Planning for Assessment in Primary PE

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1 Planning for Assessment in Primary PE Bernie Holland, ACHPER Victoria Michelle Vincitorio, Springside P-9 College August 18, 2017 Brisbane HPE Conference 1

2 Overview This session will encourage you to: Clarify the intent or purpose of your current HPE program? Develop an awareness how careful planning results in clear assessment and evaluation outcomes 2

3 HPE Program Intent In 25 words or less what is the key philosophy or focus that drives your HPE Program? 3

4 Program Intent Key Drivers 4

5 HPE Program Intent In 25 words or less what is the key philosophy or focus that drives your HPE Program? Each student has the right to develop skills and behaviours needed for lifelong physical activity in a healthy and safe environment! 5

6 Core Intentions By the end of grade 6 What are the essential knowledge, skills and behaviours that you want students to leave your school s HPE program with? Your responses to this question should drive your curriculum!! 6

7 Core Intentions Core Intentions 1. Develop a basis of fms and game skills and concepts 2. Positive attributes.sharing, cooperation, support, positive attitudes, teamwork, enjoyment, have fun 3. Knowledge of health related behaviours.risk taking, mental health, nutrition 4. Skills and knowledge towards being physically active 7

8 Core Intentions Does your program reflect your desired intentions? Should everything you do link back to at least one of you core intentions? 8

9 Limitations of your setting? Supportive administration School culture & community Crowded curriculum time for HPE? Timetabling Class sizes Facilities & equipment Teaching staff capacities Extra curricular opportunities Students demographics, background How can you plan around or impact these limitations? 9

10 How much REAL teaching time do you have? 10

11 Time for teaching HPE (40 wk yr) Grade level Total time PE time(cd s) 50% on task 25% on task Prep (7) (7) (8) (8) Total 560 hrs 280 hrs 140 hrs 70 hrs 11

12 Interpreting content descriptors & elaborations: Yr 1& 2 M &PA Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025) performing locomotor movements using different body parts to travel in different directions performing fundamental movement skills involving controlling objects with equipment and different parts of the body demonstrating balances and describing what helps to maintain stable positions demonstrating how to transfer weight from one part of the body to another demonstrating changes in speed, direction and level of movement in response to changes in music tempo creating, following, repeating and altering movement sequences and games in response to rhythm, music or words selecting and implementing different movement skills to be successful in a game constructing and performing imaginative and original movement sequences in response to stimuli

13 Interpreting the content descriptors Year 1 & 2 and elaborations Example elaboration: performing fundamental movement skills involving controlling objects with equipment and different parts of the body could become Step in opposition when throwing the ball Catching and controlling the ball using their hands only Strike a stationary ball from a side on position Bouncing the ball using fingertips

14 Interpreting the content descriptors and elaborations: Yr 3 & 4 M&PA Practise and apply movement concepts and strategies with and without equipment (ACPMP045) planning and performing strategies to be successful in tag and dodge games demonstrating movement concepts and strategies to create scoring opportunities exploring centre of gravity and stability as they perform balance activities participating in physical activities which require problem solving to achieve a goal using different equipment to create an original game or movement challenge

15 Interpreting the content descriptors Years 3 & 4 and elaborations Example elaboration: demonstrating movement concepts and strategies to create scoring opportunities. could become Moving into space to receive a ball Return to the centre court position after striking the ball in different racquet sports - Striking the ball away from fielders Which learning intention is clearer to teach, learn and assess?

16 Queensland Exemplar: M & PA Year 4 Unit descriptions Unit 3 Hit it, catch it, field it, throw it In this unit, students develop and apply overarm throwing and object control skills (with small balls) to participate in various striking and fielding games. They apply rules fairly. Students will: practise and refine fundamental movement throwing and object control skills consider and combine the concepts and strategies when participating in various activities understand and apply rules use creative thinking to transfer and apply fundamental movement to new contexts and game situations 16

17 Queensland Exemplar: M & PA Year 4 assessment Unit 3 Hit it, catch it, field it, throw it Physical performance Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where students complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made iteratively and recorded on observation records. The assessment will gather evidence of the student s ability to: apply rules fairly refine fundamental movement skills and movement concepts and strategies in different physical activities create and perform movement sequences using fundamental movement skills and the elements of movement. 17

18 Assessment and Evaluation Example - Linked to Curriculum FMS Example Game Sense Example 18

19 Observing FMS Formative and Summative Focusing on: Select 1 (or 2) components and observe if the students are able to complete these Based on observation increase/decrease activity difficulty and observe the same or other components Use of stations: Assess skill at a station and all students go through the station during the lesson 19

20 Term Week Prep Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade Start Up Program 2 Rules and 3 Procedures in PE FMS Revision FMS Revision Athletics and Cross Country Athletics and Cross Country Athletics & Cross Country 8 Run and Dodge Team Games Athletics Multi Level Fitness Testing Ball Handling Ball Handling Throw and Catch Punt - round ball to football Basketball AFL 9's (Game Sense Invasion) Throw and Catch Forehand Strike AFL 9's Hot Shots Tennis Softball (Game Sense Striking) Basketball (Game Sense Invasion) Athletics & Cross Country Multi Level Fitness Testing Hot Shots Tennis Netball (Game Sense Invasion) Kick Kick Kick Soccer (Game Sense Invasion) Bench Ball (Game Sense Invasion) Punt - round ball Quidditch (Game Hockey 7's (Game Sense Invasion) Sense Invasion) Gymnastics Gymnastics Gymnastics Gymnastics Gymnastics Gymnastics Gymnastics Ball Handling Throw and Catch - Team Games Two- Hand side -Arm Strike Ball Bounce Kanga Cricket (Game Sense Striking) Tee Ball Team Games Dance Touch Rugby Volleystars (SEPEP) Olympic Handball (SEPEP) 20

