Let’s Learn about Movement (Grade 3-4)...HPE Unit Duration: 10 Weeks Term 1 2017 LET’S LEARN...
Transcript of Let’s Learn about Movement (Grade 3-4)...HPE Unit Duration: 10 Weeks Term 1 2017 LET’S LEARN...
HPE
Unit Duration: 10 Weeks Term 1 2017
LET’S LEARN ABOUT MOVEMENT (GRADE 3-4) Students will apply strategies for working cooperatively and rules fairly. They will demonstrate refined striking/fielding skills and concepts in active play and games. They will apply skills, concepts and strategies to solve movement challenges in striking/fielding games.
WE BELIEVE THAT FOR PLANNING TO BE ADEQUATE IN A SUBJECT AREA and REFLECT
THE PRINCIPLES OF VISIBLE LEARNING THE FOLLOWING SHOULD BE VERY CLEAR:
1. Which part of the STANDARD the planning is related to:
2. WHAT your learning intentions are? (What do I want the students to learn?) – Know and Do 3. What is your basic learning and teaching sequence? (What learning opportunities are you going to provide?) 4. What is the Success Criteria (How will I know that the students have learn. How will this be demonstrated (Assessment) (And an extension goal would be how you are going to plan for feedback along the way)
Suggested Planning Process
Standard Content/Elaborations Brainstorm Activities Assessment Teaching and learning sequence
Band level description – Years 3 and 4
The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of how their bodies grow and change as they get older.
The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.
The curriculum in Year 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity.
The Year 3 and 4 curriculum also provides opportunities for students to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision making.
The focus areas to be addressed in Year 3 and 4 include, but are not limited to:
alcohol and other drugs (AD)
food and nutrition (FN)
health benefits of physical activity (HBPA)
mental health and wellbeing (MH)
relationships and sexuality (RS)
safety (S)
active play and minor games (AP)
challenge and adventure activities (CA)
fundamental movement skills (FMS)
games and sports (GS)
lifelong physical activities (LLPA) rhythmic and expressive movement activities (RE).
Content descriptions
Personal, social and community health
Movement and physical activity Health and Physical Education
Years 3 and 4 Achievement standard
By the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, safety and physical activity.
Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.
Being healthy, safe and active
1. Examine how success, challenge and
failure strengthen personal identities
(ACPPS033)
2. Explore strategies to manage physical,
social and emotional change (ACPPS034)
3. Describe and apply strategies that can be
used in situations that make them feel
uncomfortable or unsafe (ACPPS035)
4. Identify and practise strategies to promote
health, safety and wellbeing (ACPPS036)
Communicating and interacting for health
and wellbeing
1. Describe how respect, empathy and
valuing difference can positively influence
relationships (ACPPS037)
2. Investigate how emotional responses vary
in depth and strength (ACPPS038)
3. Discuss and interpret health information
and messages in the media and on the
Internet (ACPPS039)
Contributing to healthy and active
communities
1. Describe strategies to make the
classroom and playground healthy, safe
and active spaces (ACPPS040)
2. Participate in outdoor games and activities
to examine how participation promotes a
connection between the community,
natural and built environments, and health
and wellbeing (ACPPS041)
3. Research own heritage and cultural
identities, and explore strategies to
respect and value diversity (ACPPS042)
Moving our body
1. Practise and refine fundamental movement skills in different movement situations (ACPMP043)
2. Perform movement sequences which link fundamental movement skills (ACPMP044)
3. Practise and apply movement concepts and strategies (ACPMP045)
Understanding movement
1. Examine the benefits of physical activity
and physical fitness to health and
wellbeing (ACPMP046)
