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TERM/WEEKS: 6 YEAR LEVEL: 10 LEARNING AREA/TOPIC: H&PE – ICT and Netball

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

• 1x school iPad for each students in the team on the bye round. Approx. 7-10 iPads
• Teacher must obtain iPads from the school library prior to the lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

6 Create 1. Play round one of the 1. Introduction

interactive fixtures (30 minutes Summative • Teacher separates the class into their teams created
solutions for games (4x7 minute assessment – the last week. 8x netballs
sharing ideas submission of the o Provides each team with 2x balls and a set 4x sets of bibs
quarters), two games at
and information work completed
once with one team on of bibs.
online, taking by the children is
into account a bye). used to assess the o Teams conduct their own 5 minute warm up
social contexts 2. Complete the tasks of students’ and allocate playing positions.
and legal the role allocated to the progress. Eg. The • Teacher helps the bye team settle into their starting
responsibilities students (bye combination of roles whilst the other teams warm up.
(ACTDIP043) team)(roles were the coach (Hudl) o Bye team splits in half: half the people on
and musical role 7 – 10x iPads – one for
chosen in the previous each game playing the roles - roles are:
Work (voice memos) each student in the
independently, lesson). Rotate roles allows the § Coach – filming the game using Hudl bye team
and each quarter (complete teacher to and making notes on the app about
collaboratively 4 roles). At the end of understand the what they observe
to manage the lesson the students students § Musical manager – voice recording
projects, using upload their work to the understanding of themselves commentating the
digital class oneNote page the game. game, this must match up with the
technology and (marking rubric
ready for the teacher to coaches video being recorded
an iterative and on how the
collaborative mark. students worked § Creative manager – Creating and
approach. with one updating player profiles on Canva).
Considers time, another.)
cost, risk, Body
safety, producti • Teacher signals that 5 minutes is up, 30 second
1x whistle
on warning then games are starting.
processes, susta • The students with the role as the time keeper signals
inability and the beginning and end of the quarters by blowing a
legal long whistle.
responsibilities
o Teams change bibs around if required and
(WATPPS68)
grab a drink of water.
Skills and o Coach and musical manager provide the
strategies to playing teams with brief feedback on what
promote they observed.
respectful
o Bye team rotate roles – quick discussion
relationships
(ACPPS093) between the team about their experience
within the role for the quarter – provide tips
for one another.
• Next quarter begins – signalled by the time keeper.
• This process continues for the duration of the
match.

Conclusion
• Teacher asks playing students to bring in all the
equipment.
• Bye team uploads their completed work with their
name clearly labelled to the class oneNote page.
o Work does not have to be entirely complete:
teacher is looking for how efficiently
members work together within the time
provided.
• Teacher collects all the iPads etc.
• Brief discussion with the class about the positives
and what was challenging about the lesson – this is
conducted by the teacher – one groups answers at a
time.