Health and Physical Education 2

Unit Planning

Dillon Mullins 110093826

Part 1 – Nature of the Learner

The Leaner(s) / Influence on Teaching / Learning
Year Level / Cultural Diversity
  • Year 10 – HPE Class
  • 22 Students (Co-ed)
  • 14 x boys
  • 8 x girls
  • 5x Negotiated Education Plans (NEP’s)
  • 2 x Indigenous
  • 1 x ESL
  • 1 x Middle Eastern Origin
  • 2 did not complete Outdoor Education Unit in Semester 1
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  • Male dominated environment
  • > 20% of the class on NEP – need to ensure instructions and demonstrations are clear, concise and well understood
  • Time spent in preparation understanding the requirements of these students
  • Investigate considerations for students of Indigenous and Middle Eastern descent
  • Consider pairing students who did not complete OE Unit in Semester 1 with confident and competent students for assistance
  • Provide opportunity for extra time to revisit key content they may have missed if they require further elaboration

Social Dynamics
  • Observations
  • Limited interaction between boys and girls on the whole
  • Some inter-gender interaction between students who have attended Cheltenham Exchange
  • All students felt willing to give previous sports based units a go
  • Some recent changes to classes over semester break so potentially some social impact caused by this
  • Culture does not seem to have any impact on student interaction
  • Some students (boys in particular) are quite dominant – but keep largely to themselves
  • No visible leaders within the group – mostly happy to follow other student’s example
  • 2 students seem hesitant and dis-engaged
  • Unsure whether this was caused by their confidence in volleyball, comfort completing PE or just how they were on the day
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  • Potential issues with teacher allocation of small groups may include:
  • Will there be a leader step up within the group or will they lack direction?
  • Will limited interaction between genders impact group cohesion?
  • If the teacher selects the groups – potential for impact on student engagement and increased behavioural concerns
  • If students select groups:
  • May have one or two dominant groups
  • May have some students being left out or feeling isolated
  • ‘Weaker’ groups may lack leadership and cohesiveness
  • Interacting with friends may increase engagement, motivation and cohesiveness
  • Consider providing opportunities for all students to act as leader to develop leadership skills, confidence and competence – support to ensure success not failure
  • Continually re-assess as students engage with OE theory based unit when compared to a sport based practical unit
  • Consider ice-breaker / get to know you / GAIT fun activities to promote group cohesiveness and inter-dependence

Experience Level
  • 20 of 22 students completed a general camp craft unit in Year 10 PE in Semester 1.
  • Content included:
  • Trangia Use & Camp Meal Planning
  • Tents
  • Setting up a camp
  • Packing a rucksack
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  • Spend some time re-acquainting students with content covered in previous unit
  • Provide additional time for students who did not complete unit to engage with this content if necessary
  • Consider pairing 2 students who did not complete unit with another more competent/confident student who is happy to assist
  • Prioritise teaching time – is it worth spending a whole lesson recovering content which has already been taught? Can this be revisited when on camp or does it need to be done beforehand? What is the essential knowledge required to attend this camp and return safely?

Interest Level
  • All students have chosen to participate in HPE in Year 10
  • Evaluation of camp in Semester 1 was that engagement, motivation and standard of completion by these students was high
  • Limited student experience in camping beyond school context
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  • Should be a high level of engagement with the course as a whole
  • Potential for some uneasiness in engaging with Outdoor Education and unfamiliar environments
  • Use positive experiences on previous camp as reminders or context for content being covered for this camp
  • Ensure this camp is well aligned with the last such that it builds upon previous experiences and knowledge rather than conflicts with it (i.e. scaffolding)
  • Provide opportunities for students to realise the benefit of engaging with the outdoors in their personal lives (link to lifelong physical activity)

Level of Personal Responsibility
  • In the broader school context teachers are generally seen as the source and provider of knowledge
  • High level of teacher dependence
  • Limited opportunity for student autonomy and individual responsibility
  • Possible connection to life outside of school
  • Personal life requires them to be independent and autonomous
  • How will they respond if the same situation is thrust on them here?
  • Do some students enjoy having information fed to them?
  • If information is passed on rather than sought, is this fulfilling our obligation to them as students?
  • What does this do for student engagement?
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  • Consider that student autonomy in this context may be beneficial but foreign
  • If providing opportunity for personal responsibility and independence, provide supportive scaffolding to help promote success and limit failures
  • Understand that there is likely to be diversity in student response to the shift in power within the classroom
  • What impact will this have on my teaching?
  • Is it beneficial to risk this as a teacher when there is content to cover?
  • Cost – benefit analysis?

