Curriculum Framework Overview: (highlight those that are relevant to your program)

OVERARCHING LEARNING OUTCOMES

1. Students use language to 2. Students select, integrate 3. Students recognise when 4. Students select, use and 5. Students describe and 6. Students visualise 7. Students understand and
understand, develop and and apply numerical and and what information is adapt technologies reason about patterns, consequences, think laterally, appreciate the physical,
communicate ideas and spatial concepts and needed, locate and obtain it structures and relationships in recognise opportunity and biological and technological
information and interact with techniques from a range of sources and order to understand, interpret, potential and are prepared to world and have the knowledge
others evaluate, use and share it with justify and make predictions test options and skills to make decisions in
others relation to it

8. Students understand their
cultural, geographic, historical
contexts and have
knowledge, skills, values
necessary for active
participation in Australian life.
9. Students interact with
people and cultures other than
their own and are equipped to
contribute to the global
community
10. Students participate in 11. Students value and
creative activity of their own implement practices that
and understand and engage promote personal growth and
with the artistic, cultural and well being
intellectual work of others
12. Students are self- 13. Students recognise that
motivated and confident in everyone has the right to feel
their approach to learning and valued and be safe and
are able to work individually understand their rights and
and collaboratively obligations and behave
responsibly

1 A pursuit of knowledge and a commitment
to achievement of potential
1.1 The pursuit of personal excellence: Each
person should be encouraged to achieve his or
her personal best in all undertakings and to
respect the achievements of others.
1.2 Domains of human experience: Each
person should be encouraged to develop an
understanding of all the domains of human
experience; physical, emotional, intellectual,
aesthetic, social, moral and spiritual.
1.3 Empowerment: Each person should be
encouraged to develop critical thinking, the
creative imagination, interpersonal and
vocational skills, and basic competencies in the
various forms of disciplined inquiry.
1.4 Knowledge: Each person should recognise
the tentative and limited nature of knowledge.
1.5 Values systems: Each person should have
the opportunity to explore different values and
the right to develop a personal value system.
1.6 Critical reflection: Each person should be
encouraged to reflect critically on both the
cultural heritage and the attitudes and values
underlying current social trends and institutions.
1.7 World views: Each person should be
equipped with the tools to critically examine
world-views (both religious and non-religious),
especially those dominant in his or her
background and school community.
2 Self acceptance and respect of self
2.1 Individual uniqueness: Each
person should acknowledge his or her
own uniqueness and be encouraged to
develop self-respect and dignity.
2.2 Personal meaning: Each person
should develop a sense of personal
meaning and identity, and be
encouraged to reflect critically on the
ways in which that occurs.
2.3 Ethical behaviour and
responsibility: Each person has
freedom of will, is responsible for his or
her own conduct and should be
encouraged to develop discernment on
ethical issues and to recognise the
need for truthfulness and integrity.
2.4 Openness to learning: Each
person should welcome opportunities
for learning from all sources, including
the formal study of the learned
disciplines; from investigations,
contemplation and the cultural tradition;
and from people of divergent views.
2.5 Initiative and enterprise: Each
person should have the confidence to
show initiative and be enterprising in his
or her approach to life’s challenges.
VALUES
3 Respect and concern for others and their
rights
3.1 Compassion and care: Each person has
a right to receive care and compassion and
have a life of dignity, free from harassment and
discrimination.
3.2 Equality: Each person has equal worth
and basic rights, regardless of differences in
race, gender, age, ability, religious belief,
political affiliation, national origin, citizenship,
regional
3.3 Respect: Each person should respect
those of different opinion, temperament or
background.
3.4 Open learning environment: Each person
has the right to a friendly learning environment
free of coercive or indoctrinative elements,
whether in the explicit or implicit curriculum.
3.5 Individual differences: Each person
differs in his or her readiness and ability to
learn and has the right to be given access to
available knowledge at a level appropriate to
his or her developmental needs and interests.
