Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
HPE Unit Planning - Netball (Playford International College)
1. Nature of the learner(s) and influence on teaching & learning. Provide details about the class
and connect this information to specific learning and teaching considerations.
The learner(s )
Influence on learning & teaching
How might this impact on your teaching / learning ?
Year level , Co-ed/ single sex class?
Netball Academy- Year 8-10 – 24 students ( 21 females,
3 males)
Cultural diversity in group?
Not a lot of cultural diversity compared to the rest of
the school
The social dynamics of the group - do they work well
together? Are there cliques, strong leaders, isolates?
Are all students included and accepted? Have you
noticed any issues associated with gender, cultural
differences?
Female dominated. There are definite groups within the
class (like all classes), however they all participate
positively together. Some students are very competitive
and talented, while others are more relaxed and not as
skilful in the game of netball. All students are included in
the lesson and if a student is injured, they are required
to help with the lesson by scoring games, umpiring or
coaching. This ensures that the injured student is still
developing knowledge, skills and experience in the
game of netball whilst not being able to participate.
Experience level ? Have they covered the topic
previously in the HPE curriculum OR in primary school?
Do they play for a school team or community club?
Some students play club level netball and demonstrate a
strong ability to play the game, whereas other students
do not play netball and are at the basic learning level of
the sport. From observation, the less skilled players
would seem overawed if they were competing against
the higher level students, therefore splitting the group
according to experience level was found to be of strong
benefit and something I will look to continue
throughout the placement. However, there is great
opportunity to use these varying skill levels to great
effect, where the more experienced and skilled players
can pair with a less experienced and skilled player and
learn that way.
Interest level - willingness to engage in HPE in
general? Specific interest the topic/activity? Gender
bias?
All students seem interested in the lesson, however
engagement levels are varied at times. Being female
dominated, the males have been found to work well
with the females and vice versa, meaning that gender
issues are not prevalent
The level of personal responsibility shown by
individuals?
The students demonstrated a sound level of personal
responsibility, being prepared and on time for class.
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24 is a great number for classes. Can be split into pairs or groups of
3, 4, 5 (including me), 6 etc. (e.g. games of 4v4, activities of 3v1).
Can split the males equally among the groups. Must consider if we
will split groups according to experience which will depend of
activities
Encourage variety among groups from lesson to lesson (e.g.
experienced with non-experienced, experienced together and nonexperienced together- meaning activities may vary from group to
group)
Pairing experienced students with not so experienced students will
develop both learners, teaching experienced students how to pass
on knowledge and skills (which may help with their own game),
whilst also developing communication skills and team-work. Nonexperienced students will learn from their peers, gaining new
information and being able to learn in a comfortable environment.
Examples of activities where pairing experienced and nonexperienced students would have a positive impact includes 2v1
passing and receiving drills, progressing onto 3v1, 3v2, 4v3 and then
into go for goal activities.
Examples of activities that experienced students could perform
together include 3v2 go for goal, 4v3 passing and receiving, 5v5 end
zone.
Weighted number games will be great for non-experienced
students as they will have more time and space to be more skilful
because of the lack of defenders
Ensure that when splitting up and playing end zone or small sided
games, mixing teams to create an even number of experienced and
non-experienced students as well as splitting the males among each
team
Encourage participation- sometimes this may mean students work
within their friendship groups
As the teacher, I need to be positive and enthusiastic in my
approach, delivering engaging activities and ensuring that they are
aimed or able to be varied according to the different skill levels.
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
Their relationship with the regular teacher and their
emerging relationship with you?
The student’s relationship with both teachers is very
strong, having worked together for some time now and
seeing huge development over that period. The one
lesson that I have taken with the students was received
very well, with engagement levels quite high and the
developing of a positive and engaging relationship being
seen.
2. General context /constraints and influence of teaching & learning. Provide key detail of the
context/constraints and connect this information to specific teaching and learning considerations.
Context & Constraints
Influence on teaching and learning.
The number of lessons/ week, unit length, time and place 
of lessons
1 x 2hr double lesson/week. Unit length will be 4 weeks.
Lessons are 1.40pm-2.40pm and 2.40pm-3.40pm Fridays 
The teaching space, the equipment, the time
allocation, the resources.
