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HPE
Unit Duration: 5 Weeks Term 4 2015
HPE MOVEMENT AND PHYSICAL ACTIVITY (CRICKET) YEAR 5/6 Students will apply strategies for working cooperatively and apply rules fairly during cricket based activities/games. Students perform batting, bowling, throwing, and catching skills in game situations. Students propose and combine movement concepts (space, effort, time and relationships) and offensive and defensive strategies to achieve outcomes in cricket based activities/games.
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 learn. 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 5 and 6
The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships changes over time.
The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. They also explore a range of factors and behaviours that can influence health, safety and wellbeing.
Students refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Year 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings.
The focus areas to be addressed in Year 5 and 6 include, but are not limited to:
alcohol and other drugs (AD)
food and nutrition (FN)
health benefits of physical activity (HBPA)
mental health and wellbeing (MH)
relationships and sexuality (RS)
safety (S)
challenge and adventure activities (CA)
fundamental movement skills (FMS)
games and sports (GS)
lifelong physical activities (LLPA) rhythmic and expressive movement activities (RE).
Content descriptions
Personal, social and community health
Movement and physical activity
Being healthy, safe and active
1. Explore personal and cultural identities and how they change and adapt to different contexts and situations (ACPPS051)
2. Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052)
3. Investigate community resources and strategies to seek help about health, safety and wellbeing (ACPPS053)
4. Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)
Communicating and interacting for health
and wellbeing
1. Practise skills to establish and manage
relationships (ACPPS055)
2. Examine the influence of emotional
responses on behaviour and relationships
(ACPPS056)
3. Recognise how media and important
people in the community influence
personal attitudes, beliefs, decisions and
behaviours (ACPPS057)
Contributing to healthy and active
communities
1. Investigate the role of preventive health in
promoting and maintaining health, safety
and wellbeing for individuals and their
communities (ACPPS058)
2. Explore how participation in outdoor
activities supports personal and
community health and wellbeing and
creates connections to the natural and
built environment (ACPPS059)
3. Investigate and reflect on how valuing
diversity positively influences the
wellbeing of the community (ACPPS060)
Moving our body
1. Practise specialised movement skills and apply them in different movement situations (ACPMP061)
2. Design and perform a variety of movement sequences (ACPMP062)
3. Propose and apply movement concepts and strategies (ACPMP063)
Understanding movement
1. Participate in physical activities designed
to enhance fitness, and discuss the
impact regular participation can have on
health and wellbeing (ACPMP064)
2. Manipulate and modify the elements of
effort, space, time, objects and people to
perform movement sequences
(ACPMP065)
3. Participate in physical activities from their
own and other cultures and examine how
involvement creates community
connections and intercultural
understanding (ACPMP066)
Learning through movement
1. Participate positively in groups and teams
by encouraging others and negotiating
roles and responsibilities (ACPMP067)
2. Apply critical and creative thinking
processes in order to generate and
assess solutions to movement challenges
(ACPMP068)
3. Demonstrate ethical behaviour and fair
play that aligns with the rules when
participating in a range of physical
activities (ACPMP069)
Years 5 and 6 Achievement standard
By the end of Year 6, students investigate developmental changes and transitions. They examine the changing nature of personal and cultural identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity supports community wellbeing and cultural understanding.
Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.
