COLLEGE OF EDUCATION

APPLIED CURRICULUM PROJECT PLAN

YEAR 4
Bachelor of Education P - 12 (ABED)
Preservice teachers are responsible for completing this planning document in negotiation with their ACP Mentor Teacher and the School
Partnership Coordinator (or nominee). Preservice teachers are required to download a copy of the Applied Curriculum Project (ACP) Plan
template from the PP website. Every preservice teacher is to submit a copy of their ACP Plan to their PI lecturer by the date indicated
below. This document must be word processed.
It is strongly recommended that preservice teachers review the ACP - Report at the same time as developing this Plan.
This Plan must:

Identify the key issues/problems giving rise to the project

Provide a rationale for focusing on this project

Make reference to the relevant educational theory and/or literature or policy

List the aims of the project

List the expected measureable outcomes (i.e. As a result of our work on this ACP the expected outcomes are)

Contain an action plan that documents specific tasks/sub tasks, who is responsible for them and timeline for each task

Provide a description of the evaluation to determine the success or otherwise of the outcomes in meeting stated aims

Each preservice teacher should select and incorporate in their Plan at least five of the following professional skills that they will focus
on in their ACP: e.g., problem solving, negotiating, project management, planning, team work, time management, evaluating,
communicating, reporting, researching.

Submission Deadline:

Every preservice teacher must submit their signed ACP Plan to their PI lecturer no later than the week
commencing 18th May 2015.

Preservice Teacher submitting this report:

Elizabeth Brown

Applied Curriculum Project Title: Morning sport sessions

Student ID 3919450

Campus St Albans

Submission Date 19/5/2015

School/Educational Setting: Epping Views Primary School

Address:20 Mansfield St Epping
Phone number:

8401 3791

Fax 8401 3793

Additional Preservice Teacher (PST) ACP team members (where applicable)

PST Name

Christina Privitera

Student ID 3919796

Campus St Albans

PST Name

Georgina Thompson

Student ID 3777249

Campus St Albans

Mentor Teacher(s) participating in the ACP:

Warren, Bret & Chris.

Preservice teachers to complete Sections 1-5 below

(with guidance/support from the ACP Mentor Teacher if required

Bachelor of Education (P-12) Year Four ACP Plan 2015

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1. Background to Project
Identify the key issues/problems giving rise to the project, rationale for focusing on this project, make reference to relevant educational
theory and/or literature or policy.
Through general observations, we have observed how active Epping Views students are before the morning bell in which they are always
playing games or running around with one another. Currently, the school provides active opportunities for students in which these include
the physical education and sport classes, lunch time sport clubs and an active after school care program. Whilst there are some active
programs in place, there are no programs for the beginning of the day open to all students. Therefore, we believe it would be beneficial to
initiate one as it will provide an inclusive, social and physically active outlet for all students before their school day commences.
The overall program will strive to provide a dynamic, social and inclusive environment. To see this, we plan in utilise various assortments
of games throughout the weeks, including team games, partner games, individually driven games as well as Aboriginal and Torres Strait
islander games. We believe it will be beneficial to initiate specific games relating to the indigenous culture of Australia as it will enable
students to be be exposed to an engaging environment whilst simultaneously making connections to the indigenous cultures of Australia.
Through all of this, we hope students are able to develop their communication skills, social skills, collaboration, fair judgement, respect,
indigenous insights and of course, their overall physical, gross and fine motor skills.
This initiative supports that of EVPS Kids go for your life policy. The rationale behind the policy states that as well as healthy eating,
physical activity can be associated with improved learning and concentration, better moods and behaviour, healthy growth, weight and
lifelong health & wellbeing. By implanting our program before the school day, this will therefore support the rationale of this policy as it will
help encourage greater learning and concentration within the classroom.
Our project is similarly supported by that of the Australian curriculum. Whilst it typically supports physical development content descriptors,
it also connects to and is supported by that of the general capabilities and cross curriculum priories found within the health and physical
education spectrum.
Below are two key points from the health and physical education general capability of Personal and social capability:

Students work collaboratively with others in movement- and non-movement-based activities [developing]
students' personal and social skills as well as an appreciation of their own strengths and abilities and
those of their peers. This coincides with the type of games we wish to utilise and supports the outcomes
expected of those games, as they strive to help develop collaborative and social skills.