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I have access to both 3 indoor basketball courts and 3
outdoor netball courts. Teaching resources include 2 x
experienced club netballers. All relevant equipment is
provided in the sports shed. Access to coaches eye app
Your personal experience and background with the
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activity.
I do not have a great deal of experience in netball other
than growing up being around a football/netball club
and participating in the sport in HPE and Uni. Have
taught this group for one lesson already in PER 1
The teaching approach used by the regular teacher
Positive and enthusiastic teaching approach is seen by
both regular teachers, therefore it is important that I
continue being positive and engaging in my approach to
teaching
The context of the school – the dominant culture /
climate re HPE.
HPE/sport is a positive part of the school culture and
very important to the students as it may be their only
opportunity to learn about healthy living as they may
not experience this at home
With the nature and timing of the lessons, it is going to be a
challenge to maintain student attention for 2 hours in the last
learning block on a Friday afternoon
Therefore, it is important to deliver engaging activities that
maintain student attention and participation
E.g. begin with a GLO game and then move into weighted numbers
games and go for goal activities (technique, game sense-tactics).
Then move into small sided games such as end-zone or modified
games (game sense- teach through the game) to maintain
engagement until the end of the lesson
Provide opportunities for different roles and responsibilities to be
played by each student (e.g. change positions, injured players
score/umpire/coach, experienced players may act as a coach as well
and take on leadership roles)
3. Activity/ Topic analysis: This enables you to detail the ‘key content’ material to be covered in the
unit. It also includes the key Implications for teaching and learning.
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
Analysis of the activity & Implications for T&L – an overview:

Describe a clear & concise overview of how the game is played by referring to the elements of
skilled play. (you did this in hpe 1)
Netball is a relatively simple court invasion/team passing game with its structure promoting safe and
inclusive participation. Ultimately, the aim of the game is to progress the ball down the court by passing
and receiving in order to shoot a goal through the hoop to score. The ball is medium sized and unlike
basketball, cannot be dribbled or ran with. The court is split into 3 sections, with these sections (plus a
scoring zone at each end), determining where players are allowed to move according to their position.
Netball is a non-contact sport, with rules such as the 3-second rule forcing players to scan the
environment and pass the ball off before the the 3-second time period. Defenders must also stand 1m
from the attacker with the ball.
With technical ability in netball being quite simple compared to other invasion games like lacrosse and
soccer, the essential skills used include passing and receiving, with shooting (specific to position), agility,
resilience and communication being other more important aspects. The technique of passing and
receiving is crucial to effective play in netball and this relies on other elements of skilled play such as
game sense. Through the nature of the game of netball, the rules place the attacking player with the
ball under pressure due to the 3-second time constraint, therefore it is up to the attacking team-mates
to use game sense such as reading the play, as well as agility and communication to move ‘late and fast’
into space to receive the ball and progress down the court.
Agility and communication are very important in netball, with the fast pace of the game requiring
players to move the ball on quickly which is helped by verbal and non-verbal communication.
Supporting the attacking player with the ball by calling out where you would like to receive the ball, as
well as non-verbally indicating (hand signal) where they should pass the ball, will provide support to the
ball player. Using agility to move ‘late and fast’ around defenders to receive the ball is crucial to the
game and without resilience, will not be achieved as players need to be willing to continually move into
receiving positions even if they are not being used. The same applies for defenders, where
communication enables players to understand where and who to defend, which requires agility in being
able to move quickly to read the play and defend the receivers.
Understanding and following the rules of the game requires fair play, where players are mindful not to
‘contact’, ‘obstruct’ or ‘step’ and be aware of the 3-second rule. Players will learn tactics in netball such
as the transition from defense to attack and vice versa, the one-two pass in attack to get closer to the
post, cutting into space to receive the ball, and so on. Students will develop this tactical awareness, as
well as aspects of strategy, as they progress through the levels of skillful play, however it is possible for
students to play the game with only an understanding of the rules.
