YEAR 10 BASKETBALL UNIT PLAN

Topic: Basketball Curriculum Learning Area: Physical Education

Year Level: 10

Unit Description:
This unit of basketball will run over a period of five weeks consisting of two single lessons
per week totalling to 10 lessons. Each lesson will run for a period of 50 minutes. This unit
plans to incorporate game sense and SEPEP as the main teaching focus/ strategies.
Lessons will mostly be student directed/ inquiry based.

Curriculum Content to be explored:

- Provide and apply feedback to develop and refine specialised movement skills in a
range of challenging movement situations (ACPMP099)
- Develop, implement and evaluate movement concepts and strategies for successful
outcomes with and without equipment (ACPMP101)
- Design, implement and evaluate personalised plans for improving or maintaining
their own and others’ physical activity and fitness levels (ACPMP102)
- Analyse the impact of effort, space, time, objects and people when composing and
performing movement sequences (ACPMP103)
- Examine the role physical activity, outdoor recreation and sport play in the lives of
Australians and investigate how this has changed over time (ACPMP104)
- Devise, implement and refine strategies demonstrating leadership and collaboration
skills when working in groups or teams (ACPMP105)
- Transfer understanding from previous movement experiences to create solutions to
movement challenges (ACPMP106)
- Reflect on how fair play and ethical behaviour can influence the outcomes of
movement activities (ACPMP107)

Achievement standards/Performance Standards:

By the end of this unit students will demonstrate leadership, fair play and cooperation
across basketball as a whole. They will apply decision-making and problem-solving skills
when taking action to enhance their own and others’ health, safety and wellbeing. They
will apply and transfer movement concepts and strategies from basketball to new and
challenging movement situations/ sports. They will 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.
Lesson development:
Lesson 1: Introduction to Basketball/ SEPEP
Lesson 2: Dribbling
Lesson 3: SEPEP team focus
Lesson 4: Shooting
Lesson 5: Defence
Lesson 6: Offense
Lesson 7: Introduction to Tournament
Lesson 8: Round Robin Tournament
Lesson 9: Round Robin Tournament
Lesson 10: Tournament/ Finals/ Festival
Learning Objectives:
As a result of engaging with the unit of work students will Understand:
1. defensive and offensive strategies
2. The triple threat position (dribble, pass, shoot)
3. How movements learnt in basketball may transfer across sporting areas

As a result of engaging with the unit students will Know:

1. The basic rules of basketball (positions, travel, double dripple etc.)
2. When to implement tactics, whether offensive or defensive

As a result of engaging with the unit students will Be Able To:

1. Catch, pass, dribble and shoot the ball
2. Create space in offense and defend space in defence
3. Provide and apply feedback to refine skills

Guiding Questions: Question/s I will ask students to help them explore or

uncover the big idea for this unit:
- How can the player without the ball support the player with the ball?
- When should the player with the ball pass?
- How is the shooting pressure in golden child similar to a basketball game?
- How does the defence know when they could intercept?
- How can the offense create space?
- How can communication be used to create fast break opportunities?
- When is the best time to pass? What should the passer do once they have passed
the ball?
- How is a zone used in a game?

Pre-assessment Task to check for present level of understanding about this unit
of work:
• Pre-Assessment basketball task (Appendix A)
As a result of this preassessment
• Most students know the basics of basketball and what is required to play a game,
however, as there is student who are unaware of some of the important areas of basketball
we will have a brief introduction to basketball as a refresher to those who know and as
important facts to those who are unaware.
Lesson Plan 1

Lesson Title: Introduction to Basketball/ introduction to SEPEP

Lesson Sequence Teacher notes

Introduction Assess student ability in first game,

1. Introduce students to SEPEP model introduce rules, spacing restrictions.
2. Introduce students to topic of basketball
3. Discuss safety and classroom Guiding questions:
expectations - how can the player without the
4. Fill in Pre-Assessment form (Appendix A)/ ball support the player with the
write what you want to get out of this unit ball?
5. Warm up – run up the court and back - When should the player with the
incorporate dynamic stretching (students ball pass?
will be paired and expected to take warm
up as of next week)
Body of Lesson
1. Activity 1 – 2v1 in small squares (non-
contact)
2. Ask guiding questions
3. introduce main rules of basketball (double
dribble, travel, carry, non-contact)
4. ball control drill (each student with a ball
move the ball between legs in figure
eight)
5. play 5v5 game of basketball, assess
student abilities
6. SEPEP teams and roles to be announced
next lesson based on abilities and
knowledge presented throughout the
lesson (teams are to be fair)
7. Questions/ feedback
Lesson Closure/ Check for Understanding

Lesson summary:
- SEPEP introduction
- Basketball introduction
- SEPEP teams
- Bibs
What method will you use to check for student understanding so far?
- Ask students open ended questions regarding the lesson and see what their
understanding is so far.

