football fever - western sydney wanderers fc · our wanderers playbook hpe years 3 and 4 5 unit...

OUR WANDERERSPlaybook


FOOTBALL FEVEREducational resource for Australian primary schools

HPEYears

3 and 4


1. UNIT RATIONALE

OUR WANDERERS Playbook HPE Years 3 and 4 3

Football is the most popular game in the world.

It is a game that is played across continents and all manner of geography. It brings people together no matter their background, culture, language or way of life.

It is a game that is played by many millions of Australians on a weekly basis and Australian male and female teams compete on a global stage in FIFA World Cups and Asian tournaments.

Many Australians are passionate about the game and support Western Sydney Wanderers - the club that represents your community in Australia’s professional domestic football competitions, the Hyundai A-League and the Westfield W-League.

Australians are known for their passion for sport and for young Australians in particular this passion often begins in the schoolyard. The Western Sydney Wanderers Football Fever resource presents a tremendous opportunity for you to engage your students in their learning across the curriculum through their passion and interest in football.

Learning through the game of football

Our Wanderers Playbook is a unit where your students work in teams to develop a playbook that will help them prepare for a football tournament at their school.

They will learn about the values and behaviours they should exhibit to best represent their team, in addition to football skills and the nutritional value of food.

As a culmination to the unit, students will represent their team in an event where they will play football and present their playbook to an invited audience.

Background information

Football Federation Australia (FFA) is the organisation responsible for promotion and administration of football in Australia. FFA is a member of Federation Internationale de Football Association (FIFA), the international governing body for football. Since 2006, the FFA has also been a member of the Asian Football Confederation (AFC), the official governing body for football in Asia.

UNIT RATIONALE

For more information about FFA, visit:

www.myfootball.com.au.


2. UNIT OVERVIEW


Unit focus

The Our Wanderers Playbook unit provides students in Years 3 and 4 with an opportunity to develop a playbook that will inspire them to represent their team in a football competition and tell them everything they need to know about how to play football and good nutrition.

As a finale to the unit they will present their playbook to an invited audience and play in a football tournament.

Flexible pathways

The primary focus of this integrated unit of work is Health and Physical Education.

English and Civics and Citizenship outcomes can also be met through this unit. The Art domain can also be addressed if teachers allow students to develop their own Our Wanderers Playbook rather than use the template provided. See Curriculum audit for more information.

While there are eight lessons in this unit that build on each other to provide a sequence of teaching and learning, teachers can determine alternate pathways to suit their student needs if they wish.

• Lessons 1-8 send students on an engaging journey where they focus on learning that prepares them to showcase their work to an audience and participate in a football tournament. Students, in their teams, chronicle their learning journey in their Our Wanderers Playbook - a booklet that helps them prepare for their event finale.

• Lessons 1 and 2 provide students with an opportunity to study two ‘heroes’ (sporting and non-sporting). Through their inquiry students gain an appreciation of what it means to represent a country, group or a team.

• In Lessons 3 and 4 students use the Australian Healthy Eating Guide Food Plate to learn about major food groups and what foods they should eat to prepare for the tournament. They compare their food intake with that of professional footballers and study the nutritional value of a range of cultural dishes.

• Lessons 5 and 6 give students the opportunity to learn a football activity so that they can teach others.

They work in teams and allocate roles within those teams. They assess and evaluate their activity and deliver a presentation to their class. The football component of this unit introduces students to the game of football and helps prepare them to participate in the end of unit football tournament.

Teachers have the option of delivering all eight lessons or pick and choose specific lessons to cater for their curriculum and teaching program requirements.

Teachers also have the option of commencing the unit with an additional Our respect rules - Values lesson, provided with this resource, if they wish.

Lesson duration

Each lesson in this unit is designed to take 60 minutes to complete.

Teachers may decide that additional time is needed to conduct research or undertake a deeper investigation into

the study of ‘heroes’, principles of good nutrition or football coaching.

Teachers should take note that the football event is additional to the eight lessons that make up this unit.

Unit aims

The aims of this unit are to:

• Introduce students to the values and behaviours exhibited by people who are regarded as ‘heroes’ and icons (sporting and non-sporting).

• Give students an opportunity to experience a broad range of movement skills and apply them to football specific situations.

• Learn about healthy eating practices and compare the nutritional value of a range of cultural dishes.

• Allow students to assess risk and follow safety principles in games and activities.

• Build student awareness of the importance of the value of respect to the effectiveness and harmonious dynamic of a good team.


LESSON LESSON TITLE

ACTIVITY WHAT STUDENTS WILL LEARN

ACTIVITY SHEETS

LESSON DURATION

1 Talking about heroes

Students will analyse the traits and achievements of Australian ‘heroes’ and research ‘heroes’ in and out of football.

Students consider and recognise what makes a person a ‘hero’.

60 minutes

2 Our inspiration

Students will present their ‘hero’ nominations and start to compile information in their playbook.

Students learn to present research information and justify their choices to others. They will learn to fulfill assigned tasks and work in a coordinated, productive way.

• Module - Our Wanderers Playbook

60 minutes

3 Food - fuel for your body, fuel for football

Students will use the Australian Guide to Healthy Eating food plate to assess their diet and compare it to what professional footballers eat.

Students learn how to use the Australian Guide to Healthy Eating Food Plate to make judgments about the nutritional value of food.

• 3.1 Teacher discretion

4 Our super food dish

Students will consider a range of cultural dishes and decide on one which has the most nutritional value.

Students will make judgments on their dietary choices and evaluate the nutritional value of a range of cultural dishes.

60 minutes

5 Learning football

Students will familiarise themselves with the game of football and prepare a session so they can show others.

Students learn how to perform and coach a football activity and use performance criteria to evaluate others.

• ALDI MiniRoos Fun Cards

60 minutes

6 Showing football

Students will run football activity presentations for the class.

Students learn how to work as a team to run an activity that aims to teach others how to execute a drill.

• ALDI MiniRoos Fun Cards

60 minutes

7 Completing our playbook

Students will complete their playbooks and prepare them for presentation.

Students learn how to assign roles to members and revisit what they learnt about nutrition and football to formulate a coordinated display.

• Football tournament plan

60 minutes

The football tournament

Students will participate in a football event.

Students learn to implement event plans and achieve and evaluate objectives.

Teacher discretion

8 How did we go?

Students reflect on their work.

Students learn to reflect on what they have achieved, their process of learning and working with others.

• 8.1 60 minutes

The following is an outline of lessons in this unit:

LESSONS


3. CURRICULUM AUDIT


Domains addressed

Our Wanderers Playbook is an integrated unit of work that focuses on Health and Physical Education.

Other learning outcomes in domains such as English and Civics and Citizenship can also be met by students who complete this unit of work.

