HPE unit planning

Unit plan
Select Strand 1:Physical Activity(HPE) Select Strand 2: Health (HPE)
Essential Learnings – Ways of working
Students are able to:
• Apply fundamental movement skills when participating in physical activities
• Create and sequence simple movement patterns in response to stimuli
• Reflect on learning to identify new understandings.
Essential Learnings – Physical Activity: Knowledge and understanding
Fundamental movement skills are foundations of physical activity.
• Development of body and spatial awareness improves movement and confidence in a variety of physical activities.
e.g. using simple movements to “make a triangle” or “crouch low and then spin to the sky” involves knowing how, where and at what level and which body parts to move.
Essential Learnings – Health: Knowledge and understanding
Health is multidimensional and influenced by everyday actions and environments.
• The dimensions of health include physical (relating to the body), social (relating to relationships) and emotional (relating to feelings).
e.g. working cooperatively with peers in active recreational pursuits can improve relationships and physical health and make people feel contented.
Context for learning School priorities
The Let’s Dance is a five week HPE unit based on learning spatial awareness, fundamental movements and building social and emotional skills through dancing. Children will be able to perform basic actions, look at how different body actions show moods and feelings, and will learn how to use different parts of the body to initiate movements. They will also start to use partner work and create short dances. Students will also be using a variety of ICTs to complete certain tasks. • Provide a supportive environment for inclusive learning
• Eliminate discrimination and bullying
• Contribute to community events
• Every child has an equal right to participate in HPE.
• The classroom behaviour policy is based on the traffic light award system
• Teachers will promote classroom strategies that equip students with knowledge and skills to achieve potential in their personal and working lives.
• Provide opportunities to learn in a social context
Develop assessment Make judgments
Type of assessment What will be assessed When it will be assessed Purpose of assessment Assessable elements
1. Pair choreography using 7 compulsory elements (Roll towards, step around one another, jump apart, gesture at one another, counter balance, and pull your partner)
2. Create and sequence a simple movement pattern.
3. Individual reflection about the dances and the new movements they have learnt
Knowledge and understanding about basic body movements
Knowledge and understanding about basic body movements and about performing a short sequenced dance.
implementing and applying required dance elements in choreography in a pair dance sequence.
Reflecting on other performance – reflecting on positives. Week 1:Diagnostic Assessment
Can the children show the basic body actions of stepping, rolling, sliding, turning, gesture, stillness?
Can they show different ways of performing the actions?
Can the pupils perform sequences of movements together to a piece of music?
Week 2:
Diagnostic Assessment
Can the children perform 4 different actions?
Can the children co-operate in pairs?
Can they perform a short sequence of movement to music?
Week 3:
Diagnostic Assessment
Can they show two simple counterbalance ideas?
Can they show 2 pushing and pulling ideas?
Week 4:Formative Assessment
Can the children remember the dance phrase and practice it?
Can they perform it with a piece of music on their own?
Can the children use ICT creatively?
Week 5:
Summative Assessment
Can the children perform with confidence?
Can they use appropriate language to comment upon what they have seen?
The purpose of the collection of various assessments under taken each week through the duration of this unit is to:
– Provide feedback to students and feedback/ records for teachers (classroom teacher and HPE teacher)
– Provides an insight of students’ capabilities
– Provides the awareness of what is required to adjust lessons to suit students’ needs
Knowledge and Understanding
Implementing and applying
Reflecting
Planned adjustments for diverse needs of learners including one student with Cerebral Palsy
T is the teaching strategies
– Differentiate instruction according to students’ levels.
– Instructions will be given slowly, clearly and repeated as many times as necessary.
– Rhythms and timing may be slowed down or altered, as necessary, until the student learns the steps(Dance of the Phoenix, nd) (slower music can be given to students with needs)
– Structure and organize information (instructional prompts) Use graphic organizers, picture cards
– Employ props and peer teaching
– Promote self-reflection regarding task demands, goal attainment, and performance accuracy.
R is the rules of the game or the way the activity is structured
– Any student who fatigues or has physical discomfort may take a break at any time. Students may elect to quietly watch class, and resume participation when they feel able (Dance of the Phoenix, nd).
