EDX1450 HPE Assignment 2

Table of Contents

Part A Rationale Part B Unit Plan Part C Justification Appendix A Appendix B References Rationale:Kingsville Primary School is located in the lush Gold Coast Hinterland, Queensland. Kingville Primary is a Public prep to year seven primary school who believes in and recognises that all children have the right to an education regardless of race, gender, age, religion and ability. Every child deserves to have a sense of belonging. We advocate inclusive education, as this teaches students how to work together with respect and value diversity in our school and community.Poppy Lane State School believes that it is essential to educate its students about health and wellbeing and how to maintain it for life. The Melbourne Declaration (2008, p13) supports the benefits of HPE in our schools stating that the national curriculum will enable students to build social and emotional intelligence, and nurture student wellbeing through health and physical education in particular. Our Health and Physical Education (HPE) program is based on philosophies that focus on providing unique and meaningful opportunities and experiences for students to develop knowledge and practical skills. These will enable students to make informed decisions about their health and wellbeing.Yoga has a holistic approach to maintaining health and wellbeing. Pegrum (2004, pp.10-12) outlines the many benefits that Yoga can have for children which are; flexibility and strength, better posture, body awareness, breathing, concentration techniques, communication skills, building self-esteem and a non-competitive discipline. A variety of interesting, fun and multicultural experiences encourage all students to participate in many Yoga learning activities, both physically and in theory. The combination of physical activity and theory enables students to make meaningful connections. Integrating the unity of the mind, body and self in this unit will give students the opportunity to develop the knowledge and skills necessary to become confident and successful members of society.

School Name: Kingville State School Unit title: Nimble bodies and working togetherKLA(s): HPEClass: Yr 1K Term 1 Week 5-10Duration of Unit: 5 weeks15 x 30min lessons

Identify curriculum

Context for learningUnit Priorities

The purpose of this unit is to promote students lifelong physical and social activity and to increase students self-esteem, confidence, co-operation and social and cognitive development. Students will be encouraged to participate in individual and group activities that build strength of body as well as strength of character. Students will be expected participate and learn the game Newcombe ball in addition to building their skills in running, skipping, jumping, balancing and catching and throwing a ball. These activities promote body strength and kinaesthetic awareness. Basic skills such as catching and throwing are an important component of many games and activities that not only promote physical activity but also promote collaborative skills too. Students will demonstrate their new skills in Newcombe ball for the annual P-3 Team Sports Fun day to be held in week 11 of the term 2. Students will develop knowledge and skills about personal space, respecting others and working together. It is expected that the children will demonstrate these while participating in the physical activity sessions. Students will demonstrate their knowledge of working together and respecting others and their space by sharing their ideas with the class and through applying them when working together. Activities will be age and ability appropriate but will challenge students to push themselves. The Health and Physical Education curriculum at Kingville State School is planned and delivered in accordance with the Queensland Studies Authoritys (QSA) Essential Learnings (Queensland Studies Authority, 2007). Kingville State School is committed to providing an integrated, inclusive and holistic program that delivers a 21st Century education to 21st Century children, incorporating the following to promote a contemporary collaborative approach to learning. School and curriculum priorities of Kingville State School are:Students are engaged in cooperative learning strategies Inclusive and differential Indigenous Perspectives adhered to in accordance to school policy Promoting the social and emotional needs of all studentsStudents will be expected to actively participate in daily physical activity Student ICT expectations are met in accordance with QSAs prioritiesLinks to the arts, literacy, numeracy across the curriculum

HPE Essential Learnings by the end of year 3 Ways of Working Knowledge and Understanding

Propose and take action to promote health and wellbeing, movement capacities and personal development. Apply fundamental movement skills when participating in physical activities. Apply personal development skills when interacting with others. Reflect on and identify how their own and others behaviours, skills and actions influence health and wellbeing, movement capacities and personal development. Source: Queensland Studies Authority (2007), HPE Essential Learnings by the end of Year 3, QSA, Brisbane.