3.6 Cooperation/Conflict resolution: Each
person should strive to work cooperatively and
to resolve conflict peacefully while respecting
differences and valuing the other person.
3.7 Family/home environment: Each person
should recognise the importance of a secure
and caring family/home environment.
4 Social and civic responsibility 5 Environmental
4.1 Participation and citizenship: As a democratic responsibility
society, Australia should encourage its members to 5.1 Cultural heritage: The
participate in the political process and to contribute to cultural heritage of Australia,
community services consistent with good citizenship. including Aboriginal sacred
4.2 Community: Interpersonal cooperation and social and archaeological cultural
responsibility are encouraged. heritage, should be
4.3 Diversity: The richness of many cultural expressions respected and maintained.
is recognised, and diversity in the context of shared 5.2 Conservation of the
community life is welcome. environment: The
4.4 Contribution: Society has something to gain from management of the
every individual life, and should maximise the environment should take into
opportunities for all persons to contribute to the common account the need to
good. preserve its diversity and
4.5 Authority: People should respect legitimate and just balance for the future.
authority structures and the rule of the law, while 5.3 Sustainable
recognising and observing human rights. development: There is a
4.6 Reconciliation: Strategies of cooperation and need to continue to develop
reconciliation are preferred to coercion and confrontation, natural resources to sustain
especially where groups or individuals are in conflict. human life. This should be
4.7 Social justice: The right of each person to a fair done in a way consistent
share of society’s economic and cultural resources is with long-term ecological
recognised. sustainability and
4.8 Responsibility and freedom: People have the right rehabilitation practices.
to choose their way of life, and are responsible for the 5.4 Diversity of species:
impact of their choices on nature and other community Each person should
members. recognise a need to
4.9 Benefits of research: Society should support the preserve native habitats and
advancement of knowledge in all its domains, promote arrest the extinction of
scholarship and research that promise to improve the presently-surviving native
quality of life and share the benefits as widely as possible. species.

THE ARTS ENGLISH HEALTH & PHYSICAL EDUCATION LOTE

1. ARTS IDEAS
Students generate arts
works that communicate
ideas.
2. ARTS SKILLS &
PROCESSES Students
use the skills,
techniques, processes,
conventions and
1. UNDERSTANDING LANGUAGE Students understand that the way language is used 1. KNOWLEDGE & UNDERSTANDINGS 1. LISTENING & RESPONDING & SPEAKING Students
varies according to context. Students know and understand health and comprehend and communicate in the target language
2. ATTITUDES, VALUES & BELIEFS Students understand that language has an important physical activity concepts that enable informed through listening and responding, and speaking.
effect on the ways in which they view themselves and the world in which they live. decisions for a healthy, active lifestyle. 2. VIEWING, READING & RESPONDING Students view
3. CONVENTIONS Students use the conventions of Standard Australian English with 2. ATTITUDES & VALUES Students exhibit and read a variety of texts in the target language and
understanding and critical awareness. attitudes and values that promote personal, respond appropriately.
4. PROCESSES & STRATEGIES Students select from a repertoire of processes and family and community health, and participation in 3. WRITING Students write a variety of texts in the target
strategies by reflecting on their understanding of the way language works for a variety of physical activity. language.
purposes in a range of contexts. 3. SKILLS FOR PHYSICAL ACTIVITY Students 4. THE SYSTEM OF CULTURAL UNDERSTANDINGS
technologies of the arts. 5. LISTENING Students listen with purpose, understanding and critical awareness in a wide demonstrate the movement skills and strategies Students develop sociolinguistic and sociocultural
3. ARTS RESPONSES range of situations. for confident participation in physical activity. understandings and apply them in their use of the target
Students use their 6. SPEAKING Students speak with purpose and effect in a wide range of contexts. 4. SELFMANAGEMENT SKILLS Students language.
aesthetic understanding 7. VIEWING Students view a wide range of visual texts with purpose, understanding and demonstrate self management skills which 5. THE TARGET LANGUAGE Students apply their
to respond to, reflect on critical awareness. enable them to make informed decisions for knowledge of the system of the target language to assist
and evaluate the arts. 8. READING Students read a wide range of texts with purpose, understanding and critical healthy, active lifestyles. them to make meaning and create text.