2. Combine the elements of effort, space,
time, objects and people when performing
movement sequences (ACPMP047)
Learning through movement
1. Adopt inclusive practices when
participating in physical activities
(ACPMP048)
2. Apply innovative and creative thinking in
solving movement challenges
(ACPMP049)
3. Apply basic rules and scoring systems,
and demonstrate fair play when
participating (ACPMP050)
Learning Intention Lesson Development Success Criteria/Assessment Feedback
Opportunities
Moving our body
(ACPMP043)
(ACPMP045)
Learning through
movement
(ACPMP048)
(ACPMP049)
(ACPMP050)
Explicit teaching (I do ,we do, you do)
Show/demonstrate/introduce the skill/activity
Allow students opportunity to practice and
observe performance
Provide prompts to instruct students in regard to
refining skill
Provide verbal feedback and reward achievement
Reflect on learning
Use WALT and WILF cards as visual cues for learning
intentions:
WALT (we are learning to…) and WILF (what I am
looking for is… )
Implicit Teaching
Set environment encouraging participants to find
solutions to movement challenges (game specific)
Challenge participants with an intended goal or
outcome
Reflection process (what worked well, what can be
done better)
Practice and refine skill
Differentiation
Change it approach to physical activity
Standards judged using criteria:
The achievement (A, B, C, D, E)
effort (C, G, S, R) is based on
Formative and Summative
assessment of students
Positive
reinforcement/reward
Recall/reflect/evaluate
learning at the beginning
and end of lessons
Peer assessment and
self- assessment
Formative and
summative assessment
Achievement Standard -
Students will be
able to:
Content Descriptors/Tasks Students need to:
Above standard looks like:
At Standard looks like:
Below standard looks like:
Adopt inclusive
practices when
participating in
physical
activities.
Apply basic
rules and
scoring systems
and
demonstrates
fair play when
participating in
physical
activity
Suggest Modifications to
physical activities to ensure
everyone is included
(equipment, rules or playing
space)
Work cooperatively with
team members in order to
successfully play team
games by understanding
rules, performing required
movement tasks in game
situations and listening to
team mates.
Recognises consequences of
personal and team actions in
group activities
Contributes to fair decision
making in physical activities
by applying rules
appropriately
Applies strategies for
working cooperatively
when completing
movement tasks/games
and applies rules fairly to
influence inclusivity
Applies strategies for working
cooperatively when completing
movement tasks/games and
applies rules fairly.
Participates in physical
activities
Apply
innovative and
creative
thinking when
solving
movement
challenges
Transfers and applies skills
to solve movement
challenges.
Tests alternative responses
to movement challenges and
predicts the success or
effectiveness of each.
Draws on prior knowledge to
solve movement challenges.
Selects and adjusts
skills, concepts and
strategies to enhance
outcomes.
Solves movement challenges
(Applies skills, concepts and
strategies to solve movement
challenges in structured games)
Uses necessary game
skills during movement
challenges
Practice and
refine
fundamental
movement skills
in different
movement
situations.
Performs locomotor
movements and object
control skills to complete
specific movement tasks.
Performs fundamental
movement skills to
demonstrate weight
transference in different
physical activities.
Explores and practices
different techniques to
propel objects towards a
target.
Proficiently performs
locomotor movements,
fundamental movement
skills, different
techniques and object
control to complete
different movement tasks
involving weight transfer
and propelling objects
towards targets during
structured games.
Develops fundamental movement
skills and movement concepts in
different physical activities by
demonstrating refined
striking/fielding/kicking/evasion
skills and concepts in active play
and minor games.
Demonstrates
components of
striking/fielding/evasion
skills.