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What are the key learning experiences you will use in your unit? (remember to use the types of
tasks such as ‘weighted numbered games (5v2 in soccer) to promote passing & receiving, go for
goal games to facilitate learning game sense – principles of play in attack & defense)
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
The key learning experiences I will focus on in my unit of netball is shooting and the principles of attack
and defense. Beginning each lesson with a GLO activity such as a netball tag game (where there may be
2-3 balls and 4-6 taggers who are required to tag the players by passing the netball and pivoting to be
able to reach and tag the non-tagging players). GLO activities such as this promote movement from
both the tagging and non-tagging players, increasing each participants heart rates and working the
different muscles groups that will be used throughout the lesson. The activity should be aligned with
the lesson outcomes and objectives and this particular example achieves this by demonstrating
elements of skillful play such as game sense (learning the rules, reading the play, fair play and concepts
of tactics and strategy), as well as technical ability (passing and receiving, agility, communication).
Following the GLO activities, the development section of the session will see the focus be on the
principles of attack and defense as well as shooting. With the less experienced students, beginning with
weighted number (pass and receive) activities to develop technical ability will be of first priority before
moving into go for goal activities. The learning sequence that I will use for the pass and receive activities
include beginning with 2v1, then progressing into 3v1, 3v2 and 4v3. The focus here will be on being able
to pass and receive the ball down the court using agility and communication to attack (no stepping,
scan for options, mobility), support in attack (width and depth, move late and fast, mobility) and defend
(on toes, side on to ball carrier and direct opponent, delay ball carrier), as well as develop game sense
(reading the play, rules, fair play).
With the focus of the weighted number activities mainly being on the technical ability of passing and
receiving, the concept of game sense (principles of attack and defense) and shooting is specifically
focused upon in go for goal activities. The more experienced students who play club level netball may
move straight into go for goal activities to improve game sense (tactics, strategy, reading the play) since
they have already developed the relevant technical ability to participate in game play. Go for goal
activities (firstly 3v2 them moving into 3v3) aim to develop players game sense by focusing on specific
aspects of a position, for example, defensive tactics (front position, side on to ball carrier and opponent,
on toes, wary of space behind opponent between opponent and goals), attacker with ball (scanning,
mobility, shooting), attacker without ball (support with width and depth, mobility, move late and fast,
receive ball as close to post as possible).
These go for goal activities will result in the shooter being placed under game like pressure to finish off
the passage of play and although these activities provide opportunities for the learners to develop their
shooting, individual/partner challenges will also be used to specifically focus on shooting. Playing games
such as ‘HORSE’, ‘DONKEY’ or any word you feel could be used, is effective when focusing on improving
a particular skill. This game is where in pairs or individuals, players shoot for goal from varying distances
with each missed shot resulting in a letter being taken away from the word (e.g. HORSE, DONKEY).
Variations and enhancements can be applied such as changing the location of the shot depending on
skill level, changing the word used to provide more opportunity for success. Demonstrate the skill using
key cues and observe the students perform and practice their shooting, providing feedback on their
performance relating back to the key cues. Individual/partner challenges are high MIP and therefore
provide the learner with the greatest possible chance of improving.
Finally, end zone games (4v4 or 3v3) or small sided games (5v5) will allow the students to apply
everything that they have learned throughout the development activities within the lesson to a game.
Students will learn through playing the game and it is important to provide specific feedback (through
freeze replay) to the players when they demonstrate a skill learned through the activities (or achieved a
lesson objective) such as game sense (supporting with width and depth in attack). These activities help
players develop game sense as they read the play, apply tactics and make decisions, while improving
their technical ability in the process. Varying roles/positions allows learners to experience different
situations within a game and apply their knowledge to the different roles. Finishing the learning unit
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
with a tournament (full game (7v7) or small sided game (5v5 or 6v6)) will provide students with same to
aim towards in which they can demonstrate everything that have learned into a competitive game
setting.
