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AFL unit plans with a number of individual lesson plans. Relevant for years 7-10 PE and can be adjusted for a number of different sports. Very useful if unfamiliar with AFL.

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In this highly detailed unit and sequence of lesson plans, students learn all of the specialised movement skills and theory behind the sport of AFL Football. From the structure of the field, to the fundamental skills that are required (handball, kick, dodge, tackle, etc) to play the game. This is an ideal unit for years 8, 9 and 10 but could also be used in other areas.

Movement and Physical Activity:

Year 7-8:

Year 9-10:

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Feature Image Source: http://aflnz.co.nz/wp-content/uploads/2014/02/mb2501_1_0442-561×375.jpg

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Teaching AFL Skills - A Physical Education Mini-Unit of 5 Lessons - Australian Curriculum Lessons

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Summary of AFL Unit of Work: In this highly detailed unit and sequence of lesson plans, students learn all of the specialised movement skills and theory behind the sport of AFL Football. From the structure of the field, to the fundamental skills that are required (handball, kick, dodge, tackle, etc) to play the game.

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A great alternative to the original crowd favourite, Kahoot! Quizlet provides a platform for students to demonstrate their learning as well as share what they have learnt with users all over the world. Teachers can use this tool to assess students' understanding and it can also be a way to develop students' communication and thinking skills.

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This site covers all copyright laws and discusses how to safely use the various types of digital media tools in the classroom.

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The Official Guide To Copyright Issues for Australian Schools And TAFE

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A great interactive image maker. Can be enhanced with the use of 360° images. For example, a tour of the school's gym where students click on potential hazards to learn safety rules. Also perfect for a home economics/hospitality class when exploring WHS practices in the kitchen or sewing room!

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A great visual to print out and hang up near your desk to refer to when dealing with those tricky teens!

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This fantastic resource allows students and teachers to look at all aspects of the human body (every single bone/organ) in 3D format, from all angles and sides, with the ability to apply different filters including which organ systems you want to view/not view. A great resource for teachers to use when teaching the body systems as you can focus on one at a time and then make the connection and link to the other systems in the body. An all time favourite and game changer!

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Interactive 3D Anatomy - Disease Platform

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The BioDigital Human is the first cloud based virtual model of the human body - 3D human anatomy, disease and treatment, all in interactive 3D.

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This interactive 3D simulation of the total eclipse of August 21st, 2017 enables students to navigate to different locations to watch a simulation of what the eclipse would look like from that area from start to finish. The simulation is available as a web and desktop applications suitable for most devices. While this resource is quite limited to science, it is still a very cool thing to perhaps show the class in free time, the kids will love it!

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Welcome to NASA's Eyes, a way for you to learn about your home planet, our solar system, the universe beyond and the spacecraft exploring them.

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Young People & Decision Making (Year 9/10 PE)

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Young People & Decision Making (Year 9/10 PE)

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This resource uses 'railroad safety' to teach students the skills of identifying hazards and poor behaviour, controlling emotions and handling bullying and peer pressure. These skills are essential in making good choices, especially when external factors are involved. This resource not only provides a PE scenario but also covers the subject areas of English and the Arts. Definitely worth a read!

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Students brainstorm all they know about evaluative language and how it is used to express an opinion or point of view using hexagons. They explore modality as a way to indicate the strength of an opinion or position. They practise identifying evaluative language in rail safety related visual or multimodal images, exploring how evaluative language, images and shapes work together to communicate an opinion or point of view in a rail safety text.

They then complete an independent deconstruction of a visual or multimodal rail safety image and describe the different evaluative language features using the Think See Wonder strategy

Students write a persuasive text (structured argument) justifying a claim about rail safety needs of young people in your local community. They select an important rail safety issue for an identified group, identify an action that would help keep this group safe, and create an action message using evaluative language that will appeal to the group.

They then develop a media campaign which builds awareness of their message, attempts to influence people, persuades people to take action, and/or reduces the incidence of unsafe behaviours around trains, tracks and level crossings.

Students investigate the physical features of a rail network and annotate digital images with descriptions of assets and their potential hazards to create a visual glossary of terms. They watch a video on crowd movement and observe pedestrians in the school grounds walking in crowded and uncrowded conditions.

