hpe year 6 unit 2.docx - general web viewthey describe the key features of health related fitness...

Health and Physical Education Year 6 Term 3

Unit Title: Ultimate (Disc) Can you hit the target, like a sharpshooter?

Achievement Standard

By the end of Year 6, students investigate developmental changes and transitions. They examine the changing nature of personal and cultural identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity supports community wellbeing and cultural understanding.Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision making and problem solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.

HPE Strands Content Descriptions Assessment (A)

Personal, social and community health

Being healthy, safe and active Communicating and

interacting for health and well being Contributing to healthy and active communities

Movement and Physical ActivityMoving our body (yellow)Understanding movement

Knowledge and UnderstandingsMoving our bodyPractise specialised movement skills and apply them in different movement situations (ACPMP061)Design and perform a variety of movement sequences (ACPMP062)Propose and apply movement concepts and strategies (ACPMP063)Learning through movementParticipate positively in groups and teams by encouraging others and negotiating roles and responsibilities(ACPMP067)

Assessment For LearningActivity 1: Investigate throwing accuracy using the backhand and forehand release (Engage)Activity 2:Investigate the different types of catching two hands (pancake or lobster catching) and one hand catching (‘c’ cup catching). (Explore)Activity 3: Students explore catching the disc on the run and when they are stationary(Explore)Assessment As LearningThe Easy Assessment and Easy Portfolio apps will be used in the Ultimate Unit. Photos, videos, audio, web links and notes will be added Easy Portfolio.

Learning through movement (red)

Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities (ACPMP069)

Students will voice record and embed action pictures of how they explored and applied the fundamental movements to produce the skills in Ultimate. Partner activities will occur using the Easy Assessment app and the criteria checklists (How do you compare), students will judge and assess their partners. Students will explain and elaborate movements sequences/ patterns and evaluate strategies when playing modified ultimate games.Alternately- students can utlise Health Books as a Journal and use Cameras to capture the movements.Assessment Of LearningStudents will perform and combine specialised movements skills and sequences (throwing, catching, running) and apply inclusive practices to implement offensive and defensive strategies in a game of Ultimate.Specialised Movement Skills Criteria as per Ipad App Easy Assessment ProControlled catching on the run: consistent hand positioning when catching.Throwing accuracy: consistently finding the intended target.AttackingDefending

Situational Context of Unit

This unit can be completed in the following ways:General Classroom Teacher - HPE Combination 2hours

HPE Specialist in addition to Classroom TeacherPE Component(specialist) 1 hr PE Component (Classroom Teacher)...hrs H Component (specialist/classroom teacher) ...hrs

Additional information: 8/9 Hours

Focus Areas HPE

Alcohol and other drugs (AD)Food and nutrition (FN)Health benefits of physical activity (HBPA)Mental health and wellbeing (MH)Relationships and sexuality (RS)Safety (S)

Active play and minor games (AP)Challenge and adventure activities (CA)Fundamental movement skills (FMS)Games and sports (GS)Lifelong physical activities (LLPA)Rhythmic and expressive activities (RE)

Learning Framework Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricula Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative Thinking Intercultural Understanding

NumeracyEthical Understanding

ICTPersonal and Social Capability

Links to other LA’s Links to other Learning Areas: Australian Curriculum: HPE

Digital Technologies Processes and Production SkillsAcquire, store and validate different types of data and use a range of commonly available software to interpret and visualise data in context to create information (ACTDIP016)

Learning and Teaching StrategiesWeek 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Aboriginal and Torres Strait Islander Histories and Cultures Inclusive Education

General Capabilities LiteracyCritical and Creative Thinking

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Engage Resources

Excite the students by introducing Ultimate through the following video presentation https://www.youtube.com/watch?v=HhUays2ehyI

Catching, Throwing and LeadingStudents will participate in various games demonstrate catching, throwing and leading skills from the resources Teaching Ultimate: A Teachers Guide and Ultimate Frisbee Companion Book.Students will recall prior knowledge of throwing and catching from various

Teacher Resources

Best Ultimate Highlightshttps://www.youtube.com/watch?v=HhUays2ehyI

sport to complete the following activities and will examine how these skills may change to suit the sport of Ultimate.