Materials required for this lesson:

- 1 basketball per student (25 students)
- Cones to set boundaries (2v1/ court alterations)
Adjustments required for any students with diverse need:
- 1 student with Asperger’s syndrome, team sports may be hard for children with
Asperger’s to handle so it is important to pair this child up in a team with students
he associates with in other classes and outside of school
Instructional strategies selected to teach this lesson:
- Game sense
- Student centred

Lesson Plan 2

Lesson Title: Dribbling

Lesson Sequence Teacher notes

Introduction Rob the nest: basketballs in hoop in
1. What was the focus of last lesson? What centre, hoops placed on each of four
did we learn? corners, one student at a time can
2. SEPEP teams and roles announced (5 take a ball from the centre and
teams) dribble it back to their hoop, once all
3. Warm up – student directed balls are removed from the centre
Body of Lesson (1-3 short tasks) teams can start stealing from other
1. Activity 1 – rob the nest teams.
2. Play a 5-minute 5v5 game students are Dribbling cues:
only allowed three bounces per touch - Scan the court (eyes up)
before having to pass off (student - Always place body between
inclusion) ball and defence
3. Guiding questions to assess student - Use fingers not palm
input - Keep the ball close to the body
4. Teach skills to dribbling to make sure it’s controlled and
5. Go back into 5v5 game making sure bounce up to waist height
students input the skills just learnt
6. Questions/ feedback
Lesson Closure/ Check for Understanding

Lesson summary:
- SEPEP teams announced
- Dribbling focus

What method will you use to check for student understanding so far?
- Ask students open ended questions regarding the lesson and see what their
understanding is so far.
Materials required for this lesson:
- 15 basketballs
- 5 hula-hoops
- Bibs
Adjustments required for any students with diverse need:
- Student with Asperger’s syndrome still placed in team with friends, if to loud for
this student they are able to wear ear muffs to control the noise and distraction
levels
Instructional strategies selected to teach this lesson:
- Game sense
- Inquiry-based
- Student directed

Lesson Plan 3

Lesson Title: SEPEP team focus

Lesson Sequence Teacher notes

Introduction By the end of the lesson students

1. What was the focus of last lesson? need to have a team name, team
What did we learn? colour, discussed and appointed roles
2. This lesson will mainly focus on SEPEP to each team member, developed and
teams coming up with a name, designed a poster
discussing team roles, team goals,
finally student-directed group training
in their SEPEP teams
Body of Lesson (1-3 short tasks)
1. Student split into their teams (5 teams)
2. Delegate team roles
3. Design and hang team poster
4. Develop team warm up

Lesson Closure/ Check for Understanding

Lesson summary:
- SEPEP team roles
- Team poster
- Team warm up
What method will you use to check for student understanding so far?
- Open ended inquiry questions about basketball and what has been learnt so far

Materials required for this lesson:

- 5 coloured pieces of card A3, one for each team
Adjustments required for any students with diverse need:
- Student with Asperger’s syndrome still placed in team with friends, if to loud for
this student they are able to wear ear muffs to control the noise and distraction
levels
Instructional strategies selected to teach this lesson:
- Student directed
Lesson Plan 4

Lesson Title: Shooting

Lesson Sequence Teacher notes

Introduction Set shot cues:

1. What was the focus of last lesson?
What did we learn?
2. Warm up – team warm up developed
last lesson
Body of Lesson (1-3 short tasks)
1. Golden child (student split into two
even teams, shooting from foul line,
set shot under pressure)
2. Bring students in and ask guiding
questions
3. Play 5v5 games in SEPEP teams
4. Layup shooting 2 lines – 1 line
defence/ 1 line attack
5. Bring students in and discuss
shooting technique/ cues
6. Play 5v5 games again with a focus
on shooting cues
7. Questions/ feedback
- Place ball on shooting hand
- Place other hand as a guide on
the side of the ball
- Elbow directly placed under
ball
- Eyes on the hoop
- Snap wrist during follow-
through
- Knees bent, push through legs
Guiding questions:
- How is the shooting pressure
similar to a basketball game?

