HPE FOR ALL STUDENTS - USING UDL TO DESIGN

INCLUSIVE CURRICULUM

Sarah HumphreysJanice Atkin

Navigating the Australian Curriculum and assessment for students with disabilities

QCAA October 2017

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Dinner party challenge

Dinner party challenge

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Universal Design for Learning

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EXPLORING THE UDL WHEEL

UDL is about being proactive

Before UDL lense

drawing or collecting images of people who are special and important to them, and sharing and discussing their pictures with other students

After UDL lense

identifying people who are special and important to them, and sharing and discussing their pictures with other students

Before UDL lense

performing a range of manipulative skills involving handling and controlling objects with the hands and feet or equipment such as overhand throw, ball bounce, two-hand side-arm strike, move through water kick ... safety

After UDL lense

performing a range of manipulative skills involving handling and controlling objects with the different parts of the body or equipment such as overhand throw, ball bounce, two-hand side-arm strike, move through water kick to safety

Challenging assumptions

AC FLOWCHARTUsing the Australian Curriculum to meet the learning needs of all studentsTeachers refer to the Australian Curriculum learning area content that aligns with their students’ chronological age as the starting point in planning teaching and learning programs.

Teachers take account of the range of their students’ current levels of learning, strengths, goals and interests, and personalise learning where necessary through adjustments to the teaching and learning program, according to individual learning need, by:

drawing from learning area content at different levels along the Foundation to Year 10 sequence to personalise age-equivalent learning area content

using the general capabilities and/or cross-curriculum priorities to adjust the learning focus of the age-equivalent learning area content

aligning individual learning goals with age-equivalent learning area content

Teachers assess students’ progress through the Australian Curriculum in relation to achievement standards. Some students’ progress will be assessed in relation to their individual learning goals. Approaches to assessment and reporting will differ across the states and territories.

Identifying learning expectationsAchievement standard Content Learning Expectation:

By the end of this unit my students will be able to:

demonstrate control and accuracy when performing specialised movement sequences and skills.

ACPMP080ACPMP087

investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes

ACPMP082ACPMP084ACPMP087ACPMP088

apply movement concepts and refine strategies to suit different movement situations

ACPMP082ACPMP084ACPMP087ACPMP088

apply the elements of movement to compose and perform movement sequences

ACPMP082ACPMP084ACPMP087

Identifying learning expectationsAchievement standard Content Learning

expectation

demonstrate control and accuracy when performing specialised movement sequences and skills.

ACPMP080ACPMP087

demonstrate a range of skills that can be used to move a ball from one end of the field to the

other to create scoring opportunities

video their own movement performance and use movement analysis software to identify

areas for improvement

investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes

ACPMP082ACPMP084ACPMP087ACPMP088

work in a team to develop strategies and tactics to move the ball from one end of the

field to the other to create scoring opportunities

apply movement concepts and refine strategies to suit different movement situations

ACPMP082ACPMP084ACPMP087ACPMP088

select and describe strategies that have been successful before and implement them in new

and different game situations

apply the elements of movement to compose and perform movement sequences

ACPMP082ACPMP084ACPMP087

identify how to manipulate the elements of force, objects, people and space to maintain possession and move the ball down field into

the scoring zone.

Manipulating instruction to remove potential barriers

Group task

Identifying learning expectationsAchievement

standardContent Learning

expectation Possible barriers UDL demonstrate control and accuracy when performing specialised movement sequences and skills.

ACPMP080ACPMP087

investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes

ACPMP082ACPMP084ACPMP087ACPMP088

apply movement concepts and refine strategies to suit different movement situations

ACPMP082ACPMP084ACPMP087ACPMP088

apply the elements of movement to compose and perform movement sequences

ACPMP082ACPMP084ACPMP087

3-2-1 reflector• 3 people you will have a conversation

with when you get back to school

• 2 insights you will share with each of these people

• 1 question that you still have and need to investigate further

Reflecting on your practices...

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