Subject: Physical Education

Level: Year 11

Title: Skills for Teamwork

Authors: Lorna Gillespie

Email address: lornagillespie@xtra.co.nz

All Curriculum Support Days resources reflect the work of subject specialists during a two-day forum. You should view them as ‘work-in- progress’, not as finished units to download and use. They demonstrate a range of ways of thinking about how you might build the ‘front end’ of the NZ Curriculum (the Vision, Principles, Values, Key Competencies, Effective Pedagogies and Learning Area Statements) into your existing units of work, by re-focusing how you teach rather than changing what you teach. The questions and comments recorded in the body of each resource are at least as important as the unit itself. If for some reason your software does not display such questions and comments, it is likely that you need to make some technical adjustment to how you are viewing the resource. References in senior units to achievement or unit standards are to current standards, and generally do not take into account possible revisions of these standards to take effect from 2011.

1. Why is the unit “Skills for Teamwork” worth re-working?

The development and use of interpersonal skills are part of what make us human. In games and teams, as in other aspects of life, there are influences that at times create situations where our positive use of interpersonal skills may become variable!

This unit of work has been reflected on, revised and tweaked every year and has developed into unit of work that the teachers and the students really enjoy. The student learning is

significant in that the unit explicitly teaches interpersonal skills and group processes and provides opportunities to practise these. Formative opportunities to provide feedback and feedforward are embedded in the unit. Students learn to lead, to follow, to give and receive feedback, to take responsibility for their own learning and behaviours. They make the links between values and what these really “look like” and overall develop as people. This unit has been considered a very good unit of work, and apart from all the learning, it serves to set expectations for the year and provides good links to school values and goals. (But….it still needs work in relation to NZC!)

2. Rethinking the Unit

The following unit outline has comments boxes that describe my thinking as I reflect on the unit in relation to NZC.

I have applied the “Planning for Learning in Physical Education” questions to this unit. This reflective process has enabled me to consider the ‘front end’ of NZC, the necessary effective pedagogy, and bring it together with the ‘back end’ of NZC.

While this reflective process and changes feel like a relatively lengthy process at this time, I feel I need an approach that enables me to take account for all aspects of NZC in my planning.

Unit Overview – Year 11: Level 1 Unit 1: Skills for Teamwork (pre-revision)

We wish to acknowledge and thank the Riccarton High School Physical Education Department for providing this unit of work.

(Thanks team! )

Unit Focus: This unit is designed to provide learning opportunities to develop and apply interpersonal skills, and to reflect on this development as well as their ability to apply these in a team / group context.

Underlying ConceptsAttitudes and values HauoraSocio-ecological perspective Health Promotion

Key competenciesExplicitly taught Supported and developedRelating to othersManaging self Participating and contributing

ThinkingUsing language, symbols and text

Learning Intentions 6A4 6C2 6C3

Students will be able to articulate the factors that contribute to personal identity and demonstrate acceptance of individuality and diversity.

Students will plan group activities that ensure own and others rights and responsibilities are recognised and that activities avoid or minimise ‘social risk’.

Students will demonstrate interpersonal skills, reflect on the strategies used and make appropriate changes to their interpersonal skill use.

Success criteriaI can State factors that

contribute to personal identity

Show I positively accept all others in my group

I can Plan activities that take

account for everyone’s right to learn, contribute and participate.

Plan activities that aim to ensure there is minimal social risk for group members

I can Demonstrate a range of

interpersonal skills Reflect on my use of

interpersonal skills and make changes as necessary

Assessment method/s Self and Peer reflectionTeacher observationDiscussion group activity

Self and peer assessmentAchievement Standard 1.5

Peer and self reflectionFormative tasksTeacher observationAchievement Standard 1.5

Learning Activities

3. The Revised Unit

Unit Aims Overview – Year 11: Level 1 Unit 1: Skills for Teamwork (Revised version)

Unit learning FocusThis unit it designed to provide students with learning opportunities to develop and apply interpersonal skills, and to reflect on this development as well as their ability to apply these in a team/group context. The Underlying Concepts that are the focus of the unit will support school-wide understanding of and development of the NZC values, in particular respect, diversity, excellence and equity.

Interpersonal skills are not learned by osmosis, and once we understand them, they need to be practised and refined in a range of contexts. The students are explicitly taught interpersonal skills pertinent to learning and playing in a team game context. In groups they then utilise group expertise and resources available to practise as a team and prepare for softball games within the class. They reflect on the use of their interpersonal skills in an ongoing manner – during practices as well as games - and consider how they have contributed to the success of the group / team. The focus is about the learning, use of and

This unit has been adapted from a unit developed by the Riccarton High School Physical Education Department. (Thanks team! )

reflection on interpersonal skills, and much less about the skills of the game. Learning experiences will enable students to transfer their learning to school and their lives beyond school.

