Year 10 Oztag Unit Plan

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Unit Title: Oztag Stage 5 (Year 10) Unit Length: 5 lessons (50 minutes)

Unit Description

This unit focuses on teaching students Oztag basics through the use of modified games. Through modified games students will explore and solve problems around attacking and defensive strategies and tactics whilst simultaneously developing technique. The use of questioning consistently throughout the unit provides students will opportunities to develop and improve critical thinking skills in a unique learning context, as well as provides an informal assessment of student learning and progression. Throughout the unit, students have an opportunity to improve their communication, decision making, movement, planning and problem solving skills. At the end of the unit, students will be involved in a round robin process using the SEPEP model. This provides teachers an opportunity to assess student learning in an authentic context.

Knowledge and Understanding Outcomes

5.4 A student adapts transfers and improvises movement skills and concepts to improve performance.

5.10 A student adopts roles to enhance their own and other’s enjoyment of physical activity.

Skills Outcomes

5.11 Adapts and evaluates communication skills and strategies to justify opinions, ideas and feelings in increasingly complex situations.

5.12 Adapts and applies decision making processes and justifies their choices in increasingly demanding contexts.

5.14 Confidently uses movement satisfy personal needs and interests.

5.15 Devises, justifies and implements plans that reflect a capacity to prioritise, think creatively and use resources effectively.

5.16 Predicts potential problems and develops, justifies and evaluates solutions.

Students Learn about

Aspects of movement skill development: - Body control and awareness. - Object manipulation and control. - Anticipation and Timing. - Technique.

Influences on skill development and performance: - Transfer of skills and concepts.

- Learning environments. - Feedback.

- Importance of Practice. - Safety.

- The role of rules and regulations in safe participation. Applying mechanical principles to enhance performance:

- Absorbing and applying force. Roles in Physical Activity:

- Official roles.

- Individual and team player roles.

Students Learn to

Demonstrate movement skills in increasingly complex and challenging activities from a selection of the following contexts:

- Games.

Adapt, transfer and improvise movement in increasingly demanding contexts.

Design and participate in modified activities to improve performance and promote safe participation in increasingly complex and challenging situations.

Experiment with the application of simple mechanical principles to enhance performance and ensure safety. E.g. Modify body position and technique.

Select and perform a variety of roles as they organise, manage and participate in physical activities.

Cross Curricular

ICT- iPads are used to record students as they play Oztag, to provide feedback on students’ performance and for students to determine how successful their implementation of strategies and tactics are.

Literacy- worksheets are used for students to record their strategy and their improvements they wish to make for the next half/game.

Assessment Opportunities

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Syllabus and Teaching Focus Teaching and Learning Sequence Classroom Resources Learn About:

Aspects of movement skill development: - Body control and awareness.

- Object manipulation and control. - Anticipation and Timing. - Technique.

Influences on skill development and performance: - Transfers of skills/ concepts.

- Learning Environments.

Learn To:

Demonstrate movement skills in increasingly complex and challenging activities from a selection of the following contexts: - Games.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Learn About

- Safety.

Applying mechanical principles to enhance performance:

- Absorbing and applying force.

Learn To:

Experiment with the application of simple mechanical principles to enhance performance and ensure safety. E.g. Modify body position and

Lesson One:

Locomotor/ Agility: students will be in lines where they will respond to different locomotor movements. E.g. forward/ backward/ side-step, hit the deck etc.

- Progression One: Heads/ Tails- students will be lined up in two lines and facing their partner. Call out heads/ tails. The title (heads/ tales) called will turn and run to the closest sideline without being tagged by their partner. Use questioning of similarities to Oztag. Grids: Passes: within their grid, students explore different types of passes in response to instruction. E.g. short, long, low, high etc. Use questioning around technique.

- Progression One: Fast Passes- students will verse the other grids and attempt to have the most amount of passes in 30 seconds. Any drop balls and the count will restart.