General capabilities addressed

Elements of this unit address general capabilities in:

• Literacy

• Information and communication technology (ICT)

AUSTRALIAN CURRICULUM LINKS

• Critical and creative thinking

• Personal and social capability

• Ethical understanding

• Intercultural understanding

Advice for teachers

This unit has been aligned with the Australian Curriculum. Each state and territory has its own curriculum framework specifications. Teachers should check these also when auditing program outcomes.


SUBS STRAND CONTENT DESCRIPTORS GENERAL CAPABILITIES CROSS-CURRICULUM

PRIORITIES

LESSONS

STRAND - PERSONAL, SOCIAL AND COMMUNITY HEALTH

BEING HEALTHY, SAFE AND ACTIVE

Identify and practise strategies to promote health, safety and wellbeing.


• Literacy


3, 4

COMMUNICATING AND INTERACTING FOR HEALTH AND

WELLBEING Discuss and interpret health information and messages in the media and on the Internet.


• Literacy


• Information and communication technology capability

3, 4

CONTRIBUTING TO HEALTHY AND ACTIVE

COMMUNITIES Describe strategies to make the classroom and playground healthy, safe and active spaces.


• Literacy


7

Research own heritage and cultural identities and explore strategies to respect and value diversity.


• Literacy



• Asia and Australia´s engagement with Asia

4

YEARS 3 AND 4 - HPE


SUBS STRAND CONTENT DESCRIPTORS GENERAL CAPABILITIES LESSONS

STRAND - MOVEMENT AND PHYSICAL ACTIVITY

MOVING OUR BODY

Practise and refine fundamental movement skills in different movement situations.

• Numeracy

• Literacy


5, 6

Practise and refine fundamental movement skills in different movement situations.


• Literacy



5, 6

Practise and apply movement concepts and strategies.


• Literacy




5, 6

Combine the elements of effort, space, time, objects and people when performing movement sequences.


• Literacy


• Numeracy

5, 6

LEARNING THROUGH

MOVEMENT

Adopt inclusive practices when participating in physical activities.


• Literacy


• Numeracy

5, 6

YEARS 3 AND 4 - HPE


Students will be provided with opportunities through this unit to engage with aspects of the following English content descriptions.

YEAR 3 - ENGLISH

CONTENT DESCRIPTORS GENERAL CAPABILITIES MODES LESSONS

LANGUAGE

LANGUAGE FOR INTERACTION

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations.

• Literacy


• Listening

• Speaking

1, 2, 3, 4, 5, 6, 7, 8

LITERATURE

RESPONDING TO LITERATURE

Draw connections between personal experiences and the worlds of texts, and share responses with others.

• Literacy



• Ethical Understanding


• Writing

• Listening

• Speaking

• Reading

1, 2, 3, 4, 6, 8

LITERACY

INTERACTINGS WITH OTHERS

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations.

• Literacy


• Listening

• Speaking

1, 2, 3, 4, 5, 6, 7, 8

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume.

• Literacy


• Listening

• Speaking

1, 2, 3, 4, 5, 6, 7, 8

Plan and deliver short presentations, providing some key details in logical sequence.

• Literacy



• Writing 2, 3, 6, 8

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features.

• Literacy




• Listening

• Speaking

• Reading

1, 2, 3, 4, 5, 6, 7, 8

CREATING TEXTS Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose.

• Literacy



• Reading 7


CONTENT DESCRIPTORS GENERAL CAPABILITIES LESSONS

CIVICS AND CITIZENSHIP SKILLS

ANALYSIS, SYNTHESIS AND

INTERPRETATION

Use information to develop a point of view. • Literacy




1, 2, 3, 4

PROBLEM SOLVING AND

DECISION MAKING

Interact with others with respect, share views and recognise there are different points of view.

• Literacy

• Numeracy




1, 2, 3, 5, 6, 7

Work in groups to identify issues, possible solutions and a plan for action.

• Literacy




5, 6, 7

YEAR 3 - CIVICS AND CITIZENSHIP


CONTENT DESCRIPTORS GENERAL CAPABILITIES

MODES LESSONS

LITERACY

INTERACTING WITH OTHERS

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information.

• Literacy• Critical and creative

thinking

• Listening• Speaking

1, 2, 3, 4, 5, 6, 7, 8

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently.

• Literacy• Personal and social

capability• Critical and creative

thinking

• Listening• Speaking

1, 2, 4, 5, 6, 7, 8

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences.

• Literacy• Personal and social

capability• Critical and creative

thinking

• Writing• Listening• Speaking• Reading

3, 6, 7, 8

INTERPRETING, ANALYSING, EVALUATING

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts.

• Literacy• Information and

communication technology capability



• Writing• Listening• Speaking• Reading

1, 2, 3, 4, 5, 6, 7, 8

CREATING TEXTS

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features.




• Writing 2, 8

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements.



• Reading 2, 3, 4, 7, 8

YEAR 4 - ENGLISH


CONTENT DESCRIPTORS GENERAL CAPABILITIES LESSONS

CIVICS AND CITIZENSHIP SKILLS

ANALYSIS, SYNTHESIS AND

INTERPRETATION

Use information to develop a point of view. • Literacy




1, 2, 3, 4, 7

PROBLEM SOLVING AND

DECISION MAKING

Work in groups to identify issues, possible solutions and a plan for action.

• Literacy




1, 2, 3, 5, 6, 7

YEAR 4 - CIVICS AND CITIZENSHIP


4. TEMPLATES TO PROMOTE YOUR EVENT


Purpose

To extend an invitation to teachers of other classes to have their class attend the football event.

Sent

In week one of the program.

1. INVITATION TO OTHER CLASSES

18th February 2019

Dear (Insert: RECIPIENT NAME),

Our local Hyundai A-League club, Western Sydney Wanderers is providing our class with an opportunity to learn how to prepare for success through football and we would like your class to get involved.

Learning about team values, nutrition and football

(Insert: CLASS NAME) is undertaking the Our Wanderers Playbook unit where it investigates heroes in our community and uses them, and what they learn about good nutrition and football, to prepare for a football tournament.

The unit is part of the FOOTBALL FEVER educational resource developed by the Football Federation Australia.

Your class is invited

The highlight of the program is the Our Wanderers Playbook football tournament scheduled for (Insert: EVENT MONTH DATE TIME) at (Insert: VENUE).

This is an event where our students use their learning to bring people together and build a stronger community. All parents and families are welcome to attend and (or) contribute in any way they can.

We also kindly offer you and your class an invitation to attend.

(OPTIONAL INCLUSIONS) We have invited special guests from our community and the event day will be catered with cultural food. A cultural dance troop and music will also form part of the event day entertainment.

It will be a great event and we are looking forward to your attendance. Please RSVP by (Insert: DATE).

I hope to hear from you soon.

Regards,

(Insert: TEACHER NAME or CLASS CONTACT)

Taylor

Public School


Purpose

To inform the school community - teachers, students and parents - about the Our Wanderers Playbook unit.

Sent

In week one of the program.

