UNIT PLAN TEMPLATE

Year Level: 10 Teacher(s): Miss Anderson (Mrs. McArdle)

Subject: Physical Education: Table Tennis and Ten Pin Bowling Duration: 6 weeks

PART 1: PURPOSE (What do we want students to learn?)

General
☒ Literacy ☐ Numeracy ☒ ICT ☒ Critical and Creative Thinking
Capabilities
☐ Ethical Behaviour ☒ Personal and Social ☐ Intercultural Understanding
Cross-curriculum
Priorities ☐ Aboriginal and TSI ☐ Asia and Australia’s ☐ Sustainability
Histories and Culture Engagement with Asia

Concepts/ Big Idea/ Theme: Inquiry Questions: History, Geography, Civics & Citizenship, Economics
& Business (from Australian Curriculum)

Content Descriptions:
(from Australian Curriculum)
- Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099 - Scootle )
- Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101 - Scootle )
- Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103 - Scootle )
- Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105 - Scootle )
- Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106 - Scootle )
- Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107 - Scootle )
Knowledge and Understanding: (What are students expected to know Skills: (What are students expected to be able to do?)
and understand?) BE ABLE TO DO:
Students will be able to successfully execute a forehand shot to score a point
KNOW:
Students will be able to successfully execute a backhand shot to score a point
Students will know the rules of table tennis
Students will be able to begin a game of table tennis through the use of the
Students will know the basics of executing the forehand, backhand and serve
basic serve
Students will know the components of executing the forehand, backhand,
Students will be able use the rules of table tennis to play a game of singles
serve and backhand push
Students will be able to successfully execute the backhand push as a defensive shot
Students will know the components of executing the forehand, backhand,
Students will be able to provide and apply feedback to develop and refine the
serve and backhand/forehand push forehand, backhand and serve skills by reviewing video footage
Students will know the difference between singles and doubles games
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Students will know how to use the skills they have developed to improve their Students will be able to transfer understanding from previous lessons to refine their
skills skills in table tennis
Students will be able to develop, implement and evaluate movement concepts and
UNDERSTAND: strategies to successful win points in the game of table tennis
Students will understand that the backhand push is a defensive shot, making Students will be able to explain the difference between singles and doubles
it difficult for an opponent to attack Students will be able to successfully execute the forehand push as a defensive shot
Students will understand that forehand and backhand shots are attacking Students will be able to use their knowledge to umpire and score other games
shots Students will be able to develop their teamwork skills by participating in doubles
games
Students will understand that the forehand push is a defensive shot, making it
Students will be able to devise, implement and refine strategies demonstrating
difficult for an opponent to attack
leadership and collaboration when working in teams

Academic Vocabulary Instruction: (What vocabulary from the

Achievement Standards, Content and Skills descriptions will be taught
explicitly to students?)
- Forehand
- Backhand
- Serve
- Forehand push
- Backhand push

PART 2: ASSESSMENT EVIDENCE (How will we know what students have learned?)

Year Level Achievement Standard: (from Australian Curriculum)

By the end of Year 10, students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. 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.
Assessment Task(s): (Summative tasks that cater for students across the full range of abilities)

Other Evidence of Learning: (may include major formative learning tasks, rubrics, formal and informal feedback, student self-assessment)

Formative skills assessment

Self-reflection
Peer reflection

Feedback: (What sort of feedback will students receive?)

Verbal informal
Formally written

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Self-assessment: (How will students reflect upon and self-assess their learning?)
Students will complete two self-reflections as well as provide tips to others

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PART 3: LEARNING AND TEACHING PLAN (What would it look like?)

Lessons Teaching and Learning Sequence (How will the learning tasks be Differentiation: Adjustments Assessment:
sequenced?) for Needs of Learners (How
will specific learning needs of
individual students be catered
for?)

Week 1: Introduce table tennis, explain the rules and begin lesson with teaching to Video demonstration can be
Lesson 1 & 2 hold the bat and the forehand and backhand. Play some singles games used
Friday towards end of lesson, doubles may be needed depending on numbers.
11.15am
Week 2: Students will work on their forehand, backhand and serve by reviewing Video demonstration Self- reflection
Lesson 3 & 4 video footage and doing both a peer and self-reflection. Students will also Flexible grouping Peer reflection
Friday learn the backhand push and play singles games
11.15am
Week 3: Students will learn the forehand push and learn the rules of doubles. Flexible grouping
Lesson 5 & 6 Students will practice their forehand push, before playing doubles
Friday
11.15am
Week 4: Students will choose to play either singles or doubles for first lesson and Flexible grouping Self- reflection
Lesson 7 & 8 then play doubles for the second lesson Formative
Friday assessment
11.15am
Week 5 Ten pin bowling – Bridge Bowling
Lesson 9 &
10
Friday
11.15am
Week 6: Ten pin bowling- Bridge Bowling
Lesson 11 &
12
Friday
11.15am

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PART 4: TEACHER REFLECTION ON THE UNIT PLAN (How successful was the Unit in meeting the purpose of the Unit in Part 1? How do I know?
What evidence have I collected?)

