Beruflich Dokumente
Kultur Dokumente
PART A
BAND: Early Years TIME FRAME FOR UNIT (in weeks) : 4(four)
UNIT FOCUS:
The students will explore a range of ball sports (which they may have already played) and expand their knowledge,
movement, coordination and team work within the different sports. They will be working individual, in pairs and groups
to learn new skills, both sport and motor.
WHAT DIFFERENCE COULD THIS LEARNING MAKE TO THE CHILD’S/ STUDENT'S LIFE?
Students’ motor skills and coordination is important for their general life as without these motor skills they will not be
able to undertake many simple activities.
By the students working in pairs and groups, the students will encourage different ways to communicate with people,
making them aware that different settings require different types of communication.
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Unit Planner
KNOWLEDGE
• Students may be at different levels of coordination and skill development but that is because we are all different
and have different backgrounds into sports
• Coordination and self-awareness of personal space and space needed by individuals
• Working as a team is important
•
LEARNING AREAS
Strand
• Physical activity and participation
Key Ideas
• Children explore movement patterns and refine coordinated actions, developing self-awareness and skills
that facilitate ongoing participation in physical activity. Id, KC5, KC6
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ESSENTIAL LEARNINGS [fill in where appropriate]
FUTURES
In-depth understandings and actions Where these understandings/actions are
developed in this topic
.
IDENTITY
In-depth understandings and actions Where these understandings/actions are
developed in this topic
INTERDEPENDENCE
In-depth understandings and actions Where these understandings/actions are
developed in this topic
THINKING
In-depth understandings and actions Where these understandings/actions are
developed in this topic
COMMUNICATION
In-depth understandings and actions Where these understandings/actions are
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developed in this topic
SKILLS
KEY COMPETENCIES
KC3.
Planning and organising
activities
KC4. Students will do this is various activities in each sport, three-
Working with others and in quarters of the time they will be working with someone
teams else. By throwing the ball to them, talking or playing on a
team.
KC5.
Using mathematical ideas and
techniques
KC6. Students will need to solve problems when working in their
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Solving problems pair or group, how best to work together, etc.
Students will also need to solve problems within their sports,
where to hit the ball to achieve it to go in one particular spot.
KC7.
Using technology
VALUES: [mark any that are focused on and put in details where appropriate]
Democratic Process
•
Social Justice
•
Ecological Sustainability
•
EQUITY CROSS-CURRICULUM [mark any that are focused on and put in details where appropriate]
Aboriginal and Torres Strait Islander People’s perspectives
•
Multicultural perspectives
• What sports are played in different cultures
• How the uniform would be different
Gender perspectives
• Looking at how different genders have different abilities in sport
Socio-economic perspectives
•
Disability perspectives
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• How games might be played for people with a disability
• Demonstrates self-awareness and confidence in coordination and control of movement skills for
widening involvement in physical activities in different settings. Id, C
• Students will undertake a self assessment at the end of each week which shows if they think they have improved
and how with a quick checklist sheet.
• Teacher will observe students and where they think the coordination and skill levels are of each student.
• Teacher will have a checklist of whether the students participated in all or just some activities, if they showed
improvement and what level they think the students coordination and skills are at.
•
PART B:
Stage of Purpose of Logical sequence of teaching and Groupi Key teaching Key resources
Uni Stage learning activities that further strategies & used &
t students learning about the topic skills preparation
identified required
Week 1 Activities that: TENNIS
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- test and - Students play with the tennis Mini Tennis
improve the racket and ball and show what Rackets (*28)
students hand they are able to do. Individu Tennis ball
eye - Revise bouncing the ball with the al (*28)
coordination racket and their hand.
with a hitting - Explore throwing the ball to self Pair
utensil. or other for them to hit.
- If coordination and skill are high Pair
enough the students can attempt
to hit the ball from one person to
another. Pair
- Lastly, the students can attempt
to have a little game with a
person. They can make up a
game if the real thing is too hard
for them to do.
• What worked?
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• What didn’t?
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• Was it worth learning? Why/ Why not?
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• How the skills learnt were integrated into other areas/ways of learning and knowing
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