Physical activityFundamental movement skills are foundations of physical activity.Development of locomotor and non-locomotor movements and manipulative skills can improve the quality of physical performance and support participation in physical activities.Personal Development Identity is influenced by personality traits, responses in a variety of social contexts, responsibilities and accomplishments e.g. having positive experiences with others, fulfilling responsibilities and achieving aspirations enhance self-image and self-esteem. Source: Queensland Studies Authority (2007), HPE Essential Learnings by the end of Year 3, QSA, Brisbane.

Unit plan

Blooms Taxonomy: is incorporated into this unit plan by encouraging students to gain higher order thinking skills through Yoga activity, theory and assessments. The 6 levels of thinking and Yoga connections are briefly outlined below:Knowledge: What is Cooperation? What does it mean for us?Comprehension: Why do we need to Cooperate and get along? Describe ways we can work together? Describe how we respect others?Application: Demonstrate Ball skills. Demonstrate working together.Analysis: Explain how we cooperation is needed as a team to play a game of Newcombe ball. Story board assessment.Synthesis: Show the class how to work together to get the ball over the net.Evaluation: Respecting others booklet.

Multiple Intelligences: There are eight Multiple Intelligences that I as a teacher need to take into consideration when planning, teaching and assessing a unit of work such as this one. This is a guide to ensuring that all students needs and interest are being met.Intrapersonal: reflecting on own thoughts and ideas about working with others and self-concept. Naturalistic: Participating in ball games on the school oval. Spatial: find own space and not intruding on others. Bodily: Participating in the game of Newcombe ball. Linguistic: Students will share their feelings, thoughts and ideas in a reflective and evaluative manner. Logical: Sequencing Newcombe ball skills. Interpersonal: Working as a team, cooperation. Musical: Students can move to music to express feeling and emotions.

Develop assessmentMake judgments

Type of assessmentWhat will be assessedWhen it will be assessedPurpose of assessmentAssessable elements

What type of assessment will be used to gather evidence of student learning? Assessment instruments, e.g. Project/assignment Performance Essay Test Oral/written presentation Strategies, e.g. Observation Consultation Focused analysis Peer assessment

What exactly will you being assessing remember this aligns exactly with the identified curriculum (ELs). What will the evidence of this learning look like in student work?

Where within the unit will this assessment occur?

What is genuine and valued purpose?

Collect evidence of student learning

Knowledge and understanding

Investigating

Planning

Implementing and applying

Reflecting

Include only the assessable elements being used.

Which assessable elements will be the focus for assessment? (These are located in the Learning and assessment focus of the Essential Learnings and the Assessable elements and descriptors tables.)

ResourcesHealth and safetyCross Curricular considerations and connections

Books, Equipment etc. requiredRisk assessment considerations

IPod and speakers ITunes: Gary and Carol Crees Shane and Josh, Favourite Songs, Volume 1, track 1 ITunes: Kimbos Bean bag catch, Bean bag activities and coordination skills, Volume 1, Track 5 Stop Watch Bell 60 Bean Bags 5 small balls 2 buckets Mark Trounce, animator, 1992 IdentifiersTLF resource R6073 SourceAustralian Childrens Television Foundation, http://www.actf.com.au

Teachers and leaders responsible for health and safety of students while on school premises and participating in official school activities follow an appropriate planning process to indentify, minimise, and mitigate the inherent risks ( State of Queensland [Department of Education and Training] 2006).Risk assessment linksRisk assessment carried out prior to lesson by teacher using the HLS-PR-012: Curriculum Activity Risk Management Guidelines found at http://education.qld.gov.au/strategic/eppr/health/hlspr012/index1.htmlRisk assessment form found at: http://education.qld.gov.au/strategic/eppr/health/hlspr012/assess.pdfBall games risk assessment form to be completed prior to activityhttp://education.qld.gov.au/strategic/eppr/health/hlspr012/resources/batballminor.pdfTeacher to be aware of any student allergy and: Medical alerts in class are known. Carry mobile phone, and EpiPen, ventilator, diabetes kit, etc. Emergency procedures policy for the school is known to teacher Area is maintained and has been checked for hazards Equipment has been checked for safety Sunscreen and hats as per school policy

Consider any cross-curricular connections connections to other KLAs.What specific thinking skills are being taught or emphasised?What skills and processes are being undertaken (e.g., group work, independent work, peer teaching, library research, teaching of genres etc.? Multiple intelligences, habits of mind, aspects to be emphasised, etcLifelong learning attributes to be emphasised?Australian values, responsibility, Indigenous perspectives etc.NOTE: Be brief here mostly bullet points.