2. INFORMATION LETTER TO THE COMMUNITY

18th February 2019


We are pleased to announce that in (Insert: MONTH) (Insert: SCHOOL NAME) (Insert: CLASS NAME) will be taking part in an exciting educational initiative – the Our Wanderers Playbook unit.

Our students learning through football



Come and support our event

The highlight of the program is the Our Wanderers Playbook football event scheduled for (Insert: EVENT MONTH DATE TIME) at (Insert: VENUE).


For more information please contact me at the school on the contact details provided.

Yours sincerely,


Taylor

Public School


Purpose

To promote the Our Wanderers Playbook unit.

Sent

In week one of the six week event preparations.

3. PROMOTIONAL POSTER

A COMMUNITY AND FOOTBALL CELEBRATION

(Insert: Year 3-4 CLASS NAME)

Our Wanderers Playbook presentation

(Insert: EVENT DATE)

(Insert: TIME & VENUE)

Join us on this exciting football-themed day where (Insert: Year 3-4 CLASS NAME) exhibits its rich understanding and appreciation of the heroes in our community, the value of

good nutrition and the game of football.

(Optional) We have invited special guests and the event will be catered with cultural food.

(Optional) A community dance troop and music will form part of the football event entertainment.

(Insert: YEAR LEVEL) girls and boys are invited to attend.

For more information contact (Insert: YOUR SCHOOL CONTACT AND YOUR SCHOOL PHONE NUMBER

OR EMAIL ADDRESS)

Taylor

Public School


Purpose

To seek resources for the Our Wanderers Playbook football event.

Sent


4. LETTER SEEKING SPONSORSHIP

18th February 2019

Attention: (Insert: SPONSOR CONTACT NAME ADDRESS SUBURB, CITY POSTCODE)

Dear (Insert: SPONSOR CONTACT NAME),





A chance to support our event


This is an event where our students use their learning to bring people together and build a stronger community.

I anticipate that there will be well over (Insert: NUMBER) students involved on the day. Local and mainstream media and many parents will also be in attendance.

In order to make event an enjoyable one, we are seeking assistance from (Insert: SPONSOR’S NAME) by way of donations of food, snacks, drinks or other food products for the students taking part on the day.

Any assistance your organisation is able to provide would be greatly appreciated.

Thank you for considering our request. I will contact you in the next week to discuss this further. For more information please contact me at the school.

Yours sincerely,


Taylor

Public School


Purpose

To request parental assistance for the Our Wanderers Playbook football event.

Sent


5. LETTER SEEKING HELP FROM PARENTS

18th February 2019

Dear Parents,

As you are aware (Insert: YOUR SCHOOL NAME) will be running the Our Wanderers Playbook football event on (Insert: DATE) at (Insert: VENUE).

This day is about building partnerships between students, parents and teachers and, with this in mind, we extend an invitation to you to be involved.

If you would like to assist in planning, managing or supervising on the day or providing food for our food stall, please contact me at the school at your convenience.

The Our Wanderers Playbook football event commences at (Insert: STARTING TIME) and will conclude at (Insert: FINISHING TIME).

Your involvement would be greatly appreciated by the staff and students of the school.

Should you have any queries about the day or wish to discuss the event further, please do not hesitate to contact me at the school.

I’m looking forward to speaking to you soon.

Yours sincerely,


Taylor

Public School


Purpose

To invite a local dance troop to the Our Wanderers Playbook football event.

Sent

In week three of the six week event preparations.

6. INVITATION TO LOCAL DANCE TROOPS

18th February 2019

Attention: (Insert: CONTACT NAME ADDRESS SUBURB, CITY POSTCODE)

Dear (Insert: CONTACT NAME),





Help us build community

The highlight of the program is the Our Wanderers Playbook football event scheduled for (Insert: EVENT MONTH DATE TIME) at (Insert: VENUE).This is an event where our students use their learning to bring people together and build a stronger community.

As a respected performer(s) in our community and, with this day being about enhancing community, I would like to extend a cordial invitation to you to be involved.

It would be particularly exciting for our school community if you could perform a set of traditional dances to augment the occasion.

The event starts at (Insert: TIME) and I anticipate that there will be well over (Insert: NUMBER) students involved, all celebrating a great community initiative.

Thank you for considering our invitation.

I look forward to your response in the near future.

Yours sincerely,


Taylor

Public School


Purpose

To invite local community groups to the Our Wanderers Playbook football event.

Sent


7. LETTER INVITING COMMUNITY GROUPS

18th February 2019










As you are a respected multicultural group in our community and, with this day being about enhancing community, I would like to extend a cordial invitation to you to attend.




Yours sincerely,


Taylor

Public School


Purpose

To invite special guests such as former students, mayor, local councilors etc to the Our Wanderers Playbook football event.

Sent


8. LETTER INVITING SPECIAL GUESTS

18th February 2019










As a respected leader in our community, and with this day being about enhancing community, I would like to extend a cordial invitation to you to attend.




Yours sincerely,


Taylor

Public School


Purpose

To invite local football clubs, A-League and W-League clubs and state football association to support your students in the lead up to and during the Our Wanderers Playbook football event.

sent

In week two of the six week event preparations.

9. LETTER INVITING LOCAL FOOTBALL CLUBS, HYUNDAI A-LEAGUE AND WESTFIELD W-LEAGUE CLUBS AND STATE FOOTBALL ASSOCIATION

18th February 2019









As you are a respected club (or football association) in our community and, with this day being about enhancing community, I would like to extend a cordial invitation to you, your players and coaches to attend and support our day.

Your support and advice to our student coaches would be particularly invaluable.


Thank you for considering our invitation. I look forward to your response in the near future.


Yours sincerely,


Taylor

Public School


Purpose

To promote the Our Wanderers Playbook football event to local and mainstream media and to provide media outlets with photo opportunities.

Sent

In week two of the six week event preparations.

10. LETTER TO LOCAL AND MAINSTREAM MEDIA

18th February 2019








This is an event where our students use their learning to bring people together and build a stronger community. I anticipate that there will be well over (Insert: NUMBER) students involved on the day.

This project provides our students and school with an opportunity to associate itself with a professional sporting organisation in our community. From a media perspective it provides a powerful story about students celebrating diversity and modeling respect through sport.

Photo and story opportunities can be made available on request.


Yours sincerely,


Taylor

Public School


Purpose

To thank those who have contributed to and (or) participated in the Our Wanderers Playbook football event.

Sent

One week after the event.

11. THANK YOU LETTER

18th February 2019

Dear (Insert: PARTICIPATING SCHOOL CONTACT NAME),

On behalf of (Insert: YOUR SCHOOL NAME), I would like to thank you and your students for contributing and (or) participating in the Our Wanderers Playbook presentation at our school on (Insert: DATE).

Along with Western Sydney Wanderers, our school is proud to be contributing positively to our community by running such events.

