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