Lesson Closure/ Check for Understanding

Lesson summary:
- Shooting focus

What method will you use to check for student understanding so far?
- Open ended questions, focus on student answers guide them in the right
direction do not answer for them

Materials required for this lesson:

- Cones to alter area
- One basketball
- Bibs
Adjustments required for any students with diverse need:
- Student with Asperger’s syndrome still placed in team with friends, if to
loud for this student they are able to wear ear muffs to control the noise and
distraction levels
Instructional strategies selected to teach this lesson:
- Game sense
- SEPEP
- Student-directed
- Open-ended questions
Lesson Plan 5

Lesson Title: Defence

Lesson Sequence Teacher notes

Introduction - First game rules will be altered

1. What was the focus of last lesson? (non-contact, travel and
What did we learn? double-dribble will be alter to
2. Warm up – team warm up allow students to focus more
Body of Lesson (1-3 short tasks) on the defensive aspects)
1. Students will play a 5v5 game with a Guiding questions:
focus on defence, two points for an - How can students without the
intercept, 1 point for a score ball help their team mate with
(attackers) the ball?
2. Guiding questions - How does the defence know
3. Video on 4 steps of defence to be when they could intercept?
watched in class: 4 steps
https://www.youtube.com/watch? - Fan defence: crab walk, arms
v=ERH0rPqVKZQ spread out
4. Zone defence - Pushing the attacker wide:
https://www.youtube.com/watch? chances of scoring are
v=dQs2Vg7Wmu8 minimised
5. 5v5 game played again with a focus - Fouling the shooter: harder to
on the defensive skills just learnt score with defender in face
6. Questions/ feedback compared with higher
percentage shot at the foul
line
- Blocking: challenge shooter,
turn and block after shot is
taken. Higher chance of
getting rebound
Lesson Closure/ Check for Understanding

Lesson summary:
- Defensive focus
- 4 steps of defence

What method will you use to check for student understanding so far?
- Open ended questions focus on student answers guide them in the right
direction do not answer for them

Materials required for this lesson:

- Cones to alter area needed
- One basketball
- Bibs
Adjustments required for any students with diverse need:
- Student with Asperger’s syndrome still placed in team with friends, if to
loud for this student they are able to wear ear muffs to control the noise and
distraction levels
Instructional strategies selected to teach this lesson:
 - Game sense
- SEPEP
- Student-directed
- Open-ended questions

Lesson Plan 6

Lesson Title: Offense

Lesson Sequence Teacher notes

Introduction Guiding questions:

1. What was the focus of last lesson? - How can the offense create
What did we learn? space?
2. Warm up – team warm up - How can the people without
Body of Lesson (1-3 short tasks) the ball help the person with
1. Students are to play 5v5 in half of the ball?
the court, students must make 10
passes between them without losing Offensive skills/ plays:
the ball or turning it over. Only once - Pick and roll
10 passes have been made the - Screen
offensive team can shoot, teams will - Give and go
rotate after each score. - Post move
2. Guiding questions - Moving without the ball
3. Offensive skills/ plays
4. 5v5 game with focus on offensive
skills.

Lesson Closure/ Check for Understanding

Lesson summary:
- Offensive play/ tactics

What method will you use to check for student understanding so far?
- Open ended questions focus on student answers guide them in the right
direction do not answer for them
Materials required for this lesson:
- 1 ball
- Bibs
- Whistle
Adjustments required for any students with diverse need:
- Student with Asperger’s syndrome still placed in team with friends, if to
loud for this student they are able to wear ear muffs to control the noise and
distraction levels
Instructional strategies selected to teach this lesson:
- Game sense
- SEPEP
- Student-directed
- Open-ended questions
Lesson Plan 7

Lesson Title: Introduction to tournament

Lesson Sequence Teacher notes

Introduction Assessment Criteria (Appendix B)

1. What was the focus of last lesson?
What did we learn?
2. Warm up – team warm up
Body of Lesson (1-3 short tasks)
1. Basic rules of upcoming tournament,
5 teams, 2 teams play at a time and
team not involved in next game will
umpire and score.
https://www.youtube.com/watch?
v=GXvco6Z_qto
2. Teams taught basic rules of
basketball and shown the ways to
umpire fairly.
3. Teams choose captain and give
reason to why they chose this
person as a captain.
4. Assessment piece given out before
Tournament to assess student
practical ability.
Lesson Closure/ Check for Understanding

Lesson summary:
- Introduction to SEPEP tournament

What method will you use to check for student understanding so far?
- Open ended questions focus on student answers guide them in the right
direction do not answer for them
Materials required for this lesson:
-
Adjustments required for any students with diverse need:
- Student with Asperger’s syndrome still placed in team with friends, if to
loud for this student they are able to wear ear muffs to control the noise and
distraction levels
Instructional strategies selected to teach this lesson:
- SEPEP
- Student-directed
- Open-ended questions
Lesson Plan 8

Lesson Title: Tournament

Lesson Sequence Teacher notes

Introduction Assessment criteria (Appendix B)

