TERM/WEEKS: 5, 6, 11 YEAR LEVEL: 10 LEARNING AREA/TOPIC: Health & Physical

Education
FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM HEALTH AND PHYSICAL EDUCATION

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
Personal, Movement & (include learner diversity)
Social & Physical Activity
Community
Health
Movement - Introduce - Ensure the Introduction - Ask Google Sheet
skills and students to Google students with teams,
sequences SEPEP and Sheet is - Students start in the classroom where they are if they each student’s
5/1 within ensure they completely informed on the goals and aim of the SEPEP have ever role and what
different  understand the filled out program participat they hope to
physical significance and every - Students are then divided into predetermined ed in a get out of the
activity  and benefits of student is even teams to form 6 teams of 5 people. Teams SEPEP program.
contexts the program. assigned are then tasked with nominating a captain and program
reflecting: correctly. creating a team name. After that is complete, before. Google Sheet
Increased - Allocate teams assign the remaining roles and add them with fixtures.
complexity. students into - Check that to the Google Sheet provided. - Ask
Transferenc predetermined teams are students SEPEP
e of learned teams and working Body if they program video.
skills to assign them to cohesively have used
new the roles as and - All captains/coaches are asked to form a group previous iPad’s,
activities chosen by the effectively at to discuss scheduling, fixtures with assistance technolog computers,
(ACPMP09 teacher, assigning from the teacher if required. Meanwhile the ies such projector.
9) ensuring they roles. other students are tasked with researching an as Google
understand the app that can be used for their role. Sheets or
responsibilities - Students are asked what they wish to get out of TeamApp
of each role. the program and to start thinking about their
app presentation at the conclusion of the
program. They are then asked to enter their
 answers on the Google Sheet provided.

Application - Give students - In week 5, the coach of the team is to: discuss - Ask
of fair play examples of scheduling/rules with other coaches and the students
and ethical applications for teacher, organise team building games, begin if they
behaviour, each role. training and run drills, and ensure that their can
and ways team is fully prepared for competition to start suggest
they can - Students are the next week. any apps
influence aware of they have
the fixturing - The musical manager should start to become previousl
outcome of system and how familiar with applications such as GarageBand, y used
physical the tournament as they should begin to create a team that could
activities will run. song/anthem. They should also pick out music assist in
(ACPMP10 for the team warm-up and cool-down. their
7) roles.
- The statistician should begin by recording their
teammates height and stature and even
Skills and incorporate agility and speed testing to
strategies to determine which position best suits each player.
improve The shortest and most agile players are more
team likely to play in the guard position with the
performanc taller players making up the forwards.
e, such as:
Motivation Conclusion
Team-work
Leadership - Students roles are to be added to the team’s
(ACPMP10 spreadsheet.
6) - Teams are to be prepared for the beginning of
fixtures next week.

