FORWARD PLANNING DOCUMENT

TERM/WEEKS:6 YEAR LEVEL: 5 LEARNING AREA/TOPIC: HPE

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: Either laptops or ipads, one between 2 or one each.

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

LEARNING
6 5-8 class devices,
Students should be able to Self reflection Introduction:
THROUGH participate in the SEPEP sheet(see Remind students of the rules of the game, state the
Wk6 MOVEMENT program actively and conclusion in expectations for the students (behaviour, roles, e.g. or students' own
Ethical understand how to apply their lesson plan) telling students that umpires decisions are final and personal devices.
behaviour in roles in a community sport should not be argued against regardless of what the call
applying rules in environment. Observation is). Apps which may
all game checklist
situations help in their
Students should be able to Arrange students into their teams. Give each team coach
(ACPMP069) learn about the other SEPEP Global checklist the fixtures. Coaches are then to conduct a 5 minute projects e. G.
roles in the program through warm up for their teams. Coaches eye,
Responsibilities observation of their other Assess students Canva, Hudl,
of different class members. throughout the team app,
roles in a range tournament Body
of physical seesaw.
Students should be able to Students to start game 1. Each game will be 20 mins,
activities, such
demonstrate effective with 10 minute halves. All students are to participate,
as player, coach
strategies and tactics in a and goalies are to be rotated after each goal, or at half 1 soccer ball
referee/umpire. 8 cones
match scenario. time. The team with the bye round has to work on their
elected project from the previous lesson.
Manipulation Students should be able to Teacher: mainly assist with umpiring throughout first Bibs (enough for
and understand the concept of games. At halftime, while the coach is giving a team 1 team)
modification of spacing in a game. talk, teacher to monitor bye students, making sure their
the elements of Soccer goals
projects are on track and students are on task.
effort, space,
time, objects Conclusion:
and people, and Students are to do a self reflection on their roles (if
their effects on applicable- some students may not have had a bye).
movement skills Questions should include:
(ACPMP065)  What did you enjoy about your role in this
session?
 What activity or project are you going to
complete for the end of the program?
 How well we're you able to perform your role?
 Does your role help you feel more confident
about the sport and participation?
 Is there anything you noticed about other
students in your class and how they conducted
their roles?
 Do you feel confident in your role? Do you
need any extra help next lesson?

Teacher to collect reflections at end of lesson. If

students do not finish all questions they are to finish at
home and upload a photo to Seesaw (or hand in the
physical copy the following day to their classroom
teacher to be collected by PE teacher).