4. ARTS IN SOCIETY awareness. 5. INTERPERSONAL SKILLS Students 6. LANGUAGE LEARNING STRATEGIES Students
Students understand the 9. WRITING Students write for a range of purposes and in a range of forms using demonstrate the interpersonal skills necessary acquire a range of skills and strategies to support their
role of the arts in society. conventions appropriate to audience, purpose and context. for effective relationships and healthy, active ability to make meaning of and express themselves in the
lifestyles. target language.
SCIENCE SOCIETY & ENVIRONMENT TECHNOLOGY & ENTERPRISE
1. INVESTIGATING Students investigate to answer questions about the natural and 1. INVESTIGATION, COMMUNICATION & PARTICIPATION 1. Students 1. TECHNOLOGY PROCESS Students apply a technology
technological world using reflection and analysis to prepare a plan; to collect, process investigate the ways in which people interact process to create or modify products, processes, systems,
and interpret data; to communicate conclusions; and to evaluate their plan, procedures with each other and with their environments in order to make informed services or environments to meet human needs and realize
and findings. decisions and implement relevant social action. opportunities.
2. COMMUNICATING SCIENTIFICALLY Students communicate scientific 2. PLACE & SPACE 2. Students understand that the interaction people have 2. MATERIALS Students select and use materials that are
understanding to different audiences for a range of purposes. with places in which they live is shaped by the location, patterns and processes appropriate to achieving solutions to technology challenges.
3. SCIENCE IN DAILY LIFE Students select and apply scientific knowledge, skills and associated with natural and built features. 3. INFORMATION Students design, adapt, use and present
understandings across a range of contexts in daily life. 3. RESOURCES 3. Students understand that people attempt to meet their information that is appropriate to achieving solutions to
4. ACTING RESPONSIBLY Students make decisions that include ethical consideration needs and wants by making optimum use of limited resources in enterprising technology challenges.
of the impact of the processes and likely products of science on people and the ways. 4. SYSTEMS Students design, adapt and use systems that
environment. 4. CULTURE 4. Students understand that people form groups because of their are appropriate to achieving solutions to technology
5. SCIENCE IN SOCIETY Students understand the nature of science as a human shared understandings of the world, and, in turn, they are influenced by the challenges.
activity. particular culture so formed. 5. ENTERPRISE Students pursue and realize opportunities
6. EARTH AND BEYOND Students understand how the physical environment on Earth 5. TIME, CONTINUITY & CHANGE Students understand that peoples’ actions through the development of innovative strategies designed to
and its position in the universe impact on the way we live. and values are shaped by their understanding and interpretation of the past. meet human needs.
7. ENERGY & CHANGE Students understand the scientific concept of energy and 6. NATURAL & SOCIAL SYSTEMS Students understand that systems provide 6. TECHNOLOGY SKILLS Students apply organisational,
explain that energy is vital to our existence and to our quality of life. order to the dynamic natural and social relationships occurring in the world. operational and manipulative skills appropriate to using,
8. LIFE & LIVING Students understand their own biology and that of other living things, 7. ACTIVE CITIZENSHIP Students demonstrate active citizenship through their developing and adapting technologies.
and recognise the interdependence of life. behaviours and practices in the school environment, in accordance with the 7. TECHNOLOGY IN SOCIETY Students understand how
9. NATURAL & PROCESSED MATERIALS Students understand that the structure of principles and values associated with the democratic process, social justice and cultural beliefs, values, abilities and ethical positions are
materials determines their properties and that the processing of raw materials results in ecological sustainability. interconnected in the development and use of technology
new materials with different properties and uses. and enterprise.
MATHEMATICS
APPRECIATING MATHEMATICS Students a had, and continues to have, in their own and other communities. In particular, they:
1. Show a disposition to use mathematics to assist with understanding new situations, solving problems and making decisions, showing initiative, flexibility and persistence when working mathematically and a positive attitude to their own
continued involvement in learning and doing mathematics.