Identify what worked well during and at the end of the unit, including:
 learning tasks that worked well and why
 learning tasks that could be improved and how
 assessment that worked well and why
 assessment that could be improved and how
(Adapted from Queensland Studies Authority)

Last Updated 12/11/2014 by J. E. Farrall

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UNIT PLAN TEMPLATE

LESSON PLAN Year 10 Physical Education

WEEK 1:

Learning area: Physical Education Year level: 10

Strand/Unit Title: Table Tennis Time: 11.15am

Friday
Lesson topic: Forehand, backhand and serve

AIM: (Based on the Australian Curriculum learning area/s achievement standards, general
capabilities and cross-curriculum priorities)

STUDENT LEARNING OUTCOMES: (What will students learn?)

KNOW:
Students will know the rules of table tennis
Students will know the basics of executing the forehand, backhand and serve

UNDERSTAND:
Students will understand that forehand and backhand shots are attacking shots

BE ABLE TO DO:
Students will be able to successfully execute a forehand shot to score a point
Students will be able to successfully execute a backhand shot to score a point
Students will be able to begin a game of table tennis through the use of the basic serve
Students will be able use the rules of table tennis to play a game of singles

STUDENT ASSESSMENT: (How will you know if students have learned it or not?)
Students will be informally talked to, to see how they are going with the serve, and attacking shots.
Students will be continuously given informal feedback about how they are going.

TEACHING PROCESS
Time Learning Activity Comments
11.15 – Introduction: REMEMBER TO DO THE
11.20 ROLL
5 minutes Get out equipment and explain to students
how to set up and get started with table tennis.
Introduce the topic, explain what we will be
learning. Explain the rules of table tennis.
The aim of the game is simple; hit the ball over
the net onto your opponent’s side. A point is won
by you if your opponent is unable to return the
ball to your side of the table (e.g. they miss the
ball, they hit the ball but it misses your side of the
table, or the ball hits the net), or if they hit the
ball before it bounces on their side of the table.
Rules:
- Ball must bounce on your side before
hitting
- You must have 11 points to win the

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game, with a 2 point gap

- Singles: Player takes two serves, then
opposition takes two serves etc.
Doubles:

A1 serves to B1 (2 services)

B1 then serves to A2 (2 services)

A2 then serves to B2 (2 services)

B2 serves to A1 2 services)

Repeat

At the end of game 1 and the start of game 2,

team B will take the first serve; B1 must serve to
A1. A1 then serves to B2 and so on.

- There are no second serves.

- If the ball hits the net on a serve and
goes over it is called a let, if the ball
doesn’t go over, it is a point to the
opposition
- Doubles: You must alternate hitters on
your team. Eg A1 hits and it is returned
then A2 must hit the ball
- Serve must be played out of a open
palm, throw up and hit
11.20- Middle: Frisbee
11.40 Teach the forehand using a demonstration. Table tennis racquets
20 A forehand drive is an attacking shot. It's played Table tennis tables
minutes to with a little bit of topspin, but mainly it's a flat hit Table tennis balls
practice and can be very powerful. When should you play
forehand, a forehand drive? You'd normally play https://www.exp
play small the forehand drive close to the table when your erttabletennis.com/
games opponent's return is a little high. how-to-playtabletennis
/#Day_8_%E2%8
Students to practice the forehand shot across the 0%93_Serve
table with another student, may have to be
groups of 4. Making sure they are using the Use website for information
forehand shot. or videos to show examples
Place a small frisbee onto the table and students
get 5 points if they manage to get the shot into
the frisbee. Have a competition between groups.
Practicing their accuracy with the forehand shot.

Students will now learn the backhand

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11.40- The Stance

12.00
20
 Feet should be slightly wider than
minutes to
shoulder width apart.
practice
 Stance is “square to the line of play”,
backhand
basically your feet should be pointing in the
and play
direction you are hitting the ball.
small
 Knees should be slightly bent.
games
 Body should be leaning forward.
 Both arms should be out in front of you.
 About a 90-110 degree bend at the elbow.
 Stand quite close to the table, an arms
length away.
 Weight distributed on both feet and on
the balls/toes, not heels.

The Backswing

 Bring your bat backwards and down to

somewhere just in front of your belly
button.
 Create a slightly closed bat angle.
 Keep your wrist straight
 The backhand rubber should be pointing
in the direction you wish to play.