- Progression Two- Don’t get tagged- Within the grid students will divide into 2 teams (3v2). Team in possession need to pass the ball without getting being tagged. Ball carrier is permitted to run with the ball. Swap over players. Question students around attack. - Progression Three: Ten Passes- Combine the grids so students are divided evenly amongst

three grids. Within each grid, divide students into two teams. Aim of the game is for the attacking team to gain ten consecutive passes, however, the ball carrier cannot move with the ball. 10 passes= 1 point. Question students around attack/ passing.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lesson Two:

Attackers/ Defenders: students will be in lines of two teams (one attacking and one defending). Call out a certain number of students at a time to enter the field. Each member of the attacking team must run to the try line, pick up a ball each and attempt to score. The defenders run to the other try line and run up to attempt to tag (touch) the other players. The roles will be switched and the team with most tries wins. Questioning around attacking/ defensive strategies.

- Progression One: Exploring Kicking- students pair up with a member from the other team to explore the grubber kicking. They will attempt kicking from a high angle, low angle, with straight leg etc. Questioning around technique.

- Progression Two: Kicking (No Defence)- students will return to their original lines. Call out six names at a time for students to run to a try line, grab a ball each, kick the ball, regather it and score a try. Questioning around technique/ strategies.

- Progression Three: One Ball per group- aim of the game is for the attacking team to score a try using one play. Call out numbers from attacking team and defending team, for example 2 v 1, 3 v 2 etc. Once player is tagged/ knock on/ forward pass/ ball goes out or once they have scored, they rejoin the end of the line. Swap attackers/ defenders. Questioning around attacking strategies, defensive strategies.

- Progression Four: Running Unders Line- The game remains the same, however, students now introduced to ‘running unders’. Running an overs line will be equivalent to a touch and students will rejoin their line. Questioning around attacking strategies.

 8 markers.

 24 x markers.

 6 x footballs.

 30 x braids (two different colours)

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 30 x braids (two different colours).

 6 x footballs.

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technique.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Learn About:

- Learning environments.

Learn To:

Design and participate in modified activities to improve performance and promote safe participation in increasingly complex and challenging situations.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Learn About:

- Learning Environment. - Importance of Practice. - Feedback

Learn To:

Adapt, transfer and improvise movement in

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lesson Three:

Bull Rush: two students are the ‘taggers’ and the rest of the students are ‘runners’. The aim is for the runners to get to the other side. If they runners are tagged (touched), they will join the taggers. The game continues until all students are tagged. Question around attack.

- Progression One: Octopus Tag- students will now hold hands with the person who tagged them to create a chain. NOTE- Cannot exceed four people (when it does- break into 3 and 2). Questioning around defence.

- Progression Two: Lines- the taggers no longer have to hold hands, however, they must maintain a horizontal line as they are tagging. Maximum 6 people per line.

- Progression Three: Student Developed- Divide students into groups and allow them to brainstorm progressions for the game. Allow them the option to use tags/ belts and footballs. Allow students to vote on which progression to play.

Attackers vs. Defenders (1v1): students will be divided evenly into six grids. Two students at a time will enter the grid and face back to back, one student with a ball the other without. When the teacher blows the whistle, they run to the try line they are facing and run back in. Aim of the attacker is to score a try and defender is to tag the opponent. Players switch roles. Questioning around tagging.

- Progression One: Team A vs B- students will combine teams with another two lines to create team A and B. In the same format as previous lesson/ following the same rules, teacher will call out a certain number of attackers and defenders. However, students will now have to tag opponents. Questioning around defence/ tagging.

- Progression Two: Three Opportunities- the attacking team will now have three plays to attempt to score. Introduce to players the concept of ‘playing the ball’ and ‘markers’. A knock/on or forward pass will result in end of play. Questioning around defence.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lesson Four:

Launch Pad: Students are divided into approximately 5-6 grids with five students. Students refine their passing skills and positioning on the field. Four players will attack- player one will play the ball to player 2, player 2 will pass to player 3, player 3 will run forward and pass to player 4 and player five will defend. After each sequence, students will provide feedback to one another on their role and what other options were available to them. Students will rotate positions. Questioning around techniques.

