FORWARD PLANNING DOCUMENT
TERM/WEEKS: Term 1 week 5
General Capabilities:
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
Notes about device access in the classroom:
- Each student will be given an iPad with previously downloaded apps that can be used for each role.
WEEK/ West Australian
LESSON
Curriculum
LINKS
Week 5 Personal, Social and
lesson 5 community health:
Identify what they can
do (VCHPEP043)
Movement and Physical
Activity:
Communication skills that
support and enhance team
cohesion, such as body
language and listening skills
(ACPMP088)
YEAR LEVEL: 7
ICT
Asia and Australia’s engagement with Asia
SPECIFIC LESSON
OBJECTIVE
1. Students describe their
responsibilities for their
allocated roles.
For example:
Coach- helping students maintain
the correct technique by using
video filming apps.
Media manager- providing videos
of game play with editing.
Social Media- Uploading fixtures
and results to Team App.
2. Students are able to
define what the SEPEP
unit is comprised of.
3. Students are capable
of using the app that is
allocated for their
individual roles.
LEARNING AREA/TOPIC: HPE Volleyball
AUSTRALIAN CURRICULUM
Critical and creative
thinking
ASSESSMENT
(what & how)
Informal Assessment
Teacher calls students up
by name of roles to ask
students what their
responsibilities include
within that role in general
and for the upcoming week.
Teacher will ask students
what app they will be using
in order to full fill their role
in the upcoming lesson.
In the conclusion of the
lesson, the teacher will pick
names at random and asks
them to define and describe
the purpose of the SEPEP
unit.
Ethical Behaviour Personal and social Intercultural
Competence Understanding
Sustainability
TEACHING & LEARNING RESOURCES = ICT and
other
EXPERIENCES
(Introduction, Body and Conclusion)
Intro Team Shake APP
- Students will participate in a volleyball based warm up (modified game) to get the students
engaged and ready for class. Weebly:
https://sepep7volleyball.
- Recap of the SEPEP unit on smart board in front of class/ explanation of upcoming weeks
weebly.com/
and what the students will be doing. (The teacher will have already explained the unit to
the students in previous class’s in detail) Apps students will be
exploring (my 3 roles)
Body
Coach:
- Teams will be created through the app Team Shake. The teacher will have previously
- Coach’s eye
graded students into even playing levels so each team is comprised of different abilities.
An uneven number of teams will be created meaning each week a team will have a “bye”. - Video Delay
Teacher is to explain to students that on the week their team has a bye, they will be
organising the lesson. Media manager:
- Number each student in each team. For example, 1= Coach, 2= media manager. - I Movie
- Once students are numbered, students with the same roles will group together. The
Social Media:
teacher will explain each role and the tasks each student will have to complete within the
- Team APP
roles.
- Using I pads, students grouped with the same role will have time to watch video tutorials
on the SEPEP Weebly on how to use their app for their allocated roles.
Conclusion
- Teacher will project the first week of fixtures onto the board.
- Teacher picks student’s names at random to ask the purpose of the SEPEP unit.
- Teacher will conduct informal assessment in the remaining 10 minutes of class which
includes calling students up to ask for their roles and the app they will be using

TERM/WEEKS: Term 1 week 6
General Capabilities:
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
Notes about device access in the classroom: Only students with roles this lesson will have access to class Ipads.
WEEK/ West Australian
LESSON
Curriculum
LINKS
Week 6 Personal, Social and
Community Health
Lesson 6
Seeking strategies that young
people can use in a variety of
situations (ACPPS072)
Appropriate language and
actions to communicate feelings
in different situations
(ACPPS005)
Movement and Physical Activity
Communication skills that
support and enhance team
cohesion, such as body
language and listening skills
(ACPMP088)
Ethical behaviour and fair play
when participating in physical
activities (ACPMP088)
Cooperate with others and
demonstrate characteristic of a
good sport when participating in
physical activities (VCHPEM054)
Follow basic safety directions,
and familiar game rules when
participating in physical
activities (VCHPEM056)
YEAR LEVEL: 7
AUSTRALIAN CURRICULUM
ICT Critical and creative
thinking
Asia and Australia’s engagement with Asia
SPECIFIC LESSON ASSESSMENT
OBJECTIVE (what & how)
1. Students are able to Formal Assessment Intro
create content using
apps which are (After lesson) Teacher
assesses content that
designed to suit their
students have created
individual role. throughout this lesson
2. Students work co- in their roles to ensure
operatively with other students are fulfilling
team members when their roles. (Students
playing the game and upload their work to Body
Seesaw)
when communicating
off court. Teacher uses rubric to
3. Throughout game play assess students
students use positioning on the court
appropriate and throughout the game.
correct positioning on
Informal Assessment
court.
Teacher monitors
students and how well
they are carrying out
their roles and jobs.
This includes using the
apps.
Teamwork and
communication will be Conclusion
monitored throughout - Teacher will instruct students with roles such as the coach or social media marketer to
the lesson by teacher
observing students on
and off the court.
