Formative assessment (AS learning) Occurs when students reflect on and monitor their progress to inform their future learning goals. Student reflection task. Created throughout the course of the unit and at the end of each class. Formative Assessment (FOR Learning) Occurs when teachers use inferences about student progress to inform their teaching. End of class discussions. Summative Assessment (OF Learning) Occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards. Portfolio Piece (State Government of Victoria, 2006). Unit Outline Week number Lesson number Outcomes Learning activities Resources Assessment 1 1 -Skills associated with handball - Teamwork and cooperation -Rules of handball -Introduction to game of handball. -Initial (Beginning of Unit) teamwork and cooperation skills. -Ability to grasp and utilise skills required within handball. Shoe Tie 10 Pass (Overpass - extending to underpass) Shooting Drill Numbers Game (appendix 2) (appendix 3) (appendix 4) (appendix 5) (appendix 17) Ability to Cooperate with others. (Assists with team selection for SEPEP.) Ability to manipulate their skill base to fit into the rules of a different game (Handball.) 2 -Introduce game of Tchoukball. - Basic rules and gameplay - Rules and gameplay of Tchoukball Everybody Up Single file lines of 4 of more in front of frames. Discussion of Shooting Rules. (appendix 6) (appendix 7) (Appendix 8) (Appendix 9) (appendix 10) (appendix 17) Ability to Cooperate with others. (assists with team selection for SEPEP.) Ability to manipulate their
Team advance to other end and attempt to score. Discussion of rules skill base to fit into the rules of a different game (Tchoukball) 3 -Introduction of SEPEP. -“paperwork” phase of season -Introduction of SEPEP (Give out SEPEP handout.) -Announce class teams. -Allow teams to discuss team name and potential roles within their SEPEP unit. -Discuss how they want the season to work – finals etc. Introduce framework already set out. - Allow students time to continue with job applications and team discussions. (appendix 11) (Unit plan and timetabling) (appendix 12) (appendix 17) Ability to work and communicate as a team Job application handout Enthusiasm towards unit – see if there is development throughout the course of the unit. 2 4 Peer teaching – planned by teacher, run by students – wrap up. What did they like or not like about the lesson how would they change it -Team occupation results. -Coach and captain given task cards and asked to run each session in a circuit format. (Appendix 13) (Appendix 14) (Appendix 15) (Appendix 9) (appendix 17) Teams ability to carry out and perform tasks. and captains ability to control group. discussion – ability to critique and assess training program. 5 Implement change – run a team training session -Students are to conduct own training session based on their thoughts and reflection of the previous ‘teacher run lesson’ -Discuss what worked better and what didn’t work so well? -Allow students time to plan and implement a round robin fixture and timetable for preseason competition next lesson. (Appendix 17) Coach and captains ability to plan and implement a lesson/training program. Their ability to critique and assess the success of their training program Teams overall ability to cooperate and undertake this task. 6 Small “Preseason” Round Robin -Based on the fixture formatted last lesson, students are to conduct and part-take in a small (Appendix 17) -Ability to conduct a training session -team discussion
Team discussions on tactics Reflection piece round robin. This will give students a small insight into the tasks involved on game day, as well as get some practise and strategic benefit throughout the day. At the conclusion of this robin, students will be asked -Reflection piece for folio – what worked well in their team? What can work better? What will you change next time? 3 7 Round Of competition Class Discussion Reflection Students will be their chance to undertake the first session of their home and away season. Class discussion – based on whether students thought the games ran smoothly. What can be changed to ensure games run smoother? (Appendix 17) -Team performance -Cooperation -Class discussion -Implementation of any changes (ability to critique) 8 -Run rounds 2 and 3 Students are to undertake rounds two and three of SEPEP. After last class’ discussion lesson should run smoothly, with each member knowing what to do and how to do it. (Appendix 17) -Reflective practises -Weekly tasks. - Team performance -Team cooperation 9 four and Round five. Students are to undertake rounds four and five of SEPEP. After last class’ discussion lesson should run smoothly, with each member knowing what to do and how to do it. (Appendix 17) -Reflective practises -Weekly - Team performance -Team cooperation 4 10 1st finals – work on presentation and folio Students will undertake the first set of finals. This week, however, students not participating will be asked to umpire the game. -Students will then be given an opportunity to work on folio piece and presentations.. (Appendix 17) -Reflective practises -Weekly tasks. - Team performance -Team cooperation - Ability to umpire - knowledge of rules 11 Preliminary final – work on pres and folio Students will undertake the Second of finals. This week, however, students not participating will be asked to umpire the game. (Appendix 17) -Reflective practises -Weekly - Team performance -Team cooperation
References Australian Council for Health, Physical Education, and Recreation (2008), ‘Phase Sport Education Model’ Victoria Branch. Sourced 8/6/2012 from Bissett, M. (unpublished) “Research Report: Restructuring Year 9. Victorian Schools Innovation Commission” Sourced 7/6/2012 from Edwards Camp and Conference Center, (Year unknown). ‘Cooperative Games’ Sourced 9/6/12 from L, (2004) ‘working in pairs.’ Sourced 9/6/2012 from Metzler, M, 2000, Instructional Models for Physical Education. Boston, Allyn and Bacon. She Parenting, (year unknown.) “” Sourced 7/6/2012 from State Government of Victoria, Department of Education and Early Childhood Development (2006), “Prep to Year Ten Assessment- Assessment Advice.” Sourced 8/6/12 from Steihl, J, Morris, D & Sinclair C. (2008) ‘Teaching Physical Activity: change, challenge and choice. Human Kinetics Appendix 1