Activity 1: Consecutive Catches- game is played in 5m x 5m squareClass is divided into four teams, one team is the attackers and the other is the defenders. the teams remain as the attackers and defenders for a period of 1 or 2 minutes and then the roles change after the time is elapsed.Attackers: attempt to throw the tennis ball to team members in open space, when is possession of the ball the player is only permitted to pivot.Defenders: attempt to intercept or knock the ball down, must be one metre from the person who has possession of the ball.The team who has the highest number of consecutive catches is declared the winner!Class Discussion-enquiry base questionsWhat type of throwing or catching did you use during the game of Consecutive Catches?Which throws or catches were more successful?Why do you think this type of throw/ catch was successful?Why were some teams more successful than others?

Activity 2: How many balls can you collect?One player from each team runs to a central area, collects 1 tennis ball/ bean bag at a time, throws it to the other team-mates at their base and tags the next player. The game continues until time is called. The aim is to collect the most balls/ bags (Play in teams of 4-8.) Extension: if the ball is dropped, the team must return the ball to the central area.Class Discussion-enquiry base questionsWhat type of throwing or catching did you use during the game? why?Which throws or catches were more successful?Why do you think some teams did not drop the ball, what strategies did they utilise?

Activity 3: Koolchee Koolchees (frisbees) are thrown to knock over a skittle or land in a hoop. (Play in pairs, standing 10/15m apart)Class Discussion-enquiry base questionsWhat type of throw did you use during the game? why? name?Did anybody notice the difference between the throws? If so what? why?Assessment for learningStudents will repeat each of the activities after the discussion(s) have taken place to further develop their skills.

Teaching Ultimatehttp://www.usaultimate.org/assets/1/Page/Teaching%20Ultimate_beta3.pdfUltimate: Companion Bookhttp://www.afda.com/resources_old/schools/frisbee_companion_book.pdf

EquipmentMarkers, discs, hoops, skittlesStudent Resources

Health and Physical Education Metalanguage Assessment Opportunities

Leading, basket catching, ‘c’ cup catching, shadowing, man to man defence, backhand and forehand releasePivot Foot – The stationary foot upon which the thrower pivots. Usually, it is the foot opposite of the throwing hand.

Formative assessment- throwing the frisbee (Koolchee)

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Social Emotional LearningInclusive Education

General Capabilities LiteracyCritical and Creative ThinkingNumeracy


Explore Resources

Comparing the different types of throwing and catching in UltimateThroughout the following activities the teacher will facilitate the closed environment learning, through modelling and demonstrating backhand release (pistol to pocket, same foot word as throwing and ‘flicking of wrist’ upon release), catching with pancakes (clapping of hands), lobster catching (two ‘c’ shaped hands) and ‘C’ Cup one hand catching. Students will practice in a controlled environment, where peer tutoring and self reflection will occur when completing throwing, throwing accuracy and catching tasks.

Players form pairs and, on your signal, pass to each other for 1minute. At the end of 1 minute, the player without the frisbee moves to form a new pair. Passing starts again.

Activity 4:Investigate the different types of catching two hands (pancake or lobster catching) and one hand catching (‘c’ cup catching).Pancake Catching- by using two open and outstretched hands the student will clap so that the disc is caught in between. This catch also makes a very distinct clapping sound when done correctly.Backhand Release- throwing a disc requires stepping with the same foot as the hand used to throw (i.e., a right handed student steps forward with their right foot while throwing). Stepping with the same foot allows the thrower to extend much further to throw around defenders. Pistol to pocket ( thumb on the top of the disc along the flight rings (the ridges along theouter edge of the disc), the four fingers should be bent under the rim of the disc), step, spin (snapping or flicking of the wrist).Lobster Catching- the student will catch the disc between their thumb and fingers so that they have a grip on the disc (very similar to catching a baseball with a glove on). The lobster catch is most beneficial when the disc is being caught above the shoulders or below the knees.Forehand Release-thumb should be placed on top of the disc along the flight rings. Next, the middle finger should be in contact with the inside rim of the disc. The middle finger is the point of power, where all the force from flicking the wrist is transferred into spin on the disc and the index finger is under the disc. Students should stand square (torso and hips facing their target). They should step out to the side, not towards, the target.‘C’ Cup Catching- similar to Lobster Catching, but performed only using one hand.