Students develop a range of interpersonal skills such as communication, negotiation, teamwork and
leadership, and an appreciation of diverse perspectives. This similarly supports the outcomes we wish for
the students to develop through the program such as team work, communication, openness to new
activities and so on. By incorporating some indigenous games, students will be able to appreciate the
diverse perspectives instilled within the style of games.

Below is a key point from the health and physical education general capability of ethical understanding:

Students treat others with integrity, fairness and compassion, [whilst] valuing and respecting diversity and
equality for all. This supports what develops through the socialisation of inclusive and unique games as
students should exhibit ethical behaviour In order to be involved.

Below are two key points from the health and physical education cross curriculum priority of Aboriginal and Torres Strait Islander histories
and cultures:

The Australian Curriculum ; Health and Physical Education encourages all students to engage with and appreciate the lived
experiences of Aboriginal and Torres Strait Islander peoples. This point is met through playing traditional indigenous games as
well as using the indigenous language when naming teams, equipment and so on.
Students have the opportunity to participate in physical activities and cultural practices such as
traditional and contemporary Indigenous games. This directly corresponds to our initiative to implement
some indigenous games throughout our program.

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2. Project Aims

Structure/plan:
We will run the sessions twice a week on a Tuesday & Thursday
We will have the students meet in the morning, each PST takes a group of students if the overall
attendance is too large, we each play the same game with the students before school commences for the
day.
Students who attend and participate receive a stamp on their hand at the end of the session. They will
show this to their classroom teacher after the roll. The stamp will represent their attendance as well as 5
house points that will be allocated to their house colour.
the sessions will start at around 8.25/8.30 and will run for 15 minutes seeing that they conclude at 8.45; this
is to ensure sufficient time for us to be able to pack up and give the stamps to participants.

Aims:

Initially we will run the sessions two times a week, but if successful, we can run it three times a week or
even have it run by the school once we have finished our placement.

We aim for the students to gain knowledge of various games including aboriginal Torres Strait Islander
games in order to connect them with one another as well as the indigenous culture, which can at times
be hard to create connections with.

For us to learn, how to manage and teach in physical activity circumstances.

To experience engaging with kids first thing in the morning and establish relationships across the school.

For students to feel welcomed, safe and involved.

For students to want to gain points for their house colour, through attendance and participation.

For students to be physically active and social

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3. Action Plan (Tasks, Responsibilities & Timeline)

What you are planning, tasks/subtasks. Who is responsible for each task and a timeline indicating what tasks need to be undertaken by
when e.g.
Task/Sub Task

By Whom

By When

Speak to assistant principal about our concept and initiative

Liz and Christina (Georgina

at camp)

First week block

Speak to physical education team and organise equipment.

Liz, Christina or Georgina

First week of 6
week block

Speak to mentors to see which mornings best suit them in regards to supervising.

Liz Christina & Georgina

First week of 6
week block (as well
as throughout the 6
weeks in case of
varying
circumstances).

Speak with mentors and/or vice principal to see how we can get the word out
about the sessions bulletin? Staff meeting? newsletter column or website
column weekly descriptions/reflections on how the sessions ran, details of next
session etc.
ALTERNATIVELY: have teachers remind students at the end of the day of when
the sessions occur/write it on board.

Liz Christina & Georgina

1st week of the 6

week block.

Run first sessions on Tuesday & Thursday

Liz Christina & Georgina

2nd week of the 6

week block

Meeting 1: Vic uni students meet to Evaluate successfulness discuss changes ,

make changes etc.

Liz Christina & Georgina

Friday (or
weekend) of the 2nd
week of the 6 week
block.

