Planning for Assessment in Primary PE - ACHPER … Theater... Interpreting the content descriptors and elaborations Year 1 & 2 • Example elaboration: performing fundamental movement

www.achper.vic.edu.au

Planning for Assessment in Primary PE

Bernie Holland, ACHPER VictoriaMichelle Vincitorio, Springside P-9 College

August 18, 2017 Brisbane HPE Conference

1


Overview

This session will encourage you to:

• Clarify the intent or purpose of your current HPE

program?

• Develop an awareness how careful planning results in

clear assessment and evaluation outcomes

2


HPE Program Intent

• In 25 words or less what is the key

philosophy or focus that drives your HPE

Program?

3


Program Intent – Key Drivers

4


HPE Program Intent

• In 25 words or less what is the key

philosophy or focus that drives your HPE

Program?

• Each student has the right to develop skills

and behaviours needed for lifelong

physical activity in a healthy and safe

environment!

5


Core Intentions

• By the end of grade 6

• “What are the essential knowledge, skills

and behaviours that you want students to

leave your school’s HPE program with?”

• Your responses to this question should

drive your curriculum!!

6


Core Intentions

Core Intentions

1. Develop a basis of fms and game skills and concepts

2. Positive attributes….sharing, cooperation, support, positive attitudes, teamwork, enjoyment, have fun

3. Knowledge of health related behaviours….risk taking, mental health, nutrition

4. Skills and knowledge towards being physically active

7


Core Intentions

• Does your program reflect your desired

intentions?

• Should everything you do link back to at

least one of you core intentions?

8


Limitations of your setting?

• Supportive administration

• School culture & community

• Crowded curriculum – time for HPE?

• Timetabling

• Class sizes

• Facilities & equipment

• Teaching staff capacities

• Extra curricular opportunities

• Students demographics, background

How can you plan around or impact these limitations?

9


How much REAL teaching time

do you have?

10


Time for teaching HPE (40 wk yr)

Grade level Total time PE time(CD’s) 50% on task 25% on task

Prep 80 40 (7) 20 10

1 80 40 20 10

2 80 40 (7) 20 10

3 80 40 20 10

4 80 40 (8) 20 10

5 80 40 20 10

6 80 40 (8) 20 10

Total 560 hrs 280 hrs 140 hrs 70 hrs

11


Interpreting content descriptors

& elaborations: Yr 1& 2 M &PAPerform fundamental movement skills in a variety of movementsequences and situations (ACPMP025)

• performing locomotor movements using different body parts to travel in different directions

• performing fundamental movement skills involving controlling objects with equipment and different parts of the body

• demonstrating balances and describing what helps to maintain stable positions• demonstrating how to transfer weight from one part of the body to another• demonstrating changes in speed, direction and level of movement in response

to changes in music tempo• creating, following, repeating and altering movement sequences and games in

response to rhythm, music or words• selecting and implementing different movement skills to be successful in a game• constructing and performing imaginative and original movement sequences in

response to stimuli

http://www.scootle.edu.au/ec/search?accContentId=ACPMP025


Interpreting the content descriptors

and elaborationsYear 1 & 2• Example elaboration: performing fundamental movement skills

involving controlling objects with equipment and different parts of the body could become

• Step in opposition when throwing the ball

• Catching and controlling the ball using their hands only

• Strike a stationary ball from a side on position

• Bouncing the ball using fingertips



and elaborations: Yr 3 & 4 – M&PA

Practise and apply movement concepts and strategies with and without equipment (ACPMP045)

• planning and performing strategies to be successful in tag and dodge games

• demonstrating movement concepts and strategies to create scoring opportunities

• exploring centre of gravity and stability as they perform balance activities

• participating in physical activities which require problem solving to achieve a goal

• using different equipment to create an original game or movement challenge



and elaborations

Years 3 & 4• Example elaboration: demonstrating movement concepts and

strategies to create scoring opportunities.…could become

– Moving into space to receive a ball

– Return to the centre court position after

striking the ball in different racquet sports

- Striking the ball away from fielders

Which learning intention is clearer to teach, learn and assess?


Queensland Exemplar: M & PAYear 4 Unit descriptions

Unit 3 — Hit it, catch it, field it, throw it• In this unit, students develop and apply overarm throwing

and object control skills (with small balls) to participate in various striking and fielding games. They apply rules fairly.