Teacher ResourcesRules of Ultimatewww.discace.comTeachers Guidehttp://www.usaultimate.org/assets/1/Page/Teaching%20Ultimate_beta3.pdfUltimate: Companion Bookhttp://www.afda.com/resources_old/schools/frisbee_companion_book.pdf

EquipmentDiscs, markersStudent Resources

Activity 5: Students explore catching the disc on the run and when they are stationary, students complete activity 5 through the following games.

L-O-N-G Throwing- A cooperative game in which a frisbee is thrown between 2 players. If the frisbee reaches the catcher on the full, both the catcher and the thrower step back. If it is dropped, both take a step forward. The winning pair is the one that has retreated the furthest. Students investigate which types of throws should be utilised at a close distance and also when the distance is extended.

Disc Tennis -Players are divided into 2 teams separated by a no-go barrier. The frisbee is thrown across the barrier. The opposing team must attempt to catch it (1pt) and throw it back. If the disc is dropped the team does not receive a point, if caught this equated to one point, first 15 points is the winner.Extension- one-hand catch (‘c’ cup) = 2pts, Elimination Catch Tennis- if a player drops the frisbee, throws in the no go barrier or out of bounds they are out, the only way they return if somebody on their team catches the frisbee with one hand.

Reflection: students answer the reflection questions via the ADOBE Voice App or write the answers (Appendix 1.1)


Stall – A situation wherein the marker reaches the end of the stall count (ten) before the offensive player has released the disc.Fake – A motion used by the thrower to make the marker believe that s/he intends to throw the disc in one direction (or from onerelease point), when, in fact, s/he plans to throw the disc in another direction.Throw-away — the thrower misses his target and the disc falls to the ground.Drop — the receiver is not able to catch the disc.Block — a defender deflects the disc in mid flight, causing it to hit the ground.Interception — a defender catches a disc thrown by the offense.Out of bounds — the disc lands out of bounds, hits an object out of bounds or is caught by a player who lands out of bounds or leaps from outside the playing field.

Reflection

Week 1 2 3 4 5 6 7 8 9 10


General Capabilities ICTLiteracyCritical and Creative Thinking


Explain Resources

The purpose of the explain phase is to learn the rules and movement of Ultimate without the added pressure of the opposite team when throwing and catching a disc.The Easy Portfolio app will be used in this phase, photos, videos, audio, web links and notes will be added to Easy Portfolio for each student. Students will voice record and embed action pictures/ videos of how they explored and applied the fundamental skills and movement sequences to produce the skills in Ultimate (throwing, catching, leading). Partner activities will occur using the Easy Portfolio app and the criteria checklists Appendix 1.1 (How do you compare), students will judge and assess their partners.

Explain lesson 1Throwing and Catching in PairsDescription: Students practice throwing both backhands and forehands to a partner and catching using the lobster catch.Allow students to explore different throws and use questions to help them figure out how to throw and catch moreconsistently. For a challenge, students can count how many throws and catches they complete in a time period outlined.Team Relay RacesSet up a start line and a finish line 50/100m apart. Students are in teams of four or five and must complete aseries of passes to their teammates that take them from the starting line to the finish line. Studentsmay not move when they have the disc, but they are permitted to run freely when they are not holding the disc.Use the following challenges to continually motivate the class. Consider recording individual teams’ “best time” so that students can challenge their own

Teacher Resourceshttp://www.usaultimate.org/assets/1/Page/Teaching%20Ultimate_beta3.pdfUltimate: Companion Bookhttp://www.afda.com/resources_old/schools/frisbee_companion_book.pdf

EquipmentDiscs, markers, hoops, agility poles, clipboards

team’s personal best.Challenges:

● First team to cross the finish line● Each student must catch and throw the disc at least 3 times● Each student must catch and throw the disc exactly 3 times● Any team dropping the disc must start over● One team member has to throw with her non-dominant hand and must throw at least once

Inquiry based questions;which throw did your team predominantly use? why?why did we have the rule of ‘not’ moving while in possession of the disc? does anybody know the name of this rule?

