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HPE
Unit Duration: 10
Weeks
Term 1 2017
LET’S LEARN MORE ABOUT MOVEMENT (GRADE 1-2)
Students will use collaborative and inclusive strategies when participating in physical activities involving groups. Game situations using balls of varying size and shape will be played by students to allow them to demonstrate proficiency in fundamental movement skills. All students will seek and respond to feedback from teachers or peers. They will reflect on their performance and demonstrate ways they can be more successful at performing certain skills.
WE BELIEVE THAT FOR PLANNING TO BE ADEQUATE IN A SUBJECT AREA and REFLECT
THE PRINCIPLES OF VISIBLE LEARNING THE FOLLOWING SHOULD BE VERY CLEAR:
1. Which part of the STANDARD the planning is related to:
2. WHAT your learning intentions are? (What do I want the students to learn?) – Know and Do 3. What is your basic learning and teaching sequence? (What learning opportunities are you going to provide?) 4. What is the Success Criteria (How will I know that the students have learnt?) 5. How will this be demonstrated (Assessment)
(And an extension goal would be how you are going to plan for feedback along the way)
Suggested Planning Process
Standard Content/Elaborations Brainstorm Activities Assessment Teaching and learning sequence
Band level description – Years 1 and 2
The curriculum for Year 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.
The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.
Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision making, problem-solving and persistence through movement settings.
The focus areas to be addressed in Years 1 and 2 include, but are not limited to:
Content descriptions
Personal, social and community health
Movement and physical activity
Being healthy, safe and active
1. Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015)
2. Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016)
3. Practise strategies they can use when they need help with a task, problem or situation (ACPPS017)
4. Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018)
Communicating and interacting for health and wellbeing
1. Describe ways to include others to make them feel that they belong (ACPPS019)
2. Identify and practise emotional responses that account for own and others’ feelings (ACPPS020)
3. Examine health messages and how they relate to health decisions and behaviours (ACPPS021)
Moving our body
1. Perform fundamental movement skills in different movement situations (ACPMP025)
2. Construct and perform imaginative and original movement sequences in response to stimuli (ACPMP026)
3. Create and participate in games (ACPMP027)
Understanding movement
1. Discuss the body’s reactions to participating in physical activities (ACPMP028)
2. Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029)
Learning through movement
1. Use strategies to work in group situations when participating in physical activities (ACPMP030)
2. Propose a range of alternatives and test their effectiveness when solving movement challenges (ACPMP031)
3. Identify rules and play fairly when participating in physical activities
Health and Physical
Education
safe use of medicines (AD)
food and nutrition (FN)
health benefits of physical activity (HBPA)
mental health and wellbeing (MH)
relationships (RS)
safety (S)
active play and minor games (AP)
fundamental movement skills (FMS)
rhythmic and expressive movement activities (RE).
Contributing to healthy and active communities
1. Explore actions that help make the classroom a healthy, safe and active place (ACPPS022)
2. Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023)
3. Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024)
(ACPMP032)
Years 1 and 2 Achievement standard
By the end of Year 2, students describe changes that occur as they grow older. They recognise diversity and how it contributes to identities. They recognise how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe actions that help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.
Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.
Learning Intention Lesson Development Success Criteria/Assessment Feedback Opportunities
Learn through movement (ACPMP025) (ACPMP030) (ACPMP031) (ACPMP032)
Explicit teaching (I do ,we do, you do)
Show/demonstrate/introduce the skill/activity
Allow students opportunity to practice and observe
performance
Provide prompts to instruct students in regard to
refining skill
Provide verbal feedback and reward achievement
Reflect on learning
Use WALT and WILF cards as visual cues for learning intentions: WALT (we are learning to…) and WILF (what I am looking for is… ) Implicit Teaching
Set environment encouraging participants to find solutions to movement challenges (game specific)
Challenge participants with an intended goal or outcome
Reflection process (what worked well, what can be done better)
Practice and refine skill Differentiation Change it approach to physical activity
Standards judged using criteria: The achievement (A, B, C, D, E) effort (C, G, S, R) is based on Formative and Summative assessment of students
Positive reinforcement/reward Recall/reflect/evaluate learning at the beginning and end of lessons Peer assessment and self- assessment Formative and summative assessment
Achievement Standard -
Students will be
able to:
Content Descriptors/Tasks Students need to:
Above standard looks like:
At Standard looks like:
Below standard looks like:
Use strategies
to work in group
situations when
participating in
group activities
Work cooperatively with a
partner or in small groups to
practice new skills.