It is envisaged this unit comprises approximately 20 – 24 hours of class time.

Vision, Principles and Values This unit may contribute to the school wide understanding of the vision, principles and values in the following ways:

ValuesExcellence The learning intentions, success criteria and the way the unit is implemented will set high expectations of students. Innovation, inquiry and curiosity The unit aims to give students the opportunity to develop and implement planned activities with their peers. They will need to use their interpersonal skills as well as investigate what activities will help their group / team develop and prepare for softball games. Diversity, equity and respect Students will be working in self-managing groups. The successful functioning of their group / team will be somewhat dependent on their actions modelling these values.Community and participation for the common good will be inherent in a group that is functioning positively and successfully.

PrinciplesHigh expectationsThis unit will set high expectations for students to develop and apply their interpersonal skills and be positive and effective group / team members.Learning to learnThis unit will encourage and support students to identify their own learning needs and to take action to develop their own learning and the learning of others in terms of practical skill development.

CoherenceThis unit offers opportunities to identify other learning areas and situations where interpersonal skills and effective groups / teams are used. Students will also be able to identify how the learning in this unit links to school values and goals. It also offers opportunities to transfer to, bring co-curricular and community sporting experiences into the learning.Future focusStudents will be enabled to make links between their learning and citizenship.

VisionConfidentThis unit aims to provide students with experiences that develop their interpersonal skills – skills for life. This will support their confidence and the way they view themselves as people and learners.ConnectedThe learning focus of this unit provides students with the skills and knowledge to connect with others.Life Long learners This unit will provide students with learning process that encourages them to look at their own learning and the learning of others and how they can contribute to both of these.

Underlying ConceptsHauora The need for students to come to understand hauora /

Wellbeing underpins this unit.Socio-ecological perspective The need for students to come to understand understanding about the

inter-relationships between self, others and society underpins this unitHealth Promotion The need for students to come to understand processes that develop and

maintain a supportive physical and emotional environment in a team context underpins this unit.

Attitudes and values The need for students to come to understand of a need for positive, responsible attitude, respect, care and concern for others, and a sense of social justice underpins this unit.

Learning Intentions6A4 6C2 6C3

Students will be able to articulate the factors that contribute to personal identity and demonstrate acceptance of individuality and diversity.

Students will plan group activities that ensure own and others’ rights and responsibilities are recognised and that activities avoid or minimise ‘social risk’.

Students will demonstrate interpersonal skills, reflect on the strategies used and make appropriate changes to their interpersonal skill use.

Success criteriaI can State factors that

contribute to personal identity

Show I positively accept all others in my group

I can Plan activities that take

account for everyone’s right to learn, contribute and participate.

Plan activities that aim to ensure there is minimal social risk for group members

I can Demonstrate a range of

interpersonal skills Reflect on my use of

interpersonal skills and make changes as necessary

Key competenciesExplicitly taught Supported and developedRelating to othersThe learning intentions for this unit relate directly to this KC. Students will be explicitly taught interpersonal skills and processes that enable interaction with others in teams/groups. They will have opportunities to develop and practise these skills, reflect on them, give and receive feedback and feed-forward about relating to others and using their IP skills.

ThinkingThe learning activities for this unit will enable the development of thinking. Reflection, making decisions, shaping actions and constructing knowledge with their peers are inherent in this unit and will contribute to their development as thinkers.

Managing self For successful learning in this unit, students will need to self manage. They will be expected to be autonomous and self directed. They will be explicitly taught the skills of self management and identify what self-management ‘looks like’ in action in this context.

Using language, symbols and textThis unit will enable the development of understanding of the use of signals and codes in a movement context.Movement is the main language within this unit and there is meaning to be derived within this, and studetns will develop understanding of movements, be able to anticipate moves, and be aware of body language and involvement in their group.

Participating and contributingFor successful learning in this unit, participation and contribution will be necessary. Students will be explicitly taught what active participation consists of and learning around effective groups will include the need for and benefits of contributing. The success criteria include them contributing by planning activities.

Assessment method/sSelf and peer reflectionTeacher observationDiscussion group activity

Self and peer assessmentAchievement Standard 1.5

Peer and self reflectionFormative tasksTeacher observationAchievement Standard 1.5

Learning Activities

ReflectionWhat happened as a result of the teaching? How well did the students do? Did they learn as a result of teaching and learning? Was the learning challenging enough or was it too challenging?

Was the learning differentiated sufficiently to extend all students in their learning? Was there enough time for students to develop/practise their learning? Did teaching/learning activities support students work towards their intended learning

and what was it about the activities that made a difference?1. What supported the students’ learning in this unit, and what were the barriers to

students’ learning?2. Were students enabled to transfer their learning to other contexts?

4. Reflecting on the ProcessIn reworking this unit it is clear to me that while many of our units may be close to reflecting the intent of NZC, there is still a need to rework these and consider learning goals for the year group and the learning for each unit. The use of the questions in “Planning for Learning in Physical Education” has enabled a good level of reflection and encouraged a number of changes.