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What are the key learning principles underpinning your practice? (You will need to indicate
what is important to you - MIP, Alignment, inclusive, developmentally appropriate, success
orientated, safe and engaging)
Participation is crucial to all lessons, therefore planning and delivering fun, engaging and educational
activities that focus on MIP and the achievement of learning outcomes is important. Activities such as
GLO’s, weighted number games, go for goal games, individual/partner challenges, end zone and small
sided games will make up the learning unit. Ensuring that those students who cannot participate are
still engaged with the lesson is paramount, whether it be through umpiring, coaching, scoring, analysing
player movements or providing feedback in regards to game play. The activities that will make up the
learning unit as mentioned previously have a high focus on MIP, with activities involving no more than 5
players on each team (except possibly a full game at the end), providing great opportunity for students
to practice and improve. The activities mentioned are aligned and shaped towards achieving the unit
outcomes and objectives of understanding and demonstrating the principles of attack and defense as
well as shooting. The nature of the activities used promote inclusion, providing great opportunity for
each participant to be involved, as well as opportunities for non-participants to take up important
learning roles such as umpiring, coaching, scoring, analysing player movements or providing feedback in
regards to game play. Variations and enhancements to the learning activities are also important,
ensuring that success is achieved across all experience and skill levels. These variations and
enhancements have been identified throughout the key learning experiences.
More specific analysis and implications for teaching & learning
Game sense defined (Launder& Piltz 2013)as‘The ability to apply an understanding of rules, tactics,
strategy and of oneself to overcome the problems presented by the game or by one’s opponent/s’ This
includes reading the play.
Game sense – applying the Rules
What are the primary rules in your game?
- The game commences with a centre pass taken at the umpires whistle.
- A goal is scored when a Goal Shooter or Goal Attack within the goal circle throws the ball
completely through the goal ring.
- A player cannot accidentally or deliberately come into contact with another player in a way which
impedes their play.
- A player with arms extended cannot defend a player with the ball closer than 1m
- A player must pass the ball or shoot for goal within three seconds of receiving the ball.
- The ball cannot be thrown over a complete third without being touched by a player in that third.
- Players must stay within their designated playing areas. If a player goes offside, a free pass is
awarded to the opposing team in the offside area.
- The last player to touch the ball before the ball goes out results in the opposition free pass from
the sideline
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
- One foot landing: When a player lands on one foot they may step with the other foot, lift the
landing foot, but must throw the ball before re-grounding the lifted foot. They may use the landing
foot as a pivoting foot, stepping in any direction with the other foot as many times as they wish.
- Two foot landing: If a player catches the ball and lands on both feed simultaneously, they may step
in any direction with one foot, lift the other foot but must throw or shoot before re-grounding this
foot. They may pivot on one foot, stepping in any direction with the other foot as often as they wish.
What rules will you use to simplify the game?
- Change the ‘3 second rule’ to ‘5 second rule’ for the non-experienced players/group. More time and
space = more skillful play
- Leeway on stepping to assist with the flow of the game
How will you help students to learn the rules and demonstrate this aspect of game sense?
Students will learn the rules and demonstrate aspects of game sense through development activities
such as weighted number games, go for goal games, end zone and small sided games
Game sense – applying tactics
What are the ‘tactical principles of play’ that apply in your game?
- Attack with the ball, attack without the ball, defender
Attacker with the ball: Scan for options (head up), choose best option to pass to (away from defenderattackers side)
Attacker without the ball: Support with width and depth, move late and fast to provide an option, on
toes, mobility, receive ball as close to post as possible and away from defender (shooters), indicate
(verbal/non-verbal) where you want to receive the ball)
Defender: front position, side on to ball carrier and opponent, on toes, wary of space behind opponent
between opponent and goals
 What type of learning experiences will you use to progressively develop game sense - tactics?
Weighted number (passing and receiving) activities will initially focus on the concept of the attacking
and defending principles Attacking principles such as scanning for options (head up), supporting with
width and depth, moving late and fast and verbal/non-verbal communication will be practiced, along
with the defensive principles of being on your toes in front position, side on to opponent and ball
carrier. These activities whether they be 2v1, 3v1, 3v2 or 4v3, introduce these tactical principles,
however go for goal activities will see the introduction of other tactical principles such as receiving the
ball closer to the post (quick one-two passes with a planted foot from the shooter can achieve this) as
well as being cautious of the goal side space of the attacker when defending. Moving into small sided
games will further focus on these tactical principles, finishing with a shot for goal, whereas end zone
games will focus more on the flow of the game and the attacking and defending principles outlined in
the first weighted number (passing and receiving) activities. Evaluating game sense through the use of
the coaches eye app will also be a focus, where students view their own movement patterns and
evaluate their ability to apply game sense concepts to game play.
 How can freeze replay be used to focus on game sense (rules or tactics).
