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We have taken the skills of throwing and catching and incorporated them into simple games. This has proven to be quite a big step for the group as a whole -  essentially because there are so many things going on at once. 

Students have to 1) become comfortable and understand the of a game, then 2) identify the skills that are incorporated within it, and finally 3) work at developing these skills within and with-how to best the game. The group as a whole do not process these 3 steps at the same pace, at the same level and in that order. Our focus on CHANGE (improvement) and active reflection have proved valuable ways to keep the students engaged in this GOING FURTHER and MAKING CONCLUSIONS part of our inquiry. 

Our summative assessment for this unit requires the students to identify their own competency levels for throwing and catching different objects in simple activities – Karen and I will be looking at how well they use these within games situations. Additionally we will ask the students to describe common and different techniques (FORM + FUNCTION) giving rationale where required, for throwing and catching within a game context. Our focus over the next few weeks is less on the Identity and Interactions part of our scope and sequence and more the Active Living as we look at form, function, and change of these 2 skills.

If you have opportunities to discuss, make links to, unpack, or even just point out FORM, FUNCTION and CHANGE then this will assist with building that language and conceptual understanding a bit.

Regards Kit and Karen