UNIT OUTLINE

Unit description: The aim of this unit will be to introduce students to the concept of realism. By the end of this unit students will be expected to effectively draw upon the
connection between physicality and the anatomy of the human body. There will be aspects of student interpretation, bringing with them a collection of social, emotional
and cognitive experiences. Students will creatively explore Physical Education and its nutritional aspects. The major assessment for this subject will be a community based
project that creatively highlights physical health and well-being themes, collaborated in a portfolio. The portfolio will be a collaboration of the 12 weeks unit of study
Unit learning intentions:
- Expand the students Arts vocabulary
- Constructively reflect upon the role that Art and Physical Education play in society.
- Understanding how to use personal, social and environmental interpretations through Art and Physical Education
Students will experience a range of different natural and industrial settings in which they will participate through movement and visual acknowledgement. Arts focuses on
its own practices, terminology and unique ways of looking at the world we want to combine a unique view of the world for every individual and a chance to participate
through the environment and with the environment to all our students.
All students will be able to:

Most students will be able to:

AusVELS- Level 9

AusVELS- Level 10

- Students use evaluation and reflection on their arts experiences to improve the making and

- They describe social and cultural factors, such as family, the media, community

presenting of their arts works.

expectations influencing the development of personal identity, including the

development of identity as it relates to gender.

- When exploring and responding, students focus on the development of knowledge and
understanding of key concepts, techniques, processes and practices associated with particular
arts forms.
-They develop skills in presenting and justifying personal interpretations using appropriate arts
language. They investigate and discuss the contribution of the arts to society and other
disciplines.

- in Art, students research installation artists who use natural settings as their gallery,
then collaboratively design and present an Installation art work that uses found forms
and works in harmony with the selected site.
-Students realise their ideas, represent observations and communicate their
interpretations.

Assessments:

Formative assessment in the form of a rubric that assesses the unit learning intentions. Students will be observed and assessed in relation to the rubric for their
Anywhere fitness

What are the reasons behind your movements?

LESSON

CONTENT

Introduction to the
unit

LEARNING ACTIVITIES

Students will be new to the class, therefore students will

participate in introductory grouped activities
-

Interpreting the human body - Students will be put into

groups at random and given a human organ to
interpret (eg. Heart, lung, brain, etc..) and the students
must be creative and act out that organ.
Name ball - This is where students get to know the
name of their peers by throwing the ball around whilst
choosing someone and learning their name and then
saying it before they throw the ball.
Introduction to the unit - This is where students will be
informed of the 12 week unit of Interpretation of the
human body.
Students will be informed of the assessments that will
be conducted throughout the unit and the first
formative assessment will be discussed in detail

RESOURCES
N/A

LEARNING INTENTIONS

For students to understand

the connection between
interaction and sports and
the importance it can play
with effective
communication.

Learning about the

local environment
Wathaurong tribe

KELSEY

Research task
KELSEY
3

Circuit training

Indigenous
Australians - The
Wathaurong Tribe

Incursion at the school - The class will be run by the

local indigenous group The Wathaurong Tribe, who
will perform their native dances and then teach the
students the movements
The Wathaurong tribe will then explain the story behind
the art (paint) and movements that they make
Students will then have the chance to ask questions
about the movements, exercises that they do and why.

Students are to choose an area of Australia and select

an indigenous tribe to research.
Students will create a small A4 poster with information
about the tribe and use photos of art that represent the
tribe.
Students will then create a small 30 second
performance of a dance that tells a story and present it
to the class
Formative assessment will be used and students will be
marked on creativity

PowerPoint

Scholarly articles
details about
indigenous
tribes/culture

Students will be creating and participating in a

resistance circuit
Students will be working in pairs to create an activity
Students will use the school gym/equipment to come up
with a circuit
Students will write up and demonstrate what the
activity is to be performed at their station
Students will then participate in the circuit and
complete all their peers exercises and record all the
different exercises

School gym
Gym equipment
Exercise
applications

To be able to have a better

understand in the importance
of the land that they live on.
To understand the connection
between the art work and
movement and how
important it is.
Students will understand in
depth the importance of our
land and the indigenous
culture.