The Strike

 The arm moves forwards, to meet the

ball, and slightly up, to create a bit of
topspin.
 The movement comes predominantly
from the elbow and forearm.
 Bat angle stays closed throughout the
shot.
 Take the ball at the peak of the bounce
and out in front of you.
 Keep a small gap between the elbow and
the body.

The Finish

 Follow through, forward and upward.

 Your bat should finish pointing where you
have hit the ball, roughly at about chin
level.
 Don’t let your arms swing across your
body too much to the right.

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12.00-  Always get back to the ready position.

12.10
Students to learn the serve.
10
minutes Demonstration done: Learn the basic serve. This
for serve is done by holding your pam flat and throwing the
practice ball about 6 inches into the air, from this the ball
is hit. You can use either the forehand or
backhand.

12.10- Students will have time to practice.

12.45
35 Students to have a chance to play the game. Using
minutes to the rules and use the skills they have learnt. Those
play the not wanting to pay will be required to score.
game. Students to play different people. Students may
have to be in teams and play individually. Once a
point is scored, students swap with their
teammate. This will encourage participation from
everyone.
12.45– Conclusion:
12.55 Students will pack up tables and place
10 equipment back into the sports shed. Review
minutes the rules and important aspects of the forehand
and back hand and serve.
Reflect on lesson
- What worked well?
- What didn’t work well?
- What can be improved?

LESSON PLAN Year 10 Physical Education

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UNIT PLAN TEMPLATE

WEEK 2:

Learning area: Physical Education Year level: 10

Strand/Unit Title: Table Tennis Time: 11.15am

Friday
Lesson topic: Peer review and self- reflection,
backhand push

AIM: (Based on the Australian Curriculum learning area/s achievement standards, general
capabilities and cross-curriculum priorities)

STUDENT LEARNING OUTCOMES: (What will students learn?)

KNOW:
Students will know the rules of table tennis
Students will know the components of executing the forehand, backhand, serve and backhand
push

UNDERSTAND:
Students will understand that the backhand push is a defensive shot, making it difficult for an
opponent to attack

BE ABLE TO DO:
Students will be able to successfully execute the backhand push as a defensive shot
Students will be able to provide and apply feedback to develop and refine the forehand, backhand
and serve skills by reviewing video footage
Students will be able to transfer understanding from previous lessons to refine their skills in table
tennis
Students will be able to develop, implement and evaluate movement concepts and strategies to
successful win points in the game of table tennis
STUDENT ASSESSMENT: (How will you know if students have learned it or not?)

Students will complete a peer assessment and self- reflection on how they think they are going, using
a rubric system.

ASSESSMENT: (How will you assess your own performance and student learning?)
STUDENT LEARNING:
- Self- reflection completed by students

SELF ASSESSMENT:
- A reflection will be done after and will then be discussed with my mentor

TEACHING PROCESS
Time Learning Activity Comments
11.15 – Introduction: REMEMBER TO DO THE
11.20 ROLL
5 minutes Review last lesson, discussing rules of the
game. The forehand, backhand and serve
11.20- Middle: Table tennis racquets
11.30 Students can have 10 minutes to play some Table tennis tables
10 singles games, just as they ended the last lesson. Table tennis balls
minutes to https://www.exp
play small erttabletennis.com/
singles how-to-playtabletennis
games and /#Day_8_%E2%8

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warm up 0%93_Serve
Use website for information
or videos to show examples
Students to pair up and practice the forehand,
11.30- backhand and serve, at least 3 times each. The Self-reflection sheet
11.50 other person will record the other student and Peer-reflection sheet
20 then fill out the peer assessment. Give each other
minutes to tips for how to improve. Students to review the
review vision and see where they can improve. Then
each other swap over. Students to fill out a self-reflection as
well.

11.50- Implement tips that have been given by each

12.00 other and see if it makes a difference to their
Implement game, power or accuracy of the shot or serve.
tips

Students to learn the backhand push shot. Getting

12.00 -
backspin, going under the ball rather than over.
12.20
Students will be given a demonstration and then
20 given time to practice.
minutes to
practice
backhand
push

12.20-
12.45 Students to play singles games like the last lesson.
25 Depending on how this went last lesson, this may
minutes need to be adjusted.
singles
games
12.45– Conclusion:
12.55 Students will pack up tables and place
10 equipment back into the sports shed. Review
minutes the rules and important aspects of the forehand
and back hand, serve and backhand push
Reflect on lesson
- What worked well?
- What didn’t work well?
- What can be improved?

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LESSON PLAN Year 10 Physical Education

WEEK 3:

Learning area: Physical Education Year level: 10

Strand/Unit Title: Table Tennis Time: 11.15am

Friday
Lesson topic: Forehand push and doubles

AIM: (Based on the Australian Curriculum learning area/s achievement standards, general
capabilities and cross-curriculum priorities)

STUDENT LEARNING OUTCOMES: (What will students learn?)