WEEK 1
Working cooperatively and fair play
Working cooperatively for inclusivity Fielding skills and concepts Batting skills and concepts
WEEK 2
Working cooperatively and fair play
Working cooperatively for inclusivity Fielding skills and concepts Batting skills and concepts
WEEK 3
Working cooperatively and fair play
Working cooperatively for inclusivity Fielding skills and concepts Batting skills and concepts
WEEK 4 Assessment of learning
Teacher notes and Observation record in comparison to Model response
WEEK 5 Striking/fielding games skills and concepts refinement
WEEK 6 Striking/fielding games skills and concepts refinement
WEEK 7 Striking/fielding games skills and concepts refinement
WEEK 8 Solving striking/fielding game challenges
WEEK 9 Solving striking/fielding game challenges
WEEK 10 Assessment task
Observation record
Performance and Practical Application
Class Working cooperatively
and rule application
Overall
Skills and concepts
refinement
Overall
Movement challenge solutions
Overall
Student
Working
cooperatively
Applying
rules fairly
Place
hitting
Fielding Throwing
Fielding challenge
Limiting the
opponent’s time to
score runs by
quickly securing the
ball and throwing it
to a target
Batting challenge
Score runs by
hitting a ball into
an open space/
gap and running
quickly
Assessment Guide
Working cooperatively and rule application Skills and concepts refinement Movement challenge solutions
Working cooperatively Rule application Place hitting Fielding Throwing Fielding challenge Batting challenge
A
Influences/encourages others to be
involved
Explains and/or directs activities
appropriately
Uses verbal praise
Adjusts pace and placement of throws and
hits to support participation of others
Influences/
encourages
others to follow
rules, and/or
Modifies set
rules to support
the participation
or skill
development of
others
Positions
‘ready’ with a
firm two-
handed grip on
the bat, stable
side-on stance
and eyes on
the delivery
Swings,
including
follows
through, with
fluency and
control and to
accurately
place hit to
targets, balls of
various
trajectory and
speed.
Positions
‘ready’ with
knees bent,
facing
delivery, eyes
focused on
the ball
Moves
quickly and
in
anticipation
to the ball
Catches or
secures with
control (in
either or
both hands)
balls of
various
trajectory
and speed.
Positions and moves
body segments
appropriately to
throw underarm
and overarm to
achieve distance and
accuracy
Overarm action
Holds ball in
appropriate grip,
cocked wrist, out
from head
Opposite arm aims to
target
Transfers weight
from back to front
foot
Rotates hips, trunk,
shoulders
Elbow leads the wrist
and hand
Throwing hand
follows through
fluently across
opposite leg
Underarm action
Stands, throwing arm
straight back, ball held
in fingers with wrist
cocked
‘Reads’/anticipates the
path of the ball and
moves to an appropriate
position to prevent its
advance and to secure it
with control
Selects throwing
skill/technique/s
(underarm/overarm)
appropriate to their
relationship to other
players/targets in the
field of play and
modifies technique and
power to limit the time
to play the ball to the
target.
Hits the ball with control into a space
creating time for self or others to
safely run
Adopts an appropriate ready stance
‘Reads’ and anticipates the path of the
ball, steps to meet the ball and
purposefully modifies the positioning
of body segments and the bat to
enable deliberate place hitting of the
ball into an open space/gap
Holds bat with hands together and
uses a long backswing and follow
through to hit the ball accurately to
far spaces and or shortens the swing
to direct the ball to spaces/gaps
Contacts the ball in front of the body
Runs quickly to score
Steps with opposite foot
as straight throwing
arm starts to swing
forward
Ball is released as wrist
passes side of leg and
flicks fingers forward to
follow through in the
direction of the target
Ball is delivered at an
appropriate height and
force
C
Follows instructions
Shares equipment/ takes turn
Speaks respectfully
Listens
Helps set and pack up gear
Ap
pli
es
set
rul
es
fair
ly
Ac
cep
ts
Positions
‘ready’, and
swings to hit
and direct
deliveries of
slow to
moderate pace
towards
targets
Catches and
or secures (in
one or both
hands) balls
of slow to
moderate
pace that roll,
bounce or fly
directly in
front or
nearby.
Positions and moves
body segments to
throw underarm
and overarm at
targets
Moves into a
position to
secure the
ball when it
is nearby
Throws with
adequate
force to an
appropriate
target to
prevent the
Hits the ball and runs quickly to
score a run.
dec
isi
on
s
opponents
scoring
more runs
E
Participates in physical activities Demonstrates components of hitting/striking and catching/fielding
skills
Picks up and
throws the
ball
Performs components of hitting and
running to score