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Assignment 2 – EDP255
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Contents
1.0 Proposal
2.4 Asthma
3.0 Timetable
4.0 Explanation
5.0 Discussion
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demonstrated in all activities through speaking, listening and viewing (Hands, Martin,
& Lynch, 2004).
This sporting event will provide an opportunity to meet the curriculum links for Health
and Physical Education through the content descriptor, movement and physical
activity (ACARA, n.d.). For stage one the links are ACPMP025 and ACPMP027
(ACARA, n.d.). For stage two they are ACPMP043 and ACPMP045 (ACARA, n.d.).
These are addressed through the variation in movement required as each activity is
complete and the use of fundamental movement skills and variation in equipment
use or lack of equipment (ACARA, n.d.).
In addition to meeting the fundamental movement skill domains and the curriculum
links, this sporting day is a fun and engaging way for the children to enjoy building
peer relationships through team-related task, promote inclusion of their peers and
explore competition without elimination.
Looking forward to hearing your thoughts on this event
Kind Regards,
Professor McGonagall
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2.3 Asthma
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Michael is in year three and has severe asthma. Zoey is in year two and has
moderate asthma. The volunteers allocated to both the year two and three class
groups have been briefed on the student’s cases and possible indicators of an attack
(National Asthma Council Australia, 2017). Michael and Zoey’s class teachers are
each equip with a bag containing the students individual asthma action plan and
have both completed the online training available through Asthma Australia (Asthma
Australia, n.d.). Both children can participate in all activities under supervision
ensuring they have taken any prescribed preventative medication (Asthma Australia,
n.d.). If an attack does occur during participation in the activities, the asthma action
plan is to be followed (National Asthma Council Australia, 2017).
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3.0 Timetable
Each year group to have their class teachers and a minimum of three volunteers to move
through each activity with class group. This will ensure all year groups have a 10:1 student
to career ratio. Volunteers should be briefed on any additional support needs required by
students prior to commencing the activities.
Potions and herbology stations should be set up between each station and allocated two
volunteers each
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4.0 Explanation
Fundamental movement skill focus – Kinaesthetic and visual of the sensory domain,
accepting responsibility and respecting and being concerned for others and their
rights of the social domain, managing emotions, controlling behaviour and able to
self-manage from the emotional domain, and speaking, listening and viewing from
the language domain (Hands, Martin, & Lynch, 2004).
Activity 1. Quidditch toss – Three ball sizes - Quaffle (basketball) one point, Bludger
(soccer ball) two points, snitch (tennis ball) three points. Students select a ball and
stand behind the broom. The ball is thrown into one of the ‘quidditch hoops’ (hula-
hoops placed at one metre intervals from the broom). Each hoop is allocated points
based on the number of metres it is from the broom. E.g. a snitch into a hoop 5
metres away is eight house point.
Adjustments
Vision - Volunteer stands inside hoop, clap to indicate location of hoop, move to
side before shot is taken.
Activity 2. Charms – In teams of 4 use the ‘wands’ (relay batons) to keep the balloon
off the ground. Using skill, coordination and team work, keep the balloon from
touching the ground. The balloon may not to touch anything other than a wand. Each
minute it is off the ground the team earns a point. Timer resets if balloon touches the
ground
Adjustments
Vision loss – Provide a balloon that contains a noise device such as bells
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Activity 3. Transfiguration relay. Allocate one team member the ‘wizard’. Wizard
remain at opposite end of track. Students run to wizard who will name an animal that
the runner will be ‘transformed’ into. The runner must return to the team as that
animal and tag the next person.
Adjustments
Activity 4. Fly the broom. Groups of 2 - one supervisor to issues orders and one flyer
who sits on the broom. Using a broom balanced on pool noodles, move one noodle
at a time from the back to front to roll the broom to the opposite side of the
designated area. The broom and flyer cannot touch the ground.
Adjustments
Activity 5. Tri-Wizard obstacle course - students make their way through a three-part
obstacle course
Fluffy - Fluffy the three headed dog (three teachers, volunteers or students) that
students sneak past. If one of Fluffy’s heads is looking toward them they must
freeze. If Fluffy detects movement the student is pointed to and named, and they
must start again.
Devils snare - a maze of green string that the students must not touch as they move
over, under and around them. Children unable to do this can use Ron’s flying car to
move three laps around the devil’s snare.
Flying keys is a range of cardboard shaped keys tied into a tree or hanging from a
goal post. Children must throw a beanbag and hit one of the keys
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Adjustments
Activity 6. Defence against the dark arts – Catch the Cornish pixies - Working in
groups of 4 students use their wands (wooden spoons) to collect as many escaped
pixies (beanbags) as possible and return them to their cage (bucket). Starting at one
end of the area, students run with their wand to the opposite side (adjustable
depending on class participating), collect a pixie and balance it on their wand until
they place it back in the cage. One point is allocated per pixie safely captured. If a
pixie is dropped the student must start again.
Adjustments
Additional areas – potions area (water station) and herbology (snack station offering
fruit and veg)
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5.0 Discussion
A 600 word (10 Marks) discussion, with references, of safety/duty of care and
behaviour management considerations.
Identify safety, duty of care and behaviour management considerations,
and explain what arrangements you would have in place to address these.
Working with children check and one-hundred-point identification check to be
performed on each volunteer
Name tags given to volunteers that identify them easily as participants to
prevent confusion with other spectators
Safety policy to be given to each volunteer to read and sign. This will include
information regarding duty of care, the location of medical supplies including
EpiPen and asthma supplies and procedural information including first point of
contact in case an emergency occurs.
Map of grounds with clearly labelled locations of bathrooms, food and water
stations and medical supplies to be laminated and attached in a visible
location at each station.
If shade is not available of likely to shift throughout the event a gazebo should
be erected to ensure shade is available at all stations.
Hats and sunscreen to be worn by all children, additional supplies of
sunscreen and spare hats to be available at the water table
References
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Australian Curriculum and Reporting Authority. (n.d.). Health and physical education.
Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-
physical-education/
Hands, B., Martin, M., & Lynch, P. (2004). Fundamental Movement Skills. Book 1:
Learning, Teaching and Assessment. Retrieved from
http://det.wa.edu.au/stepsresources/detcms/education/stepsresources/fundamental-
movement-skills/fundamental-movement-skillsbook-1.en?cat-id=13601999
National Asthma Council Australia. (2017). Asthma action plans. Retrieved from
https://www.nationalasthma.org.au/living-with-asthma/asthma-action-plans
Winnick, J., & Porretta, D. L. (2018). Adapted physical education and sport. Human
Kinetics.
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