FORWARD PLANNING DOCUMENT

TERM/WEEKS: 5,6 & 11 YEAR LEVEL: 10 LEARNING AREA/TOPIC: H & PE (SEPEP)

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

Notes about device access in the classroom:

Each student is equipment with their own iPad. Each iPad is equipped with appropriate apps, as well as accounts which are mentioned in the description below.
Instagram
Dartfish
Edge10
Pic collage
Canva
(Any other applications students decide to you in order to help develop their work within their roles)

ASSESSMENT
- Assessments would be conducted in weeks 2 through 4 regarding skill acquisition, and also in week 7 through 10 regarding implementation of skills in modified agmes, as well
as general game play. Students would also be assessed in weeks 7-10 regarding their roles and participation.
- Weeks 1, 5, 6 and 11 will not be assessed (11 can be included if more evidence is needed)
- 1 = introduction to sport/sepep
- 5 = introduction and allocation of roles
- 6 = students first attempt at applying skills in their new roles as well as first day of formal competion
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Wk. 5 - Identify and allocate No assessment Introduction Role descriptions

LEARNING Review of SEPEP – Teacher description and opportunity for
roles within team. discussion
https://docs.google.com/pr
THROUGH esentation/d/1jzZp6Dhx2x
- Identify duties in - Goals
MOVEMENT ZukozmKwVbdfTo-
o Max participation
preparation for 6L0ZafRteFiV54c8BU/edi
o Development of knowledge (sport & t?usp=sharing
ACPMP107 tournament. organisation)
o Game appreciation
- Outcomes https://sepepjaimedu
o Team allocations ncanson.weebly.com
o Role understanding & allocations
- Discussion of previous experiences
o Previous year groups/sports etc. (new/recurring
ideas)

Body
Team allocations
- Based on observations from weeks 1-4
- Refer to Weebly (week 5)
- Allocations displayed on board

Role descriptions & allocations within teams (see ppt. for

descriptors)
- Students move into allocated teams, read through role
descriptions (refer to Weebly week 5) e.g.
o Publicity
o Statistician
o Festivities
- Allocate roles within teams (min 1. Per role – can be more
than 1)
- Students then move into role groups (e.g. coaches,
publicists etc.)
 - Within role groups discuss and begin preparation for
beginning of tournament (& throughout)
o Download appropriate apps
o Create accounts & templates
- Each group creates small presentation regarding
information discussed – what needs to be done for
beginning of tournament
o E.g. Publicity: get class to follow Instagram
account
o Festivities: ensure teams know uniforms/colours
o Statistician: create templates and presentation of
data
- Establish duty team roles and responsibilities
o E.g. there will be one duty team per round
o Duty team must fulfil their allocated roles

Conclusion
- Students report allocated roles (to teacher)
- Teacher update to Weebly (week 5 – Role allocation)
- Check for understanding of roles and responsibilities
(Verbal Q&A)
- Students understand that they are responsible to navigate
Weebly for upcoming tournament

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Wk. 6 - Implement role duties in No assessment Beginning of Tournament https://sepepjaimedu

tournament setting. E.g. Introduction ncanson.weebly.com
MOVING OUR
- Summary of lesson layout
BODY publicity group recording
o Gameplay area (as shown on Weebly)
videos and taking photos.
o Playing roster announced (& presented on display
ACPMP099 - Demonstrate board – also shown on Weebly)
understanding of o Reminder of duty team roles and conduct e.g.
ACPMP101 tournament setting  Students are to moving quickly between
through participation in games
game play and duty roles,  Allocate umpire during duty (students
LEARNING
as well as smooth have experience from weeks 1-4)
THROUGH  Stats (dartfish) are ready for each team
transitioning between
MOVEMENT playing
games.
 Publicity (interviews & photos -
ACPMP106 Instagram)

Body
ACPMP107
- Students move into teams
- Captains conduct warm ups (prepared in previous week)
- Students confirm teams & pitch (manager from each team
looks at board)
- Teams move to allocated areas and roles
- Duty team moves into roles (e.g. as above)
- Games begin
o 10min games (4min halves)
o 2min half time
o 3min rotations

Conclusion
Bring students together and discuss flow and possible
improvements https://padlet.com/
- Students return to role groups and discuss the following:
- Does there need to be more organisation/preparation
within the roles? (regarding student roles)
- What can be done to ensure better
organisation/preparation?
- What needs to be done for following weeks?
- Each group creates note on Padlet and records doings for
following week (Padlet link found on Weebly week 6)

(Prior to Wk 11, students have been allocated roles for finals day –
e.g. festivities group have made posters and certificates, publicity
and selected photographers and videographers, commentators
Wk. 11
LEARNING - Apply knowledge gained
throughout season
THROUGH
demonstrated by
MOVEMENT
appropriate preparation
for final event. E.g.
ACPMP106
festivities creation of
posters.
ACPMP107
- Demonstrate
sportsmanship through
spectatorship and
unbiased competition of
responsibilities (e.g. only
photos of one team,
incorrect stats, biased
awards etc.)
have been selected, statisticians have created odds and data for
match-up)
Culminating Event – Final & Awards
Introduction
- Students are seated in their ‘role’ groups
- Discuss layout of class
o Allocated groups know what they must do and
when
o Once the game has finished, students are to
come back to area where awards will be given
out
o Spectators are to behave in spirit of the game
otherwise team points can be revoked
Body
- Final game is played
- Spectators are interviewed (half time)
- Live stats and data are announced (half time)
- After game, team members are interviewed and
spectators move to presentation area whilst stats and
updated and presented, certificates are written
- Awards are presented
o Teacher presents winning teams
https://www.edge10.co
o Festivities present other awards
m/
Conclusion
- Students are congratulated and commended for efforts
during season
- Complete self-reflection on EDGE10 (student accounts
created)
Website creation guidelines

Create the following tabs

 Home
 Lesson 1
 Lesson 2
 Lesson 3
 Teacher Planning page
 ICT tools

Explanation of the tabs:

Home Lesson pages Teacher page ICT tools

Explain your website.
Be clear about your target
audience.
Make it interesting and visual
and ensure it contains links to
the other sections of your site.
Assessment 3.
The lesson pages should be
clear and aimed at the age
group of the students. These
pages are not designed for
adults. It is designed for
students to use within a guided
classroom environment.
Use appropriate web design
principles to ensure the site is
easy to use and navigate.
Assessment 1
You will include your planning
documents, your explanation
of the learning theory and your
clarification of the 4 chosen
ICT focus tools.
You will also put a link on this
page to the section where you
will be detailing all of your ICT
tools.
Assessment 1
This is where you will put the
details of the ICT tools we will
be covering in the unit.
Include the link to the tool, a
description, a screen shot or
example and an explanation
of how it could be used in a
classroom.