– Slow the pace of the activity down
E is the environment such as the surface or whether the game is played indoors or outdoors
– Safe and supportive environment: Provide immediate feedback and positive reinforcement for accomplishments. (For all students, regardless of disability) respond to praise when they know they have earned it.
– Give students extra space (especially if they are in wheel chairs or have spatial awareness problems)
E is the equipment used (Garrett & Wrench 2006).
– Involve props – such as puppets (to explain the task)
– Involve props in the dances, such as a chair to move around (partner can use an office chair to complete dance with student) (for CP students)
Spastic Diplegia Cerebral Palsy
The child with cerebral palsy is able to walk with a walking frame. However when the child gets tired they use their wheel chair.
CP STUDENT:
– Student may wish to use his walking frame to assist in some of the movements (movements can be adjusted to include more arm movements)
– Students in wheelchairs may wish to wear gloves to protect their hands
– Slow activities down
– For the partnered choreography their partner can use an office chair (chair on wheels) to perform with the CP student.
– Adjustments to assessable movements as follows:
Roll towards
Step around one another (steer around an object)
Jump apart (move apart (can choose a movement))
Gesture at one another
Counter balance Students to come up with their own
Pull your partner movements to replace these two.
• Generating ideas, plans and processes use ICT to prepare simple plans to find solutions or answers to questions (for example drawing simple mindmap using conceptual mapping software; drawing software to show steps in sequence)
Critical and creative thinking
Reflecting on thinking, actions and processes: By the end of Year 2 students:
• Describe their thinking in terms of personal feelings and concerns
Sequence of learning
Week Inquiry questions and curriculum focus for each week Overview of learning focus for each week includinghigher order cognitive processes. List teaching styles and instructional strategies next to each learning focus – check that you have a variety and that most are learner centred
1
Ways of working
• Apply fundamental movement skills when participating in physical activities
• Create and sequence simple movement patterns in response to stimuli
• Reflect on learning to identify new understandings.
Physical Activity: Knowledge and understanding
• Development of body and spatial awareness improves movement and confidence in a variety of physical activities.
• The dimensions of health include physical (relating to the body), social (relating to relationships) and emotional (relating to feelings).
General capabilities
• Generating ideas, plans and processes use ICT to prepare simple plans to find solutions or answers to questions (for example drawing simple mindmap using conceptual mapping software; drawing software to show steps in sequence)
• Describe their thinking in terms of personal feelings and concerns
In week 1 students will undertake the following learning experiences:
• Explore basic body actions in different ways
– Stepping and stopping (stillness)
– Turning and gesturing
– Rolling and sliding
Children will explore their body actions in different ways. Dynamics, body shape, direction and levels can be explored.
• Spatial Awareness
• Creating a simple sequence (using fundamental movements learnt) that corresponds to the music
Week 1: Diagnostic Assessment
Can the children show the basic body actions of stepping, rolling, sliding, turning, gesture, stillness?
Can they show different ways of performing the actions?
Can the pupils perform sequences of movements together to a piece of music?
Bloom’s taxonomy:
Understanding , Applying, Creating
Howard Gardner’s Theory of Multiple Intelligences
Edward De Bono – Six Thinking Hats
Direct instruction
Inclusion style
Reciprocal Style
Divergent Style
Inclusion style
Reciprocal Style
Inclusion style
Guided discovery
2 Ways of working
• Apply fundamental movement skills when participating in physical activities
• Create and sequence simple movement patterns in response to stimuli
• Reflect on learning to identify new understandings.
Physical Activity: Knowledge and understanding
• Development of body and spatial awareness improves movement and confidence in a variety of physical activities.
• The dimensions of health include physical (relating to the body), social (relating to relationships) and emotional (relating to feelings).
General capabilities
• Generating ideas, plans and processes use ICT to prepare simple plans to find solutions or answers to questions (for example drawing simple mindmap using conceptual mapping software; drawing software to show steps in sequence)
• Describe their thinking in terms of personal feelings and concerns In week 2 students will undertake the following learning experiences:
• Use 4 different action words for the children to explore together. ( turn, roll, step, still)
• Explore action phrases in pairs.