The program met our curriculum priorities in Health and Physical Education, English and Civics and Citizenship, in a meaningful way.

It also gave our students an opportunity to promote and model the value of respect in our school. The synergies around peer learning and cross year level interaction were also a highlight.

Once again thank you for your support.

Yours sincerely,


Taylor

Public School


ASSESSMENT RUBRIC: HOW DID I GO?

Health and Physical Education Years 3 and 4 Achievement Standard

By the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations.

Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify

resources available locally to support their health, safety and physical activity.

Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active.

They refine fundamental movement skills and movement concepts and strategies in different physical activities and solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.


ASSESSMENT RUBRIC: HOW DID I GO?

Rate yourself for this unit by ticking one of the columns for each statement. Ask your teacher to do the same. Are there differences? Similarities? Talk to your teacher about them.

STATEMENT EXCELLENT VERY GOOD GOOD DEVELOPING

MY CHALLENGES... ME TEACHER ME TEACHER ME TEACHER ME TEACHER

OUR PLAYBOOK PRESENTATION...

I was well prepared and knew my role.

I looked at the audience as I was speaking.

I spoke at a good pace - not too slow or not too fast.

I used expression and modulated my voice to make my point.

I used visual aids to enhance my presentation e.g. playbook, PowerPoint/Keynote, images etc.

KNOWING OUR HEROES...

I can research those from our community who are regarded as ‘heroes’.

I can discuss and justify my ‘hero’ choices.

I can identify and select written and visual text about our ‘hero’ choices.

KNOWING ABOUT GOOD NUTRITION AND FOOTBALL...

I can investigate a range of cultural dishes.

I can use Australian Guide to Healthy Eating Food Plate to decide which dishes are most nutritious.

I understand the relationship between food and energy.

I can compare what I have eaten with the Australian Guide to Healthy Eating Food Plate.

I can set up and run a football activity.

I can self-correct, correct others and accept correction by my peers when fulfilling my activity role.

I have learnt the basic football skills that I need to show others.

I can apply instructions learnt to show others a football activity.

WORKING WITH OTHERS...

I can show respect to others by allowing them to contribute to discussions and listening to their ideas.

I can participate in and contribute to discussions.

I can clarify my understanding by asking questions.

I can plan, rehearse and deliver a presentation with my team.

I can express an opinion and justify my ideas.


LESSON 1TALKING ABOUT HEROES


Lesson 1

Talking about heroes

Lesson venue

Classroom

Lesson duration

60 minutes

Important teacher advice

Student prior knowledge

Students should be able to use a range of research tools to conduct an investigation.

WALT - We are learning to...

Investigate two ‘heroes’ from Western Sydney Wanderers.

WILF - What I’m looking for...

• I can recognise and discuss the characteristics and achievements that makes a person a ‘hero’ to those he or she represents.

• I can conduct an investigation into players from Western Sydney Wanderers who are regarded as ‘heroes’.

TIB - This is because...

It will help us understand what it means to represent a group or team.

Lesson delivery

The following provides you with a suggested plan on how to deliver this lesson. You are encouraged to take a flexible approach and modify this lesson and its timings to suit the needs and abilities of your students.

1. Prior to class

To prepare for this lesson ask students to read a comic book, watch a television episode or play a board or computer game about their favourite superhero.

Superheroes could include well known western heroes such as Green Arrow, Superman, Spiderman or Wonder Woman.

During this task ask them to particularly take note of what makes the superhero special and who the superhero is representing.

TEACHING AND LEARNING PLAN

Unit pathways

There are a range of teaching pathways that you can take in this unit. It is recommended that you review the lesson-by- lesson Unit overview provided to assist you with your forward planning.

Assessment

The Assessment rubric should be discussed with students in the early stages of this unit. You may make changes to this rubric in line with the lessons you decide to cover.

Information and Communication Technology (ICT), media and social media

The use of ICT, media and social media is encouraged in this unit. See ICT, media and social media opportunities for more information.


OUR WANDERERS PLAYBOOK

Western Sydney Wanderers is preparing for the new Hyundai A-League and Westfield W-League seasons.As a member of the Western Sydney Wanderers squad you have a big responsibility to be at your best for the competition. To help you and your team, your class is to create a football playbook that will outline what you need to do to be successful.Your playbook will include advice on how to execute the basic skills of football and what good nutrition means. It will also include inspiring stories of famous players who have proudly represented Western Sydney Wanderers.At the end of this unit your class will come together and share their playbook information and play in a football competition where all your secrets of success will be on show.A class version of the playbook will be produced and used to get you ready for the season ahead.Representing Western Sydney Wanderers in the right manner is very important so make sure you and your teammates work well together to produce a dynamic playbook. Good luck.

The scenario

2. Outline scenario (10 minutes)

At the start of the lesson have the class read the following scenario on interactive whiteboard or projected on a data screen. Be sure to check your students’ level of understanding and clarify any words that are unfamiliar to them.


Teachers should explain to students that, for the purposes of this unit, a playbook is a document that contains their team’s secrets of success. It outlines plans, rules and knowhow that their team will use to prepare for the football tournament held at the end of the unit.

3. Organising student teams (5 minutes)

Classes that have not completed Our respect rules - Values lesson

Divide the class into six teams. Teams should, where possible, consist of students who do not normally belong to the same friendship group. It is also recommended that each group has a mix of academic abilities and a spread of students with a familiarity of football.

Classes that have completed Our respect rules - Values lesson

If you set the scene for this unit by completing the optional Our respect rules - Values lesson student groups should remain the same as those that were formed during that lesson. These groups should remind themselves of the team rules that they agreed to by reading over their signed agreement.

4. Understanding representation - Talking about heroes (10 minutes)

As part of their task for this unit it is important for students to gain an appreciation of what it means to represent a group or team.

Refer students to their pre-lesson superhero task. In their teams ask them to discuss their favourite superhero with other team members.

Ask them to talk specifically about what special powers their hero has, who the hero represents such as, city, country, planet, family or friends and why they admire them so much.

5. Australian heroes (10 minutes)

Relate the student superhero discussion to real modern day or historical ‘heroes’ who are admired for their achievements and the way they have represented their country.

Write the words ‘Australian heroes’ on the board. Ask

students to brainstorm, in their teams, the names of some ‘Australian heroes’ that they may know of.

They may be an Australian footballer or other sportsperson, politician, activist, musician, military soldier, artist, poet, actor, explorer, teacher, medical person, local hero or one of their family members or friends.

Write student nominations on the board as groups share their ideas with the class.

In their responses students should explain why the people their team have nominated are ‘heroes’. Responses might include:

• their achievements

• the way they have represented the country

• their actions

• their courage and bravery

• overcoming huge obstacles

• rescuing others

• building Australia’s reputation around the world

• making Australians proud and inspired.

Ask students to write the names on the board and their responses in their workbooks for future reference.