Disc Golf with PartnersIn pairs, students count how many catches and throws it takes to advance the disc to a particular target from a tee-off point. Students may not move their feet when they have the disc, but they are allowed to move when it is their turn to catch. You can use cones to mark the tees and hula hoops to mark the end of the holes.Extension- if the disc is dropped or not caught, the players must add a ‘stroke’ each time this occurs, ensure students take no longer than 10 seconds to release the disc.Closing Questions:When you catch the disc, what were you required to do?What was it easiest to catch the disc?What can you do if your partner asks you to throw too far?what strategies did your team adopt?

Explain lesson 2Station Work- In small group students practice the following stations;1. Backhand release and two hand catching with a partner(s)2. forehand release and one hand catching with a partner(s)3. leading and receiving the disc on the run4. monkey in the middle

Student ResourcesIpads or notebooks, camera’s, video camera’s

Throw-Run-CatchDescription: This game pushes students to test throwing, running and catching skills. Students start shoulder to shoulder, with one student holding the disc, and the other ready to receive. The object is to reach the maximum distance between the thrower and the receiver, with a successfully completed pass. The pair with the most distance between thrower and receiver wins.Inquiry based questionsHow far away was your receiver from the thrower when the thrower released the disc? [lead discussion]How is reading a disc different when you’re running toward it vs. running alongside it? [lead discussion]Which is easier, catching a disc running toward it or running alongside it?

Ultimate BallThe basic difference between T-Ball and Ultimate Ball is that there is no pitcher, and the batting teamthrows the disc into the playing field instead of kicking the ball. Outfield students pass the disc to each other and attemptrun the batters out by throwing the disc to the bases, also students are only out when the throw is caught on the full with one hand. Students may not run with the disc, nor should they be allowed to throw the disc at runners. The same out and scoring system for T-Ball applies to Ultimate Ball.Closing Questions:How was self-officiating easier or harder today? [lead discussion]What skills really helped your team be successful today? [lead discussion]


Cut – An offensive movement used to get away from the defender, often characterized by at least one sharp change of direction.Receiver – Any of the six offensive players in position to receive a pass from the throwerReset Pass – A short lateral or backwards pass.Downfield – The area of the playing field between the point of reference and the offensiveteam’s end zone of attack.Upfield - The area of the playing field between the point of reference and the defensive team’s end zone of attack.

Students Easy Portfolio

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Elaborate Resources

Communicate Strategies Behind Games, Demonstrating Awareness of Others and Ability Work CooperativelyStudents will complete this element by partaking in a series of modified team games, that will challenge students to combine specialised movements and sequences (throw, catch, lead) and apply concepts of attacking and defensive strategies. Students will explain and elaborate movements sequences/ patterns and evaluate strategies when playing modified ultimate games.

Keep-AwayEach team is to maintain possession of the disc on offense for 10 consecutive passes in order to earn a point. The first team to reach three points wins the round. The defense needs to force a turnover in order to earna chance on offense. There are no end zones. The game should be played in a large square 15m x 15 m.Inquiry based questions;How is keep away just like Ultimate?How is keep away very different from Ultimate?What did the successful defenders do today?

Teacher ResourcesTeacher Guidehttp://www.usaultimate.org/assets/1/Page/Teaching%20Ultimate_beta3.pdfUltimate: Companion Bookhttp://www.afda.com/resources_old/schools/frisbee_companion_book.pdf

Equipment

Offensive strategies- The Stack (two positions) handlers and cutters. Handlers are furthest from the end zone and are the playmakers of the team accurate throwers (similar to a point guard in Basketball) and cutters are the receivers of the disc, between the handlers and the end zone.Defensive strategies- The force (person to person), the force (making the attacker throw a backhand or forehand release)

Speed Ball or End Ball - students are separated into four even teams, teams are given time to nominate positions and strategise how each person will be involved. Teams can only score in Speed Ball, if the disc is touched by four different team mates.Students use the same basic rules as Ultimate but use a bean bag or squishy ball instead of a disc. The game starts with a kickoff, just like in rugby league/ union The Attackers can move the ball by passing it to teammates but is not allowed to hand off, run, or walk with the ball. Every time a team catches the ball in the end zone they get a point. If the ball is thrown out of bounds, caught out of bounds, intercepted, or dropped, the defense gets its chance to play as the attackers. There is no contact, so tackling, blocking, pushing, shoving, or hacking will result in an automatic replay for the team that was fouled. When one team catches the ball in the goal, the point is over and a new point starts with a kickoff.The purpose of this activity is to learn the rules and movement of Ultimate without the added pressure of throwing andcatching a disc. Students should make their own calls, but it is important to stop the game and regroup if the rules are notbeing used and demonstrated appropriately.