2. Appreciate that mathematics has its origins in many cultures, and its forms reflect specific social and historical contexts, and understand its significance in explaining and influencing aspects of our lives.
WORKING MATHEMATICALLY Students use mathematical thinking processes and skills in interpreting and dealing with mathematical and non-mathematical situations. In particular, they:
3. Call on a repertoire of general problem solving techniques, appropriate technology and personal and collaborative management strategies when working mathematically.
4. Choose mathematical ideas and tools to fit the constraints in a practical situation, interpret and make sense of the results within the context and evaluate the appropriateness of the methods used.
5. Investigate, generalise and reason about patterns in number, space and data, explaining and justifying conclusions reached.
NUMBER Students use numbers and operations and the relationships between them efficiently and flexibly. In particular, they:
6. Read, write and understand the meaning, order and relative magnitudes of numbers, moving flexibly between equivalent forms.
7. Understand the meaning, use and connections between addition, multiplication, subtraction and division.
8. Choose and use a repertoire of mental, paper and calculator computational strategies for each operation, meeting needed degrees of accuracy and judging the reasonableness of results.
MEASUREMENT Students use direct and indirect measurement and estimation skills to describe, compare, evaluate, plan and construct. In particular, they:
9. Decide what needs to be measured and carry out measurements of length, capacity/volume, mass, area, time and angle to needed levels of accuracy.
10. Select, interpret and combine measurements, measurement relationships and formulae to determine other measures indirectly.
11. Make sensible direct and indirect estimates of quantities and are alert to the reasonableness of measurements and results.
CHANCE AND DATA Students use their knowledge of chance and data handling processes in dealing with data and with situations in which uncertainty is involved. In particular, they:
12. Understand and use the everyday language of chance and make statements about how likely it is that an event will occur based on experience, experiments and analysis.
13. Plan and undertake data collection and organise, summarise and represent data for effective and valid interpretation and communication.
14. Locate, interpret, analyse and draw conclusions from data, taking into account data collection techniques and chance processes involved.
SPACE Students describe and analyse mathematically the spatial features of objects, environments and movements. In particular, they:
15. Visualise, draw and model shapes, locations and arrangements and predict and show the effect of transformations on them.
16. Reason about shapes, transformations and arrangements to solve problems and justify solutions.
ALGEBRA Students use algebraic symbols, diagrams and graphs to understand, to describe and to reason. In particular, they:
17. Recognise and describe the nature of the variation in situations, interpreting and using verbal, symbolic, tabular and graphical ways of representing variation.
18. Read, write and understand the meaning of symbolic expressions, moving flexibly between equivalent expressions.
19. Write equations and inequalities to describe the constraints in situations and choose and use appropriate solution strategies, interpreting solutions in the original context.