Line Runs: demonstrate to students a cut-out pass and question on when to use this pass. Following a similar format to previous lessons, students will form horizontal lines on either side of the field (one side- 3, other side- 2). At the beginning of each play, three attackers and two defenders will run out. Attackers attempt to get past the defenders (with the choice of using a cut-out pass), defenders attempt to tag. Students will swap between attackers and defenders. Questioning around attacking strategies/ technique.

- Progression One: Wraps/ Dummy pass- demonstrate to students the ‘wrap’ or ‘dummy pass’ as an attacking strategy. Students continue same format, but now have the option to use a wrap. Students will rotate between attack and defence. Questioning around attacking strategies/ technique.

- Progression Two: 5v5- divide into six teams of five students. Each side has a team one, two

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 4 x markers

 8 x footballs.

 30 x Oztag belts.

 30 x sets of tags.

 2 x footballs.

 10 x markers.

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 20 x markers.

 5 x footballs.

 1 x football.

 14 x markers.

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increasingly demanding contexts.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Learn About:

- Learning Environment.

Learn To:

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Learn About:

Roles in Physical Activity: - Official roles.

- Individual and team player roles.

Learn To:

Select and perform a variety of roles as they organise, manage and participate in physical activities.

and three, which will be called out to play, for examples 1s or 2s or 3s. Students will play a set of six following Oztag rules. Students will be provided time to discuss strategies and tactics prior to beginning. Questioning on attack decision making.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lesson Five:

5v5 ‘Super Player: Rules remain same as previous 5 v 5 game however, there will be one ‘super player’. This player will need to have both their tags pulled off in order to stop. Students will discuss strategies around how they will use the super player. All other rules will remain the same. Questioning around decision making/ adaptation to strategies for attack and defence.

- Progression One: A player who can receive the ball in front of the ball carrier- Continue same format. One player can receive the ball in front of ball carrier, however, then has to pass it backwards. Provide a moment for teams to discuss their strategy using this player. NOTE- the opposition will not know who this person is. There is no longer a ‘super player’, all other rules remain the same. Questioning around decision making

- Progression Two: Communicator- Only one member of each team is allowed to verbally communicate. The other players will need to use their non-verbal communication skills to interact with one another. Allow teams time to discuss strategies to overcome this before playing. All other rules remain the same. Questioning around communication.

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Progression Three: Oztag- students continue and play with normal Oztag rules. Questioning around attack and defence.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Lesson Six, Seven & Eight:

SEPEP: students will be divided into three teams. This will be their teams they will play with for the next three lessons. There will be two teams playing and one team will be the SEPEP team. The SEPEP team will take on the following roles:

-

Game Analyst- they will video the game play and watch back with students in half time break. They will provide suggestions for strategies and tactics and question students on how they can improve their performance.

-

Coach- is in charge of subbing their teams, providing motivation and feedback to their teams. They will have a whiteboard to draw plays/ ideas.

-

Referee- will study the rules in the breaks and referee the games. They will be provided with a rule book with hand signals they are to use.

There will be two games per lesson. Games will be 18 minutes in total. Two 5 minute halves and 4 minutes at half time and after the game to converse with the SEPEP team. Students will also be provided an opportunity to discuss strategies and tactics before the game begins and record them on the attack/ defence worksheet (this will be laminated so students can make changes).

The draw is as follows:

Lesson Playing Game 1 SEPEP Game 1 Playing Game 2 SEPEP Game 2

Six 1 v 2 3 1 v 3 2

Seven 2 v 3 1 1 v 2 3

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 14x markers.

 6 x footballs.

 30 x Oztag Belts.

 30 x braids (four different colours).

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 4 x markers.

 1 x football.

 Attack/ Defence Worksheet.

 Whiteboard markers.

 Rule Book

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