Inquiry Based QuestionsWas there anything that was unfair that happened in your games today?What skills really helped your team score points today?What can we do to make this game more fun?

Draw Up PlaysDescription: Students work in teams to develop positions and organize their offenses. They should separate their own teams into handlers and cutters, and they should design two or three patterns that they can use in the game. Teams demonstrate their plays to the rest of the class during 5-on-5 Ultimate.

Discs, markers, hoops, agility poles, clipboard, Dodge balls

Student Resources

Ipads or notebooks, camera’s, video camera’s


Foul – Bodily contact inflicted on one player by a player from the opposing team. This is a violation in Ultimate. See rules for details of types of fouls and their consequences.Leading Pass – A pass which is thrown in front of a receiver in motion, taking into account her/his speed and direction.Mark – The defensive player who is guarding the thrower.

Easy Portfolio

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Evaluate Resources

Assessment TaskDuring Term 3 students will be undertaking a number of lessons focusing on Ultimate, which is not a traditional Australian Sport. The aim of these lessons will be to improve on the students specialised movement skills (catching, throwing, leading), movement

Teacher Resources

Teacher Guidehttp://www.usaultimate.org/

sequences (catching on the run, throwing the disc around markers) and apply the concepts and strategies involved in Ultimate. Students will watch a range of instructional videos and will be involved in videotaping (Easy Portfolio) and providing instructional feedback to a partner, designed to help you and your partner improve. Players will be encouraged to demonstrate fair play and knowledge of rules, as teams will be given the responsibility of referring their own games of Ultimate.

Half- 7 minutesPlayers- 7 per sideField size- 65m long and 36m wide with 22m end zones

Students are encouraged to apply defensive and offensive strategies, in order to pass the disc up the field without dropping it, team will score points by passing and catching the in their respective end zones. The defensive team will try to intercept the disc or knock it down to force a turnover. Teams will be encouraged to referee the games themselves and resolve issues that may arise.

assets/1/Page/Teaching%20Ultimate_beta3.pdfUltimate: Companion Bookhttp://www.afda.com/resources_old/schools/frisbee_companion_book.pdf

Rules of Ultimatehttp://www.discace.com/ultimate-frisbee/ultimate-frisbee-rules

EquipmentDiscs, markers

Student ResourcesIpads or notebooks, camera’s, video camera’s


Spirit of the Game- The underlying concept of fair play inherent in all sports, but made explicit in the rules of Ultimate. Summative AssessmentRubric on Easy Portfolio (Student) & Easy Assessment Pro (Teacher)

Reflection

Appendix 1.1 (Easy Portfolio) Ultimate- How do you compare

Very High High Satisfactory Limited Needs Assistance

Backhand Releasepistol to pocket, same foot forward, flicking of the wrist

Forehand Releasebody is square, pistol grip, stepping to the side

Accuracy of Throwconsistently finding the target

CatchingHands consistently in the correct position, distinguish when to use the different catches

LeadingConsistently moving into open space to receive the disk.

Assessment Type: Performance Task Assessment Mode: Summative Ultimate (Disc) Can you hit the target, like a sharpshooter?

Focus Areas- Games and SportsTargeted HPE Content Description(s)- Years 5/6

Moving our bodyPractise specialised movement skills and apply them in different movement situations (ACPMP061)Design and perform a variety of movement sequences (ACPMP062)Propose and apply movement concepts and strategies (ACPMP063)Learning through movementParticipate positively in groups and teams by encouraging others and negotiating roles and responsibilities(ACPMP067)Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities (ACPMP069)

Year 6 Achievement Standard

By the end of Year 6, students investigate developmental changes and transitions. They examine the changing nature of personal and cultural identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity supports community wellbeing and cultural understanding.Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision making and problem solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.