Health and Physical Education
TERM 4 WEEKLY PLAN GRADE 5-6
WEEK 1
Cricket (Throwing skills)
Warm up and transition activity (surname group line up)
Pairs/teams over arm and under arm throwing challenges for accuracy ( 1 ball per pair, 1 set of stumps, markers )
Teams rotational fielding challenge (2 balls per team 1 set of stumps, markers)
Curriculum link
ACPMP067
ACPMP061 ACPMP063
ACPMP069
WEEK 2
Cricket (Catching skills)
Warm up and transition activity (Birthday month line up)
Catching sixers
Fielding soccer
ACPMP067 ACPMP061 ACPMP063 ACPMP069 (ACPMP069)
WEEK 3
Cricket (Bowling skills)
Warm up and transition activity (Birth date only line up)
Ball Lob
Gate Bowling
ACPMP067 ACPMP061 ACPMP063 ACPMP069 (ACPMP069)
WEEK 4 Cricket (Batting skills)
Warm up and transition activity (Birth date and month line up)
Weary cricket (Place hitting)
Beat the ball (Hitting off the bounce)
ACPMP067 ACPMP061 ACPMP063 ACPMP069 (ACPMP069)
WEEK 5 Cricket
T20 competition
ACPMP067
ACPMP061 ACPMP063
ACPMP069 (ACPMP069)
WEEK 6 Touch Football
Evasion games
WEEK 7 Touch Football
Evasion games
WEEK 8 Touch Football
Evasion games
WEEK 9 Touch Football
4 team competition
Winner game 1 versus winner game 2
PERFORMANCE (Achievement) AND PRACTICAL APPLICATION (Effort)
Achievement
Standard - Students
will be able to:
Content Descriptors/Tasks -
Students need to: Above standard looks like:
Applies strategies for working
cooperatively and applies rules fairly
to influence inclusivity.
At Standard looks like:
Applies strategies for working
cooperatively and applies rules fairly.
Below standard looks like:
Participates in physical activities.
Apply strategies
for working
cooperatively and
apply rules fairly
Apply strategies for working
cooperatively and apply rules fairly
in physical activity contexts
specific to cricket which includes
drills, active play/minor games and
modified games.
Working Cooperatively/Inclusively
Influences/encourages others to
be involved
Explains and/or directs activities
appropriately
Uses verbal praise
Adjusts pace and placement of
throws and hits to support
participation of others
Working Cooperatively/Inclusively
Follows instructions
Shares equipment/ takes turn
Speaks respectfully
Listens
Helps set and pack up gear
Working Cooperatively/Inclusively
Spasmodically follows rules
Intermittently shares
equipment/takes turn
Sometimes speaks respectfully
Listens at times
Occasionally helps set and pack up
gear
Applying Rules
Influences/ encourages others to
follow rules, and/or
Modifies set rules to support the
participation or skill development
of others
Applying Rules
Applies set rules fairly
Accepts decisions
Applying Rules
Sometimes applies set rules fairly
Occasionally accepts decisions
Achievement
Standard – Students
will be able to:
Content Descriptors/Tasks –
Students need to:
Above standard looks like:
Performs batting, bowling, and
catching and throwing skills with
accuracy, timing and control.
At Standard looks like: Performs specialised movement skills
(throwing, catching, bowling, batting)
and proposes and combines movement
concepts
(space, effort, time and relationships)
and strategies (offensive and
defensive) to achieve movement
outcomes.
Below standard looks like:
Performs components of
striking/fielding skills.
Performs
specialised
movement skills
and proposes and
combines
movement
concepts and
strategies to
achieve movement
outcomes.
Refine object control skills and
movement concepts in cricket
specific active play and minor games
Placement hitting
Positions ‘ready’ with a firm two-
handed grip on the bat, stable side-
on stance and eyes on the delivery
Swings, including follows through,
with fluency and control and to
accurately place hit to targets,
balls of various trajectory and
speed.
Placement hitting
Positions ‘ready’, and swings to hit
and direct deliveries of slow to
moderate pace or stationary balls
towards targets
Placement hitting
Demonstrates components of
hitting/striking skills by hitting
stationary balls or striking a thrown
underarm ball
Fielding
Positions ‘ready’ with knees bent,
facing delivery, eyes focused on
the ball
Moves quickly and in anticipation to
the ball
Confidently catches or secures
with control (in either or both
hands) balls of various trajectory,
speed and distance.
Fielding
Catches and or secures (in one or
both hands) balls of slow to
moderate pace that roll, bounce or
fly directly in front or nearby.
Fielding
Demonstrates components of
fielding skills by tracking and
stopping balls with hands and body
Throwing
Positions and moves body segments
appropriately to throw underarm
and overarm to achieve distance
and accuracy
Overarm action
Holds ball in appropriate grip,
cocked wrist, out from head
Opposite arm aims to target using
elbow for reference point
Transfers weight from back to
front foot
Rotates hips, trunk, shoulders
Elbow leads the wrist and hand
Throwing hand follows through
fluently across opposite leg
Underarm action
Stands, throwing arm straight
back, ball held in fingers with wrist
cocked
Steps with opposite foot as
straight throwing arm starts to
swing forward
Ball is released as wrist passes side
of leg and flicks fingers forward to
follow through in the direction of
the target
Ball is delivered at an appropriate
height and force
Throwing
Positions and moves body segments
to throw underarm and overarm at
targets enhancing throwing
accuracy and distance by using
some components of fundamental
throwing skills.