Describe and demonstrate
how to include others in
physical activity by suggesting
and trialing how games can be
changed to involve everyone.
Encourages and provides
positive feedback to others
Ensures others have their
turn
Offers help to others
Shares equipment
Accepts partners
willingly
Takes turns
Works independently
Propose a range
of alternatives
and test their
effectiveness
when solving
movement
challenges
Ask for and respond to
feedback from peers or
teachers on their
performance.
Reflect on their performance,
identify and demonstrate
ways to perform a skill more
successfully.
Adjusts force, height and
direction of throws and
kicks to hit stationary and
moving targets with
different projectiles while
participating in structured
games
Directs the ball
towards stationary or
moving targets by
throwing or kicking
projectiles while
participating in
structured games
Randomly throws or kicks
projectiles and doesn’t follow
game structures.
Identify rules
and fair play
when
participating in
physical activity
Explain why rules are needed
in games and physical
activities.
Explain how rules contribute
to fair play and how to apply
them in group activities
Demonstrating turn taking and
sharing equipment when
participating in minor games.
Starts and stops in
response to signals
Independently performs
techniques in a safe manner
Demonstrates an awareness
of others before directing
objects in physical
activities
Adjusts techniques and
practices to keep
themselves and others safe
in physical activities
Starts and stops in
response to signals
Student follows
directions to keep
themselves and
others safe in
physical activities
Student checks
position of others
before directing
object
Student starts and stops
Perform
fundamental
movement skills
in different
movement
situations.
Performs locomotor
movements using different
body parts to move in
different directions.
Performs movements in
different directions by
leaping, hopping, dodging,
skipping, galloping, running,
jumping, ball rolling,
throwing underarm, pat
bouncing, catching and
throwing overarm with
proficient technique.
Performs movements
in different
directions by leaping,
hopping, dodging,
skipping, galloping,
running, jumping, ball
rolling, throwing
underarm, pat
bouncing, catching and
throwing overarm
with developing
technique.
Performs movements in
different directions by
leaping, hopping, dodging,
skipping, galloping, running,
jumping, ball rolling, throwing
underarm, pat bouncing, catching
and
throwing overarm with
emerging technique.
Construct and
perform
imaginative and
original
movement
sequences in
response to
stimuli.
Demonstrate changes in
speed, direction and level of
movement in response to
changes in tempo.
Uses visual and auditory
intelligences to proficiently
perform warmup exercises
at different tempos by
correctly moving and
aligning their own body
parts without prompting.
Uses visual/auditory
intelligences and
teacher prompting
to perform warmup
activities with
developing technique
at different tempos.
Performs warm up exercises with
emerging technique but tempo is
not in sequence with stimulus.
GRADE 1 and 2
WEEK 1
Learning through movement (cooperative team work)
Red light green light (warm up)
Ball race challenge (skill development)
Throwing challenge (skill development)
WEEK 2
Learning through movement (include me)
Form a group (warm up)
Throw run throw (skill development)
Circle sit relay
WEEK 3
Learning through movement (cooperative team work/inclusion)
Noodle tag (warm up)
Islands
Hula hoop relays
Tunnel ball
WEEK 4 Learning through movement (cooperative team work/ inclusion)
Keep the bucket full
Knock over the castle
Panther ball
WEEK 5 Learning through movement (cooperative team work/inclusion)
Turnstile
Small ball skills
Knock down the castle
Bean bag relay
WEEK 6 Moving our bodies (locomotor movements) - HPE week activities
Line tiggy
Clothing relay
Sports equipment race
WEEK 7 Moving our bodies (locomotor movements)
Rob the nest
Paarlaufs (baton relay, hop/ skip/ gallop relays, basketball relay
Bean bag relay
WEEK 8 Moving our bodies (tempo)
Stuck in the mud
Hula hoop relay
Over and under relay
Tempo controller
WEEK 9 Moving our bodies (tempo)
Ball tag
Tempo controller
Tunnel ball
Baton relay
WEEK 10 Moving our bodies
Packman tag
Throwing tennis
Square ball
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