Adjustments for diverse needs of students

Adjustments for diverse needsHow can the learning experiences be adjusted to cater for a diverse range of student needs? (e.g. gifted and talented students, students with disabilities, students with learning difficulties, Autism, students with English as a second language, Aboriginal and Torres Strait Islander students). Look at the Safe Partying example pick one area to discuss in some detail.

Diverse Needs: *Make sure those students with English as a second language or learning difficulties are paired up with a friend to participate in this activity.*Make sure you have explanation cards that are visual or pictures on interactive whiteboard for student to refer to regularly.*Ensure that modifications for students with physical disabilities are made so that they can participate freely (these modifications are listed in the appendix with each yoga pose and lesson).*Ensure that students with any medical needs have the medications and food fuel (diabetic) with them.

Sequence of learning

WeekIdentify specific curriculum for each section of the unit.Learning experiences overviewTeaching style or instructional strategies (in brackets)

Main Inquiry questions Thinking skills

Resources Assessment timing

1

Building ball skills Bean bag and ball skills.*Apply fundamental movement skills when participating in physical activities.

* Reflect on and identify how their own and others behaviours, skills and actions influence health and wellbeing, movement capacities and personal development.

* Development of locomotor and non-locomotor movements and manipulative skills can improve the quality of physical performance and support participation in physical activities.

Spatial relationship* Identity is influenced by personality traits, responses in a variety of social contexts, responsibilities and accomplishments e.g. having positive experiences with others, fulfilling responsibilities and achieving aspirations enhance self-image and self-esteem.Physical Activity Component (Inclusion style, demonstrate. Explain, Explore, Elaborate, Evaluate) Begin Physical activity with warm up exercises. End Physical activity by cooling down Explain and demonstrate each station that they will be using both beanbags and balls to catch and throw. The activities are important for strengthening hand eye coordination and improving reflexes and agility. This is important for gross motor development. Vary the distances and styles of throwing to improve differentiation. Explore different styles of throwing and catching a ball and hitting a target. Elaborate on children needing to find their own space, for safety and space to move and play effectively.

Personal Development (Inclusion style, demonstrate. Explain, Explore, Elaborate, Evaluate)

Explore how

Shrinking room game, watch YouTube video, personal space

Inquiry Learning When can you use these skills? Why are they important? How will they assist students in team sports? Ask the children What games do you play or like to watch that need catching and throwing balls (Typical response basketball, cricket, netball, football) During demonstration explain and explore with the children how exercise helps your body and mind and can help during class.

Inquiry Approach, Learn the concept of personal space. Why is our personal space important to us? Why and how do we need to respect other peoples personal space?

Ask the children How do you feel when someone is in your personal space? (Typical response, sad, angry annoyed frustrated) What do you need to do to keep personal space?

Assessment:Pre assessment of basic ball handling skills, throwing and catching personal health concepts.

2

Introduction to Newcombe ball

Self Concept

Newcombe ball requires players to work as a team to cover court space on receiving a ball. Servers work on finding space and deception. The receivers combine catching, passing and attacking play.Physical Component 2 teams on a court with or without a net. A net is preferable. (Play with equal number per side)Explain the rules of the game. Elaborate on the strategy used in the game (3 passes before going over the net, opposing team has to catch the ball and keep it off the floor. >Explain > Each player must stay within their own playing area.> A maximum of 3 passes can be made between players before the ball is returned across the net.> Alternate serves and rotate server each time a point is won.Personal Health Component

Examine, own feelings and emotions. What you believe about your self. Examine awareness and expression of emotions.