– The children can then perform the actions given certain constraints e.g. Move towards one another, move apart, move around, move under and over one another
• Perform pairs action phrases to music.
• Student provide feedback on how they feel they performed
Week 2:
Diagnostic Assessment
Can the children perform 4 different actions?
Can the children co-operate in pairs?
Can they perform a short sequence of movement to music?
Bloom’s taxonomy:
Remembering, Understanding, Applying, Evaluating, Creating.
Howard Gardner’s Theory of Multiple Intelligences
Edward De Bono – Six Thinking Hats
Direct instruction
Inclusion style
Reciprocal Style
Divergent Style
Inclusion style
Inclusion style
Divergent Style
Guided discovery
3 Ways of working
• Apply fundamental movement skills when participating in physical activities
• Create and sequence simple movement patterns in response to stimuli
• Reflect on learning to identify new understandings.
Physical Activity: Knowledge and understanding
• Development of body and spatial awareness improves movement and confidence in a variety of physical activities.
• The dimensions of health include physical (relating to the body), social (relating to relationships) and emotional (relating to feelings).
General capabilities
• Generating ideas, plans and processes use ICT to prepare simple plans to find solutions or answers to questions (for example drawing simplemindmap using conceptual mapping software; drawing software to show steps in sequence)
• Describe their thinking in terms of personal feelings and concerns In week 3 students will undertake the following learning experiences:
• To explore pushing and pulling actions in pairs
• Demonstration of simple counter balance ideas and pulling and pushing ideas. Allow the children to explore these and then come up with own ideas.
• Use ICT to create a piece of dance showing actions and the forces of pushing and pulling (can be a sequence of photos with annotations, or a simple as written instructions Step 1, step 2 etc)
Week 3:
Diagnostic Assessment
Can they show two simple counterbalance ideas?
Can they show 2 pushing and pulling ideas?
Bloom’s taxonomy:
Understanding, Applying, Creating.
Howard Gardner’s Theory of Multiple Intelligences
Edward De Bono – Six Thinking Hats
Direct instruction
Inclusion style
Reciprocal Style
Divergent Style
Inclusion style
Guided discovery
Divergent Style
4 Ways of working
• Apply fundamental movement skills when participating in physical activities
• Create and sequence simple movement patterns in response to stimuli
• Reflect on learning to identify new understandings.
Physical Activity: Knowledge and understanding
• Development of body and spatial awareness improves movement and confidence in a variety of physical activities.
• The dimensions of health include physical (relating to the body), social (relating to relationships) and emotional (relating to feelings).
General capabilities
• Generating ideas, plans and processes use ICT to prepare simple plans to find solutions or answers to questions (for example drawing simple mindmap using conceptual mapping software; drawing software to show steps in sequence)
• Describe their thinking in terms of personal feelings and concerns In week 4 students will undertake the following learning experiences:
• Children to create a dance in pairs from the following words:
– Roll towards
– Step around one another
– Jump apart
– Gesture at one another
– Counter balance
– Pull your partner.
• Use ICT to plan and create their sequence
• Reflect on their progress
Week 4: Formative Assessment
Can the children remember the dance phrase and practice it?
Can they perform it with a piece of music on their own?
Can the children use ICT creatively?
Bloom’s taxonomy:
Remembering, Applying, Evaluating, Creating.
Howard Gardner’s Theory of Multiple Intelligences
Edward De Bono – Six Thinking Hats
Inclusion style
Reciprocal Style
Divergent Style
Dvergent Style
Reciprocal Style
Guided discovery
5 Ways of working
• Apply fundamental movement skills when participating in physical activities
• Create and sequence simple movement patterns in response to stimuli
• Reflect on learning to identify new understandings.
Physical Activity: Knowledge and understanding
• Development of body and spatial awareness improves movement and confidence in a variety of physical activities.
• The dimensions of health include physical (relating to the body), social (relating to relationships) and emotional (relating to feelings).
General capabilities
• Generating ideas, plans and processes use ICT to prepare simple plans to find solutions or answers to questions (for example drawing simple mindmap using conceptual mapping software; drawing software to show steps in sequence)
• Describe their thinking in terms of personal feelings and concerns In week 5 students will undertake the following learning experiences:
• Practise their performances
• Perform the dance to others and evaluate/appreciate what they see.