Relationship with regular teacher and you
  • Students generally have a very good relationship with all HPE staff and this has been extended to their interactions with me
  • High level of respect in interactions and communication
  • Limited exposure to these students
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  • Will need to spend some time forming relationships with these students
  • May need to share something of myself to start to develop relationships inside and outside of the classroom
  • Opportunity to interact with students beyond the classroom in an enjoyable, relaxed and engaging outdoor environment – get to see past the student we experience in a more rigid classroom setting

Part 2 – Context and Constraints

The Leaner(s) / Influence on Teaching / Learning
Number of lessons/wk, Unit Length, Time/Place of Lessons
4 lessons per week
  • 2 x Single Lessons – 45mins
  • Monday – Lesson 1
  • Friday – Lesson 6
  • 1 x Double Lesson – 1hr 40 mins
  • Wednesday – Lesson 3/4
Unit Length
  • 4 weeks
  • Week 6 / 7 / 8 / 9
  • *Only on placement for first 3 weeks
  • 7 lessons pre-camp
  • 4 Lessons – Week 2
  • 3 Lessons – Week 3
  • Camp – Week 4 (Tues / Wed)
  • 5 Lessons post camp
  • 1 Lesson – Week 4
  • 4 Lessons – Week 5
Place of Lessons
  • PE Classroom
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  • Limited class time prior to camp in Week 8 to cover necessary content
  • Need to choose ‘must’ content carefully and ensure this is covered in as much depth as possible
  • Prioritise the ‘should’ content and include time permitting – do not compromise ‘must’ content
  • Wednesday’s double lesson will provide core time for problem based learning activities and content coverage – other classes likely to be impacted by student lateness / Friday afternoon behavioural considerations

Teaching Space, Equipment, Time Allocation, Resources
Teaching Environment
  • Theory classes conducted in PE classroom attached to Gym
  • 2 main groups of ‘white-board’ desks
  • 10 - 15 students at each group of desks
  • 1 x Smart Board
  • 3 x White Boards
  • Teachers Computer
  • Access to student computers/printer
  • Questionable usability with technological issues
  • Option of moving outside for practical activities
Class Time
  • Week 6 – 190 mins
  • Week 7 – 145 mins
  • Week 8 – Camp + 45 mins
  • Week 9 – 190 mins
Unit Breakdown
  • Lesson 1 (45 mins)
  • Module 1
  • Lesson 2/3 (110 mins)
  • Module 2
  • Lesson 4 (45 mins)
  • Module 2
  • Lesson 5 (45 mins)
  • Module 3
  • Lesson 6/7 (110 mins)
  • Module 3 + Camp Preparation
  • CAMP
  • Lesson 8 (45 mins)
  • Module 4
  • Lesson 9 (45 mins)
  • Module 4
  • Lesson 10/11 (110 mins)
  • Module 4
  • Lesson 12 (45mins)
  • Module 4
Equipment Available
  • Individual lengths of rope
  • Tents
  • Trangia & Fuel
  • Emergency Shelters
  • First Aid Kits
  • Maps – School / Kuitpo Forest
  • Compasses
  • Ruck Sacks
  • Tarpaulins
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  • Use outdoor space where possible (weather permitting) to get students to learn by doing rather than learn by listening and writing
  • Use small groups for discussions – noting on whiteboard desks can be used so that student’s lack of stationary does not impact on ability to engage
  • Accessibility to student computers could be an opportunity or limitation depending on their functionality – get these checked if they are to be used by students
  • Ensure effective Plan B in place if this is not possible
  • Regular meeting spot should decrease transitional time between classes
  • Adequate camping equipment available and accessible – consider going through this equipment to assess its usability and suitability for this camp