Assessment Task Description

During Term 3 students will be undertaking a number of lessons focusing on Ultimate, which is not a traditional Australian Sport. The aim of these lessons will be to improve on the students specialised movement skills (catching, throwing, leading), movement sequences (catching on the run, throwing the disc around markers) and apply the concepts and strategies involved in Ultimate. Students will watch a range of instructional videos and will be involved in videotaping (Easy Portfolio) and providing instructional feedback to a partner, designed to help you and your partner improve. Players will be encouraged to demonstrate fair play and knowledge of rules, as teams will be given the responsibility of referring their own games of Ultimate.

Specialised Movement Skills criteria

● Controlled throwing and catching on the run: consistent accuracy of throw and hand positioning when catching.● Throwing - ability to use the different releases; backhand and forehand● Catching- ability to select the correct catching technique; pancake, lobster, ‘c’ cup● Defense - shadowing, man to man, marking, intercept, knocking the disc down● Offense- positions (handler or cutter), skying, leading

Assessable Elements- Performance and Practical Application

Task Specific Criteria

A B C D E

Select and perform specialised skills in a modified game- striking, catching, throwingControlled throwing and catching on the run: consistent accuracy of throw technique and selection of throw and correct catching techniqueLeading – consistently moving into open space to receive the discDefense- shadowing, man to man, marking, intercept, knocking the disc downOffense-positions (handler or cutter), skying, leading

Comprehensively selects, accurately performs at a proficient level and consistently applies specialised movements to skilfully participate in a game of Ultimate.

Thoroughly selects, performs purposefully applies a proficient level of specialised movement skills to participate effectively in a game of Ultimate.

Competently selects, performs and applies a basic level of specialised movement skills to participate in a game of Ultimate.

A developing level of specialised movement skills to participate in a game of Ultimate.

Requires significant support performs specialised movements skills in a game of Ultimate.

Combines specialised Ultimate skills in a game situation: throwing, catching, leading

Comprehensively combines specialised movements to skilfully participate in a game of Ultimate..

Thoroughly combines specialised movements to participate effectively in a game of Ultimate.

Competently combines specialised movements to participate in a game of Ultimate.

Sometimes combines specialised movements to participate in a game of Ultimate.

Limited combination of specialised movements in a game of Ultimate.

Demonstrates game rules and strategic awareness-selecting players who are in open space to receive the disc, moving into open space to receive the disc, selecting the correct releases and catching techniques.

Comprehensively demonstrates strategic awareness and rules of the Ultimate.

Thoroughly demonstrates strategic awareness and rules of Ultimate.

Competently demonstrates strategic awareness and rules of Ultimate.

Sometimes demonstrates strategic awareness and rules of Ultimate.

Rarely demonstrates strategic awareness and rules of Ultimate.

Demonstrating awareness of others and ability to work cooperatively including team communication, sharing, assisting others, negotiating roles and responsibilities.Resolving referring issues through the game of Ultimate

Implements and applies collaborative team play to skilfully participate in a game of Ultimate.

Implements and applies collaborative team play to effectively participate in a game of Ultimate.

Competently implements and applies team play to participate in a game of Ultimate.

Sometimes implements and applies team play to participate in a game of Ultimate.

Significant support required when implementing and applying team play to participate in a game of Ultimate.

Provides consistent reflection on own performance and a partner's performance by using the Easy Portfolio to compete checklist(s), embed action videos, photos and voice recordings.

Insightful and skilful reflection on individual and partners performance in Ultimate.

Purposeful reflection on individual and partners performance Ultimate.

Appropriate reflection on individual and partners performance.

Some reflection on individual and partners performance Ultimate..

Minimal reflection on individual and partners performance in Ultimate.

Displays expected Effort Application:

CO Consistently

GE Generally

SO Sometimes

NI Needs Improvement

Planning for Differently Abled StudentsStudent/s Different Ability Australian Curriculum

Content Descriptions being addressed

Learning and Teaching Strategies Assessment Strategies

hpe year 6 unit 2.docx - general web viewthey describe the key features of health related fitness...

Documents