 Week Aspect/Levels Specific Lesson Outcomes Learning Experiences Resources Assessment Links

SPA3 a) Work co operatively in small Introduction: (10 Min) SEPEP: Manual Checklist SOSE
The student: groups by displaying the following - Introduce SEPEP and its concepts - Siedentop CD Year 7 Common
Week 1 behaviours; Sportsperson ship
Performs controlled - Outline term focus and teacher expectations Assessment task
Year 6/7 - Manners
movement skills of passing - Restate teacher rules Sport Education in Physical
and receiving, tagging and - Fairness - Key teaching points for catching ,passing and evading Education Program, Canberra: SMS & IPS
evading and demonstrates - Consideration of others Australian Sports Commission. Checklist
basic game strategies Activity 1 (Skill Practice 5 -10 Min)
within rules in minor game b) Participate in modified games Kellogg’s Observation
through fair play and playing - Rabbits / Roosters
of 1v1. - 2 teams spaced 1.5m apart, tag belts Modified Sports Program Observation of
within the rules
- Focus: Tagging, acceleration, evasion values and
IPS 3 Equipment interpersonal skills
The student: c) Demonstrate efficient transfer of
- Sun screen displayed
Uses communication and weight when passing a ball Activity 2 (Skill Practice) st
- 1 Aid Kit
cooperation skills that - Ball Familiarisation Relay (10 Mins)
d) Identify and display game related - 12 Rugby balls Observation Grid
contribute and enhance - Leader ball Relay (5 Min) spiral and traditional passing
skills including; - 12 Cones Outcomes and
interpersonal and skill
activities and within the - Control close possession on un Activity 3 (Stationary / Dynamic Team passing) - 24 x Tag belts standards in
modified game. predictable surfaces - Groups of four spaced 2-3 mtrs apart Physical Education
- Correct tagging technique - Ball passed along team line in a backwards motion
SMS 3 - Communication - Introduce running up to markers to pass
The student:
Uses basic self Activity 4 (1v1 Modified game; 5 Min)
management skills and - 4 x 8 mtr fields
considers longer-term - 3 tags each player / turnover
consequences to meet - Defender must retreat 2 mtrs for onside
personal health and
physical activity needs. Conclusion
- Discuss the skills covered within the lesson.
- Students to collect and store equipment
SPA3 Specific Lesson Outcomes Introduction: (10 Min) SEPEP: Manual Checklist
Week 2 The student: - Restate teacher rules - Siedentop CD Year 7 Common
Year 6/7 Performs controlled a) Work co operatively in small - Key teaching points and rules for scoring a try; taking a tap, Assessment task
movement skills of passing groups by displaying the following effecting a touch Sport Education in Physical
Education Program,
and receiving, tagging and behaviours; Sportsperson ship - Pair students up and find safe space to practice skills. SMS & IPS
Canberra:
evading and demonstrates - Manners Teacher initiate skill focus Australian Sports Commission. Checklist
basic game strategies - Fairness
within rules in minor game - Consideration of others Activity 1 (Skill Practice 5 -10 Min) Kellogg’s Observation
of 3v3. - Frozen tag; 2 teams; 15 x 15m boundary Modified Sports Program Observation of
b) Demonstrate efficient controlled - Focus: Tagging, acceleration, evasion values and
IPS 3 movement skills interpersonal skills
The student: - Swerve around opponent Activity 2 (Skill Practice) Equipment displayed
Uses communication and - Demonstrate appropriate timing - Swerving relay - Sun screen
st
cooperation skills that of passing - Two lines 15 mtrs apart. Right and left passing - 1 Aid Kit Observation Grid
contribute and enhance - Pass backwards - Focus: Evasion, ball handling, passing / catching - 12 Rugby balls Outcomes and
interpersonal and skill - 24 x Cones standards in
activities and within the c) Demonstrate an understanding of Activity 3 (Pair, tap and pass) - 24 x Tag belts Physical Education
modified game. offensive /defensive positions in - Two groups spaced 2-3 mtrs apart
modified games - Ball passed between pairs ensuring passing behind.
SMS 3 - 1v1 - Introduce a defender for game extension
The student: - 3v3
Uses basic self Activity 4 (3 v3 Modified game; 5 Min)
management skills and - Area: 5 x15m fields
considers longer-term - 4 tags each player / turnover
consequences to meet - Defenders must retreat 4 mtrs for onside
personal health and - See modified activity sheet for game details
physical activity needs
Conclusion
- Discuss skills covered within the lesson.
- Students to collect and store equipment.