• Class to comment on what they LIKE about what they have seen.
• Use ICT to film and record performances for later viewing
Week 5:
Summative Assessment
Can the children perform with confidence?
Can they use appropriate language to comment upon what they have seen?
Bloom’s taxonomy:
Remembering, Applying, Evaluating.
Howard Gardner’s Theory of Multiple Intelligences
Edward De Bono – Six Thinking Hats
Australian Curriculum General Capabilities used
Information and communication technology (ICT) capability
112. In the Australian Curriculum, students develop information and communication technology (ICT) capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school. The capability involves students in learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve while limiting the risks to themselves and others in a digital environment.
113. Students use ICTs as key tools for communicating, collaborating, creating content, seeking help, accessing information and analysing performance in the health and physical education field. They use a range of ICTs to analyse, measure and enhance movement performances.
114. The Australian Curriculum: Health and Physical Education enhances ICT learning by assisting students to effectively and safely access online health information and services in order to manage their own health and wellbeing. Students further develop their understanding of the role ICTs play in young people‘s lives and relationships. They will explore the nature of these tools and the implications for establishing and managing relationships in the twenty-first century.
Critical and creative thinking
115. In the Australian Curriculum, students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. Critical and creative thinking are integral to activities that require students to think broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school.
116. The Australian Curriculum: Health and Physical Education will develop students‘ ability to think logically, critically and creatively in response to a range of health and physical education issues, ideas and challenges. Students will learn how to critically evaluate evidence related to the field and the broad range of associated media messages, and creatively generate and explore alternatives and possibilities. This capability will be developed through an emphasis on thinking processes that encourage students to question taken-for-granted assumptions and empower them to create their own interpretations and meanings about health and physical education concepts, based on the evidence available to them and creative problem solving.
117. In Health and Physical Education students‘ critical and creative thinking skills will be developed through learning experiences that encourage the seeking of solutions to health issues through the design of effective and appropriate strategies for promoting personal and community health and wellbeing. The Australian Curriculum: Health and Physical Education also provides learning opportunities that support dance making, game creation, and expressive movement activities encouraging creative responses to movement stimuli. Students will learn to respond to emotional and movement challenges through critical and creative problem solving and performance.
Appendix – Higher Order Thinking
Part A: Rationale:
Write a Rationale for the Health and Physical Educationunit of workfor an imaginary school. The rationale should build on the context of the unit plan, general capabilities and school priorities. Address how you will teach the curriculum; what you will teach (theme/topic);and why you are teaching this unit (what do you want the students to learn, how does it meet student needs?) Explain how the general capabilities from the Australian Curriculumhttp://www.australiancurriculum.edu.au/ are integrated into this unit of work. Demonstrate how your Unit Plan is consistent with the philosophies and concepts presented in the curriculum you are using and in school education generally. ‘Sell’ the inclusion of the unit in the yearly work plan or teaching program to students, your Head of Faculty or Head of Curriculum, and parents – rationalise.(The unit plan is based on the Year 3 Essential Learnings Health and Physical Education http://www.qsa.qld.edu.au/7294.html )
Word length: 450 words (the information for this part will be highlighted in pink in the unit plan) (page 1 and 4&5)
Justifythe inclusions in the unit of work and the way you have chosen to teach the unit.In this response consider the teaching styles, instructional strategies and contextualised learning experiences using high calibre substantiating research evidence.
500 words(the information for this part will be highlighted in green in the unit plan) (from page 6 onwards)
Criteria High Distinction Distinction Credit Pass Fail
Rationale
10 marks
Includes an extremely persuasive, logical, comprehensive and well-supported rationalisation of inclusion of unit within school program with explicit links to proposed demographic Includes an very persuasive, logical, comprehensive and/or well-supported rationalisation of inclusion of unit within school program with explicit links to proposed demographic Includes a logical and persuasive supported rationalisation of inclusion of unit within school program with links to proposed demographic
Includes a sound rationale with most appropriate details. Some links to proposed demographic.
Rationale is descriptive
and below required
standard.
 
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