Freeze replay can be very useful in netball when identifying the principles of attack and defense as well
as understanding the rules. For example, freezing the play when a player receives the ball in the goal
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
circle and explaining that they can take one step and stand on one foot in order to shoot and make it an
easier shot
 If you are teaching an ‘interactive team’ game (invasion) use a diagram and include the key
cues for the player who is ‘passing’ the ball and for the ‘receiver’? (remember a defender
is present for passing)
Receiver: On toes, move late and fast,
indicate (verbal/non-verbal) where you
want to receive the ball.
Attacker with ball: Scan environment to see
where receiver is moving to or indicating
where they want to receive the ball. Also
recognize defenders movements. Pass out in
front of receiver
Note: Arrows indicate possible movement
patterns for the receiver
Technical ability ‘the ability to control and redirect the object’ (Launder & Piltz 2013)
 What are the most important techniques needed for participation. You will need to include an
image of the techniques(or clip) and the key cues.
Passing cues
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Ball to chest
Step towards target with opposite foot
Push ball away and point towards target
Direct ball out in front of receiver
Receiving cues:
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Eye on the ball
Fingers spread wide to receive
Soft hands
Move late and fast
Pivoting cues:
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One foot must be grounded
Land on two feet so you have the option
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
Shooting cues
Ball on the finger tips
Elbow straight and facing at the
ring
Look at the back of the ring
Wave goodbye/goose neck
Inverted U ball flight path
 How difficult are these techniques? Is it necessary to practice these in isolation OR can they be
practiced in context with your group?
The techniques of passing and receiving are not difficult. In the context of a Netball Academy, these
techniques do not need to be caught in isolation as throwing and catching, rather they will be used to
develop game sense through passing and receiving activities because of the limited complexity of the
task.
Pivoting can be a difficult technique to master if the learner has not been exposed to the technique
before. These netball students have been exposed to the technique therefore it is not of great
importance to solely focus on pivoting, rather the focus should be on refining the technique in game
play to ensure faster movement of the ball and reducing the likelihood of ‘stepping’.
Shooting can be a difficult technique to master, however it is quite simple technique to perform.
Practice is essential to becoming more successful at the technique, therefore it is important to provide
a great amount of time to practicing this component of the game
 If appropriate how are you going to reduce the perceptual &/or the timing demands to ensure
success? (ie lacrosse throw & catch technique …. Use a hand feed. Use a larger ball for T-ball)
With pivoting, being lenient on the technique initially will allow for greater game flow, therefore it is
important to not penalize every student is they slightly ‘step’. It is important to then address this issue
in the break and reinforce the key cues of pivoting so that the students can refine their movements in
order to be more successful.
 What type of ‘challenge’ games and ‘target games’ could you use to engage learners to practice
technique.
Go for goal activities will engage the learners in practicing the techniques of passing and receiving, goal
shooting and pivoting. End zone games, weighted number games and small sided games will also focus
on these same techniques. Individual/partner goal shooting challenges will also be used to focus
specifically on shooting to improve the technique.
 How can you challenge and extend (differentiate) students who pick up the techniques quickly?
In the shooting challenges, extending the distance the players have to shoot for goal will create a more
challenging environment where these students will be tested. In the modified games, applying game
sense (tactics/strategy) will ensure that the techniques are continually used but are not the focus,
therefore improving game play and challenging the learners to move past the basic performance of
techniques that they are comfortable performing.
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
Agility (if applicable) ‘ the ability to get into the a good space at the right time’
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How will you teach for agility? This may be linked with other aspects of skilled play.
Agility is very important in netball as it allows a player to be able to move into good positions to receive
the ball at the right time. All throughout the game of netball agility will be seen, whether it be a player
manoeuvring around a defender or an attacker breaking away from a defender into space to receive
the ball. Agility will be taught initially in simple weighted number (passing and receiving) activities,
where the focus is on moving ‘late and fast’ into space to receive the ball. Focus is also on the defender
in their positioning and movement in regards to the ball carrier and their direct opponent. The
progression of this is moving into go for goal activities, end zone and small sided games where agility is
continually tested and the key cues of moving ‘late and fast’ will be reinforced.
Communication (if applicable)
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How will you teach for communication (verbal and/or non verbal) in your game?
