Health and Physical Education
Years 9 and 10
Demonstration, verbal and written response: Tactics
Summary of task
The teacher taught a five-week unit which included striking and fielding, target, net/court and invasion games. Handball was a small part of an overall unit of work which involved students demonstrating their skills and their understanding of tactics.
Students were asked to demonstrate their tactical skill and understanding through three short games of handball, adapting tactics and strategies to a different type of ball for each game. They were also asked to explain their understanding of tactics and strategies by responding to questions from the teacher about the techniques they employed throughout the games.
Students were also asked to provide a written response in relation to tactics and strategies relevant to a sport or game of their choice.
At the beginning of the unit, instructional scaffolding was used to guide and support the development of skills. Over the unit of work, this scaffolding was gradually removed as the skills were understood and able to be performed by the students.
These assessment tasks relate to the focus area: games and sports.
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.
Identifies two tactics of playing bocce successfully
Identifies one area of game play and its importance
Demonstrates an understanding of spatial awareness