Personal Experience and Background
  • Have completed a number of Foundational Outdoor Education subjects at University
  • 2 x Bushwalking / Camp Craft
  • 2 x Kayaking / Camp Craft
  • All completed to high standard
  • However, they were completed more than a 12 months ago
  • Require some refreshing on key content but with research – comes back relatively quickly
  • Some personal experience of camping in last two years – 4wd camping in National Parks
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  • Spend time in preparation going over content to ensure it is fresh and accurate in my consciousness in my teaching
  • It is vital that I understand my teaching content thoroughly so as to not confuse other students or compromise their active learning time
  • Consider the relevant skills and content which you would have found valuable as a student
  • Use personal experiences as anecdotal context for students to increase relatability and engagement

Teaching Approach of Regular Teacher
  • Pursues consistency in student-teacher interaction and regularity of class structure in developing an effective learning culture
  • Uses clear, concise and simple instructions in guiding class time before moving within the group to provide more individualised direction and feedback to students who require it
  • Happy to work through theory content step by step with students ensuring that it is being completed and all students understand requirements
  • Thorough preparation of resources further compliments this
  • Well organised and planned ensuring classes run smoothly and maximise the little active learning time available
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  • Clear connections between regular teacher’s teaching style and my own
  • Should attempt to continue on with the culture and expectations that they have established with their students
  • Main difference – provide opportunity for student autonomy rather than stepping students through content
  • Question how effective this will be
  • Does she do this because the other method doesn’t work or because she prefers to control the class in this manner?
  • Regular teacher will be a good sounding board for ideas and assistance when required
  • Will likely provide some worthwhile feedback to be taken on board

Context of the School
  • HPE department somewhat isolated from rest of the school
  • Typically ‘runs its own show’ – particularly in relation to inter-school exchange with Cheltenham High School in Term 2
  • Limited interaction with other faculties within the school
  • Students widely engaged with HPE as a subject, typically high levels of subject selection at a senior level
  • 3 streams at SACE Level
  • SACE Physical Education
  • Sports Studies
  • Sport and Recreation (VET)
  • PE compulsory until Year 9
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  • Likely to be good student interest and engagement in the unit
  • Unknown consequences of attitude towards HPE department at school?
  • Difficulty in running classes in common spaces
  • Impact on out of school camp
  • Communication networks with other faculties which may be of benefit
  • Design and Tech
  • Science

Part 3 – Activity Analysis

This Outdoor Education unit will encourage students to engage with physical activity beyond a typical HPE classroom setting. They are able to accept new roles, develop new physical, personal, social, teamwork and leadership skills which are relevant and applicable to a broad range of professional and personal contexts. This camp skills unit will draw upon previous skills developed in a camp completed by Year 10 PE students during Term 1, 2016. It will provide students with opportunities to further develop skills learnt in this context whilst engaging with new skills related to orienteering and knot tying. The ‘Camp Skills Theory’ component of this unit at school will provide students with practical skills and understanding which are then applied in a real camp context with an overnight camp at Kuitpo Forest, in the final week.

The key learning experiences that will be used are individual and small group challenges where students are provided with a problem and a structured context to which they need to respond using a select range of skills. This is well aligned with the key learning principle which will underpin my educative practice, being maximising individual participation by structuring an engaging, practical and success oriented learning environment. It is also vitally important that given the physical context in which my teaching will take place that students remain physically and emotionally safe (i.e. do no harm).

Expected Student Outcome / Implications for Teaching and Learning
MODULE 2
Acquire knowledge and develop proficiency in identifying and applying a range of knots to practical, problem based scenarios. /
  • Identify 4 main knots
  • Truckies Hitch

  • Bowline

  • Clove Hitch
  • 2 ½ Round Turn

  • Provide opportunity for student autonomy as they investigate:
  • How the knot is tied?
  • What context it could be used in?
  • Truckies Hitch: Securing a load
  • Bowline: Safety knot, easy to undo having been under tension
  • Clove Hitch: End or Midline knot tying off
  • 2 ½ Round Turn: Tying to anchor point
  • Provide opportunity for students to show their understanding in minor and major practical context
  • Small individual challenges
  • Securing a load
  • Connecting two pieces of wood
  • Tying off a loose end
  • Tying rope to anchor point
  • Larger Group Challenge
  • Stretcher Challenge
  • Obstacle/Challenge Course