For students to understand

the multiple muscles within
the human body

Outdoor gym

Getting to know
your environment

NATHAN
-

Follow up working
on assessment
(summative)
7

NATHAN
-

Students will be making their way down to Eastern

beach to the outdoor gym
The outdoor gym has pre-arranged exercises that
students are able to take photos of to help build ideas
for their assessment
Students will then have the chance to try different
exercises that they collected from last weeks
Students are to take note about how the natural
environment makes them feel and if it help with their
exercise

Students will be heading out to the local park/oval and

capturing photos of the natural setting
Students will be starting their summative assessment
Students will be creating an exercise circuit based
around the park/oval
Students may take photos or videos of them performing
an exercise within the area that majority of people
would be able to perform

Students will work on their assessment

They will collaborate all their prior experience with the
previous lessons to build their PowerPoint in order to
create a PowerPoint that will then be uploaded and
accessible to the school and community to use
Students will begin to combine the photos and activities

Local outdoor
(public) gym
PE clothing

For students to understand

that there is more than one
way of using something this
also goes with the fact that in
Arts it can be interpreted or
used in multiple ways
For students to see the
environment in a fun and
healthy way

Natural
environment
iPad
Internet

iPad
existing work

Students will be able to

discover ways of using the
natural environment in a way
to better their health
Students will participate in
their major assessment which
will lead to helping the school
and community surrounding
Students will be aware of the
effect that they can have on
the environment and
surrounding community

Surveying

The students will be working as a pairs to create a

survey that they will then go out and ask members of
their family, the school and the wider community
The questions should be built around the idea of
exercise
Where they do it?
What they do?
Would they be interested in?
Do they want change?
How often to they?
How much do they spend?

iPad
t-shirts

Students will also know the

type of details that they must
include in their top to make it
appealing and attracting to
the human eye
Eg. Inspirational quotes
Colour etc.

Etc
-

Analysing results

Students will become familiar

with a range of different
exercising strategies and
activities

Students will take this survey away over the weekend

for homework and complete the task with a minimum
of 5 individuals
Students will then be given a plain white t-shirt in which
they are to decorate and wear when surveying
individuals
The students will bring all their data that has been
collected over the weekend in order to put data and
facts into their PowerPoint in order to inform
individuals of the norms of Physical Activity.
The class will come up with facts that they believe to be
the most appealing and informative to individuals
Why is this fact relevant?
What makes this fact important?
What would you like to know?

iPads
Excel
Internet

Students will understand how

to analyse data and select
what is relevant information

10

Putting it altogether

This will be the last class that students will have to work
on their presentation
This class will allow for time to fix the PowerPoint
Students will be asked to partner up and practice within
their pairs whilst they give each other feedback on the
information supplied

iPads
PowerPoint
Facts and data

Students will be able to

understand how to compile a
large some of information
into an informative
PowerPoint that is easy to
understand

Students will be presenting their individual Lifestyle

fitness project to the rest of the class
- 10% will be peer assessed and 90% will be teachers
response
(see rubric attached/below)
- Students will be given 3 minutes to present their
information to the class
- Conclude the unit and allow students the opportunity to
ask questions or to further their understanding on what
they learnt
- Conduct a complete overview of each lesson and reapporach all the exit cards to ensure students
understand

Smart board
iPad
PowerPoint
Rubric

iPads
Exit cards
Student
presentations
Indigenous papers
Video footage from
the Wathaurong
tribe visit

Students will be able to come

to a conclusion about the
norms and facts of Physical
activity and be able to take
away from this project and
implement it into real life
situations
Students will be able to
understand and make a clear
connection of the purpose of
the unit

11

Presentations

12

Conclusion of the
Unit

The Health and Physical Education domain provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in
developing and maintaining their physical, mental, social and emotional health. AusVELS
A large focus of this unit has been put into ensuring students are able to take away every bit of information on offer to build the skills that help to develop
their Physical, mental, social and emotional health.
Arts focuses on its own practices, terminology and unique ways of looking at the world AusVELS
We have given the students the opportunity to step outside the classroom and experience the world in a different way (through physical activity) but left
them with the chance to interpret their own information to help themselves.

References
AusVels. 2014. AusVels- Health and Physical Education. [ONLINE] Available at: http://ausvels.vcaa.vic.edu.au/Health-and-Physical-Education/Overview/Introduction.
[Accessed 4 Oct 14].
AusVels. 2014. AusVels-Cross curriculum priorities. [ONLINE] Available at: http://www.australiancurriculum.edu.au/crosscurriculumpriorities . [Accessed 4 Oct 14].