FORWARD PLANNING DOCUMENT

TERM/WEEKS: 11 YEAR LEVEL: 10 LEARNING AREA/TOPIC: Health & PE

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Competence Intercultural 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: All students have iPads

WEEK West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINK (Introduction, Body and Conclusion)
5 HEALTH AND 1. Students understand what Summative Introduction SEPEP website – where
PHYSICAL SEPEP is and become familiar assessment: - As students walk in designate them to their pre-determined team, instructing them to be seated. all the information is
EDUCATION with the roles and tools - Discussion and - Brainstorm in groups about the previous lesson and the rules and regulations associated with basketball. stored.
brainstorming. - Ask students to access the SEPEP website and allow them to explore and understand what it is about, discussing in https://pro-
available to help them, through
Moving Our Body - Uploading work baller.weebly.com
exploration of the website and their groups.
group discussions. to Team App. - Ask the first group what they think SEPEP is about, going around as each group adds on to the first group’s answer.
(ACPMP101) Coach’s Eye – to film
2. Students create team warm-ups - Collate the student’s ideas and offer them a conclusive summary about SEPEP and what is expected. and analyse warm up.
Learning Through and learn how to film and - Explain that each player in the team will have a specific role and there will be ICT tools available to aid them.
Movement annotate on Coach’s Eye. Canva – to create the
3. Students design a poster to Body team poster.
(ACPMP106) - Assign a role to each student within their teams and allow them to access information on their role from the SEPEP
promote their team via the
website, discussing their role with their team. Dartfish – to collect and
Canva app. analyse data.
4. Students learn how to use the - Offer that students can swap roles if they would prefer but only by your instruction.
Dartfish app to collate data. - Ask students to explore the tools suggested and become familiar with the ones that will be most useful to their role. Team App – for fixtures
5. Students upload their data and - Inform students that the rosters are posted on Team App and students allow students some time to become and to upload work.
become familiar with sharing it familiar with it so they are aware for the following weeks.
on the Team App. - Explain that each week there will be a bye team and they must either be officials for the other teams or work on
their roles
- Add that for 10 minutes of at the start of every lesson, students are to work on something to do with their role.
- Instruct teams to spilt off and come up with a unique warm-up that they must film on Coach’s Eye.
- Inform those who have the Coach’s role that they are to film as this is a tool they can use to analyse their players in
the future.
- Once finished filming, students are instructed to create their own team flyer as a group by using the Canva app.
- The creative designer is in charge of the poster, but all team members are to offer suggestions and ideas – each
student should have designed a specific part of the poster.
- Next, introduce Dartfish and give a demonstration on how to use the app and how it is an important tool the
statistician can use to tally up their team results.
- Instruct students to pair up, with one person shooting and the other tallying up if it was a ‘goal’ or a ‘miss’, then
switching

Conclusion
- Instruct students to upload all their data they have collected onto Team App in the ‘Gallery’ section so that
everyone can access it.