Beruflich Dokumente
Kultur Dokumente
Year level: 10
Unit Synopsis: In this unit students, will study the different aspects of physical activity and the associated fitness tests involved.
Students will be using both physical activity and the use of technology to create a fitness program that will be presented to the class and
published for other people to benefit from. Students will explore the many aspects involved with fitness testing and delve deeper into a
programming unit to help build and structure their training guide. Students will discuss the differences between different training methods
and what the associated benefits are for using that method. On completion of this unit of work, students will be able to design and
participate in their own six-week training program. Students will also be able to design and develop an associated app / guide and share it
with the greater public.
Victorian Curriculum Connections:
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCDTDI037
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCDTCD041
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCDTCD043
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCDTCD044
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCHPEP126
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCHPEP127
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCHPEM136
Identify curriculum
Unit Overview
Learning Intentions
Knowledge
Skills
Outcome 1:
Outcome 1:
Outcome 3:
Outcome 2:
Students will be able to plan and
perform different training
principles such as; intensity,
duration, frequency, overload,
maintenance, and detraining.
Students will examine different
sections of code and describe
how the syntax affects the end
program and user experience,
this can then be applied to their
own program and user interface.
Outcome 2:
Students will be able to maintain
and alter a six-week training
program relative to the progress
of the individual using different
training principles.
Outcome 3:
Students will be able to apply
and alter different sections of
code to increase user experience
in a simplistic fashion within
their website or application
developed for the community.
Understanding
Students will be able to access
their app / webpage through
their phone or laptop to help
increase accessibility for the
student. This allows for the
students to complete their work
in an alternative setting and
after hours.
Learning intentions
Students will understand
different fitness components
and factors affecting the
health and skill related fitness
component.
Use of appropriate technology
to perform an activity.
Learning activities
Students are to read an analyze
different fitness components from the
text used in sports and activities.
Students will then answer the following
questions:
List as many factors as you can think of
that affect physical fitness levels. Using
this list and the definitions provided,
create a new definition that you believe
encompasses all the dimensions of
fitness.
List 3 sports that you consider to
require agility, explain your answer.
Health related components of fitness
are more important than skill related
components for fitness, discuss.
Select and explain three factors that
affect aerobic capacity.
Lesson 2
Fitness testing.
Assessment
Speed
Agility
Coordination
Balance
Reaction time
In small groups discuss why the
students chose that method, could a
different method be used, why?
Lesson 3
Pre-fitness testing
Lesson 4
Designing a program
Lesson 5&6
Development of a program
Lesson 7&8
Development of a program
Lesson 9
Post-fitness testing
Lesson 10
Present assessment.
Explain and express how social groups share their identities and how they perceive themselves and others.
Describe a variety of social groups including both culturally and religiously.
Analyze strategies that businesses use to influence and/or appeal to our personal and cultural identities
Investigate why media outlets place individuals in certain social groups and in what manner do they perceive them.
Assessment
Prior Knowledge
Students would have obtained prior
knowledge surrounding these various topics,
so it is needed to access this information
and further demonstrate this knowledge or
re-teach. A way in which to access, this
information is to open a class discussion at
the beginning of class depending on the
environment and students part-taking or get
students to write what they understand
about the topic before teaching and then reevaluate prior knowledge at the end of the
class individually.
Formative Assessment
Kahootz will be used to monitor class
engagement as this will give the teacher a
further understand how well students are
obtaining and understanding the
information.
Group work researching, analyzing, and
informing fellow students about issues
impacting how media outlets perceive social
groups.
Summative Assessment
Campaign - Students will develop a
campaign against a particular media outlet
explaining and examining how they perceive
a variety of social groups.
Groups of 3 or 4
4-5 minutes duration
References
Bonnie, E. (2017). Ultimate Guide to Team Building Activities That Don't Suck. [online] Blog Wrike. Available at:
https://www.wrike.com/blog/ultimate-guide-team-building-activities/.
Lawson, J., Keane, T., Potts, C., Sullivan, A. and Kelly, M. (n.d.). Computing. 1st ed.
Malpeli, R. (2010). Nelson physical education. 1st ed. South Melbourne, Vic.: Cengage Learning.
Smyth, D. (2010). Live it up 2. 1st ed. Milton, Qld.: John Wiley.
Victoriancurriculum.vcaa.vic.edu.au. (2017). Health and Physical Education - Structure - Victorian Curriculum. [online] Available
at: http://victoriancurriculum.vcaa.vic.edu.au/health-and-physical-education/introduction/structure.