21 Throw and Catch FMS Breakdown Year Level Assessment Criteria Catch: Eyes focused on ball from release to contact Prep Grade 1 Grade 2 Grade 3 Grade 4 Underarm Throw: Eyes focused on target Overarm Throw: Eyes focused on target Muscle man stance: - Opposite arm pointing towards target - Throwing arm flexed at elbow Catch: Elbows bent and hands in front of body Hands move to meet ball Overarm Throw: Standing side on to target Forward motion with throwing arm Catch: Hand positioning: - Below shoulder: pinkies together (cup hands) - Above head: thumbs and index finger together (butterfly hands) Catch ball and control with hands only Elbows bent to absorb force Overarm Throw: Step towards target with opposite foot Throwing arm follows through down and across body Overarm Throw: Throwing arm nearly straightened behind body Overarm Throw: Marked sequential hip to shoulder rotation during throw 21

22 idoceo: FMS Throw and Catch Pre and Post tests 22

23 Assessment within the Game Sense unit Identify game concept to be assessed Clarify game concept criteria/rubrics Know what concept looks like Assessment activity/game Observe & record over time 23

24 Term Week Prep Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade Start Up Program 2 Rules and 3 Procedures in PE FMS Revision FMS Revision Athletics and Cross Country Athletics and Cross Country Athletics & Cross Country 8 Run and Dodge Team Games Athletics Multi Level Fitness Testing Ball Handling Ball Handling Throw and Catch Punt - round ball to football Basketball AFL 9's (Game Sense Invasion) Throw and Catch Forehand Strike AFL 9's Hot Shots Tennis Softball (Game Sense Striking) Basketball (Game Sense Invasion) Athletics & Cross Country Multi Level Fitness Testing Hot Shots Tennis Netball (Game Sense Invasion) Kick Kick Kick Soccer (Game Sense Invasion) Bench Ball (Game Sense Invasion) Punt - round ball Quidditch (Game Hockey 7's (Game Sense Invasion) Sense Invasion) Gymnastics Gymnastics Gymnastics Gymnastics Gymnastics Gymnastics Gymnastics Ball Handling Throw and Catch - Team Games Two- Hand side -Arm Strike Ball Bounce Kanga Cricket (Game Sense Striking) Tee Ball Team Games Dance Touch Rugby Volleystars (SEPEP) Olympic Handball (SEPEP) 24

25 Assessment within the Game Sense unit Formative Assessment: Pre Tests: (Game Knowledge: Rules / Tactics) Kahoot! Google forms Videos using HUDL or BAM VIDEO DELAY Peer Assessment Self Assessment Summative Assessment: idoceo videos and notes Post test: Plickers Kahoot! 25

26 Invasion Game Sense Breakdown Year Level Grade 3 Grade 4 Grade 5 Grade 6 Above Assessment Criteria Offensive: Move into open space away from teammates and opponents Call for the ball Offensive: Give and Go: move into space after passing the ball Defensive: Defending in front of opponent to block the ball Offensive: Provide the ball carrier with a square passing option Defensive: Set up an umbrella press (hockey and soccer) Man on Man defence (netball and basketball) Offensive: Pass to a moving target running onto the ball Defensive: Regain a defensive position when possession has been lost Offensive: Coaching others in the field: Signalling to open space Signalling to the best passing option Defensive: Draw an opponent out to create space through the middle 26

27 idoceo: Soccer Pre Test & Post Test 27

28 Differentiation with specific focus groups can improve student growth Week No. Week One Week Two Week Three Week Four Grade Grade 3 Phys Ed Topic: Soccer LP 1: Self Expression LP 2: Kahoot & Mini LP 3: Collaborating Small LP 4: Competitive Small Session Activities Sided Games Sided Games S participate in S participate in passing and collaborative games S participate in competitive receiving activities and are S to explore their soccer focusing on moving into games focusing on applying able to identify each Learning Intention skills and set up mini space and calling for the tactics with defenders in component of kicking and activities to participate in. ball / moving as a team up the mix: 4 v 2 / space dribbling - highlight zigzag and down the court & add invaders passing formation goals / cones as defenders Focus Group Modifications / Extra notes (Low) 3, 7, 8, 11 (High) 4, 13, 2 Low - motivation and self reflection High - challenge with their own activity (Low) 8, 11, 12, 10 (High)2, 5, 7, 15 Low - decrease distance, practise calling before they make the pass / receiver is ready High - increase distance, add target passes (Low) 18, 14, 10 (High) 13, 16, 17 Low - slowly implement changes to area, 2 students moving at a time, decrease time and ball type (indoor ball) High - use soccer ball, add more cones, perform side steps to get around defense, need to move to receive the ball (Low) 11, 14, 6, 8 (High) - 13, 4, 5, 1, 2 Low - Game variations: decrease no. of defenders, remain collaborative, no time limit, if they lose the ball, no change over High - increase space used to increase passing challenge / apply concepts / add two balls 28

29 Overview This session will encourage you to: Clarify the intent or purpose of your current HPE program? Develop an awareness how careful planning results in clear assessment and evaluation outcomes Level 1 and 2 Personal-Social-and-Community- Health 29

30 Questions??

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