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7115EDN Health And Physical Learning In The Primary Years

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7115EDN Health And Physical Learning In The Primary Years

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7115EDN Health And Physical Learning In The Primary Years

1 Download4 Pages / 870 Words

Course Code: 7115EDN
University: Griffith University

MyAssignmentHelp.com is not sponsored or endorsed by this college or university

Country: Australia

Questions:
1.Provide a unit plan overview (using the template provided).2.You are to design two (2) sequenced lesson plans based on your initial Focus Area (using the template provided).3.Design an assessment task overview used to assess learning in this unit (using the template provided).4.Your planning approach should be based on investigating and achieving good practices in learning and teaching by giving attention to specific age and developmentally appropriate learning experiences. These learning and teaching experiences should be based on the numerous pedagogical strategies outlined in lectures and tutorials (online).5.Your two (2) sequenced lesson plans must demonstrate effective learning and teaching experiences that may be undertaken in a classroom / oval setting and how they could potentially reflect and be supported by a SCP OR TGfU approach (select one).6.Your assessment task overview should reflect your unit plan learning objectives and provide potential for assessing deep learning.

Answer:
Justification
The unit plan has been formed using various teaching strategies specifically Bloom’s Taxonomy and the Teaching Games for Understanding (TGfU). These strategies are effective in helping students develop critical thinking, reflection and evaluation, communication skills, knowledge and understanding amongst other things.
Blooms’ Taxonomy is one of the strategies that have been used while planning and preparing the unit. The strategy involves six main divisions including knowledge, understanding, application, analysis, synthesis and evaluation. Apart from knowledge, the later five divisions have been recognized as “skills and abilities” that could be put into practice through knowledge (Rosenthal & Eliason, 2015). The unit plan developed for Health and Physical Education follows this strategy significantly. Apart from that, integrated learning strategy has also been included in the unit plan and lesson plan design. The integrated learning approach helps students to have a cohesive vision of reality and augments their ability to obtain real-life skills. The integrated learning approach involves integration of more than one subject areas that are interrelated and hence, the students have a better view of the world Lonsdale et al. (2013). In this unit, for example, the students are given the opportunity to learn about the histories of Aboriginal and Torres Strait Islander people and their culture with the knowledge of Keetan, a traditional Indigenous game.
In case of assessments, different assessment strategies have been used. Assessment refers to the methodical, focused and continuing compilation of facts for use in judging the students’ display of learning outcomes (Ní Chróinín & Cosgrave, 2013). The present unit plan includes formative and summative assessments as strategies to evaluate students’ performance. However, informal assessment strategy has also been used that include observation of the students’ activities and performances. The assessments will be used to evaluate students’ performance in skills and technical tests. These are mostly utilized in physical teaching tasks as it opportune the students to engage or participate in real games and sports like Keetan and Net Ball.
The Teaching Games for Understanding (TGfU) is a strategy that has been developed for understanding the importance of games and sports in the overall development of a student. The strategy was developed in the year 1982 to “tap into children’s inherent desire to play”. Developed by Werner, Thorpe and Bunker (1996), the strategy has six fundamental concepts. These include: teaching games through games, divide games into easier format and the raise the complexity, recognize participants as intelligent performers, each learner as significant and involved, participants require to realize the subject matter and they need to match their skills with the challenges. The TGfU strategy helps teachers devise a plan that could not only improve the students’ creative and critical thinking but also enable them to apply those in practical situations (Dudley & Baxter, 2013). The present unit plan and lesson plans also ensure that the students have the opportunity to explore both their intellectual or critical thinking capability and their physical capabilities as well. The strategy is effective mostly in games that come under target games, net or wall games, striking or fielding games and territory games. Therefore, the unit and lesson plans that have been developed, have focused on similar games – Keetan and Net Ball.
It has to be stated the unit plan developed for Health and Physical Education for Primary Years, Year 5 to be specific, has taken into consideration all the important strategies of teaching. The Australian Curriculum has included detailed description of Health and Physical Education for each year. In the Year 5 band, the Curriculum supports the development of knowledge, understanding and skills to develop their personal and social health and wellbeing. The Personal and Social Capability, as a part of the general capabilities possessed by the students involves Health and Physical Education as the most important element.  Primary education is extremely important as it shapes the future development of the student and makes him or her competent in different aspect. The unit is important for the students of Year 5 because it would help them establish a connection between games and sports and health. They will be able to gather the idea that games and sports help in staying physically fit and hence, it is included in the curriculum. 
References: 
Dudley, D., & Baxter, D. (2013). Metacognitive analysis of pre-service teacher conception of teaching games for understanding (TGFU) using blogs. Asia-Pacific Journal Of Teacher Education, 41(2), 186-196.
Lonsdale, C., Rosenkranz, R. R., Peralta, L. R., Bennie, A., Fahey, P., & Lubans, D. R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Preventive medicine, 56(2), 152-161.
Ní Chróinín, D., & Cosgrave, C. (2013). Implementing formative assessment in primary physical education: teacher perspectives and experiences. Physical Education and Sport Pedagogy, 18(2), 219-233.
Rosenthal, M. B., & Eliason, S. K. (2015). “I Have an iPad. Now What?” Using mobile devices in university physical education programs. Journal of Physical Education, Recreation & Dance, 86(6), 34-39.
Werner, P., Thorpe, R., & Bunker, D. (1996). Teaching games for understanding: Evolution of a model. Journal of Physical Education, Recreation & Dance, 67(1), 28-33.

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