Week Aspect/Levels Specific Lesson Outcomes Learning Experiences Resources Assessment Links

SPA3 a) Organise and agree on team Introduction: (10 Min) SEPEP: Manual Checklist
Week 3 The student: roles and responsibilities - Restate teacher rules - Siedentop CD Year 6/7 Common
Year 6 Performs controlled - Divide the students into groups of 3. Assessment
movement skills of passing b) Develop the skills of an effective - Handout player agreements and allow students time to Sport Education in Physical Checklist
and receiving, tagging and tag, pass, catch in a game organise themselves into appropriate roles. Education Program, Canberra:
evading and demonstrates situation - Collect player agreements Australian Sports Commission. SMS & IPS
basic game strategies - Discuss with students the roles of each student and cover Checklist
within rules in minor game c) Demonstrate an awareness to rules to modified game of 3v3. Kellogg’s
of 3v3. pass accurately while in motion - Advise students of round robin schedule. - Modified Sports Program Observation
- Instruct students to move off to relevant fields Observation of
IPS 3 d) Work co operatively in small Touch Football Australia values and
The student: groups by displaying the following Activity 1 (Skill Practice: Line defenders; 5 Min) - Level 0 and 1 drills interpersonal skills
Uses communication and behaviours; - 2 teams of 3 each; 15 x 15m boundary displayed
cooperation skills that - Sportsperson ship - Focus: Tagging, passing acceleration, evasion Skills Equipment
contribute and enhance - Manners practice. (Session 5 Level 2 MSP) - Sun screen Observation Grid
st
interpersonal and group - Fairness - 1 Aid Kit Outcomes and
interactions within the - Consideration of others Activity 2 (First 3 v 3 Round robin tournament; 25 Min) - 12 Rugby balls standards in
modified game. - Hand out MVP and fair player score sheets - 24 Cones Physical Education
- 4 x 5 min games - 24 x Tag belts
SMS 3 - Students self regulate rules. - Player fair play agreement
The student: - Captains report each game result to teacher. - Roles and responsibilities
Uses basic self - 1 min transition between each game. handouts
management skills and
considers longer-term Conclusion
consequences to meet - Collect MVP and fair player score sheets from coach
personal health and - Discuss skills covered within the lesson.
physical activity needs. - Equipment managers to collect and store equipment.
SPA3 Specific Lesson Outcomes Introduction: (10 Min) SEPEP: Manual Checklist
Week 4 The student: - Captains organise their team into lines and sit down - Siedentop CD Year 7 Common
Year 7 Performs controlled a) Organise and agree on team roles - Restate teacher rules Assessment task
movement skills of passing and responsibilities. - Divide the students into groups of 3. Sport Education in Physical
Education Program,
and receiving, tagging and - Team Captain and VC - Demonstrate skill activity 1 using two teams and then SMS & IPS
Canberra:
evading and demonstrates - Equipment Manager instruct team coaches to conduct the drill Australian Sports Commission. Checklist
basic game strategies - Publicity Reporter - Equipment mangers to help set up drill area.
within rules in minor game - On completion discuss with student the round robin Kellogg’s Observation
of 2v1 and 3v3. schedule. - Modified Sports Program Observation of
- Instruct students to move off to relevant fields values and
IPS 3 Touch Football Australia interpersonal skills
The student: Activity 1 (Skill Practice: Roosters; 5 - 10 Min) - Level 0 and 1 drills displayed
Uses communication and - 2 v 1 turn and defend ; 5 x 10m boundary
cooperation skills that - Focus: Tagging, passing acceleration, evasion Skills Equipment Observation Grid
contribute and enhance practice. - Sun screen Outcomes and
st
interpersonal and group - Encourage switch passing and dummying - 1 Aid Kit standards in
interactions within the - 12 Rugby balls Physical Education
- 24 Cones
modified game. Activity 2 (Second 3 v 3 Round robin tournament; 25 Min) - 24 x Tag belts
- Hand out MVP and fair player score sheets - Player fair play agreement
SMS 3 - 4 x 5 min games - Roles and responsibilities
The student: - Students self regulate rules. handouts
Uses basic self - Captains report each game result to teacher.
management skills and - 1 min transition between each game.
considers longer-term
consequences and physical Conclusion (5 Min)
activity needs. - Collect MVP and fair player score sheets from coach
- Discuss skills covered within the lesson.
- Equipment managers to collect and store equipment.
