HPE

Unit Duration: 10 Weeks Term 1 2017

LET’S LEARN ABOUT MOVEMENT (GRADE 3-4) Students will apply strategies for working cooperatively and rules fairly. They will demonstrate refined striking/fielding skills and concepts in active play and games. They will apply skills, concepts and strategies to solve movement challenges in striking/fielding 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 3 and 4

The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of how their bodies grow and change as they get older.

The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.

The curriculum in Year 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity.

The Year 3 and 4 curriculum also provides opportunities for students to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision making.

The focus areas to be addressed in Year 3 and 4 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)

active play and minor games (AP)

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 Health and Physical Education

Years 3 and 4 Achievement standard

By the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, safety and physical activity.

Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.

Being healthy, safe and active

1. Examine how success, challenge and

failure strengthen personal identities

(ACPPS033)

2. Explore strategies to manage physical,

social and emotional change (ACPPS034)

3. Describe and apply strategies that can be

used in situations that make them feel

uncomfortable or unsafe (ACPPS035)

4. Identify and practise strategies to promote

health, safety and wellbeing (ACPPS036)

Communicating and interacting for health

and wellbeing

1. Describe how respect, empathy and

valuing difference can positively influence

relationships (ACPPS037)

2. Investigate how emotional responses vary

in depth and strength (ACPPS038)

3. Discuss and interpret health information

and messages in the media and on the

Internet (ACPPS039)

Contributing to healthy and active

communities

1. Describe strategies to make the

classroom and playground healthy, safe

and active spaces (ACPPS040)

2. Participate in outdoor games and activities

to examine how participation promotes a

connection between the community,

natural and built environments, and health

and wellbeing (ACPPS041)

3. Research own heritage and cultural

identities, and explore strategies to

respect and value diversity (ACPPS042)

Moving our body

1. Practise and refine fundamental movement skills in different movement situations (ACPMP043)

2. Perform movement sequences which link fundamental movement skills (ACPMP044)

3. Practise and apply movement concepts and strategies (ACPMP045)

Understanding movement

1. Examine the benefits of physical activity

and physical fitness to health and

wellbeing (ACPMP046)

2. Combine the elements of effort, space,

time, objects and people when performing

movement sequences (ACPMP047)

Learning through movement

1. Adopt inclusive practices when

participating in physical activities

(ACPMP048)

2. Apply innovative and creative thinking in

solving movement challenges

(ACPMP049)

3. Apply basic rules and scoring systems,

and demonstrate fair play when

participating (ACPMP050)

Learning Intention Lesson Development Success Criteria/Assessment Feedback

Opportunities

Moving our body

(ACPMP043)

(ACPMP045)

Learning through

movement

(ACPMP048)

(ACPMP049)

(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

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:

Adopt inclusive

practices when

participating in

physical

activities.

Apply basic

rules and

scoring systems

and

demonstrates

fair play when

participating in

physical

activity

Suggest Modifications to

physical activities to ensure

everyone is included

(equipment, rules or playing

space)

Work cooperatively with

team members in order to

successfully play team

games by understanding

rules, performing required

movement tasks in game

situations and listening to

team mates.

Recognises consequences of

personal and team actions in

group activities

Contributes to fair decision

making in physical activities

by applying rules

appropriately

Applies strategies for

working cooperatively

when completing

movement tasks/games

and applies rules fairly to

influence inclusivity

Applies strategies for working

cooperatively when completing

movement tasks/games and

applies rules fairly.

Participates in physical

activities

Apply

innovative and

creative

thinking when

solving

movement

challenges

Transfers and applies skills

to solve movement

challenges.

Tests alternative responses

to movement challenges and

predicts the success or

effectiveness of each.

Draws on prior knowledge to

solve movement challenges.

Selects and adjusts

skills, concepts and

strategies to enhance

outcomes.

Solves movement challenges

(Applies skills, concepts and

strategies to solve movement

challenges in structured games)

Uses necessary game

skills during movement

challenges

Practice and

refine

fundamental

movement skills

in different

movement

situations.

Performs locomotor

movements and object

control skills to complete

specific movement tasks.

Performs fundamental

movement skills to

demonstrate weight

transference in different

physical activities.

Explores and practices

different techniques to

propel objects towards a

target.

Proficiently performs

locomotor movements,

fundamental movement

skills, different

techniques and object

control to complete

different movement tasks

involving weight transfer

and propelling objects

towards targets during

structured games.

Develops fundamental movement

skills and movement concepts in

different physical activities by

demonstrating refined

striking/fielding/kicking/evasion

skills and concepts in active play

and minor games.

Demonstrates

components of

striking/fielding/evasion

skills.

WEEK 1

Working cooperatively and fair play

Working cooperatively for inclusivity Fielding skills and concepts Batting skills and concepts

WEEK 2

Working cooperatively and fair play

Working cooperatively for inclusivity Fielding skills and concepts Batting skills and concepts

WEEK 3

Working cooperatively and fair play

Working cooperatively for inclusivity Fielding skills and concepts Batting skills and concepts

WEEK 4 Assessment of learning

Teacher notes and Observation record in comparison to Model response

WEEK 5 Striking/fielding games skills and concepts refinement

WEEK 6 Striking/fielding games skills and concepts refinement

WEEK 7 Striking/fielding games skills and concepts refinement

WEEK 8 Solving striking/fielding game challenges

WEEK 9 Solving striking/fielding game challenges

WEEK 10 Assessment task

Observation record

Performance and Practical Application

Class Working cooperatively

and rule application

Overall

Skills and concepts

refinement

Overall

Movement challenge solutions

Overall

Student

Working

cooperatively

Applying

rules fairly

Place

hitting

Fielding Throwing

Fielding challenge

Limiting the

opponent’s time to

score runs by

quickly securing the

ball and throwing it

to a target

Batting challenge

Score runs by

hitting a ball into

an open space/

gap and running

quickly

Assessment Guide

Working cooperatively and rule application Skills and concepts refinement Movement challenge solutions

Working cooperatively Rule application Place hitting Fielding Throwing Fielding challenge Batting challenge

A

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

Influences/

encourages

others to follow

rules, and/or

Modifies set

rules to support

the participation

or skill

development of

others

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.

Positions

‘ready’ with

knees bent,

facing

delivery, eyes

focused on

the ball

Moves

quickly and

in

anticipation

to the ball

Catches or

secures with

control (in

either or

both hands)

balls of

various

trajectory

and speed.

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

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

‘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

players/targets in the

field of play and

modifies technique and

power to limit the time

to play the ball to the

target.

Hits the 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 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 in front of the body

Runs quickly to score

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

C

Follows instructions

Shares equipment/ takes turn

Speaks respectfully

Listens

Helps set and pack up gear

Ap

pli

es

set

rul

es

fair

ly

Ac

cep

ts

Positions

‘ready’, and

swings to hit

and direct

deliveries of

slow to

moderate pace

towards

targets

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.

Positions and moves

body segments to

throw underarm

and overarm at

targets

Moves into a

position to

secure the

ball when it

is nearby

Throws with

adequate

force to an

appropriate

target to

prevent the

Hits the ball and runs quickly to

score a run.

dec

isi

on

s

opponents

scoring

more runs

E

Participates in physical activities Demonstrates components of hitting/striking and catching/fielding

skills

Picks up and

throws the

ball

Performs components of hitting and

running to score