They discuss the way young people move in groups on the rail network, identifying hazards for themselves and for other pedestrians. They organise a 'safety walk', inviting members of a group they identified as being at risk to join them, and complete a hazard checklist on the safety walk. They create a blog post, multimedia presentation or infographic to report on these hazards to the identified target audience

Students investigate hazards for young people on the rail network, ranking them by importance then developing strategies to deal with the top hazard, as voted by the class. They then undertake a think-pair-share activity around emotions (feelings), describing a feeling as if it were a person, and writing a short bio poem or annotated sketch on the feeling. They discuss how each feeling could lead to safe or unsafe behaviours and attitudes on the rail network.

Students identify unsafe behaviours that might be explained by showing off, bullying, peer pressure, or responding to a dare. They then then write a script for a "pick a path" role play offering multiple ways to manage an unsafe behaviour on the rail network caused by peer pressure or bullying. They deliver the role play to the class audience, who can rewind, fast forward or change the way in which the peer pressure is managed.

Alternatively they discuss online and school based bullying and negative peer pressure and develop and compare a list of strategies that can be used to manage bullying online and at school.

Students brainstorm everything they know about level crossings using hexagons. They make an operating level crossing using their bodies, roleplaying the passage of a train through the crossing and the level crossing's response. They alternatively research level crossings and investigate ways people fail to interpret safety messages, role play a pedestrian waiting to use the level crossing, and draw a series of comic cells to describe risky situations.

They experiment with viewpoints, creating a scenario about waiting by themselves and with others and connecting the viewpoints to actions. They develop a storyline which converts negative viewpoints into positive viewpoints, experimenting with voice, body, movement, and use of space techniques to develop their character's viewpoint. They then present a short role play showing different characters waiting with others at a level crossing, critiquing each other's performances.

Students develop a compelling narrative about 'waiting with others' and use elements from their research to devise a 60 second drama about waiting with others at a level crossing. They do a Freeze Frame activity and use the See Think Wonder technique to further refine their script narrative.

Students develop a metaphor or analogy and/or a symbolic representation to use in their drama about young people and level crossings. They rework their 60-second drama into a longer piece exploring ways for young people to stay safe on and around level crossings.

They experiment with mimed action, soundscape, narration and/or convention to build tension, belief and audience engagement. They consider staging and production techniques, then rehearse and perform their drama to the school community.

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Teacher resources - Year 9&10 - TrackSAFE Foundation

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Students brainstorm all they know about evaluative language and how it is used to express an opinion or point of view using hexagons. They explore modality as a way to indicate the strength of an opinion or position.

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Components of Fitness and Fitness Testing (Year 9/10 PE)

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Components of Fitness and Fitness Testing (Year 9/10 PE)

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This great resource is an activity students (or even teachers) can access using a laptop. It steps out a number of tasks to complete to consolidate learning on the components of fitness and how to measure them. It is a very interactive and fun resource, with students being able to design quizzes, record themselves completing the fitness tests and creating how-to guides. This is clearly very relevant for PE however I'm sure can be altered to suit a variety of different teaching areas! Enjoy!

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Secondary KLAs:

Personal Development, Health and Physical Education

577 Views | 409 Downloads

A teacher-generated resource designed to give students the opportunity to learn about the different components of fitness and how they are measured. Through completing the four tasks, students will deepen their practical understanding of fitness testing and how the components of fitness relate to specific sports or physical activities.with a focus on components of fitness and fitness testing. Originally created in 2010 to support the Digital Education Revolution - NSW (DER-NSW) program. Updated in 2017.

Australian curriculum content descriptions

(ACPMP102) Design, implement and evaluate personalised plans for improving or maintaining their own and others' physical activity and fitness levels

More information

Resource type:

Interactive Resource

Audience:

learner, teacher

ScOT topics:

Fitness assessment, Physical fitness

Activities:

Analysis, Interactives, Practical activity, Problem solving

Language/s:

en-AU

Author:

State of NSW, Department of Education

Publisher:

State of NSW, Department of Education

Date created:

Tuesday, 20 February 2018

Resource ID: 02e575b3-28af-47f4-8c74-63a796ca43f2

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Laptop wrap - components of fitness and fitness testing

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A teacher-generated resource designed to give students the opportunity to learn about the different components of fitness and how they are measured. Through completing the four tasks, students will deepen their practical understanding of fitness testing and how the components of fitness relate to specific sports or physical activities.with a focus on components of fitness and fitness testing.