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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:

LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 4 Movement 1. The lesson objective The teacher will Introduction (10min)
Modified skills and
is for the students to observe during the  Review the main lesson objectives from the previous
games sequences
be able to successfully dribbling and game class (Hand dribble and footwork key teaching points COACH’S EYE
different deliver a controlled play drills to assess (KTP)). Prior to this, a verbal and visual - Used to
physical and technical hand their playing ability. representation of the KTP’s is required, to refresh analyse past
activity dribble whilst on the This is done via a performance
their knowledge. Students can use coach’s eye (on
contexts move. code of putting a and current
ipads) to view their progress from the previous week,
reflecting: This therefore requires number 1-3 next to technique
correct footwork. and use side-by-side analysis to determine any
- increased their name (as
complexity 2. Correct footwork to technical faults. https://www.coachsey
described in the
- Transference enable direction around
body). This is
of learned the court and awareness
of space
through a summative Body (30min)
skills to new
assessment.  Warm up: Student will participate in a game of
(ACPMP099) Brittish Bulldogs which will go for 10min to get their
heart rate up and get them moving around the court.
 In a circle they will all participate in dynamic group
stretches (going around the circle) – 3min; and then
5 minutes of dribbling around cones to involve some
hand-eye coordination.
 The teacher can observe their abilities through
writing down a number 1-3 next to their name, with
1 being not so great, to 3 being exceptional.
 Students are then broken up into 4 groups of 5/6
players in each team and are to play a half-court
game which is split up into 5min quarters. Every
quarter the teams will move around so that everyone
gets a go at versing each other.
 The teacher is to walk around and continue assessing
abilities so that when the teams are made up they
have an even spread of abilities.

Conclusion (5min) TEAM APP

 The teacher will debrief the students and explain - Used to
what the go is for next week. They will also explain structure
how Team app works, which is where the teacher teams
will upload the teams for the following week.

Week 5  Members of the

organisation Skills and groups should Introduction (25min)
strategies to A formative  A Kahoot will be used at the start to revise the basis
know what they assessment will be KAHOOT
improve team of the rules of basketball. This will ensure that
are responsible used though the
performance, everyone is on the same page and in the right
such as: for and fulfil Kahoot to to check
their roles mindset for the lesson.
 motiva understanding of the
 To have a full  The teacher will then go through the teams and dish
tion game rules, for when
 team- out the roles for each person.
understanding it comes time to play
work of the role of the round robin  The teacher will give the students 10 minutes to chat
 leader in their groups and discuss what they want to
their job and
ship  Assess that achieve during the duration of SEPEP.
how they are
going to execute they are all  The teacher will then give them ipads to research
 Literac
that. fulfilling their what their roles consist of and gives them an
 Critical roles in a opportunity to ask any question.
and responsible
creativ and
e Body (15min)
professional Split the teams up into half courts (modified)
way and get them to run their own training session.
 Person  That they are  Walk around and make sure that they are using their
al and playing with time wisely and effectively and using correct
social correct technique
technique for
Management a dribble, pass
Conclusion (5min)
of and shoot
 Explain how the round robin will work and go into
participation  Assessing their
more depth about the roles of the students
and rules basketball
during physical knowledge via
 Ask for any questions
a Kahoot

Application of
Week 6 fair play and 1. Effective use of team Introduction (10min)
Competition ethical app to keep the team  Get students to split up into teams and talk about YOUTUBE
behaviour and updated game roles/tactics and if anyone has any
ways they can 2. Roles are clear and announcements om/watch?v=XbtmGKif
influence the everyone is playing their  Bring them in a show a quick youtube clip on the 7Ck
outcome of part A summative Video to show the run
rundown of the game rules to refresh their memory
physical assessment will be down of the rules of
activities  Check that they are using team app to update each basketball to help the
used to assess how other during the week for game day.
(ACPMP107) students who may
well the students
 Teacher will announce who is playing who and what have never played
know the game rules basketball before.
court they are to be allocated to

 Assess game Body (30min)

plans and how  Split the teams up into half courts and start the timer
they are for the game (x2, 10min halves with a 5 min half time TEAM APP
fulfilling their break) - Used to see
what team is
roles  Walk around and make sure that they are doing playing which
 That all team everything correctly.
members are
involved and  Once the time is up get students to check the roster
that the team for their next allocated time if there is one.
is working
 Give a mark
out of 10 for
participation Conclusion (5min)
 Debrief in small groups and make sure everyone
knows what their roles are for the next game

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.

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.

LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

1 Put in the Write 2-4 objectives that are clear, Explain the type of Introduction
learning area and measurable and specific about the assessments you  Have something that keys students into the topic. Make it Put in links and titles.
Clearly code – include teaching and learning. Start with will use in the motivating and interesting. If using an online tool
state the entire strong verbs and focus on the lesson. Be clear  If it is lesson two or three then you can also have a review of include a few words as a
the outcome if content and on the ICT focus. about the reason summary so when you
‘what we did last lesson’. Examples could be a video, games,
week possible. and the collection or others look at it, they
and A content area Eg 1: method. quiz, picture study, discussion, book, or hands-on experiment. will know why the tool is
lesson should be the Create an interactive poster, using being used.
numbr focus – e.g. our CARP design principles, Eg
er in Science, Health, showcasing 3 different types of 1.Formative Eg:
the English etc. ICT is volcanoes and some geographical assessment at the Body Intro: Youtube video on
volcano formation:
the tool. locations for each type. beginning using
sequen Kahoot to check  Create a set of dot points that list the things the teacher and
ce Eg 2: understanding of the students will complete.
1. Research the impact of Volcanoes  Include scaffolds and teacher guides, e.g. If you list ‘research Picture discussion CARP design
volcanoes on surrounding 2. Summative principles:
volcanoes’ then also list the main things you have asked them https://wayfaringpath.coetail.c
landscapes. assessment - Rubric
for the poster – key to find. om/2014/10/08/carp-design-
2. Create a film, demonstrating principles-for-elementary-
points are 3  Write in the third person e.g. the students will…. students/
simple picture slideshow different volcanoes,
techniques, showcasing the locations and the Interactive volcano information
positive and negatives effects Conclusion http://pbs.panda-
CARP design
of living in an area affected by principles.  Write how you will wrap up the lesson. Be sure to include a media/assets/wgbh/ess05/ess
volcanoes. review of the content covered or possibly a demonstration by 05_int_volcanintro/01_What.h
various individuals of how the product creation is coming

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, 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.