Students will:• practise and refine fundamental movement throwing and

object control skills• consider and combine the concepts and strategies when

participating in various activities • understand and apply rules• use creative thinking to transfer and apply fundamental

movement to new contexts and game situations

16


Queensland Exemplar: M & PA Year 4 assessment

Unit 3 — Hit it, catch it, field it, throw itPhysical performance• Physical performances are based on the ongoing application of skills

and conceptual understandings. • Assessment occurs over a period of time during lessons where

students complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made iteratively and recorded on observation records.

• The assessment will gather evidence of the student’s ability to:– apply rules fairly – refine fundamental movement skills and movement concepts and

strategies in different physical activities – create and perform movement sequences using fundamental

movement skills and the elements of movement.

17


Assessment and Evaluation Example - Linked to Curriculum

• FMS Example

• Game Sense Example

18


Observing FMS

• Formative and Summative

• Focusing on:• Select 1 (or 2) components and observe if the students are

able to complete these

• Based on observation increase/decrease activity difficulty and observe the same or other components

• Use of stations:• Assess skill at a station and all students go

through the station during the lesson

19

http://www.google.com.au/imgres?imgurl=http://www.acuminate.co.uk/wp-content/uploads/2010/11/Kids-Sports.jpg&imgrefurl=http://www.acuminate.co.uk/&usg=__yFEcU9U8aROXXvoGb6SqQSOEFsg=&h=300&w=416&sz=366&hl=en&start=20&zoom=1&tbnid=0afbd9kNW0SJmM:&tbnh=90&tbnw=125&ei=F1lTTbObFImmuAPIxfH5CA&prev=/images?q%3Dsports%2Bactivities%2Bfor%2Bkids%26hl%3Den%26sa%3DX%26gbv%3D2%26tbs%3Disch:1&itbs=1


Term Week Prep Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

1

1 Start Up Program2 Rules and

Procedures in PE

FMS Revision FMS Revision

Athletics and Cross Country


Athletics & Cross Country


3

4

5

Run and Dodge Team Games Athletics

6

7

8 Multi Level Fitness Testing

Multi Level Fitness Testing9

2

1

Ball Handling Ball HandlingPunt - round ball

to football Basketball

AFL 9's (Game Sense – Invasion)

Softball (Game Sense – Striking)

Hot Shots Tennis 2

3

4

5

6

Throw and Catch

Throw and Catch Forehand Strike AFL 9's Hot Shots TennisBasketball (Game Sense – Invasion)

Netball (Game Sense – Invasion)

7

8

9

10

11

3

1

Kick Kick Kick Soccer

(Game Sense –Invasion)

Bench Ball(Game Sense –

Invasion)

Quidditch (Game Sense – Invasion)

Hockey 7's (Game Sense – Invasion)

2

3

4

5

6

Gymnastics Gymnastics Gymnastics Gymnastics Gymnastics Gymnastics Gymnastics7

8

9

10

4

1

Ball HandlingTwo- Hand side

-Arm StrikeBall Bounce

Kanga Cricket (Game Sense –

Striking)Tee Ball

Volleystars(SEPEP)

Olympic Handball (SEPEP)

2

3

4

5

6

Throw and Catch - Team

Games

Punt - round ball

Team Games Dance Touch Rugby

7

8

9

10

11

20


Throw and Catch FMS Breakdown Year Level Assessment Criteria

Prep

Catch:• Eyes focused on ball from release to contact

Underarm Throw:• Eyes focused on target

Overarm Throw:• Eyes focused on target• Muscle man stance:

- Opposite arm pointing towards target- Throwing arm flexed at elbow

Grade 1

Catch:• Elbows bent and hands in front of body• Hands move to meet ball

Overarm Throw:• Standing side on to target• Forward motion with throwing arm

Grade 2

Catch:• Hand positioning:

- Below shoulder: pinkies together (cup hands)• - Above head: thumbs and index finger together (butterfly hands)• Catch ball and control with hands only• Elbows bent to absorb force

Overarm Throw:• Step towards target with opposite foot• Throwing arm follows through down and across body

Grade 3Overarm Throw:• Throwing arm nearly straightened behind body

Grade 4

Overarm Throw:• Marked sequential hip to shoulder rotation during throw

21


iDoceo: FMS Throw and Catch Pre and Post tests

22


Assessment within the Game Sense unit

• Identify game concept to be assessed

• Clarify game concept criteria/rubrics

• Know what concept looks like

• Assessment activity/game

• Observe & record over time

23


Term Week Prep Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

1

1 Start Up Program2 Rules and

Procedures in PE

FMS Revision FMS Revision





3

4

5

Run and Dodge Team Games Athletics

6

7

8 Multi Level Fitness Testing

Multi Level Fitness Testing9

2

1

Ball Handling Ball HandlingPunt - round ball

to football Basketball

AFL 9's (Game Sense – Invasion)

