Академический Документы
Профессиональный Документы
Культура Документы
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
Week 4 Movement 1. The lesson objective The teacher will Introduction (10min)
Modified skills and
is for the students to observe during the Review the main lesson objectives from the previous
games sequences
within
be able to successfully dribbling and game class (Hand dribble and footwork key teaching points COACH’S EYE
different deliver a controlled play drills to assess (KTP)). Prior to this, a verbal and visual - Used to
physical and technical hand their playing ability. representation of the KTP’s is required, to refresh analyse past
activity dribble whilst on the This is done via a performance
their knowledge. Students can use coach’s eye (on
contexts move. code of putting a and current
ipads) to view their progress from the previous week,
reflecting: This therefore requires number 1-3 next to technique
correct footwork. and use side-by-side analysis to determine any
- increased their name (as
complexity 2. Correct footwork to technical faults. https://www.coachsey
described in the
- Transference enable direction around e.com/
body). This is
of learned the court and awareness
of space
through a summative Body (30min)
skills to new
assessment. Warm up: Student will participate in a game of
activities
(ACPMP099) Brittish Bulldogs which will go for 10min to get their
heart rate up and get them moving around the court.
In a circle they will all participate in dynamic group
stretches (going around the circle) – 3min; and then
5 minutes of dribbling around cones to involve some
hand-eye coordination.
The teacher can observe their abilities through
writing down a number 1-3 next to their name, with
1 being not so great, to 3 being exceptional.
Students are then broken up into 4 groups of 5/6
players in each team and are to play a half-court
game which is split up into 5min quarters. Every
quarter the teams will move around so that everyone
gets a go at versing each other.
The teacher is to walk around and continue assessing
abilities so that when the teams are made up they
have an even spread of abilities.
Application of
Week 6 fair play and 1. Effective use of team Introduction (10min)
Competition ethical app to keep the team Get students to split up into teams and talk about YOUTUBE
behaviour and updated game roles/tactics and if anyone has any https://www.youtube.c
ways they can 2. Roles are clear and announcements om/watch?v=XbtmGKif
influence the everyone is playing their Bring them in a show a quick youtube clip on the 7Ck
outcome of part A summative Video to show the run
rundown of the game rules to refresh their memory
physical assessment will be down of the rules of
activities Check that they are using team app to update each basketball to help the
used to assess how other during the week for game day.
(ACPMP107) students who may
well the students
Teacher will announce who is playing who and what have never played
know the game rules basketball before.
court they are to be allocated to
Copy this page above as many times as required for each lesson. Usually one (or maybe two) of these per lesson is sufficient to describe your activities.
Explanation of each section – just highlight the general capabilities section on the top that will be covered in the lesson sequence. Make sure you list the year
level and learning area.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)
1 Put in the Write 2-4 objectives that are clear, Explain the type of Introduction
learning area and measurable and specific about the assessments you Have something that keys students into the topic. Make it Put in links and titles.
Clearly code – include teaching and learning. Start with will use in the motivating and interesting. If using an online tool
state the entire strong verbs and focus on the lesson. Be clear If it is lesson two or three then you can also have a review of include a few words as a
the outcome if content and on the ICT focus. about the reason summary so when you
‘what we did last lesson’. Examples could be a video, games,
week possible. and the collection or others look at it, they
and A content area Eg 1: method. quiz, picture study, discussion, book, or hands-on experiment. will know why the tool is
lesson should be the Create an interactive poster, using being used.
numbr focus – e.g. our CARP design principles, Eg
er in Science, Health, showcasing 3 different types of 1.Formative Eg:
the English etc. ICT is volcanoes and some geographical assessment at the Body Intro: Youtube video on
volcano formation:
the tool. locations for each type. beginning using
sequen Kahoot to check Create a set of dot points that list the things the teacher and https://www.youtube.com/wa
tch?v=WgktM2luLok
ce Eg 2: understanding of the students will complete.
1. Research the impact of Volcanoes Include scaffolds and teacher guides, e.g. If you list ‘research Picture discussion CARP design
volcanoes on surrounding 2. Summative principles:
volcanoes’ then also list the main things you have asked them https://wayfaringpath.coetail.c
landscapes. assessment - Rubric
for the poster – key to find. om/2014/10/08/carp-design-
2. Create a film, demonstrating principles-for-elementary-
points are 3 Write in the third person e.g. the students will…. students/
simple picture slideshow different volcanoes,
techniques, showcasing the locations and the Interactive volcano information
positive and negatives effects Conclusion http://pbs.panda-
CARP design
prod.cdn.s3.amazonaws.com/
of living in an area affected by principles. Write how you will wrap up the lesson. Be sure to include a media/assets/wgbh/ess05/ess
volcanoes. review of the content covered or possibly a demonstration by 05_int_volcanintro/01_What.h
tm#
various individuals of how the product creation is coming
along.
Device considerations
Year 4-6 – Use either an iPad or a laptop as your main device. Many schools have 1-1 devices but not all. Again, there are not likely
to be labs in schools – you will have shared devices or can borrow from other classrooms if you want to do individual activities.
Year 7-12 - Plan for one device per student – e.g. assume everyone will have iPad, or Mac or Windows machine.
Notes: Make sure the tools and sites you choose can cater for the device you nominate. Some popular apps are only available on
iPad and some websites don’t work on the iPad but may have an app instead. Do your research to ensure it will all work on the
nominated devices.