FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

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:

Classroom- There will be an interactive whiteboard/projector for teacher use, and each student will have access to either ipads or laptops. If not all students have access to a
device, they can share with another student.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Digital Introduction:
Wk 5
Students are to be able to Kahoot quiz Laptops/ipads
Technologies: learn their specific roles in the (teacher can
SEPEP program (coach, access results- As students enter the classroom, they are to look up at the Numbers on paper +
Process and media manager, creative who projector, which will list all students in their pre-arranged hat to draw
production skills manager, umpire, teams. Students are to find their team members, and sit at
understood and
commentator, statistician etc.) desks in their teams. The teacher will move to each group,
who didn’t, and all students are to draw a number out of a hat, which will
Padlet app, teacher
Collecting, and what their role entails.
then spend correspond to the role they will have throughout the to set up 2 Padlet
managing and extra time with sheets.
Students are to collaborate in tournament (one team at a time- once all have drawn, record
analysing data those who
an effective and ethical number in google document, put paper back into hat, move
manner with each other to didn’t onto the next group.) Kahoot quiz, set up
Collect, store understand).
and present create team names, and by teacher.
establish preferred positions Body:
different types Objective 2-
within their team.
of data for a observation by  Students given 2 minutes to come up with a team
specific purpose name, added to google doc.
teacher, notes
using software
taken on role.  Students to research their roles, and take notes
(ACTDIP016)
adding to the teacher Padlet. Students are to take
note of: what they need to know when undertaking
their role, what their role means and how it fits into
Collaborating the team, and what activities they can create based
and managing on their roles. Teacher will later add to the class
Seesaw platform (set up previously- via parent email
Work
or letter home)
independently,
or  Teacher to discuss afterwards, and add in their own
collaboratively information for students.
when required,  Teacher to brainstorm (again using separate Padlet)
to plan, develop ideas on what projects each role could work on in
and their bye rounds. E.g. Media manager can add
communicate
photos to the Seesaw platform with captions, and
ideas and
information for students can comment, coaches can record
solutions technique and plays using Hudl or Coach’s Eye,
(WATPPS32) Statistician can create spreadsheet with team stats
for each game, eg turnovers, goals, tackles, penalties
H+PE: against etc). Teacher to also explain rosters and bye
Movement and rounds.
physical activity

Ethical Conclusion:
behaviour in  Students to finish off with a Kahoot quiz,
applying rules in
summarising some of the information about the
all game
situations roles and what is required of them.
(ACPMP069)

LEARNING
THROUGH
MOVEMENT
Responsibilities
of different
roles in a range
of physical
activities, such
as:

player
coach
referee/umpire
(ACPMP067)