Softball (Game Sense – Striking)

Hot Shots Tennis 2

3

4

5

6

Throw and Catch

Throw and Catch Forehand Strike AFL 9's Hot Shots TennisBasketball (Game Sense – Invasion)

Netball (Game Sense – Invasion)

7

8

9

10

11

3

1

Kick Kick Kick Soccer

(Game Sense –Invasion)

Bench Ball(Game Sense –

Invasion)

Quidditch (Game Sense – Invasion)

Hockey 7's (Game Sense – Invasion)

2

3

4

5

6

Gymnastics Gymnastics Gymnastics Gymnastics Gymnastics Gymnastics Gymnastics7

8

9

10

4

1

Ball Handling Two- Hand side

-Arm Strike Ball Bounce

Kanga Cricket (Game Sense –

Striking)Tee Ball

Volleystars(SEPEP)

Olympic Handball (SEPEP)

2

3

4

5

6

Throw and Catch - Team

Games

Punt - round ball

Team Games Dance Touch Rugby

7

8

9

10

11

24


Assessment within the Game Sense unit

Formative Assessment: • Pre – Tests: (Game Knowledge: Rules / Tactics)

– Kahoot!

– Google forms

• Videos using HUDL or BAM VIDEO DELAY

• Peer Assessment

• Self Assessment

Summative Assessment: • iDoceo videos and notes

• Post test:– Plickers

– Kahoot!

25


Invasion Game Sense BreakdownYear Level Assessment Criteria

Grade 3Offensive: • Move into open space away from teammates and opponents• Call for the ball

Grade 4

Offensive: • Give and Go: move into space after passing the ball Defensive: • Defending in front of opponent to block the ball

Grade 5

Offensive: • Provide the ball carrier with a square passing option Defensive:• Set up an umbrella press (hockey and soccer)• Man on Man defence (netball and basketball)

Grade 6

Offensive: • Pass to a moving target – “running onto the ball”Defensive:• Regain a defensive position when possession has been lost

Above

Offensive:• Coaching others in the field:

• Signalling to open space• Signalling to the best passing option

Defensive:• Draw an opponent out to create space through the middle

26


iDoceo: Soccer Pre – Test & Post – Test

27


Differentiation with specific focus groups can improve student growth

Week No. Week One Week Two Week Three Week Four Grade Grade 3 Phys Ed

Topic: Soccer LP 1: Self Expression Session

LP 2: Kahoot & Mini Activities

LP 3: Collaborating Small Sided Games

LP 4: Competitive Small Sided Games

Learning IntentionS to explore their soccer skills and set up mini activities to participate in.

S participate in passing and receiving activities and are able to identify each component of kicking and dribbling - highlight zigzag passing formation

S participate in collaborative games focusing on moving into space and calling for the ball / moving as a team up and down the court & add goals / cones as defenders

S participate in competitive games focusing on applying tactics with defenders in the mix: 4 v 2 / space invaders

Focus Group (Low) 3, 7, 8, 11 (High) 4, 13, 2

(Low) 8, 11, 12, 10 (High)2, 5, 7, 15

(Low) 18, 14, 10 (High) 13, 16, 17

(Low) 11, 14, 6, 8 (High) - 13, 4, 5, 1, 2

Modifications / Extra notes

Low - motivation and self reflection

High - challenge with their own activity

Low - decrease distance, practise calling before they make the pass / receiver is ready

High - increase distance, add target passes

Low - slowly implement changes to area, 2 students moving at a time, decrease time and ball type (indoor ball)

High - use soccer ball, add more cones, perform side steps to get around defense, need to move to receive the ball

Low - Game variations: decrease no. of defenders, remain collaborative, no time limit, if they lose the ball, no change over

High - increase space used to increase passing challenge / apply concepts / add two balls

28


Overview

This session will encourage you to:

• Clarify the intent or purpose of your current HPE

program?

• Develop an awareness how careful planning results in

clear assessment and evaluation outcomes

Level 1 and 2 Personal-Social-and-Community-Health

29

https://www.achper.vic.edu.au/documents/item/1483


Questions??

Documents

Planning for Assessment in Primary PE - ACHPER … Theater... Interpreting the content descriptors and elaborations Year 1 & 2 • Example elaboration: performing fundamental movement