Manageme
nt of
participatio
n and rules
during
physical
activities
(ACPMP10
7)
 Movement - Successfully - Students are - Ask Sporting
skills and begin the first assessed on Introduction students equipment for
sequences week of their general which games (1
6/1 within competition/tou skills during - All teams are allowed five minutes to perform a apps they basketball per
different  rnament. game warm-up as run by the coach. are court, coloured
physical situations. - After the five minutes, the teams that have a aiming to bibs for each
activity  - All students are Marks are bye will ensure that the equipment is in present at team).
contexts displaying determined working order (balls are correctly inflated, the end of
reflecting: fairness and by the coloured bibs aren’t ripped). Meanwhile, the the Google Sheet
Increased good specific coach of each playing team is to check fixture program. with fixtures.
complexity. sportsmanship basketball and meet at court.
Transferenc whilst rubric. Teams iPads, phones,
e of learned competing. Body are asked computers.
skills to - Use the to reflect
new - Students are second - Games commence as determined by fixture. on what Basketball
activities completing the rubric to they skills marking
(ACPMP09 responsibilities assess: - This week, the coach should use apps such as thought rubric.
9) that come with students’ Coaches Eye and Hudl to record and reflect on worked
their role cohesion to members of his team’s skill through the warm- well and SEPEP
Application correctly. their role up, with the aim of improving how their team what marking
of fair play within the plays. The coach should also be encouraging all didn’t rubric.
and ethical - Ensuring that team, team members throughout the games to build before
behaviour, students are sportsmansh morale and maintain a positive attitude. sharing
and ways correctly ip during with the
they can following the games and - The musical manager should have completed a teacher
influence rules and teamwork. team song for the team to sing after wins. They and class.
the improving their should also have found/created chants which
outcome of skills. will continue to strengthen relationships within
physical the team and form a stronger sense of
activities comradery.
(ACPMP10
7) - The statistician in this week should have
determined an app that is useful for stat-keeping
in basketball such as Dartfish Easy Touch or
iScore Basketball. The statistician is tasked
with recording the stats of the teams that they
have duty for.
Skills and Conclusion
strategies to
improve - Ensure that all scores for the week have been
team entered into the Google Sheet.
performanc - All equipment is packed away correctly.
e, such as: - Students are then given a chance in their teams
Motivation before the end of class to discuss what they
Team-work think went well and what didn’t. This debrief
Leadership session should be primarily run by the coach of
(ACPMP10 each team.
6)

Manageme
nt of
participatio
n and rules
during
physical
activities
(ACPMP10
7)
 Movement - The last week - Students will Introduction - What did Sporting
skills and of the program be graded on you enjoy equipment for
11/1 sequences is dedicated to presentation - After the regular season fixtures are complete, about the games (1
within the finals of the in the the top 4 teams on the ladder will compete in program? basketball per
different  competition as SEPEP the finals. These teams are allowed the standard court, coloured
physical well as the rubric. 5 minutes to warm up and prepare. The - What bibs for each
activity  presentation of remaining bye teams are asked to set up the could team).
contexts applications - Summative courts and check the equipment. improve
reflecting: chosen by the assessment - Students should be prepared to present their app within the Google Sheet
Increased students. of skills and on completion of the finals. program? with teams,
complexity. SEPEP each student’s
Transferenc - All games cohesion Body - What did role, what they
e of learned should be should be you learn hope to get out
skills to completed, and completed. - Semi/Grand Finals to be played and finished. from the of the program
new presentations - Upon completion, the first of the bye teams is program and a
activities begin. - Reflections to present each of their apps back in the reflection.
(ACPMP09 are to be classroom.
9) - Once each viewed by Google Sheet
person teacher - This week, the coach should have fully refined with fixtures.
Application completes their however not members of their teams’ actions and techniques
of fair play presentation of receive a to ensure that they are playing as best as they iPads, phones,
and ethical what app they grade. can. They should also remain encouraging and computers.
behaviour, used, they enter motivate their teams in finals.
and ways their reflection SEPEP
they can on the Google - The musical manager will have finished all marking
influence Sheet that they songs and chants. They may also have created rubric.
the entered what an entrance chant if their team is in finals. This
outcome of they expect to role should lead the team songs after games. Projector
physical get from the
activities program. - The statistician in this week should have
(ACPMP10 completely tabulated all of the team’s statistics
7) in points, rebounds and assists in the app of
their choice. This data will then be stored as a
record for the teacher.

Conclusion
 - Ensure that all scores and results are finalised
on the Google Sheet.
Skills and - All equipment is packed away correctly.
strategies to - One of the teams that had a bye will now start
improve to present their application to the class. The
team remainder of the presentations will occur in this
performanc week following lessons.
e, such as: - Once presentations are complete, students
Motivation create a reflection of the program and add it to
Team-work the Google sheet containing what they hoped to
Leadership get out of the program.
(ACPMP10
6)

Manageme
nt of
participatio
n and rules
during
physical
activities
(ACPMP10
7)