Teaching strategies in Physical Education, as in any learning area, will work differently in different contexts for different students. Effective pedagogy requires that teachers inquire into and reflect upon the impact of their teaching on their students. Inquiry is a cyclical process.

Focusing inquiry will help to establish the WHAT and WHYTeaching inquiry will help establish the HOW, and the detail of the WHATLearning inquiry will help establish the WHAT HAPPENED and the SO WHATBecause of the cyclical nature of Inquiry, the SO WHAT in turn may become the next round of WHAT and WHY

The following set of questions “Planning for Learning in Physical Education” provides teachers with a set of questions for planning that attempts to draw together the “front end” and the “back end” of NZC.

Teaching as Inquiry

Is there something I need to change?

What are the next steps for learning?

Learning InquiryWhat happened as a result of the

teaching, and what are the implications for future teaching?

Teaching inquiryWhat strategies (evidence-

based) are most likely to help my students learn this?

Teaching

Learning

Focusing inquiryWhat is important (and

therefore worth spending time one), given where my

students are at?

Teaching as Inquiry

Planning for Learning in Physical Education Focusing Inquiry

Teaching Inquiry

Learning Inquiry

What are the students’ needs?Effective pedagogy (NZC p.34-35) links in bold italics

X X

What do you want students to learn and why? Supportive environment How might you encourage continued flow of

learning from school to home/community and back again?

What can the different cultures in your class contribute to this unit?

Relevance of new learning How will this learning be relevant to student

lives, how will you know, who makes the decisions about what is relevant?

How and when will you involve students in the direction the learning might take?

X X X

How will the learning contribute to the school goals and NZC vision?

X X

How do decisions made in planning the unit contribute to the principles of NZC?

X X

Which values are inherent in this unit of work and what are the links to the Health and Physical Education in the New Zealand Curriculum Attitudes and Values?

X

How will the underlying concepts underpin the unit? Hauora. How will this unit support student understanding of wellbeing?Socio-ecological Perspective. How will this unit support student understanding and learning about the influences that might affect their participation, confidence and ability in this unit?Health Promotion. How might this unit support student understanding of processes that develop and maintain a supportive physical and emotional environment?Attitudes and Values. How might this unit support students understanding of attitudes and values (from HPE learning area).

X

Learning intentions/outcomes are written in students’ language and linked to the HPE learning area achievement objectives?Relevance of new learning How will you share intended learning with

students?

X

What knowledge might students bring to this X

unit?Connections to prior learning and experience Has students existing knowledge been

incorporated? How have students’ learning needs been

identified and incorporated? How are connections across learning areas,

home and community being made?

Success criteria have been written / negotiated with students where appropriate.

X X

What learning activities will be used and how do they work students towards learning intentions?Relevance of new learning How will you switch students on to the

possibilities for this learning and tune them in?

Facilitating shared learning What learning activities exist that encourage

sharing knowledge and experience? How will you include cooperative activities? How are conversations with others- family,

wider community-encouraged? Is there opportunity for the teacher to be a

learner? How are students supported and

challenged? How is ongoing feedback available? How is

ongoing feedback delivered?Providing sufficient opportunities to learn Are there multiple opportunities for students

to engage with and practise new learning? Will there be learning activities for varying

ability levels? Will students be given feedback on their

learning and time to act on the feedback? Is new learning occurring in a variety of

contexts or different tasks? Have the students’ learning experiences

been meaningfully sequenced over time?Encouraging reflective thought and action Do students have opportunities to reflect on

their learning and adapt as a result of the reflection?

Creating a supportive learning environment How have you taken into account the

different language needs of your students?

X

When considering the learning activities, which of the key competencies will be explicitly taught, and which will be supported and developed?

X X

The primary purpose of assessment is to improve student learning and teachers teaching as both student and teacher respond to the information that it provides pg 39 NZC

Is formative practice embedded throughout the unit? How will you ensure that students

understand criteria for success? How will you select evidence gathering

strategies and how and when will you share this information with students?

How will you involve students in the process of evidence gathering and reflection?

How will you provide opportunities for feedback throughout the unit and not just at the end of the unit?

Lessons plans are developed as a result of assessment information gathered throughout the unit of work

X X

At the completion of the unit of work teachers and students should be involved in a reflection process to inform future units of work

Gather assessment information and then ask the following questions Was the learning challenging enough or was

it too challenging? Is / was the learning differentiated

sufficiently to extend all students in their learning?

Was there enough time for students to develop/practise their learning?

Did teaching/learning activities support students work towards their intended learning and what was it about the activities that made a difference?

X X

What supported the students’ learning in this unit, and what were the barriers to students’ learning?

X

Were students enabled to transfer their learning to other contexts?

X