 Week Aspect/Levels Specific Lesson Outcomes Learning Experiences Resources Assessment Links

SPA3 Demonstrate and understanding of Introduction: SEPEP: Manual Checklist

Week 5 The student: basic offensive and defensive - Divide the students into groups of 6 based on results. - Siedentop CD Year 7 Common
Year 6 Performs controlled positions. - Handout player agreements and allow students time to Assessment task
movement skills of passing organise themselves into appropriate roles. Sport Education in Physical
Tuesday
and receiving, tagging and Develop the skill of acting half pass - Collect player agreements Education Program, Canberra: SMS & IPS
evading and demonstrates - Hand out MVP and fair player score sheets to captains Australian Sports Commission. Checklist
basic game strategies Identify students who are - Discuss with students the roles of each student and cover
within rules in minor game deserving of the following awards rules to modified game Kellogg’s Observation
of 6v6. from the day's events; - Modified Sports Program Observation of
- Fair play Activity 1 (Skill practice; …………..) values and
IPS 3 - Best attack - On completion of drill advise students of round robin Touch Football Australia interpersonal skills
The student: - Best Defence schedule. - Level 0 and 1 drills displayed
Uses communication and - MVP - Instruct students to move off to relevant fields to
cooperation skills that commence game. Equipment Observation Grid
contribute and enhance Organise and agree on team roles - Sun screen Outcomes and
st
interpersonal and group and responsibilities. Activity 2 (First 6v6 Round robin tournament) - 1 Aid Kit standards in
interactions within the - Team Captain and VC - Hand out MVP and fair player score sheets - 12 Rugby balls Physical Education
modified game. - Equipment Manager - 4 x 5 min games - 24 Cones
- Publicity Reporter - Students self regulate rules. - 24 x Tag belts
SMS 3 - Captains report each game result to teacher. - Player fair play agreement
The student: - 1 min transition between each game. - Roles and responsibilities
Uses basic self handouts
management skills and Conclusion
considers longer-term - Congratulate students on skills shown
consequences to meet - Collect MVP and fair player score sheet
personal health and - Equipment managers to collect and store equipment
physical activity needs. - Instruct publicity team to complete newsletter and
disseminate through the class.

SPA3 Specific Lesson Outcomes Introduction: SEPEP: Manual Checklist

Week 6 The student: - Hand out MVP and fair player score sheets - Siedentop CD Year 7 Common
Year 7 Performs controlled Demonstrate and understanding of - Instruct students to organise themselves into their teams Assessment task
movement skills of passing basic offensive and defensive and to get equipment for game. Sport Education in Physical
Thursday Education Program,
and receiving, tagging and positions. - Advise students of round robin schedule. SMS & IPS
Canberra:
evading and demonstrates - Instruct students to move off to relevant fields Australian Sports Commission. Checklist
basic game strategies Identify students who are
within rules in minor game deserving of the following awards Activity 1 (Skill practice; Linking passes; 10 Mins) Kellogg’s Observation
of 6v6. from the day's events; - Teams of 6; 15 x 15m grid (TW Level 1 lesson 2) - Modified Sports Program Observation of
- Fair play - Object to complete as many passes without dropping ball values and
IPS 3 - Best attack or being tagged. Touch Football Australia interpersonal skills
The student: - Best Defence - On completion of drill advise students of round robin - Level 0 and 1 drills displayed
Uses communication and - MVP schedule. Instruct students to move off to relevant fields.
cooperation skills that Equipment Observation Grid
contribute and enhance Activity 2 (Second 6v6 Round robin tournament) - Sun screen Outcomes and
st
interpersonal and group - Hand out MVP and fair player score sheets - 1 Aid Kit
standards in
interactions within the - 4 x 5 min games - 12 Rugby balls
- 24 Cones Physical Education
modified game. - Students self regulate rules. - 24 x Tag belts
- Captains report each game result to teacher.
SMS 3 - 1 min transition between each game.
The student:
Uses basic self Conclusion
management skills and - Congratulate students on skills shown
considers longer-term - Re emphasise KTP’s
consequences and physical - Collect MVP and fair player score sheets
activity needs. - Equipment managers to collect and store equipment
- Instruct publicity team to complete newsletter and
disseminate through the class.