Have children demonstrate how their faces look with different emotions.Talk about what makes them happy, sad, angry(Drill and practice)Use Body parts only to express emotionPlay pass a face (first child pulls a face and passes it on like chinese whispers

Ask children if they know the song If youre happy and you know it After first run through ask the children if they can think of any other movements to demonstrate happiness. (tap feet, waving in the air, shout hooray) Sing through the song using the childrens suggestionsAsk the children to tell you a time when they felt happy, Ask what did they look like, what body parts did they use to express their happiness.To extend ask the children what other emotions they have felt, what did it look like what body parts did they use, (Looking for facial expression) Ask children to sing the song again only this time be a different emotion.MI= Language and Music

body

sequential movements = maths the arts

3

Building skills Newcombe ball

Awareness and appreciation of othersCatching and throwing, releasing the ball receiving the ball tossing the ball over the netWorking together

Play this is my friendA great way for children to remember each others names and make new friends, have children introduce each other an

d tell the class something new about the person they are holding hands with

Ask children to hold the hand of the person to their right, ask children to raise their friends hand in the air and say this is my friend, she/he has blode hair, likes cookies

4

Newcombe call

Co operation

Reiterating working together and why it is importantHave children make shapes with their arms then with a partner work together to make shapes I call out. Footsie roll game

5

Newcombe ballPositive relationships with others

Use feedback

Ways to monitor learning and assessment student unit review

Which strategies will be used to provide unit feedback to students? (e.g. formal and informal: annotated work, oneon-one conferencing, feedback from others, peer evaluation and self reflection).

Appendix A

hhjghyugt

This lively animated short features the voices of a highly articulate group of 5- to 9-year-old children discussing the concept of friendship. Animation and sound effects illustrate, reinforce and expand on the children's comments. The children explore characteristics of friendship such as loyalty, sharing and kindness and consider how friendship relates to identity and feelings. While discussion is anchored in concrete personal experiences, the clip demonstrates the complex thinking and discussion possible among this group of young children.

Educational value The children in the clip discuss the importance and characteristics of friends and friendship. These characteristics are seen to include kindness, support, empathy, understanding and loyalty, and to apply to pets as well as people The children consider the problem of jealousy in relation to friendship and in particular the hierarchical idea of a 'best' friend. One child suggests that if you cut off the 'best' and have no best friend but rather many good friends, you can avoid jealousies The clip illustrates how a philosophical discussion about friendship might proceed, for example through active listening, responding to and building on one another's ideas and revising ideas. The notion of a best friend being someone you can rely on is considered and a child's comment about needing someone such as a best friend to be kind to you because people can be mean is supported by others. They agree that a best friend is always there when you want them and is someone you can trust and who listens to you A high degree of self-awareness and metacognitive thinking is evident as the children explore the significance of friendships at a personal level. The concepts of responsiveness, reciprocity and identity are highlighted when a child explains that if someone likes you, you should care in return, and if you are good and kind, others will like you and you will like them. However, he cautions that if no-one likes you, you must be doing something wrong. A Tajitu symbol representing the forces of yin and yang reinforces the interdependence implied by friendship The clip provides an imaginative model of how traditional animation can illustrate and support audio content. Simple line drawings in pastels and coloured pencil and effective use of colour reinforce elements of the discussion and amplify the complex philosophical questions being explored. The main colours used are blue and pink and images of faces feature strongly. Metaphors used include a monster to represent meanness, a dove to represent kindness and trust, and a broken heart that comes together as two hands shake to represent sharing The clip demonstrates the importance of a soundtrack in helping to create meaning. Sparse but carefully selected sound effects have been thoughtfully used to support the visual images and children's voices in order to reinforce the philosophical concepts being explored. Sound effects such as footsteps as a child and teddy walk together, clanking to accompany a tin man, beating when a heart is shown, carnival music as smiling faces spin around, the roar of a monster and the flapping of dove's wings help to enrich the animations The children were chosen from schools where philosophy for children is taught. These schools encourage students from a young age to interact with each other within a 'community of inquiry'. Discussion was facilitated by an expert educator who encouraged the children to interact with each other freely. Discussions were then edited and the recordings given to the animator for visual interpretation This clip forms part of 'I Think ', a philosophy anthology of 26 animations developed by the Australian Children's Television Foundation (ACTF). According to the ACTF website, a range of resources is available to support teachers in using the anthology .http://www.ausport.gov.au/__data/assets/pdf_file/0007/315916/Newcombe_ball.pdf