Both verbal and non-verbal communication are important in netball because it makes it easier for the
ball carrier in attack to know where their players are (enhancing the scanning process) as well as
defending (understanding who will pressure the ball carrier, man up, swap defensive opponents etc.)
Attacking
 Non-verbal communication- indicating with the hand where you want to receive the ball will allow
you to move into the space to receive the ball at the right time
 Verbal communication- calling for the ball such as ‘out in front’ or ‘over the back’ will provide the
ball carrier with an understanding of where you want the ball placed for the attacker to run onto
Defending
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Non-verbal communication- pointing to an opponent when looking at a team-mate will indicate
that you want your team-mate picking up that particular opponent
Verbal communication- calling a swap in opponents in defense if a player has got attack side and
you are no closer to that attacking player
Fair Play: How will you teach for fair play?
Ensure that players play within the rules and demonstrate qualities of fair play such as respecting
opponents in activities and always respecting the umpire/teacher and the calls they make. Ensuring
that there is an item of assessment surrounding fair play is also important as this can be made aware to
students as an important component of learning and playing the game of netball.
Resilience: How will you teach for resilience?
Ensure that the students understand the concept of process vs outcome and not to worry and get
caught up in the outcome of their actions. Focus of the process, such as performing the key cues of a
goal shot, rather than simply trying to get the ball in. Encourage students to understand that it is okay
to make mistakes and to move on quickly from mistakes in order to be successful.
What are possible ways to provide ‘feedback’ for the students?
Freeze replay will be the most important way to provide feedback to students as they will be learning
‘through the game’. The feedback provided will be related to the key cues of an action (e.g. shooting) or
related to the learning objectives (e.g. principles of attack and defense).
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
What strategies will you implement to ‘enhance’ the play to make the session enjoyable?
Shape play so that a high amount of success is achieved by both teams. This could be done by changing
the 3 second rule to 5 seconds or being more lenient on the stepping rule to allow for a more free
flowing and successful game. Also, be conscious of that some activities may not be challenging enough
to the experienced players, therefore shape the activity to make it more challenging, for example, take
one step back behind the marker when shooting for goal in the individual/partner challenges.
How will you ‘differentiate’ learning challenges & games to suit the diversity of students?
Provide options for students when performing the tasks, for example, markers varying in difficulty
when shooting for goal. Students choose where they would like to shoot from, promoting success as
well as allowing students to be challenged according to skill level. Sometimes the class is split
according to experience level, which provides a great opportunity to modify rules to suit different
groups in order to overcome learning challenges.
4. SCOPE of learning for the unit: The MUSTs, SHOULDs, COULDs. .
Given the specific context & constraints for your class, complete the chart identifying the scope
of the learning for your unit. (The example is a Yr 8 novice class with 6 by 1 hr lessons basketball ).
Having already taken the class for a lesson, I have experienced what they can and can’t do. However, I will begin with
a GLO game that has skill components of netball and progress into weighted number (passing and receiving) activities
to revisit what they already know. The focus here will be on technique with the introduction of game sense and the
progression will be into go for goal activities and then end-zone/small sided games to demonstrate an understanding
and application of these elements of skilled play
What MUST be taught
Technique
Passing and receiving with agility to ‘get
free’ and move ‘late and fast’. Shooting:
focus on key cues
Communication
Verbal- call for ball out in front
Non-verbal- target hand
Defending call- ‘I’ve got the ball’
Game sense: rules tactics & oneself
 Rules- no running or dribbling,
stepping , contact, , 3 second rule,
obstruction (1m defending rule),
zones
 Tactics- principles of play: attacker
with ball ‘scan and go to goal’,
attacker without ball ‘support
width/depth and move late and fast.
Defender ‘in front and side on’,
‘delay ball player’. Passing and
receiving- reading the play and
decision making
Fair Play (responsibility for rules &
respect for all aspects of the game)
Resilience – making mistakes is a part of
learning – persist to improve.
what SHOULD be taught
Technique
Extend shooting distances,
1-2 passes, fake and over top
pass in attack
Game sense
Extend/apply principles of
attack and defense into game
play. Attack- fast break, 1-2
passes, balanced court,
defenders support-back door
pass. Defense- slide to support
Fair play- scoring
what COULD be taught
Communication
Defending call- ‘swap opponents’, ‘I’ve
got the ball’
Game sense
Tactics- analysing movement patterns
and technique (coaching), reading the
defender when moving the ball into
attack
Strategy- lob passes to tall attacker,
defenders force long shots for goal,
attack certain part of court
Fair play- umpiring
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
5. Australian Curriculum HPE – student learning & achievement Complete the TABLE.
Note*** AC- Capabilities & Cross curriculum priorities: Not required for hpe 2 unit plan.