Throwing
Demonstrates components of fielding
skills in an effort to further develop
overarm and underarm throwing at a
target
Perform refined strategies, object
control skills, movement concepts in
movement challenges specific to
cricket specific striking/fielding
games.
Fielding Challenge
Reads’/anticipates the path of the
ball and moves to an appropriate
position to prevent its advance and
to secure it with control
Selects throwing skill/technique/s
(underarm/overarm) appropriate to
their relationship to other
Fielding Challenge
Moves into a position to secure the
ball when it is nearby
Throws with adequate force to an
appropriate target to prevent the
opponents scoring more runs
Fielding Challenge
Picks up and throws the ball
players/targets in the field of play
and modifies technique and power
to limit the time to play the ball to
the target.
constantly tracks the ball
moves to intercept the ball
quickly transitions to defend
against the scoring of runs
communicates to direct play.
Batting Challenge
Consistently hits a moving ball with
control into a space creating time
for self or others to safely run
Adopts an appropriate ready stance
‘Reads’ and anticipates the path of
the ball, steps either forward or
back to meet the ball and
purposefully modifies the
positioning of body segments and
the bat to enable deliberate place
hitting of the ball into an open
space/gap
Holds bat with hands together and
uses a long backswing and follow
through to hit the ball accurately
to far spaces and or shortens the
swing to direct the ball to
spaces/gaps
Contacts the ball with head over
the ball
Runs quickly to score at
appropriate times
Looking for and passing to the
player in the best position to
receive/advance the ball.
Adjusting direction, trajectory,
force and timing of the shot to
advantage the batting team.
Communicating to direct play.
Batting Challenge
Consistently hits a stationary ball
and sometimes a moving ball using
some components of fundamental
batting skills.
Runs quickly to score a run
Batting Challenge
Performs components of hitting and
running to score
Learning Intention Lesson Development Success Criteria/Assessment Feedback Opportunities
Moving our body (ACPMP043)
(ACPMP045)
Understanding Movement
(ACPMP047)
Learning through movement
(ACPMP048) (ACPMP050)
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
Achievement (A, B, C, D, E) and effort (C, G, S,
R)criteria of student performance is based on
Formative and Summative assessment of students
against Australian curriculum standard elaborations
.
Positive
reinforcement/reward
Recall/Reflect/evaluate
learning at the beginning
and end of lessons
Formative and summative
assessment
Class: Senior Blue
Observation record: Health and Physical Education — Year 6 Cricket Program
PERFORMANCE (Achievement) AND PRACTICAL APPLICATION (Effort)
Part A: Performs specialised Cricket skills
Overall Mark
Part B: Combines movement concepts and strategies to achieve movement outcomes and solve movement challenges
Overall Mark
Part C: Applies strategies to work collaboratively, play fairly and encourage inclusiveness (active listening, rule application and G.A.M.E approach).
Fielding
Batting
Bowling
Consistently uses cricket specific striking and fielding skills In movement challenges.
Achieves movement outcomes using relationship of space, effort and time with offensive/defensive strategies.
Uses controlled, accurate and timed movement skills with strategies/movement concepts to create/limit offensive/defensive opportunity.
Achievement (A,B,C,D,E)
and Effort
(C,G,S,R)
Achievement (A,B,C,D,E)
and Effort
(C,G,S,R)
Achievement (A,B,C,D,E)
and Effort
(C,G,S,R)
STUDENTS NAME
A E A E A E Achievement (A,B,C,D,E)
Effort (C,,G,S,R)
Achievement (A,B,C,D,E)
Effort (C,,G,S,R)
Achievement (A,B,C,D,E)
Effort (C,,G,S,R)
Achievement (A,B,C,D,E)
Effort (C,,G,S,R)