6. Looking for inspiration (25 minutes)

Explain to the class that in this unit each student will be representing their team in a football event.

For inspiration, and to gain an understanding of what it means to represent their team with pride, students will now research two heroes – one in football, specifically at Western Sydney Wanderers and one in their local community.

At least one hero should be either a current or former Western Sydney Wanderers footballer and one should be a person outside sport who is recognised for their selfless work in the school’s local community. They should use the notes from the earlier discussion about ‘Australian heroes’ to assist with their inquiry.

Students should have this task completed by the next lesson.


OUR INSPIRATION

LESSON 2


Lesson 2

Our inspiration

Lesson venue

Classroom

Lesson duration

60 minutes


Deciding who will be our inspiration.



It will help us understand the qualities, characteristics and behaviours we should adopt when representing our teams in a football event.

Lesson preparation

Prior to the lesson teachers should organise the following:

• Our Wanderers Playbook - hard copy to each group or interactive pdf version on student computers, laptops or iPads.

Lesson delivery


1. Deciding on our inspiration (20 minutes)

Gather students in their groups and ask them to discuss and justify their ‘hero’ choices with their team members. In defense of their choices students will need to explain:

• Why they think the person they have chosen is a ‘hero’?

• How did they make their country, city, town, team or family proud?

• How have they set a good example when representing others?

The team’s task is to agree on two heroes that will act as inspiration for their team and be included in their playbook. Once decided teams are to present their two ‘heroes’ to the class.

2. Introducing Our Wanderers Playbook (5 minutes)

Distribute to each student group Our Wanderers Playbook - hard copy to each group or interactive pdf version on student computers, laptops or iPads.

Flick through the booklet with students. This booklet provides them with an (interactive or hard copy) framework to complete a range of tasks throughout the unit.

Each team’s completed playbook will assist them to be at their best for the football event at the end of the unit. It will also be the basis of their presentation to an invited audience on that event day.

An alternative for students

You may decide to give student teams an opportunity to develop their own Our Wanderers Playbook. Students can decide what additional pages may need to be inserted and what information they will need to prepare for their final event.

The playbook could also be completed as a video, with students filming their learning and reflections, and presenting their final work online or as part of a multimedia presentation.

They can incorporate interviews with experts in nutrition and football and include engaging footage to enhance their production.

3. Compiling Our Wanderers Playbook (35 minutes)

To start student teams are to complete the Our Wanderers Playbook front cover and Our inspiration page (page 37).

The front cover includes spaces for the Western Sydney Wanderers logo and name. It also provides a space where a photo of each student team can be inserted. Images can be inserted by cutting and pasting digital images or by drawing.

Our inspiration page (page two of the booklet) provides teams with space to insert information about their two ‘heroes’.

Students should decide what information about their ‘heroes’ that they would like on this page.

As they will refer to this page to remind themselves about what it means to represent their team, the content they decide on should offer them encouragement and motivation.

Some ideas might include:

• The heroes’ achievements

• Inspirational quotes by the ‘hero’ or about the ‘hero’

• Images of the ‘heroes’ in action or helping others

• A list of qualities shown by the ‘hero’, for example, respect for others and being a good team person

• Information on how the ‘heroes’ have represented others


• I can discuss and justify my ‘hero’ choices.

• I can help my team to reach a consensus in its choices.

• I can identify and select written and visual text about our ‘hero’ choices that will act as an inspiration for our work.


• What hero qualities your team will be showing throughout the unit.

As part of a playbook project team each team member should be assigned a certain role to ensure that this playbook task is completed on time.

The following roles could be assigned:

STUDENT ROLES

DESCRIPTION

PROJECT MANAGER

The Project manager is the spokesperson for the team. They are responsible for ensuring that the task is completed on time and the team members are coordinated. They will also have the deciding vote when the team is not in agreement.

IMAGE CONSULTANT

The Image consultant makes the final decision on all images used in the playbook. They will also make sure that their team is not infringing copyright when sourcing photos online.

HERO RESEARCHER

The Hero researcher is responsible for deciding what information about the selected ‘heroes’ will be included on the playbook Our inspiration page.

GRAPHIC DESIGNER

The Graphic designer is responsible for deciding on the overall ‘look’ of the playbook. They need to ensure that the Western Sydney Wanderers colours used are correct and the layout of each page is engaging.

Student teams should have this task completed by the next lesson.


OUR SKY BLUES PLAYBOOK

Insert our team photo


OUR INSPIRATION

Insert photo of your hero 1 Insert photo of your hero 2


AUSTRALIAN GUIDE TO HEALTHY EATING FOOD PLATE

Our Food Plate

Source: Australian Government, National Health and Medical Research Council, Department of Health and Ageing.


CHOOSING OUR SUPER FOOD DISH

Your task

Categorise the ingredients of your favourite healthy dish into the food plate below.

Also include additional foods your team could eat in conjunction with your selected favourite healthy dish - make sure that all main food groups are addressed.

Name of dish:

Insert picture or drawing of your Asian dish

Write or type the ingredients of this dish?


OUR FOOTBALL SKILLS

WHAT DID WE ENJOY MOST ABOUT TEACHING OTHERS?

WHAT DID WE FIND MOST CHALLENGING ABOUT TEACHING OTHERS?

WHAT FOOTBALL SKILLS DID WE LEARN?

WHAT FOOTBALL GAME DID WE TEACH OTHERS?

WHAT CAN WE IMPROVE ON FOR NEXT LESSON?


FOOD - FUEL FOR YOUR BODY, FUEL FOR FOOTBALL

LESSON 3


Lesson 3

Food - fuel for your body, fuel for football

Lesson venue

Classroom

Lesson duration

60 minutes


Students should understand that the basic energy needs of a professional footballer is greater than the average person in the population.


Use the Australian Guide to Healthy Eating Food Plate to make judgments about what people eat.



It will help us understand the food intake that will give us the energy we need to play football later in the unit.

Lesson preparation


• interactive whiteboard, data projector or audio visual equipment to play video to be viewed by the whole class

• Teacher information - Graphic organiser – ‘Why we eat’

• Activity sheet 3.1 - What we ate and drank - hard copy to each group or interactive pdf version on student computers, laptops or iPads.

• Australian Guide to Healthy Eating Food Plate – see: Our Wanderers Playbook page 2 - hard copy to each group or interactive pdf version on student computers, laptops or iPads.

Lesson delivery


1. Why we eat (20 minutes)

Explain to students that, as footballers representing their teams, they will need to look at their nutrition habits and develop an eating plan to help them perform at their best.

Draw a graphic organiser (see: Teacher information - Graphic organiser – ‘Why we eat’ provided with this lesson) on the board with the topic: Why we eat.

The topic should stimulate discussion around ideas such as taste, hunger, health and energy. For the purposes of this lesson the focus should be on food and its relationship to energy.

The following are questions to consider in your class discussion:

• How do you feel when you are hungry?