Run the next two sessions on Tuesday & Thursday (or on different days if decided

Liz Christina & Georgina

3rd week of the 6

week block

Meeting 2: Vic uni students meet to Evaluate successfulness discuss changes ,

make changes etc.

Liz Christina & Georgina

Friday (or
weekend) of the
3rd week of the 6

Bachelor of Education (P-12) Year Four ACP Plan 2015

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week block.
Run the next two sessions

Liz Christina & Georgina

4th week of the 6

week block

Meeting 3: Vic uni students meet to Evaluate successfulness discuss changes ,

make changes etc.

Liz Christina & Georgina

Friday (or
weekend) of the 4th
week of the 6 week
block.

Run the next two sessions

Liz Christina & Georgina

5th week of the 6

week block

Run the FINAL two sessions

Liz Christina & Georgina

6th week of the 6

week block

Meeting 4: Vic uni students, and possibly mentors, meet to discuss feedback,
reflect on the experience. See if the school

Liz Christina & Georgina. As

well as any mentors or staff
who wish to discuss.

4th week of the 6

week block

4. Expected Measurable Outcomes

Our Applied Curriculum Project will have a number of expected outcomes which will need to be measured in order to monitor the success
and effectiveness of the program.
Measuring how successful the program is:
The program will be measured through the following:

The monitoring of student attendance and participation

Feedback from students and teachers did students enjoy the session? Did supervising teachers think the session went well?
Overall student enjoyment are students engaged? Do they appear to be enjoying the sessions?
Pre service teacher collaborative reflection - What worked? What didnt work? What could be improved for next time?

Outcomes:
As a result of this Applied Curriculum Project the expected outcomes are:

To promote healthy and active students This coincides with EVPSs healthy eating policy and sustainability policy.
To engage students in physical activities and games
To strengthen social ties between students across all year levels within the school
To be inclusive and aware of Indigenous culture, this will be promoted through games.

5. Evaluation Tools
We will use a variety of tools and methods to evaluate how effective and successful the project is.

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Feedback will be the most effective tool when reflecting upon and establishing the success the project. Supervising staff will be
encouraged to provide feedback on their observations of:

How the project is run,

What they liked about it,
What they didnt like about it,
What worked
What didnt work so well

Students will also be given the opportunity to provide feedback.

What did they enjoy most about the session?

What didnt they like so much?

Another appropriate measurement tool will be to monitor attendance levels. If student number of attendance increase each session, we
will know that students are enjoying the sessions and telling their friends to come along and attend as well. However, decreasing student
numbers and participation may mean that students are not enjoying the sessions as much, or they are not as engaged as we would like
them to be. Also, our own observations will allow us to gage an idea of how successful and effective the project is. Monitoring students
willingness and eagerness to participate will show us they are engaged and genuinely enjoying the project.

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Links to Policy outlines & Useful Resources:

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cross curriculum priorities relating to health and physical education within the australian curriculum
http://www.australiancurriculum.edu.au/health-and-physical-education/cross-curriculum-priorities

General capabilities relating to health and physical education within the australian curriculum
http://www.australiancurriculum.edu.au/health-and-physical-education/general-capabilities

The health and physical education rationale

http://www.australiancurriculum.edu.au/health-and-physical-education/rationale

Epping views kids go for your life policy

http://www.eppingviewsps.vic.edu.au/wp-content/uploads/2013/05/KIDS-GO-fOR-yOUR-LIFE-Policy.pdf

Austrlian sports commission Yulunga Traditional indigenous games resource book

http://www.ausport.gov.au/__data/assets/pdf_file/0017/402191/SP_31864_TIG_resource_FINAL.pdf

Australian sports commission resources for games & sports

http://www.ausport.gov.au/participating/schools_and_juniors/resources/playing_for_resource_kit,_companion_books_and_junior
_sports_programs/resource_kit

Assortment of physically active games

http://www.funfitnesslearning.com/sample_games_fun_fitness_learning.pdf

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