KNOW:
Students will know the rules of table tennis
Students will know the components of executing the forehand, backhand, serve and
backhand/forehand push
Students will know the difference between singles and doubles games

UNDERSTAND:
Students will understand that the forehand push is a defensive shot, making it difficult for an
opponent to attack

BE ABLE TO DO:
Students will be able to explain the difference between singles and doubles
Students will be able to successfully execute the forehand push as a defensive shot
Students will be able to use their knowledge to umpire and score other games

STUDENT ASSESSMENT: (How will you know if students have learned it or not?)

ASSESSMENT: (How will you assess your own performance and student learning?)
STUDENT LEARNING:

SELF ASSESSMENT:
- A reflection will be done after and will then be discussed with my mentor

TEACHING PROCESS
Time Learning Activity Comments
11.15 – Introduction: REMEMBER TO DO THE
11.20 ROLL
5 minutes Review last lesson, discussing rules of the
game. The forehand, backhand, serve and
backhand push
11.20- Middle: Table tennis racquets
11.30 Students can have 10 minutes to play some Table tennis tables
10 singles games, just as they ended the last lesson. Table tennis balls
minutes to https://www.exp
play small erttabletennis.com/
singles how-to-playtabletennis
games and /#Day_8_%E2%8

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warm up 0%93_Serve
Use website for information
or videos to show examples

11.30- Students to practice shots that we did last lesson.

11.40 a) Forehand to forehand
10 mins b) Backhand to backhand
practice c) Backhand to forehand
d) Forehand to backhand
e) Backhand, backhand and
forehand (swap)
Make an X and then a H

11.40- Show students the video about a backhand push

11.55 Students to learn the backhand push shot. Getting
backspin, going under the ball rather than over.
Video and
Students will be given a demonstration and then
practice
given time to practice. Swap groups and people
15 mins
around.
10x to partner and then backspin back swap over
Try to backspin into the coloured frisbees, points
for different ones, get 10 shots each, winner gets
to play a winner from another table

Students to then be shown the forehand push

video and practice this.
11.55- 10x to partner who has to hit a forehand push
12.10 back swap over
15 mins
Students to play singles games like the last lesson.
12.10- Depending on how this went last lesson, this may
12.50 need to be adjusted. King of the court
30 mins Swap after 5 mins should get 6 games
singles
games
12.50- Conclusion:
12.55 Students will pack up tables and place
5 equipment back into the sports shed. Review
mins the rules of doubles and forehand push
Reflect on lesson
- What worked well?
- What didn’t work well?
- What can be improved?

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LESSON PLAN Year 10 Physical Education

WEEK 4:

Learning area: Physical Education Year level: 10

Strand/Unit Title: Table Tennis Time: 11.15am

Friday
Lesson topic: Doubles

AIM: (Based on the Australian Curriculum learning area/s achievement standards, general
capabilities and cross-curriculum priorities)

STUDENT LEARNING OUTCOMES: (What will students learn?)

KNOW:
Students will know the rules of table tennis
Students will know how to use the skills they have developed to improve their skills

UNDERSTAND:
Students will understand that

BE ABLE TO DO:
Students will be able to develop their teamwork skills by participating in doubles games
Students will be able to devise, implement and refine strategies demonstrating leadership and
collaboration when working in teams

STUDENT ASSESSMENT: (How will you know if students have learned it or not?)

Students will complete a self- reflection on their skills they have developed, reviewing their other self-
reflections and seeing if they had improved, students will use a rubric system.

ASSESSMENT: (How will you assess your own performance and student learning?)
STUDENT LEARNING:
- Self- reflection completed by students
- Formative assessment completed by teacher using same rubric system as students

SELF ASSESSMENT:
- A reflection will be done after and will then be discussed with my mentor

TEACHING PROCESS
Time Learning Activity Comments
11.15 – Introduction: REMEMBER TO DO THE
11.20 ROLL
5 minutes Review last lesson, discussing rules of the
game.
Middle: Table tennis racquets
11.20- Students can choose to play either doubles or Table tennis tables
12.15 singles. Students will get a choice for first lesson. Table tennis balls
55 Other lesson will be doubles, students will work

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minutes with a partner and compete against other pairs. Self-reflection sheet
Students will discuss how they can improve and Formative assessment sheet
work together better.

12.15- Play a small game of king of the court towards end

12.45 of lesson. Last 30 minutes.
30
minutes

12.45– Conclusion:
12.55 Students will pack up tables and place
10 equipment back into the sports shed. Review
minutes the rules and important aspects of the forehand
and back hand, serve and backhand push
Reflect on lesson
- What worked well?
- What didn’t work well?
- What can be improved?

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