• Do you feel more or less energetic?

• Does a professional footballer need more or less energy than the average person? Why?

2. What are we eating? (40 minutes)

Distribute to teams Activity sheet 3.1 - What we ate and drank - hard copy to each group or interactive pdf version on student computers, laptops or iPads.

For this task student groups are to write down, in the spaces provided, what they ate and drank the day before for breakfast, lunch, dinner including any snacks.

Once the activity sheet has been completed ask students to turn to page 2 of their Our Wanderers Playbook.

Explain to students that the Australian Guide to Healthy Eating Food Plate, shown on this page, tells us that we should eat a variety of foods, with less of some foods and more of others.

Students should compare what they ate and drank yesterday (Activity sheet 3.1- What we ate and drank) with the Australian Guide to Healthy Eating Food Plate and present their findings to class. The questions to address include:

• In which category did most of the food consumed by your group come from?

• Have you as a group eaten food from each food group?

• As a team are you eating healthily?

• Which student has the most nutritious diet in your group?


• I can talk about why we need to eat.

• I understand the relationship between food and energy.

• I can make comparisons between what our group has eaten with the Australian Guide to Healthy Eating Food Plate.

• I can present and justify our findings to class.

• I understand that food from each food group helps the body grow and be healthy.


• Looking at the food plate which food categories do you think are most important for professional footballers?

Teachers should end this discussion by emphasising that foods from each of the four main food groups help the body grow and be healthy.

In the next lesson students will be applying their knowledge of the Australian Guide to Healthy Eating Food Plate to decide on a healthy dish from their own culture that will be included in their playbook.


SNACKS

DRINK

DESSERT

VEGETABLES

MEAT

FRUIT

In the spaces provided write what every member of your team ate and drank yesterday for breakfast, lunch, dinner and any snacks.

ACTIVITY SHEET 3.1 - WHAT WE ATE AND DRANK

WHAT WE ATE AND DRANK


This graphic organiser can be used to get students to rank their own ideas. As a class they can debate and justify the most and least important reasons why people eat. They can then rank them (bottom step being the most important and the top step being the least important)

Here are some possible student responses:

• Gives you energy

• To stay social

• To fight off illness

• Makes you feel good

• To stay healthy

• Because they are hungry

• Because it tastes good

• To grow strong.

GRAPHIC ORGANISER - ‘WHY WE EAT’


OUR SUPER FOOD DISH

LESSON 4


Lesson 4

Our super food dish

Lesson venue

Classroom

Lesson duration

60 minutes


Use the Australian Guide to Healthy Eating Food Plate to select a nutritious dish for our team.



It will help us understand the type of food that can give us the energy we need to play football later in the unit.

Lesson preparation


• Australian Guide to Healthy Eating Food Plate – see: Our Wanderers Playbook page 38 - hard copy to each group or interactive pdf version on student computers, laptops or iPads.

• Choosing our super food dish see: Our Wanderers Playbook page 39 - hard copy to each group or interactive pdf version on student computers, laptops or iPads.

Lesson delivery


1. How does our cultural meal stack up? (50 minutes)

Ask student teams to turn to page 39, Choosing our super food dish, of their Our Wanderers Playbook.

Using online and library research, student groups are to consider a variety of dishes from the cultures within their group.

When deciding which dish they are going to choose, students should look at its ingredients and categorise them using the food plate provided on the Choosing our super food dish page.

Their selection should be based on whether the dish would provide nutritious benefit for a professional footballer.

As part of this task students should also suggest additional foods they could eat in conjunction with their selected dish to ensure that all main food groups are addressed.

Students should also list the ingredients and insert an image of their super food dish on this playbook page for future reference.

2. Teacher advice - Drawing on community resources

As an extension to this activity students could organise to share a dish prepared by their parents or create a PowerPoint or Keynote presentation showing how to create a dish from their culture.

You may also decide to invite a chef from a local restaurant to talk about foods from their culture in particular their origins and history.

Please note, if you decide to organise cultural dishes for your class you should ensure that food allergy information and anaphylaxis procedures are communicated to teachers, parents and students as per school policy.

3. Student reflection (10 minutes)

To conclude the lesson students are given the opportunity to reflect on what they have learnt over the last two lessons.

They can do this by writing in their workbooks or orally within their teams.

In their reflections they should consider the following:

• What did I learn about the importance of good nutrition for a footballer?

• The foods I tend to eat come from which food groups?

• According to the Australian Guide to Healthy Eating Food Plate am I a healthy eater?

• Which is more nutritious - the super food dish we chose or what I normally eat?

• Did my team work well together? If so what qualities did we show? If not explain why?

• What positive quality did I bring to my team?

• What can I improve on for next lesson?

To prepare students for the next lesson tell them that they will be learning about playing football.

The exciting thing is that they will be doing the coaching.


• I can investigate a range of cultural dishes.

• I can use Australian Guide to Healthy Eating Food Plate information to decide which dishes are most nutritious.

• I can use the food plate to categorise ingredients.

• I can complement our cultural dish with foods from each of the nutritious food groups.


LEARNING FOOTBALL

LESSON 5


Lesson 5

Learning football

Lesson venue

School gym, outdoor playing area or football pitch

Lesson duration

60 minutes


Build our football playing knowledge so that we can teach others.



It will help us to become familiar with a football activity so that we can teach others in the next lesson.

Lesson preparation


• ALDI MiniRoos Fun Cards - copied and available for selection by student groups

• football playing equipment - footballs and cones per group as required for football activity

• digital camera(s)

• senior students or adults to assist with football activities (optional)

• whistles - one per group (optional).

Lesson delivery


1. Introduction (5 minutes)

In this lesson students will learn a football activity and then share their knowledge with other groups in the class. As a culmination to the lesson they will create their own ALDI MiniRoos Fun Card which will form part of their group’s playbook.

2. Teacher information - ALDI MiniRoos Fun Cards

The ALDI MiniRoos Fun Cards provided in this unit outline enjoyable football activities that everyone can take part in. You should consider the abilities of your students and familiarity with football when deciding which activities student groups can select from.

It is advised that you enlist the support of senior students or adults to assist with the set up and running of each activity.

Distribute ALDI MiniRoos Fun Cards - an activity card per group. You may distribute these cards at random or by student choice.

Each card provides basic instructions on how to run a football activity.


• I can understand football fun card instructions and use them to set up and run a football activity.

• I can use the instructions to assess the activity.

• I can self-correct, correct others and accept correction by my peers when fulfilling my activity role.

• I have learnt the basics about football that I will show others.


3. Active assessment within groups (40 minutes)

Distribute football equipment as required to each group. It is the task of each group to become familiar with the activity so they can show others in the next lesson.

During this activity every student should be given an opportunity to participate. As part of the familiarisation process groups should take time to discuss the instructions on their card.

Those students observing in each group should use their ALDI MiniRoos Fun Cards to actively assess how the activity is running. Self correction and (or) correction by peers is encouraged in this activity.

