FORWARD PLANNING DOCUMENT

TERM/WEEKS: week 5 YEAR LEVEL: year 10 LEARNING AREA/TOPIC: H&PE – netball and technology

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

• Teacher is to collect ipads from the library.
• Approx. 15-20 ipads (1 between 2)
• School ipads are used
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

5 Skills and 1. 1. Introduction • Netball bag

strategies to Create team logos, names and Formative • Recap on the skills learnt in previous lessons and
promote player profiles using the assessment what sport is the main focus.
respectful Canva app on the ipads and using the voice o Students to partner up and grab a ball –
relationships upload them to the class recording of the teacher calls out the skill and the students
(ACPPS093) oneNote page. commentating to
demonstrate. Eg. Chest pass etc.
understand
o Quick 10 second demonstrations all at once.
Social, 2. students
economic and Experiment around on the understanding of • Briefly introduce the outcomes of today’s lesson and
environmental iPad using the Hudl app. Use the game and the focus for the next 6 weeks.
factors that your peers to film skills. their role as the
influence commentator Body
health 3. within their • Teacher explains the tournament that will begin in
(ACPPS098) Record your own voice using group. week 6.
the Voice Memos app on the • Teacher asks students what jobs there are within a
Create iPad. Practice using the 2. netball game eg. Coach, umpire, time keeper, scorer • Enough iPads
interactive controls (rewind/speed Summative etc. for one each
solutions for up/slow down etc.) assessment, o Teacher writes these up on the white board
sharing ideas analysing each • Whiteboard
as students list them. and markers
and informatio students work
n online, they completed • Teacher explains how the students will run the
tournament and how the students participate within
• Excel
taking into using the Hudl
these roles and outlines the responsibilities. document
account social app to analyse
contexts and other students o Introduce the apps to use for each role and (fixtures/scor
legal performances give a brief demonstration. ing)
responsibilities (filming • Split students into even/fair teams (playing teams) • IPad apps –
(ACTDIP043) performance –
and teams spread out. With this time and in these voice
strengths/weakn
teams students will: memos,
esses - .feedback
– profile). How o experiment with each of the apps. Hudl.
well do they o Come up with a team name.
understand their
role as the coach o Practice each of the roles as students will • Whistle,
and how they rotate through the roles on tournament stopwatch
work with days. Students are able to look into a further
others to description of the roles on the class weebly
develop their page.
work.
• Teacher walks around and observes students – helps
them if needed/check progress/understanding.

Conclusion
• Teacher gather students into one large group (still
standing within their smaller groups)
• Teacher asks each group what they did to
experiment with the app for the particular role
asked by the teacher eg. “Sharks (group name), how
did you experiment with the coaching app?”
Address all groups.
• Conclude the lesson by motivating the students for
the tournament beginning next week.
• Teacher collects iPads – asks students to place back
in boxes.