MODULE 3
Develop and demonstrate the use of orienteering skills and strategies to effectively navigate a range of physical environments. /
  • Potentially limited previous experience in the compass familiarisation and use
  • Teacher modelling and explanation whilst doing becomes significant
  • Using a map
  • Types of Maps (Topographical, Atlas, Road, Marine)
  • Information contained on a map (Title, Type, Compass, Contour Interval, Scale, Landmarks, Legend)
  • Scales (relevance, how to measure – linear/curved)
  • Grid References
  • Contours/Representation of height
  • Orienting a map
  • Using a compass
  • Parts of the compass (direction of travel arrow, scale, base plate, orienting arrow, magnetic north needle, housing dial, orienting lines)
  • Points of degrees
  • Bearings and North Point (True North, Grid North, Magnetic North)

  • Taking a Compass Bearing
  • Face the object, hold compass horizontally with arrow pointing towards object
  • Turn the dial on the compass house until ‘red is in the shed’
  • Read the magnetic bearing on the housing to convert to grid bearing
  • Taking a Map Bearing
  • Point direction of travel arrow in the direction you plan to travel
  • Place the long edge along the desired route
  • Rotate the compass housing so the orienting lines are parallel with the grid lines on the map
  • Take compass away from the map and keep ‘red in the shed’

  • Provide opportunities for students to learn off each other, practice and hone these skills
  • Then provide an opportunity for students to work autonomously and as a member of a small group in completing an orienteering course

MODULE 1
Review and reflect on previously developed skills in setting up and packing up a tent and further develop these skills in a new practical context. /
  • Provide students with an opportunity to reflect and share on skills learnt in Term 1
  • Revisit and consolidate knowledge on following key points:
  • Pitching a tent
  • Even, dry place
  • Remove stones and sharp objects
  • Consider wind direction (strongest part towards wind)
  • Pitch away from water courses
  • No overhead branches or trees
  • Poles then pegs (pegs at 45 degrees)
  • Set up inside of tent
  • Pack-up
  • Pegs then poles
  • Shake out tent inside
  • Remove all dirt from bottom of tent
  • Collect all pegs
  • Return items which may have been moved
  • Do a walk around – ‘leave no trace’
  • Provide opportunity for students to individually show knowledge – quiz / practical problem

MODULE 1
Apply safe trangia cooking practice and demonstrate creativity and proficiency in planning and executing a meal whilst on camp. /
  • Consolidate knowledge on trangia use
  • Parts of trangia

  • Cooking Protocols
  • Cooking circle
  • Safety briefing
  • Fuel Dump and transport of fuel
  • Filing the fuel
  • Sitting away from cooking pot
  • No one in the idle of the circle
  • Use the billy grips
  • Disposing of waste

  • Provide broad guidelines on what is required for camp meal preparation but allow and encourage creativity and flexibility with incentives

MODULE 4
Form and express of personal values, beliefs and attitudes. /
  • Allow students time during and post camp to reflect and analyse on what has been learnt and how this is applicable to their lives beyond school and PE
  • Provide opportunity for these values, beliefs and attitude to be shared, should they wish to, in a safe group context.
  • Share something of yourself to promote openness and respect

MODULE 4
Work collaboratively and cooperatively with peers in successfully completing a range of activities. /
  • Structure engaging activities which require group collaboration, effective communication and cooperation to achieve success.

Part 4 – Scope of Learning

What MUST be taught? / What SHOULD be taught? / What COULD be taught?
Recap of knowledge learnt on previous camp:
  • Setting up camp
  • Setting up a tent
  • Packing down a tent
  • Using a trangia
  • Safe cooking practice
  • Menu Planning
  • Packing a rucksack
  • What to take
Navigational Skills
  • Different types of maps
  • Information that can be found on a map
  • Using a map to find where you are
  • Using a map and compass for direction
  • Other necessary equipment
Knots
  • 5 knots
  • Bowline
  • Clove Hitch
  • 2 ½ Round Hitch
  • Truckies Hitch
  • Reef Knot
  • What are they used for?
  • How are they tied?
/ Camp Etiquette