Band level 9/10 Standards of achievement.
Strand: Movement and physical activity
Select the Sub strand(s) & standard for
band level. Write the student outcomes
specific to the unit.
Provide specific ‘evidence’ of student learning
Sub-strand 1: Moving our body
Provide and apply feedback to develop and refine
specialised movement skills in a range of
challenging movement situations
Demonstrate the technique of shooting in
individual/partner challenges and game play and
refine the technique by applying feedback from
various sources including peers, teachers and
coaches eye app.
Evaluate and apply game sense using weighted
number games, go for goal activities, small sided
games and end zone games by applying an
appraisal of opponent capabilities and an
evaluation of oneself to solve the problems
presented in various game contexts.
Develop, implement and evaluate movement
concepts and strategies for successful outcomes
with and without equipment
Demonstrate game sense (tactics and strategy)
using the principles of attack and defence by
developing movement patterns, implementing
them into game play and refining/evaluating its
effectiveness
Sub-strand 2: Understanding movement
Analyse the impact of effort, space, time, objects
and people when composing and performing
movement sequences
Demonstrate game sense by moving late and fast
into space and away from opponents to receive
the ball
Sub-strand 3: Learning through movement
Devise, implement and refine strategies
demonstrating leadership and collaboration skills
when working in groups or teams
Critically evaluate game sense (tactics and
strategy) using the principles of attack and
defence by developing movement patterns,
implementing them into game play and
refining/evaluating its effectiveness
Transfer understanding from previous movement
experiences to create solutions to movement
challenges
Critically evaluate movement patterns and
technique by refining/evaluating the technical
ability (passing and receiving, shooting) and game
sense (reading the play/tactics) of a team-mate or
of oneself.
- Demonstrate the technique of shooting for goal with ball on fingertips,
elbow facing the ring, ‘goose neck’ wrist action and inverted U flight path
- Examine shooting technique through the coaches eye app and evaluate
the technique by providing feedback relating to the key cues
- Work collaboratively in filming and analysing technique development
using coaches eye app
-Consider personal strengths in game play and apply them when
demonstrating game sense
- Demonstrate game sense (reading the play) with the ball by scanning for
options and choosing the best option to pass to
- Apply an understanding of game sense (tactics) in defense by standing in
front, on toes and side on to opponent and ball carrier
- Apply game sense (strategy) to defensive game play by covering
dangerous space
- Demonstrate game sense (tactics) in attack by supporting with width and
depth and moving ‘late and fast’ to receive the ball
- Critically evaluate game sense (tactics and strategy) using the coaches
eye app by refining defensive movements to cover dangerous scoring
space
- Apply game sense (strategy) to small sided games by using lob passes in
attack to a players advantage side to expose a zoning defense
-Critically evaluate technical ability using the coaches eye app by providing
feedback related to passing (out in front, step towards target) and
receiving (late and fast, eyes on ball, soft hands) in game play
- Work collaboratively in filming and analysing game sense (strategy) using
coaches eye app
- Demonstrate fair play by playing the role of umpire or scorer
- Demonstrate fair play by following the rules of the game and respecting
all aspects of the game
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
Reflect on how fair play and ethical behaviour can
influence the outcomes of movement activities
Demonstrate fair play by following the rules of the
game and respecting all aspects of the game
Demonstrate fair play by playing the role of
umpire or scorer
Years 9 and 10 Achievement Standard.
By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and
behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They
evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information
from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to
improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically
in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply
decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing.
They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to
make judgements about and refine their own and others’ specialised movement skills and movement performances. They work
collaboratively to design and apply solutions to movement challenges.
6. Authentic Assessment:
What aspects of student learning will you be assessing?