4. Preparing to show others (15 minutes)

In the next lesson student teams will be presenting to the class. Before they share their knowledge, each team should assign roles for their presentation.

Suggested roles are:

Students should plan to rotate roles for every activity presentation that their group makes.

To ensure that students are coordinated and organised encourage groups to take time to rehearse their presentations before the next lesson.


STUDENT ROLES

DESCRIPTION

PRESENTER The Presenter is the spokesperson for the group. They welcome groups who are attending their presentation and commentate on the football activity as it is being demonstrated.

The Presenter also ensures that the information and images that their group requires for their playbook are also sourced.

COACHES The Coaches demonstrate and model the football activity at their group’s presentation. They also take responsibility for coaching students from other groups.

It is recommended that there is at least 2 coaches per group.

MEDIA The Media person is responsible for capturing photos of their coaches demonstrating their activity.

The photos should show the activity in action. They should also make sure they take a team shot of their group. These photos will form part of their group’s football skill card that will be developed in the next lesson.

EQUIPMENT COORDINATOR

The Equipment coordinator is responsible for the equipment such as, balls, cones, whistles and digital cameras that are distributed to their group.


ALDI MINIROOS FUN CARDS


DRIBBLERS AND ROBBERS

Players (dribblers) with a football move around the area. One or two players are robbers and attempt to intercept dribblers’ balls without making body contact.

EQUIPMENT

• Marker cones to define playing area, 1 football per player

WHAT TO DO Setting Up • One or two players are robbers and start without a ball. All other players (dribblers) spread

out in the playing area with a ball each.

• Program Leader can start as robber to ensure game success.

Playing

• On your signal, robbers attempt to win possession of a player’s ball;

• When a robber wins possession of a ball, they score a point and give the ball back to the dribbler;

• Robbers cannot steal the ball from the same dribbler twice in a row;

• Play continues until you call ‘Time!’;

• Robbers count total score at the end of the game.

WHAT TO LOOK FOR • Are players keeping control of the ball?

• Is it too easy for the robbers?

SUGGESTED CHANGES

• Increase/decrease the number of robbers;

• Change the size of the area to create more space for dribblers.

Objective: Running with the ball, Ball control


ROB THE NEST

Players work in small groups. One player from each group runs to a central point to collect one ball at a time and dribbles the ball back to their team-mates at their base and then tags the next player. The aim is to collect the most number of balls.

EQUIPMENT

• Marker cones to define playing area, as many footballs as possible (10+)

WHAT TO DO Setting Up • Form 4 equal groups, positioning 1 group on each corner of the playing field;

• Place a pile of footballs in the centre of the playing area.

Playing

• On the starting whistle, one player at a time from each group runs out and collects a ball and dribbles it back to their group;

• Once a player has returned with a ball, the next player may run out and collect another ball. Keep playing until all balls are gone;

• The group with the most balls at the end is the winner;

• As a progression, allow players to steal from other groups once all the balls in the middle are gone.

WHAT TO LOOK FOR • Are players dribbling with their heads up?

• Are all players engaged?

SUGGESTED CHANGES

• Increase the size of the area;

• Players can pass to their corner after a short dribble.Objective: Running with the ball


Players in pairs pass a ball back and forth in the centre of a playing field. When the Program Leader calls ‘Ball!’ the player who is receiving the pass must turn and dribble the ball to the goal behind them and shoot before being caught by their opponent.

EQUIPMENT

• Marker cones to define playing area, 1 ball per pair, goals (markers) behind each line.

WHAT TO DO Setting Up • Organise players into pairs with one ball per pair;

• Pairs line up facing and two metres apart in the centre of the playing field and pass the ball back and forth to each other.

Playing

• When you call ‘Ball’, the player with the ball (or about to receive the ball) must dribble it to the goal behind them and try and score;

• The player who does not have the ball is to chase the player with the ball and try to stop them from scoring;

• Defenders are not allowed to tackle attackers from side on or behind.

WHAT TO LOOK FOR • Are players passing the ball quickly?

• Is everyone involved?

SUGGESTED CHANGES

• Swap partners after a few turns;

• Start without chasing defenders;

• Move goals further away from shooting line.

Objective: Gross motor skill development, Ball mastery

CHASE THE DRIBBLER


Objective: Pass the ball, First touch

On the Program Leader’s signal, players in pairs pass a football to each other three times between a gate, then move to other gates to repeat the activity — continue for 30 seconds. Pairs score a point for each gate they pass a ball through.

EQUIPMENT

• 1 football per pair; 1 set of marker cones (30); 1 stopwatch or clock

WHAT TO DO Setting Up • Players set up a gate within the playing area and face each other with a ball.

Playing

• On your signal, pairs pass a ball three times to each other, then run with the ball to a free gate and repeat the activity;

• Continue for 30 seconds until you call ‘Stop!’

• Pairs score one point for each gate they pass the ball through three times;

• Repeat the activity with pairs trying to beat their own score.

WHAT TO LOOK FOR • Where can they stand to make the passes easier/harder

• Are they improving after each round?

SUGGESTED CHANGES

• Make the gates smaller to improve accuracy;

• After 5 passes, the player with the ball remains at the gate whilst the other player finds a new partner.

PAIRS PASSING


BOUNDARY PASS

In pairs, players try to make as many passes to each other as they can in 60 seconds. To add a challenge, every pass has to be across a different boundary line.

EQUIPMENT

• 1 football per pair; 1 set of marker cones (30)

WHAT TO DO Setting Up • Pairs start within the marked area near the centre.

Playing

• On your signal, pairs move in the same direction and pass the ball to each other across the boundary lines;

• Pairs score one point for each pass they make within the time limit;

• The activity can be repeated with pairs attempting to beat their score while running in the opposite direction.

WHAT TO LOOK FOR • Are all players engaged?

• How can you increase or decrease the challenge?

SUGGESTED CHANGES

• Introduce a defender to try and intercept passes;

• Bonus points for one-touch passing.

Objective: Pass the ball, Run with the ball


OCTOPUS FOOTBALL

Players with a football each attempt to run over the opposite goal line. An ‘octopus’ stands in the centre of the pitch and attempts to tag players as they cross. When tagged, players must freeze on the spot and attempt to tag other players running with a ball.

EQUIPMENT

• 1 football per player; 1 set of marker cones (30)

WHAT TO DO Setting Up • One player starts as the octopus;

• All other players start with a ball behind the goal line.

Playing

• On the octopus’s signal, players attempt to cross the pitch by running with their ball and avoid being tagged by the octopus;

• Tagged players must freeze on the spot and hold their ball under their foot; however they can tag other players that run past;

• The last player to successfully cross the pitch without being tagged wins.

WHAT TO LOOK FOR • Are players keeping the ball under control?

• Are all players achieving success?

