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KEY PERFORMANCE INDICATORS There are five major units of work that are covered from Year 3 to Year 5. Throughout Early learning to Year 2 students complete modified units that not only help with fundamental motor skills, but game sense strategies to be used during these five major units. Below I will list the unit name as well as the key performance indicators for each of the units. These key performance indicators are the targets set for each student to achieve by the end of Year 5. As we all know, students work at different levels and abilities and as a result many will flourish and exceed expectations, while others will have challenges to achieve all areas. A student at a ‘consolidating’ level would be able to complete most of these key points. GAME SENSE (SEE, THINK AND MOVE) Invasion/ Territorial:    

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Students understand the importance of working together as a team through communication and cooperation They can discuss strategies when their team is attacking e.g. two options for the ball carrier. They can make themselves available through creating space and time They are able to discuss defensive strategies on where to move and how to regain possession of the object through communication and effective decision making Students have been exposed to a wide variety of invasion games; AFL, Netball, Hockey, Soccer, Basketball, European Handball (Speedball), Tchoukball, Korfball, Sofcrosse and modified versions like Pivot Ball Students can use coach note (or a similar app) to explain a specific game play Students can analyse their performance using coach’s eye

Net/Wall:   

Students understand the court positions for Tennis, Badminton, Volleyball (2, 4 and 6 a side). Students have had opportunities to experience Speedminton, Racquetball (modified squash) and Table Tennis Students will begin to grasp a basic badminton serve and overhead shot, a bump/ dig and set for volleyball, a bounce and hit for serve as well as forehand shot and beginning to develop the backhand for tennis. When attacking they can place the ball sometimes making it difficult to return (hit away from opponent), combine a variety of shots (forehand, backhand) and move to cover the most court space They understand the importance of the ‘ready position’ and watch the racquet angle and body motion of their opponent(s). Some may be able to anticipate what their opponent is about to do

Strike/ Field: 

Students understand the importance of being an effective batter/ striker. This includes placing the ball into space to score runs or move to a base, demonstrating


the technical ability to direct the ball as processed and reading and responding to the ball based on characteristics like speed and spin. When fielding they think critically about positioning players to cover space and restrict the attacking options of the batter. They understand what type of throw to use and how to ‘back up’. When pitching/ bowling they can vary the pace, direction and spin of the object. Through this they can create pressure to force the attacker into high-risk shots. They can begin to identify a batters weakness and pitch/ bowl accordingly.

Target: 

Students have the opportunity to work cohesively in a team format. They begin to identify communication, questioning and critical thinking as ways to improve their own and their team’s performance. They understand that by changing the angle can make a difference to knocking down/ getting close to the target. If they cannot see it, they have little hope of hitting it. Students understand that situations can change quickly and that fluctuating between attack and defence can happen regularly. Making decisions quickly based on previous experience, can allow them to safely risk take and challenge their own thinking.

End Invasion: 

Students begin to understand strategies and concepts for moving past the opposition. They use communication and creative thinking to move themselves to positions to receive the ball In defence, they can either control and hold a line or complete one on one to close down the opposition.

AQUATIC AWARENESS: Stroke Development:   

Students can swim recognised freestyle, backstroke, breast stroke and survival backstroke over a minimum distance of 50 metres. Students have been exposed to sidestroke (as a part of water safety) and butterfly (for the swimming carnival) They understand the importance of a streamlined body and keeping a neutral head position throughout each of the strokes

Water Safety:  Students learn the HELP and huddle position. They are aware of the safety aspects  

around different waterways, along with the parameters of swimming safely by taking responsible people with them They learn the types of strokes to use in an emergency as well as the types of rescues to be used. Students should be able to make an educated decision that first and foremost keeps them safe. The students will learn different types of entries into the water and complete a survival swim that can used in an emergency.

CREATIVE BODY MANAGEMENT: Gymnastics:  Students learn fifteen types of balances, spring and landing techniques and ten  

different rolls. These are used to form the basis for extension activities like handstands, cartwheels and moves that can use more than one move. They understand the importance of planning for a performance. A clearly detailed plan with matching diagrams that incorporates the components required. They begin to take safe controlled risks following the order of progressions set out by the teacher.


Dance:  Students will learn and perform a range of dance genres with different beats and  

styles. They will learn how to maintain a rhythm with an ability to count and maintain the tempo. They are able to choreograph a routine based on the current theme prescribed. They are able to link movements, using a variety of levels, shapes and tempo to create a complete sequence. Time has been spent researching and rehearsing the routine prior to the performance.

FITNESS FOR THE FUTURE Athletics: 

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Students learn the basic concepts for an efficient running technique, jumping whether vertical or horizontal and the basic connections between each of the throws. They learn the downward V relay baton change and where to change the relay baton in relation to track location. They are able to transfer their body weight effectively forward throughout each of their throws.

Fitness:   

Students will understand the importance of physical activity each and every day both structured, but also during break times They will work through a variety of tests based on the fitness components that can assist in the development of their SMARTER goals They begin to understand the basics of different workouts and how to change their training programs can assist their overall body management

FIND MY WAY Orienteering:  Students will understand the importance of reading a map whether paper or  

electronic. They are able to identify the key features that make up a map and how best to utilise the features Students are able to identify the importance of working hard for their overall health and well-being through running between the set markers Students complete some line orienteering, check point orienteering and score orienteering courses.

Adventure Pursuits:  Students have an opportunity to learn some challenges like generals, predators and

humans (aka herbivores and carnivores) and paintball flags. These involve cardiovascular endurance, but also the ability to work effectively in a team and communicate changing roles and responsibilities. They should also have opportunities to work in small group challenges where they take on leadership roles to complete a set challenge.

DYNAMIC WARM UP Movements: 

Students understand the importance of warming up the body effectively through controlled dynamic movements. They are able to lead others in different ways to warm up the body. They are able to plan effectively and in sequence.

Gym Starters:  Students are exposed to the importance of practicing set skills on a regular basis. They are able to move in and sort an activity promptly and with minimal fuss. They can record these on a checklist for teacher reference.


2017 Key Performance Indicators