A student’s ability to demonstrate an understanding of game sense through participation and
engagement in netball activities and games. Students will also demonstrate technical ability by
performing a variety of skills and techniques including passing and receiving, shooting and pivoting.
Students will be required to critically evaluate and refine movement patterns and techniques and
will be assessed on their ability to operate in a safe and fair way within the class environment,
demonstrating an ability to work collaboratively, follow rules and be respectful.
How can you assess student learning? Identify one authentic possibility.
Teacher can record students during game play using the coaches eye app and assess the students
accordingly. The teacher is able to provide the student with a visual representation of their
performance and the student will be required to talk through with the teacher in regards to the
assessment components. A student may not be able to physically move into certain positions when
they would like to, but if they can demonstrate and understanding of game sense and exactly what
they should do at certain times then they will be marked accordingly, not purely on their physical
performance of the task.
Who will undertake the assessment?
 Include an assessment criteria and a rubric for appraising achievement (if
appropriate).
The teacher will assess the students according to the schools assessment criteria and rubric (see
Appendix 1 and 2). The teacher will organise activities and games for the students to participate in
and observe their movement patterns, game sense and technical ability and grade accordingly. The
use of coaches eye app will allow students to self-assess and learn through this, however the teacher
will ultimately be the final assessor and distribute grades according to what the see the students
demonstrate, what they know through game play and self-assessment and how they go about this
process.
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
 Does the school use the Australian Curriculum achievement standards for reporting?
Yes they do use the Australian Curriculum achievement standards for reporting, however the school
personalises the achievement standards slightly from that of the Australian Curriculum (refer to
Appendix 1 and 2)
7. Unit evaluation : POST PER 2
At the completion of the unit you will reflect on and evaluate the experience. This can be done
by revisiting the planning steps and making a brief comment on each section noting what you
would do differently for the future….
Consider things that went well, things that didn’t go so well, the sequence, choice of
content, teaching methods, assessment process etc.
Student ‘voice’ in evaluation
Include a sample of student voice in the evaluation process. This can be undertaken using a
written response or by a focus group interview with students. Outline the key results of
analysing this data.
Risk Management Plan:
Activity: Netball
Possible risk of injury
Location: Netball courts and indoor basketball courts
Risk 1: Physical injury
Risk 1: Running into other players/tripping or slipping on surface
Ensure that students understand the contact rule to minimise this
risk. Ensure prior to the lesson that the playing area is free of any
hazardous items
Causal Factors
 People
 Equipment
 Environment
Risk 2: Getting hit in the head with a netball
Encourage full interaction and participation by players to ensure that
they are alert all the time- reducing the risk of being hit in the head
Causal Factors
 People
 Equipment
 Environment
Risk 3: Feeling left out and not participating in activities/games
The structure of activities so that variations and enhancements are
applied will ensure each individual is engaged in the task as it will not
be too hard for them or they will be challenged through
enhancements, e.g. increasing shooting distance in partner
challenges
Causal Factors
 People
 Equipment
Risk 2: Physical injury
Date: 22/08/16
Risk 3: Emotional distress
What will you do to minimise risk?
Positioning of pairs/ groups so that they are not
working into another groups playing area.
Clearly outline the learning area that a group is
working within to minimise the risk of running into
each other
Pre planned teaching progression- not too
advanced and caters for all skill and experience
levels (variations/enhancements of tasks)
Ensure prior to the lesson that the playing surface is
safe- that is free of water, rocks and any other
potentially hazardous items.
Appropriate clothing & footwear- shoes worn at all
time
Focus directed towards participation and
engagement with the tasks
Pre-planned protocols – routines for safe operating
in the area. Respond to whistle if moving outside
desired area
Class rules relating to safe, inclusive participationrefer to at beginning or lesson and reiterate
throughout lesson
Strategies for managing inappropriate behaviourgood/bad choice?, sit out, are you adhering to our
established protocols?
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Samuel Milne
HPE Unit Plan - Netball (Playford International College)
110116304
 Environment
Response Plan
Non Urgent Response
Urgent Emergency Response
Immediate contact first aid: Teacher: Kirsty Faulkner
Ambulance: 000
Closest Hospital:
Lyell McEwin Hospital - Address: Haydown Rd, Elizabeth Vale SA 5112 - Phone: (08) 8182 9000
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