SUGGESTED CHANGES

• Add an extra octopus to increase challenge;

• Add bonus points for tricks and turns.

Objective: Running with the ball, 1v1


BACK TO BACK

On ‘Go!’ players standing back to back run around a marker on their goal line then attempt to run the football over their opponent’s goal line to score a point. Play in groups of 2 to 4.

EQUIPMENT

• 1 football per pair, a set of marker cones

WHAT TO DO Setting Up • Pairs with a ball collect four marker cones to create their goal lines (Program Leader will

need to help set this up for younger groups);

• A ball is placed on a goal line at one end of the pitch;

• Pairs start back to back in the middle of their pitch.

Playing

• When the player facing the ball calls out ‘Go!’ both players run to opposite ends of their pitch and around a marker cone;

• The player who was facing the ball collects it and attempts to run with the ball over their opponent’s goal line to score a point;

• Players take turns facing the ball and calling ‘Go!’

WHAT TO LOOK FOR • Do attackers have control of the ball when they score?

• Is it too hard for the attacker to pass the defender?

SUGGESTED CHANGES

• Defenders can only move laterally;

• Attackers must stop the ball on the line to score;

• After a few turns, have players change partners.

Objective: Changing direction with the ball, 1v1


PROGRAM LEADER SAYS

The Program Leader calls out commands for players to perform various ball mastery skills.

EQUIPMENT

• 1 football per player

WHAT TO DO Playing• Call out various actions for the players to demonstrate. For example:

- ‘Leader says drop the ball onto your thigh and catch it’;

- ‘Leader says juggle the football from foot to foot’;

- ‘Leader says balance the football on one foot;

• Players who do not freeze are not eliminated. They can perform five toe taps on the spot to rejoin the game.

WHAT TO LOOK FOR • Are players achieving success?

• Is it too hard or too easy?

SUGGESTED CHANGES

• Players to attempt to kick the ball no higher than eye level;

• Players to drop the ball straight onto their foot;

• Try and use both feet.

Objective: Ball mastery, Ball control


SHOWING FOOTBALL

LESSON 6


Lesson 6

Showing football

Lesson venue

School gym, outdoor playing area or football pitch

Lesson duration

60 minutes


Students should be able to make a sports activity presentation to the class.

They will need to be aware of behaviours that make a good presentation to an audience such as, positive body language, making eye contact, speaking clearly, and appropriate use of notes.


Run a football activity for others.



It will increase our class’ familiarity with the game of football and provide it with a playing experience that will help it complete its Our Wanderers Playbook task.

Lesson preparation


• ALDI MiniRoos Fun Cards - copied and available for selection by student groups

• football playing equipment - footballs and cones per group as required for football activity

• senior students or adults to assist with football activities (optional)


• I can apply instructions learnt to show others a football activity.

• I can run a football activity where others can participate.

• I can correct others by showing them how a football drill is performed or game is played.

•I can follow instructions and learn from others.

• digital camera(s)

• whistles - one per group (optional).

Lesson delivery


1. Run student football playing presentations (30 minutes)

Before football presentations commence, check that groups have suitably familiarised themselves with their football activity and assigned presentation roles to their team members. The duration of presentations is at your discretion but it is recommended that they are no longer than three minutes.

If students are suitably confident, they can invite members of other groups to be coached by their coaches as part of their presentation.

Throughout this lesson students should be encouraged to take photos of their presentations. Images of students performing football drills and instructing others would be a great addition to the playbook.



2. Coaching the class (20 minutes)

After presentations have been completed student groups should take the opportunity to learn from each other. As part this activity each group should run a short activity session for another group.

Groups should rotate as often as possible during the time allocated.

3. Student reflection (10 minutes).

To conclude the lesson students are given the opportunity to reflect on what they have learnt in the last two classes.

Students should do this by collaborating with their team members. Their reflections should be written or typed into their Our Wanderers Playbook pages.

In their reflections they should consider the following:

• What football drills did we learn?

• What football activity did we teach others?

• What did we enjoy most about teaching others?

• What did we find most challenging about teaching others?

• Did we work well together? If so what qualities did we show? If not, explain why?

• What can we improve on for next lesson?

To prepare students for the next lesson tell them that they will be making their final preparations for their football event.

They will complete their playbook and rehearse their presentation. They will also get ready to play football and represent their team.


COMPLETING OUR PLAYBOOK

LESSON 7


Lesson 7

Completing our playbook

Lesson venue

Classroom

Lesson duration

60 minutes


Students will need to be aware of behaviours that make a good presentation to an audience such as, positive body language, making eye contact, speaking clearly and appropriate use of notes.


Prepare, as a team, for our football event day.



It will help us to be ready to present Our Wanderers Playbook to an audience and participate in a football tournament on our event day.

Lesson preparation


• Our football skills – see: Our Wanderers Playbook page 40 – hard copy to each group or interactive pdf version on student computers, laptops or iPads


• I can talk about the ‘heroes’ we investigated and used as our inspiration in this unit.

• I can talk about the food categories in The Australian Guide to Healthy Eating Food Plate and the foods footballers need to keep their energy levels high.

• I can use The Australian Guide to Healthy Eating Food Plate to determine the nutrition levels of dishes.

• I can talk about the football activity we learnt and taught others.

• I can work with my team to set up a display of our work.

• laptops or computers

• digital camera(s) and USB or other connector

• Teacher information - Our football tournament plan.

Teacher advice - Assessment

The Assessment rubric should be discussed with students prior to planning for their final presentations.

Lesson delivery


1. Preparing for our football event (10 minutes)

Explain to students that soon they will be participating in an event where they will be presenting their playbook to an audience and playing football in a tournament.

Teachers and students should collaborate when deciding who the audience will be. The audience may be invited to the school or reached online and (or) through the use of media.

2. Preparing for their presentation (40 minutes)

To finalise their work ask teams to complete Our football skills on page 40 of their Our Wanderers Playbook. This will provide them with a reference of what they learnt in the football playing component of the unit.

Students are asked to insert images of the football highlights they captured and provide reflective responses to the questions. If they did not have access to a digital camera they can sketch drawings as an alternative.

Once they complete this task student groups should set up a display of their playbook in a designated area of the classroom (hard copy format) or using ICT (digital format).

Each group will be required to conduct a three minute presentation about their playbook on the event day. Groups should share this responsibility by having each of their members present for one minute on one of:

• Our inspiration (Lesson 2)

• Food - Fuel for your body (Lesson 3) and Our super food dish (Lesson 4)

• Learning football skills (Lesson 5) and Showing football skills (Lesson 6).

3. Student reflection (10 minutes)

To conclude the lesson students are given the opportunity to reflect on their upcoming event day. They can do this by writing in their workbooks or orally within their teams.

In their reflections they should complete the following sentence starters and questions:

• I’m excited about the upco

football fever - western sydney wanderers fc · our wanderers playbook hpe years 3 and 4 5 unit...

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