FORWARD PLANNING DOCUMENT TERM/WEEKS: 5,6 & 11
General Capabilities: Literacy
YEAR LEVEL: 10
LEARNING AREA/TOPIC: H & PE (SEPEP)
AUSTRALIAN CURRICULUM Numeracy
Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures
ICT
Critical and creative thinking Asia and Australia’s engagement with Asia
Ethical Behaviour
Personal and social Competence
Intercultural Understanding
Sustainability
Notes about device access in the classroom: Each student is equipment with their own iPad. Each iPad is equipped with appropriate apps, as well as accounts which are mentioned in the description below. Instagram Dartfish Edge10 Pic collage Canva (Any other applications students decide to you in order to help develop their work within their roles) ASSESSMENT - Assessments would be conducted in weeks 2 through 4 regarding skill acquisition, and also in week 7 through 10 regarding implementation of skills in modified agmes, as well as general game play. Students would also be assessed in weeks 7-10 regarding their roles and participation. Weeks 1, 5, 6 and 11 will not be assessed (11 can be included if more evidence is needed) 1 = introduction to sport/sepep 5 = introduction and allocation of roles 6 = students first attempt at applying skills in their new roles as well as first day of formal competion
WEEK/ LESSON
West Australian Curriculum LINKS
Wk. 5
SPECIFIC LESSON OBJECTIVE
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LEARNING THROUGH MOVEMENT ACPMP107
Identify and allocate roles within team.
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Identify duties in preparation for tournament.
ASSESSMENT (what & how)
No assessment
TEACHING & LEARNING EXPERIENCES (Introduction, Body and Conclusion)
Introduction Review of SEPEP – Teacher description and opportunity for discussion - Goals o Max participation o Development of knowledge (sport & organisation) o Game appreciation -
Outcomes o Team allocations o Role understanding & allocations
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Discussion of previous experiences o Previous year groups/sports etc. (new/recurring ideas)
Body Team allocations - Based on observations from weeks 1-4 -
Refer to Weebly (week 5)
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Allocations displayed on board
Role descriptions & allocations within teams (see ppt. for descriptors) - Students move into allocated teams, read through role descriptions (refer to Weebly week 5) e.g. o Publicity o Statistician o Festivities -
Allocate roles within teams (min 1. Per role – can be more than 1)
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Students then move into role groups (e.g. coaches, publicists etc.)
RESOURCES = ICT and other
Role descriptions https://docs.google.com/pr esentation/d/1jzZp6Dhx2x ZukozmKwVbdfTo6L0ZafRteFiV54c8BU/edi t?usp=sharing
https://sepepjaimedu ncanson.weebly.com
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Within role groups discuss and begin preparation for beginning of tournament (& throughout) o Download appropriate apps o Create accounts & templates
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Each group creates small presentation regarding information discussed – what needs to be done for beginning of tournament o E.g. Publicity: get class to follow Instagram account o Festivities: ensure teams know uniforms/colours o Statistician: create templates and presentation of data
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Establish duty team roles and responsibilities o E.g. there will be one duty team per round o Duty team must fulfil their allocated roles
Conclusion - Students report allocated roles (to teacher)
WEEK/ LESSON
West Australian Curriculum LINKS
Wk. 6
SPECIFIC LESSON OBJECTIVE
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Implement role duties in tournament setting. E.g. publicity group recording videos and taking photos.
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Demonstrate understanding of
MOVING OUR BODY ACPMP099
ASSESSMENT (what & how)
No assessment
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Teacher update to Weebly (week 5 – Role allocation)
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Check for understanding of roles and responsibilities (Verbal Q&A)
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Students understand that they are responsible to navigate Weebly for upcoming tournament
TEACHING & LEARNING EXPERIENCES (Introduction, Body and Conclusion)
RESOURCES = ICT and other
Beginning of Tournament Introduction - Summary of lesson layout o Gameplay area (as shown on Weebly) o Playing roster announced (& presented on display board – also shown on Weebly) o Reminder of duty team roles and conduct e.g.
https://sepepjaimedu ncanson.weebly.com
ACPMP101 LEARNING THROUGH MOVEMENT
tournament setting through participation in game play and duty roles, as well as smooth transitioning between games.
ACPMP106 ACPMP107
Body -
Students are to moving quickly between games Allocate umpire during duty (students have experience from weeks 1-4) Stats (dartfish) are ready for each team playing Publicity (interviews & photos Instagram)
Students move into teams
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Captains conduct warm ups (prepared in previous week)
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Students confirm teams & pitch (manager from each team looks at board)
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Teams move to allocated areas and roles
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Duty team moves into roles (e.g. as above)
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Games begin o 10min games (4min halves) o 2min half time o 3min rotations
Conclusion Bring students together and discuss flow and possible improvements - Students return to role groups and discuss the following: -
Does there need to be more organisation/preparation within the roles? (regarding student roles)
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What can be done to ensure better organisation/preparation?
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What needs to be done for following weeks?
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Each group creates note on Padlet and records doings for following week (Padlet link found on Weebly week 6)
(Prior to Wk 11, students have been allocated roles for finals day – e.g. festivities group have made posters and certificates, publicity and selected photographers and videographers, commentators
https://padlet.com/
Wk. 11
LEARNING THROUGH MOVEMENT
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ACPMP106 ACPMP107
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Apply knowledge gained throughout season demonstrated by appropriate preparation for final event. E.g. festivities creation of posters. Demonstrate sportsmanship through spectatorship and unbiased competition of responsibilities (e.g. only photos of one team, incorrect stats, biased awards etc.)
have been selected, statisticians have created odds and data for match-up) Culminating Event – Final & Awards Introduction - Students are seated in their ‘role’ groups -
Body -
Discuss layout of class o Allocated groups know what they must do and when o Once the game has finished, students are to come back to area where awards will be given out o Spectators are to behave in spirit of the game otherwise team points can be revoked
Final game is played
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Spectators are interviewed (half time)
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Live stats and data are announced (half time)
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After game, team members are interviewed and spectators move to presentation area whilst stats and updated and presented, certificates are written
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Awards are presented o Teacher presents winning teams o Festivities present other awards
Conclusion - Students are congratulated and commended for efforts during season -
Complete self-reflection on EDGE10 (student accounts created)
https://www.edge10.co m/
Website creation guidelines Create the following tabs
Home Lesson 1 Lesson 2 Lesson 3 Teacher Planning page ICT tools
Explanation of the tabs: Home Explain your website. Be clear about your target audience. Make it interesting and visual and ensure it contains links to the other sections of your site.
Lesson pages Assessment 3. The lesson pages should be clear and aimed at the age group of the students. These pages are not designed for adults. It is designed for students to use within a guided classroom environment. Use appropriate web design principles to ensure the site is easy to use and navigate.
Teacher page Assessment 1 You will include your planning documents, your explanation of the learning theory and your clarification of the 4 chosen ICT focus tools. You will also put a link on this page to the section where you will be detailing all of your ICT tools.
ICT tools Assessment 1 This is where you will put the details of the ICT tools we will be covering in the unit. Include the link to the tool, a description, a screen shot or example and an explanation of how it could be used in a classroom.