use a beanbag to practice the
same kicking action while holding the bean bag with two hands at waist height throughout the action. The beanbag
should remain in front of their body and they should keep their eyes on the beanbag throughout the action. Once
students are comfortable with this movement get them to practice dropping the beanbag straight down onto the witches
hat while they perform the action. Students should be aiming to kick the beanbag before it lands on the marked area.
Students should be pointing their kicking foot during this action. Tell students that the bean bag should contact their foot
in line with their shoelaces.
Provide students with some feedback during this activity to assist them in developing this skill.
Feedback points:
If the ball lands on the marked area this means they have dropped it too early
if any part of the students leg or knee hits the beanbag then they have dropped the beanbag too late
If the beanbag misses their body altogether then they have not dropped the ball straight down and should focus
more on this during their action.
Teaching notes
The student:
Focuses their eyes on
the ball throughout the
kick
Swings the arm opposite
kicking leg forward and
sidewards
Bends the knee of their
kicking leg at least 90
degrees during the
back-swing
Contacts the ball with
the top of their foot (
shoelace)
Encourages others in a
positive manner
Plays by the rules of the
game
The above criteria relates to
outcomes GSS 3.8 and
INS3.3
Dog and bone. Mark out a 15m x 15m square area. Students work in two equal teams. Each team stands in a straight
line about ten metres away from the square, facing each other. Spread the teams about three metres apart and place
two footballs in the centre. Every student in each team is given a number that corresponds with another player in the
opposite team. The teacher calls out a number and the two students with the same number get up, move to the middle
to pick up a ball and kick it into the square. If the ball lands in the square that student scores a point for their team. If a
student is finding it hard to kick from their hands then they can kick from the ground.
Variation: the teacher can place a number of hoops in the square area and if the ball lands directly in one of the hoops
it counts as a bonus point.
Ask students;
- Is there anything you do differently when you kick from the ground compared to kicking out of your hands?
- What are some of the major points you need to remember when kicking a ball?
Revise the components of the kick:
Keep your eyes on the ball
Drop the ball from the hands straight down on the inside of the non kicking foot
State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.
http://www.curriculumsupport.nsw.edu.au/
Page 17 of 22
Outcomes and
indicators
Learning experience
Teaching notes
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http://www.curriculumsupport.nsw.edu.au/
Page 18 of 22
Outcomes and
indicators
Learning experience
Teaching notes
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http://www.curriculumsupport.nsw.edu.au/
Page 19 of 22
Outcomes and
indicators
Learning experience
Teaching notes
Kicking
1. Eyes focused on the
ball throughout the kick.
2. Forward and sideward
swing of arm opposite
kicking leg.
3. Non-kicking foot placed
beside the ball.
4. Bends knee of kicking leg
at least 90 degrees during
the back-swing.
5. Contacts ball with top of
the foot (a shoelace kick)
or instep.
6. Kicking leg follows
through high towards target
area.
Assessment strategy
The teacher:
Observes students
movement skills and
participation in league
tag
Observes students
problem solving skills in
a variety of games
Ask questions with
regards to options for
attacking and defending
Assessment criteria
The student:
Encourages others in a
positive manner
Selects appropriate
options when attacking
and defending
Comments on the
decisions that need to
be made when attacking
e.g. how do you know
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Page 20 of 22
Outcomes and
indicators
decisions made in
game like situations
INS3.3
Acts in ways that
enhance the
contribution of self and
others in a range of
cooperative situations.
demonstrates fair
play and
encourages team
mates
Learning experience
Grid games. Students work in groups of 8. Each group is made up of a team of three (defending team) and a team of
five (attacking team). Using a designated grid space of about ten metres by ten metres the attacking team attempts to
score a try over the end line of the grid by running with the ball and passing to their team mates. The defending team
tries to stop the attacking team from scoring by tagging the player with the ball or intercepting a pass. The attacking
team is given five attempts to try to score. If the player with the ball on the attacking team is tagged the team starts
again and it counts as an attempt. If a pass is intercepted by a defending player the attacking team starts again and it
counts as an attempt. The aim of the game is to get students thinking about when to pass the ball and when to run with
the ball. After five attempts three students in the attacking team swap with the defending players.
The teacher should stop the grid games every few minutes and ask students questions (refer to questions over the
page). Give students time to think of tactics to make their team more successful, both attacking and defending. Give
students the opportunity to make up new rules to the game and see how they affect the success of each team i.e. no
running with the ball, only allowed to defend one player each, every attacker must touch the ball before you can score.
Teaching notes
when you should pass
the ball, when is the
best time to run?
Plays by the rules of the
game and encourages
team members in a
positive manner
The above criteria relates to
outcomes GSS 3.8,
MOS3.4, PSS3.5 and
INS3.3
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Page 21 of 22
Outcomes and
indicators
Learning experience
Teaching notes
choose to kick.
The ball can only be passed backwards, a forward pass results in the ball being given to the opposition.
If the ball is dropped back it is play on, and if the ball is dropped forward the opposite team gains possession.
When a player gets tagged they have five seconds to pass the ball.
When a team gains possession of the ball a player must tap the ball on their foot before running or passing it to
another team mate.
To score a try the player must have contact with the ball when it touches the ground past the end line of the marked
area.
When a player is tagged every player in the defending team must be five steps back from the tagged player before
they can defend again. This may mean some students need to move back five steps.
Variation: the more developed the students skills are the more rules you can introduce in regards to defending e.g. after
each tag is made the defending team needs to run back wards ten steps before they can start defending again.
Finishing off
Touch up. In pairs students explore each of the League tag skills learnt over the previous weeks and practice those
skills they are less proficient in.
Fast Break. Students work in teams of six to eight
players. The aim of the game is for the team at one end
of the court/ field to pass the ball to other team members
on the other side of the neutral zone. No players are
allowed in the neutral zone. Opposing team members try
to intercept the ball before successful passes can be
made. Points are scored for each successful pass across
the neutral zone.
State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.
http://www.curriculumsupport.nsw.edu.au/
Page 22 of 22