Week /
Aspect/Levels Specific Lesson Outcomes Learning Experiences Assessment Links
Lesson Resources
Details
SPA3 Demonstrate and understanding of Introduction: SEPEP: Manual Checklist
Week 7 The student: basic offensive and defensive - Restate teacher rules and lesson focus. - Siedentop CD Year 7 Common
Year 6 Performs controlled positions. - Hand out MVP and fair player score sheets Assessment task
movement skills of passing - Instruct students to organise themselves into their teams Sport Education in Physical
and receiving, tagging and Identify students who are and to get equipment for game. Education Program, Canberra: SMS & IPS
evading and demonstrates deserving of the following Australian Sports Commission. Checklist
basic game strategies awards from the day's events; Activity 1 (Skill practice; …………..)
within rules in minor game - Fair play - F Kellogg’s Observation
of 6v6. - Best attack - Advise students of round robin schedule. - Modified Sports Program Observation of
- Best Defence - Instruct students to move off to relevant fields values and
IPS 3 - MVP Touch Football Australia interpersonal skills
The student: - Level 0 and 1 drills displayed
Uses communication and Organise and agree on team Activity 2 (Third 6v6 Round robin tournament)
cooperation skills that roles and responsibilities. - 4 x 5 min games Equipment Observation Grid
contribute and enhance - Team Captain and VC - Students self regulate rules. - Sun screen Outcomes and
st
interpersonal and group - Equipment Manager - Captains report each game result to teacher. - 1 Aid Kit standards in
interactions within the - Publicity Reporter - 1 min transition between each game. - 12 Rugby balls Physical Education
modified game. - Students move to filed and recommence upon - 24 Cones
Teachers whistle. - 24 x Tag belts
SMS 3 - Player fair play agreement
The student: Conclusion - Roles and responsibilities
Uses basic self - Congratulate students on skills shown handouts
management skills and - Collect MVP and fair player score sheet
considers longer-term - Instruct publicity team to complete newsletter and
consequences to meet disseminate through the class
personal health and
physical activity needs.
SPA3 Demonstrate and understanding of Introduction: SEPEP: Manual Checklist
Week 8 The student: basic offensive and defensive - Restate teacher rules and lesson focus. - Siedentop CD Year 7 Common
Year 7 Performs controlled positions. - Hand out MVP and fair player score sheets Assessment task
movement skills of passing - Instruct students to organise themselves into their teams Sport Education in Physical
Education Program,
and receiving, tagging and Identify students who are and to get equipment for game. SMS & IPS
Canberra:
evading and demonstrates deserving of the following - Advise students of round robin schedule. Australian Sports Checklist
basic game strategies awards from the day's events; - Instruct students to move off to relevant fields Commission.
within rules in minor game - Fair play Observation
of 6v6. - Best attack Activity 1 (Skill practice; …………..) Kellogg’s Observation of
- Best Defence - f - Modified Sports Program values and
IPS 3 - MVP interpersonal skills
The student: Activity 2 (Fourth 6v6 Round robin tournament) Touch Football Australia displayed
Uses communication and Organise and agree on team - 4 x 5 min games - Level 0 and 1 drills
cooperation skills that roles and responsibilities. - Students self regulate rules. Observation Grid
contribute and enhance - Team Captain and VC - Captains report each game result to teacher. Equipment Outcomes and
interpersonal and group - Equipment Manager - 1 min transition between each game. - Sun screen
st standards in
interactions within the - Publicity Reporter - Students move to filed and recommence upon - 1 Aid Kit
- 12 Rugby balls Physical Education
modified game. teachers whistle. - 24 Cones
- 24 x Tag belts
SMS 3 Conclusion
The student: - Congratulate students on skills shown
Uses basic self - Collect MVP and fair player score sheet
management skills and - Handout player and team awards
considers longer-term - Instruct publicity team to complete newsletter and
consequences and physical disseminate through the class
activity needs.