FORWARD PLANNING DOCUMENT

TERM/WEEKS: 4 YEAR LEVEL: 10 LEARNING AREA/TOPIC: Health and Physical Education

(Soccer)

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: Students will be required to bring the iPad given to them in class to the undercover area next to the oval.

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

Movement skills 1. Students are to watch a

4
Summative Introduction: Youtube tutorial
and sequences short youtube video on assessment:  Greet the students and group them up (using a
within different how to successfully grouping method e.g 1, 2, 3, 4 you’re a group)
on how to cross a
physical activity
cross a ball. And note The crossing before asking them to take a seat in their set groups. soccer ball
contexts
the potential outcomes, drill activity is  Ask the students to as a group get out one iPad and
reflecting:
both good and bad. there to assess search up the youtube video titled ‘’How to Cross a
increased https://www.yout
complexity 2. Students will get into if students can Soccer ball 3 different techniques’’.
transference of groups of 4 and put what ube.com/watch?v=
learned skills to collaborate on the they’ve Body: 6YBHbMFMH5g
new activities different ways to cross a
researched/tho  Once the students have a good understanding of
(ACPMP099) • ught up into a the video and know what a cross is get them into
ball into the box for
Literacy • game based their 4’s.
Numeracy • example a grounded
scenario and
Critical and cross, lifted cross.
use the skills
 creative 3. Students will, in their
thinking • groups of 4 practice
Personal and crossing the ball in a
social capability
variety of ways aiming
at a small goal infront of
them.
Copy this page above as many times as required for each lesson. Usually one (or maybe two) of these per lesson is sufficient to describe your activities.
gathered. It will  In their group of 4s ask them to list as many
also depict possible crossing techniques as they can think of.
whether they They don’t necessarily have to be proper
can complete
techniques.
the skill to their  After they have written down their list, ask one
suggested level, member from each group to read out what they
or if they have, compare with other groups and find 4
understand the techniques that all groups have.
simple points of
 Set them off into their group of 4s and give them
crossing.
scenarios to work on, e.g. two attack and two
defend try using the different crosses to score as
many goals as possible while under intense
pressure from the defending two.
 After 10 attempts each, the roles switch up so the
defending team becomes the attackers and the
attackers become the defenders. After another 10,
they swap partners and the steps are repeated.
Conclusion:
 Have the students bring in their equipment and
stand in their original groups of 4 (don’t ask to sit as
you will be moving them).
 Give a debrief of the lesson, what was learnt, how
they feel. And ask them questions e.g. ‘’what did
your group find the most successful cross, why do
you think that is?’’
 Ask students to place their equipment in the
equipment bin (or pile) and dismiss them.
Explanation of each section – just highlight the general capabilities section on the top that will be covered in the lesson sequence. Make sure you list the year
level and learning area.

Possible planning process…

Decide on a final
Choose a product that will
Create a series of
be produced by
content area Decide what you
the students e.g. Find ICT tools
steps that will
Plan how to
from the want the student build the
a movie, book, that will enhance assess and
to know and/or knowledge and
SCSA website do by the end of
poster, website, the student’s
skills required to
evaluate the
presentation, experiences. student learning.
the SEPEP unit complete the
mindmap,
https://www.scsa.wa.edu.a final product.
u interactive quiz,
document, etc.

Device considerations
Year 4-6 – Use either an iPad or a laptop as your main device. Many schools have 1-1 devices but not all. Again, there are not likely
to be labs in schools – you will have shared devices or can borrow from other classrooms if you want to do individual activities.
Year 7-12 - Plan for one device per student – e.g. assume everyone will have iPad, or Mac or Windows machine.
Notes: Make sure the tools and sites you choose can cater for the device you nominate. Some popular apps are only available on
iPad and some websites don’t work on the iPad but may have an app instead. Do your research to ensure it will all work on the
nominated devices.