1. What was the focus of last lesson?
What did we learn?
2. Warm up – team warm up
Body of Lesson (1-3 short tasks)
1. 5v5 games round robin tournament

Lesson Closure/ Check for Understanding

Lesson summary:
- Tournament
- Assessment

What method will you use to check for student understanding so far?
- Open ended questions focus on student answers guide them in the right
direction do not answer for them
Materials required for this lesson:
- 1 Basketball
- Bibs
- Whistle
- Scoreboard
Adjustments required for any students with diverse need:
- Student with Asperger’s syndrome still placed in team with friends, if to
loud for this student they are able to wear ear muffs to control the noise and
distraction levels
Instructional strategies selected to teach this lesson:
- SEPEP
- Student-directed
Lesson Plan 9

Lesson Title: Tournament

Lesson Sequence Teacher notes

Introduction Assessment criteria (Appendix B)

1. What was the focus of last lesson?
What did we learn?
2. Warm up – team warm up
Body of Lesson (1-3 short tasks)
1. 5v5 games round robin tournament

Lesson Closure/ Check for Understanding

Lesson summary:
- Tournament

What method will you use to check for student understanding so far?
- Open ended questions focus on student answers guide them in the right
direction do not answer for them
Materials required for this lesson:
- 1 Basketball
- Bibs
- Whistle
- Scoreboard
Adjustments required for any students with diverse need:
- Student with Asperger’s syndrome still placed in team with friends, if to
loud for this student they are able to wear ear muffs to control the noise and
distraction levels
Instructional strategies selected to teach this lesson:
- SEPEP
- Student-directed
Lesson Plan 10

Lesson Title: Competition/ Finals/ Festival

Lesson Sequence Teacher notes

Introduction Assessment criteria (Appendix B)

1. What was the focus of last lesson?
What did we learn?
2. Warm up – team warm up
Body of Lesson (1-3 short tasks)
1. 5v5 games tournament/ finals
2. Winner announced
3. Awards presented
4. Festival fun

Lesson Closure/ Check for Understanding

Lesson summary:
- Tournament

What method will you use to check for student understanding so far?
- Open ended questions focus on student answers guide them in the right
direction do not answer for them
Materials required for this lesson:
- 1 Basketball
- Bibs
- Whistle
- Scoreboard
Adjustments required for any students with diverse need:
- Student with Asperger’s syndrome still placed in team with friends, if to
loud for this student they are able to wear ear muffs to control the noise and
distraction levels
Instructional strategies selected to teach this lesson:
- SEPEP
- Student-directed

Appendix A
Student Pre­Assessment: Basketball

Name: ______________________ Date: _______________________

Students are to read all questions carefully and answer to the best of your ability, choose the response 
that best applies to you. Once finished read over all questions/ answers again to be sure you have 
answered accordingly.

1. If you pick up the basketball from the floor can you continue to dribble the basketball?

__________________________________________________________________________________

2. How many fouls is one player allowed to commit before they are disqualified from the game?

__________________________________________________________________________________

3. When fouled during the act of shooting, this results in two free throws if the player doesn’t 
score, however if the player does score this results in one free throw. How many points are 
given per free throw made?

__________________________________________________________________________________

4. When shooting the basketball there are many cues involved, circle the answer which is not a 
cue for shooting the basketball.

A. Knees bent, push through feet
B. Flick wrist during follow through
C. Feet facing towards the basket
D. One hand on each side of the ball
E. Elbow directly under the ball

5. Circle all of the terms used in basketball.

Double­dribble Guard Offside Catcher  Pitcher Travel

Foul Umpire Dunk Three­pointer Forward

Centre

6. Draw the basketball key.
Appendix B
Criteria Assessed Student Assessment Teacher Assessment

Optimum 

Optimum 
Unsatisfactory

Satisfactory

Unsatisfactory

Satisfactory
Proficient

Proficient
Behaviour and Attitude

Student attends all lesson on time

Student has appropriate Physical Education clothing

Listens and adheres to instructions

Students always gives 100%

Student appropriately handles equipment

Student presents good manners/ language in the classroom

Student is able to work independently without constant 
supervision
Student is able to be inclusive and work with all classmates

Student takes responsibility for their own actions

Student is a good role model and encourages others

Practical Assessment

Student can confidently dribble with both hands under 
pressure
Student shoots when open and takes the best shot for the 
team
Students can pass in a variety of ways to move the ball at a 
high speed whilst remaining accurate
Students can efficiently and effectively use a layup

Student shows decision making skills by choosing the best 
option based on positioning of team­mates and defenders
Student shows knowledge of tactics in offence and defence

Student knows how to position to support the ball­carrier

Student offers positive feedback to peers

Student shows knowledge of rules when umpiring games