- Students know their roles and what responsibilities come with their roles. For example, if
FORWARD PLANNING DOCUMENT
LEARNING AREA/TOPIC: HPE Volleyball
Ethical Behaviour Personal and social Intercultural
Competence Understanding
Sustainability
TEACHING & LEARNING RESOURCES = ICT
and other
EXPERIENCES
(Introduction, Body and Conclusion)
Coach= Coach’s eye
- Students are given 5 minutes to warm up. The coach within each team runs warmup for 5 Media Manager= I
minutes. Whilst running the warm up the coach will use the app Coach’s Eye to analyse the movie
Social Media = team
student’s technique and to replay the video back to the students.
app
- Team with a bye sets up equipment and organises play stations for the other students so
they are ready to begin the tournament when the warmup has finished. This will include Other roles
volleyball nets and score sheets etc.
Time keeper= online
stopwatch
https://www.online-
- Game play begins when students in charge of today’s lesson are organised and ready to
stopwatch.com
begin the tournament. Teacher assesses skill ability and roles throughout the games.
Positioning on the court will be assessed as the skill in this lesson. Scorer= online scoring
- Students with a bye carry out their roles throughout the games. For example, coach can program
use Coach’s eye to video and analyse the play, social media marketer can work on fixtures https://play.google.co
and team updates using the app Team App. m/store/apps/details?i
d=com.wespiapps.volle
- Time keeper uses the online stopwatch to keep track of time. Time keeper calls for a
yballscore&hl=en
halftime break. Students will have 5 minutes to get a drink and change court/positioning.
- Game play restarts when umpire and students are in place. Musical Manager=
- When the games have finished the court will be packed up and the students with roles this Spotify and speaker
week will finalise anything they have been working on throughout the games using their
Teacher= Seesaw
chosen apps. For example the media manager will use Imovie to create a video of the
(App)
game play and skills that were used throughout the games.
upload their content from today’s lesson to Seesaw so teacher is able to assess their
progress out of class time.
they are the coach their responsibilities would include taking the warmup and then filming
students and team throughout the warmup and games followed by creating a coach’s eye
video which can be replayed to the students and uploaded to Seesaw.

TERM/WEEKS: Term 1 week 11
General Capabilities:
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
Notes about device access in the classroom:
WEEK/ West Australian
LESSON
Curriculum
LINKS
Week 11 Personal, Social and
Community Health
Lesson 11
Feeling and emotions
associated with
transitions; and practising
self-talk and help-seeking
strategies to manage
these transitions
(ACPPS070)
Personal strengths of
individuals
(ACPPS001 opens in new
window)
Movement and physical
activity
Communication skills that
support and enhance
team cohesion, such as
body language and
listening skills
(ACPMP088)
Ethical behaviour and fair
play when participating in
physical activities
(ACPMP088)
ICT
Asia and Australia’s engagement with Asia
SPECIFIC LESSON
OBJECTIVE
1. Students are able to play in
finals round, showing good
sportsman ship to their peers
by verbally encouraging and
praising other students.
Sportsman ship is also
demonstrated in the awards
ceremony by all students.
2. Students co-operate in their
teams to create an organised
finals round including an
awards ceremony to conclude
the tournament.
3. Content is created by
students carrying out roles
using ICT apps and uploaded
to Seesaw.
YEAR LEVEL: 7
AUSTRALIAN CURRICULUM
Critical and creative
thinking
ASSESSMENT
(what & how)
Formal Assessment:
Teacher observes
student’s behaviour
throughout the finals
match and presentations
and marks accordingly
using a rubric (Observing
students behaviour will
have also previously been
completed in weeks 7-10)
Teacher will mark
students organisation on
a rubric which will have
already been used in
previous weeks.
After lesson) Teacher
assesses content that
students have created
throughout this lesson in
their roles to ensure
students have fulfilled
their roles over the finals
period. (Students upload
their work to Seesaw)
FORWARD PLANNING DOCUMENT
LEARNING AREA/TOPIC: HPE Volleyball
Ethical Behaviour Personal and social Intercultural
Competence Understanding
Sustainability
TEACHING & LEARNING RESOURCES = ICT and other
EXPERIENCES
(Introduction, Body and Conclusion)
Intro Coach= Coach’s eye
- Coach’s warm their team members up for the first 5 minutes. Media Manager= I movie
- Teams who did not make the finals are on role duty meaning they will be Social Media = team app
setting up equipment and utilising their roles throughout the game play.
Other roles
- Once warmup is completed, teams get into their positions. 2 minutes will be
allocated for teacher to address any queries such the layout of the Time keeper= online stopwatch
presentations, time allocated for games and what teacher will be looking https://www.online-
for/assessing. stopwatch.com
Body
Scorer= online scoring program
- Finals games begin. Games will run for 15 minutes. Students carry out their
https://play.google.com/store/a
allocated roles such as umpiring, time keeping, musical manager, awards pps/details?id=com.wespiapps.
and scoring. Player votes will have previously been completed by peers in volleyballscore&hl=en
weeks 7-10.
- Time keeper and umpire work co-operatively to time games and allocate a
Musical Manager= Spotify (App)
half time break for players to drink water and re-position for the final game.
and speaker
- The final game will be played out. Once this has finished, all students pack
away the courts ready for the awards presentations. Awards= Canva
https://www.canva.com/templat
Conclusion es/certificates/
Teacher= Seesaw (App)
- The students who are in charge of awards and player votes will announce
the winning team and the fairest and best student based on the votes.
Certificates will be awarded to the winning team and fairest and best
players- these will be made by the student in charge of awards on Canva.
- Students who carried out roles this lesson will upload their final completed
pieces of work to Seesaw for the teacher to review after today’s lessons.