FORWARD PLANNING DOCUMENT

TERM/WEEKS: 4,5 & 6 YEAR LEVEL: 10 LEARNING AREA/TOPIC: SEPEP Physical Education

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:

Notes about device access in the classroom:

- Students are provided with rules before using the iPad’s (e.g. turn the iPad screen off when teacher is talking, always hold the iPad with two hands, etc).
- One iPad each
- Ensure application is installed on all iPad’s and it is in working order
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ West Australian Curriculum SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES = ICT and
N (Introduction, Body and Conclusion) other

4 Strand: Movement and Physical 1. Using at least 4 1.
Activity different tools on
CoachNote,
Sub- strand: Moving Our Body
- Movement skills and
create a video of
one effective set
sequences
play
(ACPMP099)
2. Demonstrate the 2.
- Evaluation, selection
set play created
and implementation of
with the required
responses to changing
number of
conditions based on
students
the outcome of
3. Students will be
previous performances
assessed/ graded 3.
(ACPMP101)
on their ability
Sub- strand: Learning through level, to form
movement teams for week 6
- Management of 4. Students will be
participation and rules able to identify
during physical roles in an event
activities (ACPMP107)
- Skills and strategies to
improve team
performance
(ACPMP106)
Informal assessment-
Observation of how students
are finding the given tasks.
Assessed by constantly
moving around the courts and
using a checklist.
Formal assessment- Creating
a set play or demonstrating
tactics using technology
through CoachNote to create
a video. Teacher refers to
rubric for grading
Formal assessment- assessing
student’s netball ability level
to put them into teams for
the event. The assessment
will be completed through
observation and a checklist.
The curriculum and rubric will
be referred to.
Introduction Equipment-
 Students will bibs, balls,
- reflect on the last lesson goals
- be split into groups of 4’s. One student iPads
from each group will run the warm up required-
- work in 4’s to create an effective set play, CoachNote
strategy or tactic. Students work App
collaboratively.
Body
 Students will
- attempt to recreate their most
successful set play, strategy or tactic
through the CoachNote App. Students
will use voice recording and visual
actions (player and ball movement,
icons and a variation of lines)
 Students will
- be split into 3 teams
- teams 1 and 2 will begins their game
- in team 3, students will be allocated
rules such as official, scorer, creative
manager, social media, etc
- the games will go for 7 minutes and
then the students will switch. Allowing
every student to have an opportunity
to perform their role

Conclusion
 Students will
- all gather to court 1
- students will be asked to demonstrate
in their groups set play, strategy or
tactic and show the class there
CoachNote creation
- student will choose the role they
would like to perform in the up and
coming tournament
- Students pack all equipment away
- Be given homework- to research
chosen role
WEEK West Australian Curriculum
/ LINKS
LESS
ON
5 Strand: Movement and Physical 1.
Activity
Sub- strand: Moving Our Body
2.
- Movement skills and
sequences
(ACPMP099)
- Evaluation, selection
3.
and implementation of
responses to changing
conditions based on
the outcome of
previous performances
(ACPMP101)
Sub- strand: Learning through
movement
- Management of
participation and rules
during physical
activities (ACPMP107)
- Skills and strategies to
improve team
performance
(ACPMP106)
- Application of fair play
and ethical
behaviour and ways
they can influence the
outcome of physical
activities (ACPMP107)
SPECIFIC LESSON
OBJECTIVE
Students demonstrate
ethical and cooperative
team organisation
Students are able to
identify roles and select
the most appropriate app
for the role
Students are able to use
the app productively and
efficiently. They show this
by producing a step to
step guide of how to use
the app and creating a
mind map to express the
capabilities of the app
ASSESSMENT TEACHING & LEARNING RESOURCES
(what & how) EXPERIENCES = ICT and
(Introduction, Body and Conclusion) other
1. Informal assessment- Introduction Equipment-
teacher observes  Students will bibs, balls,
student engagement - review what they did last lesson, in a group goals
discussion
to the tasks and to
iPads
confirm student - be given time to explore the application
understanding by they believe is appropriate for the role (i.e.
asking them a variety Team App for social media or a creative
of individual questions. manager)
2. Formal assessment- - Student performing the same role will
depending on the role come together for a discussion on the app
and app chosen by the they are using, helping each other to
student. They must understand the features and the job role
complete a step to
Body
step guide of how to
 Students will
use the app and create
- be given a google forms quiz depending on
a mind map to express
the role they have chosen, in order to test
the capabilities of the
their knowledge and understanding of the
app.
specific role
 Students will
- be split into 3 teams
- teams 1 and 2 will begins their game
- in team 3, students will perform their
role
- the games will go for 7 minutes and
then the students will switch. Allowing
every student time to have an
opportunity to perform their role
Conclusion
 The teacher will
- review the lesson objectives
- inform students next week’s lesson is
round 1 of the tournament
- Students pack all equipment away
WEEK West Australian Curriculum SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
/ LINKS OBJECTIVE (what & how) EXPERIENCES = ICT and
LESS (Introduction, Body and Conclusion) other
ON
6 Strand: Movement and 1. Students with 1. Informal assessment- Introduction Ipads, balls,
Physical Activity unscheduled teacher constantly moving  Students will goals, bibs
fixture complete around with a checklist - review last week’s lesson
Sub- strand: Moving Our Body - the team not scheduled on the fixture list will
role successfully and asking students
- Movement skills and
and overcome various questions to take the group for a warm up. Splitting off into
sequences
any challenges confirm student small groups, dependent on numbers
(ACPMP099)
2. Students use understanding.
- Evaluation, selection Body
skills and 2. Formal assessment-
and implementation  The team/ students with the unscheduled game will
knowledge netball understanding- the
of responses to get set for their roles
gained in weeks student’s skills, tactics and
changing conditions - 2 netball courts will be in use
1-5 to use in a strategies. Teacher marks
based on the - the tournament commences
game situation using a spreadsheet
outcome of previous - games are 2x 20 minutes, with a 5-minute break
3. Formal assessment-
performances in-between
student roles- observation
(ACPMP101)
using a spreadsheet Fixtures:
- Evaluation, selection
Class 1- 1A (A grade) vs 1B (B grade)
and implementation
Class 2- 2A (A grade) vs 2B (B grade)
of responses to
Class 3- unscheduled= completing roles/ duties
changing conditions
based on the Conclusion
outcome of previous  Students will
performances - review the lesson objectives
(ACPMP101) - be informed of the results from the games and
the current ladder standings
Sub- strand: Learning through - be informed of plans for round 2
movement
- Students pack all equipment away
- Management of
participation and
rules during physical
activities
(ACPMP107)
- Skills and strategies
to improve team
 performance
(ACPMP106)
- Application of fair
play and ethical
behaviour and ways
they can influence
the outcome of
physical activities
(ACPMP107)