Scope & Sequence and Lesson Plans - Arts & Humanities Assignment Help

Assignment Task

TASK
 
Section A: Scope & sequence
Students are required to design a yearly scope and sequence for either ES1 OR Stage 3.  Students need to describe the place of PDHPE in the continuum of learning from K-10, either by supplying curriculum links and syllabus skills from prior school (Refer to the Early Years Framework) to ES1; or links from Stage 3 to Stage 4.  The scope and sequence needs to include opportunities for both movement experiences and learning opportunities in the classroom for the entire year - this means both PE and PDH learning opportunities for every week of each term for the entire year.  Terms and weeks need to be identified with aligning unit/topic titles. Other influencing events such as grandparents’ day, NAIDOC week, swimming carnival, Safer Internet Day, National Day of Action against Bullying and Violence, etc, which impact on the timing of units/topics need to be identified. 

Each unit needs to include a description including: 
Syllabus outcomes including differentiation outcomes;    
Strands; 
Key inquiry questions; 
Content focus; 
General capabilities; and 
Focus and the intent of each unit. 

At least two units in the scope and sequence need to integrate with syllabus outcomes from other NSW KLAS, for example PDHPE & Mathematics, or PDHPE and Science and Technology (not PDHPE and Dance).
Students will need to provide a brief overview of one unit, from either the context of learning individual/group/team physical activities OR rhythmic and expressive movement.   
The unit overview needs to include a justification for the role and value of the PDHPE curriculum in learners’ lives; (refer to syllabus rationale p. 10; syllabus aim p. 12; PDHPE propositions p. 24). The unit overview must justify the role and value of the PDHPE curriculum in learners’ lives as a discipline that supports the health, resilience and wellbeing of children, including recent theory and practice in PDHPE.

Section B: Movement Skills Resource
For the unit overview identified in Section A:
Students are required to develop a sequence of two (2) lessons for the unit that they identified in section A. The lessons act as a resource when teaching the Movement Skill and Performance strand of the PDHPE syllabus.  A sequence indicates that the learning activities in each lesson build on those described on the previous lessons. For example, lesson two activities build on those from lesson one. 
Each lesson plan needs to include:
•    Syllabus information (strands, key inquiry questions, context for learning, general capabilities and cross-curriculum priorities) 
•    A clear learning intention
•    Pedagogical approaches/teaching strategies
•    Assessment Strategies
•    Organisation and instructions
•    Teaching points, cues and potential questions 
•    Differentiation strategies
•    List of resources required

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